CHCAGE001 Facilitate the empowerment of older people

STUDENT ASSESSMENT BOOKLET

CHC33015 CERTIFICATE III IN INDIVIDUAL SUPPORT

EMPOWERMENT

For class room-based students

CHCAGE001 Facilitate the empowerment of older people

ASSESSMENT TASK 1: WRITTEN QUESTIONS

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 13 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.

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 the classroom or for homework – your assessor will advise.
  • Write in your 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.

QUESTION 1

Briefly describe the following aged care service models: ▪ High level residential care

  • Low level residential care
  • Collocated residential care
  • Home and Community Care (HACC)
  • Community Aged Care packages (CACP)
  • Extended Aged Care in the Home (EACH)

QUESTION 2  

  1. What does ‘normal’ ageing’ mean? How can attitude and a healthy lifestyle improve health and wellbeing?
  2. What is meant by the term ‘ageing in place’?
  3. How does palliative care help people to maintain their comfort and quality of life in the final stages of their life?
  4. What is a common misconception about older people and sexuality?
  5. Think of an issue that could arise in older age due to a person’s gender – provide an answer for each gender.

QUESTION 3   

  1. Think about your own personal values. How would work with a client whose personal values are very different to your own?
  2. What is one common stereotype that is often used when referring to older people? How do you think this might affect service delivery?
  3. What is meant by the ‘social model of disability’?

QUESTION 4

  1. A personal care worker is asked by a client about what she can expect now that she has been diagnosed with Parkinson’s disease. The PCW’s father had died of Parkinson’s so she felt well qualified to tell her all about the disease and what she could expect. She told her each of the stages that her father had gone through.  The client seemed very overwhelmed but the PCW was happy that she had been able to explain things clearly for her.  Has the PCW acted appropriately? Explain your answer.
  2. How does a worker know the role and responsibilities of their job?
  3. Imagine a client asked you to do something that is not part of your job role. What would you do?
  4. What are three workplace health and safety responsibilities of an employee?
  5. What is your duty of care as a personal care worker?
  6. What is the purpose of a code of ethics?

QUESTION 5

What is the main purpose of privacy legislation?

QUESTION 6

  1. How does person-centred care assist a client to have control over their own care?
  2. Why older people are commonly disempowered?
  3. Provide two strategies that can enable clients to be empowered in relation to their care.

Question 7

Jeremy has dementia. He now ignores his personal hygiene and is incontinent.  He will follow simple instructions.

  1. What personal care support does Jeremy need? As Jeremy’s personal care worker, how would you encourage his participation and independence?
  2. 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.

  3. As a personal care worker, how could you support Jaydia with this problem? 
  4. 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.

  5. 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.

  1. What types of community participation do you think is important so an aged person can engage socially and undertake their tasks of daily living? What challenges are there?
  2. 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

  1. List three indicators for each type of elder abuse in the table below.

Type of elder abuse

Indicators

Physical abuse

Psychological

Financial

Sexual

  1. If you suspected that a client was being abused, where would you find advice on how to report it?

QUESTION 10

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.  

  1. What should you do to report the incident (both verbally and in writing)?
  2. Why is it important to report this incident given that Harry does not appear to be injured?
  3. 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?’

  4. How would you respond to Elsie? Why would you respond in this way?

QUESTION 11

For each of the care approaches, provide an example of how this could be provided.  An example has been provided for you

Care approach

Example of how this can be provided

Person-centered 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.

Enabling approach

 

Rights based approach

 

Consumer-directed care

 

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

Mabel lives at home alone. She is a very independent woman and enjoys working as a volunteer in the community and also runs an art class. Mabel fell and broke her shoulder. She needed surgery and spent ten days in hospital. Once she was clinically stable, she was worried about how she would manage at home as she had no family close by. She was told that she would be dependent on support for activities of daily living for up to two months while her shoulder repaired itself.

Mabel was very 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 restart her 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.

