Individual Support HLTINF001 Assessment Workbook

This is an assessment workbook for HLTINF001 - Comply with infection prevention and control policies and procedures. It includes knowledge assessment and practical assessment. The workbook covers the guidelines for hand hygiene, handwashing, and alcohol-based hand rub. It also outlines the established guidelines for pre-surgical hand preparation and tasks that require precautionary hand preparation during an infectious outbreak.

CHC33015
Certificate III in Individual
Support
HLTINF001
Comply with infection prevention and
control policies and procedures
Version 3.5 | Produced 28 January 2022
Copyright © 2021 CAQA Resources. This document was developed by CAQA Resources and has been edited and
contextualised by Inspire Education RTO 32067 for its student cohorts under license. All rights reserved. No part of this
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Assessment Workbook

Assessment Workbook
© CAQA Resources
Version No. 3.5 Produced 28 January 2022
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Version control & document history
Date Summary of modifications made Version
Produced version 1 v1.0
Produced version 2 v2.0
 Produced version 3
 Redeveloped practical assessments
 Rebranded for Inspire Education
v3.0
Corrected Knowledge Assessment Question 30 v3.1
 Corrected Knowledge Assessment
Question 40
 Corrected Table Matrix in Task 2
v3.2
Corrected Knowledge Assessment Question 9. v3.3
Added a column for ‘Likelihood’ in the risk
matrix in Task 2 v3.4
Revised Knowledge Assessment Questions 9-
10. v3.5

Assessment Workbook
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This is an interactive table of contents. If you are viewing this document in Acrobat, you will
be directed to the page after clicking on a heading. If you have this document open in Word,
you will need to hold down Ctrl (for Windows) or Command ⌘ (for Mac) as you click on the
heading for the link to work.
INTRODUCTION TO THIS WORKBOOK.............................................................5
What is this workbook about?...............................................................................................5
Context for Assessment.........................................................................................................6
ABOUT THE ASSESSMENTS..............................................................................7
Assessment Methods.............................................................................................................7
Resources Required for Assessment......................................................................................7
INSTRUCTIONS TO ASSESSOR..........................................................................8
INSTRUCTIONS TO STUDENT...........................................................................9
Accessing Intranet Pages and External Links.........................................................................9
ASSESSMENT WORKBOOK COVER SHEET......................................................10
KNOWLEDGE ASSESSMENT...........................................................................11
PRACTICAL ASSESSMENT...............................................................................33
Instructions to Assessor.......................................................................................................33
Instructions to Student........................................................................................................33
Task Overview......................................................................................................................34
Case Study Overview............................................................................................................34
Task 1 Identifying Infection Hazards....................................................................................35
Task 2 Risk Assessment........................................................................................................35
Task 3 Managing Risk...........................................................................................................37
Task 3.1 Identifying Control Measures.............................................................................37
Task 3.2 Signage and Posters............................................................................................39
Task 3.3 Roleplay Activity.................................................................................................40
Managing Risks Observation Checklist.............................................................................44
Task 4 Documenting and Reporting.....................................................................................47
Evidence List.........................................................................................................................48
TABLE OF CONTENTS

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SUBMITTING YOUR ASSESSMENT..................................................................50
WORKBOOK CHECKLIST.................................................................................51
WE WOULD LOVE YOUR FEEDBACK!..............................................................52

Assessment Workbook
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What is this workbook about?
The units of competency specify the standards of performance required in the workplace.
This assessment addresses the following unit of competency:
HLTINF001 - Comply with infection prevention and control policies and procedures
1. Follow standard and additional precautions for infection prevention and control
2. Identify infection hazards and assess risks
3. Follow procedures for managing risks associated with specific hazards
For complete copies of the above units of competency,
download them from the TGA website
https://training.gov.au/training/details/hltinf001
INTRODUCTION TO THIS WORKBOOK

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Page 6
Context for Assessment
To complete the assessments in this workbook, students need to have access to their
learning materials and the Internet. The assessment activities may be completed wholly at
the student’s home or chosen place of study.
The associated assessment method in this kit covers all of these components as detailed
in the matrix to follow:
Units of
Competency
Assessment Activities
HLTINF001
Knowledge Assessment 
Practical Assessment 

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Assessment Methods
1. Knowledge Assessment - Written assessments to test students’ understanding of
underpinning knowledge, concepts and/or theories relevant to the units of
competency included in this subject.
2. Practical Assessment - A task or activity completed according to set instructions
and guidelines to meet the requirements of the relevant units.
Resources Required for Assessment
Assessor to provide:
 Templates needed for tasks such as survey forms and report template.
 Case studies and simulations
 Information about work activities
You will need access to:
 Office equipment and resources
 Computer with internet access
 Word processing computer program that can save and edit these file types:
 MS Office Word file formats (documents)
 PDF file format
 A video recording device
 Printer or e-printer
ABOUT THE ASSESSMENTS

INSTRUCTIONS TO ASSESSOR
Assessment Workbook
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This is a compulsory assessment to be completed by all students. This assessment tests
the student’s ability to understand the underpinning generic knowledge related to the
units of competency.
Reasonable adjustment applies here, and while the majority of students will complete this
assessment as a written assessment, verbal assessment may be an option for those who
need it. The assessor must use the response guide as the principal marking tool unless a
reasonable adjustment is demonstrated.
The assessor guide provides model answers to all the questions, setting out which key
responses must be included as well as indicating where flexibility is acceptable.
Where there are a number of responses required, this is specified to avoid ambiguity. In
these cases, the model answer will provide a list of possible answers. For instance, if a
question requires the student to list three (3) examples, then their response must include
three (3) of the items listed in the model answer.
Note to assessors: Contact details are requested from observers in the feedback forms in
case you will have to call them to verify the content of the feedback forms.
IMPORTANT REMINDER
Candidates must achieve a satisfactory result in ALL assessment tasks to be awarded
COMPETENT for the units relevant to this cluster.

