Assessment Workbook 5 - Palliative Care Services

This is Workbook 5 of the Assessment Workbook for CHC33015 Certificate III in Individual Support. It covers the topic of Palliative Care Services.

CHC33015 Certificate
III in Individual Support
Specialising in Ageing
Palliative Care Services
V1.2 Produced 31 May 2019
Assessment Workbook

Version control & document history
Date Summary of modifications made Version
13 June 2016 Version 1 produced for course launch. 1.0
25 August Added url to hyperlink 1.1
2017
Revised questions for Question 2 of 1.2
Knowledge Assessment and Case Study.
Assessment Workbook 5
Page 2

TABLE OF CONTENTS
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while clicking for this to work.
INSTRUCTIONS..............................................................................................................................................4
WHAT IS COMPETENCY BASED ASSESSMENT.................................................................4
THE BASIC PRINCIPLES OF ASSESSING NATIONALLY RECOGNISED
TRAINING
5
THE DIMENSIONS OF COMPETENCY......................................................................................6
REASONABLE ADJUSTMENT.............................................................................................................7
THE UNIT OF COMPETENCY...........................................................................................................9
ASSESSMENT REQUIREMENTS
....................................................................................................................................................................................
10
ASSESSMENT METHODS
....................................................................................................................................................................................
12
RESOURCES REQUIRED FOR ASSESSMENT
....................................................................................................................................................................................
13
ASSESSMENT WORKBOOK COVERSHEET
....................................................................................................................................................................................
14
IMPORTANT REMINDER
....................................................................................................................................................................................
15
KNOWLEDGE ASSESSMENT
....................................................................................................................................................................................
15
CASE STUDY
....................................................................................................................................................................................
17
Instructions to Student
.................................................................................................................................................................................
17
Introduction to Case Study
................................................................................................................................................................................
18
WORKBOOK CHECKLIST.................................................................................................................28

FEEDBACK......................................................................................................................................................29
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INSTRUCTIONS
The Written Questions Assessment covers generic underpinning knowledge
of basic terms and concepts relating to the relevant units of competency.
These questions are all in a short answer format. The longer questions
requiring creative thought processes are covered in the case studies
assessment. You must answer all questions using your own words.
However, you may reference your learner guide and other online or hard
copy resources to complete this assessment.
Some questions cover processes you would be likely to encounter in a
workplace. Ideally, you should be able to answer these questions based on
the processes that are currently in place in your workplace. If this is not the
case, then answer the questions based on processes that should be
implemented in your workplace.
WHAT IS COMPETENCY BASED ASSESSMENT
The features of a competency based assessment system are:
 It is focused on what learners can do and whether it meets the
criteria specified by industry as competency standards.
 Assessment should mirror the environment the learner will
encounter in the workplace.
 Assessment criteria should be clearly stated to the learner at
the beginning of the learning process.
 Assessment should be holistic. That is it aims to assess as many
elements and/or units of competency as is feasible at one time.
 In competency assessment a learner receives one of only two
outcomes – competent or not yet competent.
 The basis of assessment is in applying knowledge for some
purpose. In a competency system, knowledge for the sake of
knowledge is seen to be ineffectual unless it assists a person to
perform a task to the level required in the workplace.
 The emphasis in assessment is on assessable outcomes that are
clearly stated for the trainer and learner. Assessable outcomes
are tied to the relevant industry competency standards where
these exist. Where such competencies do not exist, the
outcomes are based upon those identified in a training needs
analysis.
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Definition of competency
Assessment in this context can be defined as:
 The fair, valid, reliable and flexible gathering and recording of evidence
to support judgement on whether competence has been achieved. Skills
and knowledge (developed either in a structured learning situation, at
work, or in some other context) are assessed against national standards
of competence required by industry, rather than compared with the skills
and knowledge of other learners.
THE BASIC PRINCIPLES OF ASSESSING
NATIONALLY RECOGNISED TRAINING
Developing and conducing assessment, in an Australian vocational
education and training context, is founded on a number of basic
conventions:
The principles of assessment
 Assessment must be valid
o Assessment must include the full range of skills and
knowledge needed
to demonstrate competency.
o Assessment must include the combination of knowledge and
skills
with their practical application.
o Assessment, where possible, must include judgements
based on evidence drawn from a number of occasions and
across a number of contexts.
 Assessment must be reliable
o Assessment must be reliable and must be regularly reviewed
to ensure
that assessors are making decisions in a consistent manner.
o Assessors must be trained in national competency
standards for assessors to ensure reliability.
 Assessment must be flexible
o Assessment, where possible, must cover both the on and
off-the-job components of training within a course.
o Assessment must provide for the recognition of knowledge,
skills and attitudes regardless of how they have been
acquired.

