Follow Safe Work Practices for Direct Client Care - HLTWHS002 Learner Workbook V2.0

HLTWHS002 Learner Workbook V2.0 provides a guide for safe work practices for direct client care. It includes assessment instructions, requirements, and appeals process. Learners can understand competency outcome and academic misconduct policy. The workbook covers activities, observation/demonstration/simulation, and knowledge activity.

LTWHS002 Learner Workbook V2.0
Page 1 of 56

HLTWHS002 Learner Workbook V2.0
Page 2 of 56

1. Table of Contents
HLTWHS002 Learner Workbook V2.0
Page 3 of 56

1.Table of Contents....................................................................................................3
Assessment instructions........................................................................................5
Assessment Task...................................................................................................5
Assessment requirements......................................................................................5
Competency outcome............................................................................................6
Assessment appeals process................................................................................7
Special needs.........................................................................................................7
Additional evidence................................................................................................7
Confidentiality.........................................................................................................7
Academic misconduct............................................................................................7
2.Activities.................................................................................................................11
Activity 1A.............................................................................................................11
Activity 1B.............................................................................................................13
Activity 1C............................................................................................................15
Activity 1D............................................................................................................17
Activity 1E.............................................................................................................18
Activity 2A.............................................................................................................19
Activity 2B.............................................................................................................20
Activity 2C............................................................................................................21
Activity 1A to 2C checklist – for assessor............................................................21
Activity 3A.............................................................................................................23
Activity 3B.............................................................................................................24
Activity 3C............................................................................................................25
Activity 3D............................................................................................................26
Activity 4A.............................................................................................................27
Activity 4B.............................................................................................................28
Activity 4C............................................................................................................29
Activity 3A to 4C checklist – for assessor............................................................30
Activity 5A.............................................................................................................32
Activity 5B.............................................................................................................33
Activity 5C............................................................................................................34
Activity 5A to 5C checklist – for assessor............................................................35
Knowledge Activity (Q & A).....................................................................................37
HLTWHS002 Learner Workbook V2.0
Page 4 of 56

Knowledge Activity – for assessor.......................................................................38
Supplementary Oral Questions (optional) – for assessor....................................40
Assessment instructions
Overview
The purpose of this learner workbook, assessment workbook, simulation diary or logbook is to provide
a guide of instruction and information in relation to the relevant assessment tasks. As a learner, you
will be provided with information relating to your assessment, including how they are to be completed
and submitted. Therefore, it is important that you fully understand the assessment instructions given
by your trainer to avoid issues such as academic misconduct, submitting past the due date and
providing incomplete assessments, which you will be required to resubmit. If you fail to understand or
need more clarification on the assessments, you are required to contact your trainer/assessor for
further information.
Assessment Task
The aim of assessments is to test your knowledge, skills and understanding in relation to the topics
being taught within a given course. This will be done by using an assessment criterion which shows
what you need to do to achieve the appropriate level of competency. For the purpose of completing a
written assessment, you are required to:
 Complete each question, including any sub-questions;
 Provide in-depth research on the topic, using appropriate primary and secondary sources;
 Respond using a clear structure (e.g. Introduction, points of argument or fact, conclusion),
including references to the sources used.
All assessments required to be completed are compulsory as it is a required condition of your
enrolment.
Assessment requirements
The assessments within this document can be completed through several approaches such as:
 Observation of real, indisputable actions as they occur;
 Written or oral task such as reports, role play, work samples etc;
 Portfolios;
 Questions, or third-party evidence, in which the relevant document (observation document is
to be completed by the agreed third party.
HLTWHS002 Learner Workbook V2.0
Page 5 of 56

All documents relating the third-party observation is to be provided to your trainer/assessor as this will
be used in determining your level of competency. Third-party evidence can be obtained from
supervisors (e.g., from the workplace), or clients/customers.
Please be informed that all assessments are to be typed up. Any handwritten assessments will not be
permitted unless approved by the trainer/assessor. You must also comply with assessment policy and
procedures at https://aibtglobal.edu.au/support/student-forms/policies/.
Simulation diary (if required): You will do the simulation tasks as a part of your course in the
designated simulated environment.
During the simulation session, the student is required to meet the following requirements:
 Follow the dress standards -enclosed shoes, appropriate clothing (no shorts or skirts)
 Be aware of relevant procedures in case of accident, emergencies, evacuation
 Follow the start and finish times, breaks, work routines, etc.
 Follow the policies on personal phone calls and personal emails.
 The attendance for simulation sessions will be monitored as per ‘AIBTGlobal’s Monitoring
Student Attendance and Academic Progression policy and procedure.’
 Students should follow the standards of behaviour and comply with ‘AIBTGlobal’s Student
Conduct Rules’.
 Students should come prepared for the planned activities for simulation.
Observation/demonstration/simulation (if required):
You may be required to perform tasks/works/assessments through observations, simulation, or
demonstrations. Your trainer/assessor will provide you with a list of demonstrations, logbooks,
simulation diary or any other related documents for tasks/works/assessments. The observation,
simulation or demonstration can occur in the workplace, or the training environment such as
workshop, or simulation labs. During observation, demonstration or simulation, you will be provided
with necessary information (e.g., timeframe) and equipment and/or materials to complete the task.
You are required to perform the work, task or assessment in accordance with the required
instructions.
Competency outcome
Upon completing the following assessments, your trainer will either mark the assessment indicating S
for satisfactory or NS for not satisfactory (requires more training). If you, as a learner/trainee, receive
satisfactory marks for all assessments within this module, you will be graded a “C” for ‘Competent’. In
vice versa, “NYC” for ‘Not yet Competent’, in which your trainer will provide adequate feedback and
HLTWHS002 Learner Workbook V2.0
Page 6 of 56