INSTRUCTIONS TO STUDENT
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The questions in this workbook are divided into two (2) categories:
 Knowledge Assessment
 Practical Assessment
The questions under Knowledge Assessment are all in a short answer format. The longer
questions requiring creative and analytical thought processes are covered in the Practical
Assessment. You must answer all questions using your own words. However, you may
refer to your learner guide and other relevant resources and learning materials to complete
this assessment.
Some questions cover processes you would likely encounter in a workplace. Ideally, you
should be able to answer these questions based on the processes that are currently in
place at your workplace. However, if you do not currently have access to a workplace, then
answer the questions based on processes that should be implemented in a typical
workplace setting.
Accessing Intranet Pages and External Links
There are instructions in this workbook that will refer you to intranet pages and/or
external links. These intranet pages and external links are formatted in Blue Underlined
Text or sometimes, these may be indicated by pictures and icons. Hold the Ctrl key (for
Windows) or the Command ⌘ key (for Mac) as you click on the text or icon to activate
the link.

ASSESSMENT WORKBOOK COVER SHEET
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Workbook.
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1. Why is handwashing important in infection control?
Washing hands prevents illnesses and spread of infections to others Handwashing with
soap removes germs from hands. This helps prevent infections because: People
frequently touch their eyes, nose, and mouth without even realizing it.
2. What are the mandatory steps in proper handwashing?
•
•
•
Wet the hands under running water and apply soap to cover the wrist and hands.
Rub the hands together covering the back of palms,finger tips, nails and wrist.
Follow these movements while handwashing: palm to palm, rub back of each
palmalternatively, interlace the fingers and rub both palms, swap after cupping the hands
with
the fingers interlocked and one palm over the other, rotate each thumps alternatively,
rub the fingers on the center of each palm alternatively.
Continue the process of cleaning hands for at least 20 seconds.
Wash the hands under an open tap (running water).
Use a disposable towel to turn off the tap
Dry hands with a clean and dry towel.
3. Identify five (5) times when hand hygiene is most important.
1.
2.
Cleaning hands before touching a patient
Cleaning hands before a procedure
KNOWLEDGE ASSESSMENT

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3. Cleaning hands after a procedure or exposure to bodily fluids
4. Cleaning hands after touching a patient directly
5.. Cleaning hands after touching a patients surroundings

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before touching a client
after touching a client
5. Explain the steps on how to hand rub.
Apply a palmful of the product in a cupped hand and cover all surfaces
Rub hands palm to palm
Right palm over the back of the other hand with interlaced fingers and vice versa
Palm to palm with fingers interlaced
Backs of fingers to opposing palms with fingers interlocked
Rotational rubbing of left thumb clasped in right palm and vice versa
Rotational rubbing, backwards and forwards with clasped fingers of the right hand in left
palm and vice versa
. Once dry, your hands are safe
6. What is an alcohol-based hand rub (ABHR) used for?
an alcohol-based hand rub (ABHR) is the preferred method for hand cleansing in the aged
care setting when hands are not visibly soiled.
4. Identify two (2) clinical moments when hand hygiene must be performed with
soap and water rather than alcohol-based hand rub.

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The established guidelines for pre-surgical hand preparation are as follows, apply
Approx. 5 ml of alcohol-based hand rub in the left-hand palm. Dip the fingertips of right
hand in the hand rub under the nails to decontaminate for 5 sec.
7. Outline the established guidelines for pre-surgical hand preparation.

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Non-clinical
moments Hand Hygiene
Before and after
entering a
patient/resident’s
room/After
touching
patient/resident’s
immediate
surroundings
Use soap and water or the hand sanitizer to clean your hands
and then wear a disposable glove, if possible.
After touching
patient/resident
(for example:
shaking hands, pat
on the back, etc.)
use alcohol based hand rubbing
before touching patients- hand washing
• before performing a procedure-alcohol rubbing
9. Identify guidelines for hand hygiene for the given non-clinical moment in the
individual support sector.
10. Outline hand care guidelines on maintaining intact skin, fingernails and jewellery
or watches.
1).Fingernails are to be no longer than the end of fingertips and kept clean at all times
2).Wrist watches, jewellery (except for a wedding band) and false fingernails may not be
worn
3).Long fingernails and false nails may be worn as long as they are kept clean at all times
8. Outline two (2) tasks that would require you to apply precautionary hand
preparation before commencing them, especially during an infectious outbreak.
What kind of hand preparation is needed?

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11. Outline how to safely put on gloves.
The use of gloves should not be considered an alternative to performing hand hygiene.
Hand hygiene is required before putting on gloves and immediately after removal.
• Change gloves between tasks and procedures on the same client. Gloves should be
removed immediately after a procedure, and hand hygiene performed so as to avoid
contaminating the environment, other clients or other sites on the same client
• Gloves used for medical activities are to be single-use only. ABHR should not be used
on these gloves to decontaminate them, nor should they be washed with soap and
water and continued to be used.
12. When should gloves be worn in the workplace?
Wear gloves (single-use non-sterile) when there is the potential for contact with blood,
body fluids/substances, mucous membranes, or non-intact skin.
13. Describe how to wear vests or aprons safely as per organisational requirements.
• Wear a gown or apron to protect skin and prevent soiling of clothing during medical
and personal care activities that are likely to generate splashing or sprays of blood, body
fluids, secretions or excretions, or cause soiling of clothing.
• Select a gown or apron (i.e., long, or short sleeves) that is appropriate for the activity
and the amount of fluid likely to be encountered. If an apron is used, staff should
ensure they are “bare-below-the-elbows”.
4).Watches must be pinned to clothing

