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CHCAGE001 FACILITATE THE EMPOWERMENT OF OLDER PEOPLE |
Student first name:
Student last name:
© 2019 RTO Advice Group Pty Ltd
Eduworks Resources is a division of RTO Advice Group Pty. Ltd.
Cover image © Shutterstock www.shutterstock.com (Images 1 & 2) and © Bigstock www.bigstock.com (Image 3)
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ASSESSMENT OVERVIEW |
This Student Assessment Booklet includes all your tasks for assessment of CHCAGE001 Facilitate the empowerment of older people.
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ABOUT YOUR ASSESSMENTS |
This unit requires that you complete 6 assessment tasks. You are required to complete all tasks to demonstrate competency in this unit.
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Assessment Task |
About this task |
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Assessment Task 1: Written questions |
You must correctly answer all questions to show that you understand the knowledge required of this unit. |
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Assessment Task 2: Case studies |
You are to read two case studies and complete the questions for each |
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Assessment Task 3: Role play |
In this role play you will need to work with a new client and respond to their goals and aspirations. You are also required to answer a set of written questions after the role play is complete. |
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Assessment Task 4: Project |
This task follows on from the role play at Assessment Task 3. You are to do a safety check on a real bathroom, assuming the bathroom is Brenda’s, and determine aids and modifications that should be made to allow her to continue living independently |
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Assessment Task 5: Workplace Project |
You are to work with a real aged care client to determine ways in which they can be empowered and achieve their goals and aspirations. Part of this task requires your assessor to observe your interactions with your client, and the other part requires you to complete a detailed client report of your experiences. |
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Assessment Task 6: Supervisor Report |
Your workplace supervisor is to complete a supervisor report that confirms your ability to demonstrate a range of skills and knowledge relevant to this unit. |
Supporting resources
You may like to look at the following websites, books and documents for more information about the topics related to this unit:
Arnott, G 2011, The Disability Support Worker, Pearson Australia, Frenchs Forest, NSW.
Croft, H 2013, The Australian Carer 3rd edn, Pearson Australia, Frenchs Forest, NSW.
How to submit your assessments
When you have completed each assessment task you will need to submit it to your assessor.
Instructions about submission can be found at the beginning of each assessment task.
Assessment Task Cover Sheet
At the beginning of each task in this booklet, you will find an Assessment Task Cover Sheet. Please fill it in for each task, making sure you sign the student declaration.
Your assessor will give you feedback about how well you went in each task, and will write this on the back of the Task Cover Sheet.
Make sure you photocopy your written activities before you submit them – your assessor will put the documents you submit into your student file. These will not be returned to you.
Assessment appeals
You can make an appeal about an assessment decision by putting it in writing and sending it to us. Refer to your Student Handbook for more information about our appeals process.
Assessment plan
The following outlines the requirements of your final assessment for this unit. You are required to complete all tasks to demonstrate competency in this unit.
Your assessor will provide you with the due dates for each assessment task. Write them in the table below.
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Assessment Requirements |
Due date |
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Written questions |
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Case studies |
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Role play |
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Project |
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Workplace Project |
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Supervisor report |
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Agreement by the student |
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Read through the assessments in this booklet before you fill out and sign the agreement below. Make sure you sign this before you start any of your assessments. |
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Have you read and understood what is required of you in terms of assessment? |
Yes |
No |
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Do you understand the requirements of this assessment? |
Yes |
No |
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Do you agree to the way in which you are being assessed? |
Yes |
No |
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Do you have any special needs or considerations to be made for this assessment? If yes, what are they? |
Yes |
No |
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Do you understand your rights to appeal the decisions made in an assessment? |
Yes |
No |
Student name:
Student signature: Date:
Assessor name:
Assessor signature: Date:
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ASSESSMENT TASK COVER SHEET – ASSESSMENT TASK 1 |
Students: Please fill out this cover sheet clearly and accurately for this task.
Make sure you have kept a copy of your work.
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Name: |
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Date of birth: |
Student ID: |
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Unit: CHCAGE001 Facilitate the empowerment of older people |
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Student to complete |
Assessor to complete |
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Assessment Task |
Resubmission? |
Student |
Sufficient/ |
Date |
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Written questions |
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STUDENT DECLARATION
I declare that these tasks are my own work.
None of this work has been completed by any other person.
I have not cheated or plagiarised the work or colluded with any other student/s.
I have correctly referenced all resources and reference texts throughout these assessment tasks.
I understand that if I am found to be in breach of policy, disciplinary action may be taken against me.
Student signature:
Student name:
Date:
ASSESSOR FEEDBACK
Assessors: Please return this cover sheet to the student with assessment results and feedback.
A copy must be supplied to the office and kept in the student’s file with the evidence.
Assessor signature:
Assessor name:
Date:
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ASSESSMENT TASK 1: WRITTEN QUESTIONS |
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Task summary: This is an open book test – you can use the Internet, textbooks and other documents to help you with your answers if required. You must answer all questions correctly. Write your answers in the space provided. If you need more space, you can use extra paper. All extra pieces of paper must include your name and the question number/s you are answering. You may like to use a computer to type your answers. Your assessor will tell you if you can email them the file or if you need to print a hard copy and submit it. |
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What do I need in order to complete this assessment?
Access to textbooks and other learning materials.
Access to a computer and the Internet (if you prefer to type your answers).
When do I do this task?
You will do this task in your own time.
