ASSESSMENT TOOL
CHCCCS015Provide Individualised Support
STUDENT VERSION
| ASSESSOR to complete this section | |
| Name of assessor | |
| Date of assessment | |
| Date review completed | |
Contents
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Name |
Details |
Page No. |
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CHCCCS015 |
Assessment Tool Cover sheet |
3 |
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Task 1 |
Assessor and Student Instructions |
4 |
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Task 1 of 4 |
Knowledge Questions |
5 |
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Task 2 |
Assessor and Student Instructions |
10 |
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Task 2 of 4 |
Case studies |
11 |
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Assessment Record form for CHCCCS015 |
17 |
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Task 3* |
Simulated Task |
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Task 4 * |
Workplace Observation (separate file common for all units) |
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*Tasks 3 and 4 will be given separately
Assessment Tool Coversheet: Cluster 4 SUPPORT
| CHC33015 | Certificate III in Individual Support |
| CHCCCS015 | Provide Individualised Support |
| Name of Student |
The assessment activities and materials attached contribute to the provision of evidence for ACSF indicator/s of competence in [core skill] at [ACSF level] .
This tool contains:
Context
Unit competency mapping
Method of Assessment
Preparation/Requirements for the administration of the task(s)
Assessor instructions and Learner instructions
Requirements for satisfactory completion
Answer key (Marking Guide, Answer sheets, Observation Checklist etc.) as appropriate for each task
Acknowledgements
Reading text or audio/video transcript (as appropriate)
Assessment Task(s) sheets for Learner:
Learner Response Sheet(s) / Question sheet(s), Observation checklist, etc. (as appropriate)
Learner and interlocutor cue cards (as appropriate)
Assessment Record Form for units of competence (Downloaded January 2019 and attached here. (Check on QMS for currency)
This assessment tool contains:
Four assessment task/s
QN Task 1: Knowledge Questions
QN Task 2: Case study
DO Task 3: Simulated task
WO Task 4: Workplace observation
Appeals Procedure: AMES Australia has implemented systems to ensure that all learners are entitled to fair, equitable and consistent treatment. See the Quality Management System (QMS) Learner Complaints and Appeals Procedure TDM-06.
Requirements for a competent result
To attain a competent result for Unit CHCCCS015 the learner must completefourtasks to a satisfactory standard as outlined within each task.
TASK 1 ASSESSOR AND STUDENT INSTRUCTIONS
Task 1 of 4 Knowledge questions
| Unit: | CHCCCS015 Provide Individualised Support | |
| Method of Assessment | QN Questioning verbal or written | |
| Due Date | Friday, 10/09/21 | |
| Summary and purpose of assessment | This is a written assessment and the student is required to answer 11 questions.The purpose of this assessment is for the student to answer questions and demonstrate knowledge required to organise, provide and monitor support services within the limits established by an individualised plan. | |
The topics covered in this assessment are:
individualised support plans
roles and responsibilities of different people in the care of older people
understanding your role at work and boundaries
different service delivery models and what they mean
legal and ethical requirements, including rights and mandatory reportingAssessor instructionsThe assessor is to provide copy of assessment to student and explain in full what is required. Students can clarify questions when they are undertaking the task.
The answers should be evaluated on the basis of the marking guide provided.
If a student provides an acceptable answer not on your marking guide record the answer and add it to the marking guide in the next validation session.
At the end of each assessment the students will get the outcome of the task with feedback.
Follow AMES procedures for:
Reassessment -If a student is deemed to be “Not Satisfactory” in this task, they are eligible to resubmit.
Records The judgement decision must be recorded appropriately in accordance with AMES Australia’s record keeping processes.Student instructions
Task descriptionIn this assessmentyou will be directed to the reference books which are to be used.
Please read all the information given to you before starting each assessment task. If you do not understand some or all of the instructions, please ask your trainer/ assessor for assistance.
All questions should be answered. Use the spaces provided to record your response to each of the following questions. Requirements for satisfactory completionFor a satisfactory result on this task, students must answer ALL questions correctly.Assessment
ConditionsStudents will be advised of the due date for this assessment at the time the assessment is given. Students will work individually on this task
Time: 3 weeks
Location: Students will work outside class hours at home on this assessment. Reasonable adjustmentModify the learning environment or make changes to the training delivered to assist learners with a disability or similar problems.Resources/EquipmentTREC Resources- MyAMES: CHCCCS015 Provide Individualised Support
References:
Long term caring by Karen Scott, Margaret Webb and Sheila Sorrentino
The Australian Carer by Helen CroftAssessment retentionAs it is important to keep all documents in the task set secure for future assessment purposes, please DO NOT hand out the answer key after marking or allow learners to keep their corrected response sheets when giving feedbackAcknowledgements:Assessment Task Developers: Sheela Nair / Anita MathewAs it is important to keep all documents in the task set secure for future assessment purposes, please DO NOT hand out the answer key after marking or allow learners to keep their corrected response sheets when giving feedback.TASK 1 Knowledge QuestionsRead the questions carefully and write your answer in the space provided: Q.1
What are the most important duties of a PCA’s work role? Why is it important to know your work role boundaries?
Marking
⚪ Satisfactory ⚪ Not yet satisfactory
Q.2
List two rightsfor clients who choose the following services;
Residential Aged Care
Home Care
Disability Services
Marking
⚪ Satisfactory ⚪ Not yet satisfactory
Q.3
What methods are followed in your organisation to ensure that the service delivered to clients meets the necessary standard?
Marking
⚪ Satisfactory ⚪ Not yet satisfactory
Q.4
Explain the term self- determination? Give one example on how you can support a person’s self- determination (minimum 40 words)
Marking
⚪ Satisfactory ⚪ Not yet satisfactory
Q.5
How can you maintain the privacy, dignity and confidentiality of a client when you followtheir care plan? Give two examples
Marking
⚪ Satisfactory ⚪ Not yet satisfactory
Q.6
List2reasons for keeping accurate reports or records(= Why do we document our work?)
Marking
⚪ Satisfactory ⚪ Not yet satisfactory
Q.7
What is meant by mandatory reporting? (minimum 25 words)
Marking
⚪ Satisfactory ⚪ Not yet satisfactory
Q.8
When are you allowed to disclose a client-related information?
What should you do before sharing any information about clients?
Marking
⚪ Satisfactory ⚪ Not yet satisfactory
Q.9
Name 2 examples of service delivery models in the aged care sector and explain what they mean.
Marking⚪ Satisfactory ⚪ Not yet satisfactory
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Q.10 Read each scenario and write your response, listing at least two actions you would take, to assist in providing a safe, healthy, clean and comfortable environment in each case. |
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Scenario |
Answers should include any 2 responses like: |
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Mr Jackson is watching television. His chair is not comfortable |
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Rose and Ruby are PCAs. They are trying to lift Mr Paul from bed using a broken sling |
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You are not given proper training in emergency evacuation procedures |
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You are asked to do a double shift without a break |
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Your colleague is attempting to lift a heavy client and transfer to the wheelchair |
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Resident Dina lives in a small room at your facility. She needs a standing hoist to assist with her transfers, but she has a large table in the room. |
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| Michael plays his music at the maximum volume. It is very loud and other residents are not happy about this. | |
| A worker leaves a very hot cup of tea next toa client who suffers from Parkinson’s disease. | |
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Peter has dementia and he tries to jump out of an open window |
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Mrs Carol is a resident at your facility. She refuses to have showerswhen the carer goes to help her. What can you do? |
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| Marking |
⚪ Satisfactory ⚪ Not yet satisfactory |
| Q.11 |
Explain the term dignity of risk and give one example |
Marking
⚪ Satisfactory ⚪ Not yet satisfactory
| Assessors, tick as appropriate: | |||||||||
Outcome of Task: Satisfactory Unsatisfactory
Feedback provided to student:
Learner signature
Date:
Assessor nameAnita MathewAssessor signature _Anita Mathew
If no learner signature, reason:
TASK 2 ASSESSOR AND STUDENT INSTRUCTIONS
| Unit: |
CHCCCS015 Provide Individualised Support |
| Method of Assessment: | QN Questioning verbal or written |
| Due Date | |
| Summary and purpose of assessment | This is a written assessment with a series of case studies presented.The purpose of this assessment is for the student to read the case studies and answer questions in relation to providing support to older people in care. |
The topics covered in this assessment are:
following individualised support plans/care plans
making older clients aware of their rights
duty of care
encouraging older people to participate in daily living activities
communicating supportively
keeping recordsAssessor instructionsThe assessor is to provide a copy of the assessment to the student and explain in detail what is required.
The answers should be evaluated based on the marking guide provided.
If a student provides an acceptable answer not on your marking guide record the answer and add it to the marking guide in the next validation session.
Follow AMES procedures for
Reassessment -If a student is deemed to be “Not Satisfactory” in this task, they are eligible to resubmit.
Records– The judgement decision must be recorded appropriately in accordance with AMES Australia’s record keeping processes.Student instructions Task descriptionThis is written assessment where students read case studies and apply what they have learnt about individual support plans and supporting older people in care.
Please read all the information given to you before starting each assessment task. If you do not understand some or all of the instructions, please ask your trainer/ assessor for assistance
All questions must be answered correctly. Use the spaces provided to record your response to each of the following questions.
Your performance at the workplace will be assessed and your performance must show that you can do the tasks assigned competently. Requirements for satisfactory completionFor a satisfactory result for this task, students must answer all the questions correctly.Assessment
ConditionsStudents will be advised of the due date for this assessment at the time the assessment is given. Students will work individually on this task.
Location: AMES classrooms and student’s home.Reasonable adjustment:Modify the learning environment or make changes to the training delivered to assist learners with a disability or similar problems.Resources/EquipmentAspire Learner guide:CHCCCS015 Provide Individualised Support
Long term caring by Karen Scott, Margaret Webb and Sheila Sorrentino
The Australian Carer by Helen CroftAssessment retentionAs it is important to keep all documents in the task set secure for future assessment purposes, please DO NOT hand out the answer key after marking or allow learners to keep their corrected response sheets when giving feedbackAcknowledgements:Assessment Task Developers: Sheela Nair / Anita MathewAs it is important to keep all documents in the task set secure for future assessment purposes, please DO NOT hand out the answer key after marking or allow learners to keep their corrected response sheets when giving feedback.
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Read the given Case study 1 and provide a written answer to the questions 1, 2 and 3. |
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Case study 1 Tina is a support worker at an aged care facility. She looks after Wendy. Wendy is 80 years old. Tina came to work a bit late today and is hurrying to complete all her tasks. Wendy told Tina that she could walk but only slowly. This is stated in her care plan too and Tina knows that. The care plan also states that Wendy can do up the buttons on her shirt slowly and comb her hair. The care plan states that carers are to only provide supervision to Wendy during the shower, encourage her to maintain independence and to put on socks as Wendy can’t bend down. Today Tina didn’t listen to Wendy, asked her to stand up and took her to the bathroom in a shower chair saying that Wendy would take a long time to walk to the bathroom as she was slow. Tina showered Wendy and dressed her quickly saying that she hadto rush to other residents to provide care. Tina promised to give Wendy more time to walk to the bathroom and do her buttons up the next time she looked after her but not today. Tina didn’t even have time to make Wendy’s bed and promised she would come back to make it after lunch or before her shift ends. She said it would even be better if Wendy made the bed today. |
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Q.1 |
Did Tina provide quality care to Wendy? Explain the reason for your answer (approximately 50 words) |
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Marking |
⚪ Satisfactory ⚪ Not yet satisfactory |
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Q.2 |
If you were in Tina’s place what would you do to ensure client participation? (Approximately 50 words). |
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Marking |
⚪ Satisfactory ⚪ Not yet satisfactory |
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Q.3 |
Explain what Wendy could do if she was unhappy about the support provided? (approximately 10 words) |
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Marking |
⚪ Satisfactory ⚪ Not yet satisfactory |
| Read the following case study and answer questions 4, 5, 6 and 7. | |
| Case study 2 |
Susan Jones lives at home with her husband Samuel. She is 76 years old. She receives assistance with ADLs such as showering, dressing and grooming from your home care agency on a daily basis. She uses a 4-wheel walking frame to support her mobility. Every day she walks with her husband for about 20 minutes in their backyard. Recently her husband said that she wasn’t able to walk a long distance. A carer talks to her about the matter and reports to the supervisor who arranges for an OT to review Susan. The OT recommends using a wheel chair for supporting her mobility if she needs to walk more than 50 steps.Q.4
How can the carer develop and maintain trust with Susan and Samuel while caring for her?
Marking
⚪ Satisfactory ⚪ Not yet satisfactory
Q.5
What can you do to find out about Susan’s preferences and strengths?
Is it important to include Samuel in the conversation?
Marking
⚪ Satisfactory ⚪ Not yet satisfactory
Q.6
Can the carer suggest to Susan’s family to buy a wheelchair? Explain your answer
Marking
⚪ Satisfactory ⚪ Not yet satisfactory
Q.7
What part of the care plan needs a review? Why?
Marking
⚪ Satisfactory ⚪ Not yet satisfactory
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Case study 3 Read the care plan for Muriel Jackson given in case study 3 and the scenarios based on it given below and answer questions 8, 9, 10, 11, 12, 13, 14 and 15. |
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Lakeshore Gardens |
CARE PLAN |
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Date |
25/08/2019 |
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Client |
Muriel Jackson |
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Sex |
Female |
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Age |
81 |
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Weight |
89 kg |
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Height |
160cm |
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Diagnosis |
Arthritis Slight Lower limb weakness and pain in left shoulder Light Memory loss |
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Personalcare needs |
Assist with appropriate clothing choice Assist to put toothpaste on her toothbrush Assist with toileting and showering Shampoo her hair every second day Assist with dressing and grooming Wear a light pink cardigan always. Assist with mobility Needs a wheelchair for distances more than 15 steps Needs help with putting on socks and shoes. Prefers to have all her meals in the dining room. Likes to go to her own hair dresser every second month |
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Dietary needs |
Likes chicken and pasta. Allergic to dairy products. Drinks only fresh juice |
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Activities preferred |
Likes to draw and paint. Interested in puzzles. Likes music and is interested in watching the news at 6 pm daily. Likes to watch channel 9. |
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Behaviour strategies |
Pleasant nature and quite friendly to all |
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Social needs |
Prefers to attend multicultural programs |
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Continence care |
Usually continent. Likes to use small continence pads when going out of the facility for more than an hour |
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Other |
Prefers to sit in the common room and talk to others until she goes to bed at 8pm |
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Next of Kin |
Peter Jackson, Son (Present during care planning meeting) |
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Date |
25/08/2019 |
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Q.8 |
List at least 3 ways to support Muriel’s independence. |
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Marking |
⚪ Satisfactory ⚪ Not yet satisfactory |
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Q.9 |
How can you respect Muriel’s dignity and privacy while showering and dressing her? |
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Marking |
⚪ Satisfactory ⚪ Not yet satisfactory |
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Q.10 |
List 2 ways to confirm the personal care needs of Muriel? |
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Marking |
⚪ Satisfactory ⚪ Not yet satisfactory |
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Q.11 |
Sally is a PCA who works at your facility. She leaves Muriel in a wheelchair and promises her that she will come back to take her to the TV room after 10 minutes, but she forgets. You enter Muriel’s room after 2 hours to deliver a box of tissues. You are surprised to see that she appears to be very upset and doesn’t answer your questions. What will you do in this situation? |
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Marking |
⚪ Satisfactory ⚪ Not yet satisfactory |
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Q.12 |
Did Sally follow her duty of care? |
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Marking |
⚪ Satisfactory ⚪ Not yet satisfactory |
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Q.13 |
How can you ensure that you are supporting Muriel’s care needs? |
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Marking |
⚪ Satisfactory ⚪ Not yet satisfactory |
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Q.14 |
A new agency staff who was working in the facility was asked to bring Muriel to the dining room for lunch. She caught hold of Muriel’s arm and started walking her to the dining room which was about 200 meters away from her room. When they were half way through, Muriel asked for support to stand steadily but had a fall before the carer could help her. Did the agency care worker follow her duty of care? |
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Marking |
⚪ Satisfactory ⚪ Not yet satisfactory |
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Q.15 |
Write an entry in the progress notes about what happened to Muriel using the format given below |
| LAKESHORE GARDENS |
PROGRESS NOTESUnit record Number
Family Name
Given Name
Date of Birth
Age
Sex
Room No.
or USE label
Date & TimeProgress NotesDesignation and Signature
Marking⚪ Satisfactory ⚪ Not yet satisfactory
| Assessors, tick as appropriate: | |||||||||
Outcome of Task: Satisfactory Unsatisfactory
Feedback provided to student:
Learner signature
Date:
Assessor nameAnita MathewAssessor signature Anita Mathew
If no learner signature, reason:
| Learner Name | ID | Date |
Assessment Record Form for Units of competence
| Learner name: |
| Teacher/trainer/assessor name: Anita Mathe |
| ☐Single Unit | |
| Unit code: CHCCCS015 | Unit title: Provide Individualised Support |
Methods of assessment can include observation, written test, role-play, reflective journal, presentations etc.
| Task No. | Assessment Method / Task Name | Satisfactory | Not yet satisfactory | Feedback provided | Evidence attached |
| 1. | Written assessment |
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| 2. | Observation – Practical Placement |
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| 3. | Class discussions |
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| 4. |
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| Feedback for learner: |
| Assessors, tick as appropriate: | |||||||
| Learner signature |
Date: |
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| Assessor signature | |||||||
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If no learner signature, reason: |
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