o Assessment must be made accessible to learners though a
variety of delivery modes, so they can proceed through
modularised training packages to gain competencies.
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o Assessment must be mutually developed and agreed upon
between assessor and the assessed.
o Assessment must be able to be challenged. Appropriate
mechanisms must be made for reassessment as a result of
challenge.
The rules of evidence (from Training in Australia by M Tovey, D Lawlor)
When collecting evidence there are certain rules that apply to that
evidence. All evidence must be valid, sufficient, authentic and current;
 Valid
o Evidence gathered should meet the requirements of the
unit of competency. This evidence should match or at least
reflect the type of performance that is to be assessed,
whether it covers knowledge, skills or attitudes.
 Sufficient
o This rule relates to the amount of evidence gathered It is
imperative that enough evidence is gathered to satisfy the
requirements that the learner is competent across all
aspects of the unit of competency.
 Authentic
o When evidence is gathered the assessor must be satisfied
that evidence is the learner’s own work.
 Current
o This relates to the recency of the evidence and whether the
evidence relates to current abilities.
THE DIMENSIONS OF COMPETENCY
The national concept of competency includes all aspects of work
performance, and not only narrow task skills. The four dimensions of
competency are:
 Task skills
 Task management skills
 Contingency management skills Assessment Workbook 5

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REASONABLE ADJUSTMENT
Adapted Reasonable Adjustment in teaching, learning and assessment for
learners with a disability - November 2010 - Prepared by - Queensland VET
Development Centre
Reasonable adjustment in VET is the term applied to modifying the learning
environment or making changes to the training delivered to assist a learner
with a disability. A reasonable adjustment can be as simple as changing
classrooms to be closer to amenities, or installing a particular type of
software on a computer for a person with vision impairment.
Why make a reasonable adjustment?
We make reasonable adjustments in VET to make sure that learners with a
disability have:
 the same learning opportunities as learners without a disability
 the same opportunity to perform and complete assessments as those
without a disability.
Reasonable adjustment applied to participation in teaching, learning
and assessment activities can include:
 customising resources and assessment activities within the training
package or accredited course
 modifying the presentation medium learner support
 use of assistive / adaptive technologies
 making information accessible both prior to enrolment and during the
course
 monitoring the adjustments to ensure learner needs continue to be
met.
Assistive / Adaptive Technologies
Assistive / adaptive technology means ‘software or hardware that has been
specifically designed to assist people with disabilities in carrying out daily
activities’ (World Wide Web Consortium - W3C). It includes screen readers,
magnifiers, voice recognition software, alternative keyboards, devices for
grasping, visual alert systems, digital note takers.

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IMPORTANT NOTE
Reasonable adjustment made for collecting candidate assessment evidence
must not impact on the standard expected by the workplace, as expressed
by the relevant Unit(s) of Competency. E.g. If the assessment was gathering
evidence of the candidates competency in writing, allowing the candidate to
complete the assessment verbally would not be a valid assessment method.
The method of assessment used by any reasonable adjustment must still
meet the competency requirements.
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THE UNIT OF COMPETENCY
The units of competency specify the standards of performance required in the
workplace. This assessment addresses the following unit of competency from
CHC33015
Certificate III in Individual Support:
CHCPAL001 - Deliver care services using a palliative approach
1. Apply principals and aims of a palliative approach when supporting
individuals
2. Respect the person’s preferences for quality of life choices
3. Follow the person’s advance care directives in the care plan
4. Respond to signs of pain and other symptoms
5.Follow end-of-life care strategies
6. Manage own emotional responses and ethical issues
For complete copies of the above unit of competency:
Download them from the TGA website: www.training.gov.au/CHCPAL001