Write in the due date as advised by your assessor:
what do I need to do if I get something wrong?
If your assessor marks any of your answers as incorrect, they will talk to you about resubmission. You will need to do one of the following:
Answer the questions that were incorrect in writing.
What do I have to submit?
Their answers to each question.
Instructions:
This is an open book test – you can use your learning materials as reference.
You need to answer all questions correctly.
You must answer the questions by writing in the space provided.
If you need more space, you can use extra paper. All additional sheets of paper must include your name and the question number/s you are answering.
You may prefer to use your computer to type your answers. Your assessor will advise you if you can email your answers as a Word file, or if you must print and submit hard copies.
Written question answer guidance
The following written questions may use a range of ‘instructional words’, such as ‘identify’ or ‘explain’. These words will guide you as to how you should answer the question. Some questions will also tell you how many answers you need to give – for example, ‘Describe three strategies…’
Describe – when a question asks you to ‘describe’, you will need to state the most noticeable qualities or features. Generally, you are expected to write a response of two or three sentences in length.
Discuss – when a question asks you to ‘discuss’, you are required to point out important issues or features and express some form of critical judgment. Generally, you are expected to write a response of one or two paragraphs in length.
Explain – when a question asks you to ‘explain’, you will need to make clear how or why something happened or the way it is. Generally, you are expected to write a response of two or three sentences in length.
Identify – when a question asks you to ‘identify’, you will need to briefly describe the required information. Generally, you are expected to write a response of two or three sentences in length, although for some questions you may only need to write a few words or just a sentence.
List – when a question asks you to ‘list’, this means you will need to briefly state information in a list format, often with a specific number of items indicated. The length of your response may vary from just a few words to a sentence or two.
Question 1
Fill out the table below to show your understanding of the structure and the profile of the aged care sector.
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Aged care service delivery models |
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Briefly describe each of the following: |
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High-level residential care |
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Low-level residential care |
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Collocated residential care |
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Home and Community Care (HACC) |
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Community Aged Care Packages (CACP) |
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Extended Aged Care in the Home (EACH) |
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Consumer-directed care |
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Palliative care |
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Respite care |
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Support services |
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Identify three different types of agencies that can assist with support services for those who are ageing. |
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Identify three different referral networks that can assist with support services for those who are ageing. |
Question 2
What does ‘normal ageing’ mean? In your answer, identify three common signs of ‘normal ageing’. How can attitude and a healthy lifestyle improve the health and well-being of older people?
Explain how ‘ageing in place’ can be a positive approach for older people.
Provide a definition of ‘active ageing’.
Explain how the palliative care approach helps people to maintain their comfort and quality of life in the final stages of their life.
Identify two common misconceptions about older people and sexuality.
Identify one issue that could arise in older age due to a person’s gender. Provide an answer for each gender.
List five changes that occur to the human body as it ages.
List two psychological changes that can occur due to ageing.
Question 3
Write down your personal values and attitudes when it comes to older people. How do you believe that your attitudes and values may impact on your work with older people?
Fill out the table below about myths and stereotypes about older people.
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Identify three stereotypes related to ageing. |
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Identify three myths related to ageing. |
Marginalisation is defined as treating a person or group as insignificant or less important than others. Explain how an older person’s quality of life can be impacted by marginalisation/social devaluation.
Question 4
Sahra has been diagnosed with Parkinson’s disease. She asks her personal care worker, Glynnis, what she can expect in her future. Glynnis’s father died of Parkinson’s so she feels qualified to tell Sahra all about the disease and what she can expect. Glynnis talks about all the things her father experienced. Sahra is overwhelmed but Glynnis is happy to have provided her with the ‘truth’. Glynnis does not want to sugar coat it – her father never really knew what to expect and he and the family took his illness very hard. Do you believe Glynnis adhered to the role and responsibilities of her job? Explain your answer.
Imagine a client asked you to get them some over-the-counter medication. You know they are not allowed to take it and refuse. Your client pushes harder and says it will be fine, they’re okay with it and they won’t tell on you. What should you do in this situation?
Give three examples of how a worker could overstep work role boundaries with clients and their families.
Give three examples of the limitations faced by a worker in their role in the aged care sector.
Work health and safety is important regardless of the sector in which you work. List three important work health and safety responsibilities of an employee in the aged care sector.
Explain your duty of care as a personal care worker.
Explain how a code of ethics guides your work in the aged care sector.
What is the legislation you must adhere to in your state or territory in regard to anti-discrimination? Include in your response any Commonwealth legislation you must follow.
Provide three examples of ways in which clients in aged care may experience discrimination.
Question 5
Assume you are on your work placement and something happens that you really want to tell your friends and family about. Telling your friends and family means that you would need to discuss a client’s situation and identifiable information.
Should you share your experiences? Explain your answer.
You are completing your assessments for this course and need to document your experiences with three older people. Two of your clients are more than happy for you to write about them and give consent. The third client refuses to give consent as they do not want people knowing about their life and their health – that’s personal information!
List five things you could tell your client to reassure them their privacy will be maintained.
Identify the legislation you must adhere to in relation to privacy and confidentiality. Provide a brief description of its requirements.
Briefly describe the concept of disclosure. In your answer, list two situations where you would need to disclose/report information a client tells you.
Question 6
Explain how person-centred care assists older people to feel in control of their care.
Explain how a worker in the aged care sector can empower their clients.
