CHCAGE005 Learner Workbook for Providing Support to People Living with Dementia
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This learner workbook provides instructions and assessment requirements for CHCAGE005 unit of competency. It covers person-centered care approaches, interpreting individualized plans, and addressing the needs for a stable environment for people living with dementia.
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CHCAGE005 Provide support to people living with dementia Learner Workbook
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Instructions toLearner Assessment instructions Overview Prior to commencing the assessments, your trainer/assessor will explain each assessment task and the terms and conditions relating to the submission of your assessment task. Please consult with your trainer/assessor if you are unsure of any questions. It is important that you understand and adhere to the terms and conditions, and address fully each assessment task. If any assessment task is not fully addressed, then your assessment task will be returned to you for resubmission. Your trainer/assessor will remain available to support you throughout the assessment process. Written work Assessment tasks are used to measure your understanding and underpinning skills and knowledge of the overall unit of competency. When undertaking any written assessment tasks, please ensure that you address the following criteria: Address each question including any sub-points Demonstrate that you have researched the topic thoroughly Cover the topic in a logical, structured manner Your assessment tasks are well presented, well referenced and word processed Your assessment tasks include your full legal name on each and every page. Active participation It is a condition of enrolment that you actively participate in your studies. Active participation is completing all the assessment tasks on time. Plagiarism Plagiarism is taking and using someone else's thoughts, writings or inventions and representing them as your own. Plagiarism is a serious act and may result in a learner’s exclusion from a course. When you have any doubts about including the work of other authors in your assessment, please consult your trainer/assessor. The following list outlines some of the activities for which a learner can be accused of plagiarism: Presenting any work by another individual as one's own unintentionally Handing in assessments markedly similar to or copied from another learner Presenting the work of another individual or group as their own work Handing in assessments without the adequate acknowledgement of sources used, including assessments taken totally or in part from the internet.
If it is identified that you have plagiarised within your assessment, then a meeting will be organised to discuss this with you, and further action may be taken accordingly. Collusion Collusion is the presentation by a learner of an assignment as their own that is, in fact, the result in whole or in part of unauthorised collaboration with another person or persons. Collusion involves the cooperation of two or more learners in plagiarism or other forms of academic misconduct and, as such, both parties are subject to disciplinary action. Collusion or copying from other learners is not permitted and will result in a “0” grade and NYC. Assessments must be typed using document software such as (or similar to) MS Office. Handwritten assessments will not be accepted (unless, prior written confirmation is provided by the trainer/assessor to confirm). Competency outcome There are two outcomes of assessments: S = Satisfactory and NS = Not Satisfactory (requires more training and experience). Once the learner has satisfactorily completed all the tasks for this module the learner will be awarded “Competent” (C) or “Not yet Competent” (NYC) for the relevant unit of competency. If you are deemed “Not Yet Competent” you will be provided with feedback from your assessor and will be given another chance to resubmit your assessment task(s). If you are still deemed as “Not Yet Competent” you will be required to re-enrol in the unit of competency. Additional evidence If we, at our sole discretion, determine that we require additional or alternative information/evidence in order to determine competency, you must provide us with such information/evidence, subject to privacy and confidentiality issues. We retain this right at any time, including after submission of your assessments. Confidentiality We will treat anything, including information about your job, workplace, employer, with strict confidence, in accordance with the law. However, you are responsible for ensuring that you do not provide us with anything regarding any third party including your employer, colleagues and others, that they do not consent to the disclosure of. While we may ask you to provide information or details about aspects of your employer and workplace, you are responsible for obtaining necessary consents and ensuring that privacy rights and confidentiality obligations are not breached by you in supplying us with such information.
Assessment appeals process If you feel that you have been unfairly treated during your assessment, and you are not happy with your assessment and/or the outcome as a result of that treatment, you have the right to lodge an appeal. You must first discuss the issue with your trainer/assessor. If you would like to proceed further with the request after discussions with your trainer/assessor, you need to lodge your appeal to the course coordinator, in writing, outlining the reason(s) for the appeal. Recognised prior learning Candidates will be able to have their previous experience or expertise recognised on request. Special needs Candidates with special needs should notify their trainer/assessor to request any required adjustments as soon as possible. This will enable the trainer/assessor to address the identified needs immediately.
