CHCCCS011 Learner Workbook - Desklib Online Library

This CHCCCS011 Learner Workbook is designed to provide learners with a guide of instruction and information in relation to the relevant assessment tasks. It covers assessment instructions, requirements, appeals process, special needs, academic misconduct, and more. The workbook is suitable for students studying CHCCCS011 Meet personal support needs.

CHCCCS011
Meet personal support needs
Learner Workbook
CHCCCS011 Learner workbook V 2.0
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Table of Contents
Table of Contents.............................................................................................................................2
Instructions to students:.............................................................................................................5
Assessment instructions...............................................................................................................5
Assessment Task...........................................................................................................................5
Assessment requirements............................................................................................................5
Competency outcome...................................................................................................................6
Assessment appeals process.........................................................................................................7
Special needs.................................................................................................................................7
Additional evidence......................................................................................................................7
Confidentiality...............................................................................................................................7
Academic misconduct...................................................................................................................7
Activities.........................................................................................................................................11
Activity 1A....................................................................................................................................11
Activity 1B....................................................................................................................................12
Activity 1C....................................................................................................................................13
Activity 1D...................................................................................................................................15
Activity 1E....................................................................................................................................17
Activity 1F....................................................................................................................................19
Activity 2A....................................................................................................................................21
Activity 1A to 2C checklist – for assessor.....................................................................................25
Activity 3A....................................................................................................................................26
Activity 3B....................................................................................................................................28
Activity 3C....................................................................................................................................30
Activity 3D...................................................................................................................................32
Activity 3E....................................................................................................................................33
Activity 3F....................................................................................................................................35
Activity 4A....................................................................................................................................37
Activity 4B....................................................................................................................................39
Activity 4C....................................................................................................................................41
Activity 3A to 4C checklist – for assessor.....................................................................................43
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Summative Assessments................................................................................................................44
Supplementary Oral Questions (optional) – for assessor................................................................46
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Instructions to students:
Assessment instructions
Overview
The purpose of this learner workbook, assessment workbook, simulation diary or logbook is to provide a guide
of instruction and information in relation to the relevant assessment tasks. As a learner, you will be provided
with information relating to your assessment, including how they are to be completed and submitted.
Therefore, it is important that you fully understand the assessment instructions given by your trainer to avoid
issues such as academic misconduct, submitting past the due date and providing incomplete assessments,
which you will be required to resubmit. If you fail to understand or need more clarification on the assessments,
you are required to contact your trainer/assessor for further information.
Assessment Task
The aim of assessments is to test your knowledge, skills and understanding in relation to the topics being
taught within a given course. This will be done by using an assessment criterion which shows what you need to
do to achieve the appropriate level of competency. For the purpose of completing a written assessment, you
are required to:
 Complete each question, including any sub-questions;
 Provide in-depth research on the topic, using appropriate primary and secondary sources;
 Respond using a clear structure (e.g. Introduction, points of argument or fact, conclusion), including
references to the sources used.
All assessments required to be completed are compulsory as it is a required condition of your enrolment.
Assessment requirements
The assessments within this document can be completed through several approaches such as:
 Observation of real, indisputable actions as they occur;
 Written or oral task such as reports, role play, work samples etc;
 Portfolios;
 Questions, or third-party evidence, in which the relevant document (observation document is to be
completed by the agreed third party.
All documents relating the third-party observation is to be provided to your trainer/assessor as this will be
used in determining your level of competency. Third-party evidence can be obtained from supervisors (e.g.,
from the workplace), or clients/customers.
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Please be informed that all assessments are to be typed up. Any handwritten assessments will not be
permitted unless approved by the trainer/assessor. You must also comply with assessment policy and
procedures at https://aibtglobal.edu.au/support/student-forms/policies/.
Simulation diary (if required): You will do the simulation tasks as a part of your course in the designated
simulated environment.
During the simulation session, the student is required to meet the following requirements:
 Follow the dress standards -enclosed shoes, appropriate clothing (no shorts or skirts)
 Be aware of relevant procedures in case of accident, emergencies, evacuation
 Follow the start and finish times, breaks, work routines, etc.
 Follow the policies on personal phone calls and personal emails.
 The attendance for simulation sessions will be monitored as per ‘AIBTGlobal’s Monitoring Student
Attendance and Academic Progression policy and procedure.’
 Students should follow the standards of behaviour and comply with ‘AIBTGlobal’s Student Conduct
Rules’.
 Students should come prepared for the planned activities for simulation.
Observation/demonstration/simulation (if required):
You may be required to perform tasks/works/assessments through observations, simulation, or
demonstrations. Your trainer/assessor will provide you with a list of demonstrations, logbooks, simulation
diary or any other related documents for tasks/works/assessments. The observation, simulation or
demonstration can occur in the workplace, or the training environment such as workshop, or simulation labs.