Explain how disempowerment can impact an older person, and how it can also impact the aged care worker when providing care.
Question 7
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Jeremy has dementia. He now ignores his personal hygiene and is incontinent. However, he will follow simple instructions. |
What personal care support does Jeremy need? As Jeremy’s personal care worker, how would you encourage his participation and independence?
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Jaydia is very hard of hearing. He wears hearing aids that assist, but he still has difficulty hearing. He finds his deafness very socially isolating and tends to withdraw. |
As a personal care worker, how could you support Jaydia with this problem?
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Hamish is dying of cancer. There is a treatment available, but he chooses not to go ahead with it saying that he does not wish to prolong his life. He decides he is going to travel and do some things he has always wanted to do but never has. He has planned a tandem sky dive and white-water rafting. He seems the happiest he has been since his diagnosis. |
How will Hamish’s ‘dignity of risk’ influence the life he has left to him?
Question 8
Participating in the community is important for many people. As people age, community engagement can often become more difficult.
Think of a person you know who is elderly or imagine yourself as elderly and frail.
Identify three types of community/social participation that can encourage older people to engage socially and undertake their tasks of daily living. List three challenges that could be faced.
Choose one of the challenges that you identified above. What support could be given to someone so they can continue their community participation?
Question 9
List three indicators for each type of elder abuse in the table below.
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Type of elder abuse |
Indicators |
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Physical abuse |
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Psychological |
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Financial |
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Sexual |
If you suspected that a client was being abused, what must you do?
Question 10
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Harry has a fall during one of his walks. You help him up and assist him back to his room. He appears to be okay but is shaken. |
What should you do to report the incident (both verbally and in writing)?
Why is it important to report this incident given that Harry does not appear to be injured?
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Elsie saw Harry fall. She comes up to you and starts asking questions about Harry. ‘Why did he fall?’, ‘Why does he walk so badly?’, ‘Did he have a hip replacement like I did?’ |
How would you respond to Elsie? Why would you respond in this way?
Question 11
Provide a definition for each of the care approaches below.
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Care approach |
Definition |
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Person-centred approach |
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Enabling/reablement approach |
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Rights-based approach |
Explain how each of the care approaches below could be provided by a carer. An example has been done for you.
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Care approach |
Example of how this can be provided |
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Person-centred approach |
Example answer: We discussed all the care options with Mrs. Brown and answered all the questions. At the end of the discussion she decided that she would like assistance to shower but she will continue to clean her teeth and dress herself unaided. She said that she may need help with buttons sometimes. |
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Person-centred approach |
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Enabling/reablement approach |
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Rights based approach |
Question 12
Research a best-practice aged care program (for example, you might choose the Eden Alternative or Active Service Model).
In one to two paragraphs describe the program and why it is ‘best practice.’
Question 13
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Mabel lives at home alone. Despite having a minor intellectual disability, she is a very independent woman and enjoys working as a volunteer in the community and also helps to run an art class. Mabel fell one night and broke her shoulder. She needed surgery and spent 10 days in hospital. Once she was clinically stable, she was very upset and worried about how she would manage at home as she had no family close by. She was told that she would need support for activities of daily living for up to two months while her shoulder repaired. Mabel was worried that she would have to remain in hospital for that time, however arrangements were made for her to be discharged from hospital and receive assistance at home until she was able to be independent once more. A care plan was set up and was planned to go for six weeks at which time it would be re-evaluated. Care included showering, dressing, cleaning, transport to physiotherapy, occupational therapy, and meals on wheels. At her review after six weeks Mabel has very happy with her progress. She was going back to volunteer work one day a week and planning to go back to the art classes next week. She had cancelled the meals on wheels the previous week as she found she was able to cook for herself now. It was agreed that she no longer needed home support. |
Discuss the advantages that a reablement approach had for Mabel compared with more traditional models of care.
Question 14
Describe the concept of human rights. In your answer, refer to the foundation document developed by the United Nations that outlines our basic rights and freedoms.
Identify three ways in which a client in aged care could have their human rights ignored.
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What do I need to hand in for this task? |
Have I completed this? |
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Your answers to each question |
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ASSESSMENT TASK COVER SHEET – ASSESSMENT TASK 2 |
Students: Please fill out this cover sheet clearly and accurately for this task.
Make sure you have kept a copy of your work.
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Name: |
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Date of birth: |
Student ID: |
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Unit: CHCAGE001 Facilitate the empowerment of older people |
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Student to complete |
Assessor to complete |
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Assessment Task |
Resubmission? |
Student |
Sufficient/ |
Date |
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Case study 1 |
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Case study 2 |
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STUDENT DECLARATION
I declare that these tasks are my own work.
None of this work has been completed by any other person.
I have not cheated or plagiarised the work or colluded with any other student/s.
I have correctly referenced all resources and reference texts throughout these assessment tasks.
I understand that if I am found to be in breach of policy, disciplinary action may be taken against me.
Student signature:
Student name:
Date:
ASSESSOR FEEDBACK
Assessors: Please return this cover sheet to the student with assessment results and feedback.
A copy must be supplied to the office and kept in the student’s file with the evidence.
Assessor signature:
Assessor name:
Date:
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ASSESSMENT TASK 2: CASE STUDIES |
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Task summary: You are to read the case studies and complete the questions that follow. |
What do I need in order to complete this assessment?