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Assessment requirements Assessment can either be: Direct observation Product-based methods e.g. reports, role plays, work samples Portfolios – annotated and validated Questioning Third party evidence. If submitting third party evidence, the Third Party Observation/Demonstration document must be completed by the agreed third party. Third parties can be: Supervisors Trainers Team members Clients Consumers. The third party observation must be submitted to your trainer/assessor, as directed. The third partyobservationis to be used by the assessor to assist them in determining competency. The assessment activities in this workbook assess aspects of all the elements, performance criteria, skills and knowledge and performance requirements of the unit of competency. To demonstrate competence in this unit you must undertake all activities in this workbook and have them deemed satisfactory by the assessor. If you do not answer some questions or perform certain tasks, and therefore you are deemed to be Not Yet Competent, your trainer/assessor may ask you supplementary questions to determine your competence. Once you have demonstrated the required level of performance, you will be deemed competent in this unit. Should you still be deemed Not Yet Competent, you will have the opportunity to resubmit your assessments or appeal the result. As part of the assessment process, all learners must abide by any relevant assessment policies as provided during induction. If you feel you are not yet ready to be assessed or that this assessment is unfair, please contact your assessor to discuss your options. You have the right to formally appeal any outcome and, if you wish to do so, discuss this with your trainer/assessor.
Candidate Details Assessment – CHCAGE005: Provide support to people living with dementia Please complete the following activities and hand in to your trainer/assessor for marking. This forms part of your assessment for CHCAGE005: Provide support to people living with dementia. Name:_____________________________________________________________ Address:_____________________________________________________________ _____________________________________________________________ Email:_____________________________________________________________ Employer:_____________________________________________________________ Declaration I declare that no part of this assessment has been copied from another person’s work with the exception of where I have listed or referenced documents or work and that no part of this assessment has been written for me by another person. I alsounderstand the assessment instructions and requirements and consent to being assessed. Signed:____________________________________________________________ Date:____________________________________________________________ If activities have been completed as part of a small group or in pairs, details of the learners involved should be provided below: This activity workbook has been completed by the following persons and we acknowledge that it was a fair team effort where everyone contributed equally to the work completed. We declare that no part of this assessment has been copied from another person’s work with the exception of where we have listed or referenced documents or work and that no part of this assessment has been written for us by another person. Learner 1:____________________________________________________________ Signed:____________________________________________________________ Learner 2:____________________________________________________________ Signed:____________________________________________________________ Learner 3:____________________________________________________________ Signed:____________________________________________________________
Observation/Demonstration Throughout this unit, you will be expected to show your competency of the elements through observations or demonstrations. Your trainer/assessor will have a list of demonstrations you must complete or tasks to be observed. The observations and demonstrations will be completed as well as the activities found in this workbook. An explanation of observations and demonstrations: Observation is on-the-job The observation will usually require: Performing a work based skill or task Interaction with colleagues and/or customers. Demonstration is off-the-job A demonstration will require: Performing a skill or task that is asked of you Undertaking a simulation exercise. Your trainer/assessor will inform you of which one of the above they would like you to do. The observation/demonstration will cover one of the unit’s elements. The observation/demonstration will take place either in the workplace or the training environment, depending on the task to be undertaken and whether it is an observation or demonstration. Your trainer/assessor will ensure you are provided with the correct equipment and/or materials to complete the task. They will also inform you of how long you have to complete the task. You should be able to demonstrate the skills, knowledge and performance criteria required for competency in this unit, as seen in the Learner Guide.