give you a chance to resubmit. If your second submission of assessments is still NS, you may be
required to (i) resubmit assessments on the third attempt or (ii) redo the course unit again, which
requires re-enrolment. Please be aware that the third attempt of resubmission or re-enrolment to the
course can result in additional costs/fees.
Assessment appeals process
As a learner, you have a right to appeal a decision or outcome of an assessment if you feel like it was
made unfairly. However, this complaint must first be resolved with the trainer/assessor before lodging
an appeal. If you are still dissatisfied with the outcome, then a written application of the appeal can be
made to the course coordinator, outlining the grounds for the appeal in accordance with the
complaints and appeals policy and procedures at
https://aibtglobal.edu.au/support/student-forms/policies/.
Special needs
Learning adjustments can be made for any candidate who has special needs (e.g., a student with a
disability). However, the trainer/assessor must be well informed about this so they can immediately
implement the necessary adjustments and have it ready before commencement.
Additional evidence
If at any event during or after the assessment process, the trainer/assessor requests you to provide
additional information or an alternative submission to establish your level of competency, then you are
required to do so. However, you must do so in a way that avoids any issues of privacy or
confidentiality.
Confidentiality
All information provided to us regarding your job, workplace and employer will be kept confidential in
accordance with the relevant law. However, it is your responsibility to check that all information
provided to us does not involve details unrelated or not agreed upon for disclosure. For example,
information about your employer, colleagues and other related third parties who might be involved.
Although we may require information about these other parties, it is your responsibility to check that
valid consent has been given from these individuals before providing us with the requested
information. This process of obtaining information from the relevant parties must also be done in
accordance with the relevant law.
Recognised prior learning
Any candidate may apply for credit transfer which they wish to count towards their course credit
following the application and assessment process of the credit transfer policy and procedure.
Academic misconduct
Academic Misconduct includes plagiarism, cheating and/or collusion, or any act or omission by a
student which attempts to circumvent or defeat the integrity of the College’s assessment process.
HLTWHS002 Learner Workbook V2.0
Page 7 of 56

Without limiting the scope of the definition of academic misconduct, examples of plagiarism, cheating
and collusion are provided below:
Plagiarism is defined as taking someone else’s work or ideas and submitting it as their own. This
may include acts such as, but not limited to:
 Copying the direct words of a sentence or paragraph presented in a source, without
referencing it or giving it proper acknowledgement. This also extends to any structure used in
completing the assignment; and
 Submitting the same assignment as another learner who either is currently or has previously
completed it and presenting it as their own work.
Cheating occurs when you behave dishonestly in an attempt to obtain an unfair advantage in any
form of assessment. Examples of cheating include:
 Failing to adhere to examination conditions, for example, speaking or communicating with
other candidates in an examination, bringing unauthorised material into the examination
room, reading or attempting to read other students' answers, leaving the examination or test
answer papers exposed to another student’s view;
 Impersonating another student or arranging for someone to impersonate a student in any
assessment task;
 Purchasing assessment items from a contract cheating or ghost-writing service and
presenting them as the student’s own work;
 Allowing others to complete any assessment task and/or submit an assessment task which is
not the student’s own work;
 Fraudulent representation of any required documentation, for example, prior qualifications, or
medical certificates.
Collusion is defined where a learner collaborates with another learner currently enrolled or graduated
to produce an assessment which is submitted as their own. This may involve two or more learners
working together to produce the content of an assessment before submission.
Plagiarism, cheating and/or collusion is a behaviour that is strictly prohibited, therefore, prior to
completing your assessment it is advised that you refer to our Academic Misconduct policy and
procedure at https://aibtglobal.edu.au/support/student-forms/policies/ to ensure relevant compliance. If
you are found committing any of these acts, you will be investigated in which the appropriate
disciplinary action will be taken. As a result, it is important that you raise any questions regarding
plagiarism, cheating and collusion with your trainer before submitting the final assessment.
HLTWHS002 Learner Workbook V2.0
Page 8 of 56

Student Details
Student ID: 0000015330
Name: Neelam Jantiri Mala
Phone: [phone]
Email: [e-mail]
Declaration
I declare that
 The content in this document is my own work, based on my own study and research and no
part of it has been copied from any other source, except where acknowledgement/reference
has been made.
 The content in this document is my own work and no part of the work has been copied from
any other student who is currently studying or was graduated from the college.
 I have read and understood all instructions and requirements for the work, task, or
assessment that is assessed by my trainers and/or assessors. The understanding includes
the submission date and time.
 I will keep a copy of my submitted work (e.g., logbook, or assessment).
I have read and understood the assessment policy and procedures, and academic misconduct policy
and procedures:
 I will perform my work to the best of my ability.
 I will not commit academic misconduct stated in academic misconduct policy and procedures.
Academic misconduct behaviour may result in ‘not competent’ result of the unit of
competency.
 I understand if I receive not satisfactory for my work/assessment/task, it will result in not
competent result for the unit of competency. This can result in work/assessment/task
resubmission and re-enrolment of the unit of competency which can incur additional
costs/fees to me.
 I understand that any assessment/task/work deemed unsatisfactory will require me to
undergo reassessment which may be different to the one originally submitted.
 I give permission for my assessment/task/work to be reproduced, communicated, compared,
and archived for the purposes of detecting academic misconduct and to fulfil any related
College’s policy and procedures
 I am aware that if I disagree with the assessment/task/work result, I have the right to appeal
the result. I will follow the complaints and appeals policy and procedures at
https://aibtglobal.edu.au/support/student-forms/policies/.
HLTWHS002 Learner Workbook V2.0
Page 9 of 56