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14. When must a vest or apron be worn while working as an aged care worker?
during contact with the client when conducting medical or personal care
15. Outline how to wear a mask safely.
• Wear a mask to protect mucous membranes of the nose and mouth during
procedures, personal care activities and cleaning procedures that are likely to generate
splashes or sprays of blood, body fluids, secretions and excretions.
• Remove the mask by holding the ties only and dispose of the mask into a waste bin.
• Perform hand hygiene immediately after removal.
16. When do you need to wear a mask while working as an aged care worker?
during procedures, personal care activities and cleaning procedures that are likely to
generate splashes or sprays of blood, body fluids, secretions and excretions
• Remove the used gown as promptly as possible and roll it up carefully and discard
appropriately. • Perform hand hygiene immediately after removal

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17. Describe how to wear protective glasses safely.
Protective eyewear such as face-shields or goggles should also be worn where the
potential exists for splashing, splattering, or spraying of vomit and faeces. Reusable
goggles should be washed with detergent and water between uses.
18. When do you need to wear protective glasses in the workplace?
protective glasses must be worn before entering to the patients room and also goggles
should also be worn where the potential exists for splashing, splattering, or spraying of
vomit and faeces
19. What are the steps you must follow for proper surface cleaning?
All cleaning solutions should be prepared immediately before use.
• Work surfaces should be cleaned (wiped over) with a neutral detergent and warm
water solution, rinsed and dried before and after each session, or when visibly soiled.
Spills should be cleaned up as soon as practical.
• When a disinfectant is required for surface cleaning, the manufacturer’s
recommendations for use, and workplace health and safety instructions should be
followed.
• Buckets should be emptied after use, washed with detergent and warm water, rinsed
in hot water, and stored dry (turned upside down). • Mops should be laundered or

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cleaning and
disinfecting mobility
aids:
at least once daily after use
cleaning the hallway: at least once daily
20. Determine the specified times when the following surfaces must be cleaned
during an infectious outbreak.
21. What are the two (2) core principles of surface cleaning?
Physical removal is one of the best processes involved in microbial decontamination. It
removes the number of pathogens from all surfaces. It also removes the food sources
that help in the growth of microorganisms. When contaminates are removed from a
surface, the immediate area is no longer affected thus accomplishing the task.
Changing the PH is also required to kill the bacteria and remove them from the surface.
For this chemicals, are added to water. This aids in the process of physically removing
bacteria
22. Why is a routine surface cleaning important?
to stop the prevalence of infections.
cleaned in detergent and warm water, rinsed in hot water, then stored dry. Mop heads
should be detachable or stored with the mop head up.

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23. Outline the guidelines for routine surface cleaning for frequently touched surfaces
during an infectious outbreak.
• All cleaning solutions should be prepared immediately before use.
• Work surfaces should be cleaned (wiped over) with a neutral detergent and warm
water solution, rinsed and dried before and after each session, or when visibly soiled.
Spills should be cleaned up as soon as practical.
• When a disinfectant is required for surface cleaning, the manufacturer’s
recommendations for use, and workplace health and safety instructions should be
followed.
• Buckets should be emptied after use, washed with detergent and warm water, rinsed
in hot water, and stored dry (turned upside down).
• Mops should be laundered or cleaned in detergent and warm water, rinsed in hot
water, then stored dry. Mop heads should be detachable or stored with the mop head
up.
24. What safety precautions must be taken when treating a person who is bleeding or
managing body fluid spill?
washing hands
wearing proper PPE
25. What must be done to decontaminate blood splashes and blood-stained body fluid
spillages?

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26. Outline the guidelines for handling sharps. Identify five (5).
don't recap the needle, always keep fingers behind the needle while giving injection,
destroy the needle tip soon after use, do not put the needle on the floor, do not
exchange the needle without caps.
27. How should you dispose of sharps (e.g. insulin injectors) using disposal bins for
personal use?
Place all needles and other sharps in a sharps disposal container immediately after they
have been used.
28. What are the reprocessing procedures for shared client equipment such as the
commode chair?
should be cleaned with detergent and warm water and thoroughly dried.
If there has been exposure to faeces or vomitus on body parts other than the hands, the
area should be washed with soap and water if on the skin, with water if the eyes are
splashed and if in the mouth, the body fluid should be spat out and the mouth rinsed
several times with water.

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Handling soiled linen PPE to be used at all times
Soiled linen to be placed into a leak-proof bag
Manual handling use a mechanical aid to help you lift and move the load
29. What are the three (3) types of additional precautions?
contact precautions, droplet precautions, and airborne precautions.
30. Explain the relevance of taking additional precautions in the particular areas of
work:
31. Explain the relevance of taking additional precautions in the particular client
groups:

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Elderly clients availing
of home care services hand hygiene before and after all patient contact.
Elderly clients in a
residential care facility use of PPE
32. What is the difference between standard and additional infection control
precaution?
Standard precaution is a series of infection prevention procedures used to prevent and
eliminate the spread of infectious diseases that can occur because of contact with
blood, body tissue, non-intact skin and mucous membranes.
Additional precautions set a higher standard of infection control. They are used in
addition to (not instead of) the standard practices with patients who pose special
infection risks.
33. How can you control the spread of infection in the workplace? Identify five (5)
control measures.
Hygiene of hands before and during contact with the client
• Use of personal protective equipment including gloves, aprons, and masks during
contact with the client when conducting medical or personal care
• Secure usage and disposal of sharps
• Reusable instruments and equipment reprocessing
• Environmental cleaning procedure
• Waste management

