CHCAGE001 Facilitate the empowerment of older people

CHC33015 Certificate III in Individual Support (Ageing)
Advance College

This Student Assessment Booklet includes all your tasks for assessment of CHCAGE001 Facilitate the empowerment of older people.

ABOUT YOUR ASSESSMENTS

This unit requires that you complete 6 assessment tasks. You are required to complete all tasks to demonstrate competency in this unit.

Assessment Task

About this task

Assessment Task 1: Written questions

You must correctly answer all questions to show that you understand the knowledge required of this unit.

Assessment Task 2: Case studies

You are to read two case studies and complete the questions for each

Assessment Task 3: Role play

In this role play you will need to work with a new client and respond to their goals and aspirations. You are also required to answer a set of written questions after the role play is complete.

Assessment Task 4: Project

This task follows on from the role play at Assessment Task 3. You are to do a safety check on a real bathroom, assuming the bathroom is Brenda’s, and determine aids and modifications that should be made to allow her to continue living independently

Assessment Task 5: Workplace Project

You are to work with a real aged care client to determine ways in which they can be empowered and achieve their goals and aspirations. Part of this task requires your assessor to observe your interactions with your client, and the other part requires you to complete a detailed client report of your experiences.

Assessment Task 6: Supervisor Report

Your workplace supervisor is to complete a supervisor report that confirms your ability to demonstrate a range of skills and knowledge relevant to this unit.

Supporting resources

You may like to look at the following websites, books and documents for more information about the topics related to this unit:

  • Arnott, G 2011, The Disability Support Worker, Pearson Australia, Frenchs Forest, NSW.
  • Croft, H 2013, The Australian Carer 3rd edn, Pearson Australia, Frenchs Forest, NSW.

How to submit your assessments

When you have completed each assessment task you will need to submit it to your assessor.

Instructions about submission can be found at the beginning of each assessment task.

Assessment Task Cover Sheet

At the beginning of each task in this booklet, you will find an Assessment Task Cover Sheet. Please fill it in for each task, making sure you sign the student declaration.

Your assessor will give you feedback about how well you went in each task, and will write this on the back of the Task Cover Sheet.

Make sure you photocopy your written activities before you submit them – your assessor will put the documents you submit into your student file. These will not be returned to you.

Assessment appeals

You can make an appeal about an assessment decision by putting it in writing and sending it to us. Refer to your Student Handbook for more information about our appeals process.

Assessment plan

The following outlines the requirements of your final assessment for this unit. You are required to complete all tasks to demonstrate competency in this unit.

Your assessor will provide you with the due dates for each assessment task. Write them in the table below.

Assessment Requirements

Due date

1. Written questions

2. Case studies

3. Role play

4. Project

5. Workplace project

6. Supervisor report

TASK COVER SHEET – ASSESSMENT TASK 1

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 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 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.

Instructions to students:

QUESTION 1

Fill out the table below to show your understanding of the structure and the profile of the aged care sector.

a) Aged care service delivery models

Briefly describe each of the following:

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)

Consumer-directed care

Palliative care

Respite care

b) Support services

Identify three different types of agencies that can assist with support services for those who are ageing.

Identify three different referral networks that can assist with support services for those who are ageing.

QUESTION 2

  1. What does ‘normal’ ageing’ mean? How can attitude and a healthy lifestyle improve the health and well-being of older people?
  2. Explain how ‘ageing in place’ can be a positive approach for older people.
  3. Provide a definition of ‘active ageing’.
  4. Explain how the palliative care approach helps people to maintain their comfort and quality of life in the final stages of their life.
  5. What is a common misconception about older people and sexuality?
  6. Think of an issue that could arise in older age due to a person’s gender – provide an answer for each gender.
  7. List five changes that occur to the human body as it ages.
  8. List two psychological changes that can occur due to ageing.

QUESTION 3

  1. Write down your personal values and attitudes when it comes to older people. How do you believe that your attitudes and values may impact on your work with older people?
  2. Fill out the table below about myths and stereotypes about older people.

Identify at least three stereotypes related to ageing.

Identify at least three myths related to ageing.

  1. Marginalisation is defined as treating a person or group as insignificant or less important than others. Explain how an older person’s quality of life can be impacted by marginalisation/social devaluation.

QUESTION 4

  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.

    Do you believe the worker adhered to the role and responsibilities of their job? Explain your answer.

  2. Imagine a client asked you to do something that is not part of your job role. You refuse but they push harder and say it will be fine, they’re okay with it. What would you do in this situation?
  3. Give three examples of how a worker could overstep work role boundaries.
  4. Give three examples of the limitations faced by a worker in their role in the aged care sector.
  5. Work health and safety is important regardless of the work sector. List three important work health and safety responsibilities of an employee in the aged care sector.
  6. Explain your duty of care as a personal care worker.
  7. Explain how a code of ethics guides your work in the aged care sector.
  8. What is the legislation you must adhere to in your state or territory in regards to anti-discrimination?
  9. Provide three ways in which clients in aged care may experience discrimination.

QUESTION 5

  1. Briefly describe the concept of confidentiality. Assume that you are on your work placement and experience something that you want to tell your friends and family. Telling your friends and family means that you would need to talk about a client’s situation and potential give identifying information about them.

    Should you share your experiences?

  2. You are completing your assessments for this course and need to document your experiences with three older people. Two of your clients are more than happy for you to write about them. The third client is concerned about their privacy and how the information is going to be used.

    List five things you could tell your client to reassure them their privacy will be maintained.

  3. Identify the legislation you must adhere to in relation to privacy and confidentiality. Provide a brief description of its requirements.
  4. Briefly describe the concept of disclosure. In your answer, list two situations where you would need to disclose/report information a client tells you? List three examples of when workers may be required to disclose information.

QUESTION 6

  1. Explain how person-centred care assists older people to feel in control of their care.
  1. Explain how a worker in the aged care sector can empower their clients.
  1. Explain how disempowerment can impact an older person, and how it can also impact the aged care worker when providing 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?

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.

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

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.

  1. 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?
  1. 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

Type of elder abuse

Indicators

Psychological

Financial

Sexual

  1. If you suspected that a client was being abused, what must you do?

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)?
  1. Why is it important to report this incident given that Harry does not appear to be injured?

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?’

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

QUESTION 11

  1. Provide a definition for each of the care approaches below.

Care approach

Definition

Person-centred approach

Enabling/reablement approach

Rights-based approach

  1. Explain how each of the care approaches below could be provided by a carer. An example has been done for you.

Care approach

Example of how this can be provided

Person-centred approach

Example answer:

We discussed all the care options with Mrs. Brown and answered all the questions. At the end of the discussion she decided that she would like assistance to shower but she will continue to clean her teeth and dress herself unaided. She said that she may need help with buttons sometimes.

Person-centred approach

Enabling/reablement approach

Rights based approach

QUESTION 12

Research a best-practice aged care program (for example, you might choose the Eden Alternative or Active Service Model).

In one to two paragraphs describe the program and why it is ‘best practice.’

QUESTION 13

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.

QUESTION 14

  1. Describe the concept of human rights. In your answer, refer to the foundation document developed by the United Nations that outlines our basic rights and freedoms.
  1. Identify three ways in which a client in aged care could have their human rights ignored.

What do I need to hand in for this task?

Have I completed this?

Your answers to each question

o

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.

Name:

Date of birth:

Student ID:

Unit:

CHCAGE001 Facilitate the empowerment of older people

Student to complete

Assessor to complete

Assessment Task

Resubmission?

Y/N

Student initials

Sufficient/ insufficient

Date

Case study 1

Case study 2

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 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.

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?
  1. What actions must the worker take to report the suspected abuse?
  1. What professional support service could Marta be referred to for assistance?
  1. The worker no longer feels safe going to Marta’s house. This is very stressful for her as she doesn’t want to admit that she feels unsafe and insecure. She has been seeing a counsellor for other issues and decides that she wants to speak to them about how she is feeling.

When talking to her counsellor, what does the worker need to consider in terms of her workplace’s privacy and confidentiality requirements.

  1. The worker learns that a colleague has been discussing Marta’s circumstances and your stress reaction in the lunch room. There is often staff present who are not directly involved in client care. What legislation and ethical requirements is the colleague breaching?
  1. What should the worker do now that they know Marta’s personal information has been discussed?

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 about it is said to a staff member, the staff member says, ‘Well, you don’t have to go to church!

I’m sure God will agree that drinking a delicious cup of coffee is much more important than listening to the priest.

The priest probably won’t care anyway!’

Later that same week, one of the clients overhears a couple of the workers making fun of the Catholic clients about their situation, and how they are putting a church visit above coffee and shopping.

  1. Do you think the Catholic clients are being discriminated against? Explain your answer.
  1. What would be a better way of dealing with the concerns of the Catholic clients to ensure their religious needs are respected?
  1. What action would you take if someone in the client group tells you they want to put in a formal complaint?

What do I need to hand in for this task?

Have I completed this?

Your answers to this case study

o

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.

Name:

Date of birth:

Student ID:

Unit:

CHCAGE001 Facilitate the empowerment of older people

Student to complete

Assessor to complete

Assessment Task

Resubmission?

Y/N

Student initials

Sufficient/ insufficient

Date

Role Play

ASSESSMENT TASK 3: ROLE PLAY

TASK SUMMARY:

In this role play you will need to work with a new client and respond to their goals and aspirations. You are also required to answer a set of written questions after the role play is complete.

WHAT DO I NEED IN ORDER TO COMPLETE THIS ASSESSMENT?

  • Your assessor to play the role of Brenda.
  • Access to textbooks and other learning materials.
  • Access to a computer and the Internet (if students prefer to type their responses).

WHEN DO I DO THIS ASSESSMENT?

  • You will do this task in your workplace or in the classroom (your assessor will determine the most suitable location).
  • Write in the due date as advised by your assessor:_____

WHAT DO I NEED TO DO IF I GET SOMETHING WRONG?

If your assessor sees that you have not shown appropriate skills or knowledge, they will give you some feedback and you will need to do the specific task again.

INSTRUCTIONS:

BRENDA

Brenda has recently had a knee replacement. She has had a series of falls over time, each one leaving her more shaken and injured. Brenda wants to remain at home and age in place.

The information you have so far about Brenda is as follows:

She is 74 years old and is a widower.

Her husband passed away two years ago. She misses him terribly.

Brenda has a 46-year-old daughter, Maisie.

She lives in a three-bedroom house on a decent-sized block.

She doesn’t know how she is going to be able to keep her house and garden clean and tidy.

She has a small friendship circle, which consists of her church friends and friends of many years.

She has lost interest in cooking, and in food in general.

She is terrified she will fall again.

She needs to attend physiotherapy twice a week (Tuesdays and Thursdays). Maisie can take her on Tuesdays but works on Thursdays.

She does not drive anymore and handed in her licence.

She can’t be bothered cooking meals for herself so she tends to eat sandwiches, biscuits and cake

Brenda has a terrible fear of fire because a friend’s home caught fire from a faulty appliance. She tries to switch everything off at the power switch at night before she goes to sleep, except for the appliances that must run of course!

She is very scared she will eventually be put in a home. She couldn’t bear to leave her family home and the memories of her husband.

You work for New Greens Aged Care.

Your assessor will play the role of Brenda. Your job is to talk to Brenda and empower her to have a better quality of life as she ages in place for as long as possible.

Brenda will respond to your questions and give you further information that will help you during the discussion.

During the role play, your assessor will be looking to see that you can:

  • Communicate with Brenda in a respectful manner at all times
  • Develop and maintain trust and goodwill
  • Empower Brenda to make decisions to improve the quality of her life
  • Apply a person-centred approach
  • Respect her spiritual/religious beliefs and her right to express her identity and preferences
  • Discuss the physical and social enablers and disablers that are impacting on her at this time
  • Talk to Brenda about the impact on ageing on activities of daily living
  • Encourage Brenda to take some responsibility for her health and wellbeing and to engage in activities of daily living
  • Explain the fire safety information you have gathered for her
  • Talk to Brenda about potential service options that would be of benefit, showing her information you have gathered
  • Talk to Brenda about risks you have identified based on her scenario information and what she has told you
  • Maintain awareness of your own attitudes and values at all times, and avoid passing judgment or showing disapproval
  • Ensure Brenda understands her rights in regards to informed consent.

After the role play you will need to answer a set of questions. Make sure you answer each question in as much detail as you can.

  1. What was your duty of care when advising Brenda of appropriate options?
  1. If Maisie asked you about Brenda’s nutrition and how her health is in this regard, what would you say to ensure that you are adhering to standard service policy and protocols?
  1. What strategies would you use to maintain the trust and goodwill you have established with Brenda?
  1. Explain why services need to be reviewed as time passes, and why adjustments to services may be required.

One of the services Brenda decided to participate in is a fitness program for older people, which is held at the local community centre. She has found it to be a great help with her knee and she has made many new friends. Her overall demeanour and self-esteem improved greatly as a result of accessing this new service.

During one of your visits, she tells you she is not going anymore and would like to find another program of a similar nature somewhere else. While you are more than happy to help meet her wishes, you are worried about her sudden change of heart towards the program.

She finally tells you that there is a new instructor at the centre who is very impatient and rude and makes her feel uncomfortable. She said he has made some unpleasant comments about her level of fitness and suggested she is not suitable for the program. Brenda believes the instructor took an instant dislike to her because she is much older than the others in her group and her knee injury has made it difficult for her to do some of the exercises he has in the new program.

The last time she was there, he was very tough on her and called her a silly old woman for complaining that she was tired, and said perhaps she needed to find another program and instructor that would listen to her whining. Brenda said that she cried and left, she was so humiliated in front of her friends.

  1. What would you tell Brenda about her rights in regards to this situation and what she can do to make sure the community centre are aware of the instructor’s behaviour?

Brenda refuses to go back to the community centre and the program. You are disappointed because she had made such progress and new friends. She doesn’t get to see her friends very often now. Brenda is very firm about accessing a new fitness program and a new centre. You do not think she is doing the right thing – she has submitted a complaint about the instructor and the centre is investigating. You think she should go back and hold her head high.

  1. Explain why it is not appropriate for you to put your opinions on Brenda – in your answer, refer to the principles of person-centred and rights-based care.

What do I need to hand in for this task?

Have I completed this?

Your answers to the questions

Information gathered about support services

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.

Name:

Date of birth:

Student ID:

Unit:

CHCAGE001 Facilitate the empowerment of older people

Student to complete

Assessor to complete

Assessment Task

Resubmission?

Y/N

Student initials

Sufficient/ insufficient

Date

Project

ASSESSMENT TASK 4: PROJECT

TASK SUMMARY:

This task follows on from the role play at Assessment Task 3. You are to do a safety check on a real bathroom, assuming the bathroom is Brenda’s, and determine aids and modifications that should be made to allow her to continue living independently.

WHAT DO I NEED IN ORDER TO COMPLETE THIS ASSESSMENT?

  • Access to a bathroom.
  • A camera (you can use your mobile phone camera).
  • Bathroom Safety Checklist (at the end of this task).

WHEN DO I DO THIS TASK?

  • You will do this task in your own time.
  • Write in the due date as advised by your assessor:_____

WHAT DO I NEED TO DO IF I GET SOMETHING WRONG?

If your assessor identifies that you did not complete the checklist correctly or answer the questions correctly, you will be asked to fix the parts that are wrong and resubmit.

INSTRUCTIONS:

At Assessment Task 3 it was established that Brenda has a fear of falling again. She seems to have great concern that this will occur in her bathroom, and does not use the bath and feels unsafe in the shower.

For this task, you are required to choose a bathroom and take photos of it. You are to assume that this is Brenda’s bathroom. You can choose your own bathroom, a bathroom at your RTO, a bathroom in your workplace or work placement service, etc. Ensure the photos show as much of the area as possible.

Using the Bathroom Safety Checklist (provided), complete a safety check of this bathroom. Remember that the purpose of this task is to identify aids and modifications that can help Brenda feel more empowered and safer.

Make sure you do the safety check while you are in the bathroom so you can answer each item.

Complete the questions at the end of this task.

Bathroom Safety Checklist

Student name:

Date:

Yes/No

Comments

Does the floor have a non-slip surface?

Is access to the shower safe? (For example, is there a raised section of tiles to step over, is the door in good condition etc.)

Is there room for a seat near the shower?

Is there room for a seat in the shower?

Is there a grab rail in the shower and in the bath?

Is there a grab rail near the toilet? (If the toilet is in the bathroom, otherwise note ‘NA’.)

Is lighting in the room adequate?

Bathroom Safety Checklist

Student name:

Date:

Yes/No

Comments

Is there adequate heating?

Is there sufficient ventilation to prevent condensation?

Is there sufficient room near the shower area for a worker to provide assistance and support as required?

Have you identified any other issues that may be an issue for the client?

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

  1. Is the bathroom currently safe for both Brenda and her future personal care worker? Explain your answer.
  1. What are your recommendations to make this bathroom safer for Brenda? What aids and modifications are required to reduce risk of injury or illness?

What do I need to hand in for this task?

Have I completed this?

Photos of the bathroom (you can print these out or email them to your assessor)

o

Your completed checklist

o

Your answers to the questions

o

ASSESSMENT TASK COVER SHEET – ASSESSMENT TASK 5

Students: Please fill out this cover sheet clearly and accurately for this task.