 I take full responsibility for the correct submission of this assessment/task/work in the required
place/channel with the correct cover sheet.
Student Signature: nmala
Date: /08/2022
ONLY if assessment/task/work is required to be completed as part of a group or in pairs,
details of the learners involved should be provided below:
If you are NOT instructed to complete the assessment, work, or task in a group or in pairs, you
or any other student will NOT fill or sign this section below and MUST NOT work in a group or
in pairs. Failure to comply will result in not satisfactory result of required work, assessment, or
task.
The content of this work/task/assessment is completed by the students named below. All students
acknowledge that the assessment, work, or task must be completed by everyone’s equal contribution
and in accordance with the requirements. All students declare that no part of this assessment, task, or
work is taken from or completed by any other student. If the assessment, work, or task cites or
paraphrases information from other sources, reference and acknowledgement of those sources must
be provided.
Student 1:
Student ID: 0000015330
Student Name: Neelam Jantiri Mala
Student Signature: nmala
Student 2:
Student ID: ____________________________________________________________
Student Name: ____________________________________________________________
Student Signature: ____________________________________________________________
Student 3:
Student ID: ____________________________________________________________
Student Name: ____________________________________________________________
Student Signature: ____________________________________________________________
Student 4:
Student ID: ____________________________________________________________
HLTWHS002 Learner Workbook V2.0
Page 10 of 56

Student Name: ____________________________________________________________
Student Signature: ____________________________________________________________
2. Activities
Activity 1A
Estimated
Time
15 Minutes
Objective To provide you with an opportunity to follow workplace policies
and procedures for safe work practices.
Activity Identify three separate procedures that must be followed for
the health and safety of your employees.
Answer: In the organisation, it is quite likely that organisation will
have develop a large numbers of procedures and policies to the
aim of making sure safety to the employees of the organisation.
That policies and procedures may concern to the whole
organisation or for the work carry through in particular departments.
They should point out the legal responsibilities and main goals of
the organisation. There should be the no any doubt about work of
particular workers and the criteria which should be fulfilled. To fulfil
the objectives of health and safety, procedure of health and safety
will take the form of a course of steps which should be taken.
Health and safety procedure should be written in logical and clear
manner, to understanding of all workers (Baumann, and et. al.,
2018). There are three separate procedures which must be
followed to the health and safety of those employees who work
within organisation:
 monitoring and inspecting the workplace.
 Reviewing and training the knowledge of workers.
 Dealing with potentially dangerous and aggressive behaviour
of customers.
HLTWHS002 Learner Workbook V2.0
Page 11 of 56

HLTWHS002 Learner Workbook V2.0
Page 12 of 56

Activity 1B
Estimated
Time
20 Minutes
Objective To provide you with an opportunity to identify existing and
potential hazards in the workplace, report them to designated persons,
and record them according to workplace procedures.
Activity Identify a hazard from each of the following categories and
explain what you would do in each instance:
 Environmental
 Client-based
 Staff-based
 People based
Answer:
 Environmental: Environmental hazards are produced
through risk in the actual atmosphere, as contamination, fire
hazards, trip hazards and many other accidents. Whenever
possible, potential hazards should be recognised and
eliminate or decreased. A person should eliminate trip
hazard and handle with fire hazards. Some of the essential
procedure should be established to deal with biological
hazards and contamination risk.
 Client-based: These hazards can range from threats that
may be created by someone or from clients becoming
aggressive or violent in the organisation. There may be
possibility of an injury sustain or infection risk while helping
or moving a client. A person should make employee through
giving proper training on the avoidance of infection and
appropriate movement of weights.
 Staff-based: These hazards can consist a range from
negligent or unfit to work or staff becoming aggressive or
violent. A person should provide training and monitoring their
staff in preparation to such hazards. In the organisation,
there should be fixed procedures to cope up with staff
related hazards (Cashwell, and Swindle, 2020).
 People based: this types of hazards includes other human
beings and can range from families of clients to the common
public. It can responsible for a large numbers of risk, from a
dog of person becomes out of control to infection. Always
remain ready and vigilant for reacting to anything which may
occur. To coping certain events, procedure will be create in
place.
LTWHS002 Learner Workbook V2.0
Page 13 of 56

LTWHS002 Learner Workbook V2.0
Page 14 of 56

Activity 1C
Estimated
Time
30 Minutes
Objective To provide you with an opportunity to identify any client-related
risk factors or behaviors of concern, report them to designated persons,
and record them according to workplace procedures.
Activity What would you do if:
 You noticed a puddle of water in the kitchen
 You noticed a flap of carpet loose in the building
 You slipped on the floor in the hallway
Give the best answer you can. If organisational policy
stipulates action, include this.
Answer: if any one noticed that in kitchen, there is a puddle of water
then first of all he should remove that puddle of water then after
recognise the cause and risk associated with them. After
recognising the risk, according to the organisation policies he
should registered a complaints to the designated person verbally or
non verbally. In verbally make a telephone call or face to face
complaint where as in written write a notes, fill reports form or
memo to register complaint.
A loosing flap of carpet in the firm can become a cause of injury or
accident to the another person. Therefore, it becomes necessary to
take essential actions to decrease the risk of accident or injuries
and for this a report should be field to designated person through
verbally or non verbally against this type of hazards (De
Keyser,and et. al., 2019).
By slip on the floor person might get injured. It may be possible that
another person will also get injury due to slip on the floor. So, it
should be essential to remove the risk of hazards and for this a
written or verbal complaint should be filed to the designated person.
LTWHS002 Learner Workbook V2.0
Page 15 of 56