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Third Party Guide You should supply details of the third party to the assessor before you commence the activities (see below), unless the assessor has already selected a third party themselves. The assessor can then contact the third party in instances where they require more evidence to determine competency, or they cannot observe certain tasks themselves. The reasons to use a third party may include: Assessment is required in the workplace Where there are health and safety issues related to observation Patient confidentiality and privacy issues are involved. If you are not employed, or able to complete demonstrative tasks in the workplace, you will need to inform the assessor. They will be able to provide you with a simulated environment in which to complete these tasks. We would prefer that, wherever possible, these be “live” issues for your industry and require application of the principles that you are learning as part of your training. Where this is not possible, you and your third party should simulate the activity tasks and demonstrations that you believe would be likely to arise in your organisation or job role. Third party evidence can also be used to provide “everyday evidence” of tasks included in your work role that relate to the unit of competency but are not a part of the formal assessment process. The third party is not to be used as a co-assessor – the assessor must make the final decision on competency themselves. Documents relevant to collection of third party evidence are included in the Third Party section in the Observations/Demonstrations document. Third party details (required information from the learner) A third party may be required for observations or demonstrations; please provide details below of your nominated third party and obtain their signature to confirm their agreement to participate. This information will be required by your trainer/assessor in advance of arranging any future observations or demonstrations. Third party name:______________________________________________________________ Position of third party:______________________________________________________________ Telephone number:______________________________________________________________ Email address:______________________________________________________________ Declaration for nominated third party I declare my intention to act as third party for (learner’s name here) __________________________ Third party signature:_____________________________________Date: ___________________
Activities Complete the following activities individually or in a group (as applicable to the specific activity and the assessment environment). Where applicable, a signed observation by either an approved third party or the assessor will need to be included in these activities as proof of completion. Activity 1A Estimated Time15 Minutes ObjectiveTo provide you with an opportunity to apply person-centred care approaches to all interactions with the person living with dementia. ActivityDescribe the person-centred approach including what Brooker’s (2007) acronym VIPS stands for. According to Brooker, the acronym VIPS stands forValued, Individual, Perspective, and Individual.This means that the a person with dementia should be valued and must be respects as an individual and for his perspectives in the social environment (Brooker, 2007).
Activity 1B Estimated Time20 Minutes ObjectiveTo provide you with an opportunity to interpret individualised plan and familiarise self with the specific needs and wants of the person living with dementia. Activity1.What can you find out from an individualised plan or care plan? (Give examples of the kind of information available). The individualized care plan helps in attaining information that focuses on the uniqueness that the person suffering from dementia possess, which help in the treatment process. 2.Give some examples of how you could help someone with dementia maintain a good quality of life. To attain a good quality of life- The activities and people who bring joy in the victim’s life, should be utilized more. Giving the victim the chance to make their own decision, making him feel respected. Helping the victim build their strengths.
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Activity 1C Estimated Time15 Minutes ObjectiveTo provide you with an opportunity to identify and address person’s needs for a stable and familiar environment. Activity1.Why is it important to maintain a stable environment for people with dementia? It is important to maintain a stable and claiming environment around the individual suffering from dementia as it helps in minimizing their confusion and also helps in developing better concentration skills. 2.How can you address this in a residential environment? In a residential environment, it is important to analyze the noise levels, the effects of mirrors, the lighting in the house, the colors and patterns in the house, and the state of the bed. All these checks are important as the people suffering from dementia have issues with noise, they get really annoyed with even a bit loud noise and thus, keep the television and the radio off is the best option. They also have issues with reflections, shadows, and glare, as they get frightened (Gitlin, 2012).
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Activity 1D Estimated Time30 Minutes ObjectiveTo provide you with an opportunity to recognise signs consistent with financial, physical or emotional abuse or neglect of the person and report to an appropriate person. Activity1.How would you respond if you witnessed or knew an older person's rights were being violated? I will report a complaint under the Australian Institute of Family Studies and the other authorities that will take strict action against the people who are conducting it. 2.Define elderly abuse. How can it be identified? What are your organisation's guidelines for responding to elderly abuse cases? A single or repeated practice that causes harm to the respect of an elderly person and is a distress to them and also violates the civil and human rights of the elder people, then it is known as elderly abuse. The elderly abuse is considered for the people above the age of 65. An elder abuse occurs if an elderly is abused physically, sexually, psychologically, emotionally, and financial. In our organization we consider all the cases related to the above mentioned abuses.