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ASSESSMENT REQUIREMENTS
The assessment requirements specify the evidence and required conditions
for assessment.
Each unit of competency can be unbundled to reveal three key assessment
components:
 Performance Evidence - describes the subtasks that make up the
element of the unit
 Knowledge Evidence - describes the knowledge that must be applied
in understanding the tasks described in the elements
 Assessment Conditions - describes the environment and conditions
that assessments must be conducted under
CHCPAL001 - Deliver care services using a palliative approach
This unit describes the skills and knowledge required to care for people
with life-threatening or life-limiting illness and/or normal ageing process
within a palliative approach.
This unit applies to workers in a residential or community context. Work
performed requires some discretion and judgement and is carried out under
regular direct or indirect supervision.
Performance Evidence
The candidate must show evidence of the ability to complete tasks outlined
in elements and performance criteria of this unit, manage tasks and manage
contingencies in the context of the job role. There must be evidence that the
candidate has:
 supported, reported and documented issues and needs of 3 people in
palliative care

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Knowledge Evidence
1. philosophy, principles, benefits and scope of palliative care
2. the needs of people dealing with a life-threatening or life-limiting
illness and the emotional impact of diagnosis
3. cultural, religious and spiritual differences in relation to death and
dying
4. the stages of grief and personal strategies for managing reactions to
grief
5. advance care directives and end-of-life care strategies
6. pain relief and comfort promotion
7. nutritional and hydration requirements during a palliative approach
8. legal and ethical considerations for working in palliative care,
including:
8.1 dignity of risk
8.2 duty of care
8.3 human rights
8.4 privacy, confidentiality and disclosure
8.5 work role boundaries – responsibilities and limitations
9. relevant policies, protocols and practices of the organisation in
relation to the provision of both a palliative approach and palliative
care
10. responsibilities to self and colleagues
11. various signs of imminent death and/or deterioration
12. communication strategies to build trust, show empathy,
demonstrate support and empowers the person, family, carers and/or
significant others
Assessment Conditions
Skills must be demonstrated in the workplace or in a simulated environment
that reflects workplace conditions. The following conditions must be met for
this unit:
1. modelling typical workplace conditions, including:
1.1. typical workplace documentation and reporting processes
1.2. scenarios and simulations in provision of care using a palliative
approach in a range of contexts
1.3. palliative care plans and equipment and/or resources outlined in
plan
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ASSESSMENT METHODS
There are seven (7) Assessment Workbooks for the course. Six (6) of which
are Theory Workbooks and one (1) is the Skills Workbook. This is
Workbook 5.
Theory Workbooks
The Theory Workbooks contain two assessment methods:
1. Written Questions – A set of generic and workplace questions
testing the student’s general knowledge and understanding of the
general theory behind the unit.
2. Case Studies – A set of hypothetical questions to test the student’s
analytical skills in project problem solving. Students will be provided
with a set of project management documents to analyse.
Workbook 1 – Support independence and well being
Workbook 2 – Compliant aged care practice
Workbook 3 – Work in health and community services
Workbook 4 – Support and empowerment of older people
Workbook 5 – Palliative care services
Workbook 6 – Empowering people with disability