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34. Identify four (4) potential risks of infection in your workplace.
Diarrheal (such as C. difficile) infections.
• Postoperative pneumonia
• Respiratory symptoms (flu, the common cold)
• Significant organisms
35. Identify four (4) types of hazards in a workplace environment.
slip and trip
injuries falls
spills
36. What is the chain of infection in order?
the six (6) links required for a pathogen to cause infectious diseases in a person that are
pathogen, Reservoir, Portal of exit, Means of transmission, Portal of entry, new host.
• Skin hygiene
• Coughing and sneezing etiquette
• Respiratory hygiene
• Handling of linen

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37. What are the most common sources infectious agents are transmitted from?
Identify five (5) sources of infectious agents.
contact, droplet , airborne agents, contaminated water, contaminated food
38. How are respiratory illnesses transmitted?
A respiratory infection is spread when a person who is infected with virus coughs or
sneezes. The droplets released from an ill person’s cough or sneeze can travel for
several feet, reaching the nose or mouth of others and causing illness.
39. Who are the susceptible hosts of infection?
human body

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Bacteria
single-celled organisms with a simple unicellular structure
that can live outside of the body and reproduce in a
welcome host environment
Bacterial Spores The bacterial spores are capsules produced by bacteria
41. Explain the difference between harmless microorganisms and pathogens.
Harmless microorganisms are,as the name suggests,harmless to us human beings and
practically any living organism. Meaning they are not disease-causing. Pathogens,on the
other hand,are very very harmful to humans,animals,or any of it’s host,could be
another microbe as well.
42. Explain the difference between colonisation, infection and disease.
Colonisation is when bacteria are just on a surface. Infection is when they invade the
tissues and cause disease. Colonization occurs when the microorganisms live in or on
host's body without affecting it or invading its tissue or causing infections.
43. What is the mode of transmission of fungi?
40. What are bacteria and bacterial spores?

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44. How are viruses contracted?
they can be potentially inactive (lie dormant and replicate slowly or much later), slow
infection (mutate subtly), chronic infection, recurrent infection or acute infection. They
require a living host to replication and survival,
45. Explain the path of transmission through direct contact.
Direct contact transmission can occur only when the infected person or animal is in
direct physical contact with a non-infected person or animal. No intermediate host is
required for this type of infection to occur.
46. Explain the path of transmission through aerosols. Answer using two (2) types of
aerosols and relevant examples.
Aerosols- A pathogen that spread through air ( eg- chickenpox) or through droplets ( eg-
whooping cough) comes under the type aerosol transmission.
Direct contact. For example, the fungi that cause ringworm, placed into a group
of fungi called dermatophytes, spread when people contact the skin of an
infected/contaminated person, animal, object, or even soil.

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Droplets that contain infectious agents transmit through talking, sneezing or coughing
48. Explain how skin penetrating injuries can introduce infectious agents.
Sharps are a cause of skin penetrating (needle-stick or sharps) injuries, which can
expose workers to blood-borne viruses such as hepatitis B, hepatitis C and human
immunodeficiency virus (HIV).
49. Identify five (5) factors that contribute to the risk of acquisition (also known as
colonization pressure).
Occupational acquisition of a specific vaccine-preventable disease or infection
• Health care-associated infection of a specific vaccine-preventable disease or infection
• Increased risk of acquisition of disease or infection to specific vaccine-preventable
diseases or infections
• No increased risk of disease or infection to specific vaccine-preventable diseases or
infections
• Corporate risk including not meeting duty of care, litigation, workers compensation,
decreased productivity, increased insurance premiums, risk of a regulatory breach.
47. Explain the path of transmission through droplet infection.

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A Source is an infectious agent or germ and refers to a virus, bacteria, or other microbe
People can be sick with symptoms of an infection or colonized with germs
51. Explain the term asymptomatic carrier in infection control and prevention.
An asymptomatic carrier is a person or other organism that has become infected with a
pathogen, but shows no signs or symptoms.
52. Discuss the incubation period of infectious disease and why must it be monitored
and reported.
The incubation period of disease is the time from the moment of exposure to an infection
agent until signs and symptoms of the disease appear.
For Covid19, that timelines stretches anywhere from the first day after year exposure
through 5 days after experiencing no symptoms.
The importance of monitoring of incubation period are as follow,
1. knowing the incubation period ofan infectious disease- the time from exposure to the
causative agent to when symptoms first appear can provide important information
during an outbreaks, including when infected individuals will be symptomatic and most
likely to spread the disease. because time to symptom onset reflects pathogen growth,
replication rate, and toxin, excretion, the incubation period provides clues about the
cause and source of a disease when these factors are unknown.
50. What is a common source of infection? Discuss the illnesses caused by the infecting
microorganisms.

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53. Discuss with an example of how the incubation period is used to halt a pandemic
without the aid of a vaccine or treatment.
Severe acute respiratory syndrome (SARS) offers a dramatic example, by rapidly
determining the maximum incubation period of SARS, public health officials were able
to set quarantine periods and half a potential pandemic without the aid of a vaccine or
treatment.
54. How is the immune system of an organism determined?
immune system keeps a record of every microbe it has ever defeated, in types of white
blood cells (B- and T-lymphocytes).
55. What makes an individual more susceptible to infection?
As people get older, it is more frequent that they have comorbid conditions, such as
diabetes, renal insufficiency and arthritis.
2. The incubation period for a given disease also offers insight into prognosis, including
severity of the disease and how long an individuals illness might be expected to last.
Potential treatment strategies may also be inferred from the incubation period.
this is why the incubation period of any disease must be monitored and reported.

