CHCDIV001 - Work with diverse people

This assessment booklet is designed for students studying CHCDIV001 - Work with diverse people in the HLT54115 Diploma of Nursing. It provides information about the assessments, resources required, and assessment outcomes. The booklet includes written questions, case study, role play, and workplace assessment tasks. Students must submit evidence of their competency in order to be marked as competent in this unit.

CHCDIV001 Version: 1.4 Responsibility: S. Gannon Last Reviewed: Feb 2019
CHCDIV001 - Work with diverse
people
About this booklet
Page: 1 of 87
HLT54115 Diploma of Nursing
Student Assessment Booklet
HLTWHS002 - Follow safe work practices for
direct client care
__________________________________________
Version no: 1.3
CHCDIV001 - Work with
diverse people
HLT54115 Diploma of
Nursing
Student assessment Workbook

CHCDIV001 Version: 1.4 Responsibility: S. Gannon Last Reviewed: Feb 2019
CHCDIV001 - Work with diverse
people
This assessment booklet has been designed for students undertaking face-to-face mode
of study to provide information before you undertake these assessments. It also contains
assessment tools to assess the skills and knowledge required for you to be deemed
competent in this unit.
This booklet might not be suitable for students taking other modes of study e.g. online or
work based.
Please read all the information given to you when you receive this assessment booklet. If
you do not understand any part of this booklet, please inform your assessor.
This guide must be read in conjunction with HLT54115 Diploma of Nursing Assessment
Instructions for students.
Purpose of assessment
The purpose of assessment is to determine competency in the unit CHCDIV001 – Work
with diverse people
Refer to the following link and read about application of the unit of competency,
elements, performance criteria, knowledge evidence, performance evidence and
assessment conditions of this unit of competency.
https://training.gov.au/training/details/chcdiv001
Context and conditions for assessments:
To comply with the assessment condition of this unit:
 University of Wollongong College Australia (UOWCA) will conduct simulation
based assessment/practical assessment for this unit in its clinical laboratory
located on the UOW campus and in the work place during aged care Clinical
Placement (CP).
 You will have access to suitable facilities, equipment and resources in line with
the Australian Nursing and Midwifery Accreditation Council’s Standards.
 Knowledge assessment for this unit needs to be completed as part of your self-
paced learning (in your own time).
All UOWCA assessors that are assessing this unit will satisfy the requirements specified in
the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory
competency requirements for assessors and will hold current registration as a registered
nurse with the Nursing and Midwifery Board of Australia.
Clustering/holistic assessment:
There is no provision for clustering of assessments in this unit.
Page: 2 of 87

CHCDIV001 Version: 1.4 Responsibility: S. Gannon Last Reviewed: Feb 2019
CHCDIV001 - Work with diverse
people
Resources required:
The assessor will ensure that assessment is conducted in a safe environment and you
have access to the following resources for the unit.
 Student Assessment Booklet.
 Computer with internet connection.
 Access to a residential aged care setting for Clinical Placement (CP)
 Textbooks:
o Crisp, J, Taylor, C, Douglas, C and Rebeiro, G., (2013). Potter and Perry’s
Fundamentals of Nursing, 4th edition Elsevier Chatswood, New South
Wales, Australia pp. 320 – 345.
o Williams, R. (2016). In Chapter 8 – Cultural diversity in Australia and New
Zealand. In. Koutoukidis, G, Stainton, K & Hughson, J., Tabbner's nursing
care. (7th ed.). Chatswood, NSW: Churchill Livingstone.
o Moates, A. (2016). In Chapter 44 – Community-based care In. Koutoukidis,
G, Stainton, K & Hughson, J., Tabbner's nursing care. (7th ed.). Chatswood,
NSW: Churchill Livingstone.
o Williams, R and Koutoukidis, G,. (2016). In Chapter 45 – Rural and Remote
care. In. Koutoukidis, G, Stainton, K & Hughson, J., Tabbner's nursing care.
(7th ed.). Chatswood, NSW: Churchill Livingstone.
 Website:
o NSW Health 2012, NSW Health Policy & Implementation Plan for Culturally
Diverse Communities 2012-2016
https://www1.health.nsw.gov.au/pds/ActivePDSDocuments/
PD2012_020.pdf
o National Health and Medical Research Council 2005, Cultural Competency
in Health: A guide for policy, partnership and participation
https://www.mhahs.org.au/images/cald/CulturalCompetencyInHealth.pdf
viewed 26th November 2017
o NSW Health 2016, NSW Health Disability Policy 2016, NSW Health
Disability Inclusion Action Plan 2016 – 2016
https://www.health.nsw.gov.au/disability/Pages/disability-action-plan-16-
19.aspx
o NSW Health 2012, NSW Aboriginal Health Plan 2013 – 2023 2012,
https://www.health.nsw.gov.au/aboriginal/Publications/aboriginal-health-
plan-2013-2023.pdf
o Australian Government 2016, Racial Discrimination Act 1975
https://www.legislation.gov.au/Details/C2016C00089
o Department of the Prime Minster and Cabinet 2018, Closing the Gap
Report 2018
https://closingthegap.pmc.gov.au/
o Cultural Competence Program
https://cultural-competence.com.au/content#preview
Page: 3 of 87

CHCDIV001 Version: 1.4 Responsibility: S. Gannon Last Reviewed: Feb 2019
CHCDIV001 - Work with diverse
people
Other resources:
o D’Angelo, R. (2011). White Fragility, Why it’s so hard for white people to
talk about Racism? Penguin Press.
o
Page: 4 of 87

CHCDIV001 Version: 1.4 Responsibility: S. Gannon Last Reviewed: Feb 2019
CHCDIV001 - Work with diverse
people
Assessment tasks:
To achieve competency in this unit, you must satisfactorily complete all the following
assessment tasks within the date and time specified in the session plan. This will
demonstrate that you have all the required skills and knowledge for this Unit.
Assessment
tasks
Assessment description Due date Location of
assessment
Assessment
1:
Written
Questions
You are required to answer 29
questions for this assessment to
demonstrate your knowledge and
present your completed written
questions in a clear and professional
manner.
You may require approximately two (2)
hours to complete this task.
24th March
2019
Needs to be
completed as
part of your
self-paced
learning (in
your own time)
Assessment
2:
Case study
This assessment includes a scenario
and students are required to respond to
a number of questions.
24th March
2019
Needs to be
completed in
the classroom.
Assessment
3:
Role play
This assessment task is a role play
based assessment where you are
required to demonstrate your skills
response to 4 tasks or scenarios
provided in the assessment tool.
You may require approximately three
(3) hours to complete all the tasks
10032019
In class
Needs to be
completed in
the classroom.
Assessment
3:
Workplace
Assessment
(incorporated
in the aged
care logbook –
CP Logbook 1)
This is a demonstration of skills in a
health care setting during your clinical
placement. This should be done at least
over one (1) session of clinical
placement.
You are required to undertake a range
of workplace health and safety tasks
underpinning your nursing work in
accordance with Nursing and Midwifery
Board of Australia professional practice
standards, codes and guidelines.
To be
advised
Needs to be
completed in a
health care
setting during
your clinical
placement
Page: 5 of 87

CHCDIV001 Version: 1.4 Responsibility: S. Gannon Last Reviewed: Feb 2019
CHCDIV001 - Work with diverse
people
Outline of evidence to be collected:
You must submit the following evidence to be marked competent for this unit. Your
assessor will ensure that the evidence submitted meets the Rules of Evidence which are
valid, sufficient, current and authentic.
Assessment
tasks
Assessment description Due
date
Location of
assessment
Assessment 1:
Written
questions
Submit the completed 29 written
questions to the assessor in Microsoft
Word Format, uploaded to the Axcelerate
Student Portal.
Complete and sign the cover sheet for
assessment task
24th
March
2019
Needs to be
completed as part of
self-paced learning.
Assessment 2:
Case study
This assessment includes a
scenario and students are
required to respond to a number
of questions.
24th
March
2019
Needs to be
completed in the
classroom.
Assessment 3:
Role play
The role play assessment needs to be
undertaken in the simulated nursing
environment at a UOW College campus
based on four (4) different scenarios. As
part of role plays, students are required
to demonstrate culturally appropriate
practices.
100320
19
Role play to be
conducted in class as
per direction of the
assessor
Assessment 4:
Work placement
tasks
•Satisfactory demonstration of skills in a
workplace for tasks outlined in the
logbook for this unit.
•Completed templates/reports for tasks
provided in the logbook for this unit.
•Complete and sign the cover sheet for
assessment task
In class Residential aged care
setting
Assessment outcomes
You will not be awarded any grades for these assessment tasks. Each task will be
marked either Satisfactory or Not Satisfactory. If your task is marked Not
Satisfactory, you may be able to revise your work and resubmit your task. Once all
individual tasks are complete and submitted, the trainer will use these individual
task marks to determine whether you are Competent or Not Yet Competent in this
Unit of Competency.
Result Code What this result means
Page: 6 of 87

CHCDIV001 Version: 1.4 Responsibility: S. Gannon Last Reviewed: Feb 2019
CHCDIV001 - Work with diverse
people
Satisfactory S You have completed the individual task to a satisfactory
standard
Not Satisfactory NS
On the individual assessment cover sheet for
assessment tasks you will be marked Satisfactory, if you
have completed the task successfully, submitted all
evidence and satisfied the assessment criteria and Not
Satisfactory, if you have not completed the task, the
evidence is not sufficient or does not meet the
requirements of the assessment criteria.
Competent C
You have successfully completed all assessment tasks
satisfactorily and are now competent in this Unit of
Competency
Not Yet
Competent NYC
The evidence presented suggests you have not
demonstrated your competency in the unit/s being
assessed. In this case, please discuss your options with
your Trainer/Assessor to organize more training and/or
experience.
If you disagree with the task result, you have the right to appeal the decision.
Please refer to the student grievance policy found on the UOW College website.
Please remember that our purpose is to keep working with you to achieve
competency. However, if you are marked as not competent in a unit of competency
you will be required to enroll in the subject in a future session to be eligible for the
qualification. This will incur extra fees at your cost.
Information on Work placement
Your trainer will provide you with separate documents/s where applicable.
Reasonable Adjustments
Page: 7 of 87

CHCDIV001 Version: 1.4 Responsibility: S. Gannon Last Reviewed: Feb 2019
CHCDIV001 - Work with diverse
people
If you have any special needs that may require modification of these
assessment documents that you have not advised prior to enrolment, please
inform your Trainer/Assessor as soon as possible who will be happy to discuss
any relevant modifications.
Referencing and Plagiarism
If research has occurred in order to complete any of these tasks, the source
must be referenced. It is a serious offence to copy another’s work without
acknowledging it.
Plagiarism is a form of theft where the work, ideas, inventions, etc, of other
people are presented as your own.
Plagiarism is avoided where:
 Information, ideas, etc, quoted or paraphrased from another source,
are acknowledged with quotation marks around the relevant
words/sentences or ideas, and cited at the end of your document. This
means a list of the sources of information, ideas, etc, is provided in
alphabetical order by each author’s surname (including author’s full
name, name of document/book, etc., and year and place of publishing)
such that the assessor or another reader may locate the source
information if necessary
 Relevant details of an assessment or assignment are researched and
put forward in your own words. Where necessary, include original
information, e.g. from the Internet, as an attachment
•
 You must use Harvard referencing style where required, e.g. when
using direct quotes, although you must keep these direct quotes to a
minimum. Further sample information about the Harvard style of
referencing is available at
http://www.harvardgenerator.com/references/website or
https://www.refme.com/au/referencing-generator/harvard/.
For further information, please refer directly to your Trainer/Assessor
Competency requirements:
To be judged competent in this unit, you will be required to demonstrate all indicators
which are shown in the Marking Guide (assessor’s document).
You must satisfactorily complete all assessment tasks to be Competent(C) in all units of
Competency in this qualification. Students with unsatisfactory completion of any of the
assignment tasks will be deemed Not Yet Competent (NYC).
You must submit your completed written questions and satisfactorily complete simulation
based Assessment tasks prior to your clinical placement. You will be marked as
‘Competent’ or ‘Not Yet Competent’ for the unit only after completing your clinical
placement and relevant workplace Assessments for this unit.
Assessors will ensure that the evidence collected meets the requirements of the Rules of
Evidence (authentic, current, sufficient and valid) prior to entering results into the
competency record sheet.
Page: 8 of 87