During observation, demonstration or simulation, you will be provided with necessary information (e.g.,
timeframe) and equipment and/or materials to complete the task. You are required to perform the work, task
or assessment in accordance with the required instructions.
Competency outcome
Upon completing the following assessments, your trainer will either mark the assessment indicating S for
satisfactory or NS for not satisfactory (requires more training). If you, as a learner/trainee, receive satisfactory
marks for all assessments within this module, you will be graded a “C” for ‘Competent’. In vice versa, “NYC” for
‘Not yet Competent’, in which your trainer will provide adequate feedback and give you a chance to resubmit.
If your second submission of assessments is still NS, you may be required to (i) resubmit assessments on the
third attempt or (ii) redo the course unit again, which requires re-enrolment. Please be aware that the third
attempt of resubmission or re-enrolment to the course can result in additional costs/fees.
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Assessment appeals process
As a learner, you have a right to appeal a decision or outcome of an assessment if you feel like it was made
unfairly. However, this complaint must first be resolved with the trainer/assessor before lodging an appeal. If
you are still dissatisfied with the outcome, then a written application of the appeal can be made to the course
coordinator, outlining the grounds for the appeal in accordance with the complaints and appeals policy and
procedures at https://aibtglobal.edu.au/support/student-forms/policies/.
Special needs
Learning adjustments can be made for any candidate who has special needs (e.g., a student with a disability).
However, the trainer/assessor must be well informed about this so they can immediately implement the
necessary adjustments and have it ready before commencement.
Additional evidence
If at any event during or after the assessment process, the trainer/assessor requests you to provide additional
information or an alternative submission to establish your level of competency, then you are required to do so.
However, you must do so in a way that avoids any issues of privacy or confidentiality.
Confidentiality
All information provided to us regarding your job, workplace and employer will be kept confidential in
accordance with the relevant law. However, it is your responsibility to check that all information provided to us
does not involve details unrelated or not agreed upon for disclosure. For example, information about your
employer, colleagues and other related third parties who might be involved. Although we may require
information about these other parties, it is your responsibility to check that valid consent has been given from
these individuals before providing us with the requested information. This process of obtaining information
from the relevant parties must also be done in accordance with the relevant law.
Recognised prior learning
Any candidate may apply for credit transfer which they wish to count towards their course credit following the
application and assessment process of the credit transfer policy and procedure.
Academic misconduct
Academic Misconduct includes plagiarism, cheating and/or collusion, or any act or omission by a student which
attempts to circumvent or defeat the integrity of the College’s assessment process. Without limiting the scope
of the definition of academic misconduct, examples of plagiarism, cheating and collusion are provided below:
Plagiarism is defined as taking someone else’s work or ideas and submitting it as their own. This may include
acts such as, but not limited to:
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 Copying the direct words of a sentence or paragraph presented in a source, without referencing it or
giving it proper acknowledgement. This also extends to any structure used in completing the
assignment; and
 Submitting the same assignment as another learner who either is currently or has previously
completed it and presenting it as their own work.
Cheating occurs when you behave dishonestly in an attempt to obtain an unfair advantage in any form of
assessment. Examples of cheating include:
 Failing to adhere to examination conditions, for example, speaking or communicating with other
candidates in an examination, bringing unauthorised material into the examination room, reading or
attempting to read other students' answers, leaving the examination or test answer papers exposed
to another student’s view;
 Impersonating another student or arranging for someone to impersonate a student in any assessment
task;
 Purchasing assessment items from a contract cheating or ghost-writing service and presenting them
as the student’s own work;
 Allowing others to complete any assessment task and/or submit an assessment task which is not the
student’s own work;
 Fraudulent representation of any required documentation, for example, prior qualifications, or
medical certificates.
Collusion is defined where a learner collaborates with another learner currently enrolled or graduated to
produce an assessment which is submitted as their own. This may involve two or more learners working
together to produce the content of an assessment before submission.
Plagiarism, cheating and/or collusion is a behaviour that is strictly prohibited, therefore, prior to completing
your assessment it is advised that you refer to our Academic Misconduct policy and procedure at
https://aibtglobal.edu.au/support/student-forms/policies/ to ensure relevant compliance. If you are found
committing any of these acts, you will be investigated in which the appropriate disciplinary action will be
taken. As a result, it is important that you raise any questions regarding plagiarism, cheating and collusion with
your trainer before submitting the final assessment.
Student Details
Student ID: _____________________________________________________________
Name: _____________________________________________________________
Phone: _____________________________________________________________
Email: _____________________________________________________________
Declaration
I declare that
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 The content in this document is my own work, based on my own study and research and no part of it
has been copied from any other source, except where acknowledgement/reference has been made.