LTWHS002 Learner Workbook V2.0
Page 16 of 56

Activity 1D
Estimated
Time
20 Minutes
Objective To provide you with an opportunity to follow workplace policies
and procedures to minimize risk.
Activity What policies and procedures does your organisation impose
or recommend in the following situations:
 Working in a new environment?
 A staff member doesn’t turn up for work?
 A client becomes violent?
Answer: There are several policies and procedures in the
organisation impose in the various situations:
 Working in the new environment: working in the new
environments will keeps various challenges for safely
working. Some organisation policies which will assist to deal
with these challenges are:
◦ specify layout
◦ let employee initiate in the new culture in the course of a
quite shift.
◦ Give them an opportunity to acclimatise themselves in
new environment.
 A staff does not turn up to work: for this following procedures
and policies should be imposed
◦ should attempt contact and finding out their reason.
◦ Send a recorded letter
◦ if reason is valid apply AWOL.
◦ If not valid then take disciplinary action (Doenges, and et.
al., 2019)
 A client becomes violent: when a client becomes violent then
company should follow following procedure:
◦ Identify the threats.
◦ Assess the treats.
◦ Remove that threats.
◦ Make some appropriate steps to fulfil the appropriate
needs of clients
LTWHS002 Learner Workbook V2.0
Page 17 of 56

Activity 1E
Estimated
Time
25 Minutes
Objective To provide you with an opportunity to identify and report
incidents and injuries to designated persons according to workplace
procedures.
Activity 1. Identify an emergency situation that could occur at work:
 Gas leak
 Building collapse
 Flood
 Bomb alert
 Other.
2. And outline the roles, expectations and limitations of
various roles:
 What they need to do:
LTWHS002 Learner Workbook V2.0
Page 18 of 56

 What they could do, if possible:
 What they should not do:
Answer: 1. Gas leak, building collapse, bomb alert and many other
emergency situation can be occur in the work place.
2. what they need to do:
 implement SMS (safety management system)
 Ensuring regular improvement and supporting a strong
safety environment.
 Making sure all parties completely execute and understand
the safety and environment protection policy of company.
 Reviewing all the possible hazards and accidents due to
these hazards.
What they could do, if possible:
 They could inform the employee before any emergencies
situation.
 Evacuate the employee from hazardous possibility.
 Utilise onsite emergency responses.
What they should not do:
 Should not create any panic situations.
 Should not blame any one with any evidences (Han, and et.
al., 2018).
LTWHS002 Learner Workbook V2.0
Page 19 of 56

Activity 2A
Estimated
Time
45 Minutes
Objective To provide you with an opportunity to follow manual handling
procedures and work instructions for minimizing manual handling risk.
Activity Role playing activity
Choose a manual handling activity that is carried out in your
workplace.
Demonstrate how to do it, following established manual
handling procedures and work instructions for minimising
risk.
Next, demonstrate how it could be done with no regard for
safety and explain each risk associated with this method.
Note: do not actually do the task in this way, but indicate and
use gestures to show how it would be done hypothetically to
explain your answer.
Note:
1. Write role play in dialogue form.
2. Explain your answer in detail. At the end of the role play.
Answer: In the selected organisation, lifting a heavy objects
procedure has been perform:
appropriate procedures through which risk can be minimise in
uplifting the heavy objects are following:
 plan the lift.
 hold the close to the body.
 stand appropriately with heavy objects.
 support and hold the weight appropriately.
 Do not twist or bend with the heavy objects.
Through applying theses general principle, risk associated with this
procedures can be minimised.
If these work can not be done properly then it may be create some
chances of risk of injuries (Han, and et. al., 2019).
Dialogue form:
LTWHS002 Learner Workbook V2.0
Page 20 of 56

A: Hello, my self A and I am a physical trainer. May I help you?
B: Hi, I am B, no thanks I will uplift this boxes.
A: but this is not the correct way to handle this, it may hurt you and
cause several injuries.
B: OK , Then tell me how I can uplift this ?
A: you should follow the following ways which is given below in
picture.
LTWHS002 Learner Workbook V2.0
Page 21 of 56

Activity 2B
Estimated
Time
30 Minutes
Objective To provide you with an opportunity to identify manual handling
hazards and report in line with workplace procedures.
Activity Role playing activity
Choose from one of the following categories:
 Moving people
 Carrying manageable items
 Moving heavy or bulky items
 Postural movements.
Describe an action or task to be carried out that belongs in
your category.
Next, individually demonstrate how you would handle it
correctly, explaining any specific points, such as ‘keep your
back straight,’ or a particular grip, etc.
Note: You can write your answers in Dialogue form.
Explain: what can you do in the following category you have
chosen.
Answer: Postural movement:
Dialogue form:
A: Hello, I am A. in this role play I m a learner.
B: Hi, I am B.
A: do you know the correct info about postural movement?
B: yes.
A: can you describe me and give me correct info about postural
movement?
B: sure, postural movements refers to the appropriate position of
human being's spine, neck and back at the time of manual
handling. Twisting, bending, and stretching movements of back,
spine and neck can become a reason of serious injury to the
muscles, and these body parts.
A: what is the complication if postural movement is not correct
during uplifting?
B: Due to these undue strain and unnatural movement of the
placed on particular area of the human body such as the lower
portion of back may be caused some serious injuries. The
LTWHS002 Learner Workbook V2.0
Page 22 of 56

appropriate procedure to these tasks can prevent and protect the
human beings from hurting themselves (Huang, and et. al., 2019).
Activity 2C
Estimated
Time
30 Minutes
Objective To provide you with an opportunity to apply control measures for
minimizing manual handling risk.
Activity Locate a risk assessment form from: (Use the below attached
form after this page)
 Workplace
 Government website
 Other suitable website or source
And identify an activity to plot on the risk assessment form.
What conclusion do you come to?
LTWHS002 Learner Workbook V2.0
Page 23 of 56