Activity 2A Estimated Time15 Minutes ObjectiveTo provide you with an opportunity to use verbal and non verbal communication strategies to maximise engagement of the person with dementia. ActivityWhat is active/empathic listening and how can it be used to help care for people with dementia? Empathetic listening can be defined as a method to understand a person by paying attention to the other person’s emotional identification, feeling, compassion, and his insight. It can be used in - Building trust, respect, and self-esteem. It helps in reducing the tensions of the victims.
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Activity 2B Estimated Time20 Minutes ObjectiveTo provide you with an opportunity to gain cooperation and provide reassurance as appropriate by using reality orientation. ActivityCreate a plan for reality orientation session. Detail what skills it aims to develop and who needs to be involved, as well as materials required. A reality orientation session is a program that is designed to bring an improvement in the psychomotor and cognitive functions in a person who is majorly confused and disoriented. The person who is involved in this session are the individuals who are in their early stage of dementia and the main aim of this program is to bring an improvement in their cognitive functioning. This will be conducted by talking about the orientation and utilizing the name of the person more often who is suffering from dementia. Putting signs and labels on the cupboards and doors. Also, by asking more questions the victims’ life will help. For this the carers, should have all the information about the clients, other resources that will be required are photos, clocks, calendars, and many different items, related to the victim (Leggett, Zarit and Taylor, 2009).
Activity 2C Estimated Time15 Minutes ObjectiveTo provide you with an opportunity to use a range of validation strategies to relieve distress and agitation in the person. ActivityWrite a role play for validation therapy between a dementia patient and a carer (different to the one outlined in the unit). Me: Does this happen to you every day? Woman- Yes, it happens with me every day. Me: are there any mornings when it does not happen to you? Woman: sometimes, when the nice lady comes to visit me during the night and asks me if I want to go to the washroom. I am getting old and due to this, sometimes I have problems with my pee-pee. In this I understood, the women was ashamed of telling the truth and thus empathizing with her feelings and staying away from the truth, helped in performing the validation therapy in a better manner, and thus, she finally revealed the truth.
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Activity 3A Estimated Time15 Minutes ObjectiveTo provide you with an opportunity to organise activities which aim to maintain independence, using familiar routines and existing skills. Activity1.Create a list of ten suitable activities for someone who has limited mobility, dementia and lives in a residential care home. The ten activities are- Bake or cook. The person should do crafts and arts. Play slow music. Gardening. Reading different books Watching old family videos. Solve a puzzle. Watching comic and romantic movies. Can be inspirational too. Cleaning in the house. Sewing or knitting 2.List at least two activities that can be used to bring back pleasurable memories to a client. The two activities that will help in bringing back the pleasurable activities are- The first activity is cooking or baking. For example, favorite dish as a kid. The second activity is through an old video in which he is surrounded by all his close ones.
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Activity 3B Estimated Time15 Minutes ObjectiveTo provide you with an opportunity to ensure the safety and comfort of the person balanced with autonomy and risk taking. ActivityWhat are some of the common risks associated with dementia patients? Some of the common risks associated with the dementia patients are- Cardiovascular diseases Diabetes (Mittelman, 2011). Depression Sleep Problems
Activity 3C Estimated Time15 Minutes ObjectiveTo provide you with an opportunity to access information about the person’s reminiscences and routines with family and carers. ActivityWhat information can you gather from family carers and significant others to help meet the care needs of dementia patients? The information that will help- The information about the likes and dislikes of the individual. About the mood swings that the individual has during a day. About the incidents that are responsible for the present condition of the individual. About the strengths and weaknesses of the individual
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Activity 3D Estimated Time20 Minutes ObjectiveTo provide you with an opportunity to provide support and guidance to family, carers and/or significant others where appropriate. Activity1.What kinds of problems can affect carers, family or significant others? The problems that can affect the family, friends, and near ones are- Anger and frustration Depression (Pot, 2010). 2.How can you help to address these? These problems can be addressed only through maintaining a positive environment at homes, also the family members should regularly consult the carer. The carer not only empathizes with them, but also provides them with a hope by informing them about the progress which the patient has made till now.