ASSESSMENT TASK 2: CASE STUDIES

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 the classroom or as homework – your assessor will advise.
  • Write in your 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.

CASE STUDY 1: MARTA

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.

  1. How can the worker tell from the bruising pattern how the injury is likely to have occurred? How would this be different from bruising that occurred due to falling out of bed?
  2. What actions must the worker take to report the suspected abuse?
  3. What professional support service could Marta be referred to for assistance?
  4. 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 is so worried about it that she can’t sleep at night. What could she do?
  5. You find out that your work colleague has been discussing Marta’s circumstances and your stress reaction in the lunch room. What legislation and ethical requirements is your colleague breaching?

What do I need to hand in for this task?

Have I completed this?

Your answers to this case study 

o

CASE STUDY 2: CATHOLIC SERVICE

The Catholic service in your aged care facility 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 is said to a staff member, the person 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.’

  1. Do you think the Catholic clients are being discriminated against? Explain your answer.
  2. What would be a better way of dealing with the concerns of the Catholic clients?
  3. What action would you take if someone in the client group wanted to put in a formal complaint? 

ASSESSMENT TASK 3: ROLE PLAY – MEET WITH BRENDA

TASK SUMMARY:

In this role play you will need to work with a potential HACC client to determine her needs and give her information on available services. Following the role play you will need to answer a set of verbal questions.

WHAT DO I NEED IN ORDER TO COMPLETE THIS ASSESSMENT?

  • Your assessor to play the role of Brenda.
  • When do I do this assessment?
  • You will do this task in the classroom/placement facility
  • Write in your 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:

BRENDA

Brenda is 85 years old. She has recently had a knee replacement following a fall. She has indicated the following concerns to the community nurse:

  • She is worried about falling again.
  • She doesn’t feel safe in the shower.
  • She doesn’t know how she is going to be able to keep her house and garden clean and tidy.
  • She needs to attend physiotherapy twice a week; her daughter can take her on Tuesdays but Brenda cannot get there on Thursdays as her daughter works 
  • She is very isolated as she can’t get out and about like she used to – it is too far for her to walk to the bus stop.  
  • She used to go to the church on Sunday’s, Tuesdays and Thursdays.  Also she used to go shopping and visiting friends on other days
  • She can’t be bothered cooking meals for herself so she tends to eat sandwiches, biscuits and cake   ▪ Brenda has a fear of fire
  • She is very scared that she will be put in a home.  She couldn’t bear to leave her home of 50 years. ▪ You work for New Greens Aged Care.

In this role play you are to tell Brenda (who will be played by your assessor) what services are available through the HACC program that will help her with her needs.

Your assessor will be looking to see that you:

Clearly and accurately explain the HACC program to Brenda. Talk to Brenda about:

  • how her changed circumstances have affected her ability to perform activities of daily living
  • her physical and psychosocial needs.
  • the type of support that can be given 
  • how she feels about the support options
  • how important it is that she shares responsibility for her own support
  • the rights she will have as a recipient of HACC services
  • how she will be assessed and her involvement in decision making
  • her interests and ways in which she can continue to participate in normal activities as much as she can
  • aids and equipment that could assist her with her activities of daily living
  • safety and security issues.

For example, you should communicate in a way that promotes empowerment, trust and goodwill; build a rapport during the discussion; encourage Brenda to express her needs and wants; avoid imposing your own attitudes and values; respect Brenda’s needs and differences; etc

Provide clear and accurate advice to Brenda about basic home fire safety.

For example, you should communicate clearly to Brenda about home fire safety and the risks to her safety. This should include things such as home fire safety equipment and how to use it smoke detectors; calling 000; how to leave the property in the event of a fire; where to evacuate to; who else to call in an emergency; how fires may start in the home, etc.

Verbal questions

Your assessor will ask you the following questions once you have finished the role play. You will be assessed on your ability to communicate verbally as well as on your ability to answer each question.