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56. What causes infection in an open wound?
open wounds are caused by dirty, contaminated objects that carry different types of
bacteria and organisms.
57. Explain how cutting and slicing tools increase the susceptibility to infection.
contained bacteria would contaminate other produce items through the continued use
of knives or graters -- the bacteria would latch on to the utensils commonly found in
consumers' homes and spread
58. Identify two (2) medications that can increase the susceptibility to infection.
antibiotics, steroids
59. Explain what comorbidities are.
comorbidities are often chronic (long-term) conditions such as diabetes and high blood
pressure.

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60. How does age increase the susceptibility to infection?
The appearance of many well-recognized "diseases of aging" tends to mask a similar rise
in the susceptibility of the aged to infections. The immune response, particularly cell-
mediated immunity, declines in efficiency with age, but this change alone does not
explain the increased occurrence of infections.

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Instructions to Assessor
This assessment supports the industry requirement in infection prevention and control. This
assessment will help the candidate demonstrate skill requirements in such situations.
Instructions to Student
The case studies are hypothetical situations which will not require you to have access to a
workplace, although, your past and present work experiences may help with the
responses you provide.
Throughout this assessment, you will encounter different instructions prompted by this
symbol , other instructions and guidelines, particular to the tasks or steps are in blue
boxes. Understand and follow each step carefully to ensure success in all
tasks. A list of Evidence to Submit is provided for your guidance.
When you are done with ALL the tasks, submit ALL required files in a *.zip file. Follow this
filename format:
[last name]_[first name]_Practical Assessment Files.zip
PRACTICAL ASSESSMENT

Assessment Workbook
© CAQA Resources
Version No. 3.5 Produced 28 January 2022
Page 34
Task Overview
INSTRUCTIONS TO STUDENT
This assessment may be completed in your own time and does not
necessarily have to be completed within your workplace environment. If
available, you are still required to use information about your workplace’s
facilities, equipment, and resources in line with all the applicable
standards
and organisational guidelines.
Case Study Overview
An elderly resident was eating snacks in the dining room when he started feeling sick and
then vomited. Upon seeing this, you and a co-worker quickly approached the resident for
assistance. Your co-worker offered to accompany him to the toilet, and asked if you could
clean the area.
On the table, you saw there was leftover food on the plate. There was vomit all over it,
and the vomit contained some blood. The utensils, a fork and a knife, were also
contaminated. A glass was tipped over which caused a water spill. There was also a bit of
vomit on the floor.
You’re role as an individual support worker is to complete the tasks in this practical
assessment based on the context provided. You are also expected to act in accordance
with professional practice standards, codes and guidelines at all times. You may refer to
Infection Prevention and Control Practice Policies and Handbook.
Additional precautions must be observed since the resident might have an infectious
disease.

Assessment Workbook
© CAQA Resources
Version No. 3.5 Produced 28 January 2022
Page 35
Task 1 Identifying Infection Hazards
 Tuberculosis
 Cholera
 Breathing in air borne germs
 Touching contaminated objects
Task 2 Risk Assessment
Conduct a risk assessment by determining the likelihood and severity of harm from the
four (4) infection hazards you identified in Task 1.
Refer to the matrix below:
Risk Assessment Matrix
Likelihood
Risk Severity
Insignificant (1) Minor (2) Moderate (3) Major (4) Catastrophic (5)
Almost certain
(5) Low (5) Moderate (10) Moderate (15) Very high (20) Very high (25)
Likely (4) Low (4) Low (8) Moderate (12) Very high (16) Very high (20)
Moderate (3) Very low (3) Low (6) Low (9) Moderate (12) Moderate (15)
Unlikely (2) Very low (2) Low (4) Low (6) Low (8) Moderate (10)
Provide your responses in the spaces for each question below:
1. Identify two (2) infection hazards associated with your role at work.
2. Identify two (2) infection hazards associated with your work environment.

Assessment Workbook
© CAQA Resources
Version No. 3.5 Produced 28 January 2022
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Rare (1) Very low (1) Very low (2) Very low (3) Low (4) Low (5)

Assessment Workbook
© CAQA Resources
Version No. 3.5 Produced 28 January 2022
Page 36
Key
The overall risk of transmission and further spread of infection is
considered very low.
The overall risk is low, however recommended checking if mitigation
measures can be strengthened.
The overall risk is moderate, recommend significant efforts to improve
mitigation measures or reduce risk of transmission.
The overall risk of transmission and further spread of infection is
considered very high.
Hazards
Likelihood of the
hazard
Guidance: Score the
likelihood of the hazard
from 1-5.
Severity of the
hazard
Guidance: Score the
severity of the hazard
from 1-5.
Risk rating
(1–25)
Guidance: Calculate
the risk rating by
multiplying the
likelihood score by the
severity score.
1. Tuberculosis 3 5 22
2. Cholera 3 4 17
3.Diphtheria 5 2 15
4. Bacterial
meningitis
2 3
18

Assessment Workbook
© CAQA Resources
Version No. 3.5 Produced 28 January 2022
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Task 3 Managing Risk
Task 3.1 Identifying Control Measures
Risks Risk Rating Control Measures
1 Tuberculosis
22
 With good ventilation
 Natural light
 Good hygiene
2 Cholera 17
 Washing hands often
 Cook food well
 ensure drinking and use
safe water
Identify appropriate control measures to minimise the risks you assessed in Task 2 in
accordance with Safe Work Australia’s Hierarchy of Control Measures shown below.

Assessment Workbook
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Version No. 3.5 Produced 28 January 2022
Page 38
3 .Diphtheria 15  Vaccination
 Maintain hygiene
4 Bacterial
meningitis 18
 Vaccination

Assessment Workbook
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Version No. 3.5 Produced 28 January 2022
Page 39
 Ensure hygiene
 Good ventilation
 Safe injection practices
 Standard precautions
Provide your responses in the spaces for each question below:
1. Identify two (2) of your areas of responsibility in infection prevention.
2. Identify two (2) of your areas of responsibility in infection control.

Assessment Workbook
© CAQA Resources
Version No. 3.5 Produced 28 January 2022
Page 40
Task 3.2 Signage and Posters
You are required to use suitable facilities, equipment, and resources in line with all the
applicable standards and organisational guidelines. You must complete all work in
accordance with the professional practice standards, codes, and guidelines in a
simulated environment.
Guidance: This assessment may be completed within your workplace environment if
available. You may also use information about your workplace’s facilities, equipment,
and resources in line with all the applicable standards and organisational guidelines.
a. Ensure that records, cleaning materials/equipment and medicaments in are
confined in clean zones, and there are designated contaminated zones for
washing used tableware and used cleaning materials/equipment, and
disposal of infectious waste.
b. Create and place three (3) signage or posters related to clean zones.
i. The signage must be designed in a way to remind personnel that a
particular area is a clean zone.
ii. Place one signage in each of the following areas:
1. one (1) area where records are kept
2. one (1) area where cleaning materials and equipment are
stored
3. one (1) area where medicaments are stored
c. Create and place three (3) signage or posters related to contaminated zones.
i. The signage must be designed in a way to remind personnel that a
particular area is a contaminated zone.
ii. Place one signage in each of the following areas:
1. one (1) area designated for washing tableware
2. one (1) area designated for washing cleaning
materials/equipment
3. one (1) area designated for the disposal of infectious wastes
d. Once you have posted your signage or posters in your workplace, take
pictures of the areas where you placed your signage.
e. You must submit copies of the six (6) signage or posters you posted along
with the photos of where they are posted as evidence.
Guidance:
Your assessor will base your competency on the appropriateness of the content and
placement of your signage and posters.

Assessment Workbook
© CAQA Resources
Version No. 3.5 Produced 28 January 2022
Page 41
Filename Description
☐ S6-Clean Zone Signage 1 First signage or poster related to clean zones in your
workplace
☐ S6-Clean Zone Signage Location 1
Photographic evidence: workplace location of the first
signage or poster where records are kept. Your evidence
must show that they are located in a well-designated
clean zone (e.g. administration/office area, storage
facilities).
☐ S6-Clean Zone Signage 2 Second signage or poster related to clean zones in your
workplace
☐ S6-Clean Zone Signage Location 2
Photographic evidence: workplace location of the
second signage or poster where cleaning materials and
equipment are stored. Your evidence must show that
they are located in a well-designated clean zone (e.g.
storage facilities).
☐ S6-Clean Zone Signage 3 Third signage or poster related to clean zones in your
workplace
☐ S6-Clean Zone Signage Location 3
Photographic evidence: workplace location of the third
signage or poster where medicaments are stored. Your
evidence must show that they are located in a well-
designated clean zone (e.g. pharmacy, office area,
storage facilities).
☐ S6-Contaminated Zone Signage 1 First signage or poster related to contaminated zones in
your workplace
☐ S6-Contaminated Zone Signage
Location 1
Photographic evidence: the first signage or poster placed
in the workplace location designated for washing used
tableware (e.g. washing area in the kitchen).
☐ S6-Contaminated Zone Signage 2 Second signage or poster related to contaminated zones
in your workplace
☐ S6-Contaminated Zone Signage
Location 2
Photographic evidence: the second signage or poster
placed in the workplace location designated for washing
used cleaning materials/equipment (e.g. washing facility,
laundry area).
☐ S6-Contaminated Zone Signage 3 Third signage or poster related to contaminated zones in
your workplace
☐ S6-Contaminated Zone Signage
Location 3
Photographic evidence: the third signage or poster placed
in the workplace location designated for the disposal of
infectious wastes (e.g. garbage disposal area).
Task 3.3 Roleplay Activity
Gather all of your evidence and submit them with the rest of this assessment workbook.
A checklist has been provided below to help ensure you submit each requirement

Assessment Workbook
© CAQA Resources
Version No. 3.5 Produced 28 January 2022
Page 42
This is a role play activity. Read through all the instructions before undertaking the task.
Record a video of yourself following protocols, procedures, and practices outlined in the
instructions below.
Your performance will be evaluated based on the observable behaviours outlined in the
Managing Risks Observation Checklist. Your assessor will be complete the checklist
upon submission of the assessment. Use the checklist as guidance in completing the
task.
You are required to use suitable facilities, equipment, and resources in line with all the
applicable standards and organisational guidelines. You must complete all work in
accordance with the professional practice standards, codes, and guidelines in a
simulated environment.
Guidance: This assessment may be completed within your workplace environment if
available. You may also use information about your workplace’s facilities, equipment,
and resources in line with all the applicable standards and organisational guidelines.
Steps to Take:
1. Refer to the Case Study Overview.
2. Prepare the materials needed for this assessment:
2.1. hand washing facilities
2.2. other washing facilities (for washing contaminated items)
2.3. warm running water
2.4. non-irritating soap (preferably from a soap dispenser)
2.5. detergent
2.6. disinfectant
2.7. mop, paper towels or disposable cloths
2.8. kitchen towels, dishcloths, or sponges
2.9. buckets or containers
2.10. yellow waste bag (for contaminated waste)
2.11. gloves
2.12. apron
2.13. eye or face protection
2.14. protective shoes or boots
2.15. medical or non-medical mask
2.16. materials for area isolation, e.g. signs, paper, marker or pen, tape
2.17. video recording device
3. Set up the area for the assessment. It must be in a room with a table and a chair,
preferably in the dining area, and there must be a plate, fork, knife, and glass on
the table. Simulate the presence of leftover food, vomit and water spill as
indicated in the case study overview.

Assessment Workbook
© CAQA Resources
Version No. 3.5 Produced 28 January 2022
Page 43
4. Follow protocols for care after exposure to the resident’s blood and body fluid.
4.1. Refer to WHO’s protocols for Accidental exposure to blood or other body
fluids: https://www.who.int/ith/ITH2009Chapter8.pdf.
4.2. The area exposed were your hands.
4.3. Follow the procedures under, “After a splash of blood or body fluids onto
unbroken skin.”
5. Follow hand hygiene practices upon entering contaminated zones.
6. Gather materials, equipment, and instruments for cleaning contaminated surfaces.
These may include, but are not limited to:
6.1. paper towels or disposable cloths
6.2. warm water
6.3. buckets or containers
6.4. detergent
6.5. kitchen towels, dishcloths, or sponges
6.6. disinfectant
6.7. yellow waste bags (for contaminated waste)
6.8. mop
6.9. PPE, e.g. gloves, mask, eyewear, apron, protective footwear
7. Ensure that the materials, equipment, and instruments are clean and in good
condition.
7.1. If there are any items in poor condition, report them to your supervisor for
replacement.
8. Confine materials to a well-designated clean zone. Only take out the exact amount
or the exact materials you need from their storage facilities for cleaning
contaminated zones.
9. Wear the required PPE:
9.1. chemical and liquid resistant gloves
9.2. mask or respiratory protection
9.3. eyewear and apron for preventing the risk of splashing
9.4. shoes that cover the entire feet
10. Identify, separate, and maintain clean zone from the contaminated zone.
10.1. The contaminated area to be disinfected must be marked clearly to notify
all staff and separated from the clean zone.
10.2. If your workplace does not have signs for these zones, use the paper and
marker to create them for the sake of this assessment.
11. Clean the contaminated surfaces of the dining area in accordance with
organisational policies and procedures.
11.1. Wipe the vomit on the table in accordance with organisational procedures;
for example, using disposable paper towels or disposable cloth and disposing
of them along with the leftover food in a water-soluble bag.
11.2. Place the contaminated instruments such as the plate, fork, knife and glass
in a water-soluble bag separate from the disposable materials or in
accordance with workplace procedures.
11.3. Wipe the vomit and spilled water off the floor in accordance with
organisational procedures; for example, using paper towels or disposable
cloth and discarding the materials you used in the appropriate bag.

Assessment Workbook
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Version No. 3.5 Produced 28 January 2022
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11.4. Clean the surfaces using warm water and detergent in accordance with
workplace procedures. For example, use a kitchen towel, dishcloth, or sponge
for the table. A different towel, cloth or sponge must be used on the floor.
Alternatively, a mop may also be used.
11.5. Disinfect the contaminated surfaces in accordance with workplace
procedures. For example, apply disinfectant on disposable paper towels or
disposable cloth to wipe the table and the floor and place them in the
appropriate bag. Allow the disinfectant to remain on the surface for the
period of time required to kill the virus as specified by its manufacturer. If
there is no time specified, leave it on the surface for 10 minutes. Certain
chlorine-based disinfectants may need to be rinsed off with water after its
contact time has been achieved.
12. Minimise the contamination of the cleaning materials and equipment, non-
disposable PPE, and tableware by aerosol and splatter.
12.1. Use bottles with flip top caps and apply the cleaning agent directly to the
cleaning cloth. Do not use spray bottles to apply cleaning agents to surfaces.
These create aerosols which can be breathed in.
12.2. When washing cleaning materials and equipment, non-disposable PPE and
tableware, keep the running water on low pressure to reduce splatter.
Splatter may cause further spreading of harmful germs and infection on clean
surfaces.
12.3. Avoid the ‘double dipping’ of used cloths into clean solution.
13. Confine contaminated materials, instruments and equipment to a well-designated
contaminated zone.
13.1. Ensure that you do not enter designated clean zones when transporting
contaminated items.
13.2. Ensure that you discarded contaminated disposable items for safe removal
in the proper garbage bin.
13.3. Close the waste bag with discarded items. Collect it by handling the bag
from the top. Do not compress the bag with your hands.
13.4. Ensure that the cleaning materials and equipment, non-disposable PPE and
tableware are kept, washed and disinfected within the well-designated
contaminated zone you previously labelled in Task 3.2.
13.5. They must be cleaned and dried after use.
14. Remove and discard disposable PPE you used.
15. Follow hand hygiene practices upon leaving the contaminated zone.
16. Submit the video recording showing that you have completed this procedures. Use
the filename:
Task 1.3.2-Roleplay

Assessment Workbook
© CAQA Resources
Version No. 3.5 Produced 28 January 2022
Page 45
(For Assessor’s use)
Did the student demonstrate
competency in the following
critical aspects of evidence?
Yes
No Comments
1. Followed protocols for care after
exposure to blood or other body
fluids by:
1.1. washing their hands
immediately with running
water.
☐ ☐
1.2. avoiding using alcohol-based
antiseptics. ☐ ☐
2. Followed hand hygiene practices
upon entering the contaminated
zone:
2.1. following steps 0 to 11 in
accordance with:
https://www.who.int/gpsc/5
may/How_To_HandWash_P
oster.pdf?ua=1
☐ ☐
2.2. following the recommended
duration of the entire
procedure: 40-60 seconds
☐ ☐
3. Wore appropriate PPE:
3.1. chemical and liquid resistant
gloves ☐ ☐
3.2. mask or respiratory
protection ☐ ☐
3.3. eyewear and apron for
preventing the risk of
splashing
☐ ☐
3.4. shoes that cover their entire
feet ☐ ☐
3.5. Gathered materials,
equipment, and instruments
for cleaning.
☐ ☐
3.6. Ensured that the materials,
equipment, and instruments
are clean and in good
condition.
☐ ☐
4. Confined clean materials to a
well-designated clean zone
4.1. only took out the exact
amount of materials needed ☐ ☐
Managing Risks Observation Checklist