CHCDIV001 Version: 1.4 Responsibility: S. Gannon Last Reviewed: Feb 2019
CHCDIV001 - Work with diverse
people
Students unsuccessful at achieving “Satisfactory” for any assessment at the first attempt
will be given one opportunity for reassessment. If the student is still deemed Not Yet
Satisfactory (NYS) after two attempts at any assessment forming part of this unit, the
student will be required to repeat the unit as per the scheduled delivery of the course.
For further details, refer to UOWCA Assessment Policy and UOWCA Progression Policy
and Procedure.
Administration, recording and reporting requirements:
You must read and follow this information carefully while completing assessments for this
unit of Competency and if you are unsure of any instruction, please contact your
trainer/assessor to clarify.
The assessments are intended to be equitable, fair and flexible.
Submission of assessment:
You must ensure that the completed assessment tasks are submitted along with the
assessment coversheet:
 Your assessor will mark the submitted assessment, provide feedback to you and
complete the comments section against each task, where applicable.
 ALL tasks must be completed in legible English. Assessments must be typed and
submitted to the Axcelerate Learning Student Platform.
 You must submit all assessments on or before the due date specified by the assessor as
per the training plan.
 Extensions for individual assessment tasks may be negotiated in specific circumstances
with your assessor/trainer. The learner needs to provide genuine evidence documents
when seeking an extension to due date (e.g. Extensions due to illness will require a
medical certificate).To arrange an extension, you must speak to your assessor prior to
the due date. Extensions must be confirmed by the trainer in writing.
 You are permitted to use dictionaries and to seek support, as required.
 Unless the assessment task specifically allows pair work or group activities such as
brainstorming, you must submit your own original work and must not copy the work of
other students. Plagiarism is unacceptable.
 Assessment tasks are submitted through the learning management system and for
clinical workbooks hand in hard copies in the classroom.
Assessment Cover Sheet: Assessment Task 1 (AT1)
Student Detail
Page: 9 of 87

CHCDIV001 Version: 1.4 Responsibility: S. Gannon Last Reviewed: Feb 2019
CHCDIV001 - Work with diverse
people
Student Name: Kalpana lama sherpa Student
Id: 5884470
Group No (If Applicable):
Assessment Details
Unit of Competency CHCDIV001 – Work with diverse people
Assessment Task Assessment task 1 – Written Questions
Due Date
Date of Submission
Assessment
Outcome 1st
Submission
Satisfactory □ Not
Satisfactory □
Date:
Assessment
Outcome 2nd
Submission
Satisfactory □ Not
Satisfactory □
Date:
Assessor Name and
Signature
Comments/Feedback
Student Plagiarism Declaration: By submitting this assessment to the college, I declare
that this assessment task is original and has not been copied or taken from another source
except where this work has been correctly acknowledged. I have made a photocopy or
electronic copy or photograph of my assessment task, which I can produce if the original is
lost.
Assessor Student
I declare that I have conducted a fair, valid,
reliable and flexible assessment with this
student, and I have provided appropriate
feedback. I also declare that I have
undertaken the indicated assessment integrity
checks
Google check for plagiarism  Yes
I have received, discussed and accepted
my result as above for this task and I am
aware of my appeal rights.
Signature: .kalpana...................................
..............
Page: 10 of 87

CHCDIV001 Version: 1.4 Responsibility: S. Gannon Last Reviewed: Feb 2019
CHCDIV001 - Work with diverse
people
No
Check for Copying/Collusion  Yes
No
Check for Authenticity (own
work
 Yes
No
Cheating or use of model
answers
 Yes
No
Signature: .....................................................
Date: ............................................................
Date:
29/05/2019................................................
.........
Page: 11 of 87

CHCDIV001 Version: 1.4 Responsibility: S. Gannon Last Reviewed: Feb 2019
CHCDIV001 - Work with diverse
people
Assessment task 1: Written Questions
Required documents and equipment:
 Computer with internet connection to refer to various resources.
 Student assessment booklet and a pen (organized by the student).
 UOWCA Learners’ resources for the unit HLTWHS002 - Follow safe work practices
for direct client care (organised by the trainer).
 Textbooks:
o Crisp, J, Taylor, C, Douglas, C and Rebeiro, G., (2013). Potter and Perry’s
Fundamentals of Nursing, 4th edition Elsevier Chatswood, New South
Wales, Australia pp. 320 – 345.
o Williams, R. (2016). In Chapter 8 – Cultural diversity in Australia and New
Zealand. In. Koutoukidis, G, Stainton, K & Hughson, J., Tabbner's nursing
care. (7th ed.). Chatswood, NSW: Churchill Livingstone.
o Moates, A. (2016). In Chapter 44 – Community-based care In. Koutoukidis,
G, Stainton, K & Hughson, J., Tabbner's nursing care. (7th ed.). Chatswood,
NSW: Churchill Livingstone.
o Williams, R and Koutoukidis, G,. (2016). In Chapter 45 – Rural and Remote
care. In. Koutoukidis, G, Stainton, K & Hughson, J., Tabbner's nursing care.
(7th ed.). Chatswood, NSW: Churchill Livingstone.
 Website:
o NSW Health 2012, NSW Health Policy & Implementation Plan for Culturally
Diverse Communities 2012-2016
https://www1.health.nsw.gov.au/pds/ActivePDSDocuments/
PD2012_020.pdf
o National Health and Medical Research Council 2005, Cultural Competency
in Health: A guide for policy, partnership and participation
https://www.mhahs.org.au/images/cald/CulturalCompetencyInHealth.pdf
viewed 26th November 2017
o NSW Health 2016, NSW Health Disability Policy 2016, NSW Health
Disability Inclusion Action Plan 2016 – 2016
https://www.health.nsw.gov.au/disability/Pages/disability-action-plan-16-
19.aspx
o NSW Health 2012, NSW Aboriginal Health Plan 2013 – 2023 2012,
https://www.health.nsw.gov.au/aboriginal/Publications/aboriginal-health-
plan-2013-2023.pdf
o Australian Government 2016, Racial Discrimination Act 1975
https://www.legislation.gov.au/Details/C2016C00089
o Department of the Prime Minster and Cabinet 2018, Closing the Gap
Report 2018
https://closingthegap.pmc.gov.au/
o Cultural Competence Program
https://cultural-competence.com.au/content#preview
Page: 12 of 87

CHCDIV001 Version: 1.4 Responsibility: S. Gannon Last Reviewed: Feb 2019
CHCDIV001 - Work with diverse
people
Other resources:
o DiAngelo, R. (2011). White Fragility, Why it’s so hard for white people to
talk about Racism? Penguin Press.
o
Page: 13 of 87

CHCDIV001 Version: 1.4 Responsibility: S. Gannon Last Reviewed: Feb 2019
CHCDIV001 - Work with diverse
people
Instructions for students:
This assessment needs to be completed as part of your self-paced learning (in your own
time) with access to the resources listed above.
You must answer all knowledge questions as part of this assessment and you can submit
answers in either electronic or paper-based format.The assessor will verify the
authenticity of your work by asking questions regarding the answers provided. You must
satisfactorily answer all knowledge questions to be deemed Satisfactory for this
assessment.
Planning the assessment:
 Access all resources mentioned in required resources via the Axcelerate Portal.
 Time required for assessment: 3 hours.
 You must:
○ Answer all questions in the knowledge questions assessment.
○ Complete them and submit in due timelines.
○ Submit with a completed assessment cover sheet.
○ Comply with the word limit requirements or length of your answers as guided
by the description in each assessment
 Your assessor will provide feedback in class discussions and electronically
Evidence specifications:
At the end of the assessment, you will be required to submit the following evidence
before the due date specified by the assessor:
 You are required to submit completed written questions (with all questions
answered)
 Completed and signed cover sheet for assessment
Evidence submission:
 Documentation must be submitted electronically in Microsoft Word format.
 Your assessor will record the assessment outcome on the assessment cover
sheet.
Referencing:
You must use APA referencing style where required, e.g. when using direct quotes,
although you must keep these direct quotes to a minimum.
http://uow.libguides.com/refcite/apa6
Page: 14 of 87

CHCDIV001 Version: 1.4 Responsibility: S. Gannon Last Reviewed: Feb 2019
CHCDIV001 - Work with diverse
people
Written Questions
1. Student Enrolled Nurses must possess appropriate knowledge and skills to
deliver culturally responsive and equitable services to residents and other
stakeholders.
a. Cultural awareness is an essential skill in the provision of culturally
appropriate services. Briefly describe, in your own words, the concept of
cultural awareness and its importance in your practice.
Cultural awareness is their understanding of the differences between themselves and
people from other countries or other backgrounds, especially differences in attitudes
and values.
Being a nurse is the embodiment of having compassion for other cultures, as well as
loving yourself and others. It means being culturally aware and having an
understanding of how human caring is an essential part of nursing knowledge, the
healing environment and the nurse's own cutural and moral beliefs.
Reference
https://www.nurse.com/blog/2015/05/08/cultural-awareness-is-crucial-in-
nursing/revised 20th May 2019
□Satisfactory □Not satisfactory
Student Enrolled Nurses must possess appropriate knowledge and skills to deliver
culturally responsive and equitable services to residents and other stakeholders.
b. What is meant by cultural safety?
Cultural safety in this context involves health professionals examining their own
beliefs, behaviours and practices, as well as issues such as institutional racism, in
ensuring that their services are perceived as safe by the patient rather than the
provider.
It is the effective nursing practice of a person or family from another culture that is
determined by that person or family. An unsafe cultural practice is an action that
demeans the cultural identity of a particular person or family. Cultural safety also has
Page: 15 of 87

CHCDIV001 Version: 1.4 Responsibility: S. Gannon Last Reviewed: Feb 2019
CHCDIV001 - Work with diverse
people
four different principles.
Reference
Australian Human Rights Commission (2005), Social Justice Report 2005. Page
10 ,revised 20Th May 2019
file:///C:/Users/sherp/Desktop/NMBA---Joint-statement---NMBA-and-CATSINaM-joint-
statement-on-culturally-safe-care.PDF
□Satisfactory □Not satisfactory
Page: 16 of 87

CHCDIV001 Version: 1.4 Responsibility: S. Gannon Last Reviewed: Feb 2019
CHCDIV001 - Work with diverse
people
Student Enrolled Nurses must possess appropriate knowledge and skills to deliver
culturally responsive and equitable services to residents and other stakeholders.
c. Identify four (4) strategies that may enhance your ability to be
culturally safe.
The four strategies that enhance my ability to be culturally safe are :
1. provide care that is holistic, free of bias and racism, challenges belief based upon
assumption and is culturally safe and respectful for Aboriginal and/or Torres Strait
Islander peoples
2. advocate for, and act to facilitate, access to quality and culturally safe health
services for Aboriginal and/or Torres Strait Islander peoples, and
3. . recognise the importance of family, community, partnership and collaboration in
the healthcare decision-making of Aboriginal and/or Torres Strait Islander peoples,
for both prevention strategies and care delivery.
4. nurses should examine their own practices in order to break down the barriers to
achieving cultural understanding and responsiveness
Reference
Australian Human Rights Commission (2005) Social Justice Report 2005. Page 10
revised 23th May 2019
□Satisfactory □Not satisfactory
Student Enrolled Nurses must possess appropriate knowledge and skills to deliver
culturally responsive and equitable services to residents and other stakeholders.
d. Briefly describe, in your own words, the concept of cultural competence
and its importance in your practice.
Cultural competence refers to the need for care providing personnel to be accountable
through their ways of providing care of the cultural differences among their patients.
This way they are likely to be able to communicate freely to them. Communication is
key to effective diagnosis and remittance of the problem. This way the chances of
acquiring wrong information or missing out information will be lessened and the
patient will be more likely to accept medical help.
Page: 17 of 87

