CHCCCS015 Provide Individualised Support Learner Workbook

This is the learner workbook for the unit CHCCCS015: Provide individualised support. It includes instructions, assessment requirements, activities, and assessments for the unit. The workbook covers topics such as active participation, plagiarism, assessment appeals process, and more. It is designed to assess the learner's understanding and skills in providing individualised support.

CHCCCS015
Provide individualised support
Learner Workbook

Table of Contents
Table of Contents.............................................................................................................................1
Instructions to Learner.....................................................................................................................3
Assessment instructions................................................................................................................3
Assessment requirements.............................................................................................................6
Candidate Details.............................................................................................................................7
Assessment – CHCCCS015: Provide individualised support...........................................................7
Observation/Demonstration............................................................................................................8
Third Party Guide.............................................................................................................................9
Third party details (required information from the learner).........................................................9
Activities.........................................................................................................................................10
Activity 1A....................................................................................................................................10
Activity 1A checklist – for assessor..............................................................................................11
Activity 1B....................................................................................................................................12
Activity 1B checklist – for assessor..............................................................................................13
Activity 1C....................................................................................................................................14
Activity 1C checklist – for assessor..............................................................................................15
Activity 1D...................................................................................................................................16
Activity 1D checklist – for assessor..............................................................................................17
Activity 1E....................................................................................................................................18
Activity 1E checklist – for assessor...............................................................................................19
Activity 2A....................................................................................................................................20
Activity 2A checklist – for assessor..............................................................................................21
Activity 2B....................................................................................................................................22
Activity 2B checklist – for assessor..............................................................................................23
Activity 2C....................................................................................................................................24
Activity 2C checklist – for assessor..............................................................................................25
Activity 2D...................................................................................................................................26
Activity 2D checklist – for assessor..............................................................................................27
Activity 2E....................................................................................................................................28
Activity 2E checklist – for assessor...............................................................................................29
Activity 2F....................................................................................................................................30

Activity 2F checklist – for assessor...............................................................................................31
Activity 2G...................................................................................................................................32
Activity 2G checklist – for assessor..............................................................................................33
Activity 2H...................................................................................................................................34
Activity 2H checklist – for assessor..............................................................................................35
Activity 2I.....................................................................................................................................36
Activity 2I checklist – for assessor................................................................................................37
Activity 3A....................................................................................................................................38
Activity 3A checklist – for assessor..............................................................................................39
Activity 3B....................................................................................................................................40
Activity 3B checklist – for assessor..............................................................................................41
Activity 3C....................................................................................................................................42
Activity 3C checklist – for assessor..............................................................................................43
Activity 4A....................................................................................................................................44
Activity 4A checklist – for assessor..............................................................................................45
Activity 4B....................................................................................................................................46
Activity 4B checklist – for assessor..............................................................................................47
Activity 4C....................................................................................................................................48
Activity 4C checklist – for assessor..............................................................................................49
Activity 4D...................................................................................................................................50
Activity 4D checklist – for assessor..............................................................................................51
Activity 4E....................................................................................................................................52
Activity 4E checklist – for assessor...............................................................................................53
Summative Assessments................................................................................................................54
Section A: Skills Activity...............................................................................................................55
Section B: Knowledge Activity (Q & A).........................................................................................56
Summative Assessments: Section B checklist..............................................................................58
Section C: Performance Activity...................................................................................................59
Summative Assessments: Section C checklist..............................................................................60
Workplace Documentation – for learner........................................................................................61
Workplace documents checklist..................................................................................................61
Supplementary Oral Questions (optional) – for assessor................................................................62
Competency record to be completed by assessor...........................................................................65

Instructions to Learner
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 .

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 party observation is 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 – CHCCCS015: Provide individualised support
Please complete the following activities and hand in to your trainer/assessor for marking. This forms
part of your assessment for CHCCCS015: Provide individualised support.
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 also understand 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.

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).
Activity 1A
Estimated Time 20 Minutes
Objective To provide you with an opportunity to interpret and clarify own role in
implementing individualised plan and seek appropriate support for aspects
outside scope of own knowledge, skills or job role.
Activity Consider your current role in implementing individualised plans.
1. List five tasks that you are required to do as part of your role.
The five tasks involves:
considering the care and needs of others implementing effective care
planning,
improvising the existing plan of care,
formulating a clinical assessment,
evaluation for effective determination of the plan.
These tasks if implemented properly will help in the assessment of the overall
health of the patients and will help in providing an effective care plan.
2. List five tasks that you are not trained or permitted to do within your role.
For each of these tasks, note exactly why you are not permitted to do them.
Taking proper permission of the patients, allowing their voluntary participation,
not forcing the patients about any plan of care, not crossing their ethical barriers,
not asking any personal questions revealing information about the patient family
background are not a part of the job of the nurses. The nurses should follow a
holistic approach where they are not allowed to intervene in any issue which
might offend the patients and thus is out of their capabilities as nurses.
3. For the five tasks outlined in the previous task, identify who is permitted to
do them.
For the tasks which has been done by the nurses and are not permitted for
the effective treatment of the patients, such barriers can only be crossed by
health care professionals as well as practitioners who can form strategies
based on the requirements of the patients and has the allowance of asking
questions related to the personal lives for their effective assessment.

Activity 1B
Estimated Time 20 Minutes
Objective To provide you with an opportunity to confirm individualised plan details with
the person and with family and carers when appropriate.
Activity 1. What is an individualised plan?
An individualised care plan is basically a summarisation of the various
services and needs which are usually identified in the processing of the
assessment process and often is basic outline of the plan development
which is usually developed by the clients and the health care practitioners
who help to meet the needs of the patients.
2. Summarise the following:
 Person-centred practice
 This mode of practice keep the needs of the patients before
everything and often treat people with dignity value respect and
are aware of the support which is given to personal perspectives
and beliefs and references.
 Strengths-based practice
It emphasizes on the self determination of people ad strengths and
is a philosophical way of viewing the clients which are often
considered as resilient and resourceful amidst adversity
i
 Active support.
It is a model of care which gives importance of the empowerment of the people
who have intellectual abilities and often show full participation in their various
aspects of their lives.
3. Why is it important to develop and confirm an individualised care plan with
the client?
An individualised care plan ensures that an individual needs and other basic
requirements are fulfilled and often the patients receive the kind of care and
support they need. Biasness or risks involving unfair as well as harmful treatment
is reduced. Issues involving neglect is also reduced in considerable amounts.

Activity 1C
Estimated Time 20 Minutes
Objective To provide you with an opportunity to ensure the person is aware of their rights
and complaints procedures.
Activity 1. It is essential that ensure that your clients are aware of their rights.
Considering your own organisation, outline the rights that your clients have.
The various rights which the patients are involved include the right to
confidentiality, the rights to provision of health care systems, the right to
participation in the studies pertaining to research, right to privacy.
Moreover, they have the right to spiritual care and respect alongside the
basic right to safety of the patients.
2. It is also important to ensure that your clients are aware of the complaints
procedure. Summarise the complaints procedure that is in place within your
own organisation.
The personal feedbacks of the clients should be taken for proper assessment
of their complaints. Moreover even if they are not able to answer their
personal information through written procedures they can submit it through
online polling systems which will respect and be implemented in such a way
that their confidentiality is maintained and their personal information is not
revealed.
3. Why is an effective complaints procedure so important?
The effectively of the complaint procedures is important in introducing the
improvement of the existing health care services and enhancing their way of
assessment. Moreover in this way, the right of the patients will be
maintained and they will have a possible right of communicating their
concerns thus fulfilling the requirements of the individualised care plan.