Assessment Workbook
© CAQA Resources
Version No. 3.5 Produced 28 January 2022
Page 46
4.2. only took out the materials
needed ☐ ☐
5. Identified and separated clean
zone from the contaminated
zone by labelling them.
☐ ☐
6. Maintained clean zone from the
contaminated zone
6.1. keeping the contaminated
items out of the clean zone ☐ ☐
7. Cleaned the contaminated
surface of the designated work
area
7.1. wiping the spills using
paper towels or
disposable cloth
☐ ☐
7.2. discarding the used
paper towels or
disposable cloth in a
yellow waste bag (for
contaminated waste)
☐ ☐
7.3. placing the contaminated
plate, fork, knife and
glass in a yellow waste
bag (for contaminated
waste) different from
disposable items
☐ ☐
7.4. cleaning the surfaces
with warm water and
detergent using a kitchen
towel, dishcloth, or
sponge
☐ ☐
7.5. applied the detergent on
the cleaning cloth and
not the surface being
cleaned
☐ ☐
7.6. Applied disinfectant on
the paper towels or
disposable cloths to wipe
on the surface
☐ ☐
7.7. allowed disinfectant to
remain on the surface for
a period of time as
specified by its
manufacturer
☐ ☐
8. Minimised contamination by:

Assessment Workbook
© CAQA Resources
Version No. 3.5 Produced 28 January 2022
Page 47
8.1. aerosol by avoiding the use
of spray bottles to apply
cleaning agents to surfaces
☐ ☐
8.2. splatter by keeping the
running water on low
pressure when washing
cleaning tools
☐ ☐
8.3. avoiding double dipping
used cloths into clean
solution
☐ ☐
9. Cleaned the floor of the
contaminated zone by:
9.1. wiping the vomit and spill
off the floor using paper
towels or disposable cloths
☐ ☐
9.2. discarding used paper
towels or disposable cloths
in a yellow waste bag (for
contaminated waste)
☐ ☐
9.3. using warm water,
detergent, and a damp mop
to clean the floor
☐ ☐
10. Confined contaminated cleaning
tools in a well-designated
contaminated zone by:
10.1. securing the waste
bag with discarded items
for safe disposal
☐ ☐
10.2. handling and
disposing of waste safely ☐ ☐
10.3. keeping
contaminated items in
the designated
contaminated zone
☐ ☐
10.4. washing and drying
the cleaning tools after
use
☐ ☐
11. Removed and discarded used
disposable PPE (e.g. disposable
gloves, masks)
☐ ☐
12. Followed hand hygiene practices
upon leaving the contaminated
zone:
12.1. following steps 0 to
11 in accordance with:
https://www.who.int/gpsc/5
☐ ☐

Assessment Workbook
© CAQA Resources
Version No. 3.5 Produced 28 January 2022
Page 48
may/How_To_HandWash_P
oster.pdf?ua=1
12.2. following the
recommended duration of
the entire procedure: 40-60
seconds
☐ ☐
Task 4 Documenting and Reporting
People at
risk
Your activities that put yourself or
others at risk
Your tasks that put yourself or
others at risk
Yourself
Clients
Document activities and tasks that put yourself, clients, visitors, and co-workers at risk of
getting infected with a virus.

Assessment Workbook
© CAQA Resources
Version No. 3.5 Produced 28 January 2022
Page 49
Visitors
Co-
workers
Date:
To: [e-mail]
From:
Subject:
Evidence List
Make sure that you have everything listed below. You may use the tick boxes to help you
mark files ready for submission.
# Evidence Document Completed
1
Signage and Posters
The student must provide all photo evidence in the list Submit
the checklist completed and signed by the supervisor as well.
2 Managing Risks Roleplay Video
Submit the file of the video recording of this activity.
Submit these files along with this workbook in a compressed folder (.zip). Follow this
filename format:
Once you have completed the table, report your findings to your workplace supervisor
using the email template below.
Guidance: There’s no need to send an actual email.

Assessment Workbook
© CAQA Resources
Version No. 3.5 Produced 28 January 2022
Page 50
[last name]_[first name]_Practical Assessment Files.zip
End of Assessment

Assessment Workbook
© CAQA Resources
Version No. 3.5 Produced 28 January 2022
Page 51
Please ensure that you have completed ALL required work in your Assessment Workbook
before uploading your files.
Please take note that once you have submitted the assignment for grading, you can no
longer submit another assignment for the same subject until it has been marked by an
Assessor.
There are several ways to upload different types of files (video, folders, documents, etc).
Read and follow the instructions in the Submitting An Assessment document.
SUBMITTING YOUR ASSESSMENT

WORKBOOK CHECKLIST
Assessment Workbook
© CAQA Resources
Version No. 3.5 Produced 28 January 2022
Page 51
(For Assessor’s Use ONLY)
Review the candidate’s assessment against the checklist below:
The candidate has completed all the assessments in the workbook: Knowledge
Assessment
Practical Assessment
The candidate has submitted all of the following evidence: Completed Workbook
Task 3.2 Signage and Posters Task 3.3 Roleplay
IMPORTANT REMINDER
Candidates must achieve a satisfactory result in ALL assessment tasks to be awarded
COMPETENT for the units relevant to this cluster.
To award the candidate competent in the units relevant to this subject, the candidate must
successfully complete all the requirements listed above according to the prescribed
benchmarks.

WE WOULD LOVE YOUR FEEDBACK!
Assessment Workbook
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Inspire Education is committed to ensuring you get the most out of your student
experience with us. Part of your Learning Journey is the use of our contextualised learning
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