 The content in this document is my own work and no part of the work has been copied from any
other student who is currently studying or was graduated from the college.
 I have read and understood all instructions and requirements for the work, task, or assessment that is
assessed by my trainers and/or assessors. The understanding includes the submission date and time.
 I will keep a copy of my submitted work (e.g., logbook, or assessment).
I have read and understood the assessment policy and procedures, and academic misconduct policy and
procedures:
 I will perform my work to the best of my ability.
 I will not commit academic misconduct stated in academic misconduct policy and procedures.
Academic misconduct behaviour may result in ‘not competent’ result of the unit of competency.
 I understand if I receive not satisfactory for my work/assessment/task, it will result in not competent
result for the unit of competency. This can result in work/assessment/task resubmission and re-
enrolment of the unit of competency which can incur additional costs/fees to me.
 I understand that any assessment/task/work deemed unsatisfactory will require me to undergo
reassessment which may be different to the one originally submitted.
 I give permission for my assessment/task/work to be reproduced, communicated, compared, and
archived for the purposes of detecting academic misconduct and to fulfil any related College’s policy
and procedures
 I am aware that if I disagree with the assessment/task/work result, I have the right to appeal the
result. I will follow the complaints and appeals policy and procedures at
https://aibtglobal.edu.au/support/student-forms/policies/.
 I take full responsibility for the correct submission of this assessment/task/work in the required
place/channel with the correct cover sheet.
Student Signature: ____________________________________________________________
Date: _____________________________________________________________
ONLY If assessment/task/work is required to be completed as part of a group or in pairs, details of the
learners involved should be provided below:If you are NOT instructed to complete the assessment, work, or task in a group or in pairs, you or any other
student will NOT fill or sign this section below and MUST NOT work in a group or in pairs. Failure to comply
will result in not satisfactory result of required work, assessment, or task.
The content of this work/task/assessment is completed by the students named below. All students
acknowledge that the assessment, work, or task must be completed by everyone’s equal contribution and in
accordance with the requirements. All students declare that no part of this assessment, task, or work is taken
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from or completed by any other student. If the assessment, work, or task cites or paraphrases information
from other sources, reference and acknowledgement of those sources must be provided.
Student 1:
Student ID: ____________________________________________________________
Student Name: ____________________________________________________________
Student Signature: ____________________________________________________________
Student 2:
Student ID: ____________________________________________________________
Student Name: ____________________________________________________________
Student Signature: ____________________________________________________________
Student 3:
Student ID: ____________________________________________________________
Student Name: ____________________________________________________________
Student Signature: ____________________________________________________________
Student 4:
Student ID: ____________________________________________________________
Student Name: ____________________________________________________________
Student Signature: ____________________________________________________________
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Activities
Activity 1A
Estimated Time 40 Minutes
Objective To provide you with an opportunity to review Individualised plan and confirm
required equipment, processes and aids.
Activity Choose three aspects of care provision that are subject to personal
preference, and ask the client for their input on each, covering several areas
of the chosen categories.
You may refer to chapter 1.1 of the unit for ideas.
There are some of the three aspect which are effective and should take in
consideration which can be effective and allow to get better care and response
towards better quality of life. This may include personal hygiene, personal
appearance and meals. These are some of the aspect of care which should be
considered which can be client’s personal preferences.
Personal hygiene includes different area which may include washing, toileting
along with showering and bathing. Here, every client need to get better and
effective personal hygiene that can help to stay healthy and avoid the risk of
any type of infection. There is need to ask client about taking care of their
personal hygiene to live quality of life. There is need to ask client about their
preferences.
Personal appearance can also be considered in the individual lifestyle and
preferences. This can include shaving, hairstyle, makeup and skin treatment.
This is the one in which client should have their own interest and they like to
take their appearance according to their own. This can be helpful in dealing
with taking care of client health which can be associated with better wellbeing.
It can also help to build self-esteem that can be effective and help in getting
better care through staying in comfort. Through asking client preferences it can
help to perform well.
Meals should also be taken in consideration which can be effective and can
help to provide better learning and taking interest in client meal. This can allow
to take care of client health through advising for intake of healthy food. There is
need to ensure about dietary need along with preferences like vegetarian. This
can also include independent and assisted feeding. There is need to ask
question to client about their preferences and different breakfasts which can
include toast or cereals and many more. There is need to ask question about
client preferences about their meal which can help in taking well care.
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Activity 1B
Estimated Time 60 Minutes
Objective To provide you with an opportunity to identify requirements outside of scope
of own role and seek support from relevant people.
Activity 1. Give an example of how you could confirm personal support
requirements with a client.
Identify an aspect of personal care and list the questions you could ask
the client and the choices they may have.