Access to textbooks and other learning materials
Access to a computer and the Internet (if you prefer to type your responses).
When do I do this task?
You will do this task in your own time.
Write in the due date as advised by your assessor:
what do I need to do if I get something wrong?
If your assessor marks any of your answers as incorrect, they will talk to you about resubmission. You will need to do one of the following:
Answer the questions that were incorrect in writing.
Answer the questions that were incorrect verbally.
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Case Study 1: Marta |
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Marta is suffering from dementia that is caused by a lifetime of alcoholism. She lives at home with her husband Bill, who also drinks a lot of alcohol. A HACC worker visits three times a week. Today her HACC worker notices bruises on Marta’s arms. This is the third time this month that she has had bruises. When she asks Marta about them she just looks ahead and says nothing, humming in her normal way. When she asks Bill what happened he says, ‘I dunno – silly old cow keeps falling over. She was probably drunk again and fell out of bed.’ The worker looks at the bruising pattern. She thinks that it looks more like someone has grabbed Marta very hard. |
What signs would the worker be seeing in the bruising pattern that would indicate Marta has more than likely been grabbed hard rather than falling out of bed?
If Marta had fallen out of bed, what type of bruising and injuries would the worker expect to see?
Explain what action the worker must take in regard to the suspected abuse.
Identify at least two professional support services Marta could be referred to.
The worker no longer feels safe going to Marta’s house. This is very stressful for her as she doesn’t want to admit that she feels unsafe and insecure. She has been seeing a counsellor for other issues and decides that she wants to speak to them about how she is feeling.
When talking to her counsellor, what does the worker need to consider in terms of her workplace’s privacy and confidentiality requirements?
The worker learns that a colleague has been discussing Marta’s circumstances and her stress reaction in the lunchroom. There is often staff present who are not directly involved in client care. What legislation and ethical requirements is the colleague breaching?
What should the worker do now that they know Marta’s personal information has been discussed?
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What do I need to hand in for this task? |
Have I completed this? |
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Your answers to this case study |
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Case Study 2: Catholic service |
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The Catholic service in your care service has been changed from Tuesdays to Thursdays – the priest is not able to attend on Tuesdays anymore. Unfortunately, the service now clashes with the time that clients are able to go out for coffee in the local town. The clients are taken to the coffee shop nearby and are also able to walk around the town and do a little shopping if they wish. The Catholic clients are very annoyed that they can no longer go on their coffee excursion. It’s not their fault that the priest has needed to change arrangements! When something about it is said to a staff member, the staff member says, ‘Well, you don’t have to go to church! I’m sure God will agree that drinking a delicious cup of coffee is much more important than listening to the priest. The priest probably won’t care anyway!’ Later that same week, one of the clients overhears a couple of the workers making fun of the Catholic clients about their situation, and how they are putting a church visit above coffee and shopping. |
Do you think the Catholic clients are being discriminated against? Explain your answer.
Identify one way that the concerns of the Catholic clients could be addressed to ensure their religious needs are still respected?
What action would you take if someone in the client group tells you they want to put in a formal complaint regardless of what decision is made about the situation?
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What do I need to hand in for this task? |
Have I completed this? |
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Your answers to this case study |
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ASSESSMENT TASK COVER SHEET – ASSESSMENT TASK 3 |
Students: Please fill out this cover sheet clearly and accurately for this task.
Make sure you have kept a copy of your work.
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Name: |
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Date of birth: |
Student ID: |
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Unit: CHCAGE001 Facilitate the empowerment of older people |
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Student to complete |
Assessor to complete |
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Assessment Task |
Resubmission? |
Student |
Sufficient/ |
Date |
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Role play |
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STUDENT DECLARATION
I declare that these tasks are my own work.
None of this work has been completed by any other person.
I have not cheated or plagiarised the work or colluded with any other student/s.
I have correctly referenced all resources and reference texts throughout these assessment tasks.
I understand that if I am found to be in breach of policy, disciplinary action may be taken against me.
Student signature:
Student name:
Date:
ASSESSOR FEEDBACK
Assessors: Please return this cover sheet to the student with assessment results and feedback.
A copy must be supplied to the office and kept in the student’s file with the evidence.
Assessor signature:
Assessor name:
Date:
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ASSESSMENT TASK 3: ROLE PLAY |
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Task summary: In this role play you will need to work with a new client and respond to their goals and aspirations. You are also required to answer a set of written questions after the role play is complete. |
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What do I need in order to complete this assessment?
Your assessor to play the role of Brenda.
Access to textbooks and other learning materials.
Access to a computer and the Internet (if students prefer to type their responses).
When do I do this assessment?
You will do this task in your workplace or in the classroom (your assessor will determine the most suitable location).
Write in the due date as advised by your assessor:
what do I need to do if I get something wrong?
If your assessor sees that you have not shown appropriate skills or knowledge, they will give you some feedback and you will need to do the specific task again.