Make sure you have kept a copy of your work.

Name:

Date of birth:

Student ID:

Unit:

CHCAGE001 Facilitate the empowerment of older people

Student to complete

Assessor to complete

Assessment Task

Resubmission?

Y/N

Student initials

Sufficient/ insufficient

Date

Workplace Project

ASSESSMENT TASK 5: WORKPLACE PROJECT

TASK SUMMARY:

You are to work with a real aged care client to determine ways in which they can be empowered and achieve their goals and aspirations.

WHAT DO I NEED IN ORDER TO COMPLETE THIS ASSESSMENT?

  • Access to an aged care workplace
  • Access to an aged care client
  • Access to workplace policies and procedures
  • Access to aids and equipment
  • Permission from your supervisor and the client to undertake this task.

WHEN DO I DO THIS TASK?

  • You will do this task in your workplace. The first part will be completed during one of your assessor’s workplace visits.
  • Write in the due date as advised by your assessor:_____

WHAT DO I NEED TO DO IF I GET SOMETHING WRONG?

If your assessor identifies that you did not complete all requirements of this task correctly, they will give you feedback and you will need to redo the incorrect part again.

INSTRUCTIONS:

This task requires you to work with a real client in your aged care workplace. You are to find out what they would like to achieve to feel more empowered and have a better quality of life (this may be in regards to their health or social wellbeing, for example). Your role involves responding to their goals and aspirations by identifying and providing services that meet their needs.

Your assessor will observe your initial interaction with your client.

You are also required to complete the attached Client Report template, and will need your supervisor to sign off on it. This will need to be completed over a period of time – this is so your client has time to access the service/s and there is time for them to make changes to services if and as required.

You must get permission from your supervisor to work with the client you have chosen (they may determine the client isn’t suitable to participate in this assessment, and may suggest another client). Once your client has been chosen, you must obtain permission from them to participate in this task.

You must not proceed with this assessment until the forms have been signed by your supervisor and the client who is participating.

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

  1. Meet with your client and learn about their goals/wishes. Your assessor will observe this part of the task.

During this part your assessor will be looking to see that you can:

  • use a person-centred approach
  • respect differences in regards to the client’s cultural, spiritual and social needs and preferences
  • encourage the client to openly talk about their needs, preferences, wishes etc
  • avoid imposing your own values and attitudes, and allow the client dignity of risk when making decisions
  • show that you can establish a trusting relationship with the client
  • empower the client in regards to achieving their goals and aspirations to achieve better health and quality

of life

  • discuss physical and social enablers and disablers
  • discuss service options that you believe would empower the client
  • discuss the risks involved with ageing, especially those that may impact or be related to the services being considered
  • discuss with the client their rights, your service’s complaints mechanisms and how you will ensure their safety
  • discuss with the client their right to privacy and confidentiality and you and the organisation ensure client information is kept private.

You can use the information in the Client Report template below to guide your discussion.

Once the client discussion is over, you will need to work with your supervisor or colleagues to organise client access to the services discussed.

  1. Complete the Client Report over a period of time, reflecting on your experience with your client. Use the Client Report template provided to help guide you in your response. Make sure you provide as much detail as you can about each section. Get your supervisor to sign off at the end of the report.

Client Report

Student name

Assessment task

Supervisor name

Date

Workplace

Identifying goals and aspirations

What were the goals/wishes and aspirations of your client?

What physical and social enablers and disablers were identified?

About the client

Provide some information about the client’s background. For example, what is their cultural, spiritual/ religious and social background? What diverse needs do they have?

Remember to maintain privacy and avoid providing information that may directly identify your client.

How did you empower your client to express their identity and preferences? Did you at any stage find it difficult to not put forth your own personal opinion, or did you need to make sure your own values and attitudes were not coming through during your discussion?

How did you consider your client’s background when identifying services?

What risks or potential risks did you discuss with the client that are related to the ageing process? How did you ensure they understood that these changes can impact their ability to do activities of daily living?

Services provided

What services were identified and organised for your client? Explain how you organised them.

What information did you gather and share with your client to help them make informed decisions and to promote independent living?

How did you ensure that your client’s rights were upheld when accessing services?

What aids or modifications were used to support the client with independent living?

Workplace requirements

Explain the legal and ethical requirements you needed to consider when working with your client.

Explain the workplace policies and procedures you needed to consider when working with your client.

Explain how you ensured the safety of your client when determining services. In your response, refer to dignity of risk, WHS and duty of care.

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