There is need to communicate effectively with client which can be helpful to
identify their needs and preference that can allow to take care of client
personal support requirement. Personal hygiene is the aspect of personal care
in which it is needed to take care about the health of patient which include
better oral hygiene and health care.
In this, there is need to ask client some question which are like-
 How do you like to maintain oral hygiene?
 Do you like to use mouth wash or brush?
 Is it appropriate to use mouthwash twice a day?
 Do you feel refreshed after using mouthwash?
 How you would like to get better healthcare approach for improving
better oral health?
2. Identify a process that you are not qualified or trained to do.
What are the worst-case-scenario consequences for:
 You?
 The client(s)?
 The organisation?
As a care professional, to take care of oral hygiene through providing treatment
is not under the qualification and applying those can lead to create negative
health impact for the client.
When patient needed oral healthcare professional in such situation providing
self-medication can create consequences for me that should be avoided. This
can also lead to create worst scenario for client which may lead to any health
consequences. Here, organisation can get negative response towards caring of
client which is also negative.
Identify a piece of equipment that you are not qualified or trained to use.
What are the worst-case-scenario consequences for:
 You?
 The client(s)?
 The organisation?
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Administering intravenous medication can also lead not in qualification area
which create difficulty to deal with client health.
This can create consequence during administration of intravenous medication
as equipment. Client may get hurt or harm physically. Here, organisation can
also get impact due to harming self.
Activity 1C
Estimated Time 30 Minutes
Objective To provide you with an opportunity to consider the potential impact that
provision of personal support may have on the person and confirm with
supervisor.
Activity Identify an aspect of support that could be provided to a client.
Describe how this could have a negative impact on the client and the
repercussions of this.
Describe how this could have a positive impact on the client and the benefits
they could gain.
Personal hygiene is the aspect of personal support which can be included to
provide to patient.
In this, providing medication for the oral hygiene can be effective in which it
may include some negative impact on client which include discomfort, fear and
others.
There is need to refer to the oral health specialist that may consider as the
dentist that can take care of oral health and can have positive impact on client.
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Activity 1D
Estimated Time 45 Minutes
Objective To provide you with an opportunity to consider specific cultural needs of the
person.
Activity Identify a cultural group.
For each of these headings, write what their requirements are or may be,
including what they may need, their preferences and things that may be
unacceptable to them.
 How you act and conduct yourself around them.
 How you speak and communicate with them
 How you provide their care
 What care you can provide
 What you can feed them
 Participation in religious or cultural activities.
You should add in any other details you feel are relevant.
There is ATSI are the cultural group.
There is need to communicate effectively with them to make them comfortable
and share the information more effectively.
In this, there is need to use the common language which may include English.
There is another option to communicate with them through using interpreter
or getting care support from people with same culture background.
In this, there is need to ensure about their healthcare need and their safety
which can include in delivery of better care support.
There is need to get their preference which can allow and help in proving
nutritional food according to their culture and preferences for their better
health.
There is need to include them in taking care of good health which can be
effective and can allow to perform well that are associated with delivery of
effective response towards their religious or cultural activity. There is also need
to get involve in the cultural activity that can be helpful in establishing better
relationship for better delivery of care.
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Activity 1E
Estimated Time 40 Minutes
Objective To provide you with an opportunity to consider specific physical and sensory
needs of the person.
Activity 1. Identify three aspects of daily life a client could struggle with and
recommend equipment or other aids that could assist them.
2. Choose one aspect of the list of daily tasks in 1.5 of the Learner guide, and
write a step-by-step guide to a specific task, noting any variables or
potential issues.
Example: Continence aids > using incontinence pants.
There are some of the aspect where client may face difficulty to deal with. In
this such aspect may include roaming and mobility, communicating problem
due to hearing issue, breathing. These are some of the aspect through which
client may face struggle with and to get better care, there is need to some of
the equipment which should be consider to deliver better and effective
response towards it.
Here, for mobility difficulty, there can be use of wheelchair or other transport.
For proper communication there is need to use the personal audio-visual aids
and for breathing there is need to use the breathing device.
For the mobility aspect, there are some of the information which include
different steps for the specific task along with variable issues.
Client need assistance in moving which can lead to create difficulty in dealing
with performing different activity and going from one to above.
During getting in or out from vehicle can be main aspect in which client need
for assistance. In this, there are some of the procedure which includes
Swivel seats- through using some vehicle that should include the rotating seat
which are especially designed for elderly or disabled people. This can help in
transferring people form seat to chair and vice versa.
Hoists- Hoist can be available that can help in transferring people from vehicle
to chair and vice versa.
Wheelchair access- There is also some vehicle that provide better access to
wheelchair and help individual to take wheelchair in vehicle.
Sitting on the chair- There are some mobile clients that may get able to sit on
car seat which can help to pull their legs in where they may need assistance or
not.
There can be any potential issue in which individual may get risk to fall and get
hart.
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Activity 1F
Estimated Time 20 Minutes
Objective To provide you with an opportunity to identify risks associated with the
provision of support and confirm with supervisor.
Activity Identify an aspect of care provision that you could provide to a client.
 Identify the potential risks to the client.
 Identify the potential risk to the caregiver.
Maintaining oral hygiene can be effective and can lead to create high negative
health impact when not taken in consideration. There is need to provide care to
patient for their better oral hygiene.
There are potential risks for the client which may include –
 Deterioration of oral health condition where providing self-medication
can lead to risk of side effect.
 There is risk of abuse from the caregiver which can impact physical
health along with mental health.
 There can be risk of loss of independence due to taking control over the
diet and some restriction over favourite food.
 There can also be risk of medication error that can impact individual
health and can lead to create high negative health impact on client
health.
There are some of the risk to the caregiver which may include different
negative impact on the caregivers which are associated during delivery of
healthcare services and care. There are some of the risk which are associated
with client care.
 There is risk of getting injured during manual handling patient in which
there is need for physical health support.
 There is another risk of responsibility for error and may be risk of
getting attacked by the client.
 There is risk of getting any type of infection that may spread through
the client.
 There can be risk of accusation from clients.
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Activity 2A
Estimated Time 60 Minutes
Objective To provide you with an opportunity to discuss and confirm person’s own
preferences for personal support in a positive way.
Activity 1. Identify ten example preferences a client may have relating to their care.
For each:
 How would you identify this information?
 How would you confirm it?
 How would you record it?
2. Write an example of a procedure using the framework given in chapter
2.1:
 Explaining what the procedure is
 Explaining why the client needs it
 Explaining what will happen during the procedure
 Asking if the client has any preferences
 Answering clients’ questions and addressing their concerns
 Confirm that the client understands and that they are happy.
Choose any procedure and include aspects you would cover to ensure
that the client was fully informed and can confirm the plans.
There are 10 barriers preference is the client may have relation to their
personal care.
Being called by their last name.
There is need to ask a question to the client about what to call them. This can
be effective and can help to assure about getting call by their second name.
After calling and asking about the appropriate use of their name can be helpful
to get confirm about it calling a client with their last name.
This can be record by asking some question in positive manner.
Their meal
There is need to ask question about the meal preferences which the client like.
This can be confirmed through getting information about favourite meal and
their preferences.
This can be confirmed through getting information about favourite meal and
their preferences.
Waking up in morning
There is need to provide proper care in which they should ask a client about
waking up time. This can be effective and can help to identify this information.
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This can be confirm by asking some question about their daily routine.
This can be recovered through asking question to the client directly without any
hesitation.
Going walk in evening
You getting information about the daily activity can help to identify the
information of walking in the evening.
This can be confirm through getting information from client family member or
directly.
This can be record through asking in question from client family or client
directly.
Getting bath in afternoon
There is need to gather information about clients daily routine that can be
helpful to identify about being comfortable bathing in the afternoon.
This can be confirm by observing client through daily routine and asking client
about preference timing for bathing.
This can be record throw asking direct question to client.
Meeting with family
Client preference can be identify through asking to share the information about
their own self and their preferences and need.
This can be confirmed by asking about meeting family.
This can be record by asking question direct towards family to the client.
Drinking coffee toys a day
Asking client about drinking coffee or tea can help to collect the information
about client preference.
This can be confirm by getting answer by client themselves.
This can be record through asking question whether they like to take coffee and
how many times a day.
Watching television show in morning
Talking with client can help to share the information and get information about
client like to watch television show early in the morning.
This can be confirm by asking client about their favourite television show.
This can be record through communicating with client and asking about their
favourite television show.
Sleeping time
There is need to discuss client about appropriate sleeping time with their
willingness.
This can be confirm by discussing with client about the sleep time.
This can be record through proper communication and asking the preference of
client.
Using wheelchair
This can be identify by asking client about walking capability whether they are
facing issue in mobility.
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This can be confirmed by collecting information through client about their
working preferences.
This can be record through taking note about assuring about him using
wheelchair for covering longer distance.
Activity 2B
Estimated Time 20 Minutes
Objective To provide you with an opportunity to consider and confirm the person’s level
of participation in meeting their personal support needs.
Activity Explain how you would determine and confirm the client’s level of
participation in meeting their own personal care needs?
There is need to get ensure about the participation of client in their own
personal care need. This can be determine through observing the client
behaviour regarding their care plan. In this, they need to make their own
decision for care plan and looking after them can help to assure that they are
interested in their care plan which can help to meet their own personal care
need.
This can be confirm through observing the client behaviour regarding their
personal care need. In this, there is need to get ensure that whether client is
totally participating and coordinating and getting care plan. This may also
include offering the opportunity to participate and using their ability and
contribution towards the activity of their personal care.
Activity 2C
Estimated Time 30 Minutes
Objective To provide you with an opportunity to provide the person with information to
assist them in meeting their own personal support needs.
Activity Identify three different types of information a client may need to help them
meet their own care needs.
Where would you source each from?
There are three different type of information which client may need to share
with their own care need. This my include sharing information about the meal
preferences, sharing information about health information, sharing information
about their daily activity. These are some of the information which should be
shared by the client which can help them to meet their own care need.
This should be source from getting and collecting information by the client
during communicating effectively with them about their preferences and their
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personal information which can help them to improve their care.
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Activity 1A to 2C 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?
Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner for the
activity?
Yes No
(Please circle)
The learner’s
performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
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Assessor’s signature
Activity 3A
Estimated Time 30 Minutes
Objective To provide you with an opportunity to safely prepare for each task and adjust
any equipment, aids and appliances.
Activity Identify a process, aid or appliance that could be used when caring for a
client.
List the safe-use specifications and for each, suggest a negative consequence
of failing to use the equipment safely.
Using of wheelchair can be held for during caring for a patient.
There is need to get ensure that wheelchair should have a proper control. This
can include taking care of using brakes. There is also need to ensure about any
individual who should appropriately control the wheelchair. There should
always an individual present to helping and supporting in moving wheelchair.
There can be negative consequences of failing to use the wheelchair safely and
without having control on wheelchair can lead to create a risk of harm by losing
control and collide with any substance. This can also be consequences of
getting move out of control on the slope or slide surfaces.
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Activity 3B
Estimated Time 45 Minutes
Objective To provide you with an opportunity to take account of identified risks in the
provision of personal support and technical support activities.
Activity 1. Identify:
 Three risks associated with clients
 Three risks associated with environmental hazards.
For each item, suggest an appropriate control measure you could take.
2. Choose one of the following:
 Catheter care (not including insertion or removal of tubes)
 Application of prostheses
 Application of anti-thrombotic stockings
 Assistance with breathing tubes (under direct supervision of a
health professional)
 Simple eye care.
And explain:
 Why the client may need this support
 How you would provide it.
1. Risk associated with client self-neglect, harm, physical abuse.
Self neglect can be control through taking control of proper care services.
Harm can we control through monitoring and supervision of patient health.
Physical harm can be control through proper monitoring and assuring about
physical health.
Risk associated with environmental hazard may include sleepery surface, poor
oral hygiene and inadequate security.
Slippery surfaces can be control through taking control about the surfaces
through applying mat.
Poor oral hygiene can be control through using of mouthwash and mouth
freshner.
Inadequate security can be control through proper monitoring of client during
care.
2. There is need to take control about the catheter care which can be effective
and can help to ensure that there should not be any type of infection which can
carry inside body through catheter. This can help to provide protection from
any type of disease or health consequences.
This production should be provide through assuring about keeping bag below
waste and ensure about protection from getting disconnected. Drinking plenty
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of water which can help to keep urine flowing.
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Activity 3C
Estimated Time 20 Minutes
Objective To provide you with an opportunity to identify and respond to routine
difficulties during support routines, and report more complex problems to
supervisor.
Activity Identify your own example, in the style of the examples given in chapter 3.3
of the unit, of how you could identify an issue providing care. Explain how
you could consult with the client and the supervisor to resolve the issue.
While providing care, there are number of things client may get concern and
like to avoid such type of care. This can be effective and can help to identify the
issue while providing care. This is one of the basic style that can be helpful to
identify an issues through which client get disturbed or face issue.
In this type of situation, there is need to properly communicate with the client
about the issue about the activity while providing care. In this, through getting
communicating with client can help to talk about this and enable to identify the
response and reason to avoid such type of activity. This can be helpful and
allow to perform well and help in finding the way or to identifying the solution
that can help to resolve the issue more effectively.
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Activity 3D
Estimated Time 60 Minutes
Objective To provide you with an opportunity to identify changes in the person’s health
or personal support requirements and report to supervisor.
Activity 1. Give an explanation of how you could identify a variation in the personal
care requirements of a client and report it appropriately.
2. Select three health concerns from the list in chapter 3.4. How would you
identify each one? Next, suggest two more changes of your own that may
be a cause for concern and explain how you would identify each one.
3. How exactly would you report a concern to a supervisor?
How would you do it? Written/verbally?
Who is the supervisor?
Do you need any forms or similar?
What is the process?
1. Clients need can changes according to their age. In this, there can be
difference in delivery of care. There is need to identify the variation in the
personal care requirement of client where passing through. There is needed to
assure that client preferences can be change when client is not comfortable
with the regular care or in some specific area. This observation can be helpful
to identify the variation in personal care requirement of client. They should be
reported appropriately that can help to provide better care plan that can help
to fulfill the requirement of personal care for client.
2. There are three health concern which include mobility issue sensory
difficulties and worsening of existing condition.
Mobility issue can be identify through observing client during mobility.
Sensory difficulties can be observe through communicating with client or during
communicating with client where not able to properly sight and hearing can
help to identify it.
Worsening of existing condition can be identify by observing additional support
and care needed by the client in the current situation.
Changing in client behaviour and also concern which can be identify through
observing client behaviour different than normal days.
Changing in meal timings or meal preferences can because of concern and can
be identified through changing behaviour regarding uptake of meal
appropriately.
3. There is need to report the concern to a supervisor through communicating
with and using the form which can be effective to share the information about
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the concern.
This can be done through using verbally communication and also using the
report form about the client care.
Here, supervisor is the one who can have the authority to supervisor other care
profile who are directly providing care to the client for the improved and better
health. They have the authority to manage care professional through
supporting them.
There is need to fulfill the report through applying and full filling form related
with client needs.
In this, there is need to follow a legal process which has been made by the
company or organization and needed to follow for reporting any situation or
condition or any concern.
Activity 3E
Estimated Time 20 Minutes
Objective To provide you with an opportunity to work with the person and supervisor
to identify required changes to processes and aids.
Activity Identify a possible change that could be made to a process or aid used in your
workplace. Suggest three ways in which you could identify this particular
need.
During change of equipment can be effective and a possible change which
should made a process in the workplace. This can be effective and need to get a
communicate with client and staff about a determining the suitability of the
equipment adoption.
There are different ways which can be helpful to identify the particular need
these may include-
Through observation which can be effective and can help to notice that client is
struggling to adopt with the current equipment or not.
Collecting feedback from client can be effective and can help to ensure that the
change equipment is supportive and helpful for them or not.
Periodic review can also be effective to ensure about the performance of
equipment and their suitability and usefulness.
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Activity 3F
Estimated Time 30 Minutes
Objective To provide you with an opportunity to maintain confidentiality, privacy and
dignity of the person.
Activity Give three examples of how you can contribute to and implement the
following for clients:
 Privacy
 Dignity
 Confidentiality
Privacy: Privacy is well related with the context which is showing the secretive
factor that providing show that provide the example. The privacy is the term of
ability of an individual or the group to seclude themselves or the term of
information which is well related with the themselves. Therefore, the express
which is showing the selectivity. Broadly, they are showing the aspect which is
well related with the right to be let alone or the freedom which is show the
interference or show the illustration. The information privacy is the right to
have some control over the personal information which is well collected and
significantly used.
Dignity: Dignity is defined as the aspect which is usually contributed within the
organisation in order to show the reserve that is formal that is associated with
the individual rights that is a person-centred respect and usually respected for
their own factors. Moreover, the ethics laws and extension of concept are
usually taking and the term of dignity which must be focus on the respect of
individual within the organisation of being a quality person.
Confidentiality: Confidentiality is usually defined as the secret information or
the data are most secured in such a way which is usually access by only
authorised people. Therefore, the confidential are usually focus on the data
factor and approaches which is collected in the appropriate way.
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Activity 4A
Estimated Time 20 Minutes
Objective To provide you with an opportunity to comply with the organisation’s
reporting requirements, including reporting observations to supervisor.
Activity Outline your organisation’s reporting requirements. If there are different
requirements for different types of report, outline the different requirements.
In childcare centres or organisation, there are various method and techniques
are used in order to interpret the data and collected in the form of
documentation. There are some of the steps which are generally taken in the
organisation which is helpful for documenting reporting requirement. In
addition to this, the initial step is to determine the stakeholder may show the
requirement for the report which is taken under the approaches where is it is
also show the art of the possible factors which is most contributed within the
organisation in order to see the opportunity of reporting the document. In
addition, the brain storm details are also required in the various form which
include stakeholders, investors for the child care centres where the proper
strategies and intervention are used to protect the child from the various harm
that include abuse and so on. The reporting is usually focus on the events and
situation that usually occur within the child care centres that include diet plans,
menu and many more which is appropriate and functional within the contexts
of supervisor. In addition, the organisation reporting requirement are usually
associated with the protocols and scenarios which are developed within the
organisation are usually documented with the factors that is helpful to provide
the relevant information regards with the situation. Therefore, the proper
observation are used to reported with the help of supervisor in terms of
children.
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Activity 4B
Estimated Time 30 Minutes
Objective To provide you with an opportunity to complete and maintain documentation
according to organisation policy and protocols.