Instructions to students:
Read the information below about your new client, Brenda. You work for New Greens Aged Care Support. Before you start the role play, you will need to do some research and gather information about:
At least two types of local support services you believe would be suitable for Brenda
Fire safety in the home
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Brenda |
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Brenda has recently had a knee replacement. She has had a series of falls over time, each one leaving her more shaken and injured. Brenda wants to remain at home and age in place. The information you have so far about Brenda is as follows: She is 74 years old and is a widower. Her husband passed away two years ago. She misses him terribly. Brenda has a 46-year-old daughter, Maisie. She lives in a three-bedroom house on a decent-sized block. She doesn’t know how she is going to be able to keep her house and garden clean and tidy. She has a small friendship circle, which consists of her church friends and friends of many years. She has lost interest in cooking, and in food in general. She is terrified she will fall again. She needs to attend physiotherapy twice a week (Tuesdays and Thursdays). Maisie can take her on Tuesdays but works on Thursdays. She does not drive anymore and handed in her licence. She can’t be bothered cooking meals for herself so she tends to eat sandwiches, biscuits and cake. Brenda has a terrible fear of fire because a friend’s home caught fire from a faulty appliance. She tries to switch everything off at the power switch at night before she goes to sleep, except for the appliances that must run. She is very scared she will eventually be put in a home. She couldn’t bear to leave her family home and the memories of her husband. You work for New Greens Aged Care. |
Your assessor will play the role of Brenda. Your job is to talk to Brenda and empower her to have a better quality of life as she ages in place for as long as possible.
Brenda will respond to your questions and give you further information that will help you during the discussion.
After the role play you will need to answer a set of questions. Make sure you answer each question in as much detail as you can.
What was your duty of care when advising Brenda of appropriate options?
If Maisie asked you about Brenda’s nutrition and how her health is in this regard, what would you say to ensure that you are adhering to standard service policy and protocols?
What strategies would you use to maintain the trust and goodwill you have established with Brenda?
Explain why services need to be reviewed as time passes, and why adjustments to services may be required.
What would you tell Brenda about her rights in regard to this situation and what she can do to make sure the community centre staff are aware of the instructor’s behaviour?
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Brenda refuses to go back to the community centre and the program. You are disappointed because she had made such progress and has made many new friends. She doesn’t get to see her friends very often now. Brenda is very firm about accessing a new fitness program and a new centre. You do not think she is doing the right thing – she has submitted a complaint about the instructor and the centre is investigating. You think she should go back and hold her head high. |
Explain why it is not appropriate for you to put your opinions on Brenda – in your answer, refer to the principles of person-centred and rights-based care.
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What do I need to hand in for this task? |
Have I completed this? |
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Your answers to the questions |
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Information gathered on support services |
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ASSESSMENT TASK COVER SHEET – ASSESSMENT TASK 4 |
Students: Please fill out this cover sheet clearly and accurately for this task.
Make sure you have kept a copy of your work.
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Name: |
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Date of birth: |
Student ID: |
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Unit: CHCAGE001 Facilitate the empowerment of older people |
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Student to complete |
Assessor to complete |
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Assessment Task |
Resubmission? |
Student |
Sufficient/ |
Date |
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Project |
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STUDENT DECLARATION
I declare that these tasks are my own work.
None of this work has been completed by any other person.
I have not cheated or plagiarised the work or colluded with any other student/s.
I have correctly referenced all resources and reference texts throughout these assessment tasks.
I understand that if I am found to be in breach of policy, disciplinary action may be taken against me.
Student signature:
Student name:
Date:
ASSESSOR FEEDBACK
Assessors: Please return this cover sheet to the student with assessment results and feedback.
A copy must be supplied to the office and kept in the student’s file with the evidence.
Assessor signature:
Assessor name:
Date:
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ASSESSMENT TASK 4: PROJECT |
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Task Summary: This task follows on from the role play at Assessment Task 3. You are to do a safety check on a real bathroom, assuming the bathroom is Brenda’s, and determine aids and modifications that should be made to allow her to continue living independently. |
What do I need in order to complete this assessment?
Access to a bathroom.
A camera (you can use your mobile phone camera).
Bathroom Safety Checklist (at the end of this task).
When do I do this task?
You will do this task in your own time.
Write in the due date as advised by your assessor:
what do I need to do if I get something wrong?
If your assessor identifies that you did not complete the checklist correctly or answer the questions correctly, you will be asked to fix the parts that are wrong and resubmit.
Instructions:
At Assessment Task 3 it was established that Brenda has a fear of falling again. She seems to have great concern that this will occur in her bathroom, and does not use the bath and feels unsafe in the shower.
For this task, you are required to choose a bathroom and take photos of it. You are to assume that this is Brenda’s bathroom. You can choose your own bathroom, a bathroom at your RTO, a bathroom in your workplace or work placement service, etc. Ensure the photos show as much of the area as possible.
Using the Bathroom Safety Checklist (provided), complete a safety check of this bathroom. Remember that the purpose of this task is to identify aids and modifications that can help Brenda feel more empowered and safer.
Make sure you do the safety check while you are in the bathroom so you can answer each item.
Complete the questions at the end of this task.
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Bathroom Safety Checklist |
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Student name: |
Date: |
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Yes/No |
Comments |
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Does the floor have a non-slip surface? |
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Is access to the shower safe? (For example, is there a raised section of tiles to step over, is the door in good condition, etc.) |
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Is there room for a seat near the shower? |
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Is there room for a seat in the shower? |
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Is there a grab rail in the shower and in the bath? |
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Is there a grab rail near the toilet? (If the toilet is in the bathroom, otherwise note ‘NA’.) |
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Is lighting in the room adequate? |
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Is there adequate heating? |
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Is there sufficient ventilation to prevent condensation? |
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Is there sufficient room near the shower area for a worker to provide assistance and support as required? |
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Are there any other safety issues? |
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When you have completed the safety check, answer the following questions:
Is the bathroom currently safe for both Brenda and her future personal care worker? Explain your answer.