  1. What are the key issues facing Brenda?  
  2. What is your duty of care when advising Brenda of her options?
  3. How will the HACC program help Brenda to ‘age in place’?
  4. How can Brenda be involved in making decisions about her own care?
  5. During the role play, do you think you demonstrated a non-ageist and non-judgmental attitude when talking to Brenda? Why you think you did or did not?
  6. What are five HACC services that may benefit Brenda?
  7. What are two other services (outside the HACC program) that Brenda could access?
  8. If Brenda chooses to refuse all services, despite the risks involved, what should you do?

ASSESSMENT TASK 4: PROJECT – SAFETY CHECK

TASK SUMMARY:

You are to do a safety check on a bathroom.

WHAT DO I NEED IN ORDER TO COMPLETE THIS ASSESSMENT? ▪ Access to a residential/home 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 (as homework).
  • Write in your 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, you will be asked to fix the parts that are wrong and resubmit.  INSTRUCTIONS:

This task carries on from Assessment Task 3.

You are required to complete a safely check of a bathroom – this bathroom is assumed to be Brenda’s You can choose your own bathroom or another one that you have access to. 

Take photos of the bathroom that show as much of the area as possible. If you see a safety issue, take a photo of it. 

Use the Bathroom Safety Checklist to conduct a safety check of this room. Remember to consider Brenda’s needs and preferences as you do this.   Complete the questions at the end of this task.

Bathroom Safety Checklist

Student name:     

Date:

Yes/No

Comments

Does the floor have a non-slip surface?

Is access to the shower safe?

Is there room for a seat near the shower?

Is there room for a seat in the shower?

Is there a rail in the shower and close to the toilet?

Is lighting adequate?

Is heating adequate?

Is there sufficient room near the shower area for the staff member to provide assistance and support?

Bathroom Safety Checklist

Student name:     

Date:

Yes/No

Comments

Is there sufficient ventilation to prevent condensation?

Are there any other safety issues?

When you have completed the safety check, answer the following questions:

  1. Is the bathroom currently safe for the client and the personal care worker? Explain your answer.
  2. What are your recommendations to make this bathroom safer for Brenda?
  3. When talking to Brenda about any safety issues in her home, what should you consider? 

ASSESSMENT TASK 5: PROJECT – PLAN AND IMPLEMENT AN ACTIVITY

TASK SUMMARY:

You are arrange an activity that works towards the goals and wishes of an older person in your work placement facility.

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 their supervisor and the client to undertake this task.

WHEN DO I DO THIS TASK?

  • You will do this task in your work placement facility.
  • Write in your 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 some feedback and you will need to redo the incorrect part again.

INSTRUCTIONS:

For this task you must to talk to a client in an aged care facility and find out what they would like to achieve (goals) and what they wish for.  

You will need to respond to their statements by designing and putting in place an activity that will contribute to their goals and wishes.

An example is provided below:

Jenny’s client is Marissa.  

Jenny learns that Marissa’s goal is to increase her mobility. She also learns that Marissa loves dogs and really misses her Yorkshire Terrier, who passed away last year

Jenny decides to organise a visit from a therapy dog so Marissa can go for walks outside with the dog.

Remember: You must ask the client for permission to participate in this task, and ask them to complete the permission form at the end of this task.

You must not proceed with this assessment until the form has been signed by your supervisor and the older person who is participating.

Once you have the necessary permissions, you will need to do the following:

  1. Learn about your client’s goals/wishes.
  2. You can do this through discussions with your client (this is essential), reviewing their individualised plan and discussing with other staff as appropriate.  

  3. Plan an activity that will contribute to your client’s goals and wishes.
  4. Show your plan to your supervisor and get their approval to run the activity.
  5. Implement the activity – remember you will need to be supervised during this activity.
  6. Attach photographs of the client participating in the activity. If the client does not wish to be photographed, you can photograph the set up of the activity or provide other evidence of the activity being put in place.
  7. Seek your client’s feedback about the activity once it is over. Ask any other people who were involved in the activity.
  8. Write a report about your experiences using the template at the end of this task.