Activity 1. Complete a piece of paperwork to organisation standard. You can do this
on company forms (if provided) or by writing something in the accepted
style (font, border, headers, etc.).
2. How can you maintain documentation in a manner consistent with
reporting requirements? What are your organisation’s specification
regarding this?
1. Complete a piece of paperwork to organisation standard. You can do
this on company forms (if provided) or by writing something in the accepted
style (font, border, headers, etc.).
In addition to this, in order to maintain the documentation, the organisation
have various type of protocol which is used in different manner. Therefore,
some of the organisation focus on the paper work where they show the aspect
by recognising the possible aspect which is beneficial to create understanding
which is well related with the other people or employee work within the firm.
Therefore, some of the people usually focus on the font style which is clear and
create understanding which is well related with the organisation standard. In
this, they have showed the main focus on the various aspect that is showing the
aspect which is related with the aspect that show the proper behaviour in term
of application and using the proper style which develop consistent approach of
working within the documentation. Therefore, the people are used to show the
aspect and behaviour which follow the pattern that consider the
documentation font such using times new roman as font style and 12 as the
font size with the clear formatting structure with 1.5 line spacing.
2. How can you maintain documentation in a manner consistent with
reporting requirements? What are your organisation’s specification regarding
this?
Ensure the document that is show the remain legible and show the aspect
which is identifiable. Therefore, the determination shows the aspect which is
external document and control the behaviour that show the aspect of
distribution. In this, they are usually focus on the prevention that is well related
with the obsolete document from the unintended in the term of use.
Therefore, the suitable determination if the obsolete that focus on the term of
retained. The show the organisation specification that focus on the aspect that
follow the context which is well related with the documentation aspect that
providing the context that is well related with the documentation.
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Activity 4C
Estimated Time 30 Minutes
Objective To provide you with an opportunity to store information according to
organisation policy and protocols.
Activity Identify as many different types of filing system used in your workplace as
you can. What are they for?
Filling and classification system fall into the three main type which is well
related with the alphabetical numeric and alphanumeric. In addition to this,
each of these filling system has enormous of advantage and disadvantage
which may show the depend on the term of classification. Therefore, it usually
provides the context which may show the analogue of behaviour which show
the aspect which is well related with the filling system that is used within the
various subgroup. There is an effective filling classification system which is well
focus on the aspect which is show the behaviour that is logical, practical and
flexible that is help to analyse the sign and show the flexible type of system
which is well focus on the information that is generally involve within the
workplace. In addition, the alphabetical topical filling system generally show
the which is well relayed with the file and their topic which is showing the
which is not kept together in the term of system. Therefore, the study usually
focusses on the context that show the aspect which provide the dictionary
system while working with other aspect.
Filling system which have usually provide the aspect which is generally show
the evolvement in the term of filling paperwork to the boxes which is
sophisticated software program which is gradually involve that generally store
the electronic out with the context to sight. With the concept of various filling
system which is available that is important in order to consider the
characteristic of the each of the selection which is generally appropriate one. In
addition, the most common filling system is usually show the aspect which is
showing the behaviour which is related with the factor in order to show the
mean which is effective for the file managements.
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Activity 3A to 4C 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?
Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner for the
activity?
Yes No
(Please circle)
The learner’s
performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature
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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.
Knowledge Activity (Q & A)
Objective: To provide you with an opportunity to show you have the required knowledge for this
unit.
Answer each question in as much detail as possible, considering your organisational requirements
for each one.
1. Provide two client scenarios (150 words each) that each present a different context for the
provision of personal support and the impact on how these contexts would affect the way
your organisation would provide services.
2. What are the roles and responsibilities of personal support providers and workers?
3. What are the two concepts of enablement and re-ablement?
4. How are the legal and ethical requirements related to the provision of personal support
applied in an organisation?
The points should include: privacy, duty of care, work health and safety.
5. Identify the basics of:
 Body hygiene
 Grooming
 Oral hygiene
 Human body system
6. What are the personal safety risks associated with provision of personal support and what
strategies can be used to minimise those risks?
7. Identify at least THREE items of equipment or aids required to assist in providing support and
outline how they can be used safely.
8. Describe (in no more than 250 words each) TWO techniques for completing physical support
routines.
9. What are your organisation’s infection control procedures?
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10. What are your organisation’s reporting technologies and what does following correct
procedure ensure?
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?
Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner for the
activity?
Yes No
(Please circle)
The learner’s
performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
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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: Satisfactory Not Satisfactory
Question:
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Learner answer:
Assessor judgement: Satisfactory Not Satisfactory
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Question:
Learner answer:
Assessor judgement: Satisfactory Not Satisfactory
Question:
Learner answer:
Assessor judgement: Satisfactory Not Satisfactory
Question:
Learner answer:
Assessor judgement: Satisfactory Not Satisfactory
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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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