List two recommendations you could make so this bathroom could be safer for Brenda. List two aids and two modifications required to reduce risk of injury or illness.
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What do I need to hand in for this task? |
Have I completed this? |
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Photos of the bathroom (you can print these out or email them to your assessor) |
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Your completed checklist |
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Your answers to the questions |
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ASSESSMENT TASK COVER SHEET – ASSESSMENT TASK 5 |
Students: Please fill out this cover sheet clearly and accurately for this task.
Make sure you have kept a copy of your work.
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Name: |
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Date of birth: |
Student ID: |
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Unit: CHCAGE001 Facilitate the empowerment of older people |
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Student to complete |
Assessor to complete |
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Assessment Task |
Resubmission? |
Student |
Sufficient/ |
Date |
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Workplace Project |
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STUDENT DECLARATION
I declare that these tasks are my own work.
None of this work has been completed by any other person.
I have not cheated or plagiarised the work or colluded with any other student/s.
I have correctly referenced all resources and reference texts throughout these assessment tasks.
I understand that if I am found to be in breach of policy, disciplinary action may be taken against me.
Student signature:
Student name:
Date:
ASSESSOR FEEDBACK
Assessors: Please return this cover sheet to the student with assessment results and feedback.
A copy must be supplied to the office and kept in the student’s file with the evidence.
Assessor signature:
Assessor name:
Date:
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ASSESSMENT TASK 5: WORKPLACE PROJECT |
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Task summary: You are to work with a real aged care client to determine ways in which they can be empowered and achieve their goals and aspirations. |
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What do I need in order to complete this assessment?
Access to an aged care workplace
Access to an aged care client
Access to workplace policies and procedures
Access to aids and equipment
Permission from your supervisor and the client to undertake this task.
When do I do this task?
You will do this task in your workplace. The first part will be completed during one of your assessor’s workplace visits.
Write in the due date as advised by your assessor:
what do I need to do if I get something wrong?
If your assessor identifies that you did not complete all requirements of this task correctly, they will give you feedback and you will need to redo the incorrect part again.
Instructions:
This task requires you to work with a real client in your aged care workplace. You are to find out what they would like to achieve to feel more empowered and have a better quality of life (this may be in regard to their health or social wellbeing, for example). Your role involves responding to their goals and aspirations by identifying and providing services that meet their needs.
Your assessor will observe your initial interaction with your client.
You are also required to complete the attached Client Report template, and will need your supervisor to sign off on it. This will need to be completed over a period of time – this is so your client has time to access the service/s and there is time for them to make changes to services if and as required.
You must get permission from your supervisor to work with the client you have chosen (they may determine the client isn’t suitable to participate in this assessment, and may suggest another client). Once your client has been chosen, you must obtain permission from them to participate in this task.
You must not proceed with this assessment until the forms have been signed by your supervisor and the client who is participating.
Once you have the necessary permissions, you will need to do the following.
Meet with your client and learn about their goals/wishes. Your assessor will observe this part of the task.
During this part your assessor will be looking to see that you can:
Use a person-centred approach
Respect differences in regard to the client’s cultural, spiritual and social needs and preferences
Encourage the client to feel comfortable to express themselves and talk openly about their needs, preferences, wishes, etc
Avoid imposing your own values and attitudes
Allow the client dignity of risk when making decisions
Show that you can establish a trusting relationship with the client
Empower the client in regard to taking some responsibility in achieving their goals and aspirations to achieve better health and quality of life
Discuss any physical and social enablers and disablers the client may have
Discuss service options that would empower the client
Discuss the risks involved with ageing, especially those that may impact the services being considered and the client’s activities of daily living
Discuss with the client their rights, your service’s complaint mechanisms and how you will ensure their safety
Discuss with the client their right to privacy and confidentiality and how you and the organisation ensure client information is kept private.
You can use the information in the Client Report template below to guide your discussion.
Once the client discussion is over, you will need to work with your supervisor or colleagues to organise client access to the services discussed.
Complete the Client Report over a period of time, reflecting on your experience with your client. Use the Client Report template provided to help guide you in your response. Make sure you provide as much detail as you can about each section. Get your supervisor to sign off at the end of the report.
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Client Report |
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Student name |
Assessment task |
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Supervisor name |
Date |
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Workplace |
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Identifying goals and aspirations |
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What were the goals/wishes and aspirations of your client? |
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What physical and social enablers and disablers were identified? |
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About the client |
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Provide some information about the client’s background, including: Cultural background Religious background Spiritual background Social background What diverse needs do they have? Remember to maintain privacy and avoid providing information that may directly identify your client. |
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How did you empower your client to express their identity and preferences? Did you at any stage find it difficult to not put forth your own personal opinion, or did you need to make sure your own values and attitudes were not coming through during your discussion? |
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How did you consider your client’s background when identifying services? |
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What risks or potential risks did you discuss with the client that are related to the ageing process? How did you ensure they understood that these changes can impact their ability to do activities of daily living? |
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Services provided |
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What services were identified and organised for your client? Explain how you organised them. |
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What information did you gather and share with your client to help them make informed decisions and to promote independent living? |
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How did you ensure that your client’s rights were upheld when accessing services? |
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What aids or modifications were used to support the client with independent living? |
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Workplace requirements |
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Explain the following legal and ethical requirements you considered when working with your client. Privacy and confidentiality Consent Work role boundaries Health and safety |
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Identify five workplace policies and procedures you followed when working with your client and why you needed to adhere to them. |
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Explain how you ensured the safety of your client when determining services. In your response, refer to dignity of risk, WHS and duty of care. |
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What are your workplace’s procedures when a client has a complaint? Complaints may be in regard to your own workplace or one of the services they are accessing. |
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Supervisor signature: |
Date: |
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What do I need to hand in for this task? |
Have I completed this? |
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Completed Client Report |
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Working with Clients – Permission Form |
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Family member or carer’s approval (obtain this if the client is unable to give permission themselves) Dear My name is
As part of my study I am required to facilitate the empowerment of a client and identify support services that align with the client’s goals and wishes. I am asking your permission to work with <insert client name> for this project. The project will involve: Finding out the client’s goals and wishes Applying a person-centred approach Identifying appropriate services to meet their needs Organising access to services I will be supervised at all times during the task. I would welcome your family member’s participation in this project if you would like them to be involved. Please sign below to show your agreement. Name: Signature: Date: |
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Supervisor’s approval I, , <Supervisor’s name> approve <student’s name> to undertake this project with <Client’s name>. Approval is dependent on the following conditions: The student must be supervised at all times when working with the client. The student must seek approval of their planned activity prior to implementation. The client or their family may request that this project be stopped at any point. In this case, other arrangements will be made in consultation with the student, the student’s assessor and myself. Supervisor’s name: Signature: Date: |
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OR |
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Client approval (Use this if the client is able to give permission themselves) Dear My name is
As part of my study I am required to facilitate the empowerment of a client and identify support services that align with the client’s goals and wishes. I am asking for your permission to work with you for this project. The project will consist of: Finding out your goals and wishes Applying a person-centred approach when working with you Identifying appropriate services to meet your needs Organising your access to services I will be supervised at all times during the task. I would welcome your participation in the project if you would like to be involved. Please sign below to show your agreement. Name: Signature: Date: |
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Supervisor’s approval I, , <supervisor’s name> approve <student’s name> to undertake this project with <client’s name>. Approval is dependent on the following conditions: The student must be supervised at all times when working with the client. The student must seek approval of their planned activity prior to implementation. The client or their family may request that this project be stopped at any point. In this case, other arrangements will be made in consultation with the student, the student’s assessor and myself. Supervisor’s name: Signature: Date: |
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ASSESSMENT TASK COVER SHEET – ASSESSMENT TASK 6 |
Students: Please fill out this cover sheet clearly and accurately for this task.
Make sure you have kept a copy of your work.
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Name: |
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Date of birth: |
Student ID: |
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Unit: CHCAGE001 Facilitate the empowerment of older people |
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Student to complete |
Assessor to complete |
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Assessment Task |
Resubmission? |
Student |
Sufficient/ |
Date |
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Supervisor report |
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STUDENT DECLARATION
I declare that these tasks are my own work.
None of this work has been completed by any other person.
I have not cheated or plagiarised the work or colluded with any other student/s.
I have correctly referenced all resources and reference texts throughout these assessment tasks.
I understand that if I am found to be in breach of policy, disciplinary action may be taken against me.
Student signature:
Student name:
Date:
ASSESSOR FEEDBACK
Assessors: Please return this cover sheet to the student with assessment results and feedback.
A copy must be supplied to the office and kept in the student’s file with the evidence.
Assessor signature:
Assessor name:
Date:
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ASSESSMENT TASK 6: SUPERVISOR REPORT |
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Task summary: Your workplace supervisor is to complete a report to confirm your ability to demonstrate a range of skills and knowledge required of this unit. |
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What do I need in order to complete this assessment?
Access to your workplace
Access to clients
Access to workplace policies and procedures
Your supervisor
The Supervisor Report (see end of this task).
When do I do this task?
You will need to give the report to your supervisor – they will confirm your performance.
Write in the due date as advised by your assessor:
what do I need to do if I get something wrong?
If your supervisor identifies that you did not complete any requirements in the report, your assessor will ask you to redo that requirement again.
Instructions:
Put your name on the Supervisor Report
Give a copy of the report to your workplace supervisor
It is your responsibility to get the completed report back from your supervisor and submit it for assessment.
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Instructions to the Supervisor |
As part of the evidence of competency for this student, we are seeking reports from the student’s supervisor. This forms part of the evidence for the unit CHCAGE001 Facilitate the empowerment of older people.
What is the purpose of this?
The purpose of this process is to gain confirmation from someone who has worked regularly with the student who can verify that the student performs their skills satisfactorily to workplace requirements on a regular basis.
How will the information I provide be used?
The assessor will use the information you provide in this report, combined with other assessment evidence provided by the student to make a final decision about competency.
How and when do I fill in the report?
You do not need to observe the student over a particular period of time or completing certain tasks. If you place a tick in the ‘Yes’ column in the report, you are confirming that you are comfortable with the student’s skills in the relevant area and that you have seen them work satisfactorily to workplace expectations.
Please also include comments and examples in the space provided wherever possible.
If you do not believe that the student demonstrates appropriate skills in the area listed, please place a tick in the ‘No’ column and provide reasons and comments about why you have said ‘No’.
If you are unsure or not able to comment on the student’s skills in a particular area, please place a tick in the ‘Not able to confirm’ column.