Note: use the template below. Write your answer in a new page
accordingly.
Answer: sample of Risk management form from workplace .
Name of person doing assessment: designated person, who is responsible for
giving the correct solution for preventing or decreasing hazards.
Date: 29-09-2022
Activity / procedure being assessed: those activities which is responsible to the
hazards and cause different consequences and injuries and infectious disease to
the human beings.
Expected hazards and risks associated with the activity: some serious injuries or
accident in manual handling. Some of the infectious diseases occur during the
workplace activities.
Possible consequences : decrease the risk of injuries due to inappropriate handling.
Manual handling consequences include work associated musculoskeletal disorders
such as injuries and pain to legs, joints and arms and repetitive strain injuries.
Who is at risk? : the person who involved in the manual handling. The human being
who Id aplying wrong manual handling process
LTWHS002 Learner Workbook V2.0
Page 24 of 56

Measure to be taken to eliminate the hazards or decrease the risk: provide the
appropriate instruction to decrease the risk of manual handling. Take some
precaution like knee cap. Some training before manual handling.
Training requirement: appropriate handling practice. Appropriate procedures,
nutrient, and approach training process required to decrease the risk of injuries.
Conclusion : to decrease the risk associated with work a proper training should be
required to complete these work in proper manner. Body posture or postural
movement in correct way of the body is necessary to eliminate the risk of manual
handling associated injuries.
Document last updated on April 3, 2017
Activity 1A to 2C checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills,
knowledge and performance as relevant to the unit activity. Indicate in the table
below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity
or if reassessment is required.
LTWHS002 Learner Workbook V2.0
Page 25 of 56

Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
HLTWHS002- Follow safe
work practices for direct client
care
Date(s) of assessment
Has the activity been answered and performed fully, as required to
assess the competency of the learner? Y
e
s
N
o
(
P
l
e
a
s
e
c
i
r
c
l
e
)
Has sufficient evidence and information been provided by the learner
for the activity? Y
e
s
N
o
(
P
l
e
a
s
e
c
i
r
LTWHS002 Learner Workbook V2.0
Page 26 of 56

c
l
e
)
The learner’s
performance
was:
Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s
signature
Assessor’s
signature
Activity 3A
Estimated
Time
20 Minutes
Objective To provide you with an opportunity to follow standard precautions
as part of own work routine to prevent the spread of infection.
Activity List the benefits associated with:
 Washing hands
 Safe disposal of sharps
LTWHS002 Learner Workbook V2.0
Page 27 of 56

 Surface cleaning
 Management of bodily fluid spills
 Personal Protective Equipment
And how they contribute to the prevention of infection.
Answer: washing hands: this is most effective way to prevent the
spread of infections. Through this spreading of infection can be
prevented or reduce because germs can be eliminated or killed
through this process.
Safe disposal of sharps: used needle or various sharps should be
safe disposed to prevent the prevalence of infections. Through this
step spreading of infectious agent can be prevented.
Surface cleaning: surface cleaning by the help of disinfectant,
prevalence of germ can be prevented from one place to another
place or one person to another person. Disinfectant can killed or
prevent the infectious agents.
Management of bodily fluid spill: bodily fluid spill is the outcome of
bacterial or other micro organism infections. So by managing them
safely, spreading of these micro organism can be prevented.
Personal protective kit: personal protective kit can provide
protection from the direct contact from the micro organism.
Therefore, it can prevent the spreading of micro organism (Kitson,
2018).
LTWHS002 Learner Workbook V2.0
Page 28 of 56

Activity 3B
Estimated
Time
25 Minutes
Objective To provide you with an opportunity to recognise situations when
additional infection control procedures are required.
Activity Identify a situation in which you would be required to apply
additional infection control procedures.
 Why is it needed?
 What would you do?
Answer: some additional precautions are required to apply when
measures used in additions to achieve standard precautions, when
additional practices are required to prevent the transmission of
particular infectious disease. Such in case of Covid 19 required
extra precaution to stop the spreading of the infectious diseases.
Additional infection control procedure required to protect from some
serious infections.
2. to additional infection control procedure we should do following
things:
 removes gloves
 perform hand hygiene
 remove gown
 perform hand hygiene
 remove eye protections
 remove N95 mask and so on.
LTWHS002 Learner Workbook V2.0
Page 29 of 56

Activity 3C
Estimated
Time
20 Minutes
Objective To provide you with an opportunity to apply additional
precautions when standard precautions alone may not be sufficient to
prevent transmission of infection.
Activity How can you ensure that additional precautions are applied
when required?
Give an example of this.
Answer: additional precautions are applied when required to
measures used in additions to achieve standard precautions, when
LTWHS002 Learner Workbook V2.0
Page 30 of 56

additional practices are needed to stop the transmission of
particular infectious disease. Such in case of Covid 19 required
extra precaution to prevent the spreading of the infectious
diseases. By using the following things additional precaution can be
applied:
 hand hygiene
 use Personal protective equipment
 cough hygiene (Konttila, and et. al., 2019)
 sharps safety
 safe injections practices
 sterile instruments and devices.
Additional precautions can prevent the infection and control
practices and precaution needs in addition to regular practice.
LTWHS002 Learner Workbook V2.0
Page 31 of 56

Activity 3D
Estimated
Time
45 Minutes
Objective To provide you with an opportunity to identify risks of infection
and report them according to workplace procedures.
Activity Case study
1. Every time Tom cooks he seems to become ill with a
stomach upset. Why could this be? How can he avoid
getting ill when he cooks?
2. Sophie seems to catch every sniffle and sneeze that is
going in the building. Why could this be? How can she
avoid catching everything?
3. Andrew has caught head lice three times this year so far
and is sure he is getting them from work, as each time he
has caught them he has been doing overtime at another
residential home. How could this be? What can he do to
tackle this issue?
1. Ans: it may be possible that tom is facing some allergic
problem from any cooking substances which may be inhail
or taken by various route so, he become ill and upset
stomach. he can use some nose or mouth mask and also
avoid that substances which may be infectious for him.
2. Sophie may be allergic from dust or some fragrance occur in
buildings. Therefore she can avoid this situations by using
some protective equipment like face mask.
3. It may be possible that head lice in Andrew head come from
his work place form various families or due to dirt on the
work place. He can use hair mask at work place to protect
him self.
LTWHS002 Learner Workbook V2.0
Page 32 of 56

Activity 4A
Estimated
Time
30 Minutes
Objective To provide you with an opportunity to raise WHS issues with
designated persons according to organisational procedures.
Activity 1. Give an example of how you can adhere to your
requirements at work, in terms of your WHS
responsibilities.
For each of the following, give an example of how you
could meet these requirements:
 Work safely
 Wear PPE where required
 Follow safety procedures and requirements
 Not destroy or compromise equipment and resources
provided to them
LTWHS002 Learner Workbook V2.0
Page 33 of 56

 Not interfere with safety equipment
 Not act in a way that compromises the safety of
yourself, colleagues, clients and the public
 Report WHS issues / hazards, etc.
2. Identify three task or role-specific issues or concerns you
could encounter and note who you would consult for help
and why.
Ans; By establishing mutual beneficial working arrangements in the
organisation a person can adhere their requirement at their work, in
terms of their WHS safety responsibilities.
 Work safely: follow appropriate procedure.
 Wear PPE where required: to prevent infectious diseases.
 Follow safety procedure and requirements: at the work
place.
 Not destroy or compromise equipment and resources
provided to them: at the time of working in care.
 Not interfere with safety equipment: at the workplace.
 Not act in a way that compromises the safety of yourself,
colleagues, clients and the public- when work as a
designated person.
 Report WHS issues / hazards, etc: at the time of risk
identification.
2- risk assessment and identification- for this we should contact the
WHS management because they can report and minimise the
further risk.
Infectious control procedure: for this we should contact with higher
authorities because they can take a proper steps to reduce the risk
of prevalence of infections (Liu, and et. al., 2019).
Hazards controls: there are several types of hazards which affects
the health of human beings:so to control this we should contact the
designated person.
LTWHS002 Learner Workbook V2.0
Page 34 of 56

Activity 4B
Estimated
Time
20 Minutes
Objective To provide you with an opportunity to participate in workplace
safety meetings, inspections and consultative activities.
Activity What types of inspection are carried out in your workplace?
How are you expected to follow up on areas of concern?
Ans: Types of inspection carried out in workplace in relation to
ensure health and safety are: Compliance audit and program audit.
It is expected to follow-up on audit by reviewing and evaluating the
action response taken by team to control the condition. And to
analyse their back up plan in any case. It is important to monitor the
actions to identify the deficiencies and recommendations (Moon,
2019).
LTWHS002 Learner Workbook V2.0
Page 35 of 56

Activity 4C
Estimated
Time
30 Minutes
Objective To provide you with an opportunity to contribute to the
development and implementation of safe workplace policies
and procedures in own work area.
Activity This activity is about providing feedback to supervisors about
hazards.
What would you do if:
 You noticed that a hoist was broken?
 You noticed that water in the front porch was leaking
into the hallway?
 You saw someone lifting something incorrectly?
 You identified that a resident had the flu?
 You thought a colleague might be intoxicated?
 You noticed that a door was hanging off its hinges?
LTWHS002 Learner Workbook V2.0
Page 36 of 56

Who would you contact? And how?
Ans:
 Inform the supervisor or person take in charge of lifting
equipment.
 Use of vacuum or mop to drain the water and inform or write
application to to replace the mudsill.
 Help him in managing the weight by telling the person
correct posture to carry the weight or suggest them to use
appropriate lifting equipment to lift the weight.
 Tell the resident to stay at home as much as possible, take
medications,and carry masks, and gloves whenever come
out of the home. He should be recommended to maintain
some distance with people at public places.
 Inform supervisor about the colleague's behaviour and tell
them to take actions to maintain appropriate culture at
workplace.
 Install board to be notice the employees to be attentive while
crossing the door or restrict the usage of that door and use
alternate path to access and inform supervisor about it (Liu,
2018).
LTWHS002 Learner Workbook V2.0
Page 37 of 56

Activity 3A to 4C checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills,
knowledge and performance as relevant to the unit activity. Indicate in the table
below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity
or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
HLTWHS002- Follow safe
work practices for direct client
care
Date(s) of assessment
Has the activity been answered and performed fully, as required to
assess the competency of the learner? Y
e
s
N
o
(
P
l
e
a
s
e
c
i
r
c
l
e
)
Has sufficient evidence and information been provided by the learner
for the activity? Y
e
s
N
o
LTWHS002 Learner Workbook V2.0
Page 38 of 56

(
P
l
e
a
s
e
c
i
r
c
l
e
)
The learner’s
performance
was:
Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s
signature
Assessor’s
signature
LTWHS002 Learner Workbook V2.0
Page 39 of 56

Activity 5A
Estimated
Time
20 Minutes
Objective To provide you with an opportunity to identify ways to maintain
currency of safe work practices in regards to workplace systems,
equipment and processes in own work role.
Activity Identify any equipment that poses a risk in your workplace.
What safety measures and precautions are in place to limit the
risks associated with this equipment?
Ans: Open Electric boards, hanging electric wires and unfurnished
floors poses a risk in workplace.
Risks can be minimised by using covered cables, tighten the loose
wires and installing electric boards apart from water supply taps
and channels. Floors should be furnished to avoid any accidents.
It is important to maintain sufficient distance between different
equipment and ensure to unplug them before going off from
working area. As on condition of electric equipment may result in
heating up the equipment which can lead to short circuit or catch
fire.
LTWHS002 Learner Workbook V2.0
Page 40 of 56

Activity 5B
Estimated
Time
15 Minutes
Objective To provide you with an opportunity to reflect on own levels of
stress and fatigue, and report to designated persons according to
workplace procedures.
Activity Identify eight symptoms of stress and fatigue.
Ans:
 Loss of appetite
 Difficulties with short term memory
 Irritability
 Headache
 Dizziness and blurred vision
 Difficulty in decision-making
 Feeling of muscle weakness
 Inability to concentrate(Macrae, 2019)
LTWHS002 Learner Workbook V2.0
Page 41 of 56

Activity 5C
Estimated
Time
20 Minutes
Objective To provide you with an opportunity to participate in workplace
debriefing to address individual needs.
Activity 5C Identify the primary purposes of workplace debriefing
sessions.
Ans: The main purpose behind debriefing is to mitigate the
impact of critical incident and assist staff involved in recovery
from the stress associated with the event. It allows those
involved with the incident to process the events and reflect on
its impact.
LTWHS002 Learner Workbook V2.0
Page 42 of 56

Activity 5A to 5C checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills,
knowledge and performance as relevant to the unit activity. Indicate in the table
LTWHS002 Learner Workbook V2.0
Page 43 of 56

below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity
or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
HLTWHS002- Follow safe
work practices for direct client
care
Date(s) of assessment
Has the activity been answered and performed fully, as required to
assess the competency of the learner? Y
e
s
N
o
(
P
l
e
a
s
e
c
i
r
c
l
e
)
Has sufficient evidence and information been provided by the learner
for the activity? Y
e
s
N
o
(
P
l
e
a
s
e
LTWHS002 Learner Workbook V2.0
Page 44 of 56

c
i
r
c
l
e
)
The learner’s
performance
was:
Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s
signature
Assessor’s
signature
LTWHS002 Learner Workbook V2.0
Page 45 of 56

Knowledge Activity (Q & A)
Answer each question in as much detail as possible, considering your
organisational requirements for each one.
1. Which workplace procedures, code(s) of practice and/or industry standards
are implemented in your workplace in order to comply with state/territory
WHS legislation? You may refer to your workplace policy and procedure
and/or WHS manual (or equivalent document) to answer this question.
Present your answer as a written summary of 300-400 words
Ans: Safety standard followed at workplace under the legislation of Work Heath and
Safety are:
 Providing effective and fair consultation, representation and cooperation.
 Provide and promote advice, education, training and information regarding
health and safety.
 Encourage employer organisations and unions to play a constructive role in
promoting improvements in work health and safety practices.
 Maintain proper working environment at working place.
 Strict guidelines on bullying practices.
 Clean and hygiene workplace.
 Installed fire extinguishers, advice employees to maintain proper distance,
use hand sanitisers and face masks.
 Emergency exits, availability of first aid kits, different escape routes
 Instructions to safety harness, wash hands, example wear safety glasses
 Clean and hygienic washrooms, hand dryer to maintain hand hygiene
2. List at least THREE primary safety symbols you will come across. What do
these mean?
Ans: Three primary safety signs are:
 Prohibition signs: Indicate those actions or behaviour that are not permitted at
the workplace. These signs are generally indicated in red circle and red slash
over a black icon of the action.
 Mandatory signs: Provide instructions that must be followed. These icons are
in white reversed out of a blue circle. On a white background the text is written
in black.
 Danger signs: Indicate condition, situation or hazard that can b life-
threatening. The sign is shown as the word danger on a red oval or a black
rectangle.
3. Identify a potential hazard from each of the following categories that may
occur within your workplace:
 Biological hazards
 Chemical hazards
 Electrical hazards.
What strategies could you take to minimise these risks?
LTWHS002 Learner Workbook V2.0
Page 46 of 56

Ans:
 Biological hazard- Bacteria, insects, plants, virus, animals, birds, and human.
Biological hazard can be minimised by washing hands frequently with warm
water and soap. Wearing personal protective equipment when likely to expose
to situations involving hazards.
 Chemical hazard- Presence of carbon monoxide and cyanide or sulphuric
acid and sodium hydroxide, etc. Chemical hazards can be minimised by
eliminating the use of hazardous chemical. Practice substitution of hazardous
chemical with a less hazardous substance, isolate people from chemical
exposed area and change the way of working.
 Electrical hazard- Damaged wires and open cables can cause electric shocks
and fires. Electric hazards can be minimised by using closed cables and maintain
proper distance between water supplies and electric boards. Prefer to switch down
all the electric equipment in the premises.
4. What should be your safety considerations when working in a home-based
environment?
Ans: Some of safety considerations need to follow at home:
 Avoid glare
 Avoid distractions
 Continue to socialise
 Don't ignore discomfort
 Check the body posture regularly
5. What is your organisation’s procedure in the case of an emergency? Write
a summary of this procedure in your own words.
Ans: In case of emergency; organisations follow the procedure of :
 Pulling of nearest fire alarm
 Using of nearest emergency exit
 Avoid the use of elevators
 Move to safe distance
 Person with disability should wait for trained respondents to evacuate them
LTWHS002 Learner Workbook V2.0
Page 47 of 56

Knowledge Activity – for assessor
This should be used by the trainer/assessor to document the learner’s skills,
knowledge and performance as relevant to the unit activity. Indicate in the table
below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity
or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
HLTWHS002- Follow safe
work practices for direct client
care
Date(s) of assessment
Has the activity been answered and performed fully, as required to
assess the competency of the learner? Y
e
s
N
o
(
P
l
e
a
s
e
c
i
r
c
l
e
)
Has sufficient evidence and information been provided by the learner
for the activity? Y
e
s
N
o
(
P
LTWHS002 Learner Workbook V2.0
Page 48 of 56

l
e
a
s
e
c
i
r
c
l
e
)
The learner’s
performance
was:
Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s
signature
Assessor’s
signature
LTWHS002 Learner Workbook V2.0
Page 49 of 56

Supplementary Oral Questions (optional) – for
assessor
The below table is for you to document any supplementary verbal questions you
have asked the learner to determine their competency. For example, if you are
unsure of their answer to a question in the Learner Workbook, you may choose to
ask them a supplementary question to clarify their understanding of the relevant
criteria.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date of assessment
Question:
Learner answer:
Assessor judgement: Satisfactory Not Satisfactory
Question:
Learner answer:
LTWHS002 Learner Workbook V2.0
Page 50 of 56

Assessor judgement: Satisfactory Not Satisfactory
LTWHS002 Learner Workbook V2.0
Page 51 of 56

Question:
Learner answer:
Assessor judgement: Satisfactory Not Satisfactory
Question:
Learner answer:
Assessor judgement: Satisfactory Not Satisfactory
Question:
Learner answer:
Assessor judgement: Satisfactory Not Satisfactory
LTWHS002 Learner Workbook V2.0
Page 52 of 56

LTWHS002 Learner Workbook V2.0
Page 53 of 56

Feedback for the learner
I have read, understood, and am satisfied
with the feedback provided by the
assessor.
Learner’s name
Learner’s signature
LTWHS002 Learner Workbook V2.0
Page 54 of 56

Assessor’s name
Assessor’s signature
REFERENCES:
Baumann, L.A., Baker, J. and Elshaug, A.G., 2018. The impact of electronic health
record systems on clinical documentation times: A systematic review. Health
policy, 122(8), pp.827-836.
Cashwell, C.S. and Swindle, P.J., 2020. When religion hurts: Supervising cases of
religious abuse. In Trauma-Informed Supervision (pp. 180-203). Routledge.
De Keyser, A., Köcher, S., Alkire, L., Verbeeck, C. and Kandampully, J., 2019.
Frontline service technology infusion: conceptual archetypes and future research
directions. Journal of Service Management.
Doenges, M.E., Moorhouse, M.F. and Murr, A.C., 2019. Nursing care plans:
Guidelines for individualizing client care across the life span. FA Davis.
Han, R.M., Carter, P. and Champion, J.D., 2018. Relationships among factors
affecting advanced practice registered nurses' job satisfaction and intent to leave: A
systematic review. Journal of the American Association of Nurse Practitioners, 30(2),
pp.101-113.
Han, S., Shanafelt, T.D., Sinsky, C.A., Awad, K.M., Dyrbye, L.N., Fiscus, L.C.,
Trockel, M. and Goh, J., 2019. Estimating the attributable cost of physician burnout
in the United States. Annals of internal medicine, 170(11), pp.784-790.
Huang, E.Y., Knight, S., Guetter, C.R., Davis, C.H., Moller, M., Slama, E. and
Crandall, M., 2019. Telemedicine and telementoring in the surgical specialties: a
narrative review. The American journal of surgery, 218(4), pp.760-766.
Kitson, A.L., 2018. The fundamentals of care framework as a point-of-care nursing
theory. Nursing Research, 67(2), pp.99-107.
Konttila, J., Siira, H., Kyngäs, H., Lahtinen, M., Elo, S., Kääriäinen, M., Kaakinen, P.,
Oikarinen, A., Yamakawa, M., Fukui, S. and Utsumi, M., 2019. Healthcare
LTWHS002 Learner Workbook V2.0
Page 55 of 56

professionals’ competence in digitalisation: A systematic review. Journal of clinical
nursing, 28(5-6), pp.745-761.
Liu, J., Zheng, J., Liu, K., Liu, X., Wu, Y., Wang, J. and You, L., 2019. Workplace
violence against nurses, job satisfaction, burnout, and patient safety in Chinese
hospitals. Nursing outlook, 67(5), pp.558-566.
Liu, X., Zheng, J., Liu, K., Baggs, J.G., Liu, J., Wu, Y. and You, L., 2018. Hospital
nursing organizational factors, nursing care left undone, and nurse burnout as
predictors of patient safety: A structural equation modeling analysis. International
journal of nursing studies, 86, pp.82-89.
Macrae, C., 2019. Reconciling regulation and resilience in health care. In Resilient
health care (pp. 111-122). CRC Press.
Moon, M.D., 2019. Triangulation: A method to increase validity, reliability, and
legitimation in clinical research. Journal of Emergency Nursing, 45(1), pp.103-105.
Ravenelle, A.J., 2019. Hustle and gig: Struggling and surviving in the sharing
economy. Univ of California Press.
Shneiderman, B., 2020. Bridging the gap between ethics and practice: guidelines for
reliable, safe, and trustworthy human-centered AI systems. ACM Transactions on
Interactive Intelligent Systems (TiiS), 10(4), pp.1-31.
Stone, R.J., Cox, A. and Gavin, M., 2020. Human resource management. John Wiley
& Sons.
Ueda, M., Martins, R., Hendrie, P.C., McDonnell, T., Crews, J.R., Wong, T.L.,
McCreery, B., Jagels, B., Crane, A., Byrd, D.R. and Pergam, S.A., 2020. Managing
cancer care during the COVID-19 pandemic: agility and collaboration toward a
common goal. Journal of the National Comprehensive Cancer Network, 18(4),
pp.366-369.
LTWHS002 Learner Workbook V2.0
Page 56 of 56