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CHCCCS011 MEET PERSONAL SUPPORT NEEDS |
Student first name:
Student last name:
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ASSESSMENT OVERVIEW |
This Student Assessment Booklet includes all your tasks for assessment of CHCCCS011 Meet personal support needs.
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ABOUT YOUR ASSESSMENTS |
This unit requires that you complete 4 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 |
Students must correctly answer all questions to show that they understand the knowledge required of this unit. |
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Assessment Task 2: Case study |
You are to read the case study and complete the questions. |
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Assessment Task 3: Role plays |
You are to do this task in your workplace. You will be observed: transferring a person in and out of a vehicle transferring a client from a bed to a chair using a hoist in a falls recovery situation. |
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Assessment Task 4: Workplace observation tasks |
You are to be observed in your workplace supporting at least two clients with a variety of personal care needs. |
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 study |
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Role plays |
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Workplace observation tasks |
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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: CHCCCS011 Meet personal support needs |
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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 need to 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.
Answer the questions that were incorrect verbally.
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
Identify at least five responsibilities of a personal support worker.
Describe the role of a personal support provider. In your answer, identify two responsibilities the provider has towards its clients.
Explain what you would do if you were asked to do something outside of your position description or knowledge and skills?
As a personal care worker you will be required to use correct manual handling techniques. Identify three situations where you would need to use manual handling.
Describe the concept of ‘duty of care’.
Question 2
Explain clients’ rights in regard to privacy and confidentiality.
Question 3
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Geraldine, your client, trips over a bucket that has been left in the corridor. Fortunately, she is not hurt. You remove the bucket and put it back in its correct place, in the storeroom. |
Explain what you need to do in regard to this incident (both verbally and in writing).
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How to report verbally: |
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How to report in writing: |
Geraldine wasn’t hurt in this situation. One of your colleagues tells you it’s a waste of time doing all that reporting when nothing even happened. Describe what you would tell your colleague about the importance of incident reporting.
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Upon investigation, it is found that the new cleaner left the bucket in the corridor. He is called to the supervisor’s office and told that his work practices were unsafe – Geraldine could have been seriously hurt. You overhear one of your colleagues telling Geraldine which cleaner left the bucket out, and they will probably get fired if they do it again. |
Explain how privacy and confidentiality has been breached in this scenario.
Question 4
In your work you will be required to use computers and devices such as tablets to complete reports and access information.
Identify two ways in which you can ensure you are considering your own health and safety when using computers.
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Safety consideration 1: |
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Safety consideration 2: |
When using workplace technology to record client information, identify three things you must do to ensure client information is kept private, secure and safe from unauthorised access.
Question 5
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Elsie has dementia. She is a resident in a high-care nursing home. She needs significant help with personal care, including showering, grooming, dressing, feeding, toileting and transferring. Damien is a young man with MS. He has sound cognitive ability but is dependent on his wife for assistance with all activities of daily living. His wife needs to go to hospital, so she has arranged for home nursing while she is unable to look after Damien. Damien will tell the carers what he requires and how he likes things to be done. Jessie cares for her mother, Maria, who lives next door to her. Maria is frail but has full cognitive function and is able to undertake most activities of daily living without assistance. Jessie is having a baby in four weeks’ time. Jessie has arranged for her mother to go into respite care for a month after the baby is born so she has some time to recover from the birth and get used to her role as a mother. She is relieved that Maria will be safe and have meals cooked for her. |
In approximately 100 words, describe the differences between provision of personal care for each of these situations.
Question 6
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Molly is usually upbeat and a delight to work with. Today she seems a bit down and not herself. She says she is feeling old and tired. You spend time doing her hair and helping her put on a bit of makeup. Molly asks if you can do her nails. When you have finished, she looks in the mirror and smiles sadly. She tells you she wishes the inside felt as good as the outside looked. You ask her some questions to try and find out more about how she is feeling and why. She eventually admits that she has had some toileting accidents over the past few days and has hidden it from everyone because she is so embarrassed. She said her feet have been hurting and this has impacted on her ability to get to the bathroom in time. |
Explain what you would need to do now that Molly has disclosed this information.
Question 7
Why is it important to wash from front to back when cleaning the perineal area?
When cleaning the perineal area, what should you do to maintain the client’s privacy and dignity?
When bathing a client, explain how you should use communication skills to make the experience easier and as comfortable as possible for the client.
When bathing or showering a client, you will be maintaining their personal hygiene. Explain what else you should be checking for.
Identify two activities you would do when helping a client with grooming and briefly explain each.
When you have helped clients with grooming, you should always ensure they get a chance to look in the mirror. Explain why this is an important part of the process.
Identify two cultural considerations do you need to think about when helping clients with personal hygiene and grooming tasks.
Question 8
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Geda has dementia. She is able to brush her own teeth but forgets when they need to be cleaned and often forgets the process she needs to follow. |
List the support you would give Geda to clean her teeth.
Explain why it is important for Geda to clean her teeth regularly.
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Margot wears dentures. She is no longer able to clean them or put them in or take them out. |
Explain what hygiene procedures you need to follow before handling Margot’s dentures.
When removing dentures, it is important to check Margot’s mouth and gums. Identify two things you need to look for when checking a client’s mouth.
Question 9
Lisa has sickness and diarrhoea. Identify the major body system involved.
Gerald has bad eczema. Identify the major body system involved.
Marion has suffered a heart attack. Identify the major body system involved.
Martin has Parkinson’s disease. Identify the major body system involved.
Allira has a urinary tract infection. Identify the major body system involved.
Galen has been getting sick a lot lately. Identify the major body system involved.
Marion has now been diagnosed with diabetes. Identify the major body system involved.
Ginny has been subjected to a long period of bed rest. Explain what this does to the muscular system.
Question 10
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Barry is in his 50s. He has had a stroke, which has affected his right side and restricted his movement. He cannot use his right hand to grip. He can walk with a stick. His wife left him last year – she used to do all the cooking. Barry is depressed and feels he can’t do anything for himself. His daughter tries to persuade him to do things for himself more. He has personal care to get him up in the morning, shower him and get him a cup of tea. He has meals on wheels which he hates but is not able to make food for himself, or even a cup of tea. Barry’s care has been reviewed and the occupational therapist visits Barry in the home and suggests she works with him to improve his ability to do his activities of daily living. She arranges a microwave for him and shows him how to use it. She also arranges a tipper for the kettle so that he does not need to grip it. The OT builds up his experience with the kettle and the microwave. As he gains confidence with this he also learns how to make simple dishes on the stove. A nutritionist visits to provide advice to Barry about the importance of good nutrition. A friend visits after a month and is surprised when Barry dishes up sausages and mash and a big fresh salad for lunch washed down with a mug of tea. He notices that Barry seems a lot less depressed. |
Explain how this reablement approach has assisted Barry with his health and wellbeing.
Identify at least two consequences if Barry had not received support.
Question 11
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Gemma removes her gloves after dressing a client’s wound. She does not wash her hands because her hands were protected from infection by the sterile gloves. |
Is this correct infection control procedure? Explain your answer.
Question 12
Having someone help you with personal support activities can be quite overwhelming and can lead to a range of emotions and responses.
List three ways in which a client may be impacted by the provision of personal care activities.
Explain why it is important to discuss these impacts with your supervisor.
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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: CHCCCS011 Meet personal support needs |
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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 |
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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 STUDY |
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Task summary: You are to read the case study 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: Iris |
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Iris receives Home and Community Care Services to provide her with personal care services. A review of her individualised plan indicates the following: The HACC worker visits three times a week to shower Iris. She also has cleaning services once a week. The cleaners only do the bathroom and toilet as Iris has been able to manage vacuuming, dusting and general cleaning herself up to now. Iris has a physical disability following a childhood illness. She is unable to walk without assistance and has language difficulties. She finds it very difficult to make herself understood. Luckily her carers have been working with Iris for several years now and have learnt how to communicate with her. The HACC worker has now called to discuss whether her services are adequate. Iris says that she doesn’t feel up to heavy housework anymore but would still like to do as much cleaning as she can. She also finds standing at the stove to cook her meals difficult and vacuuming has become a problem. She has received some equipment to help her – a raised toilet seat and a front-wheeled walker. Iris says that she continues to need support to shower. Iris also mentions that she finds it very difficult when she needs to do important business in town – like visit the bank, the doctor or the accountant – as it is so hard to make herself understood. |
List three additional cleaning services you would recommend to Iris.
Identify two cleaning jobs that Iris would still be able to do. Explain your rationale.
Identify one suggestion you would make to Iris about cooking meals.
Identify one piece of equipment that can assist Iris in the shower.
Identify one aid that could be given to help Iris when she is dealing with business matters.
Identify the role that Iris should have in this process.
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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 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: CHCCCS011 Meet personal support needs |
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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 1 |
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Role play 2 |
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Role play 3 |
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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: You will need to do this task in your workplace. The task has three parts: Part 1: Transfer person in and out of a vehicle Part 2: Transfer client from bed to chair Part 3: Falls recovery using hoist. |
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Part 1: Transfer person in and out of a vehicle |
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What do I need in order to complete Part 1 of this assessment?
Access to a vehicle
A person to play the role of the client – this may be a colleague or a real client (however, if a real client is to participate, you must obtain permission from the client and also your supervisor to proceed)
A walking aid (wheeled walker)
Client’s possessions (a purse and some papers)
Workplace policy and procedure for transferring clients.
When do I do Part 1 of this assessment?
You will do this task during your assessor’s visit to your workplace.
Write in the date of your assessor’s workplace visit:
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:
Your client
Your client, who uses a wheelchair, is on the way to their doctor’s appointment. The client is not able to walk but is able to bear their weight and get into and out of a car with support.
The role of the client will be role played by one of your colleagues or your assessor.
Your assessor will provide you with information about the physical and sensory needs of your client. Ask questions to confirm the assistance that you need to provide if you are unsure.
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Your assessor will be looking to see that you: Apply a positive approach during your client interaction Talk to the client to find out how much support they need in regard to getting in and out of the vehicle Assess how much the client is able to do for themselves Communicate with the client throughout the process to let them know what is happening and provide them with instructions for what they need to do for themselves Consider any safety issues related to this activity (to yourself and the client) Take action to reduce the risks identified Prepare for the task by ensuring: the vehicle is parked in an accessible position the seat is in the correct position the seatbelt is accessible Follow procedure to transfer the client into the vehicle Settle the client into the vehicle so they are comfortable and are safe to travel, including checking: the seatbelt is securely fastened the seat is adjusted correctly the client is comfortable the client has what they need Follow procedures to transfer the client out of the vehicle. |
Following the observation task, you must answer the following verbal questions:
What risks did you identify when transferring the client?
What did you do to reduce these risks?
What physical and sensory needs did the person have?
How did these physical and sensory needs change the way in which you performed the task?
How much was the client able to participate? How did you encourage their participation?
What would you have done if the client told you they were feeling dizzy when they got out of the vehicle?
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What do I need to hand in for Part 1 of this task? |
Have I completed this? |
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You do not need to submit anything for this task |
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Part 2: Transfer person between a bed and a chair |
What do I need in order to complete Part 2 of this assessment?
A bed
A chair
Cushions and a knee rug
A person to play the role of the client
Workplace procedure for transferring clients.
When do I do Part 2 of this assessment?
You will do this task during your assessor’s visit to your workplace service.
Write in the date of your assessor’s workplace visit:
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:
Your client
Your client, who has multiple sclerosis, needs to be transferred between the bed and chair.
The role of the client will be played by one of your colleagues or your assessor.
Your assessor will provide you with information about the physical and sensory needs of your client. Ask questions to confirm the assistance that you will need to provide if you are unsure.
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Your assessor will be looking to see that you: Apply a positive approach during your client interaction Talk to the client to find out how much support they need in regard to getting out of bed and to the chair Assess how much the client is able to do for themselves Communicate with the client throughout the process to let them know what is happening and provide them with instructions for what they need to do for themselves Consider any safety issues related to this activity (to yourself and the client) Take action to reduce the risks identified Prepare for the task by: checking that the path between the bed and the chair is free of obstacles making sure the chair is in position and ready for the client. Follow procedures to transfer the client from the bed to the chair |
Following the observation task, you must answer the following verbal questions:
What risks did you identify when transferring the client?
What did you do to reduce these risks?
What physical and sensory needs did the client have?
How did these physical and sensory needs change the way in which you performed the task?
How much was the client able to participate? How did you encourage their participation?
What would you have done if the client told you they were feeling pain when they were lying in bed?
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What do I need to hand in for Part 2 of this task? |
Have I completed this? |
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You do not need to submit anything for this task |
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Part 3: Recover client from floor using a portable hoist |
What do I need in order to complete Part 3 of this assessment?
Portable hoist suitable for lifting a person from the floor
Operating instructions/procedures for the hoist being used
A wheelchair
A blanket or throw
A person to play the role of the client
A person to play the role of the colleague who assists
Workplace procedure for falls recovery.
When do I do Part 3 of this assessment?
You will do this task during your assessor’s visit to your workplace service.
Write in the date of your assessor’s workplace visit:
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:
You will need one of your colleagues to play the role of the carer who will help you with the client.
Your client
Your client, who is a paraplegic and has mild cognitive impairment, has fallen from their wheelchair. You and your colleague will need to lift the client using a portable hoist and help them back into their wheelchair. The role of the client will be played by one of your colleagues or your assessor. Your assessor will provide you with information about the physical and sensory needs of your client. Ask questions to confirm the assistance that you will need to provide if you are unsure.
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Your assessor will be looking to see that you: Apply a positive approach during your client interaction Identify the client’s individual needs and confirm their needs for assistance Assess how much the client is able to do for themselves Communicate with the client throughout the process to let them know what is happening and provide them with instructions for what they need to do for themselves Consider any safety issues related to this activity (to yourself and the client) Take action to reduce the risks identified Prepare for the task by: preparing the hoist for use as per instructions adjusting the hoist for use by the client ensuring a chair is ready and in position Follow workplace procedures and hoist instructions to lift the client safely Settle the client into their chair so they are comfortable and have what they need |
Following the observation task, you must answer the following verbal questions:
What risks did you identify when recovering the client from their fall?
What did you do to reduce these risks?
What physical and sensory needs did the client have?
How did these physical and sensory needs change the way in which you performed the task?
How much was the client able to participate? How did you encourage their participation?
What would you have done if the client became frightened during the transfer?
What workplace documentation would need to be completed following this client’s fall and recovery?
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What do I need to hand in for Part 3 of this task? |
Have I completed this? |
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You do not need to submit anything for this task |
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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: CHCCCS011 Meet personal support needs |
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Student to complete |
Assessor to complete |
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Assessment Task |
Resubmission? |
Student |
Sufficient/ |
Date |
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Observation tasks |
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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: OBSERVATION TASKS |
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Task Summary: You are to support at least two clients in your workplace with a range of personal care needs. |
What do I need in order to complete this assessment?
Access to at least two clients
Approval from each client and your supervisor to undertake personal care activities
Personal care aids, supplies and equipment specific to the activities being undertaken
Access to a qualified aged care worker (for example, your supervisor)
Journal (see end of this task)
Supervisor confirmation checklist (see end of this task).
When do I do this task?
You will do this task during your assessor’s visit to your workplace service.
Write in the date of your assessor’s visit:
What do I need to hand in?
Completed journal (if alternative arrangements need to be made)
Supervisor Confirmation Report.
what do I need to do if I get something wrong?
If your assessor sees that you have not shown appropriate skills or knowledge, or receives feedback from your supervisor that you did not show appropriate skills or knowledge, they will give you some feedback and you will need to do the specific task again.
Instructions:
For this task you need to provide personal care support for at least two clients in your workplace, as set out in their individualised care plans.
Each of the following tasks must be demonstrated at least once during the care that you provide:
Bed bathing
Showering
Oral hygiene
Grooming
Shaving
Dressing and undressing
Eating and drinking
Using aids and equipment – such as hoists, wheelchairs, walkers, lift chairs, motorised beds, crutches,
Toileting and/or use of continence aids.
You do not have to do each task twice – for example, you might bed-bath client 1 and shower client 2. A qualified care worker (for example, your supervisor) must supervise your provision of care services and confirm the tasks to be performed by completing the checklist at the end of this task. Make sure you give this checklist to them before you start.
You must obtain permission from your clients and your workplace supervisor for your assessor to observe these activities. Where permission is unable to be sought, refer to the ‘Alternative arrangements’ section for further information.
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Alternative arrangements: In some cases it may not be possible for your assessor to observe all of these personal care needs, either due to respecting the privacy and dignity of clients or due to the specific type of care not being required by clients during your assessor’s workplace visit. Your assessor will therefore ask you to explain, in detail, each of the procedures related to the tasks they did not observe during their workplace visit. A journal is provided at the end of this task. You will need to document in this journal any personal support activities provided that were not able to be observed by your assessor. You must provide a detailed account of what you did, the steps you took, how you communicated with the client and how you made them feel at ease during the process. Each entry in your journal must be signed off and dated by your supervisor to confirm it is an accurate record of your work practice. |
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Your assessor will be looking to see that you: Correctly undertake each personal care support activity Check and confirm each client’s individual care plan to determine their needs. Make sure you are able to do the tasks and will have access to everything you need Talk to your supervisor about anything that you are not sure about or believe may be beyond your capacity Gather all equipment and aids you will need to do the task – make adjustments as necessary to meet the client’s needs Assess the environment, equipment and tasks to be performed for health and safety risks Talk to your supervisor about any issues with providing support and the impact that providing support can have on clients Introduce yourself to each client on your arrival and talk to them about the personal care task you will be helping them with Allow each client to discuss how they would like support to be provided and how much they will participate Make sure your clients are comfortable with and consent to the personal care to be provided Respond respectfully and positively to each client’s needs, including any cultural needs, physical or sensory needs Communicate appropriately with each client during the activity so they know what is happening and/or what is going to happen (where equipment and aids are used, ensure you talk your client through their use) Check for any changes in health or personal care needs and follow procedures to report as required Protect each client’s privacy and dignity Talk to your supervisor about any risks you identify and what to do about them. Correctly apply infection control techniques Correctly apply manual handling techniques Respond appropriately where client interactions or personal care activities are of a difficult nature Complete all documentation and reporting requirements as per workplace procedures Store documentation in line with your workplace’s procedures. |
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What do I need to hand in for this task? |
Have I completed this? |
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Your journal (if applicable) |
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Your supervisor’s confirmation report |
Note to student: complete this journal ONLY if your assessor is unable to observe you undertake any of the personal care activities.
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Journal – Assessment Task 4 |
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In the correct row, write down how you provided the care to your client/s as per their individualised plan and workplace procedures You must provide a detailed account of what you did, the steps you took, how you communicated with the client and made them feel at ease during the process. |
Date |
Which client did you provide this care for? (Refer to clients as ‘Client 1’, ‘Client 2’, ‘Client 3’ etc.) |
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Bed bathing |
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Showering |
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Oral hygiene |
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Grooming |
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Shaving |
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Dressing and undressing |
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Eating and drinking (using appropriate feeding techniques) |
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Using aids and equipment |
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Toileting and/or use of continence aids. |
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SUPERVISOR SIGN OFF |
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I confirm that the student completed the above personal care activities as detailed above and it is an accurate account. |
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Supervisor name: |
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Supervisor signature: |
Date: |
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Instructions to the student: you must give this checklist to your supervisor or other qualified person who supervised you during your personal care activities. The completed checklist must be submitted as part of your assessment for this task.
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Instructions to the supervisor: As part of the evidence of competency for the student named below, we are seeking reports from the supervisor or other qualified care worker who supervised the student during the personal activities required of this task. The purpose of this process is to obtain confirmation that the student is able to follow workplace policies and procedures, and safely and competently work with clients to complete the care activities listed in the task. The student must obtain permission from the clients involved in this task and their supervisor for their assessor to be present. In the event that the assessor is not able to observe the student completing some (or all) of the care activities, your confirmation will be a valuable piece of supporting evidence. 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. Please talk to the student’s assessor if you are unsure of any of the requirements of filling in this document. |
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SUPERVISOR CONFIRMATION OF PERSONAL SUPPORT ACTIVITIES (ASSESSMENT TASK 4) |
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Student’s name: |
Supervisor’s name: |
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Workplace: |
Contact Number/s: |
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Dates that care activities were undertaken: |
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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 assist at least two clients with the following personal care activities: |
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Bed bathing |
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Showering |
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Oral hygiene |
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Grooming |
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Shaving |
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Dressing and undressing |
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Eating and drinking (using appropriate feeding techniques) |
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Using aids and equipment (such as hoists, wheelchairs, walkers, lift chairs, motorised beds, mobility devices, crutches, etc) |
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Toileting and/or use of continence aids |
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For client 1: |
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Did the student correctly undertake each personal care support activity as per workplace procedures/requirements? |
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Did the student check and confirm each client’s individual care plan to work out their needs? |
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Did the student respond respectfully and positively to each client’s needs? For example, did the student consider culture – was it acceptable for them to assist with bathing, toileting and dressing?; how was the client’s hearing, did the student raise their voice in an inappropriate manner or speak to the client using an inappropriate tone?; did the client respect any other sensory issues?; did the student respond appropriately and respectfully where the client was unable to speak or did not speak English as their first language?; did the student gain an understanding of what was the client was physically capable of doing or what they would like to do?; did the student show consideration and care for clients with dementia or other issues that may impact their needs and the way in which services needed to be provided? |
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Did the student introduce themselves to each client upon arrival and talk to them about the personal care task they were going to do? For example, did the student greet clients warmly; tell them their name; refer to the client by name; tell the client what they were there to do; ask how they like to do the task or if they needed something specific, etc? |
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Did the student make sure each client was comfortable with the process before they started? For example, did the student: ask clients if they had a preferred order in which to do things; help the client pick out their clothes and lay them out in order before showering/bathing? Work in a way to avoid embarrassment, fear, disempowerment and/or humiliation of their clients. This may have included giving the client some privacy when requested, allowing them to wash certain parts of their body, encouraging them to do certain tasks, not showing disgust when assisting with toileting or bathing, and so on. |
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Did the student protect each client’s privacy and dignity during the tasks? For example, did the student: knock before entering the client’s room; ask them if it was okay to come in; show respect when assisting with toileting, showering, bathing and other activities; allow the client to wash parts of their body if they did not want the student to assist;; cover parts of the body that were not being bathed to maintain privacy (and to keep the client warm and dry.) |
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Did the student assess the environment and the task to be performed for health and safety risks? For example, risks might include slips, trips and falls hazards, skin or bodily injury; oral safety; own personal safety; cleanliness of facilities being used; condition of items being used; checking functionality and safety of equipment to be used; checking that dry and clean towels are provided; checking that personal care items/tools belong to the client, etc. |
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Did the student talk to you about any risks they identified and what to do about them? This may not be applicable if there were no risks in the area. However, you should confirm with the student that there are no risks (if this is the case). If there are risks and the student has not identified them, they must not proceed with the task until they are identified. |
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Did the student gather all equipment and aids needed to do the task? Did they make adjustments to equipment as necessary? Equipment will vary depending on tasks. For example, non-slip mats, towels, face washers, soap, shampoo and conditioner, razor, shaving cream, aftershave lotion, floss, toothpaste, toothbrush, glass/tumbler, denture brush, soaking container, continence pads, nail clippers, nail files, hairbrushes, combs, hair styling tools, hairspray, etc. |
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Did the student communicate appropriately with each client during the activity? For example, did the student use the name of the client when talking to them; explain what they were doing at each step; encourage the client’s participation to do tasks within their ability; observe body language, reactions and what is being said; ask if the client is okay or if they needed anything in particular; reassure them if they became agitated or concerned; provide encouragement and verbal support when the client undertakes a task of their own; communicates in a positive manner; provides instructions clearly, etc. |
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Did the student use correct manual handling techniques? For example, when helping clients out of bed; helping clients on and off of the toilet; helping clients in and out of the shower; bending down or leaning; doing repetitive movements; using mechanical aids as required. This must include identifying where they may need to use equipment rather than attempt the manual handling alone, call for support from another person where required, bending and lifting as per manual handling guidelines, etc. |
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Did the student talk to you about any issues with providing support and the impact that providing support can have on clients? The student must talk to you about any issues encountered. If none were encountered, the student should still talk about how personal support activities can affect clients. For example, some clients may be uncomfortable with needing help going to the bathroom or being bathed or showered. Some clients may respond in difficult ways that require the student to apply calming communication and a respectful and sensitive approach; some clients may dislike use of aids and modifications to help them and try to avoid their use, etc |
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Did the student complete all required documentation correctly? For example, did the student note in each client’s care plan the type of care provided; did they note observations made and/or issues encountered; did they record any changes to care that were required; did they sign and date all entries. |
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Did the student complete all documentation using the required reporting technologies? For example, the student may complete documentation using hard copy files/ paperwork, use a tablet or computer to update client information, etc. |
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Did the student store documentation in line with workplace procedures? For example, did the student correctly save documents on electronic file systems; file hard copy documents in the correct location; ensure system or hard copy storage locations were accessed securely (locking up cabinets after use, not leaving files around when they can be viewed by unauthorised personnel, using own passwords and logins to systems and logging out after use, etc). |
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For client 2: |
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Did the student correctly undertake each personal care support activity as per workplace procedures/requirements? |
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Did the student check and confirm each client’s individual care plan to work out their needs? |
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Did the student respond respectfully and positively to each client’s needs? For example, did the student consider culture – was it acceptable for them to assist with bathing, toileting and dressing?; how was the client’s hearing, did the student raise their voice in an inappropriate manner or speak to the client using an inappropriate tone?; did the client respect any other sensory issues?; did the student respond appropriately and respectfully where the client was unable to speak or did not speak English as their first language?; did the student gain an understanding of what was the client was physically capable of doing or what they would like to do?; did the student show consideration and care for clients with dementia or other issues that may impact their needs and the way in which services needed to be provided? |
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Did the student introduce themselves to each client upon arrival and talk to them about the personal care task they were going to do? For example, did the student greet clients warmly; tell them their name; refer to the client by name; tell the client what they were there to do; ask how they like to do the task or if they needed something specific, etc? |
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|
Did the student make sure each client was comfortable with the process before they started? For example, did the student: ask clients if they had a preferred order in which to do things; help the client pick out their clothes and lay them out in order before showering/bathing? Work in a way to avoid embarrassment, fear, disempowerment and/or humiliation of their clients. This may have included giving the client some privacy when requested, allowing them to wash certain parts of their body, encouraging them to do certain tasks, not showing disgust when assisting with toileting or bathing, and so on. |
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Did the student protect each client’s privacy and dignity during the tasks? For example, did the student: knock before entering the client’s room; ask them if it was okay to come in; show respect when assisting with toileting, showering, bathing and other activities; allow the client to wash parts of their body if they did not want the student to assist;; cover parts of the body that were not being bathed to maintain privacy (and to keep the client warm and dry.) |
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Did the student assess the environment and the task to be performed for health and safety risks? For example, risks might include slips, trips and falls hazards, skin or bodily injury; oral safety; own personal safety; cleanliness of facilities being used; condition of items being used; checking functionality and safety of equipment to be used; checking that dry and clean towels are provided; checking that personal care items/tools belong to the client, etc. |
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Did the student talk to you about any risks they identified and what to do about them? This may not be applicable if there were no risks in the area. However, you should confirm with the student that there are no risks (if this is the case). If there are risks and the student has not identified them, they must not proceed with the task until they are identified. |
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Did the student gather all equipment and aids needed to do the task? Did they make adjustments to equipment as necessary? Equipment will vary depending on tasks. For example, non-slip mats, towels, face washers, soap, shampoo and conditioner, razor, shaving cream, aftershave lotion, floss, toothpaste, toothbrush, glass/tumbler, denture brush, soaking container, continence pads, nail clippers, nail files, hairbrushes, combs, hair styling tools, hairspray, etc. |
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Did the student communicate appropriately with each client during the activity? For example, did the student use the name of the client when talking to them; explain what they were doing at each step; encourage the client’s participation to do tasks within their ability; observe body language, reactions and what is being said; ask if the client is okay or if they needed anything in particular; reassure them if they became agitated or concerned; provide encouragement and verbal support when the client undertakes a task of their own; communicates in a positive manner; provides instructions clearly, etc. |
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Did the student use correct manual handling techniques? For example, when helping clients out of bed; helping clients on and off of the toilet; helping clients in and out of the shower; bending down or leaning; doing repetitive movements; using mechanical aids as required. This must include identifying where they may need to use equipment rather than attempt the manual handling alone, call for support from another person where required, bending and lifting as per manual handling guidelines, etc. |
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Did the student talk to you about any issues with providing support and the impact that providing support can have on clients? The student must talk to you about any issues encountered. If none were encountered, the student should still talk about how personal support activities can affect clients. For example, some clients may be uncomfortable with needing help going to the bathroom or being bathed or showered. Some clients may respond in difficult ways that require the student to apply calming communication and a respectful and sensitive approach; some clients may dislike use of aids and modifications to help them and try to avoid their use, etc |
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Did the student complete all required documentation correctly? For example, did the student note in each client’s care plan the type of care provided; did they note observations made and/or issues encountered; did they record any changes to care that were required; did they sign and date all entries. |
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Did the student complete all documentation using the required reporting technologies? For example, the student may complete documentation using hard copy files/ paperwork, use a tablet or computer to update client information, etc. |
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Did the student store documentation in line with workplace procedures? For example, did the student correctly save documents on electronic file systems; file hard copy documents in the correct location; ensure system or hard copy storage locations were accessed securely (locking up cabinets after use, not leaving files around when they can be viewed by unauthorised personnel, using own passwords and logins to systems and logging out after use, 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 and activities required as above. |
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Supervisor’s signature: |
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Supervisor’s name: |
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