Support and Empowerment of Older People Assessment Workbook

This assessment workbook covers the units of competency CHCCCS011, CHCAGE001, and CHCAGE005. It includes a knowledge assessment and case study to test the student's understanding of personal support needs, empowerment of older people, and support for people living with dementia.

CHC33015 Certificate III in Individual Support
Specialising in Ageing
Support and Empowerment of Older
People
This workbook belongs to:
Version 2.7 | Produced 16 February 2021
Copyright © 2016 Compliant Learning Resources. This document was developed by Compliant
Learning Resources and has been edited and contextualised by Inspire Education RTO 32067 for it
student cohorts under license. All rights reserved. No part of this publication may be reproduced,
stored in a retrieval system or transmitted in any form or by any means electronic, mechanical,
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Resources.
Assessment Workbook

Version control & document history
Date Summary of modifications made Version
02 June 2016 Version 1 final produced following
assessment validation 1.0
29 June 2016 Updated benchmark answer of Part 2
written question 3. 1.1
16 September 2016 Updated instructions and benchmark in
Case Study 2 Task 4. 1.2
2 November 2016 Amended ‘Korsakov syndrome’ to
‘Korsakoff syndrome’. 1.3
17 April 2017
Made the following rectifications:
Removed all quiz items in the 3 parts of
the Knowledge Assessment
Updated link of Universal Declaration of
Human Rights
1.4
3 May 2017
Updated link on Charter of Care
Recipient’s Rights and Responsibilities –
Case Study 3 Question 2
1.5
25 July 2017
Replaced instructions in Case Study –
Katie Question 4, and added video as
reference
1.6
17 August 2017 Corrected link for Universal Declaration of
Human Rights 1.7
25 August 2017 Added url to hyperlink 1.8
24 January 2018 Fixed hyperlink for Case Study 2: Q4, Scenario 1 1.9
11 September 2018 fixed typo for case study 2 question 3 on page 39 1.10
20 March 2019 Changed the instructions on Case Study 3 (Q6)
based on the new format of the website. 1.11
11 June 2019
Document re-branded and contextualised
for Inspire Education use; content
checked for adherence to current
industry standards and new unit of
competency requirements; modifications
to sentence construction.
2.0

31 January 2020 Added Assessment Workbook Coversheet 2.1
22 April 2020 Updated links in Case Study 3, Q2. 2.2
28 April 2020 Changed the settings of the image
placeholder in Case Study 3, Q6. 2.3
05 May 2020 Modified document so students can copy
and paste links. 2.4
25 June 2020 Revised Case Study 3, Questions 5 and 6
in pages 36-37. 2.5
05 October 2020 Revised information in the introduction to
Case Study 1 2.6
16 February 2021 Added an assessment item in KA Part 3. 2.7
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TABLE OF CONTENTS
This is an interactive table of contents. If you are viewing this document
in Acrobat, clicking on a heading will transfer you to that page. If you have
this document open in Word, you will need to hold down the Control key
while clicking for this to work.
INTRODUCTION TO THIS WORKBOOK..............................................................5
What is this workbook about?..................................................................5
Context for Assessment...........................................................................6
Assessment Requirements.......................................................................6
ABOUT THE ASSESSMENTS.............................................................................8
Assessment Methods................................................................................8
Resources Required for Assessment........................................................8
INSTRUCTIONS TO STUDENT...........................................................................9
ASSESSMENT WORKBOOK COVERSHEET........................................................10
KNOWLEDGE ASSESSMENT...........................................................................11
Part 1: Meeting personal support needs.................................................11
Part 2: Facilitating the empowerment of older people...........................12
Part 3: Providing support to people living with dementia.......................13
CASE STUDY................................................................................................... 22
Introduction to Case Study.....................................................................22
1. Mr. White............................................................................................................... 23
2. Katie Devaney....................................................................................................... 27
3. Ruth’s Kosher Diet................................................................................................. 33
SUBMITTING YOUR ASSESSMENT..........................................................................40
WORKBOOK CHECKLIST.....................................................................................41
WE WOULD LOVE YOUR FEEDBACK!..............................................................42
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INTRODUCTION TO THIS WORKBOOK
What is this workbook about?
The units of competency specify the standards of performance required in
the workplace. This assessment addresses the following unit of
competency:
CHCCCS011 - Meet personal support needs
1. Determine personal support requirements
2. Maximise participation
3. Provide personal support
4. Complete reporting and documentation
CHCAGE001 – Facilitate empowerment of older people
1. Develop relationships with older people
2. Provide services to older people
3. Support rights of older people
4. Promote health and re-ablement of older people
CHCAGE005 - Provide support to people living with dementia
1. Prepare to provide support to those affected by dementia
2. Use appropriate communication strategies
3. Provide activities for maintenance of dignity, skills and health
4. Implement strategies which minimise the impact of behaviours of
concern
5. Complete documentation
6. Implement self-care strategies
For complete copies of the above units of competency:
Download them from the TGA website:
https://training.gov.au/Training/Details/CHCAGE005
https://training.gov.au/Training/Details/CHCAGE001
https://training.gov.au/Training/Details/CHCCCS011
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Context for Assessment
To complete the assessments in this workbook, students need to have
access to their learning materials and the Internet. The Knowledge
Assessment and Case Study may be completed wholly at the student’s
home or chosen place of study. The tasks within the Assessor
Observation Form must be completed in a workplace.
Assessment Requirements
The assessment requirements specify the evidence and required
conditions for assessment.
Each unit of competency can be unbundled to reveal three (3) key
assessment components:
1. Performance Evidence
- describes the subtasks that make up the element of the unit
2. Knowledge Evidence
- describes the knowledge that must be applied to understanding
the tasks described in the elements
3. Assessment Condition
- describes the environment and conditions that assessments must
be conducted under
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The associated assessment method in this kit covers all of these
components as detailed in the matrix to follow:
Units of Competency
Assessment Activities
CHCCCS011
CHCAGE001
CHCAGE005
Knowledge Assessment   
Case Study   
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ABOUT THE ASSESSMENTS
Assessment Methods
This workbook uses the following assessment methods:
1. Knowledge Assessment – A set of generic and workplace
questions testing the student’s general knowledge and
understanding of the general theory behind the unit.
2. Case Study – Detailed scenarios and simulated environments
providing all necessary information required to complete relevant
tasks and activities.
Resources Required for Assessment
Assessor to provide:
 Case studies and simulations
 Information about work activities
You will need access to:
 A video recording device (e.g. handheld cameras, mobile phones,
etc.)
 Computer with access to Internet and email
 Installed software: MS Office Word (or equivalent), Adobe Acrobat
Reader
 Volunteer to play role of a client (see case study 2: Katie Devaney)
 Walking stick
 Any type of passenger vehicle that a care client would use (e.g.
minivan, sedan, etc.)
 A safe environment to simulate a vehicle transfer scenario (see case
study 2: Katie Devaney)
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INSTRUCTIONS TO STUDENT
The questions in this workbook are divided into two (2) categories:
o Knowledge Assessment
o Case Study
The questions under Knowledge Assessment are all in a short answer
format. The longer questions requiring creative and analytical thought
processes are covered in the Practical Assessment. You must answer
all questions using your own words. However, you may reference
your learner guide and other relevant resources and learning materials to
complete this assessment.
Some questions cover processes you would likely encounter in a
workplace. Ideally, you should be able to answer these questions based on
the processes that are currently in place in your workplace. However, if
you do not currently have access to a workplace, then answer the
questions based on processes that should be implemented in a typical
workplace setting.
Accessing Intranet Pages and External Links
There are instructions in this workbook that will refer you to intranet
pages and or external links. These intranet pages and external links are
formatted in Blue Underlined Text.
To access these, hold the Ctrl key for Windows users or the Command ⌘
key for Mac users while clicking on these links.
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ASSESSMENT WORKBOOK COVERSHEET
WORKBOOK: Workbook 4
TITLE: Support and Empowerment of Older
People
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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KNOWLEDGE ASSESSMENT
Part 1: Meeting personal support needs
1. List two (2) risks to a client’s safety and security in relation to
providing personal support. Provide one (1) strategy to minimise
each risk you listed.
Complete the table below.
Risks to personal safety and
security
(List two (2) risks)
Strategy to minimise risk
(Provide one (1) strategy for each
risk you listed)
Personal safety risks Follow workplace policies and
procedures, safety precautions,
Standard housekeeping,
emergency procedures, personal
protective clothing and equipment,
waste management, protect direct
exposure to infectious materials,
body fluids, and maintain a clean
environment.
Manual handling risks Change the workspace, change the
nature of work, change the tasks
lift, and handle the heavy loads
correctly , use mechanical aids to
lift or carry a heavy load, cool
down after heavy work.
2. List three (3) organisational reporting technologies typically used
in residential and home and community care services.
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a. Technologies that relevant to health care can be divided into 2
major category medical devices and health information
technology (HIT) .
b. The medical devices that are using in the homes and residential
are the Simple equipments for first aid like thermometer ,
sphygmomanometer.
c. The digital technology has Made a good impact to the community
care services. It helps to access the collection of data and
informations.
Part 2: Facilitating the empowerment of older people
1. List three (3) strategies that older people can adopt for healthy
lifestyle practices.
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a. Engaging in regular physical activity is of paramount importance.
It acts an immunity booster and helps in fighting and infections.
The exercise does not have to be too strenous. Light exercise
aimed at improving mobility is enough. A total of 150 mins of
physical exercise per week is ideal for promoting better health.
b. Eating a diet rich in fruits, vegetables and lean meats improve
one's immune system. Food containing antioxidants such as
berries protect your cells from damage and improve your health. A
well balanced diet containing 50-55% of carbohydrates, 20-25%
proteins and rest fats are ideal for better health. In addition to
these take vitamins and supplements whatever necessary as
prescribed by physician.
c. Adequate sleep is overlooked to maintain healthy lifestyle, but it
is important to remember it has great implications towards good
health. Aim for 7-9 hours of sleep everyday which would leave you
well rested and allow you to perform your chores for the day
without stress.
2. Briefly describe the implications of re-ablement strategies in the
care sector.
• Many investigations shows that giving re-ablement could have a good
influence on the practitioners .
• The studies also demonstrated that the home care assistants reabling
members have significant job contentment and notably decreased turnover as
compared to those employed with members in the normal care way.
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Part 3: Providing support to people living with dementia
1. Update yourself on the different forms of dementia listed below by
researching about them online.
a. Alzheimer’s Disease
b. Vascular Dementia
c. Lewy Bodies
d. Korsakoff Syndrome
e. Fronto Temporal Lobar Degeneration (FLTD),
including Pick’s disease
f. Huntington’s disease
g. Parkinson’s disease
h. Younger onset dementia
For each form of dementia listed above, research about at least
one (1) of the following:
a. Current prevention or treatment options; OR
b. Information about current research being done; OR
c. Significant findings of current research.
Complete the Research Template below to document the
information you find. Further guidance is provided for you within
the template.
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PART - A
(a): Alzheimer's disease
Alzheimer's disease is a neurological progressive disorder that leads brain to
shrink or atrophy and cause brain cells to die. It is the most common cause of
dementia.
It affects continuously to a person's ability to function independently in
thinking, behavioural and social skills.
Incidence: 5.5 million people affected in US
24 million worldwide.
(b) vascular dementia:
Vascular dementia is occurs when blood supply to the brain become blocked or
narrowed. It is also know as muti-infarct dementia as it is caused by multiple
strokes or a series of small strokes over a long period.
In the early stages of the disease, it causes cognitive difficulty with reasoning
and judgement and memory affect in later stages.
Incidence: 6-12/1000 persons over 70 years per year.
Second most common cause of dementia.
(c) Lewy bodies:
Lewy body dementia is a type of progressive dementia associated with
abnormal deposits or aggregates of a protein call alpha-synuclein in the brain.
It causes changes in thinking and reasoning, confusion and alertness variation.
Well formed visual hallucinations, delusions.
Incidence: 3.5/100 000 per year
higher in men than women (4.8 vs 2.2)
Increase with age.
(d) karsakokarsakoff's syndrome
It is a chronic memory disorder caused by severe deficiency of thiamine
( vitamin B-1) typically associated with prolonged use of alcohol which cause
neurotoxic to the brain.
The seven major signs and symptoms are-
•memory loss of events (anterograde amnesia)
•memory loss extends back for some time (retrograde amnesia)
•loss of immediate memory ( fixation amnesia)
•confabulation
•minimal content in conversation
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•lack of insight
•apathy
Incidence:1-2% of general population in US.
Affects slightly more males than females between 30-70 years of age.
(e) frontotemporal lobar degeneration (FTLD)
It is a group of neurodegenerative diseases that primarily affect the frontal and
temporal lobes of brain. This areas of the brain are generally associated with
personality, behaviour and language.
Sign and symptoms include dramatic change in personality, socially
inappropriate, impulsive or emotionally indifferent, lose the ability to use
language properly.
(f) Huntington's disease:
It is a rare hereditary and deadly disorder that causes breakdown of nerve cells
in the brain. It deteriorates a person's physical, emotional, behavioural control.
(g) Parkinson's disease
It is a brain disorder that leads to shaking, stiffness, and difficulty with walking
and talking.
They also may have mental and behavioral changes, sleep problems,
depression, memory difficulties and fatigue.
Incidence:
50 % affect in male than female at age above 60 years.
(h) younger onset dementia:
Younger onset or early onset dementia is an uncommon form of dementia that
affects people younger than 65. People with Down's Syndrome are more likely
to have this.
There is no cures for this but some treatment can improve quality of life.
PART - B
Current prevention and treatment options of Alzheimer's Disease:
Prevention- There is no proven way to prevent it but there's a lot we can do to
lower the risk.
stop smoking
keeping alcohol to a minimum
eating healthy, balanced diet
exercise for at least 150 minutes
maintaining blood pressure to normal range.
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keep on diet or medications for diabetes.
Treatment Options:
There is no cure for it. But symptomatic treatment can-
Non- pharmacological like meditation, yoga, emotional support to the patient
and to the caregiver.
Pharmacological options are
For mild to moderate- cholinesterase inhibitors
E.g. galatamine, rivastigmine, donepezil
For sever- Memantine, an N- methyl D- aspartate ( NMDA) antagonist.
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Researching on Dementia
Guidance for completing this template
Title
of
article
:
List the title of the article here. Include the author if this information is
available.
Date
of
public
ation:
List the date of when the article was published. It must be recent and
must not be more than five (5) years old.
Link
to the
webp
age
where
you
found
the
infor
matio
n:
Provide the specific link to the webpage where you found the
information, example:
www.dementiaresearch.com.au/alzheimers-disease-research-2016
Summary of content found:
Guidance:
 Do not copy-paste information online.
 In your own words, summary of the content you found. The summary
must be between 100 – 150 words and must include at least one (1) of
the following:
a. Current prevention or treatment options;
b. Information about current research being done; or
c. Significant findings of current research.
Alzheimer’s Disease
Title
of
article
:
to understand the impact of Alzheimer disease in older people
Date
of
public
ation:
2020
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Link
to the
webp
age
where
you
found
the
infor
matio
n:
https://www.nia.nih.gov/health/alzheimers-disease-fact-
sheet#:~:text=As%20Alzheimer's%20worsens%2C%20people
%20experience,and%20personality%20and%20behavior
%20changes.
Summary of content found:
Alzhemier is defined as the disease which is well related with the brain
disorder which is show the apsect which is well related with the destroy
memory and thinking skill which is eventually which show the aspect of
ability to carry out the simplext task. in the most of the time they
usually show the expert sugesstion which is more than 6 millions of
cases. therefore, it is well analyse that the alzhemier disease which is
generally ranked the seventh lead causing of the death which is well
associated with the Australia. Dementia is defined as the aspect which is
shwoing the cognitive functioning which mainly include thinking,
rememmbering and the reasoning and the behavioural abilities which is
showing the such context that it show the interferes with the person
daily activities and show the term of life. The causes of the dementia
may vary, depending which is based on the type of brian change that
may be taking the place. there are other impact which may show the
behaviour which is well defined the causes suchas lewy body, dementia
and many more.
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Vascular Dementia or Multi-infarct Dementia
Title of article: vascular dementia
Date of publication: 2022
Link to the webpage
where you found the
information:
https://www.ncbi.nlm.nih.gov/books/
NBK430817/
Summary of content found:
Dementia is defined as the syndrome of the chronic progressive which is
well defined as the cognitive demise in the outcome that result in
functional impairemnt. therefore, in the term of diagnostic manual of the
mental disorder. The vascular decline is well quantified which is more
than one domainas. The vascular dementia is well distinguished from
the other form of dementia which may result from the brian ischemia,
althrough, the temporal relationship to the aspect of ischemia which is
showing the apsect which is related with the event which may provid
ethe context of unnoticed. there are various of type and multiple term of
elaborate the patholiogy which usually affect the brain tissue. such as
multi infracted dementia, small vessel diseasem, hypoperfusion and
hereditary vascular dementia.
Lewy Bodies
Title of article: lewy bodies
Date of publication: 2021
Link to the webpage
where you found the
information:
https://www.ncbi.nlm.nih.gov/books/
NBK536956/
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Summary of content found:
lewy bodies is defined as the protein which is showing the inclusion
which generally contain the disaggregated oligomer of the number of
cellular protien. therefore, the study of the lewy bodies also used to
provide the data which is well related with the contetx of disposition of
protien which is abnormal that may cause the issue of paralysis and
after that the parkinson disease. there are some of the sign and
symptoms which is well related with the contetx of visual hallucination
or seeing thing which is not present, the unpredictable change which is
showing their unpredicatble change in the term of concentration,
attention and wakefulness from the day to day sometime throughout the
day.
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Korsakoff Syndrome
Title of
article: korsakoff syndrome
Date of
publica
tion:
2021
Link to
the
webpa
ge
where
you
found
the
inform
ation:
https://www.ncbi.nlm.nih.gov/books/NBK539854/
Summary of content found:
Korasakoff syndrome is defined as the chronic disease which follow the
charatersitic which is well related with the deficiency of thiamine which
is also known as the Vitamin B1. This deficiency lead to cause the
damage of the multiple areas of the brian which may be show the
aspect which may cause the amnesia and the confusion. in addition,
Korsakoff syndrome is most commonly seen in the context which may
show the aspect which is well related with the chronic alcohol abuse and
though which can show the apsect of spectrum with the
encephalopathy. In this, the major activity are used to follow which may
show the aspect which help to provide the reveresible factor that
provide the contetx with the korsakoff syndrome.
Fronto temporal lobar degeneration (FLTD) including Pick’s disease
Title of
article: What is pick disease
Date of
publica
tion:
2020
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Link to
the
webpa
ge
where
you
found
the
inform
ation:
https://www.webmd.com/alzheimers/guide/picks-
disease#:~:text=Pick's%20disease%20is%20a
%20kind,frontotemporal%20lobar%20degeneration%20(FTLD).
Summary of content found:
picks disease is defined as the kind of disease which is similar with the
contetx of Alzhemeir which is they are less common. in addition, they
usually afefct the control of emotion, behaviour and so on, it also show
the type of disease which is well related with the frontotemporl
dementia FTD of the frontotempiral lobar degenration.
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Huntington’s Disease
Title of article: Huntingtion disease: a clincial review
Date of publication: 2010
Link to the webpage
where you found the
information:
https://pubmed.ncbi.nlm.nih.gov/21171977/
Summary of content found:
Huntington disease which is defined as the rare disease which is related
with the neurodegenerative disorder of the central nervous system
which is well charaterised by the unwanted choreactic movement,
behavioural and psychiatric disturbance and the aspect of dementia. in
addition, they also show the aspect which is well related with the aspect
of disease which may cause serious death.
Parkinson’s Disease
Title of article: Parkinson disease
Date of publication: 2015
Link to the webpage
where you found the
information:
https://www.thelancet.com/journals/lancet/
article/PIIS0140-6736(14)61393-3/fulltext
Summary of content found:
parkinson disease is defined as the neurological disorder which may
evolve with the term of various layer of the complex situation. it is also
analyse that they are usually show their charaterised behaviour which is
well related with the classical motor feature of the term of parkinson
associated with the concept of lewy bodies and the loss of dopaminergic
neurons in the context with the substantia nigra.
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Younger Onset Dementia
Title of
article: Younger onset dementia
Date
of
public
ation:
2016
Link to
the
webpa
ge
where
you
found
the
inform
ation:
https://pubmed.ncbi.nlm.nih.gov/27405890/
#:~:text=Abstract,diagnosis%20and%20management%20of
%20YOD.
Summary of content found:
the younger onset dementia is defined as the sign and symptoms which
is well related with the aspect of dementia which have show the apsect
which is more than the age of 65 years which has become more
prominent due to the population which is enahnce the baby bommer
generation. the clincial perspective and the stand point may hsow the
aspect which is well related with the assessment and management of
the younger onset disease.
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2. Describe the potential impact on the person with dementia by
listing at least (3) signs and symptoms typically observed in each
phase.
Early
Dement
ia
• Coming up with the right word.
• Remembering names when introduce to new one.
• Having difficult performing tasks in work setting.
Forgetting material that was just read.Losing of valuable
object.
• Experiencing increase trouble with planning or
organizing.
Modera
te
Dement
ia
• Forgetful or events.
• unable to recall information about themselves like
address/ telephone number.
• Experiencing confusion about where their are.
• Having trouble controlling their bowel and bladder.
• Personality and behavioral changes including suspicious
and delusions.
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Advanc
ed
Dement
ia
• Require around the clock assistance with daily personal
care. Lose awareness of recent experience as well as
surrounding.
• Changes in physical abilities including walking,
swallowing and sitting.
• Difficulty in communicating.
• Become vulnerable to infections especially pneumonia.
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3. Identify the impact of dementia on family, carers and significant
others based on the provided description. Refer to these choices:
A. Anger
B. Depression
C. Despair
D. Financial Burden
E. Isolation
F. Loss and Grieving
G. Social Devaluation
H. Social Embarrassment
Hint: Write the letters only.
Feeling of helplessness and hopelessness that can lead to
inability to sleep or trouble getting up, losing interest in
work, hobbies and social interactions
Feeling of loss of companionship, personal freedom and
control, and for the person living with dementia in terms of
loss of personhood
Resulting from frequent experience of rejection and
annoyance and frustration of the situation or especially when
the person with dementia is irrational and combative
Stress arising from the cost of care combined with other
financial responsibilities or commitments
Happens in situations when the person with dementia
manifests impolite/inappropriate behaviour or gestures in
public
Resulting from giving up holidays or hobbies, having less
time for family and friends
Outlook or view that one is less than others, stigmatised and
marginalised
Feeling a complete loss of hope, usually accompanied by
desperation, anguish and sadness
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CASE STUDY
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. Click on their logo below to access the site:
(Note: If the link is not working, copy and paste the url to your browser:
http://compliantlearningresources.com.au/network/lotus/)
(username: learner password: studyhard)
As per your role as an aged care worker, you 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.
To complete these tasks, you will need to access and review the
following documents:
Lotus Compassionate Care Handbook1
Lotus Compassionate Care Organisational Chart2
Universal Declaration of Human Rights3
(username: learner password: studyhard)
(1http://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
3http://compliantlearningresources.com.au/network/lotus/files/2017/04/Universal-
Declaration-of-Human-Rights.pdf)

1. Mr. White
Friday, 25th November 2016, 07:00 AM
Mr. Thomas White is a 75 year old resident at Lotus Compassionate
Care, staying at Room 3-1C. He has been diagnosed with Parkinson’s
disease and has been having arthritis flares. He requires support from
others in meeting his personal care needs.
When you arrived this morning, you introduced yourself and explained
why you were there.
“Good morning, Mr. White. How are you this morning?” you
greeted Mr. White.
“Look. I am so clumsy, I spilt water on my pants.” he said as he
pointed to his trousers. As he was saying this, you just listened
and reassured him.
While you were assisting him with his shower, he kept telling you in a
loud voice, “Stop fussing over me!”
Then he threw the washer on the shower floor.
“Are you okay Mr. White?” you asked him.
“My hip is sore. This arthritis!” he responded irritably. You
reassured him.
Mr. White had always been pleasant towards you. He always spoke in
a calm manner and was always polite. However, he is not quite
himself today, and he took longer than usual to finish his shower this
morning.
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1. You have finished assisting Mr. White with his morning routine. As
you got out of his room, Isabelle, a colleague of yours, greeted you
and said:
“I can’t help but overhearing you and Mr. My-Hip-is-Sore.
Complaining again, huh? I bet he’s just making that up to
get more attention.”
What would be the appropriate response to Isabelle?
Guidance: Select the two (2) best answers.
a. “I should report you to our supervisor.”
b. Disagree with Isabelle and defend Mr. White’s condition.