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Skills Workbook
The Skills Workbook contains the practical assessment which covers all
units of competency of CHC33015 Certificate III in Individual Support.
These practical assessment activities will be completed during the
course of your Vocational Placement.
You should not commence with the Skills Workbook until you have
completed the first six (6) workbooks and have received feedback
from your Assessor.
The assessment method used in the Skills Workbook includes:
1. Practical Assessment – a set of tasks or activities completed
according to set instructions and guidelines to meet the requirements
of the relevant units
Workbook 7 – Skills Workbook
RESOURCES REQUIRED FOR ASSESSMENT
Assessor to provide:
 Case studies and simulations
 Information about work activities
The student to provide:
 Computer with internet access, Microsoft Word, Adobe Acrobat
Reader
 Access to email
 Video recorder
 Access to at least three (3) support people to act in a roleplay activity.
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ASSESSMENT WORKBOOK COVERSHEET
WORKBOOK: WORKBOOK 5
TITLE: Palliative Care Services
FIRST AND SURNAME:
PHONE:
EMAIL:
Please read the Candidate Declaration below and if you
agree to the terms of the declaration sign and date in the
space provided.
By submitting this work, I declare that:
 I have been advised of the assessment requirements, have been
made aware of my rights and responsibilities as an assessment
candidate, and choose to be assessed at this time.
 I am aware that there is a limit to the number of submissions
that I can make for each assessment and I am submitting all
documents required to complete this Assessment Workbook.
 I have organised and named the files I am submitting according
to the instructions provided and I am aware that my assessor
will not assess work that cannot be clearly identified and may
request the work be resubmitted according to the correct
process.
 This work is my own and contains no material written by
another person except where due reference is made. I am aware
that a false declaration may lead to the withdrawal of a
qualification or statement of attainment.
 I am aware that there is a policy of checking the validity of
qualifications that I submit as evidence as well as the
qualifications/evidence of parties who verify my performance or
observable skills. I give my consent to contact these parties for
verification purposes.
Name : Signature: Date:
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IMPORTANT REMINDER
The First Aid unit is a pre-requisite for vocational placement.
It is to be completed at another RTO provider of your choice.
See Workbook 7 for details.
KNOWLEDGE ASSESSMENT
1. List three (3) strategies used in end-of-life care?
a.
Supporting the client as well as family of the client emotionally.
b.
Attending not only to physical needs but the needs for their psychosocial
as well as spiritual needs of the client who is dying along with the family
of client.
c.
Addressing physical problems by means of therapies, medications or
nutrition makes the end of life stage comfortable as much as possible.
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2. List three (3) strategies used to promote pain relief and comfort in
palliative care.
a.
Regular observation, in which the employees are regularly observed. If
any issues found in them it is solved promptly.
b.
Comfort promotion will include Massage, Distraction, Therapy of the
music and Relaxation.
c.
Supporting the client with the pain management in which in order to
minimize pain therapy will be given to the client.
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CASE STUDY
Instructions to Student
These case studies are hypothetical situations which will not require you to
have access to a workplace, although your past and present workplace
experiences may help with the responses you provide. You will be expected
to encounter similar situations to these in future as you work in the
residential care and home and community care settings.
In real life, aged care workers in both the residential care and home and
community care settings will be required to deliver services using a
palliative care approach, encountering problems and issues along the way.
This assessment will let you demonstrate your problem solving skills in such
situations.

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Introduction to Case Study
For this part of the assessment, you will be taking the role of aged care
worker at the Residential Care of Lotus Compassionate Care.
Lotus Compassionate Care is an organisation that provides services in
disability support, home and community support, and residential care.
You can find out more about Lotus Compassionate Care by visiting their
website:
Lotus Compassionate Care
(username: learner password: studyhard).
(http://compliantlearningresources.com.au/network/lotus/)
As per your role as an aged care worker, you also provides palliative care
support in directly report to Rachel Allcot, the Manager at Residential
Care.
This assessment contains a number of tasks that you need to complete
based on the given scenarios. You are required to complete ALL tasks
included in this case study.
You will also need to access and review the following documents, as
reference:
Lotus Compassionate Care Handbook1
Lotus Compassionate Care Organisational Chart2
(username: learner password: studyhard).
(1 http://compliantlearningresources.com.au/network/lotus/files/2018/02/Lotus-
Compassionate-
Care-Handbook-v1.5.pdf
2http://compliantlearningresources.com.au/network/lotus/files/2012/12/Lotus-Organisation-
Chart.pdf)