Activity 1D
Estimated Time 20 Minutes
Objective To provide you with an opportunity to work with the person to identify actions
and activities that support the individualised plan and promote the person’s
independence and rights to make informed decision-making.
Activity 1. Give examples of the actions and activities that can support a client’s
individualised plan.
The needs of the patients should be implemented though an effective
surveillance system which will monitor the various cares and needs of the
patients. Moreover the evaluations of the needs of the patient is done though a
survey consisting of questions which has been manually designed to fulfil the
requirements of the purpose.
2. Give an example of a time that you have promoted and encouraged the
independence of a client.
I remember the time when one of my patients had a fracture and has been
using the crutch for weeks even after recovery of the fractures. I consulted
with the patient and through an effective interrogation assessment tried to
instill the thought of independence after which he was successful in walking
without the help of any additional requirement.
3. Why is it important to promote and encourage client independence?
Such issues involving the independence of the client is very much important
because it helps in main the person believe in himself and instil a feeling of
responsibility for the individual self . Moreover it is also helpful in reducing
the mental abilities like frustration and futility which can lead to issues
involving violence.
4. Give examples of the different decisions that a client has the right to make.
The client has the right of choice of the dose as well as the drug which will be
administered to the patient only after the approval of the patient. Moreover
they have the right to give their individual consent to each and every of the
procedures which are involved in the implementation of a proper care and
impendence of the patient.

Activity 1E
Estimated Time 10 Minutes
Objective To provide you with an opportunity to prepare for support activities according
to the person’s individualised plan, preferences and organisation policies,
protocols and procedures.
Activity Explain how organisational policies, procedures and protocols affect the
provision of support activities and services in your workplace.
Most of the services provided by the community have their own rules and
regulations which when implemented help in preserving the confidentiality of
the patients and the information of the clients. All organisations should have a
confidential policy which should be implemented for the proper flow of the
procedure. Moreover, there should be a clearly defined process which is present
for identification as well as updating the Community Resource Index. There
should be proper implementation of the guidelines for the are conferencing.
Moreover, there should be the use of various referral protocols which will
include the procedures of how they are made and how they should be
implemented. A policy should be implemented for knowing the time which
should be considered for maintaining the confidentiality of the patient. For an
instance there are various document which help in outlining the legal
requirements for the staff included in relation to the storage and maintenance
of information.

Activity 2A
Estimated Time 30 Minutes
Objective To provide you with an opportunity to conduct exchanges with the person in a
manner that develops and maintains trust.
Activity
Write the communication exchanges (in form of script/dialogues) that could
occur in your daily work schedule with a client. Do this in a manner that
promotes and maintains trust and respect.
The exchanges can take place during routine activities such as:
 Morning greeting
 Conversation as you work
 General conversation
 Answering an enquiry.
Scenario: Mrs. X belongs to the aboriginal group and he has been brought to the
hospital by his son for treatment of diabetes. Since, he had faced racism in the
hospital he had been admitted previously, Mrs. X is reluctant to get admitted in
the hospital.
Me: Hello Mr. X, welcome to the XYZ hospital.
Mrs. X: (avoiding communication)
Me: Don’t worry Mrs x. I assure you that we will try our best to ensure your
recovery within the minimum number of days possible.
Mrs. X: I am not worried about my health. I feel very uncomfortable between you
people.
Me: Please let me know your concern.
Mrs. X: I have experience massive discrimination when it comes to treating
aboriginal people. Not only that the behaviour and looks of the hospital staff in
my previous hotel is highly demotivating.
Me: No need to worry sir. Here in this hospital, we can ensure the highest amount
of cooperation from our side. You can ask for help whenever you want to. Our
Nurses have been given special training so that they can develop the capability of
communicating effectively with aboriginal patients effectively.
Mrs. X: That sounds good. I feel better Already. (Laughs)
Me: my pleasure, sir.

Activity 2B
Estimated Time 20 minutes
Objective To provide you with an opportunity to provide support according to the
individualised plan, the person’s preferences and strengths, and organisation
policies, protocols and procedures.
Activity Identify a typical aspect of a client’s individualised care plan.
 What is it?
Holistic Care can be defined as the individualized care plan that involves
healing the mind, body and soul the healthcare service users. Holistic care is
defined as a philosophy, a method for ensuring care for all parts of the
healthcare service users.
 What are the client’s preferences or strengths regarding this?
One of the major strengths of the care plan is that the patient is highly
cooperative. He follows all the instruction of the healthcare service providers and
takes medication on regular basis. Another strength of the care plan is that the
clinical condition of the patient is not critical.
 What are the organisational policies and procedures regarding this?
The patient will be able to communicate with his or her family whenever he or
she wants to.
The patient should be able to avail physical as well as emotional care 24 hours a
day.
The ambience of the hospital room should be clean and hygienic.
 How are these balanced?
The organization has integrated mentoring and control approach. As a result of
this, all the employees are able to state their issues and queries to the higher
departments. As a result of this, compatibility between the policies and procedure
is maintained which in turn strengthens the organization.

Activity 2C
Estimated Time 10 Minutes
Objective To provide you with an opportunity to assemble equipment as and when
required according to established procedures and the individualised plan.
Activity An elderly client is still living alone in the house they’ve lived in for 40 years.
They are getting to the stage where the stairs are difficult to tackle on a daily
basis and they have resorted to sleeping in their armchair every now and then.
They are not ready to move out of their beloved home into a more practical
bungalow. What equipment could help them remain in the home? How would
you need to assemble this?
Firstly, it is highly crucial to appoint a care giver in the house who will look after
the daily requirement of the elderly client. Secondly, a bed appropriate for the
room size of the house should be provided. Sleeping in armchair may result in lack
of sleep which eventually may leads to insomnia. The upper portion of the bed
should be covered in order to ensure protection of the elderly client from
accident. Finally, the stairs needs to be repaired as soon as possible. Till the stairs
are repaired, a healthcare service provider should be recruited who will provide
assistance while climbing up and down the stairs.

Activity 2D
Estimated Time 10 Minutes
Objective To provide you with an opportunity to respect and include the family and/or
carer as part of the support team.
Activity Give examples of the different ways that a client’s family and carer can be
included as part of the support team.
Family can provide support by the following ways:
1. By providing the client with emotional support. Considering the fact that
occurrence of critical diseases can break the mental strength of the client,
cooperation of family members possess the ability to bring it back.
2. Family members can organize frequent outings and parties in order to
prevent social isolation of the patient. This will not only make the patient
feel cared but will also reduce the chance of depression and other
psychological issues.
3. Carer should provide physical as well as emotional support to the patient.
In case of disability, it is the role of the carer to help the patient to
perform daily activities like bathing id needed.

Activity 2E
Estimated Time 20 Minutes
Objective To provide you with an opportunity to identify how to provide support
according to duty of care and dignity of risk requirements.
Activity
An elderly client is adamant that they want to continue to make their own
meals rather than have a worker come in to do it. They have an unsteady hand
and have previously burnt and cut themselves. You know that it is unsafe for
them to continue making their own meals but need to respect their wishes.
What would you do? How would you balance the duty of care requirements
with the dignity of risk requirements?
Firstly, I, as a healthcare provider, will try to educate the elderly couple about the
necessity of the incorporating a cook instead of cooking by themselves. I will try to
convince them by telling them about the facilities they can obtain if they
implement a cook for cooking their meal. In case the couple refused to recruit a
cook, I will provide them with instant cooked meals. Along with that, I will also
provide them with a micro oven so that they can cook their meal without using
fire. Not only this, I will also recruit a career who will be by the side of the elderly
clients while they will be cooking. It is expected that all these steps will help the
client to deal with the above mentioned issue.

Activity 2F
Estimated Time 20 Minutes
Objective To provide you with an opportunity to identify how to provide assistance to
maintain a safe and healthy environment.
Activity 1. Identify three potential workplace hazards.
Workplace hazards are those factors that hamper the work flow of the
employee and it can be either physical or ergonomic hazards. There are a
few common workplace hazards such as vibration and noise, slips, trips and
falls, musculoskeletal disorders due to awkward posture, repetitive
movement. Among the above hazards musculoskeletal disorder is under the
ergonomic hazard and the other two hazards are under the group of
physical hazards.
2. What could happen if these hazards went unnoticed or unreported?
The identification of those hazards is very crucial as it is associated with the
safety of the workers in that workplace. However, if those hazards are kept
unidentified and unaddressed, it will enhance the risks of accidents among
the workers and ultimately hampers their security. It may lower the
employee retention rate as well.
3. How could you rectify these hazards?
The workplace hazards can be rectified by many ways. Inspection of the
workplace in a regular manner can be an important method for rectification
of the workplace hazards and those records should be kept for future
analysis. Direct feedback from the worker regarding any hazards can be
taken in order to rectify a hazard in the work place as they are directly
exposed to the work stations.

Activity 2G
Estimated Time 20 Minutes
Objective To provide you with an opportunity to identify how to provide assistance to
maintain a clean and comfortable environment.
Activity 1. What should a clean environment include?
The clean environment in the hospital setting is very crucial in the hospital
setting as it is related to the safety of the patients. In a clean environment of
a hospital should have a proper disinfectant facilities along with proper
instruction to the visitors so that they can also maintain the cleanliness
protocol. There should be routine cleaning procedures in the hospital area
and its surrounding.
2. Outline the different ways in which you can maintain a clean environment
for your clients.
As a part of the maintaining a clean environment, several steps can be
taken. For example, cross-contamination should be prevented, gloves
should be worn in a proper manner by the doctors and nurses,
contaminated material should be disposed in a proper way.
3. Summarise what a comfortable environment should do/include:
A comfortable environment in a hospital setting is subjective that is
different from one patient to another. In a comfortable environment, there
should be all the materials and conditions that can give comfort to that
particular patient.
4. A comfortable environment will be individual to the particular client that
you are providing care and support for. Give details of a specific time that
you altered an environment for a client in order to make them feel
comfortable.
Generally we try to maintain a comfortable environment for every patients.
However, sometimes a few patients need some special care. Last year, I was
giving care to a patient who was suffering from Alzheimer’s disease and as a
part of the disease he started to lose her memories. As a part of the
treatment, we decided to keep her son in front of her eyes so that she could
have the memory of her son as much as possible.

Activity 2H
Estimated Time 15 Minutes
Objective To provide you with an opportunity to outline how to respect individual
differences to ensure maximum dignity and privacy when providing support.
Activity
It is essential to respect clients’ individual differences. Give ten or more
examples of the different ways that you can do this to maintain their dignity and
privacy whilst providing them with support.
It is essential to show immense respect towards the patients as a part of the
care plan. The different ways of maintaining dignity and privacy of the patients
during providing support are as below-
1) The privacy of the patients’ information should be kept in a well
manner.
2) Exceptional compassion should be shown to the patients who are
vulnerable.
3) All the patients should be treated in a kind way.
4) All the patients should be given immense care during providing care.
5) Comfortable environment should be provided to all of the patients.
6) All the patients should be treated in a same manner.
7) The nurse should be present with all the patients while doctors are
visiting them.
8) Active listening is another part of giving respect to the patient.
9) The personal conversations of the nurses should be kept out of reach
from the patients.
10) During communicating with the patients, all the nurses should give
respect to the patients.

Activity 2I
Estimated Time 20 Minutes
Objective To provide you with an opportunity to seek assistance when it is not possible to
provide appropriate support.
Activity Give details of a time during work practice or training when you have had to
seek assistance because it was not possible to provide the appropriate support
for a client.
 Why was it not possible to provide the appropriate support?
 Who did you seek assistance from and why?
In a particular situation, I had to handle a patient with musculoskeletal disability.
Besides, the patient was also obese. These two major components was not
allowing me to handle the patient properly. I had to help the patient to reach the
wheel chair. The weight of the patient was too much for my muscle power and
skills. I asked one of my peers to help me.
I was seeking help from the co-workers because being a professional personnel it
is my responsibility to ask for help to provide adequate service for the patient. At
the same time, it the responsibility of me peers to help their co-workers while
making proper communication and collaboration.