What should I do if I am unsure of the expectations?
Please contact the student’s assessor if you are unsure of any of the requirements of filling in this Supervisor Report. The student will have their direct contact details.
Who should fill in this report if I am unable to do so?
If you are not able to confirm the student’s skills in all of the following areas, please confirm the areas you can and ask another qualified person from the workplace to confirm skills in the other areas. They will also need to sign the report.
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SUPERVISOR REPORT |
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Student’s name: |
Date of report: |
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Supervisor name: |
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Workplace: |
Contact Number/s: |
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Do you understand the expectations and requirements of your role based on the above information? YES NO |
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Please fill in the following report.
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Area/ Skills to be confirmed |
Yes () |
No () |
Not able to confirm () |
Provide examples or comments on student’s skills and performance in this area |
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Did the student show respect for clients’ cultural differences? For example, by respecting rituals and customs, by respecting and understanding any religious beliefs and customs, applying a non-discriminatory approach, learning about the differences between themselves and their clients, applying a sensitive approach, not passing judgment or trying to enforce own values, etc. |
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Did the student show respect for clients’ social differences? For example, by respecting friendship groups, relationships, family dynamics, encouraging the development of friendships and relationships, not passing opinions or judgments on aspects of clients’ social lives and interactions, learning about clients’ lived experiences and how this has made them into who they are, treating clients with respect and dignity regarding their choices, etc. |
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Did the student show respect for clients’ spiritual differences? For example, by respecting clients’ beliefs, the associated customs and celebrations, not belittling clients, not trying to force or discuss own spiritual beliefs, being open to learning about the differences between themselves and their clients, etc. |
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Did the student demonstrate effective communication skills to develop and maintain trust and goodwill with clients? For example, by talking in a way that their clients can understand, by providing information in preferred languages and formats/media, by being supportive and empathetic, by using appropriate body language and non-verbal cues, being friendly and interested in what they have to say, not interrupting, etc. The student must be able to maintain good relationships with clients over a period of time, which should be seen in the way clients respond and communicate with the student, and how they treat each other with mutual respect and interest. |
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Did the student maintain privacy, confidentiality and dignity of clients by following workplace procedures? For example, by not passing on confidential information without consent, by ensuring clients understand how information will be used, stored and shared, by allowing clients to have their privacy where required, allowing dignity (such as when discussing support required, discussing clients’ preferences and needs, helping clients with activities of daily living, etc). |
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Did the student work with clients to determine appropriate services to meet their needs and preferences? Appropriate services should be those that are tailored to client needs, and take into consideration their cultural, social and spiritual background, their current health status and needs. The student must apply a person-centred approach, focusing on clients’ strengths and wishes rather than using negativity or referring to areas that need to be ‘fixed’. Clients must have the right to make decisions in the services being provided and to refuse the services suggested. |
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Did the student avoid imposing their own values and attitudes on clients? For example, this may include allowing clients to exercise dignity of risk even if they do not approve, not trying to force services or activities on clients because they think it’s best for them (and the client does not), not passing judgment on the client’s personal preferences, etc. The student must be supportive and encouraging at all times to ensure clients are empowered and taking control of their lives as much as possible. |
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Did the student encourage clients to participate in activities of daily living as much they are able to do so, and to provide support where needed? For example, support may include assistance with specific tasks that are proving difficult due to ageing, allowing dignity of risk, being respectful of the client’s feelings and sensitivities about their abilities, obtaining aids and modifications to support them, reviewing existing plans and services, etc. |
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Did the student provide information to clients to support and encourage them to maintain activities of daily living as much as possible? For example, this may include information about aids, modifications, other support services, etc. The student must show a positive, motivational and encouraging approach when providing information, and make sure information is provided in formats and languages that clients can understand. |
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Did the student adjust services as required to meet client needs? For example, services may need to be changed if clients cannot access them any longer, the services aren’t providing the expected outcomes, clients are unhappy with the provider or the person they are dealing with, client physical and/or emotional wellbeing needs change, funding to services changes, etc. |
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Did the student demonstrate a flexible, adaptable and person-centred approach to work? For example, by respecting the clients’ own schedules, by treating the client as an individual, by involving the client in decision making, and adapting or changing services to meet the clients’ needs, etc. |
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Did the student ensure that clients understood their rights, as well as those related to complaints processes? For example, this may include discussing the complaints procedure, providing the client with service information, charter of rights, discussing with the client workers’ roles and responsibilities and limitations, etc. |
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Did the student demonstrate the ability to identify risks and take appropriate action to address the risks? For example, this may include risks related to the client’s health, the risks related to impacts of ageing on the body, risks within the client’s home that impact their ability to maintain independence, security risks, hygiene risks, risks related to services/activities being provided, risk to mental health, risks to social wellbeing, etc. |
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Did the student demonstrate the ability to follow workplace health and safety procedures? For example, this may include reporting any concerns about the wellbeing/welfare of clients, completing incident reporting, ensuring the workplace environment is safe and free of hazards, working in a manner that respects the safety of those around them, ensuring services to be provided to clients are safe, ensuring clients’ homes are safe and secure, allowing dignity of risk in decisions made, yet still considering duty of care obligations, etc. |
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Please provide any further comments or observations you have made about the student’s performance in relation to the skills required as above. |
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Supervisor’s signature: |
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Supervisor’s name: |
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Date of report: |
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