CHCDIV001 Version: 1.4 Responsibility: S. Gannon Last Reviewed: Feb 2019
CHCDIV001 - Work with diverse
people
Reference
Betancourt, J.R., Green, A.R., Carrillo, J.E. and Owusu Ananeh-Firempong, I.I., (2016).
Defining cultural competence: a practical framework for addressing racial/ethnic
disparities in health and health care. Public health reports.
□Satisfactory □Not satisfactory
2. Define diversity and explain the significance of supporting and protecting
diversity in a workplace.
Diversity in a workplace helps the company to be able to reproduce the various needs
and beliefs or cultural groups at a micro level. This distributes opportunities and
employment more fairly. Apart from playing an important role in society, cultural
diversity is beneficial for the company as well. The range of ideas produced by a
culturally diverse group of employees is greater. They are able to reach out to a
greater number of because of their heightened knowledge and experience.
Reference
Roberson, Q.M., (2019). Diversity in the workplace: A review, synthesis, and future
research agenda. Annual Review of Organizational Psychology and Organizational
Behavior, 6, pp.69-88.
□Satisfactory □Not satisfactory
3. Identify the laws operating at a federal level that protect people from discrimination
and harassment in relation to age, disability, race and sex.
Page: 18 of 87

CHCDIV001 Version: 1.4 Responsibility: S. Gannon Last Reviewed: Feb 2019
CHCDIV001 - Work with diverse
people
The following laws protect the people of Australia from facing any discrimination:
Age Discrimination Act 2004, Disability Discrimination Act 1992, Racial
Discrimination Act 1975, Sex Discrimination Act 1984.
Reference
Australian Government, (2017), Australia’s anti-discrimination law Available
at:https://www.ag.gov.au/RightsAndProtections/HumanRights/Pages/Australias-Anti-
Discrimination-Law.aspx [Retrieved on 11 June 2019]
□Satisfactory □Not satisfactory
4. Commonwealth laws and State/Territory laws generally overlap and prohibit
the same types of discrimination.
a. Identify the law/laws operating at your State or Territory
level in relation to discrimination against age, disability,
race and sex.
The Virginia Human Rights Act, 2.2-3901-2.2-3904 under the Code of Virginia protect
the people from discrimination and aim to create a more just workplace.
Reference
Virginia Law, (2016), Virginia Human Rights, Available
at:https://law.lis.virginia.gov/vacodepopularnames/virginia-human-rights-act/
Page: 19 of 87

CHCDIV001 Version: 1.4 Responsibility: S. Gannon Last Reviewed: Feb 2019
CHCDIV001 - Work with diverse
people
[Retrieved on 11 June 2019]
□Satisfactory □Not satisfactory
b. Describe how the legislation you identified above affects your work.
This act criminalises and penalises the act of discrimination against people on
the basis of sex, creed, colour, race sexual orientation, physical condition,
pregnancy, religion, national origin, age, marital status and medical conditions or
disabilities. It is clear that this Act is not going to repeal any other federal or
State law.
Reference
Virginia Law, (2016), Virginia Human Rights, Available
at:https://law.lis.virginia.gov/vacodepopularnames/virginia-human-rights-act/
[Retrieved on 11 June 2019]
□Satisfactory □Not satisfactory
c. Explain how a breach is responded to
The employee is allowed to bring any instance of faced discrimination in the district or
circuit court for justice within 300 days after the incidence. If the employee’s case
prevails, then he will be paid up to 12 months of pay along with interest.
Page: 20 of 87

CHCDIV001 Version: 1.4 Responsibility: S. Gannon Last Reviewed: Feb 2019
CHCDIV001 - Work with diverse
people
Reference
Virginia Law, (2016), Virginia Human Rights, Available
at:https://law.lis.virginia.gov/vacodepopularnames/virginia-human-rights-act/
[Retrieved on 11 June 2019]
□Satisfactory □Not satisfactory
5. Describe what the Universal Declaration of Human Rights is.
Universal Declaration of Human Rights is a document adopted by the United
Nations General Assembly on 10 December 1948. It declares the rights of an
individual residing in societies. The memorandum consists of 30 articles.
However, the rights are not legally affirmed but form the basis for various
international treaties and social movements.
Reference
Danieli, Y., Stamatopoulou, E. and Dias, C., (2018). The universal declaration of human
rights: Fifty years and beyond. Abingdon:Routledge.
□Satisfactory □Not satisfactory
6. Provide an example of a breach of the Universal Declaration of Human
Rights?
How could you respond to a breach of human rights in a health care context?
In the Article 13 of the United Nations’ Declarations of Human Rights, it has been
mentioned that an individual is free to move from one place to another and
cannot be bound by any authority unless charged for any offence. In the case of
patients who have been hospitalised, it is advised that they limit their movement
Page: 21 of 87

CHCDIV001 Version: 1.4 Responsibility: S. Gannon Last Reviewed: Feb 2019
CHCDIV001 - Work with diverse
people
or sometimes avoid it at all. In case a situation arises where the patient wants to
move away but his condition is likely to decline in the course, it is advised that
the patient is counselled and made to see the reason behind their action.
However, the patient is free to exercise their free will at all times.
Reference
United rights violation, (2016), What are Human Rights, Available at:
https://www.humanrights.com/what-are-human-rights/violations-of-human-rights/
freedom-to-move-and-thought.html [Retrieved on 11 June 2019]
□Satisfactory □Not satisfactory
7. Briefly outline the relationship between human rights and human needs.
A need is a condition required for an individual to thrive and sustain themselves.
Human rights include almost all human needs and declare it as a prerogative. Another
difference is linguistic. The usage of the word “rights” instead of “needs” is because
rights demand greater action and attention.
The University of Adelaide, (2017), DEBATE ON HUMAN RIGHTS VS HUMAN NEEDS,
Available at:https://www.adelaide.edu.au/news/news73183.html [Retrieved on 11 June
Page: 22 of 87

CHCDIV001 Version: 1.4 Responsibility: S. Gannon Last Reviewed: Feb 2019
CHCDIV001 - Work with diverse
people
2019]
□Satisfactory □Not satisfactory
8. Research and summarise the following common frameworks and approaches
used in the workplace in protecting human rights (in 20-40 words each).
 Australia's human rights framework:
It is a framework of human rights, that have been affirmed by the federal law
and the Australian Government have an obligation to protect and establish them.
This is in accordance with UN human rights but has been legally enforced
throughout the country. This directly handles the breaches and holds public
enquiries and meetings about the human rights of the general public.
 Approaches and instruments:
The following steps are covered under it:
 Mitigates and arbitrates any breaches
 Inquire among public conditions and their rights
 Inculcate wider awareness of human rights among the general public
 Acts as an independent body to provide information to the people seeking
help
 Undertakes research on issues related to human rights
Reference
Australian Human Rights Framework, (2017), Australian Human Rights Framework
Available at:
https://www.ag.gov.au/Consultations/Documents/Publicsubmissionsonthedraftbaselines
Page: 23 of 87

CHCDIV001 Version: 1.4 Responsibility: S. Gannon Last Reviewed: Feb 2019
CHCDIV001 - Work with diverse
people
tudy/AustraliasHumanRightsFramework.pdf [Retrieved on 11 June 2019]
□Satisfactory □Not satisfactory
9. In a work environment, employers, workers and clients have various
rights and responsibilities.
a. Identify two (2) rights of employers.
1.Protects freedom of association and involvement in lawful industrial activities.
2.Provides protection including protection from discrimination.
Reference
https://www.legislation.gov.au/Details/C2018C00512
□Satisfactory □Not satisfactory
b. Identify two (2) rights of workers.
1 Right to be protected from the organization
2. Right to work in a healthy safe environment.
Page: 24 of 87

CHCDIV001 Version: 1.4 Responsibility: S. Gannon Last Reviewed: Feb 2019
CHCDIV001 - Work with diverse
people
□Satisfactory □Not satisfactory
c. Identify two (2) rights of clients.
1.Right to receive human care and treatment, with respect and consideration.
2.Right to have privacy and confidentially when seeking or receiving care
Reference
https://carleton.ca/health/about/client-rights-responsibilities/
□Satisfactory □Not satisfactory
Page: 25 of 87

CHCDIV001 Version: 1.4 Responsibility: S. Gannon Last Reviewed: Feb 2019
CHCDIV001 - Work with diverse
people
d. Identify two (2) responsibilities of employers.
1 Responsible for keeping records and giving payslip
2.Responsible for giving notice for termination of employment.
□Satisfactory □Not satisfactory
e. Identify two (2) responsibilities of workers.
1.Responsible for keeping updates with NSW health policy
2.Responsible for taking care for their own health and safety.
□Satisfactory □Not satisfactory
f. Identify two (2) responsibilities of clients.
1.To provide enough correct information to the worker.
Page: 26 of 87

CHCDIV001 Version: 1.4 Responsibility: S. Gannon Last Reviewed: Feb 2019
CHCDIV001 - Work with diverse
people
2.Ask questions to ensure and understanding of the condition or problem.
□Satisfactory □Not satisfactory
10. Culture, race and ethnicity are some words commonly used to describe forms of
difference in a diverse population. Explain in your own words what is meant by each
term and provide at least one example of a characteristic that make them different
from each other
The culture of Australia is primarily a Western culture, to some extent derived from
Britain but also influenced by the unique geography of Australia.
□Satisfactory □Not satisfactory
11. Provide an example each of the following disabilities and describe
their effect on a person.
Page: 27 of 87

CHCDIV001 Version: 1.4 Responsibility: S. Gannon Last Reviewed: Feb 2019
CHCDIV001 - Work with diverse
people
Physical: Physical disability is a limitation on a person's physical functioning, mobility,
dexterity or stamina.
A physical disability can be temporary, short–term or long term. Some conditions may
go into remission; others may come and go with no particular pattern, or there may be
gradual deterioration.
Psychiatric Eating disorder is one of the wide ranges of psychiatric disorders
possible. A psychiatric disorder is a mental issue that interferes with the
patient's ability to maintain homeostasis and carry out various body processes.
Sensory: It includes disabilities of the senses such as the loss of sight, hearing or
speech. Other more complex issues cause a person to be overwhelmed when
they face sensory overload. In such cases, they are unable to interpret the
signals sent to the brain simultaneously.
□Satisfactory □Not satisfactory
12. Define the following terms.
a. Define spirituality.
Spirituality is a search for sacred meaning in life, a desire for connectedness, and
transcendence of the self.
This is more of an individual practice, and has to do with having a sense of peace and
purpose. It also relates to the process of developing beliefs around the meaning of life
Page: 28 of 87

CHCDIV001 Version: 1.4 Responsibility: S. Gannon Last Reviewed: Feb 2019
CHCDIV001 - Work with diverse
people
and connection with others, without any set spiritual values.
Reference
https://au.reachout.com/articles/what-is-spirituality
□Satisfactory □Not satisfactory
b. What defines religion
Religion is regarded as a set of beliefs and practices, usually involving
acknowledgment of.
a divine or higher being or power, by which people order the conduct of their lives both
practically and in a moral sense
This is a specific set of organised beliefs and practices, usually shared by a community
or group.
Reference
https://au.reachout.com/articles/what-is-spirituality
□Satisfactory □Not satisfactory
13. Define the following terms.
a. Transgender:
Transgender are those whose gender identity and/or gender expression differs from
the sex they were given at birth.
Transgender people may also identify as gender-neutral, genderqueer or gender fluid,
non-binary, and may identify as a combination of male and female or as neither.
Page: 29 of 87

CHCDIV001 Version: 1.4 Responsibility: S. Gannon Last Reviewed: Feb 2019
CHCDIV001 - Work with diverse
people
□Satisfactory □Not satisfactory
b. Intersex:
The term 'intersex' refers to people who are born with genetic, hormonal or physical
sex
characteristics that are not typically 'male' or 'female'.
Reference
Jones, T., Hart, B., Carpenter, M., Ansara, G., Leonard, W. and Lucke, J.,
(2016). Intersex: Stories and statistics from Australia. Open Book Publishers.
□Satisfactory □Not satisfactory
14. How could you demonstrate understanding and acceptance of
gender diversity in the workplace?
Acceptance of gender diversity can be showcased in a professional setting by
eliminating all the facets that involve segregating people based on their gender.
This may include eliminating the use of genders specific terms to address
people, promote intersex teams and mixing of people and by ensuring that all
genders have equal opportunities and are free to exercise their rights.
Reference
Page: 30 of 87

CHCDIV001 Version: 1.4 Responsibility: S. Gannon Last Reviewed: Feb 2019
CHCDIV001 - Work with diverse
people
Babcock, L., Recalde, M.P., Vesterlund, L. and Weingart, L., (2017). Gender differences
in accepting and receiving requests for tasks with low promotability. American
Economic Review, 107(3), pp.714-47.
□Satisfactory □Not satisfactory
15. How might generational factors affect one’s interactions with other
people in the workplace?
Each generation of employees are accustomed to specific ways of living and hence
have their idiosyncratic preferences. It can be difficult for employees of different
generations to be attuned to one another as they view life differently. For an employee
of younger generation, growth, learning and breaching out into different roles may be
important. They are likely to take more daring risks. However, the older generation
views that the company may achieve more in staying stable in their chosen field.
Reference
Lyons, S., Urick, M., Kuron, L. and Schweitzer, L., (2015). Generational differences in
the workplace: There is complexity beyond the stereotypes. Industrial and
Organizational Psychology, 8(3), pp.346-356.
□Satisfactory □Not satisfactory
16. What does the expression sexual orientation mean?
Sexual orientation refers to a person’s sexual identity in context to the gender they are
attracted. It forms the pattern of romantic endeavors and sexual intercourse in the life
of an individual. They are deemed to be a nuance of a person and cannot be impacted
upon.
Page: 31 of 87

CHCDIV001 Version: 1.4 Responsibility: S. Gannon Last Reviewed: Feb 2019
CHCDIV001 - Work with diverse
people
Reference
Halley, J.E., (2017). Sexual orientation and the politics of biology: A critique of the
argument from immutability. In Sexual orientation and rights (pp. 3-68). Abingdon:
Routledge.
□Satisfactory □Not satisfactory
17. Terms commonly used to describe a person’s sexual
orientation include gay, lesbian, bisexual and heterosexual. Define the
following terms:
Gay –
It refers to males who are attracted towards people of their own sex.
Lesbian-
It refers to females who are attracted towards females.
Bisexual
People who are attracted towards both the sexes, female and male.
Page: 32 of 87

CHCDIV001 Version: 1.4 Responsibility: S. Gannon Last Reviewed: Feb 2019
CHCDIV001 - Work with diverse
people
Heterosexual
People who are attracted towards only the opposite sex.
□Satisfactory □Not satisfactory
18. Describe in your own words, the following concepts of diversity of
Aboriginal and/or Torres Strait Islander cultures.
a. System of Kinship:
Kinship refers to the way people relate to each other in a culture. In Aboriginal and/or
Torres Strait Islander cultures, three primary bases of kinship are known: moiety,
totems and skin names. According to the belief of moiety, everything is divided into
two, the person and their environment. The two halves are considered siblings and are
forbidden to marry. There are four totems of an Aboriginal person which includes their
person, family.
Reference
Common ground, (2017), Kinship Systems, Available at:
https://www.commonground.org.au/learn/kinship-systems [Retrieved on 11 June 2019]
□Satisfactory □Not satisfactory
b. Dreaming
Dreaming is the Aboriginal philosophy and encompasses the relationship of an
individual with everything. considered important to the Aboriginals as it explains the
formation of the universe, the origin of their people and the times of their ancestors.
This philosophy forms one of the oldest cultural histories that has been transferred
from generation to generation and spans over a period of fifty thousand years.
Reference
Page: 33 of 87

CHCDIV001 Version: 1.4 Responsibility: S. Gannon Last Reviewed: Feb 2019
CHCDIV001 - Work with diverse
people
Kildea, T. and Kumar, M., (2018). Aboriginal Spirituality and Its Relationship to the
Positioning of Research. Positioning Research: Shifting Paradigms, Interdisciplinarity
and Indigeneity, p.196.
□Satisfactory □Not satisfactory
19. Briefly outline the social, cultural, political and economic issues
affecting Aboriginal and/or Torres Strait Islander people in your region.
a. Social and cultural issues:
1The aboriginal language is threatened because of the exposure of the people to
external languages like English. This loss is alienating the people from their culture,
heritage and ancestors. The language is the cumulation of ancestral knowledge which
will also be lost.
2. The aboriginals are often stereotyped as tribal people because of the ethnic
background. This causes the people who hail from such background but have gained
education to be represent themselves. Also, the aboriginals receive minimal health and
social care because people are still hesitant to interact with them.
3. With the increasing population and urbanisation, the geographic area for the use of
aboriginal people is receding. As a result of which they have to limit their activities and
also find it difficult to sustain themselves.
4. Access to interpreters in case of aboriginal people is difficult as this group of
languages are dead and dying. This makes it even more difficult to provide help and
contact the aboriginals in order to help them.
5. The aboriginals are unable to protect themselves from a variety of threats as they
lack the knowledge and information.
□Satisfactory □Not satisfactory
b. Political issues:
Parliament representation in case of the aboriginals is minimal. This is because the
language is difficult to interpret and the indigenous people lack education and
information. As a result, their demands and needs go unnoticed. Due to the lack of
information and awareness about their culture, the government funding for their
development is also inadequate. They are unaware of the laws and the legislative finds
Page: 34 of 87

CHCDIV001 Version: 1.4 Responsibility: S. Gannon Last Reviewed: Feb 2019
CHCDIV001 - Work with diverse
people
it difficult to pass laws that are in accordance to their culture as well. With growing
demands on resources like land and water, it has become difficult for them to sustain
themselves and protect their environment. Their habitat is a part of their culture and a
threat to their environment is a threat to their culture as well.
□Satisfactory □Not satisfactory
c. Economic issues:
In a census conducted in 2016, it was seen that the income of the aboriginal people
was about $398. They find it exceedingly difficult to find employment as the literacy
rates is low and the presence of stereotypes have created an environment of negative
opinions about them.
Overcrowding in a major problem among the aboriginal tribe. In the aboriginal
household, about 17 people live within the same 3 storey house.
Accessing health treatments and medication is difficult in the areas habituated by the
aboriginals. It is mainly because most state funded health care organisation are
situated far away. There is also the language barrier the health belief barrier and the
socio-economic gap which makes it difficult for the affected people to receive
healthcare.
Employment education
Page: 35 of 87

CHCDIV001 Version: 1.4 Responsibility: S. Gannon Last Reviewed: Feb 2019
CHCDIV001 - Work with diverse
people
□Satisfactory □Not satisfactory
Page: 36 of 87

CHCDIV001 Version: 1.4 Responsibility: S. Gannon Last Reviewed: Feb 2019
CHCDIV001 - Work with diverse
people
20. Briefly describe the impact of European settlement on the Aboriginal
and/or Torres Strait Islander people and communities in relation to loss of land
and culture.
Impact of invasion
The aboriginals culture connects an individual with their environment. This connection
is the key in their culture. Due to European settlement, the aboriginals felt a loss of
connection to their land.
Kinship is the way people are related to one another. The system of kinship is different
in the aboriginals and among the westerners. The system of kinship was affected by
western exposure which caused loss of an essential aspect of their culture.
As the Europeans started to settle down on the Aboriginal land, their language
infiltrated the aboriginal language. As a result of which some words were exchanged.
This is a healthy process that takes place when people speaking two different tongues
share the same geographical area. However, as the number of English speakers soon
overpowered the other, this created a greater impact.
Lore is the body of knowledge and cultural traditions. The loss of lore and legends is
the loss of culture and heritage. The aboriginal history is precious as it is the longest
cultural information that has been perpetuated through the generation. Their origin
dates back to more than 50,000 years ago.
Reference
Nicholas, L., (2019). Whiteness, Heteropaternalism, and the Gendered Politics of
Settler Colonial Populist Backlash Culture in Australia. Social Politics: International
Studies in Gender, State & Society.
□Satisfactory □Not satisfactory
21. Briefly outline how these western systems and structures impact
on the
Aboriginal and/or Torres Strait Islander people in your region and their
engagement with services.
The impact of western societies and systems have started from the times of
European settlements and continues to this date. It is one of the reasons why
Aboriginals regard Western society and its systems with suspicion. As a result,
Page: 37 of 87

CHCDIV001 Version: 1.4 Responsibility: S. Gannon Last Reviewed: Feb 2019
CHCDIV001 - Work with diverse
people
they are unlikely to accept medical help which is essential to safeguard their life
and sustain their race.
Reference
Waterworth, P., Dimmock, J., Pescud, M., Braham, R. and Rosenberg, M., (2016).
Factors affecting indigenous west Australians’ health behavior: Indigenous
perspectives. Qualitative health research, 26(1), pp.55-68.
□Satisfactory □Not satisfactory
22. For each of the following marginalised groups, provide an example of
a need they may experience:
People marginalised because of:
a. Physical factors
b. Mental factors
c. Emotional factors
Physical factors: Isolated, not counted on everything. They need to be taught about
their medications
Mental Factors: They need to be taught about their medications
Emotional factors: People who are unable to control their emotions may face the
number of people within their social circle decline as people are unwilling to be
accommodative of their needs. They may also unable to take part in daily activities
and may take more time to adapt to something.
□Satisfactory □Not satisfactory
Page: 38 of 87

CHCDIV001 Version: 1.4 Responsibility: S. Gannon Last Reviewed: Feb 2019
CHCDIV001 - Work with diverse
people
23. Provide an example each of the protective factors for physical,
emotional and mental health issues or health care needs.
a. Physical protective factors include:
The physical issues may involve safeguarding an individual from any kind of physical
harm, maintaining their health conditions and preventing them from declining further.
Physical issues form the basis of healthcare needs and hence are more focused upon.
With the help of efficient health care professionals, a patient can be provided care and
treatment that will be able to heal and recover them from their ailment. It also
essential that the health condition or the level of recovery achieved is maintained. The
wellbeing of the patient is not allowed to decline due to mismanagement or lack of
attention. Additionally, during the period of recovery and treatment, the care user is in
a vulnerable state where they are unable to protect themselves from harm. As a result,
they require more care and protections. In the case of general public, the physical
health care issue is their need to be free from illness and away from any injury.
□Satisfactory □Not satisfactory
b. Emotional protective factors include:
Emotional protective factors are essential from an early age to ensure that a
child, that grows into an adult is able to articulate and manage their emotions
well. The protective factors at an early age include the presence of well-balanced
family figures and a conducive home environment. Children who have been
exposed to unpleasant things in childhood have been found to emotionally
incapacitated to a varying degree. Moreover, it is difficult to understand whether
the emotional responses of adults are based on the trauma of the experiences
they faced in their childhood. As a result, it is difficult to resolve such emotional
incapacities. Emotional issues are associated with mental disorders like
schizophrenia and bipolar disorder. In the case of an individual, an environment
where they are able to release their emotions in a healthy manner is necessary
and conducive to their health in the long term. Other protective factors are
involved with the choices an individual makes in their life. For instance, the
usage of drugs and abuse of alcohol can also hamper the emotional health of a
person. This reduces the ability of the person to maintain control of their body
and mind functions.
Page: 39 of 87

CHCDIV001 Version: 1.4 Responsibility: S. Gannon Last Reviewed: Feb 2019
CHCDIV001 - Work with diverse
people
□Satisfactory □Not satisfactory
c. Mental protective factors include:
A protective factor in case of mental health can be a trait that is present in the
family of a person which is closely associated with a mental disorder This will
allow them to be diagnosed at an early age when the disorder is likely to have
progressed much. It has been seen that most disorders which are not diagnosed
up to 6-9 years are noticed very late. Also, other mental disorders only develop
in later ages. As a result, better screening provides an individual with ample time
to safeguard themselves and also adapt themselves.
Reference
Banyard, V., Hamby, S. and Grych, J., (2017). Health effects of adverse childhood
events: Identifying promising protective factors at the intersection of mental and
physical well-being. Child Abuse & Neglect, 65, pp.88-98.
□Satisfactory □Not satisfactory
24. Provide an example of each of the following impacts that can be
experienced by people who are marginalised because of physical needs:
a. Discrimination
b. Trauma
c. Exclusion
Page: 40 of 87

CHCDIV001 Version: 1.4 Responsibility: S. Gannon Last Reviewed: Feb 2019
CHCDIV001 - Work with diverse
people
d. Negative attitudes
a. a Discrimination is the act of segregating people because of the thing that is beyond
their control. It has long term emotional impacts where the victim believes themselves
to be lacking in some terms. This hampers their personal identity, the way they regard
themselves, their confidence levels and their ability to interact with other people. It
has often been seen that long period of discriminations lead to an internalized belief
that the victim is way and accept their present condition. This is again very harmful to
them and the people in their association. Such a condition is more difficult to
overcome.
b. Trauma refers to an experience that has deeply the person and has made an
impact on their psyche. Repeated episodes of discrimination, especially at a
tender age impacts the individual. Such an experience often causes an individual
to fall back on negative conditions like anxiety, depression and even suicidal
tendencies.
c. Exclusion overlooks people and their needs to give preference to the needs of
others. Exclusion of certain sexts of people of a large scale is known as social
exclusion. As a result of which, the condition of this section of the people
become dismal. It is also difficult to achieve a more fair and balanced
distribution of resources and opportunities as some people are excluded from
accessing it. Exclusion makes it difficult for a person having a wish to represent
themselves professionally or academically at a larger scale. They do not have an
equal set of opportunities or access to resources like capital for the purpose of
achieving something. As a result, a section of society is downtrodden. Their lack
of resources makes it difficult for them to even rise in rebellion and hence the
process is continued over a long period of time.
d. Negative attitudes of fellow people towards a section of the society or towards an
individual is based on a set of beliefs or opinions about certain characteristics of the
people. It is seen that the set beliefs are not based on facts or information but are
judgements. Some of them have been prevailing since times immemorial and are
hence more difficult to eradicate or combat. As a result, people still have to come
across certain negative behaviors in their face of life in varying degrees. The main
impact of such experiences is that individuals will start to limit themselves and their
exposure to the world in order to limit their chance of facing censure. This is not
helpful at all as it will prevent the person from living their life wholly and will degrade
their quality of life. It is clear how a marginalized person having faced negative
attitudes have dwindled their lives in order to safeguard themselves. Marginalization
poses as a constraint on the lives of people.
Reference
Swabey, L., Agan, T.S., Moreland, C.J. and Olson, A.M., (2016). Understanding the work
of designated healthcare interpreters. International Journal of Interpreter
Education, 8(1), pp.40-56.
□Satisfactory □Not satisfactory
Page: 41 of 87

CHCDIV001 Version: 1.4 Responsibility: S. Gannon Last Reviewed: Feb 2019
CHCDIV001 - Work with diverse
people
25. Enrolled Nurse Students must seek assistance from interpreters
or other persons according to the communication needs of the client in the
workplace. To ensure effective use of interpreter services PCAs must be
trained in working with interpreters.
a. Which clients need an interpreter? Provide four (4) examples
1. Client coming speaking a language that cannot be understood by the medical
professionals
2. Client having speech problem and using sign language to convey messages and the
medical professional is unable to understand sign language.
3. If the medical professional is themselves mute and uses sign language but the client
is not proficient in it.
4. Interpreters can also be used as a means of attaining cultural liaison with clients
belonging to ethnic minorities.
Reference
Blay, N., Ioannou, S., Seremetkoska, M., Morris, J., Holters, G., Thomas, V. and
Bronwyn, E., (2018). Healthcare interpreter utilisation: analysis of health administrative
data. BMC health services research, 18(1), p.348.
□Satisfactory □Not satisfactory
b. What seating position is most appropriate for three (3) people (you, the
interpreter and your client) when you are engaging an interpreter to
communicate to a client?
The seating and positioning of the interpreter in healthcare form an area of discussion
as they play an important role in facilitating communication and understanding. Their
position determines the relationship between the care provider and the care seeker.
By positioning them next to the provider, the communication can be aimed towards
the care provider and the interpreter is able to also see the non-verbal cues such as
gestures and facial expression more clearly. When they are placed next to the client,
Page: 42 of 87

CHCDIV001 Version: 1.4 Responsibility: S. Gannon Last Reviewed: Feb 2019
CHCDIV001 - Work with diverse
people
they speak more directly to the care provider through the aid of the interpreter.
However, the care provider may focus more on the interpreter than on the client and
miss out the non-verbal cues provided. When the interpreter is placed between the
client and the care provider, both parties can pay attention to one another. In some
cases, the interpreter is also positioned behind a curtain when client privacy is a
sensitive issue. But they are unable to take in the non-verbal cues and hence may miss
out some key points when interpreting them.
Reference
Baraldi, C., (2019). Pragmatics and agency in healthcare interpreting. The Routledge
Handbook of Translation and Pragmatics.
□Satisfactory □Not satisfactory
c. Outline four (4) considerations you must be aware of when booking an
interpreter.
 It is sometimes difficult to access the services of a professional translator. As a
result, health care institutions must prefer hiring multilingual staff or encourage
their employees to learn another language.
 Consider a professional degree and only choose someone who has been
professionally trained. Hiring a native speaker does not mean that they have
the professional ability to interpret and are aware of the scientific or medical
terms in the language.
 A client cannot be allowed to use an interpreter if they are already acquainted
and have known each other for some period of time.
 Using multilingual staff as interpreters is also not recommended. They should
receive training in interpretation technique before taking on an active role.
□Satisfactory □Not satisfactory
Page: 43 of 87

CHCDIV001 Version: 1.4 Responsibility: S. Gannon Last Reviewed: Feb 2019
CHCDIV001 - Work with diverse
people
d. Outline four (4) considerations you must be aware of when conducting a
session with an interpreter and your client.
 The client is also allowed to choose or bring forth the interpreter of their
choosing in a medical meeting.
 However, the client cannot make the use of a family member or any
acquaintance as their interpreter. It has to be someone who has been
professionally trained and is able to remain objective. Family members
interpreting a session often provide highly biased information that cannot
be used for medical purposes.
 The interpreter can talk with the family members of the client in order to
gain a better understanding of the nuances of the client.
 The positioning of the care provider and the interpreter is also an
essential factor. The care provider must at all times maintains eye
contact with the client. This allows them to focus on them better and
promotes the client to focus on them in return.
Reference
Olson, A.M. and Swabey, L., (2017). Communication access for deaf people in
healthcare settings: Understanding the work of American Sign Language
interpreters. Journal for Healthcare Quality, 39(4), pp.191-199.
□Satisfactory □Not satisfactory
26. How could cultural interpreters be beneficial in a healthcare environment?
A cultural interpreter is a person that aids the process of communication
between a client seeking medical health and healthcare professional. They act
as a link between the care seeker and the care provider. They play an important
role in overcoming the language barrier in healthcare, which was one of the
most potent barriers. Because of language barriers, clients seeking medical help
were not able to access help and treatment because they were unable to
communicate their symptoms and conditions for proper diagnosis. In cases
where the care user and care provider were able to establish a minimum
understanding of the problem, correct diagnosis or remittance of the problem
was not achieved. This was probably because key information was left out
because of language barriers. This jeopardises the health and wealth being of
sections of the society who do not speak the national tongue.
Reference
Page: 44 of 87

CHCDIV001 Version: 1.4 Responsibility: S. Gannon Last Reviewed: Feb 2019
CHCDIV001 - Work with diverse
people
Hsieh, E., (2016). Bilingual health communication: Working with interpreters in cross-
cultural care. Abingdon: Routledge.
□Satisfactory □Not satisfactory
27. How could Enrolled Nurse Students use visual imagery as a resource to
support individuals?
Visualising imagery or guided visualising is a nursing technique where the client
is guided to visualise various aspects of their treatment, recovery and healthcare
which would prove to be beneficial for them. It is also a relaxation technique
which helps the care user to free their mind from the physical issues in their
body by influencing the way they feel. It is used along with traditional and
contemporary medical treatment but is not a stand-alone technique. It especially
helpful when treating care users with mental disorders and in old care users.
Through this method, the care users are able to imagine a relaxing environment
where all their senses are appeased.
Reference
Hartman, A. and Brown, S., (2017). Synergism through therapeutic visual arts.
In Healthcare community synergism between patients, practitioners, and
researchers (pp. 29-48). IGI Global.
□Satisfactory □Not satisfactory
28. Identify and describe two (2) measures you could implement in
improving self -awareness and social awareness when working with people from
different cultures.
Self-awareness: Self-awareness is essential for personal growth and
development of expertise in healthcare. It can be inculcated if one remains open
and adaptable to learning and gaining experience. Introspection is a great tool to
achieve self-awareness. Through introspecting and even recording personal
behaviour, a nurse can be aware of their biases, nuances, prejudices and topics
that feel acutely about. Their next step would be to actively work in eliminating
the negative points and developing the positive ones.
Social awareness: In order to improve social awareness, one has to be willing to
receive information and also seek it out on their own. Social awareness is the
phenomenon when an individual is aware of the society and the people in it. By
receiving counselling and meditation techniques emotional stability can be
attained that will make one more attuned towards the emotions of others and
Page: 45 of 87

CHCDIV001 Version: 1.4 Responsibility: S. Gannon Last Reviewed: Feb 2019
CHCDIV001 - Work with diverse
people
make them more empathetic.
Reference
Sansó, N., Galiana, L., Oliver, A., Pascual, A., Sinclair, S. and Benito, E., (2015).
Palliative care professionals' inner life: exploring the relationships among awareness,
self-care, and compassion satisfaction and fatigue, burnout, and coping with
death. Journal of Pain and Symptom Management, 50(2), pp.200-207.
□Satisfactory □Not satisfactory
The following question must be completed and presented in the classroom as part of classroom
teaching and learning activities. Your assessor will allocate a specific time for you to present
this information.
1. Prepare a report reflecting on own social and cultural perspectives and biases
and present this to the class. Provide answers to the following questions in your
report and the answer.
a. Describe your own cultural background and provide two (2)
examples of your traditional or customary practices.
□Satisfactory □Not satisfactory
b. What languages do you speak and write?
Page: 46 of 87

CHCDIV001 Version: 1.4 Responsibility: S. Gannon Last Reviewed: Feb 2019
CHCDIV001 - Work with diverse
people
□Satisfactory □Not satisfactory
c. Identify and describe the related policies and structures of your
culture.
□Satisfactory □Not satisfactory
d. How does your culture and community attitudes impact on
different people and groups you work with, e.g. working with
Aboriginal and/or Torres Strait Islander people or people from a
different social and ethnic background?
Page: 47 of 87

CHCDIV001 Version: 1.4 Responsibility: S. Gannon Last Reviewed: Feb 2019
CHCDIV001 - Work with diverse
people
□Satisfactory □Not satisfactory
e. Describe two (2) social practices that you engage in that are a
direct result of your cultural upbringing. Have these changed
from the practices of your parents when they were young.
Why/why not?
□Satisfactory □Not satisfactory
f. Briefly outline the impact of Australian political, social,
economic and cultural factors in your life and work.
Impact of political factors:
Page: 48 of 87

CHCDIV001 Version: 1.4 Responsibility: S. Gannon Last Reviewed: Feb 2019
CHCDIV001 - Work with diverse
people
Impact of socio-cultural factors:
Impact of economic factors:
□Satisfactory □Not satisfactory
g. Provide an example of how the changing practices such as
government reforms, changing laws and increasing
multiculturalism in Australia affect or influence you.
Page: 49 of 87

CHCDIV001 Version: 1.4 Responsibility: S. Gannon Last Reviewed: Feb 2019
CHCDIV001 - Work with diverse
people
□Satisfactory □Not satisfactory
h. Provide an example of how the changing practices in Australia
affect or influence the diverse communities that make up
Australian society.
□Satisfactory □Not satisfactory
i. How do your cultural beliefs, values and experiences affect your
personal behaviour, interpersonal relationships, perception and
social expectations of others?
□Satisfactory □Not satisfactory
Page: 50 of 87

CHCDIV001 Version: 1.4 Responsibility: S. Gannon Last Reviewed: Feb 2019
CHCDIV001 - Work with diverse
people
j. What are some limitations or biases that you have in working
with clients from different backgrounds? How will you address
this in the future?
□Satisfactory □Not satisfactory
Page: 51 of 87

CHCDIV001 Version: 1.4 Responsibility: S. Gannon Last Reviewed: Feb 2019
CHCDIV001 - Work with diverse
people
Assessment Cover Sheet:
Assessment Cover Sheet: Assessment Task 2 (AT2)
Student Detail
Student Name
Student Id:
Group No (If Applicable):
Assessment Details
Unit of Competency CHCDIV002 – Work with diverse people
Assessment Task Assessment task 2 – Case Study
Due Date
Date of Submission
Assessment Outcome
1st Submission
Satisfactory □ Not Satisfactory
□
Date:
Assessment Outcome
2nd Submission
Satisfactory □ Not Satisfactory
□
Date:
Assessment Outcome
3rd Submission
Satisfactory □ Not Satisfactory
□
Date:
Assessment Outcome
4th Submission
Satisfactory □ Not Satisfactory
□
Date:
Assessor Name and
Signature
Comments/Feedback
Student Plagiarism Declaration: By submitting this assessment to the college, I declare
that this assessment task is original and has not been copied or taken from another source
except where this work has been correctly acknowledged. I have made a photocopy or
electronic copy or photograph of my assessment task, which I can produce if the original is
lost.
Assessor Student
Page: 52 of 87

CHCDIV001 Version: 1.4 Responsibility: S. Gannon Last Reviewed: Feb 2019
CHCDIV001 - Work with diverse
people
I declare that I have conducted a fair, valid, reliable and
flexible assessment with this student, and I have provided
appropriate feedback. I also declare that I have
undertaken the indicated assessment integrity checks
Google check for plagiarism  Yes No
Check for Copying/Collusion  Yes No
Check for Authenticity (own work  Yes No
Cheating or use of model
answers
 Yes No
Signature: .........................................Date: ........................
.....
I have received, discussed and
accepted my result as above
for this task and I am aware of
my appeal rights.
Signature: ................................
..................
Date: ........................................
.................
Page: 53 of 87

CHCDIV001 Version: 1.4 Responsibility: S. Gannon Last Reviewed: Feb 2019
CHCDIV001 - Work with diverse
people
Assessment task 2: Case Study
Required documents and equipment:
 UOWCA Learners’ resources for the unit CHCDIV001 – Work with diverse people.
(organised by the trainer)
 Learner’s notes
 Access to the UOWCA clinical laboratory and simulated nursing environment
 Resources and equipment (in sufficient numbers for all students to demonstrate
appropriate skills):
o Wheel chair
o Pen
o The assessor and classmates playing the role of the resident or HSR or
Registered Nurse, as required.
o Other resources outlined in each task
Instructions for students:
This assessment will be conducted in the clinical or simulated clinical environment with
access to the resources listed above.
You will be provided with relevant templates identified in the tasks to complete required
documentation after the demonstration of appropriate skills. You must complete these
sections of the Student Assessment Booklet under supervision and return the document
immediately after completing it.
The assessor will provide you with a summary of the tasks to be completed as shown on
the Observation Checklist. This will include clear, explicit instructions outlining:
 The specific nature of the task to be performed (the how).
 The level of assistance permitted (if any).
 Other specific requirements e.g. time limit, consideration of safety aspects, etc.
You must satisfactorily perform all tasks listed on the Observation Checklist and as
directed by the assessor to be deemed Satisfactory for this assessment.
At the completion of the allocated tasks, both you and the assessor are required to sign
and date the Observation Checklist, verifying that you acknowledge the outcome for this
assessment task and have been provided with feedback from the assessor.
Ensure you receive adequate training and time to practice relevant skills in the clinical
laboratory prior to assessment.
Planning the assessment
 Access all resources mentioned in required resources via the internet.
 Time required for assessment: Approximately three (3) hours.
 You must:
○ Refer to and comply with the Policy and Procedure Manual provided as
Appendix A when responding to various tasks.
○ Demonstrate appropriate responses to all tasks as outlined in the observation
checklist.
○ Complete them to the best of your ability
Page: 54 of 87

CHCDIV001 Version: 1.4 Responsibility: S. Gannon Last Reviewed: Feb 2019
CHCDIV001 - Work with diverse
people
 The assessor will set a time to provide feedback.
 You are expected to demonstrate the professional standards and practices of an
enrolled nurse when working in a simulated nursing environment, e.g.
demonstrate professional nursing behaviour, work confidently as an individual
enrolled nurse and work effectively in a team.
Evidence specifications:
At the end of the assessment demonstration, you will be required to submit the following
evidence before the due date specified by the assessor:
 Relevant documentation provided in the Student Assessment Booklet 2 –
Simulation assessment after demonstrating appropriate skills for identified tasks
 Completed and signed cover sheet for assessment.
Evidence submission:
 The assessor will record the assessment outcome on the assessment cover sheet.
Page: 55 of 87

CHCDIV001 Version: 1.4 Responsibility: S. Gannon Last Reviewed: Feb 2019
CHCDIV001 - Work with diverse
people
Case study scenarios and questions:
Read the case study, then answer the questions that follow.
Case study (questions 1 - 6)
John is working in a residential aged care facility that provides services to a diverse
group of elderly residents, such as Islamic people, Aboriginal and Torres Strait Islander
peoples, Chinese people and Korean people. Part of his role is to promote diversity and
inclusiveness in the workplace.
One of his colleagues, Michelle, comes to John one day to report that she can no longer
work with one of the male clients, Hung. Hung is Chinese and, according to Michelle, he
is rude and dismissive towards her and refuses to participate in any of the activities
Michelle organizes. Michelle has asked for a transfer.
John thinks it is a good idea to consult Hung about the situation. When he does, he
learns that Hung does not understand Michelle’s strong Australian accent. When John
gathers relevant information from Hung’s case notes and next of kin, he also learns
that Hung has learning difficulties and concentration difficulties, which cause him to be
easily irritable and become distressed.
1. How could John show respect for diversity when communicating with
both Hung and Michelle about the situation?
Page: 56 of 87

CHCDIV001 Version: 1.4 Responsibility: S. Gannon Last Reviewed: Feb 2019
CHCDIV001 - Work with diverse
people
□Satisfactory □Not satisfactory
2. Identify the verbal and nonverbal communication John should use to
establish, develop and maintain effective relationships, mutual trust
and confidence with Hung and Michelle.
□Satisfactory □Not satisfactory
3. What strategies should John use to communicate in the most efficient
way possible to overcome the issue of the language barrier?
Page: 57 of 87

CHCDIV001 Version: 1.4 Responsibility: S. Gannon Last Reviewed: Feb 2019
CHCDIV001 - Work with diverse
people
□Satisfactory □Not satisfactory
4. Describe how John could access language and cultural interpreter
communication resources that support individuals and organisations
to embrace and respond to diversity. Provide examples, including
links to documents or training resources.
□Satisfactory □Not satisfactory
5. Describe how image resources could assist with communication
difficulties in this situation.
Page: 58 of 87

CHCDIV001 Version: 1.4 Responsibility: S. Gannon Last Reviewed: Feb 2019
CHCDIV001 - Work with diverse
people
□Satisfactory □Not satisfactory
6. Describe who John could contact to assist with communication needs.
□Satisfactory □Not satisfactory
Assessment Task 3: Role play
Required documents and equipment
 A simulated resident’s room (in the nursing laboratory) with a:
o Clinical bed
o Trapeze bar
o Bed side locker
o Two chairs for the aged care staff and visitors to be seated.
 Interview room to conduct personal discussions with colleagues
 The assessor and classmates playing various roles to facilitate role plays.
 Student Assessment Booklet (to be organised by the assessor).
Instructions for students
This assessment will be conducted in an allocated laboratory room (simulated
nursing environment) at the UOW College campus.
You must demonstrate adequate skills required to complete all identified tasks
in order to achieve a satisfactory outcome for this assessment.
Planning the assessment
 Access all resources.
 Time required for assessment: 3 hour.
Page: 59 of 87

CHCDIV001 Version: 1.4 Responsibility: S. Gannon Last Reviewed: Feb 2019
CHCDIV001 - Work with diverse
people
 The student must:
o Read the role play scenarios and respond to the required tasks.
o Complete all activities in due timeline.
Evidence specifications
 You are not required to submit any document as part of this assessment.
 The assessor will complete the checklist provided for the role play based on
the students’ performance and ensure they set a time to provide feedback to
students.
Page: 60 of 87

CHCDIV001 Version: 1.4 Responsibility: S. Gannon Last Reviewed: Feb 2019
CHCDIV001 - Work with diverse
people
Role play task and observable behaviours
Task 1 – Role Play
Assume that you are working as an Enrolled Nurse Student in a residential
aged care facility. A new resident is transferred from home care to your
residential aged care facility. The resident is from a non-English speaking
background and is anxious about the service they will receive from the
facility. The resident can speak in simple English and can understand if
spoken to clearly and slowly.
You are required to:
 Demonstrate appropriate verbal and non-verbal communication when
communicating with the resident.
 Establish a rapport with the resident.
 Discuss your role in providing support to the resident, e.g. assisting the
resident with activities of daily living.
Your assessor will play the role of the resident.
Page: 61 of 87

CHCDIV001 Version: 1.4 Responsibility: S. Gannon Last Reviewed: Feb 2019
CHCDIV001 - Work with diverse
people
Task 2 – Role Play
Assume that you are working as an Enrolled Nurse Student in a residential
aged care facility. The Registered Nurse asked you to assist a new
resident from a German background who is in the reception waiting to be
taken to their allocated room. The resident does not understand or speak
English well. The resident’s next of kin has gone home to bring some
medical records and the resident’s medication box. Assume that you do
not know German and there are no staff members in the residential aged
care facility at the moment who can speak German.
You must demonstrate appropriate skills in relation to the following:
 Demonstrate how you would prepare yourself to attend to this resident’s needs.
 Demonstrate appropriate strategies you could implement in communicating
with the resident and establishing a professional relationship.
 Demonstrate appropriate verbal and non-verbal communication when
communicating with the resident.
 You are required to gather the following information from the resident:
o Does the resident have any cultural preferences, e.g. prayer
requirements, food preferences?
o Is there any community network that the resident is part of?
You must request one of your classmates to play the resident’s role.
Your skills and attitude towards appreciating diversity and inclusiveness
will be assessed by the assessor.
Respond to any situation the assessor may introduce when you
demonstrate the skills for this task.
Page: 62 of 87

CHCDIV001 Version: 1.4 Responsibility: S. Gannon Last Reviewed: Feb 2019
CHCDIV001 - Work with diverse
people
Task 3 – Role play
Assume that you are working as an Enrolled Nurse Student in a residential
aged care facility which accommodates residents from diverse cultural
and linguistic background. The aged care facility is celebrating an
occasion with a tea party in the courtyard. Alexandra, a personal care
assistant, is assigned to bring all residents from their rooms to the
courtyard. Mr Ahmed, one of the residents, refuses to go with Alexandra
as it is his prayer time. He asks Alexandra to give him 15-20 minutes for
the prayer. However, Alexandra tells Mr Ahmed that she has other things
to do in the courtyard and she will not be able to come back to take him to
the celebration. She walks out of Mr Ahmed’s room. Mr Ahmed is upset
with the stubborn attitude of Alexandra as she has left without waiting for
his response.
You overheard this conversation and saw Alexandra walking out
in frustration. You are required to undertake the following
activities as part of the task:
 Demonstrate how you would support Mr Ahmed in this scenario.
 Demonstrate how you would support Alexandra in this scenario.
 Discuss with your assessor from whom you could seek further assistance in
addressing difficulties caused by Alexandra’s communication with Mr Ahmed.
Demonstrate how you would do it.
You must request your classmates to play the roles of Mr Ahmed and
Alexandra. Your assessor will play the role of the Registered Nurse,
where appropriate.
Page: 63 of 87

CHCDIV001 Version: 1.4 Responsibility: S. Gannon Last Reviewed: Feb 2019
CHCDIV001 - Work with diverse
people
Task 4 – Role play
Assume that you are working as an Enrolled Nurse Student in a residential
aged care facility. The facility is celebrating Christmas with a BBQ party
on its premises and a Catholic prayer. Mr Freemantle advises another
personal care assistant that he is not interested in celebrating Christmas
as he is not religious. The personal care assistant responds that he
shouldn’t be so rude and disrespectful to Christians. Mr Freemantle
replies that he is not being rude and that he has just expressed his likes
and dislikes. The personal care assistant insists Mr Freemantle should
attend the celebrations as it is organised for all residents and it will be
fun.
You overheard this conversation.
Demonstrate appropriate response to the situation.
You must request your classmates to play the roles of Mr Freemantle
and the personal care assistant.
Page: 64 of 87

CHCDIV001 Version: 1.4 Responsibility: S. Gannon Last Reviewed: Feb 2019
CHCDIV001 - Work with diverse
people
Observation checklist – to be completed by the assessor
Task 1 - Marking criteria Student’s
response
(to be
completed
by the
assessor)
During the demonstration, the student:
Greeted the resident in a pleasant manner and introduced self. 
S  NS
Used simple English and spoke clearly and slowly when explaining their role in
supporting the resident.

S  NS
Listened to the resident. 
S  NS
Asked the resident to share their concerns and thoughts. 
S  NS
Provided assurance that their needs and requirements will be addressed
appropriately.

S  NS
Respected the patient and did not show any cultural discrimination. 
S  NS
Valued and respected cultural diversity, e.g. created an environment where the
resident felt welcome and included.

S  NS
Demonstrated mutual respect and established an effective relationship with the
resident

S  NS
Provided a culturally safe environment for the resident, e.g. did not use offensive
language and used appropriate gestures and body postures.

S  NS
Used pictures to communicate better, where appropriate. 
S  NS
Maintained appropriate eye contact. 
S  NS
Task outcome 
S  NS
Assessor’s remarks
Assessor’s signature
Assessment date
Student’s signature
and date
Page: 65 of 87

CHCDIV001 Version: 1.4 Responsibility: S. Gannon Last Reviewed: Feb 2019
CHCDIV001 - Work with diverse
people
Task 2 - Marking criteria Student’s
response
(to be
completed
by the
assessor)
During the demonstration, the student:
Identified the limitation in liaising with the resident as there was a language
barrier.

S  NS
Discussed concerns with the Registered Nurse. 
S  NS
Educated themselves about the German culture by referring to appropriate
resources.

S  NS
Respected the resident and did not show any cultural discrimination. 
S  NS
Valued and respected cultural diversity, e.g. created an environment where the
resident felt welcome and included.

S  NS
Demonstrated mutual respect and established an effective relationship with the
resident.

S  NS
Provided a culturally safe environment for the resident e.g. did not use offensive
language and used appropriate gestures and body postures.

S  NS
Used pictures to communicate better. 
S  NS
Waited patiently to receive responses from the resident. 
S  NS
Sought assistance from an interpreter to overcome the language barrier, where
appropriate.

S  NS
Introduced the interpreter to the resident. 
S  NS
Ensured that the student positioned themselves facing the resident when talking to
them and not towards the interpreter.

S  NS
Continued talking to the resident and allowed time for the interpreter to interpret
the message.

S  NS
Maintained appropriate eye contact. 
S  NS
Task outcome 
S  NS
Assessor’s remarks
Assessor’s signature
Assessment date
Page: 66 of 87

CHCDIV001 Version: 1.4 Responsibility: S. Gannon Last Reviewed: Feb 2019
CHCDIV001 - Work with diverse
people
Student’s signature and
date
Page: 67 of 87

CHCDIV001 Version: 1.4 Responsibility: S. Gannon Last Reviewed: Feb 2019
CHCDIV001 - Work with diverse
people
3 - Marking criteria Student’s
response
(to be
completed
by the
assessor)
During the demonstration, the student:
Identified that Alexandra’s assertiveness could cause an issue for Mr Ahmed.  S  NS
Talked to Mr Ahmed and encouraged him to participate in the event after his
prayers saying it would be fun (music, tea, snacks and meeting new people).  S  NS
Reassured Alexandra and let her know that the student could help either by
relieving her from other arrangements in the courtyard or by helping Mr Ahmed
to move to the courtyard after prayers.
 S  NS
Discussed with Alexandra the fact that it was important to understand cultural
diversity and the various religious needs of the resident.  S  NS
Sought help from the RN to confirm the effectiveness of resolution strategies
implemented.  S  NS
Spoke up for the resident and discussed strategies relevant to the scenario.  S  NS
Maintained politeness, respect and empathy when communicating with Mr
Ahmed and Alexandra.  S  NS
Task outcome  S  NS
Assessor’s remarks
Assessor’s signature
Assessment date
Student’s signature
and date
Page: 68 of 87

CHCDIV001 Version: 1.4 Responsibility: S. Gannon Last Reviewed: Feb 2019
CHCDIV001 - Work with diverse
people
Task 4 - Marking criteria Student’s
response
(to be
completed
by
the
assessor)
During the demonstration, the student:
Identified that the personal care assistant’s assertiveness could cause an issue
for Mr Freemantle.

S  NS
Talked to Mr Freemantle and advised him not to participate in the celebration if
he did not want to.

S  NS
Discussed with the personal care assistant that it was important to understand
cultural diversity and the various religious interests of residents.

S  NS
Informed the personal care assistant that residents must not be forced to attend
any events in the facility.

S  NS
Maintained politeness, respect and empathy when communicating with the
personal care assistant and Mr Freemantle.

S  NS
Task outcome 
S  NS
Assessor’s remarks
Assessor’s signature
Assessment date
Student’s signature
and date
Page: 69 of 87

CHCDIV001 Version: 1.4 Responsibility: S. Gannon Last Reviewed: Feb 2019
CHCDIV001 - Work with diverse
people
Assessment task 4: Work placement tasks required documents and
equipment:
Instructions for students:
Please remove the following sections on workplace assessment from this document and
include it in the aged care CP logbook 1 for this unit.
Assessment Cover Sheet: Assessment Task 4 (AT3)
Student Detail
Student Name Student Id:
Group No (If Applicable):
Assessment Details
Unit of Competency CHCDIV001 – Work with diverse people
Assessment Task Assessment task 4 – Workplace Assessment (included
in the aged care CP log book)
Due Date
Date of Submission
Assessment Outcome Satisfactory □ Not Satisfactory □
Date
Assessor name
Assessor Signature and
Date
Comments/Feedback
Student Plagiarism Declaration: By submitting this assessment to the college, I declare
that this assessment task is original and has not been copied or taken from another source
except where this work has been correctly acknowledged. I have made a photocopy or
electronic copy or photograph of my assessment task, which I can produce if the original is
lost.
Assessor Student
I declare that I have conducted a fair, valid, reliable and
flexible assessment with this student, and I have provided
appropriate feedback. I also declare that I have
undertaken the indicated assessment integrity checks
Google check for plagiarism  Yes No
Check for Copying/Collusion  Yes No
Check for Authenticity (own work  Yes No
Cheating or use of model
answers
 Yes No
I have received, discussed and
accepted my result as above
for this task and I am aware of
my appeal rights.
Signature: ................................
..................
Date: ........................................
.................
Page: 70 of 87

CHCDIV001 Version: 1.4 Responsibility: S. Gannon Last Reviewed: Feb 2019
CHCDIV001 - Work with diverse
people
Signature: ............................. Date: ............................
Required documents and equipment:
 Aged care CP work placement log book including the workplace assessment tasks
for this unit of competency (will be provided by the assessor).
 Access to a residential aged care setting including access to suitable facilities,
equipment and resources in line with the Australian Nursing and Midwifery
Accreditation Council’s Standards
 Copies of the following (arranged by work placement venue and accepted by the
UOWCA assessor):
o Policies and procedures underpinning workplace health and safety
including infection control, incident reporting and emergency procedures.
o Case notes of clients.
 Relevant equipment or resources required to perform the tasks outlined in the
logbook for this unit including:
Instructions for students:
These work placement tasks will be undertaken at a work placement in a residential aged
care setting approved by the UOWCA Placement Coordinator, ensuring it has sufficient
equipment and resources as defined in the assessment criteria for you to work as an
enrolled nurse. You will be provided with access to the workplace policies and
procedures, forms and equipment provided by the workplace (work placement venue).
Assessors will liaise with the workplace supervisors and ensure they are adequately
briefed about the work placement requirements including the tasks you are required to
complete to demonstrate skills and knowledge for each unit of competency as an
enrolled nurse.
You will be required to practice under the supervision of a registered nurse and
demonstrate skills and knowledge as an enrolled nurse.
The workplace assessor will ensure that you have access to adequate equipment,
policies and procedures and are supervised by a registered nurse, who will verify you
have completed the required tasks by confirming and signing tasks recorded in the work
placement logbook, where appropriate.
The assessor will provide constructive feedback on assessments within two weeks after
submitting the assessment document. Where nursing procedures are directly observed,
feedback will be provided immediately after each procedure. You may submit tasks for
each unit as you complete them and do not have to wait for the completion of their CP.
Planning the assessment
 Recommended date for assessment: during the work placement.
 Organise all resources mentioned in required resources either printed copies or
access via the internet.
 Time required for assessment: 3 - 4 hours (however, this is only a guideline).
 You must:
○ Perform all work placement tasks and complete the required documentation.
Page: 71 of 87

CHCDIV001 Version: 1.4 Responsibility: S. Gannon Last Reviewed: Feb 2019
CHCDIV001 - Work with diverse
people
○ Complete them in due timelines (3 - 4 hours is a guideline time to complete
all activities for this unit).
 Submit with the assessment cover sheet with all areas duly completed.
 The assessor will set a time to provide feedback
Evidence specifications
At the end of the assessment, you will be required to submit the following evidence
before the due date specified by the assessor:
 Cover sheet for assessment.
 Demonstration of skills to the workplace supervisor and/ or assessor.
 Report templates you completed and observation checklists (completed by the
assessor).
Evidence submission:
 Documentation needs to be submitted in a paper-based format.
 Your assessor will record the assessment outcome on the assessment cover
sheet.
Page: 72 of 87

CHCDIV001 Version: 1.4 Responsibility: S. Gannon Last Reviewed: Feb 2019
CHCDIV001 - Work with diverse
people
Workplace etiquette:
 You are required to comply with all standards, codes, guidelines, legislation and
regulations underpinning enrolled nursing practice when undertaking clinical
placement and related assessment tasks.
 You must liaise with the workplace supervisor and seek prior permission when
accessing organisational policies and procedures related to workplace health and
safety, addressing emergency situation, incident reporting, infection prevention
and control etcetera. Confidentiality and privacy requirements of the documents
and information must be appropriately addressed.
Assessment criteria:
You must demonstrate adequate skills required to complete all tasks in order to achieve
a satisfactory outcome for this assessment. You will be marked against the model
answers provided in the assessor’s marking guide and feedback will be provided to you
on the Results Record Sheet.
Page: 73 of 87

CHCDIV001 Version: 1.4 Responsibility: S. Gannon Last Reviewed: Feb 2019
CHCDIV001 - Work with diverse
people
Work placement tasks: Task 1:
Cultural diversity in the workplace may result in various misunderstandings.
Misunderstandings and workplace conflicts may occur when there is a language barrier of
misinterpretation of meaning in interactions among culturally and linguistically diverse
residents and interdisciplinary team members, including PCAs. It is important for PCAs to
recognise and respect the needs of people from diverse social and cultural backgrounds
in their workplace.
As part of this task, you must:
 Recognise and respect the needs of people from diverse social and cultural
backgrounds in three (3) different situations.
 Identify situations where misunderstandings may arise from diversity among
residents.
 Form appropriate responses to address or sensitively resolve situations
where misunderstandings may arise from diversity among residents.
The situations and socio-cultural background of these residents must be
diverse. For example:
 Providing personal care to a resident with a Sri Lankan background who has
limited communication skills in English.
 Assisting a resident with left side paralysis and hearing deficits to participate
in leisure activities at the residential aged care.
 Providing information about a Greek community network to a new resident
with a Greek background.
Your assessor will observe your skills in:
 Interacting with these residents.
 Valuing and respecting the diversity of each.
 Building a professional relationship with residents that shows acceptance
and respect for difference.
 Selecting and using appropriate verbal communication.
 Selecting and using appropriate non-verbal communication.
 Appropriately addressing situations where misunderstandings may arise from
diversity among residents.
 Promoting an environment that the resident feels safe and comfortable in.
 Dealing with any difficulties and seeking assistance, if required.
You may undertake these activities as part of assessments from other
units of competency, e.g. when assisting residents with activities of daily
living, when providing health teaching, when assisting residents with
ambulation, toileting etcetera.
Following your interaction with each client, you are required to complete the
provided templates reflecting each situation. Dot point answers will be
sufficient.
Your assessor will observe your overall skills in identifying and
addressing the needs of people from diverse social and cultural
backgrounds and complete the checklist provided at the end of this
assessment task based on your performance in the clinical venue in
ensuring cultural safety. You must familiarize yourself with the
benchmark observable behaviours appropriately referring to the
Page: 74 of 87

CHCDIV001 Version: 1.4 Responsibility: S. Gannon Last Reviewed: Feb 2019
CHCDIV001 - Work with diverse
people
provided checklist.
Page: 75 of 87

CHCDIV001 Version: 1.4 Responsibility: S. Gannon Last Reviewed: Feb 2019
CHCDIV001 - Work with diverse
people
Activity A - Situation 1 – Interacting with person 1
The resident’s socio-cultural background and/or identified diversity.
What were the resident’s needs in this situation in relation to their socio-cultural
background and/or identified diversity?
Briefly outline the situation. Identify possible issues that may cause communication
misunderstandings or other difficulties due to the identified diversity in this situation when
interacting with the resident.
Page: 76 of 87

CHCDIV001 Version: 1.4 Responsibility: S. Gannon Last Reviewed: Feb 2019
CHCDIV001 - Work with diverse
people
Activity A - Situation 1 – Interacting with person 1
Reflect on your own perspectives on the identified diversity. (What is your perspective on the
identified diversity)?
Briefly describe an appropriate response for this situation to avoid conflict or any discomfort for
the involved personnel.
Page: 77 of 87

CHCDIV001 Version: 1.4 Responsibility: S. Gannon Last Reviewed: Feb 2019
CHCDIV001 - Work with diverse
people
Activity B - Situation 2 – Interacting with person 2
The resident’s socio-cultural background and/or identified diversity.
What were the resident’s needs in this situation in relation to their socio-cultural
background and/or identified diversity?
Briefly outline the situation. Identify possible issues that may cause communication
misunderstandings or other difficulties due to the identified diversity in this situation when
interacting with the resident.
Page: 78 of 87

CHCDIV001 Version: 1.4 Responsibility: S. Gannon Last Reviewed: Feb 2019
CHCDIV001 - Work with diverse
people
Activity B - Situation 2 – Interacting with person 2
Reflect on your own perspectives on the identified diversity. (What is your perspective on the
identified diversity)?
Briefly describe an appropriate response for this situation to avoid conflict or any discomfort for
the involved personnel.
Page: 79 of 87

CHCDIV001 Version: 1.4 Responsibility: S. Gannon Last Reviewed: Feb 2019
CHCDIV001 - Work with diverse
people
Activity C - Situation 3 – Interacting with person 3
The resident’s socio-cultural background and/or identified diversity.
What were the resident’s needs in this situation in relation to their socio-cultural
background and/or identified diversity?
Briefly outline the situation. Identify possible issues that may cause communication
misunderstandings or other difficulties due to the identified diversity in this situation when
interacting with the resident.
Page: 80 of 87

CHCDIV001 Version: 1.4 Responsibility: S. Gannon Last Reviewed: Feb 2019
CHCDIV001 - Work with diverse
people
Activity C - Situation 3 – Interacting with person 3
Reflect on your own perspectives on the identified diversity. (What is your perspective on the
identified diversity)?
Briefly describe an appropriate response for this situation to avoid conflict or any discomfort for
the involved personnel.
Page: 81 of 87

CHCDIV001 Version: 1.4 Responsibility: S. Gannon Last Reviewed: Feb 2019
CHCDIV001 - Work with diverse
people
Assessment Cover Sheet: Assessment Task 4 (AT2)
Student Detail
Student Name
Student Id:
Group No (If Applicable):
Assessment Details
Unit of Competency CHCDIV001 – Work with diverse people
Assessment Task Assessment task 4 – Clinical Placement
Due Date
Date of Submission
Assessment Outcome
1st Submission
Satisfactory □ Not Satisfactory
□
Date:
Assessment Outcome
2nd Submission
Satisfactory □ Not Satisfactory
□
Date:
Assessment Outcome
3rd Submission
Satisfactory □ Not Satisfactory
□
Date:
Assessment Outcome
4th Submission
Satisfactory □ Not Satisfactory
□
Date:
Assessor Name and
Signature
Comments/Feedback
Student Plagiarism Declaration: By submitting this assessment to the college, I declare
that this assessment task is original and has not been copied or taken from another source
except where this work has been correctly acknowledged. I have made a photocopy or
electronic copy or photograph of my assessment task, which I can produce if the original is
lost.
Assessor Student
Page: 82 of 87

CHCDIV001 Version: 1.4 Responsibility: S. Gannon Last Reviewed: Feb 2019
CHCDIV001 - Work with diverse
people
I declare that I have conducted a fair, valid, reliable and
flexible assessment with this student, and I have provided
appropriate feedback. I also declare that I have
undertaken the indicated assessment integrity checks
Google check for plagiarism  Yes No
Check for Copying/Collusion  Yes No
Check for Authenticity (own work  Yes No
Cheating or use of model
answers
 Yes No
Signature: .........................................Date: ........................
.....
I have received, discussed and
accepted my result as above
for this task and I am aware of
my appeal rights.
Signature: ................................
..................
Date: ........................................
.................

Page: 83 of 87

CHCDIV001 Version: 1.4 Responsibility: S. Gannon Last Reviewed: Feb 2019
CHCDIV001 - Work with diverse
people
Competency Record Summary Sheet
Student’s name: Student’s ID:
Assessor’s name: Date of
completion:
Unit of competency: CHCDIV001 - Work with diverse people
Assessments
Student results
Satisfactory Not
Satisfactory Not Completed
Assessment 1: Written questions
Assessment 2: Case study
Assessment 3: Role play
Assessment 4: Work placement tasks
Comments:
Competent Not Yet Competent
Is re-assessment required?
Yes No
Assessor’s signature: Date:
Student’s signature: Date:
Page: 84 of 87

CHCDIV001 Version: 1.4 Responsibility: S. Gannon Last Reviewed: Feb 2019
CHCDIV001 - Work with diverse
people
Unit Feedback Form
The purpose of this evaluation is to obtain your feedback on the content, delivery and
assessments of the unit of competency provided by UOWCA. Your response will be
treated in the strictest confidence and will assist us to review and improve our delivery.
Student name (optional)
Qualification in which enrolled
DIRECTIONS: Along each scale given below, please tick the box that matches most
closely with your opinion as indicated below:
Criteria Feedback
How would you rate the content of the unit? All completely new information
Mostly new but with some familiar
ideas
Mostly refreshing ideas with some
new ideas
All refreshing ideas
How useful were the practical/class activities in
helping you learn new information or refreshing ideas
you had previously learned?
Useful
Somewhat useful
Not useful
How useful were the practical/class activities in
understanding the unit?
Useful
Somewhat useful
Not useful
How well did your trainer/assessor explain the
concepts covered in the unit?
Useful
Somewhat useful
Not useful
I received the assessment information prior to the
date of assessment
Strongly Disagree
Disagree
Not sure
Agree
Strongly agree
Unit criteria and assessment process were available or
explained
Strongly Disagree
Disagree
Not sure
Agree
Strongly agree
The trainer/assessor covered all WHS/OHS issues
(where applicable)
Strongly Disagree
Disagree
Not sure
Page: 85 of 87

CHCDIV001 Version: 1.4 Responsibility: S. Gannon Last Reviewed: Feb 2019
CHCDIV001 - Work with diverse
people
Criteria Feedback
Agree
Strongly agree
Instructions were clear and easy to understand Strongly Disagree
Disagree
Not sure
Agree
Strongly agree
I knew exactly what was expected from me Strongly Disagree
Disagree
Not sure
Agree
Strongly agree
The assessment procedure was explained well Strongly Disagree
Disagree
Not sure
Agree
Strongly agree
The trainer/assessor used appropriate language Strongly Disagree
Disagree
Not sure
Agree
Strongly agree
The trainer/assessor was professional Strongly Disagree
Disagree
Not sure
Agree
Strongly agree
How would you rate the degree of easiness of the
assessments?
Definitely easy
Somewhat easy
Easy
Difficult
Page: 86 of 87