Activity 3A
Estimated Time 30 Minutes
Objective To provide you with an opportunity to monitor own work to ensure the
required standard of support is maintained and involve the person in
discussions about how support services are meeting their needs and any
requirement for change.
Activity Explain how you would monitor your own work to ensure the required standard
of support is maintained.
In order to monitor my efficiency of work I would like to collect feedback from my
peers. At the same time, I would like to maintain a reflection note on daily basis.
The first technique is more suitable for evaluation based monitoring where the
second monitoring standard is suitable for reflection based monitoring practice.
After assessing my current characteristics including strength, weakness,
opportunity and threat, I would discuss with my peers and supervisor regarding
personal and professional development plan. Both meeting and discussion as well
as brain storming could be helpful in this case.

Activity 3B
Estimated Time 10 Minutes
Objective To provide you with an opportunity to identify aspects of the individualised plan
that might need review and discuss with supervisor.
Activity List examples of aspects within an individualised care plan that may need
reviewing. Be as specific as you can.
Rights of the patients: All patients have the right to informed consent in
treatment decisions, timely access to specialty care, and confidentiality
protections. For instance, if a patient does not feel comfortable to be under a
certain medication, it is his or her right to refuse to intake the medication as well
as continue the treatment.
Workplace health and safety: It is highly crucial for the healthcare provide to
ensure workplace health and safety while gig heather facility to the patient. Fr
instance, it is the responsibility of the care giver to keep the patient room hygienic
and clean.
Cultural competence: The care giver should always provide care keeping
accordance to the cultural competence of the patients. For instance, while
providing care to an aboriginal patient it is highly crucial to ensure no disrespect
towards his or her culture is demonstrated both verbally as well as through
activities.

Activity 3C
Estimated Time 30 Minutes
Objective To provide you with an opportunity to participate in discussion with the person
and supervisor in a manner that supports the person’s self determination.
Activity
1. In your own words, define self-determination.
The term self determination can be defined as the psychological strength that
helps an individual to control his or her own life.
2. How can you ensure that you support your client’s self-determination when
in discussion with them and your supervisor?
In order to support the self determination of the client, the healthcare worker
needs to motivate as well as encourage the patient to take medication regularly
and recover as soon as possible.
Role Play Activity
Get into groups of 3. One person is the worker, one is the client and the other is
the supervisor. Act out how you would discuss a change to the client’s
individualised plan with each other.
Worker: Mr. X has stop taking medication since he is not experience any
recognizable recovery.
Client: I think I will not be able to get recovered soon.
Supervisor: Don’t think like this, Mr. X. You have already shown s much strength.
You will definitely get recovered within a week.
Client: fine then, I will continue this medication.
Get into groups of 3. One person is the worker, one is the client and the
other is the supervisor. Act out how you would discuss a change to the
client’s individualised plan with each other.

Activity 4A
Estimated Time 20 Minutes
Objective To provide you with an opportunity to identify how to maintain confidentiality
and privacy of the person in all dealings within organisation policy and
protocols.
Activity What stipulations or guidance does your organisation provide with regards to
client confidentiality and privacy?
Locate this information and summarise it here.
To ensure the privacy and security of the personal information of our clients or
patients, our organisation is using protected database system and secured cloud
network. For this secured system, a registered and authorised person can only
access the database or patient records. Apart from that, for any additional
referral, only the required information will be provided to the other organisation
or treatment system. The records can only be direct accusable by the immediate
caregivers of any particular patient and their supervisors. Medical practitioners
can also access this database independently under certain terms and conditions.

Activity 4B
Estimated Time 15 Minutes
Objective To provide you with an opportunity to comply with the organisation’s informal
and formal reporting requirements, including reporting observations to
supervisor.
Activity Outline your organisation’s informal and formal reporting requirements.
If there are different requirements for different types of report, outline the
different requirements.
The reporting system of my organisation includes both informal and forma
reporting. The formal reporting system includes the hierarchical based
reporting system, where an employee needs to inform their immediate
superior regarding any critical situation. On the other hand, the informal
reporting includes the group discussion about experience, reporting to the
departmental managers through verbal communication. However, the
informal reporting system is more suitable for emergency or hazardous
situation.

Activity 4C
Estimated Time 20 Minutes
Objective To provide you with an opportunity to identify how to respond to situations of
potential or actual risk within scope of own role and report to supervisor as
required.
Activity 1. Give examples of situations of potential or actual risk.
The potential risks are:
Lack of cleanliness
Lack of nutritious food consumption
Lack of adequate sunlight
Lack of surveillance system
The actual risks are:
Lack of fire extinguishing system
Risk of falling
Broken stares
2. Choose three of your examples and explain how you would respond.
For lack of cleanliness it can promote the importance of hygiene through
training and event based program
For lack of fire extinguishing system I can inform the higher authority while
requesting them to install appropriate system.
For risk of falling I could develop a night time patrol team and their work
process.
3. Consider your own supervisor. How do they like you to report these risks?
My supervisor is my team leader. After looking through these ideas she replied
that this risk reporting is covering most of the possible risk issues. However, for
the control measures more explanation will be required.

Activity 4D
Estimated Time 10 Minutes
Objective To provide you with an opportunity to identify and report signs of additional or
unmet needs of the person and refer in accordance with organisation and
confidentiality requirements.
Activity If you identified signs of additional or unmet needs of a client, what would you
do? Think about the requirements within your organisation and the relevant
confidentiality requirements.
After identifying any discrepancy in the process of satisfying client needs, I will
follow the formal error reporting system. In this system, I will report to my
immediate superior regarding the issues and the potential outcomes without
spreading any rumours about the convicted person. It will secure the
confidentiality of the reports.

Activity 4E
Estimated Time 25 Minutes
Objective To provide you with an opportunity to complete and know how to maintain
documentation according to organisation policy and protocols and store
information according to organisation policy and protocols.
Activity 1. Complete a piece of paperwork to your organisation’s standard. You can do
this on company forms (if provided) or by writing something in the accepted
style (e.g. font, border and headers).
Name of the complaining person: .......................
Obligation details: ................................
Incident date: ..........................(dd/mm/yyyy)
Related department: .................................(HDM, CLC, RDL, PCU....)
Potential occurrence: ..................................
Proposed action: ..............................
Other details: ..................................
Signature of the applicant: ........................................
Employee Id of the Applicant: ........................................
2. Identify as many different types of filing system used in your workplace.
What are they for?
The filling procedure for this documentation will include both numerical
and characterised filling. Some of the fillings systems are optional and
some of them are essential. For some filling pattern, the fillers need to
choose one of the appropriate subjects from the examples.
Learner Activities 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)
Comments
Provide your comments here:
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

Bibliography
Gul, Muhammet, M. Fatih Ak, and Ali Fuat Guneri. "Occupational health and safety risk
assessment in hospitals: A case study using two-stage fuzzy multi-criteria approach." Human
and Ecological Risk Assessment: An International Journal 23, no. 2 (2017): 187-202.
Henry, Leslie Meltzer, Cynda Rushton, Mary Catherine Beach, and Ruth Faden. "Respect
and dignity: a conceptual model for patients in the intensive care unit." Narrative inquiry in
Bioethics 5, no. 1 (2015): 5A-14A.
Mohammad Mosadeghrad, Ali. "Patient choice of a hospital: implications for health policy
and management." International journal of health care quality assurance 27, no. 2 (2014):
152-164.
Stave, Gregg M., and Peter H. Wald, eds. Physical and biological hazards of the workplace.
(John Wiley & Sons, 2016.)