Activity 1A to 3D checklist – for assessor This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required. Learner’s name Assessor’s name Unit of Competence (Code and Title) Date(s) of assessment Has the activity been answered and performed fully, as required to assess the competency of the learner? YesNo (Please circle) Has sufficient evidence and information been provided by the learner for the activity? YesNo (Please circle) Comments Provide your comments here: The learner’s performance was:Not yet satisfactorySatisfactory If not yet satisfactory, date for reassessment: Feedback to learner:
Learner’s signature Assessor’s signature Activity 4A Estimated Time30 Minutes ObjectiveTo provide you with an opportunity to implement strategies which minimise the impact of behaviours of concern. Activity1.What behaviours are of a concern for those with dementia? Some of the problems are- Sleeping problems Repetitive behavior Hoarding problems Wandering issues. Sundowning issues. 2.What situations can be responsible for behaviours of concern? All these issues can emerge if the person suffering from dementia has been disrespected or they have been cheated by a closed one or any other act that has hurt their emotions and feelings. Due to this reason, the person may suffer from a behavior change further resulting in all these problems. 3.How should you not react to behaviour of concern? In such a circumstance, the people who are close to him should not initially react to this change in behavior. They should talk to the carer first and from the advice provided by him the appropriate measures should be taken. Also, after that, the family and friends should peacefully talk to the individual to know his side of the story but only after taking the carer consent (Russo et al., 2015).
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Activity 4B Estimated Time30 Minutes ObjectiveTo provide you with an opportunity to contribute to team discussions on support planning and review. ActivityWhat types of matters might you discuss at a team discussion for someone with dementia? Create a draft agenda for such a meeting. The agenda draft for a meeting on dementia is- 5 minutes – welcoming. 10 minutes – discussing the cases that will be discussed and picking up a particular case. 45 minutes – addressing his new issues related to behavior change, his anger, frustration, depression, and his decreasing interaction with the family members. 60 minutes – searching for the solutions from the earlier cases and the lesson learned in the earlier meeting and then finalizing the solutions for the patient. 10 minutes – the meeting is concluded after stating the final thoughts and deciding the next date for the meeting.
Activity 4C Estimated Time15 Minutes ObjectiveTo provide you with an opportunity to take action to minimise the likelihood of and reduce the impact of behaviours on the person and others. ActivityOutline five psychosocial strategies and their methodology. Some of the psychological strategies are- Assessment – the carer should create an effective questionnaire that should cover various question from the individual’s childhood till today, making him display his different emotions and this will help in treating the client in a better way. Supporter – make the individual feel that you support him, by taking immense care of him and this will help in improving the quality of life of the individual. Depression tackler – the carer should tackle depression in the most sensitive and inspiring manner that is reminding the individual about his strengths and asking him to create a new thing. Anxiety reduction – the carer has to reduce the level of
anxiety in a person and for this, the carer has to engage the carer in daily activities that make him feel valued and important (Scerri, Abela and Innes, 2009). Meditating – the individual should be forced to do meditation regularly. Activity 4D Estimated Time 15 Minutes
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ObjectiveTo provide you with an opportunity to evaluate implemented strategies with support planning team to ensure effectiveness in minimising behaviours. Activity1.In an event sample observation, what information should you record? The information that should be recorded is about the different new issues that are increasing in the people suffering from dementia and the solution to it. 2.What is the ABC method for analysing behaviour? The ABC method of analyzing behavior means antecedents-behavior- consequences. It means that- Antecedents – it analyzes that what happened before the behavior. Behavior – it analyses the current and the actual behavior. Consequences – it analyses, what has happened afterward or can happen in the future.
Activity 5A Estimated Time15 Minutes ObjectiveTo provide you with an opportunity to comply with the organisation’s reporting requirements, including reporting observations to supervisor. ActivityWhat are your organisation’s reporting requirements for both written and verbal reports? The various requirements for our organization written and verbal reports include a detailed information about the patient, covering all the information related to his age, when it started, the initial symptoms, the change in the behaviour and the speed of changes, the current development or degradation, and the diseases which the patient is suffering from. Also, verbally the parents or the near ones of the patient should inform about his daily routines, his like and dislikes, and his strengths and weaknesses.
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Activity 5B Estimated Time15 Minutes ObjectiveTo provide you with an opportunity to complete, maintain and store documentation according to organisation policy and protocols. Activity1.How can you complete and maintain documentation? The complete documentation will be done through a form which will require the information in advance about the patient that has to be fulfilled online, so that the information can be maintained in an easy manner. 2.How can you make records identifiable? All the information collected will be divided into various categories from personal, professional, financial, the main cause, the health issues, and many other sub-categories.
Activity 6A Estimated Time30 Minutes ObjectiveTo provide you with an opportunity to monitor own stress level in relation to working with people with dementia. ActivityWhat are the ten signs of stress in caregivers and how can you manage them? Denial. Anger. Social withdrawal. Anxiety Depression Exhaustion Sleeplessness Irritability Lack of concentration Health problems
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Activity 6B Estimated Time15 Minutes ObjectiveTo provide you with an opportunity to use appropriate self care strategies and seek support if required. ActivityWhat self-care strategies could you employ to minimise the development of stress and manage any that surfaces? The following self-care strategies can be used – Meditation – letting go of all the stressful thoughts will help in reducing the emerging issues of problems (Werner and AboJabel, 2018). Muscle relaxation – physical and mental relaxation, goes hand in hand. The carer should regularly do stretching for realizing all the negative energy from the body.
Activity 3A to 6B checklist – for assessor This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required. Learner’s name Assessor’s name Unit of Competence (Code and Title) Date(s) of assessment Has the activity been answered and performed fully, as required to assess the competency of the learner? YesNo (Please circle) Has sufficient evidence and information been provided by the learner for the activity? YesNo (Please circle) Comments Provide your comments here: The learner’s performance was:Not yet satisfactorySatisfactory If not yet satisfactory, date for reassessment: Feedback to learner:
Learner’s signature Assessor’s signature Summative Assessments The summative assessments are the major activities designed to assess your skills, knowledge and performance, as required to show competency in this unit. These activities should be completed after finishing the Learner Guide. You should complete these as stated below and as instructed by your trainer/assessor. Skills, knowledge and performance may be termed as: Skills– skill requirements, required skills, essential skills, foundation skills Knowledge– knowledge requirements, required knowledge, essential knowledge, knowledge evidence Performance– evidence requirements, critical aspects of assessment, performance evidence. Section A: Skills Activity The Skills Activity is designed to be a series of demonstrative tasks that should be assessed by observation (by the assessor or third party, depending on the circumstances). It will demonstrate all of the skills required for this unit of competency – your assessor will provide further instructions to you, if necessary. Section B: Knowledge Activity (Q & A) The Knowledge Activity is designed to be a verbal questionnaire where the assessor asks you a series of questions to confirm your competency for all of the required knowledge in the unit of competency. Section C: Performance Activity The Performance Activity is designed to be a practical activity performed either in the workplace or a simulated environment. You should demonstrate the required practical tasks for the unit of competency and be observed by the assessor and/or third party, as applicable to the situation. If the third party is required to observe you, you will need to make the required arrangements with them. If necessary for the activities, you should attached completed written answers, portfolios or any evidence of competency to this workbook.
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Section B: Knowledge Activity (Q & A) Objective: To provide you with an opportunity to show you have the required knowledge for this unit. o Answer each question in as much detail as possible, considering your organisational requirements for each one. All answers will vary depending on the learner and the organisation they work for but the learner should be able to answer each question competently. 1.Write a short essay on the latest major findings of dementia research. According to latest development, this has been found that drawing is a better method for memory retention, than writing notes. 2.List all of the different manifestations of dementia. Cognitive: mental decline and memory loss. Behavioral: restless, irritability, and getting lost. Mood: nervousness, loneliness, and anxiety. Psychological: hallucination and depression. Muscular: unsteady walking and proper alignment. Some more: sleep disorder. 3.Describe dementia as a progressive neurological condition and the pathological features of amyloid plaques, neurofibrillary tangles and the loss of connection between cells and cell death. Dementia is a progressive neurological condition due to the mini-strokes that happen in the brain. It is also pathological features of amyloid plaques as it destroys the connection with the nerve cells. Thus, this leads to loss of connection between the cells and cell death. 4.What are the common indicators and symptoms of dementia? Dementia symptom are anxiety, restlessness, sleep disorder, mood swings, hallucinations, memory loss, nervousness, uneven walking, and depression. 5.Explain the different behaviours of concern. The different behaviors of concern are anger, anxiety, confusion, frustration, sleeplessness, uneven mood change, and depression. 6.What kind of impact can the disease have on the patient and their family? The patient can have a memory loss and this will ultimately result in hallucination. The patient tends to hurt themselves due to the growing frustration and anger inside him. Also, the family members of the patient may also suffer from depression, anxiety, sleeplessness and a huge behavioral and personality change. 7.What are the principles of person-centred support? The principles of person-centred approach are – The planning of the person-centred has to be conducted with a key focus on the individual’s life, giving a huge focus on the person’s future wishes.
The person-centred support has to be conducted in a congruent manner. The carer has to be genuine with the client. There is a requirement for an immense and unconditional positive support.. Empathy is the most important principle for person centred support. 8.What are some activities that enhance a person’s self-esteem and help to bring pleasure to a patient’s life? The activities like asking the patient about his opinion on random and important things and appreciating his opinion will help in increasing their self-esteem. Rewarding them from time to time to make them feel valued will help in uplifting their self-esteem. 9.Explain the need for and list the different types of verbal and non-verbal communications strategies. Verbal communication strategies – Refer the patients with their names. Be clear in communicating. Speaking with a lot of warmth and positivity. Talk to them as an individual, do not treat them as a child. Non-verbal communication strategies - Maintaining a constant eye contact. Carer should have a pleasant expression. Exhibit expressions that are genuine and will make him believe that you are focusing on each word they say. A physical touch like a hug, or holding the hand, is very crucial.
Summative Assessments: Section B checklist This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the summative assessment. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required. Learner’s name Assessor’s name Unit of Competence (Code and Title) Date(s) of assessment Has the activity been answered and performed fully, as required to assess the competency of the learner? YesNo (Please circle) Has sufficient evidence and information been provided by the learner for the activity? YesNo (Please circle) Comments Provide your comments here: The learner’s performance was:Not yet satisfactorySatisfactory If not yet satisfactory, date for reassessment: Feedback to learner: Learner’s signature
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Assessor’s signature Section C: Performance Activity Objective: To provide you with an opportunity to demonstrate the required performance elements for this unit. Where applicable, a signed observation by either an approved third party or the assessor will need to be included in these activities as proof of completion. This activity will enable you to demonstrate the following performance evidence: Provided support to 2 different people living with dementia: ousing a person-centred approach to support ousing appropriate communication strategies oassisting in implementing a range of suitable activities that meet the person’s needs Answer the activity in as much detail as possible, considering your organisational requirements. All activity answers will vary depending on the learner and the organisation they work for but the learner should be able to demonstrate their competency in the unit requirements. 1.Explain in 2 scenarios how will you provide support for TWO different people living with dementia in a residential home setting. The learner must implement a person-centred approach to support throughout both sessions with each person. The learner needs to use appropriate communication strategies for each patient. As each person is different, a tailored communication approach will be required. The learner should also assist the care team in implementing a range of suitable activities for each patient. All activities will meet the person’s unique needs. The first scenario is about a woman I her early twenties. She has been struggling with dementia when she was of the age eight. She has extreme mood swings and she feels like she is in a black tunnel. I asked her to narrate me her one wish. She said she would like to be like other girls and want that people around her treat her normally. I listened to her complete wish and then asked the parents to give her the space and make her feel like an adult. I did not treat her like a child, I talked to her like a young lady who wants something in life. My eyes were in constant contact with her and wiped her tears to console her. She said she felt normal to me. In the second scenario, a woman who is of the age 60 and has a family consisting of children and grandchildren. I asked her to narrate me her plans about the weekend. She replied, not in my room alone and with the kids and grandkids. I identified that she is mostly in her room. So, I called her grandkids and asked her to narrate a story to them. She felt valued and she has an experience of a good quality life.
Summative Assessments: Section C checklist This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the summative assessment. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required. Learner’s name Assessor’s name Unit of Competence (Code and Title) Date(s) of assessment Has the activity been answered and performed fully, as required to assess the competency of the learner? YesNo (Please circle) Has sufficient evidence and information been provided by the learner for the activity? YesNo (Please circle) Comments Provide your comments here: The learner’s performance was:Not yet satisfactorySatisfactory If not yet satisfactory, date for reassessment: Feedback to learner: Learner’s signature
Assessor’s signature Supplementary Oral Questions(optional) – for assessor The below table is for you to document any supplementary verbal questions you have asked the learner to determine their competency. For example, if you are unsure of their answer to a question in the Learner Workbook, you may choose to ask them a supplementary question to clarify their understanding of the relevant criteria. Learner’s name Assessor’s name Unit of Competence (Code and Title) Date of assessment Question: Learner answer: Assessor judgement:SatisfactoryNot Satisfactory Question: Learner answer:
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Feedback for the learner I have read, understood, and am satisfied with the feedback provided by the assessor. Learner’s name Learner’s signature Assessor’s name Assessor’s signature
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Competency record to be completed by assessor This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the overall unit. Indicate in the table below if the learner is deemed competent or not yet competent for the unit or if reassessment is required. Learner’s name Assessor’s name Unit of Competence (Code and Title) Date(s) of assessment Has the learner completed all required assessments to a satisfactory standard?YesNo (Please circle) Has sufficient evidence and information been provided by the learner to prove their competency across the entire unit? YesNo (Please circle) The learner has been assessed as competent in the elements and performance criteria and the evidence has been presented as: AuthenticYesNo (Please circle) ValidYesNo (Please circle) ReliableYesNo (Please circle) CurrentYesNo (Please circle) SufficientYesNo (Please circle)
Learner is deemed:Not yet competentCompetent If not yet competent, date for re-assessment: Comments from trainer/assessor: Learner’s signature Assessor’s signature
References Brooker,D.(2007).Whatisperson-centredcareindementia?.ReviewsinClinical Gerontology, 13(03), pp.215-222. Gitlin, L. (2012). Interventions to promote well-being for people with dementia and their family caregivers.Alzheimer's & Dementia, 8(4), pp.P229-P230. Leggett, A., Zarit, S. and Taylor, A. (2009). Burden among caregivers in lewy body dementia.Alzheimer's & Dementia, 5(4), p.P231. Mittelman, M. (2011). Supporting Caregivers.Alzheimer's & Dementia, 7(4), p.e1. Pot, A. (2010). Mastery over dementia: An internet intervention for family caregivers of people with dementia.Alzheimer's & Dementia, 6(4), p.S90. Russo, C., Wallace, A., Lathan, C. and Doraiswamy, M. (2015). Cognition of dementia caregivers.Alzheimer's & Dementia, 11(7), p.P704. Scerri, C., Abela, S. and Innes, A. (2009). Dementia in Malta: Experiences of dementia patients and their caregivers.Alzheimer's & Dementia, 5(4), p.P234. Werner, P. and AboJabel, H. (2018). Can drawings help assessing dementia caregivers' burden? A preliminary study.Dementia, 1(1), p.147130121878250.
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