Warn Isabelle that if she does not stop with her mean
comments about Mr. White, you will report her for verbal
abuse.
c. Agree with Isabelle to avoid further discussion. If she
comments rudely about Mr. White again, report her to your
supervisor.
d. Explain to Isabelle that Mr. White has said he has arthritis
pain, and it is our responsibility to report this to the
supervisor.
e. “Mr. White has a right to express his needs, and we have a
legal responsibility to assist him to meet these needs.”
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2. Write a Progress Report (composed of 50 – 150 words) on Mr.
White based on the given scenario. Ensure that you follow Lotus
Compassionate Care’s Policy and Procedures for Progress
Reporting.
(http://compliantlearningresources.com.au/network/lotus/files/2018/02/Lotus-
Compassionate-Care-Handbook-v1.5.pdf)
(username: learner password: studyhard)
Requirements for storing information:
 You must write your Progress Report using this template.
(http://compliantlearningresources.com.au/network/lotus/files/2016/05/Lotus-
Compassionate-Care-Progress-Report-Template.docx)
 Save your document following organisation’s naming convention:
[client name].[initial of surname]-[room umber] (dd-mm-yy)
For example: A progress report logged 22 May 2019 for patient William
Smith of Room 5-2B will have the filename: William.S-5-2B (22-05-19)
 The document must be filed and submitted on the same day it was
logged.
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3. Write an email to Rachel Allcot, your supervisor, detailing your
observations on Mr. White. Ensure that you follow Lotus
Compassionate Care’s Policy and Procedures for Progress
Reporting.
(http://compliantlearningresources.com.au/network/lotus/files/2018/02/Lotus-Compassionate-Care-
Handbook-v1.5.pdf)
(username: learner password: studyhard)
Your email must include:
 Behaviour/s of concern observed with Mr. White
 Potential triggers of identified behaviour/s of concern
 Recommendation how to minimise or eliminate the identified
trigger/s
Guidance: identify changes in Mr. White’s physical health or
personal support requirements that may be contributing to the
triggers of observed behaviour/s of concern.
Write your email with other pertinent details in the spaces
provided.
Note: The objective of this task is to demonstrate your
ability to contribute to discussions on support planning for
patients demonstrating behaviours of concern. Share your
ideas using the email template provided; you do not need
to send an actual email.
To Rachel Allcot
<[e-mail]>
From Your email address
Subject
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Message
In this, the mr. white used to show the aggressive
behaviour after along time. in such case, the proper
communication and interaction has been taken place
which may show the behaviour which is showing the
term and ability which provide the contetx which is
tough to deal with the Mr. white in such condition.
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2. Katie Devaney
Katie is a resident at Lotus Compassionate
Care. Throughout her adult life, she has
been involved in the local volunteers
association and different fund raising
activities. She always enjoyed talking with
people.
Katie has been diagnosed with Alzheimer’s
disease some years ago. This is the reason
why she moved to Lotus Compassionate
Care.
Katie is very social and enjoys doing
different activities where she can maintain
friendships and socialise with other residents
at Lotus. These activities are very important to her; however, she
sometimes forgets when they are planned to take place.
Access and review over Katie’s Care Plan*, and answer the following
questions. (username: learner password: studyhard)
(*http://compliantlearningresources.com.au/network/lotus/files/2015/01/Katie-Devaney-Care-Plan.pdf)
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1. Review Katie’s care plan. Briefly describe your role in the following
aspects of her care and support needs:
a) Cultural and Spiritual Needs
b) Social and Recreation Needs
c) Personal Hygiene Needs
d) Sensory Needs
e) Nutrition and Hydration Needs
a: promote behaviour which is related cultural and spiritual need which
impact positive on the Katie plan of care.
b: Social and recreational aspect are also provided in order to make the
interaction and care to the katie.
c: personal hygine need is required to avoid the issue of infection.
d: Require make proper response of communication.
E: essential to make diet plan and chart which impact positive on health.
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2. List all the relevant equipment, processes and aids that are
required to help Katie achieve the goals outlined in her Care Plan.
Group and community, chair and table which is require to plan care for
the katie
3. Identify two (2) situations where you cannot provide support and
that will need the help of other personnel instead and identify the
personnel who can assist for each situation. Complete the table
below.
Situations or scenarios that are
outside of your own role
(You must list two (2))
Who can help?
personal family member
private issue family member.
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4. When traveling by car, Katie needs help to enter and alight the
vehicle.
Take a video of yourself helping Katie get in and out of a car. To
complete this task, you will need access to:
- A video recorder
- A volunteer to play the role of Katie
- A cane/walking stick to be used by Katie
- Any type of passenger vehicle typically used by care clients
(e.g. minivan, sedan, etc.)
- A safe environment to simulate the scenario (i.e. a vacant
lot)
You will be required to submit four (4) video clips to demonstrate your
completion of the skill requirements included in this activity. The
objective of this role play activity is to demonstrate your skills in
performing the following tasks correctly:
- Following correct manual handling procedures in assisting a
client get in and out of the car
- Following correct manual handling procedures in assisting a
client recover from a fall
- Support the client in using relevant aids and equipment
- Recognise and respond appropriately to situations of risk or
potential risk
- Use oral communication skills to maintain positive and
respectful relationships
- Employ flexible, adaptable and person-centred approaches
to empower client
To be able to demonstrate all these requirements, you are required to
submit one video clip for each of the scenarios described below:
Scenario 1: assisting client use relevant aids
- Wash hands before contact with the client. You may also use
a hand sanitiser.
- Have ‘Katie’ start from a sitting position, without her glasses
on.
- Assist ‘Katie’ wear her glasses (see Katie’s care plan for
additional relevant instructions)
- Assist ‘Katie’ to stand as per the video below:
Scenario 1: assisting a client to use relevant aids
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(https://www.youtube.com/watch?v=AhsCqUKuuhg)
Proper Hand Hygiene Video Demonstration
(https://www.youtube.com/watch?v=JqmhfMR0BVQ)
Scenario 2: fall recovery
- Simulate ‘Katie’ falling
- Do not move Katie. Reassure her using appropriate
communication strategies. Ask if she is alright.
- Check for potential injuries. Upon checking, you determine
that Katie is alright – she responds that she is okay, no
injuries, no head and neck pain, the left leg is a little weak,
but can still stand up.
- Simulate a call to your supervisor to report the incident.
Ensure that you describe the situation accurately (Note: You
do not need to make an actual call)
- Your supervisor gives you the following instructions to
follow and demonstrate in the video:
 Assist ‘Katie’ get back on her feet using correct
manual handling procedures
 Assist ‘Katie’ to stand and use her walking stick.
- Here’s a video you can watch for your reference in
completing this task: Helping Someone Up After a Fall
(https://www.youtube.com/watch?v=10jR0zjl19Y)
Scenario 3: getting in the car
- Guide ‘Katie’ to the car.
- Assist ‘Katie’ get on the vehicle; the video must show you
assisting ‘Katie’ until you have safely closed the car door for
her.
- Respond to potential risks in the environment (e.g. clearing
the path for ‘Katie’, assisting her put the seatbelts on,
adjusting seat position, heat/air conditioning, etc.)
- Here’s a video you can watch for your reference in
completing this task: Helping Someone into the Car.
(https://www.youtube.com/watch?v=khTKRwoWqn4)
Scenario 4: getting out of the car
- Assist ‘Katie’ get off the vehicle; the video must show you
assisting ‘Katie’ until she is on her feet and walking away
from the vehicle.
- Respond to potential risks in the environment
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Video submission:
 The length of each video clip must not exceed five (5) minutes.
 Save the video clips using the following filenames:
Scenario 1 Support Aids Video Clip-1
Scenario 2 Fall Recovery Video Clip-2
Scenario 3 Enter Car Video Clip-3
Scenario 4 Exit Car Video Clip-4
 Submit the video files along with the answered workbook.
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3. Ruth’s Kosher Diet
Ruth is a very religious woman of the Jewish faith and lives at home
with her family. She was a keen cook and followed her faith’s rules on
food preparation and presentation. She strictly followed the Kosher
dietary rules and regulations. Ruth has been diagnosed with LBD and
is not able to prepare her own food. She can feed herself if the larger
items are cut into smaller bite sized proportions. When applying for a
bed in residential care, Ruth and her family were told that the facility
had employed a Kosher trained chef who would be able to provide for
all her requirements.
A few months after moving in, the chef left the facility and Ruth was
advised that he had left all the documentation needed for the
temporary chef to follow, until a new
Kosher trained chef was employed.
At first, Ruth did not notice any
changes in her diet; but in the last
couple of days, there have been
instances of her receiving incorrect
meals. The presentation of a meal
had a milky sauce on her meat and a
glass of milk placed on her table with
her meal. One night, she was given a
dish which contained prawns.
Ruth has overheard staff making remarks such as, “Here she goes
again. ‘Take the milk off my table.’” and “Boy! Talk about ungrateful;
fresh prawns and she doesn’t want them.”
You have often cared for Ruth and have shown an interest in her
religion by listening to her explain about the Kosher rules and
regulations. You know that people of the Jewish faith may eat certain
types of meat, such as cattle and lamb, but not pig and prawns. It is
also strictly forbidden to have meat and milk combined in a dish and
that the two must not be eaten at the same time.
Ruth has decided to lodge a complaint and asked you for advice. She
feels the reason she and her family decided she stay at the facility
was the promise of helping her cope with her condition while being
able to enjoy her spirituality.
To complete the succeeding tasks, read Lotus Compassionate Care
Handbook. (username: learner password: studyhard)
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(http://compliantlearningresources.com.au/network/lotus/files/2018/02/Lotus-Compassionate-Care-
Handbook-v1.5.pdf)
1. Access and review the Universal Declaration of Human Rights.
(username: learner password: studyhard)
(http://compliantlearningresources.com.au/network/lotus/files/2016/04/Universal-Declaration-of-
Human-Rights.pdf)
Which human right was breached in the case study scenario?
a. Article 12
b. Article 16
c. Article 11
d. Article 4
e. Article 25
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2. Access and review the following resources:
Charter of Aged Care Rights
https://www.agedcarequality.gov.au/consumers/consumer-rights
List two (2) rights of the client that were breached in the scenario.
provide the food without asking.
provide the food with the acurrate preparation.
3. Does the scenario provided above show Ruth is abused and or
neglected?
a. Explain your reasoning in 25 – 100 words.
b. If your answer is yes, specify whether it is financial, physical,
or emotional abuse/neglect.
The ruth is usually believe in the jewsih cultur and that why she is
obident toward the aspect of eating. Moreover, they develop sense of
food knowledge which is well related with the cultural apsect.
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4. According to Lotus Compassionate Care Policy and Procedures, you
are required to report and convey concerns to your supervisor.
Send an email to Rachel Allcot, detailing Ruth’s concern. Write your
email in the space provided below. Specifically, your email must:
a. Be objective, factual, accurate, and in logical order
b. Identify the human right that was breached (from Question
1)
c. Identify the rights of the client that were breached (from
Question 2)
d. Include evidence of abuse/neglect if your answer in Question
3 is yes.
Note: Although reporting is typically done verbally, the main
objective of this task is to demonstrate your ability to
identify breaches of human rights and identify the relevant
details that need to be reported your supervisor. To
document this, use the email template provided below; you
do not need to send an actual email.
To Rachel Allcot
<[e-mail]>
From Student <Student’s Email Address>
Subject
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Message
Respected Racheal Allcot ,
This email is being send to you to bring into your notice
about the issues faced by a patient in a patient care
center . Ruth is the name of the patient who belong to
Jewish community and strictly follows the kosher rules
and regulations in their diet . She was promised by the
care center that her all needs will be fullfilled especially
her spiritual rights, but since the chef who followed the
kosher diet left the facility and problems started from
there ownwards . The temporary staff does not followed
the kosher rules and regulations and made comments
against her diet which forced Ruth to take action against
him by complaining to you .
This has lead to violation of patient rights :-
Ruth's social and cultural rights have been breached .
The rights to respect and dignity , right to quality care
has been breached .
Evidence of the abuse /neglect is the diet given to this
patient containing meat , milk ,and prawns which are
against kosher diet rules and regulations.
I would request you to take action against this issue
which has caused pain in terms of social and cultural
norms to the patient.
Thanking you
Regards
Sharmila
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5. You already verbally explained the rights and the Lotus
Compassionate Care Complaints Procedures to Ruth, and she has
requested you to write this information down for her.
In the space provided, write a letter to Ruth outlining the following
information:
a. Her rights in the situation
b. How to lodge a complaint
c. Information about the Aged Care Quality and Safety
Commission so Ruth can decide between making an
internal or external complaint. This must include:
 What the Commission is
 How it works
 How it can be accessed
d. How her complaint will be handled
Guidance: Ensure that your letter can easily be understood by Ruth.
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6. Suppose Ruth wanted to lodge a complaint through the Aged Care
Quality and Safety Commission. She has asked for your assistance
to navigate around the www.agedcarequality.gov.au website, so
she can file her complaint online.
Guidance:
a. On the ‘Home Page’, click on the ‘Make a complaint’ button.
b. On the ‘Make a complaint’, look for the ‘Online Complaints
Form’. Click on this link.
c. Scroll down until you see ‘Open Complaints Form’. Click on
this link.
d. Take a screenshot of the ‘Online Complaints Form’ page and
attach it in the space provided below.
Note: You are not to lodge an actual complaint on the
website!
Attach the screenshot of the “Online Complaints Form”
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7. Ruth and her family asked you about other support services you can
refer to them.
Identify two (2) support services and provide links to their websites
below.
1. The support service for jewish include jewish care. the website link for
this support service is www.jewishcare.org.
These services render support such as information, education, care
homes, mental health services, community and disability services for
jewish people.
2. Another support service includes jewish community services that
provides help to jewish people through integration of mental and
spiritual services, counselling, training programs and consultation
facilities. the website link is www.jewishboard.org
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SUBMITTING YOUR ASSESSMENT
Please ensure that you have completed ALL required work in your
Assessment Workbook before uploading your files.
Please take note that once you have submitted the assignment for
grading, you can no longer submit another assignment for the same
subject until it has been marked by an Assessor.
There are several ways to upload different types of files (video, folders,
documents, etc). Read and follow the instructions in the Submitting An
Assessment document.

WORKBOOK CHECKLIST
When you have completed assessing the assessment workbook, review
the candidate’s assessment against the checklist below:
Written Questions
Part 1 – Meeting personal support needs
Part 2 – Empowering older people
Part 3 – Supporting people living with dementia
Case Study
1. Mr. White
2. Katie Devaney
3. Ruth’s Kosher Diet
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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WE WOULD LOVE YOUR FEEDBACK!
Inspire Education is committed to ensuring you get the most out of your student
experience with us. Part of your Learning Journey is the use of our contextualised
learning materials and assessment workbooks. We would love to get your feedback on
how this material worked for you.
End of Document
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