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Mr. James Diggle
Mr. James Diggle, sixty-eight years old, has been diagnosed with
metastatic lung cancer. He had long lost his wife, Catherine, whom he
had two sons with, John and Marcus. The two sons both have families of
their own now.
He lived alone, but due to his deteriorating health and increasing
symptom distress, he could no longer take care of himself. He had
already been advised that his prognosis is short and has decided to enter
himself at Lotus Compassionate Care.
It depresses him so that he misses his wife very much. He wished
Catherine was there to keep him company and to comfort him in his
darkest moments. To worsen things, he has not spoken to John in a long
time because of disagreements from the past. Marcus, on the other hand,
together with his family, visits Mr. Diggle whenever they can. It pleases
James so much to see his grand kids. He wishes to reconcile with John
and sincerely hopes to see his entire family before he dies.
Mr. Diggle is often seen alone on the porch, reading a book. He does not
mingle that much with the other residents. He also used to be an active
member in church, but his cancer had led him to feel hopeless and he
cannot help it but lose faith in God.
In his first week, Mr. Diggle is lively and alert and he walks with the help
of a walking aid. He needs assistance for some of his activities for daily
living (ADLs) including walking up the stairs and showering. He tires
easily and encounters difficulty in breathing.
He has complained about this persistent pain he has been feeling, which
is worsening over time. The pain medication he is on is only helping a
little. Aside from this his appetite is poor and could not sleep because of
the pain. Changes to Mr. Diggle’s Care Plan will be made to help him
address these symptoms.
By the second week, Mr. Diggle’s symptoms have improved. However, his
fatigue has not improved and only worsened. Now he spends more time in
bed. Due to the progression of his disease, he has started to become
confused and disoriented at times.
In his third week, Mr. Diggle becomes less responsive. He cannot eat
food or take oral medication anymore. He is restless at times and he is
now bedridden. He has noisy respiratory secretions.

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1. Following Mr. Diggle’s case, identify his holistic needs by
completing the table below.
Physical needs
James wishes that his wife Catherine must be present to help him in the difficult situation.
James wants to walk on stairs and needs walking aid.
Psychological needs
Personal things are not been spoken by James since while.
He want to spent time with his family.
Social needs
His interaction with social groups has limited to great extent and thus he needs to interact with people so
that he can share his emotions.
He want to spent time with his family.
Spiritual / cultural
need
1. Church prayers.
2. Regaining faith in god.
End-of-life needs
1. Diggle want to see his entire family before he dies.
2. Need for eating well at the last time.
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2. Which aspects of Mr. Diggle’s case are outside the responsibility of
your role as an individual support worker and will need the
assistance of others?
Select two (2) that apply.
a. Assisting him with some of his activities for daily living
(ADLs)
b. Administering pain medication.
c. Assisting him in meeting his hydration and nutrition needs.
d. Providing emotional support.
e. Facilitating therapy to address his depression.
3. Consider Mr. Diggle’s first week at Lotus Compassionate Care.
Write a report (50 – 150 words) to Rachel Alcott, your supervisor.
In your report, advise Rachel about Mr. Diggle’s changing needs
which will be included in his new care plan.
Your report must include at least three (3) of Mr. Diggle’s changing
needs.
The three needs for Diggle which are changing are as
follows:
Need for stress management: Need for stress
management is increasing for Mr Diggle his situation
getting worse and worse. He is close to dying. Stress
management will be included in the care plan which will
make her happy and free from stress.
Family get together need: Family needs and role is also
changing in case of Diggle. It is much-needed to address
closeness and emotional issue in which some family
member of patient is there for asking about their feeling
and well being. The sympathy will help the patient feel
that there is someone close to take care of.
Pain management: Under the pain management pain of
the patient will be managed with advanced
pharmacotherapies.
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4. Following the changes made to Mr. Diggle’s Care Plan, his dosage
pain medication was increased to address his worsening pain.
In response to this, you overheard Isabelle, your co-worker, saying:
“Are they even sure about increasing Mr. Diggle’s dosage? He
might become addicted!”
Agatha, another co-worker of yours, agreed, saying: “I think it was
only Mr. Diggle who decided to increase his pain medication
dosage. I think they should just leave it all to the doctor to decide
what’s best for him.”
In the space provided below:
a. Write a short report to Rachel Allcot, referring Isabelle and
Agatha’s misconceptions to her.
b. Write an appropriate response to Isabelle and Agatha,
addressing their misconceptions on the use of pain relieving
medication.
Do not exceed 200 words for each response.
a.
Dosage was increased as per Agatha. He is not true
because if it had happened then James have not been
having needs for living. If Mr James wants to die then
why he was having social needs and physiological needs.
The pain relieving medicine was necessary but it was not
that much necessary by increasing the dose. If the dose is
being increased then this will have negative effect on the
patient. The patient will be able to forget everything very
soon. The patient will feel depressed and the patient will
be misbehaving with others. All these activities the
patient was not wanting to do. It is very much necessary
for the patient to have hope for living and the same was
having with patient which affected adversely to the
patient. High doze resulted in increase in the stress level
due to which the patient was easily forgetting everything.
This was not good for the health of the patient as the
same will result in awaking in the night and not taking
proper sleep in the night. This is not good for the life of
the patient as the patient will die soon due to this.
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b. “Are they even sure about increasing Mr. Diggle’s dosage? He
might become addicted!”
Your response:
“I think it was only Mr. Diggle who decided to increase his pain
medication dosage. I think they should just leave it all to the
doctor to decide what’s best for him.”
Your response:
The pain relieving medicine will make the patient addicted due to which I
think he will die. As per my view the patient was messed with his life. He
was not having emotional support and care from family. His family was
separated and there were only grandchildren left in the life of the patient.
All these factors demotivated towards the life of patient and the patient was
not able to sleep and eat properly. The other factors due to which the
patient got disappointed was the spirituality factor. Earlier patient was
active in church and other spiritual events and now the patient was all
alone in the bed. His life was not good in which the patient was unable to
pray properly and unable to attend the seminars at the church. The
situation even got worse when the patient was unable to walk and there
was no one to support him for the walk. All these factors were the reason
for disappointment by due to those reason the patient want to die and
which made him appeal for the increase in the quantity for the drugs. The
increase in the quantity will lead to help the patient die early, the patient
was suffering from severe pain in the body and the body pain was so
intense that it was appealing the patient to die soon.
5. In his third week at Lotus Compassionate Care, Mr. Diggle could
not eat food or take oral medication anymore.
Marcus approaches you about his concern on this. He said that
even though his father refuses to take in any food, it is still wrong
to not try feed him. He added that his father still needs food,
otherwise he will starve.
Mr. Diggle previously instructed in his advance care directive, that
when the time comes that he cannot eat or take in any fluid or
medication orally; he should not want to be fed anymore, instead,
he would just like to be provided with mouth care, as per his care
plan, and keeping him pain free and comfortable as much as
possible.
In the spaces provided:

a. Write a short report to Rachel Allcot advising her about Marcus’
concern.
b. Write an appropriate response to Marcus to address his
concern. Specifically indicate whether Mr. Diggle is to be fed
according to Marcus’ request OR Mr. Diggle’s advance care
directive should be followed.
Do not exceed 100 words for each response.
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a.
The patient can not take food any more as if the food taken by patient this will lead to indigestion of the
food. As per the Marcus's concern his father refused to take the food. His father was in need of the food as
without which the survival is in risk. The food must be provided to in liquid or soft solid form. Care plan
is required to be implemented in which intensive care is required to be given to the patient. Food is very
necessary to his father otherwise the same will be the reason of death by starving.
b.
I think Diggle must be feeder according to Marcus'
request because if not feeder then the same will lead to
death of the patient. If the patient health is improving
then advanced care must not be given but if the healthy of
patient is not well then intensive care must be given to the
patient. In the intensive care the food will not be provided
to the patient rather glucose must be used on constant
basis but the health will definitely decline of the patient.
But it can also happen that the health of the patient may
improve.
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Role Play Activity
This part of the case study will require you demonstrate your skills in
delivering services using a palliative care approach through a roleplay
activity. This roleplay activity will be based on the following scenario:
SCENARIO
In his third week, Mr. Diggle becomes less responsive. He cannot eat food
or take oral medication anymore. He is restless at times and he is now
bedridden. He has noisy respiratory secretions.
Mr. Diggle’s death is imminent. Marcus, fully aware of this, has requested
that his father be taken home, if this is possible. However Mr. Diggle
refuses to be taken anywhere anymore as moving will only cause him pain
and discomfort. Mr. Diggle does not have much time to live.
He also noted the following in his advance care directive:
You are to roleplay this scenario. In this roleplay activity, you will be play the
role of the Mr. Diggle’s carer at Lotus Compassionate Care, and you will need
the help of at least three (3) volunteers (they can be your colleagues, family,
or friends) to play the roles of:
a. Rachel Allcot, your supervisor at Lotus Compassionate Care
b. Mr. James Diggle
c. John or Marcus Diggle

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In this roleplay activity, there is no specific script to be followed, however you
must demonstrate compliance with Mr. Diggle’s advance care directive and
end-of-life care procedures while working within the scope of your role as an
individual support worker.
Specifically, you must demonstrate ALL of the items outlined in the Video
Submission Checklist provided below.
To document your completion of this activity, and to allow your assessor
to evaluate your performance, you are required to submit a video
recording of this roleplay.
Your video submission must not exceed ten (10) minutes.
Upon completing this activity, save your video recording using the
following filename:
[Surname, First Name]_Mr. Diggle -
Roleplay and submit this along with this completed
workbook.
Role play
The role play is done between me, my mom
and my father in which me is becoming James Diggle, my
father is becoming Marcus and mother is becoming Rachel.
I am suffering from the server pain and the pain is so
server that it will convert the pain into death. I know I will
die and there are no chances of survival. I want to die but
there no such laws by which I can die easily. My mother
comes and used to say that there is one way using which
the patient can die easily that way is of giving high doze of
medicine to the patient. The same will result in higher
chances of my death as the doze will result in increasing the
sleep of mine. Marcus the supervisor my father used to
come and tell that I can service and food must be given to
me which is liquid form or the food is light. Marcus is
optimistic and having positive outlook towards the patient.

He used to tell that the patient can survive and there is no
need for the intensive care of the patient. The patient must
be treated well but first must be feeder well. As per the
case it is found that each one is having different point of
view and each one's point of view must be respect. I am
also right as I am having no one in my life and there is no
scope of my life even if I managed to survive. If I am
managed to survive their will be on family of mine to take
care of mine and I will not be able to walk properly. I will
not be having any one close to me as my love one. These are
all my strong reason for the death. If it is seen as per the
Marcus point of view Marcus is more optimistic and wishes
the patient must live longer and also wish better life for the
patient. Rachel is more focused towards the drugs as she
thinks drugs are not better whereas in my opinion drugs are
better and increase the doze of the drugs will result in
peaceful death or end stage of my life. But the actual
condition of mine is I will die definitely. I am at my last
stage and I do not like food and the same has resulted for
me to stop eating food. I am fully bedridden, unable tom
breath properly, become less responsive, I can not take oral
medication any more. It is sure that I will die soon. Even on
the request I was refused to taken home.

Video Submission Checklist
(This form is for assessor’s use only, please leave this section blank)
In the video submission, the student: YES NO
1. Demonstrated support for the client’s choice of location for
end-of-life-care.
2. Provided a supportive environment for the client.
3. Provided a supportive environment for the client’s families.
4. Demonstrated respect and support for the client’s
preferences and culture (including the client’s religious
beliefs).
5. Complied with the client’s advance care directives.
6. Worked within the role of the individual support worker/aged
care worker.
7. Maintained the client’s dignity while providing of end-of-life care.
8. Reported signs of imminent death to supervisor.
Note: In doing so, student must be able to report two (2)
signs of the client’s imminent death to the supervisor in the
video submission based on the case study scenario provided.
9. Maintained the client’s dignity while providing care
immediately following death.
10.Provided emotional support to the family following the
client’s death, in line with own work role.
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Assessment Workbook 5 Version No. 1.2 Produced 31 May
2019
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WORKBOOK CHECKLIST
When you have completed assessing the assessment workbook, review the
candidate’s assessment against the checklist below:
Written Questions
Case Study – Mr. James Diggle
Role Play Activity
When you have completed all of the parts above. Then you are ready to
submit this completed workbook along with the following file(s):
 Video Recording of Role Play Activity
IMPORTANT REMINDER
Students must achieve a satisfactory result to ALL assessment tasks
to be awarded COMPETENT for the unit relevant to this subject.
To award the student competent in the units relevant to this subject,
the student must successfully complete all the requirements listed
above according to the prescribed benchmarks.
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