Assessment Task 5: PROJECT

Student’s name:

Supervisor’s name:

Date of activity:

Obtaining information

Write an account about how you obtained information about your client that covers the following points.

Their goals and wishes

The client’s social, cultural and spiritual needs 

Any physical and/or social barriers that affect this client’s quality of life

Services that are already being provided to the client

Plan activity

Answer the following questions about how you planned the activity for your client. 

What type of activity did you plan for your client?

How did this contribute to the client’s goals and wishes?

How did you involve your supervisor and the client in the development of the activity? 

How did you make sure your activity was person-centred? 

Assessment Task 5: PROJECT

 

How did you make the activity flexible enough to suit the client’s needs?  

Were there any risks? What plans did you have to manage them? 

Were any aids or equipment required? 

Was the client able to make their own decisions about the activity?  Explain your answer.

Implement activity

Answer the following questions about how you implemented your activity.

Briefly describe how the activity went. 

How did you manage risk? 

How did you talk with your client to encourage them to participate?  

How would you describe the relationship you have built with this older person?

Feedback and activity evaluation

What feedback did you get from your client and other staff at the facility?

Do you think the activity contributed to your client’s goals and wishes? Explain your answer.

Are there any things you would do differently next time?

What other healthy lifestyle activities could your client be involved in?

Working with Clients – Permission Form

Family member or carer’s approval (obtain this if the client is unable to give permission themselves)

Dear

My name is

and I am studying the Certificate III in Individual Support.  

As part of my study I am required to work with a client to plan and implement an activity that works towards 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
  • planning an activity
  • implementing an activity
  • seeking feedback.

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:

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:

OR

Client approval (Use this if the client is able to give permission themselves)

Dear

My name is

and I am studying the Certificate III in Individual Support.  

As part of my study I am required to work with a client to plan and implement an activity that works towards 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
  • planning an activity
  • implementing an activity
  • seeking feedback.

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:

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:

ASSESSMENT TASK 6: SUPERVISOR REPORT

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.

WHAT DO I NEED IN ORDER TO COMPLETE THIS ASSESSMENT?

  • Access to your wok placement
  • 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 during your work placement.
  • Write in your 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 work placement supervisor.

INSTRUCTIONS TO THE SUPERVISOR

As part of the evidence of competency for this student, we are seeking reports from the student’s work placement 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; or if the student is still undertaking placement, then you may still be able to watch their work in these areas so you are then able to comment on the suitability of their skills. 

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.

SUPERVISOR REPORT

Student’s name:

Date of report:

Supervisor name:

Area/skills to be confirmed

Yes ()

No

()

Not able to confirm ()

Provide examples or comments on student’s skills and performance in this area

Did the student show respect for cultural, social and spiritual differences of clients

Eg by respecting the client’s rituals, by supporting them to participate in their desired practices and by demonstrating a nondiscriminatory approach

Communicate appropriately with older people to develop trust and develop relationships?

Eg by talking in a way that their clients can understand, by demonstrating a supportive and empathetic approach, by using appropriate body language, and by being friendly and interested in what they have to say.

Did the student maintain privacy, confidentiality and dignity of clients?

Eg by not passing on confidential information without consent, allowing clients to have privacy where required, and demonstrating respect for clients’ rights to their dignity

Did the student provide services to clients by following workplace policies and procedures?

Did the student encourage clients to participate in living activities as they are able, and provide support where needed?

Look for opportunities to engage clients in healthy lifestyle practices?

Eg by encouraging healthy eating, exercise, social activities & wellbeing

Recognise risk and take action to reduce this?

Demonstrate a flexible, adaptable and person-centred approach to work?

Eg by respecting the clients’ own schedules, by treating the client as an individual, by involving the client in decision making, and adapting services to the clients’ needs

Please provide any further comments or observations you have made about the student’s performance in relation to the skills required as above.  

Supervisor’s signature:

Supervisor’s name:

Date of report: