Aged Care

CHCCCS011
Meet personal support needs

Underpinning Knowledge Questions (Assessment 1)
&
Research Work/Project (Q & A) (Assessment 2)
Table of Contents
Table of Contents ..................................................................................................................................... 1
Instructions to Student............................................................................................................................. 3
Assessment instructions .............................................................................................................................. 3
Assessment Guide .................................................................................................................................... 6
Assessment submission ............................................................................................................................ 8
Unit of Competency ............................................................................................................................... 11
Application................................................................................................................................................. 11
Performance Criteria ................................................................................................................................. 12
Foundation Skills........................................................................................................................................ 12
Assessment Requirements ........................................................................................................................ 13
Student Overall Assessment Record Sheet .............................................................................................. 15
Pre Assessment Checklist ....................................................................................................................... 17
Assessment 1: Underpinning Knowledge Questions ................................................................................ 19
Activity 1A – PC 1.1 .................................................................................................................................... 19
Activity 1B – PC 1.2 .................................................................................................................................... 20
Activity 1C – PC 1.3 .................................................................................................................................... 22
Activity 1D – PC 1.4.................................................................................................................................... 24
Activity 1E – PC 1.5 .................................................................................................................................... 25
Activity 1F – PC 1.6 .................................................................................................................................... 26
Activity 2A – PC 2.1 .................................................................................................................................... 27
Activity 2B – PC 2.2 .................................................................................................................................... 29
Activity 2C – PC 2.3 .................................................................................................................................... 29
Activity 3A – PC 3.1 .................................................................................................................................... 30
Activity 3B – PC 3.2 .................................................................................................................................... 30
Activity 3C – PC 3.3 .................................................................................................................................... 31
Activity 3D – PC 3.4.................................................................................................................................... 32
Activity 3E – PC 3.5 .................................................................................................................................... 34
Activity 3F – PC 3.6 .................................................................................................................................... 35
Activity 4A – PC 4.1 .................................................................................................................................... 35
Activity 4B – PC 4.2 .................................................................................................................................... 36
Activity 4C – PC 4.3 .................................................................................................................................... 38
APPENDIX 1 – BLANK CARE PLAN .................................................................................................................. 39
Australian Nursing and Training Services Pty Ltd, 3-5/818 Old Princes Hwy, Sutherland NSW 2232. Australia
Phone: +61 2 95423340. Email: [email protected] Web: www.austnursing.com.au. RTO No: 41231
Filename: Document1 Version:1.1/November 18 Review Date: February 19 Page:1 of 55
APPENDIX 2 – EDITH CITIZEN CARE PLAN...................................................................................................... 41
APPENDIX 3 – COMPLAINT FORM ................................................................................................................. 43
Assessment 1: Underpinning Knowledge Questions Assessors Feedback .................................................... 45
Assessment 2: Research Work/Project (Q & A) ....................................................................................... 46
Assessment 2: Research Work/Project Assessor Feedback .......................................................................... 55
Instructions to Student
Assessment instructions
Overview
Prior to commencing the assessments, your trainer/assessor will explain each assessment task and the terms
and conditions relating to the submission of your assessment task. Please consult with your trainer/assessor
if you are unsure of any questions. It is important that you understand and adhere to the terms and
conditions, and address fully each assessment task. If any assessment task is not fully addressed, then your
assessment task will be returned to you for resubmission. Your trainer/assessor will remain available to
support you throughout the assessment process.
Written work
Assessment tasks are used to measure your understanding and underpinning skills and knowledge of the
overall unit of competency. When undertaking any written assessment tasks, please ensure that you address
the following criteria:
 Address each question including any sub-points

 Demonstrate that you have researched the topic thoroughly
 Cover the topic in a logical, structured manner
 Your assessment tasks are well presented, well referenced and word processed
 Your assessment tasks include your full legal name on each and every page.
Active participation
It is a condition of enrolment that you actively participate in your studies. Active participation is completing
all the assessment tasks on time.
Collusion
Collusion is the presentation by a student of an assignment as their own that is, in fact, the result in whole or
in part of unauthorised collaboration with another person or persons. Collusion involves the cooperation of
two or more students in plagiarism or other forms of academic misconduct and, as such, both parties are
subject to disciplinary action. Collusion or copying from other students is not permitted and will result in a
“0” grade and NYC.
Assessments must be typed using document software such as (or similar to) MS Office. Handwritten
assessments will notbe accepted (unless, prior written confirmation is provided by the trainer/assessor to
confirm).
Who are you being assessed by
Australian Nursing and Training Services ensure that assessments are conducted by a person who has the
following competencies from the TAE Training Package for Assessment and Workplace Training, or
demonstrated equivalent competencies:
 TAEASS401 Plan assessment activities and processes

 TAEASS402 Assess competence
 TAEASS403 Participate in assessment validation
Some assessor may also have
 TAEASS502 Design and develop assessment tools
If a person does not have all of the assessment competencies required and the vocational competencies as
defined in the unit of competence, then one person with the assessment competencies (is authorised to
determine assessment outcomes) and one or more persons with the specific vocational competencies may
work together to conduct assessments. Assessment of CHC Package units must involve at least one assessor
who holds current Certificate IV in Training and Assessment.
Recognition is available for those who can demonstrate competence already gained.
You will be offered an opportunity to re-submit if your initial attempt is assessed as 'Not Yet Competent'.
You will be provided with feedback to enable re-submission if needed.
On successful completion of the assessment or Recognition process you will be awarded with the following
unit of competency, CHCCCS011 Meet Personal Support Needs
Competency outcome
There are two outcomes of assessments: S = Satisfactory and NS = Not Satisfactory (requires more training
and experience).
Once the student has satisfactorily completed all the tasks for this module the student will be awarded
“Competent” (C) or “Not yet Competent” (NYC) for the relevant unit of competency.
If you are deemed “Not Yet Competent” you will be provided with feedback from your assessor and will be
given another chance to resubmit your assessment task(s). If you are still deemed as “Not Yet Competent”
you will be required to re-enrol in the unit of competency.
Additional evidence
If we, at our sole discretion, determine that we require additional or alternative information/evidence in
order to determine competency, you must provide us with such information/evidence, subject to privacy
and confidentiality issues.We retain this right at any time, including after submission of your assessments.
Confidentiality
We will treat anything, including information about your job, workplace, employer, with strict confidence, in
accordance with the law.However, you are responsible for ensuring that you do not provide us with anything
regarding any third party including your employer, colleagues and others, that they do not consent to
thedisclosure of. While we may ask you to provide information or details about aspects of your employer
and workplace, you are responsible for obtaining necessary consents and ensuring that privacy rights and
confidentiality obligations are not breached by you in supplying us with such information.
Assessment appeals process
If you feel that you have been unfairly treated during your assessment, and you are not happy with your
assessment and/or the outcome as a result of that treatment, you have the right to lodge an appeal.You
must first discuss the issue with your trainer/assessor.If you would like to proceed further with the request
after discussions with your trainer/assessor, you need to lodge your appeal to the course coordinator, in
writing, outlining the reason(s) for the appeal.
Recognised prior learning

Students will be able to have their previous experience or expertise recognised on request.
Special needs
Students with special needs should notify their trainer/assessor to request any required adjustments as soon
as possible. This will enable the trainer/assessor to address the identified needs immediately.
Reasonable adjustment
Students are able to seek reasonable adjustment to their assessment process if they have an impairment or
disability. Australian Nursing and Training Services should be made aware of this prior to assessment so that
the assessor can make reasonable adjustments to the assessment process to ensure that the student is
assessed fairly and is not disadvantaged by Australian Nursing and Training Services choice of assessment
methodology or processes.
Reasonable adjustment for knowledge evidence might be that a written assessment tasks could be given
extended time for written answer or oral questioning for responses or a person could scribe the written
responses.
The workplace focus or competency assessment means that an assessor must be aware of what adjustments
or modifications might be reasonable to expect with in a workplace, and what adjustments developed for
assessment might be reasonably transferred to the workplace.
These consideration mean that the assessor needs to establish and maintain a close working relationship
with industry and work with industry in developing assessment strategies.
The process of gathering evidence to be used in judgement can be varied, ranging from evidence derived
from workplaces or realistic simulations, observations made by supervisors, clients, or assessors, recorded
unit by unit or in ‘holistic’ checklists. It is in gathering the evidence that ‘reasonable adjustments’ can be
safely made.
It is still essential that the student is assessed against the relevant units of competence to the appropriate
standard; For some students there may be no reasonable workplace modification that will preserve the
integrity of the competency. Students faced with this impasse may need to be counselled about the obstacle
before them so that if they choose to pursue the training they have no misunderstanding about the likely
result of an assessment outcome.
Assessment Guide
Pelase read your Assessment Guidelines so that you are informed of your responsibilities regarding
undertaking assessments at Australian Nursing and Training Services before completing this assessment.
The following table shows you how to achieve a satisfactory result against the criteria for each type of
assessment task.
Assessment Method Satisfactory Result Non-Satisfactory Result
You will receive an overall result of competent or not yet competent for the unit. The assessment process is
made up of a number of assessment methods. You are required to achieve a satisfactory result in each of
these to be deemed competent overall. Your assessment may include the following assessment types.
Assessment Task 1 Incorrect answers for one or more
All questions answered correctly.
questions.
Underpinning
knowledge/questions and Answers address the question in full; Answers do not address the question
case studies referring to appropriate sources from in full. Does not refer to appropriate
your workbook and/or workplace. or correct sources.
Lack of demonstrated
All comprehension questions comprehension of the Underpinning
answered correctly; demonstrating knowledge required to complete the
an application of knowledge of the case study questions correctly. One
topic case scenario. or more questions are answered
incorrectly.
Answers address the question in full; Answers do not address the question
referring to appropriate sources from in full; do not refer to appropriate
your workbook and/or workplace. sources.
Assessment Task 2 The assessor will mark the activity
Does not follow
against the detailed
Written activity/research guidelines/instructions.
guidelines/instructions.
work
Attachments if requested are Requested supplementary items are
attached. not attached.
Response does not address the
All requirements of the written
requirements in full; is missing a
activity are addressed /covered.
response for one or more areas.
One or more of the requirements are
Responses must refer to appropriate
answered incorrectly. Does not refer
sources from your workbook and/or
to or utilise appropriate or correct
workplace.
sources of information.
Assessment Method Satisfactory Result Non-Satisfactory Result
Assessment Task 3 All steps in the demonstration of

practical skills in the workplace whilst
Observation of practical
being observed by an assessor, using
skills
an observational checklist, are
deemed satisfactory.
Could not demonstrate satisfactory
and/or completion of all the steps required
of the practical skill as evidenced by
All steps in the demonstration of
observations checklist record.
practical skills in a simulated learning
environment whilst being observed
by an assessor, using an
observational checklist, are deemed
satisfactory.
This third-party report is only obtained as part of the assessment evidence for a unit of competency when
Australian Nursing and Training Services workplace assessor is seeking additional evidence to support a
judgement about a student’s competence in the workplace. As part of the evidence of competence the
third-party report should be completed by a Supervisor/Team Leader who has worked closely with the
student.
Third party reports will be given as a separate workbook.
Workplace Observation Supervisor/Team Leader who Could not demonstrate consistency
third party report observes your work performance and in practical skills in the workplace.
confirms that you consistently meet Could not demonstrate the ability to
the standards expected from an achieve the required standard of a
experienced care support employee. care support employee.
CHCCCS011 Meet Personal Support Needs

For all documentation on the performance criteria and assessment requirements of the unit
CHCCCS011 Meet Personal Support Needs, please refer to the training.gov.au website using this
link. https://training.gov.au/Training/Details/CHCCCS011
Assessment submission
Presentation of written assessments is important. Remember you are trying to convince your assessor of
your assessor of your competency. Your written assessment or recognition portfolio should;
 Be typed or handwritten (legibly)

 Have an assessment cover page
 Have a contents list (if appropriate)
 Have headings (if appropriate)
 Give clear references (if external information sources are used)
 Assessments should be provided stapled or clipped or in a plastic sleeve, as directed by your trainer.
How should I format my assessments?

Your assessments should be typed in an 11 or 12 size font for ease of reading. You must include a footer on
each page with the student name, unit code anddate. Your assessment needs to be submitted as a hardcopy
or electronic copy as requested by your trainer.
Written work
Assessment projects are common assessment items used to measure a participants understanding. A good
project should:
 Have your name on each page of the project

 Use a numbering system for referencing to attachments (and clearly label attachments)
 Focus on the set tasks
 Show that you have researched the topic thoroughly
 Cover the topic in a logical and structured manner
 Be written in simple, clear language
 Be well presented with correct grammar, punctuation and referencing
How should I reference the source of information I use in my assessments?

Include a reference list at the end of your work on a separate page; you should reference the sources you
have used in your assessments in the Harvard Style. For example:
Website Name – Page or Document Name, Retrieved insert the date. Webpage link.
For a book: Author surname, author initial, Year of publication, Title of book, Publisher, City, State.
Return of assessments
All assessment items are retained by Australian Nursing and Training Services for audit purposes.
Appropriate feedback, on your work, will be provided to you.
It is important to keep a copy of your assessments for your own records and in case they are lost or damaged
in transit.
Plagiarism
Plagiarism is taking and using someone else's thoughts, writings or inventions and representing them as your
own.Plagiarism is a serious act and may result in a student’s exclusion from a course. When you have any
doubts about including the work of other authors in your assessment, please consult your
trainer/assessor.The following list outlines some of the activities for which a student can be accused of
plagiarism:
 Presenting any work by another individual as one's own unintentionally

 Handing in assessments markedly similar to or copied from another student
 Presenting the work of another individual or group as their own work
 Handing in assessments without the adequate acknowledgement of sources used, including
assessments taken totally or in part from the internet.
If it is identified that you have plagiarised within your assessment, then a meeting will be organised to
discuss this with you, and further action may be taken accordingly.
What about Copyright?
You must be careful when copying the work of others. The owner of the material may take legal action
against you if the owner’s copyright has been infringed. You are allowed to do a certain amount of copying
for research or study purposes. Generally, 10 % or one chapter of a book is acceptable, where the student
is studying with or employed by an educations institutions.
Unit of Competency
Application
This unit describes the skills and knowledge required to determine and respond to an individual’s physical
personal support needs and to support activities of daily living.
This unit applies to workers who provide support to people according to an established individualised plan in
any community services context. Work performed requires some discretion and judgement and may be
carried out under regular direct or indirect supervision.
The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation,
Australian/New Zealand standards and industry codes of practice.
Unit Mapping Information
No equivalent unit.
Modification History
Release 1 - This version was released in CHC Community Services Training Package release 2.0 and meets the
requirements of the 2012 Standards for Training Packages.
Significant change to the elements and performance criteria. New evidence requirements for assessment
including volume and frequency requirements. Significant changes to knowledge evidence.
Performance Criteria
Element Performance Criteria
Elements describe the Performance criteria describe the performance needed to
essential outcomes. demonstrate achievement of the element.
1. Determine personal 1.1 Review individualised plan and confirm required equipment,
support requirements processes and aids
1.2 Identify requirements outside of scope of own role and seek
support from relevant people
1.3 Consider the potential impact that provision of personal
support may have on the person and confirm with
supervisor
1.4 Consider specific cultural needs of the person
1.5 Consider specific physical and sensory needs of the person
1.6 Identify risks associated with the provision of support and
confirm with supervisor
2. Maximise 2.1 Discuss and confirm person’s own preferences for personal
participation support in a positive way
2.2 Consider and confirm the person’s level of participation in
meeting their personal support needs
2.3 Provide the person with information to assist them in
meeting their own personal support needs
3. Provide personal 3.1 Safely prepare for each task and adjust any equipment, aids
support and appliances
3.2 Take account of identified risks in the provision of personal
support and technical support activities
3.3 Identify and respond to routine difficulties during support
routines, and report more complex problems to supervisor
3.4 Identify changes in the person’s health or personal support
requirements and report to supervisor
3.5 Work with the person and supervisor to identify required
changes to processes and aids
3.6 Maintain confidentiality, privacy and dignity of the person
4. Complete reporting 4.1 Comply with the organisation’s reporting requirements,

and documentation including reporting observations to supervisor
4.2 Complete and maintain documentation according to
organisation policy and protocols
4.3 Store information according to organisation policy and
protocols
Foundation Skills
The Foundation Skills describe those required skills (such as language, literacy, numeracy and employment
skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.
Assessment Requirements
Performance Evidence
The candidate must show evidence of the ability to complete tasks outlined in elements and performance
criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be
evidence that the candidate has:
 Safely supported at least 2 individuals by performing the activities outlined in the
performance criteria of this unit. This includes following support requirements of an
established individualised plan and supporting each of the following activities:
 bed bathing
 dressing, undressing and grooming
 eating and drinking using appropriate feeding techniques
 oral hygiene
 shaving
 showering
 toileting and the use of continence aids
 using aids and equipment including devices used by the person
 Performed the following hazardous manual handling scenarios at least once:
 transferring a person between bed and chair
 transferring a person in and out of car
 falls recovering.
Knowledge Evidence
The candidate must be able to demonstrate essential knowledge required to effectively complete tasks
outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the
context of the work role. This includes knowledge of:
 Different contexts for provision of personal support and impacts on the way services are
provided
 Role and responsibilities of the personal support providers and workers
 Concepts of enablement and re-ablement
 Legal and ethical requirements related to the provision of personal support, and how these
are applied in an organisation and individual practice:
 privacy, confidentiality and disclosure
 duty of care
 work health and safety, including manual handling
 Basics of:
 body hygiene
 grooming
 oral hygiene
 human body system
 Personal safety and security risks associated with provision of personal support and
strategies to minimise those risks
 Features, functions and safe use of equipment and aids used in provision of personal
support and devices used by the person including the importance of adjusting equipment
and aids to the needs of the individual
 Techniques for completing physical support routines
 Infection control procedures
 Organisational reporting technologies.
Assessment Conditions
Skills must have been demonstrated in a relevant workplace that provides personal support services to
people, with the addition of simulations and scenarios where the full range of contexts and situations have
not been provided in the workplace. These are situations relating to emergency or unplanned procedures
where assessment in these circumstances would be unsafe, impractical or threatens the dignity of the
person. The following conditions must be met for the unit:
 Use of suitable facilities and resources including:
 individualised plans specifying different personal support needs
 equipment outlined in individualised plans
 Modelling of industry operating conditions including involvement of real people when
simulating the provision of service and equipment use
Overall, assessment must involve some real interactions with people who require personal support.
Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory
competency requirements for assessors.
Links
Companion Volume implementation guides are found in VETNet -

https://vetnet.education.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53
Student Overall Assessment Record Sheet
Unit Code and Title CHCCCS011 Meet Personal Support Needs
Student Name Nilu Bhandari

Student ID ANT000010W
Unit Start Date 20/03/2019
Result
S = Satisfactory
NS = Not Satisfactory
Completion
Assessment Items
Signature
DNS = Did Not Submit
Trainer’s
Date of
C = Competent
NYC = Not Yet
Competent
Underpinning Knowledge
Assessment 1 Questions/Activities & Skills S NS DNS
Activity
Assessment 2 Research Work/Project S NS DNS
Assessment 3
Simulation S NS DNS
If Required
Assessment 4 Workplace Observation S NS DNS
Final Assessment Result for this unit C NYC
Student Declaration: I declare that the work
submitted is my own, and has not been
Signature:
copied or plagiarised from any person or
source.
Submission Date: 09/10/2019
Feedback to Student
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Assessor Declaration: I declare that I have conducted a fair, valid, reliable and flexible
assessment with this student, and I have observed the student demonstrate unit outcomes
through consistent and repeated application of skills and knowledge over a period of time and
provided appropriate feedback.
Signature:___________________________________ Date: _____/______/______
Student Declaration: I declare that I have been assessed in this unit, and have been advised of
my result. I also am aware of my appeal rights.
Signature: Date: 09/10/2019
This page is intentionally blank
Pre Assessment Checklist
Student Name: Nilu Bhandari Assessor Name:
Unit Start Date: 20/03/2019 Location: 45 Winarlia lane, Gungahlin
Unit Code and Name CHCCCS011 Meet Personal Support Needs
Checklist for Conducting the Assessment 
Student confirms readiness to be assessed 
Time and date of the assessment was diarised and agreed to by the student
Should be 14 days after the final delivery of the unit.
UnitDue Date: Time: Location:

Criteria against which the students performance will be assessed are explained

to the student
Student has read the Assessment guidelines document where assessment methods,

processes and documentation about assessment have been explained to student.
Has student any special any special requirements? Please list special requirements:

Confidentiality of assessment outcome has been explained. 
Right to appeal assessment decision has been explained to the student. 

All hygiene, Work, Health and Safety requirements have been met as per orientation

pack.
Instructions to the Students
 Should you not answer the questions correctly, you will be given feedback on the results and
your gaps in knowledge. You will be given another opportunity to demonstrate your knowledge
and skills to be deemed competent for this unit of competency
 If you are not sure about any aspect of this assessment, pleases ask for clarification from your
trainer.
 Please refer to the Australian Nursing and Training Services Student Handbook for more
information.
 If you have questions and other concerns that may affect your performance in the assessment
please inform the assessor immediately.
In signing this form, the student acknowledges that s/he is ready for assessment and that the
assessment process has been fully explained. The assessment information gathered (including student
name, but no other personal details) will be used by the training organisation for specific record
keeping purposes.
Student’s Signature:
Assessor’s Signature:
Assessment 1: Underpinning Knowledge Questions
Complete the following activities individually or in a group (as applicable to the specific activity and the
assessment environment).
Activity 1A – PC 1.1
Student Nilu Bhandari Student ID ANT0000010w
Name
Objective To review individualised plan and confirm required equipment, processes and aids.
Activity Role-playing activity:
Using the care plan for Edith Citizen (Appendix 2 of this Workbook), in your group, discuss the
details of the client’s care plan.
Choose three aspects of care provision that are subject to personal preference, and ask the
client for their input on each, covering several areas of the chosen categories.
You may refer to chapter 1.1 of the unit for ideas.
Health and wellbeing Care Plan
Personal Details
FAMILY NAME: ROOM NO:
GIVEN NAME:  Male Female
PREFERRED NAME: D.O.B.16/06/1930 CARER IN CHARGE:
ADDRESS SUPERVISOR:
AIDS USED DOCTOR:
Safety belt PRN ALLERGIES: NKDA
CARE PLAN
Wheelchair
ACTIVITIES OF DAILY
GOALS INTERVENTIONS EVALUATION
LIFE
Personal Hygiene To keep Mrs Edith Daily Was the goal met
Citizen clean an bathing/showering Is Mrs Edith Citizen’s
increase her self- Grooming personal hygiene
esteem Brushing maintained
teeth/dentures twice Is Mrs Edith Citizen
a day happy within her self
Getting podiatrist for
nail care
Organising hair
dresser for hair care
Soft diet and thin
fluids. Full assistance
Make not to refuses
with setting up and
Sustagen& two Cal
Nutrition and cutting food up into weighed monthly
lots of
hydration small pieces as and PRN
encouragement by
possible for easy
all team members
chewing and
swallowing.
Edith is very
confused,
She may become disoriented related
very aggressive and to dementia. She can
pushing staff hands become very
restless, constantly
away, physically
agitated, and try to
hitting, kicking staff get up from chair or
and also verbally moving around
Spend extra time aggressive, swearing constantly, unable to
with her or leave her to staff, spitting out sit still in chair and
Behaviour will become high fall
for a while when she to staff when
settle. resisting to care. she risk, staff need to
have close
needs you to be
supervision and
patient and very reassurance, she is
gentle with her also very resistive to
explaining, care that includes
encouraging and showering , toileting,
reassuring her. pad change, &
eating/drinking.
Activity 1B – PC 1.2
Student Name Nilu Bhandari Student ID ANT0000010W
Objective To identify requirements outside of scope of own role and seek support from
relevant people.
Activity 1. Give an example of how you could confirm personal support requirements
with a client.
Identify an aspect of personal care and list the questions you could ask the
client and the choices they may have.
Personal support is assisting with personal hygiene of the clients that are as
follows:
o assisting with eating and drinking and the use of feeding techniques
o assisting with oral hygiene and healthcare
o assisting with toileting and use of continence aids
o bed bathing
o showering
o elimination
The questions might be as follows;

 How hydration and nutrition is maintained?
 How maintenance of skin integrity and pressure area prevention is done?
 How mobility and transfer including in and out of vehicles and falls
recovery techniques?
2. Identify a process that you are not qualified or trained to do.
What are the worst-case-scenario consequences for:

 You?
 The client(s)?
 The organisation?
Identify a piece of equipment that you are not qualified or trained to use.
What are the worst-case-scenario consequences for:

 You?
 The client(s)?
 The organisation?
When I am not trained or qualified to do any stuffs, it means that I have got some
risk to do it. The process for managing it can be as follows:
Administering intravenous medication:

Risk to client: minor effects could be discomfort and bruising. If an air bubble
is present in the medication, this can cause an air embolism, which generally
results in death or brain damage for the recipient
Risk to care provider: discipline if found to be injecting clients when

unauthorised; this can be very serious. Accountability if death or brain damage
occurs; this may amount to manslaughter and gross negligence
Risk to organisation: if an employee is discovered to be administering

injections without training then the organisation can be sued by the client,
investigated and disciplined by a standards authority, fined, become the target of
media attention, get closed down, etc. Where serious incidents occur, the
organisation will also be accountable for the death or disability of the client.
Those equipment that are advanced and specific processes and aids
fall under this:
There are also aids, processes, and equipment available for use that require
specialist training to use properly. In these instances, you will need to consult
with a supervisor and arrange for a qualified and experienced colleague to carry
out the task.
Attempting to use equipment that you are not authorised or qualified to use can
have serious consequences for yourself, the client, and the organisation.
Activity 1C – PC 1.3
Student Name Nilu Bhandari Student ID ANT0000010w
Objective To consider the potential impact that provision of personal support may have
on the person and confirm with supervisor.
Activity Identify an aspect of support that could be provided to a client.
Describe how this could have a negative impact on the client and the
repercussions of this.
Describe how this could have a positive impact on the client and the benefits
they could gain.
The aspect of support is the Individual Care Plan which is a summary of the needs
and service options identified in the assessment process and is an outline of the
plan developed by the client and Case Manager to meet the client's needs. Those
supports are related to day to day activities related to grooming or providing food
at right period of time.
If the service is not provided at right point of time there might be Negative effects
which can be as follows:
Embarrassment
Fear
Disempowerment
Humiliation
Discomfort.
There are many negative effects that can arise, all of which can have an impact on
the client’s self-worth and quality of life. Negative consequences most commonly
arise when a client is subjected to support they do not want or when it is
delivered in a way that is not acceptable for the client, as explained in the
previous section. Changes to support for clients, especially significant changes
such as moving to a residential home, receiving a new treatment or changing
mobility strategies, can have an impact on clients’ lives, which could be positive or
negative.
The potential impact of support should be discussed thoroughly with the relevant
supervisor, to ensure that it will be beneficial for the client in the long run. You
should also discuss strategies to support the client through this period of change
and transition, especially where negative impacts are expected.
Activity 1D – PC 1.4
Objective To consider specific cultural needs of the person.
Activity Identify a cultural group.
For each of these headings below, write what their requirements are, including
what they may need, their preferences and things that may be unacceptable to
them.
 How you act and conduct yourself around them.
 It depends upon cultural groups as for example Asian communities are

generally offended by loud and over-enthusiastic people, as they favour
restraint
 Some value eye contact, while some find it uncomfortable and aggressive
 German people generally believe an untidy appearance is a sign of
incompetence
 How you speak and communicate with them
 It depends on cultures and communities have different euphemisms and

accents, which you should bear in mind when speaking.
 English be a second language
 It might feel that some terminogolies may be offensive
 How you provide their care
Some cultures may be uncomfortable with receiving care from a man

o some cultures, such as Muslims, may require their women to be treated by
women
o some cultures may be more averse to receiving and accepting care
o some cultures, particularly Asian and Indian, believe that it is the responsibility
of the family to provide care for their aged members
 What care you can provide
some cultures, such as Jehovah’s Witnesses, won’t accept blood transfusions

o some may be against organ transplants
 What you can feed them
for example, Muslims and Jews cannot eat pork

o Jews require Kosher meals
 Participation in religious or cultural activities.
 members of different religions may need to attend certain events, do

particular activities, or refrain from particular activities at certain times
 religious festival and events, such as Lent, Christmas, and Ramadan.
Activity 1E – PC 1.5
Objective To consider specific physical and sensory needs of the person.
Activity 1. Identify three activities of daily life (ADL), a client could struggle with and
recommend equipment or other aids that could assist them.
The activities can be described as follows:
1. Eating and drinking using appropriate feeding aids

Appropriate feeding aids may be used by the caregiver when feeding a client, or
used independently by the client.
Adapted eating utensils:
 wide-handled cutlery
 combination cutlery, such as knorks and sporks
Hand clips and straps for cutlery:
o to help the client maintain a grip on the item
o to prevent dropping
2. Oral hygiene
This may refer to brushing and caring for the client’s teeth or dentures.
Brushing teeth:
o gather the materials and items required
o position yourself and the client in a comfortable position
o brush the teeth, taking care to cover all areas, including the backs of the teeth
o assist the client with rinsing their mouth afterwards
3. Shaving
Shaving should be provided in line with the client’s preferences.
Prepare:
o gather items and equipment that are needed or wanted
o put a towel around the client’s shoulders
o determine to what extent the client wants to shave themselves
Shave:
o wet the skin and apply shaving cream
o shave the hair in the direction it grows, starting from the sideburn area
o rinse the razor often to remove hair and cream
After:
o rinse the client’s skin
o dry the skin
2. Choose one aspect of the list of daily tasks in 1.5 of the Student guide, and
write a step-by-step guide to a specific task, noting any variables or
potential issues.
Bed baths
When assisting a client with a bed bath, we should again check how much help
they need. We may only be required to help the client with bits they can’t reach,
or we may have to clean their entire bodies for them. You may need or want to
wear disposable gloves.
Prepare:
o collects items required, such as a bowl of water, washing products, and towels
o close the windows or turn the heating up, if required
o assist the client with undressing

Bed bath:
o as you wash the client, put towels under them to stop the bed getting wet and
put towels over the body parts that have been washed to stop them getting cold
o wash all body parts, changing the water as required

After:
o thoroughly dry the client
o apply any products the client wants or needs
Activity 1F – PC 1.6
Objective To identify risks associated with the provision of support and confirm with
supervisor.
Activity Provide an aspect of care provision that you could provide to a client.
 Identify the potential risks to the client.
Risks to the client:

Deterioration of condition: such as through medication side-effects
Abuse by caregivers, including neglect
Infection: caught from other clients or carried by the caregiver
Manual handling incidents, such as being dropped or equipment failing
Loss of independence
Damage to self-esteem and self-worth
Lifestyle upheaval, especially if they are moved into residential care
Care mistakes and misdiagnosis
Medication errors.
 Identify the potential risk to the caregiver.
Risks to the caregiver:

Manual handling injury and strain
Accusations from clients, especially mentally unsound ones, of abuse and/or

neglect
Responsibility for error
Being attacked by a client
Infection from clients.
Objective To discuss and confirm person’s own preferences for personal support in a
positive way.
Activity 1. Write examples of preferences a client may have relating to their care.
For each:
 How would you identify this information?

I would identify the information in the following ways:
 noting how the client presents

 informing the client of your role
 allowing time for the client to present the information fully
 asking the right questions in the right manner
 listening to the client’s story
 saying what you are interested in finding out
For instance, if my patient need dressing I would ask if I can undress them. Here
the more important thing is to take consent of them.
 How would you confirm it?
I would confirm by the following ways:
Do they still prefer coffee with their breakfast?

Are they still against using an electric wheelchair?
Would they like any help with their dressing?
Is there anything else they would like help with?
 Do they still like attending the bingo club on Thursdays?
 How would you record it?

Recording is crucial and is done by the following manner:
 Physical privacy of patients in facilities, such as surgeries, hospitals

and residential care homes
 Controlling/not sharing records
 Monitoring access to records
 Disclosure to third parties:
 employers
 other patients and family members
2. Write an example of a procedure using the framework given in chapter 2.1:
 Explaining what the procedure is

 Explaining why the client needs it
 Explaining what will happen during the procedure
 Asking if the client has any preferences
 Answering clients’ questions and addressing their concerns
 Confirm that the client understands and that they are happy.
Choose any procedure and include aspects you would cover to ensure that
Dressing the client: “Is it okay with you if we get you dressed and ready now, Mrs
YYY?”
For this the following has to be done.
Explaining what the procedure is: “right, I’m just going to get you dressed.”
Explaining why the client needs it: “so you’re ready when you son comes to
pick you up in half an hour.”
Explaining what will happen during the procedure: “I’m going to start from
the bottom and work my way up, starting with your socks and underwear, then
your trousers, shirt, and jacket.” “I’m going to put your socks on now.”
Asking if the client has any preferences: “would you prefer trousers or a skirt
today?” “Would you like the white shirt or the blue shirt?” “Do you want your
cardigan on now, or would you like to take it with you for later?”
Answering clients’ questions and addressing their concerns: “is there
anything you’re worried about or unsure of?” “Of course it’s no trouble, I’m here
to help you.” “No, we won’t let a male dress you, it will always be me, but Sarah
will do it on my days off.”
Confirm that the client understands and that they are happy: “are you
happy for me to get started now?”
Objective To consider and confirm the person’s level of participation in meeting their
personal support needs.
Activity Explain how you would determine and confirm the client’s level of participation
in meeting their own personal care needs?
Determination of level of participation can be managed in the following manner:

make sure of assessing to contribute towards decisions
Observing the level of ability and independence
making aware of their own needs
Offering them opportunities to participate
understand situations wherever possible.
Objective To provide the person with information to assist them in meeting their own
personal support needs.
Activity Identify three different types of information a client may need to help them
meet their own care needs.
The type of information are as follows:
 Downloading information
Sourcing information, such as pamphlets and books
Arranging meetings
Where would you source each from?
Information may be source from the following:

Literature from the doctor
Discussions with doctors and other health professionals
Counselling and mentoring
Objective To safely prepare for each task and adjust any equipment, aids and appliances.
Activity What do you require to use any equipment, aids and appliances safely when
caring for your client?
List the safe-use specifications and for each, suggest a negative consequence of
failing to use the equipment safely.
When assessing machinery and equipment for possible mechanical hazards,

the following should be considered:
 Moving parts that can be reached by people should be considered.

 Those which can eject objects (parts, components, products or waste
items)
 operated in areas where people may gain access.
The consequence if not used correctly and safely, this can result in following:
 Breakage of the equipment
 Injury to the client and/or the care provider
 Infection
 The discomfort of the client
 Failure of the method used.
Objective To take account of identified risks in the provision of personal support and
technical support activities.
Activity 1. Identify three risks associated with clients and environmental hazards
For each item, suggest an appropriate control measure you could take.
Risks associated with clients can be as follows:

Evidence of self-neglect
Behaviours of concern
Impaired judgement and problem solving abilities
2. Choose one of the following:
 Application of prostheses
And explain:
 Why the client may need this support

The client needs this support as they have missing an arm or leg. For this, an
artificial limb can sometimes replace it. Such device is called a prosthesis which
can help to perform daily activities such as walking, eating, or dressing. Some
artificial limbs let you function nearly as well as before.
 How you would provide it.

When an arm or other extremity is amputated or lost, a prosthetic device, or
prosthesis, can play an important role in rehabilitation. For many people, an
artificial limb can improve mobility and the ability to manage daily activities, as
well as provide the means to stay independent.
Objective To identify and respond to routine difficulties during support routines, and
report more complex problems to supervisor.
Activity Provide an example, how you could identify an issue providing care and explain
how you will consult with the client and the supervisor to resolve the issue.
One of the examples can be as follow:
A female client is refusing to be washed or assisted with personal hygiene or

grooming. She won’t allow it, as you are a male care giver. If she is not washed,
she could experience skin irritation and cause offense to the other clients. If I
speak to the supervisor, they may identify that the problem lies with male
caregivers, and therefore arrange for a female caregiver to attempt to wash the
client.
Activity 3D – PC 3.4
Objective To identify changes in the person’s health or personal support requirements and
report to supervisor.
Activity 1. Give an explanation of how you could identify a variation in the personal
care requirements of a client and report it appropriately.
Changes to clients’ personal care requirements can be related to:

Difficult to hear which may be the loss or impairment of sight and hearing
Mobility issues: such as the need for a wheelchair or an electric wheelchair
New conditions: the development of new conditions, such as dementia or

incontinence
Injuries: care required as the result of an injury or accident, such as a fall
Needs help with dressing or eating, when they haven’t required this kind of
help before
Worsening of existing conditions: where conditions deteriorate and the client

needs additional support or a different treatment
New or changed preferences: such as if the client decides that they no longer
want to be treated by male caregivers.
The reporting can be done in the following ways:


Verbal:
o telephone call
o face-to-face
Written:
o reports
o case notes
o hazard and incident reports
o care plans
o notes
2. Identify three health concerns. How would you identify each one?
Health concerns can be as follows:
Changes in behaviour:
o sudden changes in mood
o sudden changes in character
o sudden changes in lifestyle and preferences
Development of new conditions:
o the development of new illnesses
o the development of new disabilities
Sensory deterioration or loss:
o issues with hearing and sight
o issues with awareness and alertness
3. Provide a reflection on two more changes of your own that may be a cause
for concern and explain how you would identify each one.
Changes to clients’ personal care requirements can be related to:

Sensory difficulties: such as the loss or impairment of sight and hearing
Mobility issues: such as the need for a wheelchair or an electric wheelchair
New conditions: the development of new conditions, such as dementia or

incontinence
4. How exactly would you report a concern to a supervisor?
How would you do it? Written/verbally?
Who is the supervisor?
Do you need any forms or similar?
What is the process?
Report to the relevant supervisor can be done in the following ways:

Verbal:
o telephone call
o face-to-face
Written:
o reports
o case notes
Reporting to supervisor depends upon the department we work in. Various forms
are used for reporting it to the right information. This can be in the form of
hazards and incident reports as well as care plans.
Activity 3E – PC 3.5
Objective To work with the person and supervisor to identify required changes to
processes and aids.
Activity Identify a possible change that could be made to a process or aid used in your
workplace. Suggest three ways in which you could identify this particular need.
The particular needs can be identified in the following ways:

When a client wants us and we realize that the aids are not suitable for the
clients. They may be complaining in it saying that they are struggling with the
bedpan. We should act accondingly.
Through observation: where clients are struggling to use the current bedpans
and decide to review this
Through asking clients on why they are struggling with a particular thing and
what can you do to make this better for them?
Through experience: you may know that the hoist is broken or that the
bedpans are awkward to use
Activity 3F – PC 3.6
Objective To maintain confidentiality, privacy and dignity of the person.
Activity Give three examples of how you can contribute to and implement the following
for clients:
 Privacy
 Training all staff properly about privacy
Restricting access to records and information about the client to appropriate
personnel
Respecting clients’ personal relationships with others
 Dignity
Clients have a right to dignity and you should:
Ensure that they are valued as people and individuals
Treat them as people; listen to what they say, take it seriously and don’t talk
down to them in a simplistic manner
Don’t draw attention to the fact that they need additional help
Don’t point out weaknesses or inabilities
 Confidentiality
Confidentiality covers:
Physical privacy of patients in facilities, such as surgeries, hospitals and
residential care homes
Controlling/not sharing records
Monitoring access to records
Objective To comply with the organization’s reporting requirements, including reporting
observations to supervisor.
Activity If there are different requirements for different types of report, outline the
different requirements.
When and how does your workplace require you to report?
There are certain things that need to be reported in the care industry, such as:
Accidents and injuries
Clients’ progress
Medical care and medication
Mandatory notification.
Where you are required to do this, it is important to follow organisational

procedures; this ensures that:
Reports are received correctly
Reports are sent to the right person
All required reports are gathered
Reports are in the appropriate format and include all required information
Reports are handled correctly.
You will have the company’s expectations made clear to you before you complete
any reports or have to report something. If in doubt or unsure, double-check with
a supervisor or colleague.
Student Nilu Bhandari Student ID ANT0000010W
Name
Objective To complete and maintain documentation according to organisation policy and protocols.
Activity 1. Complete a piece of paperwork to organisation standard. You can do this on company
forms (See Appendix 3) or by writing something in the accepted style (font, border,
headers, etc.).
[SERVICE NAME AND LOGO]
We welcome your feedback.
Our service is committed to providing high quality care and services and meeting your needs.
We value your feedback – including complaints.
Please let us know what we do well and where we can improve our services.
This is a □ compliment □ complaint □ comment
I am a □ care recipient □ family member □ representative

□ staff member □ staff member on behalf of care recipient
□ other: ________________________________
Feedback
______________________________________________________________
______________________________________________________________
Does the complaint involve you or are you making a complaint about something you have witnessed?
Involves me  something I witnessed  Staff acting on survey response 
Is the complaint about:
 Service delivery including facilities or training standards  Yes  No

 A member of staff  Yes  No
 A third party delivering services on behalf of company  Yes  No
 Another student  Yes  No
 Sexual harassment  Yes  No
 Physical or verbal abuse  Yes  No
 A potential criminal act i.e. theft of someone’s belongings  Yes  No
 Other (provide details below)  Yes  No
Details of complaint
Description of why the complaint is being made (Use additional paper if required).
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
------------------------------------------------------------------------------------------------------------------------------------------------
OFFICE USE ONLY:
Staff member receipting complaint (Print Name): ___________________________________________________________________

Date form received: ___________________________________________________________________________________________
Logged in Complaints and Appeals Register?  Yes  No
Date logged: ________________________________________________________________________________________________
Director notified:  Yes  No
Immediate response required or within 5 days?  Immediate  Within 5 days
Acknowledgment letter sent:  Yes Date sent: __________________
Complaint resolved?  Yes  No
2. How can you maintain documentation in a manner consistent with reporting

requirements? What are your workplace’s specification regarding this?
Aged Care facilities requires a systemised approach to meet both clinical and auditing
requirements. It is based on consumer directed care and ensuring government legislation.
It can be done by identifying documents needed.
The specification can be as follows:
 Normally organization needs to have a good knowledge of what documents are

required in order to meet legislative requirements and achieve best practice
outcomes. For this governance, human resources, administration, workplace
health & safety and the operational environment as well as clinical procedures are
typical documents required by aged care organisations.
 Determine responsible person for obtaining information so that options are

available and be able to present to management a range of solutions detailing how
to meet the requirements.
 Ensure that all documentation complies. Documentation needs to comply with
legislative requirements and should adhere to best-practice principles.
 Establish a document control process
 Establish review timelines with the responsibility of reviewing documentation,
relevant to their scope of professional practice, on a scheduled basis.
 Maintaining an effective quality management system in an Aged Care environment
is a continuing challenge for many organisations. It requires a significant
investment in human and financial resources to be able to stay on top of the
legislative requirements, especially at a time when the industry is under-going
such significant reform.
Objective To store information according to organisation policy and protocols.
Activity Identify as many different types of filing system used in your workplace as you
can. What are they for?
Filing and classification systems fall into three main types: alphabetical, numeric
and alphanumeric. Each of these types of filing systems has advantages and
disadvantages, depending on the information being filed and classified. In
addition, you can separate each type of filing system into subgroups
Alphabetical Geographic Filing Systems

A subset of the encyclopaedia filing and classification system is the alphabetical
geographic filing system. In a geographic system, the major categories are broken
down by locations. You can use any size or type of location, from countries to
cities to field offices. Users of this type of system start by choosing the geographic
area relevant to their search, then search alphabetically within that topic to find
the specific information they seek.
Straight Numeric Filing Systems

Straight numeric filing and classification systems are very simple to use, since they
generally start at the number one and label each file with the subsequent
number. However, the use of this type of system is limited, as it often requires an
index to help users find the files they seek, and high-activity files can become
congested around the same numeric area.
Duplex Numeric Filing Systems

In duplex numeric filing systems, files are given numeric labels with several sets of
numbers involved. This type of filing system can handle large amounts of data.
The different sets of numbers can correspond to major categories and sub-
categories, paralleling the encyclopedia system of filing and classification. One
drawback to such a system is that an index is required to understand what each
grouping of numbers refers to. A very familiar type of duplex numeric system is
the Dewey Decimal system, which most libraries use to catalog their collections.
Chronological Filing Systems

Another subcategory of numeric filing systems are chronological systems, in
which files arranged by date. Typically files are first grouped by year, then by
month, then by day. Correspondence files, such as email lists, are typically
organized in this fashion, with the most recent pieces of data listed first.
Alphanumeric Filing Systems
In alphanumeric filing systems, information is classified by category in an
encyclopedic system, but using both letters and numbers to denote categories.
The use of both letters and numbers allows for a much greater field of categories
than does the use of numbers alone. Thus the Library of Congress filing and
classification system, which is alphanumeric, allows for a greater array of
categories than does the Dewey Decimal system, which is limited to ten major
categories.
APPENDIX 1 – CARE PLAN
Personal Details
FAMILY NAME: ROOM NO:
Company Logo GIVEN NAME:
MaleFemale
PREFERRED NAME: D.O.B.___/___/___ CARER IN CHARGE:
ADDRESS SUPERVISOR:
AIDS USED DOCTOR:
Hearing Aid Walking Stick ALLERGIES:

CARE PLAN
Glasses Walking frame
Dentures Wheelchair
ACTIVITIES OF DAILY
GOALS INTERVENTIONS EVALUATION
LIFE
APPENDIX 2 – EDITH CITIZEN CARE PLAN
HEALTH AND WELL BEING PLAN EDITH CITIZEN
SOCIAL/ MEDICAL PROFILE
EDITH'S LIFE HISTORY: Mavis was born on 16th june1930 in Australia. Mavis has son (Stephen) and
daughter (Gail) who visit her regularly and involve with her care. She was working as a carpet sewer. Her
religion is Methodist. Mavis loves to sit outside the sun.
EDITH'S MEDICAL DIAGNOSIS: AF, HTN, Osteoporosis, L Hip Replacement, #R Wrist, R Mastectomy,
Dementia (Dr Gardener), Depression, Fall, Subdural Haematoma, Constipation, Urinary and Bowel
Incontinence.
Allergy: NKDA
ACFI 1 COMMUNICATION
Edith is alert but very confused & disoriented at times. Edith speaks English. She needs orientation as to
where she is and what day it is. Staff need to Speak clearly and slowly to her and allow adequate time to
respond.
ACFI 2 MOBILITY
Edith is chair-fast. She transfers and mobilises with the help of two staffs, pelican belt with FASF. Pressure
area care 2/24 to protect her skin. Ensure Edith wears proper footwear and hip protector as she is at high
risk of fall. She can get lost at times especially at night when she gets up. She has a physio programme to
maintain her strength and mobility that includes assist walking exercise and group activity. Safety belt PRN
when she is on the chair to prevent fall as family requests, staff needs to release belt every 2hrs on the
even hour by talking her to toilet or massages. TENs therapy 20 mins/week to L Knee/ hip by
physiotherapist. Daily personal care staff provides gentle therapeutic massage to her L hip/ knee for pain
management (completed with ADLs & provide moisturising Sorbolene as a medium for massage)
minimum in 20 mins/ week.
ACFI 3 NUTRITION AND HYDRATION

Edith is on a soft diet and thin fluids. She needs full assistance with setting up and cutting food up into
small pieces as possible for easy chewing and swallowing plus full assistance in feeding to ensure her oral
intake. Edith refuses Sustagen & two Cal, she likes banana and very reluctant to food most times, will
need lots of encouragement by staff. She likes to drink warm tea with milk. She is weighed monthly and
PRN
ACFI 4 PERSONAL HYGIENE

Edith needs full assistance with showering, dressing and grooming to ensure maximum personal hygiene is
maintained. She has few own natural teeth and needs full assistance with oral care. Check her nail and
trim as required.
ACFI 5 CONTINENCE
 Edith is continent of urine and faeces. She needs full assistance with all toileting needs and she
wears a pad at all times for hygiene and comfort.
 A high fibre – diet is encouraged to maintain a normal bowel habit and to prevent constipation.
Bowel movement is charted each shift. Edith is on toileting program to maximize &maintain her
continent level
ACFI 6 BEHAVIOUR
 Edith is very confused, disoriented related to dementia. She can become very restless, constantly
agitated, and try to get up from chair or moving around constantly, unable to sit still in chair and
will become high fall risk, staff need to have close supervision and reassurance, she is also very
resistive to care that includes showering , toileting, pad change, & eating/drinking.
 She may become very aggressive and pushing staff hands away, physically hitting, kicking staff and
also verbally aggressive, swearing to staff, spitting out to staff when resisting to care. she needs
you to be patient and very gentle with her explaining, encouraging and reassuring her.
ACFI 7 ACTIVITIES
 Edith prefers sitting outside in the sun in her wheelchair, staff provides blanket while she is sitting
outside to keep her warm and comfortable.
 Edith also loves to cuddle the soft toys. Her social activities include music, TV, Movies, Current
Affairs, family visits, Siting in the sun, exercises, entertainment and individual emotional support
activities. Family requests bed rails up when she is in the bed for safety. Staffs also need to lower
down bed level and put crash- mat on floor for safety when bed rails are up.
EDITH'S CLINICAL CARE

ACFI 8 MEDICATION
 Edith needs assistance with medications. She swallows small tablets one at time with water and
needs lots of extra time with her medication due to her cognitive deficit & resistive behaviours.
Tablets needs to be crushed at times.
 Edith has headache at times (hx: subdural haematoma and may need paracetamol as nurse
initiated.
 She is on anti-hypertensive medication. Monthly blood pressure measurement or as per doctors
order is needed.
 She is on regular aperients for constipation.
ACFI 9 SPECIALIZED HEALTH CARE

 Food chart, regular weight monitoring, Dr and dietician R/V PRN for weight loss (very reluctant to
food at times).
 Edith is on anti- psychotic medication for her aggressive behaviour, staff to monitor her very
closely, behavioural assessment PRN, R/V by DR and specialist PRN.
APPENDIX 3 – COMPLAINT FORM

Complaint Form
Details of Complaint
Date of complaint: _______________________________________________________ Time: __________
Complaint Made By: ______________________________________________________________________

Method by which complaint made: Phone In person  Letter  Email  Survey
Details of the person making the complaint

Name: _________________________________________________________________________________
Address: ________________________________________________________________________________
Phone: ________________________________________Mobile: _________________________________
Does the complaint involve you or are you making a complaint about something you have witnessed?
Involves me  something I witnessed  Staff acting on survey response 
Is the complaint about:
 ANTS service delivery including facilities or training standards  Yes  No

 A member of ANTS staff  Yes  No
 A third party delivering services on behalf of ANTS  Yes  No
 Another student  Yes  No
 Sexual harassment  Yes  No
 Physical or verbal abuse  Yes  No
 A potential criminal act i.e. theft of someone’s belongings  Yes  No
 Other (provide details below)  Yes  No
Details of complaint
Description of why the complaint is being made (Use additional paper if required).
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
------------------------------------------------------------------------------------------------------------------------------------------------
OFFICE USE ONLY:
Staff member receipting complaint (Print Name): _______________________________________________

Date form received: _______________________________________________________________________
Logged in Complaints and Appeals Register?  Yes  No
Date logged: ____________________________________________________________________________
Director notified:  Yes  No
Immediate response required or within 5 days?  Immediate  Within 5 days
Acknowledgment letter sent:  Yes Date sent: __________________
Complaint resolved?  Yes  No
Assessment 1: Underpinning Knowledge QuestionsAssessors Feedback
This should be used by the trainer/assessor to document the student’s skills, knowledge and performance as
relevant to the unit activity. Indicate in the table below if the student is deemed satisfactory (S) or not
satisfactory (NS) for theactivity or if reassessment is required.
The assessor must provide evidence with the assessment tool. For written questions the assessor must provide the
student’s original written responses. For verbal questioning, the assessor must provide dot points as a minimum on
the student responses.
For details on how to conduct and contextualise this form of assessment, please refer to the questioning checklist
explanation in the assessor guide.
Student’s Name: Nilu Bhandari
Assessor’s Name:
Feedback to Student:
Result  Satisfactory  Not Yet Satisfactory
Assessors Signature: Date:
Date: 09/10/2019
Students Signature:
Assessment 2: Research Work/Project (Q & A)
Objective: To show you have the required knowledge for this unit.
The answers to the following questions will enable you to demonstrate your knowledge of:
 Different contexts for provision of personal support and impacts on the way services are provided
 Role and responsibilities of the personal support providers and workers
 Concepts of enablement and re-ablement
 Legal and ethical requirements related to the provision of personal support, and how these are
applied in an organisation and individual practice:
o privacy, confidentiality and disclosure
o duty of care
o work health and safety, including manual handling
 Basics of:
o body hygiene
o grooming
o oral hygiene
o human body system
 Personal safety and security risks associated with provision of personal support and strategies to
minimise those risks
 Features, functions and safe use of equipment and aids used in provision of personal support and
devices used by the person including the importance of adjusting equipment and aids to the needs
of the individual
 Techniques for completing physical support routines
 Infection control procedures
 Organisational reporting technologies
Answer each question in as much detail as possible, considering your organisational requirements for each
one.
1. PC 1.1, PC 2.2
Provide two client scenarios (150 words each) that each present a different context for the provision
of personal support and the impact on how these contexts would affect the way your organisation
would provide services.
Scenario 1: Bed bath for client

A bed bath is done to help wash someone who cannot get out of bed. We may need to give the entire bath
or just help wash certain areas.
For this it is good idea to keep the following within easy reach:
 Separate water basins and washcloths to wash and rinse

 Bath towels
 Soap, lotion, and deodorant
 Lightweight blanket
 Clean clothes
In the same way it is good idea to give a bed bath
 Close the windows or turn up the heat to keep the room warm.
 Fill the water basin with warm water.
 Place towels under the person to keep the bed dry.
 Cover the person with a blanket or towel and help him undress. Keep the blanket or towel over the
person during the bath to keep him warm.
The last part is the things to be done after the bed bath. The following can be done:
 Rub lotion onto the person's arms, legs, feet, or other dry skin areas.
 Remove all wet towels and help the person dress.
 Dump the dirty water and clean the water basins.
Case 2:
Dressing the clients
This can be in the following manner:
 Being flexible in wearing a bra or pantyhose may not be important to her due to an added
hassle.
 Allowing enough time for the person to do as much as she can for herself.
 Choose what to wear.
 Stress on a person’s weak side and put the painful or weak arm into a shirt. Use of pullover
or jacket before the strong arm. In the same way take out the strong arm first, so that it will
be easy to dress.
2. PC 2.2, PC 2.3
What are the roles and responsibilities of personal support providers and workers?
The activities performed by PSWs are as follows:

 carry out or assist with activities of daily living with the goal of supporting client
independence and optimal functioning.
 Implementing care plan interventions
 Feeding
 Toileting
 Dressing
 Bathing
PSWs assist clients with activities they would do for themselves were they physically or
cognitively able. Care activities carried out by PSWs must be routine activities for that client,
in circumstances where the client’s condition is stable and/or predictable.
3. PC 1.1
What are the two concepts of enablement and re-ablement?
The enablement process is defined as a professional intervention aiming to recognize, support and
emphasize the patient's capacity to have control over her or his health and life.
 Disability and Aged care providers, allied health professionals, researchers and trainers
are gearing up to discuss the challenges around meeting new wellness requirements
that focuses on ‘enablement’. The premise of this new catch-phrase is we as a society or
government would not want people requiring home care support to be disabled by the
care they receive: we should provide support that encourages and assists in enabling
people to remain independent and living in the location of their choice.
 Government funding is limited and these ‘enablement’ focused services will come at a
cost: other services such as domestic services will be foregone. Consumers will have
control of their service package and therefore will have choice in the services they
purchase to assist in their ‘enablement’. However, there will be gaps. There may need to
be decisions made between levels of personal care and services seen as supporting
mobility such as physiotherapy or occupational therapy services.
Reablement is a short and intensive service, usually delivered in the home, which is offered
to people with disabilities and those who are frail or recovering from an illness or injury.
Reablement emphasises assisting people to regain functional capacity and improve independence.
Similar to rehabilitation, it is goal-oriented and aims at full recovery where possible – it seeks to
enable people to live their lives to the fullest.
4. PC 3.2, PC 3.6
How are the legal and ethical requirements related to the provision of personal support applied in an
organisation?
The points should include: privacy, duty of care, work health and safety.
The legal issue of duty of care can be described as follows:

 Does one person owe a legal duty of care to another?
 Has there been a breach of that duty of care?
 Has damage or injury resulted from the breach of duty of care?
The way the court interprets the decision will depend on a range of factors and circumstances, including the
following:
 what would be expected of a ‘reasonable’ person in the same situation

 the worker’s roles and responsibilities within the organisation
 the training and experience of the worker
 the practicalities of the situation
 current community values about acceptable practice
 standards generally seen as applicable to the situation
 other relevant laws such as the Workplace Health and Safety Act
 meeting legislative and other procedural requirements
When working with clients, we need to be very aware of any legal and other responsibilities that must be
followed. These responsibilities could include:
 Statutory requirements of clients, such as those relating to

o Protection requirements (e.g. Who they can and can’t see or live with, Restraining Orders.)
o court orders and any special conditions.
o Reporting (e.g. Mandatory Reporting, who to report to, how to report)
o Temporary Protection Visas (for people seeking asylum in Australia).
 Funding Service Agreements. (The responsibility of the agency regarding use of that funding, e.g. the
agency’s role in supporting clients at risk.)
 Meeting the health and safety requirements of workers and users of agency programs (Workplace
Health and Safety Act requirements)
 Agency and/or departmental regulations and guidelines (policies and procedures)
 Providing inclusive programs that do not discriminate against those from other cultural backgrounds
or who have special requirements because of a disability, etc.
Confidentiality
Confidentiality relating to the release of information about clients is a major requirement under the Privacy
Act Amendment 2000 (and agency guidelines based on this Act). However, The Child Protection Act also has
specific provisions regarding confidentiality of information about a child in care, or families who are clients
of the departments of Child Safety, Communities, etc.
Your agency policies and procedures are very likely to provide you with:
 direction for consistent organisational requirements

 clear steps you must follow to ensure consistency of action
 direct links between current legislation and practice principles
 a ‘whole of system’ approach to acting in a reasonable and responsible manner across all service
delivery by the agency
 a context for ongoing organisational improvement towards continued best practice.
Government policy, agency standards and procedures are all relevant to understanding your role and
responsibilities. It is important to research the relevant legislation, policy and procedures and identify what
information you must provide to clients and significant others.
5. Identify the basics of:
 Body hygiene
The body has nearly two million sweat glands. Moistened and dried sweat and dead skin cells all
together make dirt that sticks on to the skin and the surface of underclothes. The action of bacteria
decomposes the sweat, thereby generating bad odour and irritating the skin. This is especially
observed in the groin, underarms and feet, and in clothing that has absorbed sweat.
 Grooming
Hair Grooming Having clean, well groomed hair is important to everyone, and is no less so For the
individual you support. Individuals like different brands of shampoo or conditioner and may have a
preferred style. Individuals may also change their minds about how they style their hair. All of these
choices should be respected and supported. ¾ Ask the individual if he or she has a preference for
his or her hair style today. ¾ Teach and assist with drying wet hair with dryer and applying gels, hair
spray, and other hair products as appropriate. ¾ If hair is long, divide into sections before combing
or brushing.
 Oral hygiene
The mouth is the area of the body most prone to collecting harmful bacteria and generating infections. Our
mouth mechanically breaks food into pieces. This process leaves food particles (food debris) that stick to the
surface of our gums and teeth. Our mouth cavity is full of bacteria and is a good environment for bacterial
growth.
 Human body system
Our bodies consist of a number of biological systems that carry out specific functions necessary for
everyday living. The job of the circulatory system is to move blood, nutrients, oxygen, carbon
dioxide, and hormones, around the body. It consists of the heart, blood, blood vessels,arteries and
veins
6. PC 3.2, PC 3.5
What are the personal safety risks associated with provision of personal support and what strategies
can be used to minimise those risks?
Work-related violence
 Community service workers can be exposed to work related violence. Risks may arise
from the actions of clients, their carers or others at the home or where the services are
provided. If the potential for work related violence is not identified and managed
properly, workers are at high risk of physical injury or psychological illness.
 Work related violence is any incident in which a person is abused, threatened or
assaulted in circumstances related to their work. Examples or work related violence
include:
 biting, spitting, scratching, hitting, kicking
 throwing objects
 pushing, shoving, tripping, grabbing
 verbal threats
 armed robbery
 sexual assault
 attacking with knives, guns, clubs, or any type of weapon.

 When are workers exposed to aggressive behaviour?
 Situations that may expose workers to the risk of work related violence include:
 performing work alone and/or in isolated environments
 working in an environment where other people may pose a risk to workers’ personal
Security (for example client’s family and friends).
An organization must choose four basic strategies to control risks such as risk avoidance, risk
transference, risk mitigation and risk acceptance. Below these for basic strategies are
explained in detail.
 Risk avoidance is applying safeguards that eliminate or reduce the remaining
uncontrolled risks for the vulnerability. Risk avoidance can be achieved through training
and education, and implementing technical security controls and safeguards. It can also
be achieved through the use of policies. Risk avoidance identifies as many threats or
vulnerabilities as possible and implement strategies to mitigate those threats, reducing
the impact of an attack.
 Risk transference is the shifting the risk to other areas or to outside entities. The overall
goal is to allow someone else accept the risk. When looking at ways to transfer risk, I
would evaluate things such as services. Many services can be outsources such as
application services and IT services. An outside organization may be able to offer an
experience in a certain areas to your organization that you simply cannot fill. Hiring an
outside organization is transferring the risk to them for that development.
 Risk mitigation is reducing the impact should the vulnerability be exploited. With risk
mitigation it is the expectation that it is not a matter of if something happens, it is a
matter of when. And when something does happen you want to have policies and
procedures in place to mitigate that. These risk mitigation strategies include disaster
recovery plans, incident response plans and business continuity plans.
7. PC 3.1, PC 3.5
Identify at least THREE items of equipment or aids required to assist in providing support and outline
how they can be used safely.
The items are as follows:
 Walking frames and other mobility aids such as scooters and wheel chair
 ramps for walking and wheelchair access equipment such as shower chairs
 and hoist aids for bowel or bladder control problems (such as reusable pants and pads)
 Walking sticks or frames
 Personal alarm-call systems provide 24-hour monitoring. An alarm can be discreetly worn on a
neck chain or like a watch. In an emergency family or an ambulance can be notified immediately.
I.d. bracelets are also a good idea for those who may wander.
8. PC 1.5, PC 2.2
Describe (in no more than 250 words each) TWO techniques for completing physical support routines.
In the following description I have used Hair Care and skin care techniques. The routines for this
is as follows:
Hair Care Support routine
 Keep hair short and in an easy-care style.

 Wash hair in the kitchen sink if the tub or shower is too difficult.
 Consider using one of the dry shampoo products found in drug stores if hair washing is
impossible.
 If hair must be washed in bed, you can make a simple device to catch the water by making a
U-shaped towel pad and putting it inside a large plastic bag. Place the open end of the U
over the edge of the bed where it can drain into a bucket.
Skin care routine
 Make sure the person is eating a healthy diet and getting plenty of fluids. Well-nourished
skin is healthier and less likely to break down.
 Keep the skin clean and dry.
 Clean off urine or faeces immediately with soap and water. Wear disposable latex gloves.
 Use disposable bed pads to keep the linen dry, if the person is incontinent. If eligible for
Medicaid, Medicaid will pay for incontinence supplies; ask your physician for a prescription.
Be sure the pharmacy you use will accept Medicaid payment for supplies.
 Check the skin regularly for red areas. Make this a routine part of bath time.
 Every 2 hours change the position of a person who is bed or wheelchair-bound.
 Avoid dragging the person when you move them in bed. Friction can cause skin breakdown.
 Apply lotion to dry skin regularly (except between the toes where it can cause fungal
growth.) Give a light massage while rubbing in the lotion.
9. PC 4.1
What are your organisation’s infection control procedures?
Infection control procedures relating to good personal hygiene include:

 Hand washing – the spread of many pathogens can be prevented with regular hand washing.
Thoroughly wash your hands with water and soap for at least 15 seconds after visiting the toilet,
before preparing food, and after touching clients or equipment. Dry your hands with disposable
paper towels
 Unbroken skin – intact and healthy skin is a major barrier to pathogens. Cover any cuts or
abrasions with a waterproof dressing
 Gloves – wear gloves if you are handling body fluids or equipment containing body fluids, if you
are touching someone else's broken skin or mucus membrane, or performing any other invasive
procedure. Wash your hands between each client and use fresh gloves for each client where
necessary personal items – don't share towels, clothing, razors, toothbrushes, shavers or other
personal items.
Infection control procedures relating to cleanliness in the workplace include:
 regularly washing the floors, bathrooms and surfaces( such as tables and bench
tops) with hot water and detergentperiodically washing the walls and ceilings
 thoroughly washing and drying mops, brushes and cloths after every use – drying
mops and cloths is particularly important, since many pathogens rely on moisture
to thrive
 using disinfectants to clean up blood and other spills of bodily fluidswhen using
disinfectants – always wearing gloves, cleaning the surfaces before using the
disinfectant, and always following the manufacturer's instructions exactly
 spot cleaning when necessary.
10. PC 4.1, PC 4.2

What are your organisation’s reporting technologies and what does following correct procedure
ensure?
Technology can greatly improve the aged care experience for staff
Aged care professionals are celebrated for their tireless commitment to providing high quality care and
support to elderly people. The challenge for nursing and care staff is that administration within the sector
has become increasingly complex over the years along with the documentation and paperwork associated
with care plans, assessments, progress notes and funding.
Technology greatly improves the experience of modern day aged care for staff by enabling them to focus
more of their time on doing what they do best – delivering care in compassionate and considerate ways.
With simplified and automated processes in place, your staff will spend substantially less time on arduous
paperwork and administrative tasks, and more time on delivering better care.
Technology can enhance communication between staff, residents, clients and their families
Technology applications are providing unprecedented scope for nursing and care staff to conduct more
regular and convenient online interactions with the families of elderly clients and residents. These
interactions will help staff in bridging the communication gap, as well as provide reassurance to families and
advocates in the level of care and support that is being delivered to their loved ones.
Over time, new residents, clients and their families will become increasingly computer literate. While they
may not widely be requesting to communicate with your staff online at the moment, it won’t be long before
societal expectations change and the demands for technology-based communication will soar.
Technology can improve staff engagement and boost company morale
There is a wide range of technology-based solutions designed exclusively for the aged care sector, many of
which sit between different functions within the organisation. For many aged care organisations, the
introduction of new technology systems is a process that requires input from the majority of internal
stakeholders.
The implementation process is a rare opportunity to collaborate with staff from every corner or the
organisation. It gives staff an opportunity to share with one another, work together, embrace, debate, learn
and overcome challenges. Engaging staff throughout the transition will improve morale, reduce frustration
and help to foster a culture where nursing and care staff understand that their opinions matter and will be
listened to.
An investment technology is also an investment in staff
It is widely recognised that the aged care sector has often avoided adopting electronic systems, based on a
fear of applications being too complicated or not suitable to the practical needs of nursing and care staff.
However, when IT training is included as part of an organisation’s professional development or dedicated

change management approach, the level of confidence that staff feel towards working with technology
quickly increases. An investment in IT training not only enables staff to make the best use of an electronic
system, it also provides them with the confidence to embrace technology in their own lives for the purposes
of communication, shopping, entertainment and other interests.
Providing staff access to modern, easy to use technology and the appropriate training also goes a long way in
helping to increase staff retention and the attraction of skilled employees.
Benefits of technology can encourage a flow-on effect  throughout the organisation
You may also discover that as an efficient, technology-based system works to improve efficiency and
productivity within your organisation, it will also prompt your staff to look at how they complete other tasks
and responsibilities with a fresh perspective. If ideas and suggestions are encouraged, additional benefits will
be realised as staff come to see the potential for improvements across their areas of influence and
responsibility.
Assessment 2: Research Work/Project Assessor Feedback

The assessor must provide evidence with the assessment tool. For written questions the assessor must provide the
student’s original written responses. For verbal questioning, the assessor must provide dot points as a minimum on
the student responses.
For details on how to conduct and contextualise this form of assessment, please refer to the questioning checklist
explanation in the assessor guide.
Student’s Name: Nilu Bhandari
Assessor’s Name:
Feedback to Student:
Result  Satisfactory  Not Yet Satisfactory
Assessors Signature: Date:
Date: 09/10/2019
Students Signature:

Aged Care

Uploaded by

Copyright:

Available Formats

Aged Care

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Aged Care

Uploaded by

Copyright:

Available Formats

What are the main components of the assessment?

What are the main components of the assessment?

What are the performance criteria being assessed?

What are the performance criteria being assessed?

CHCCCS011

Meet personal support needs

 Address each question including any sub-points

 TAEASS401 Plan assessment activities and processes

Recognised prior learning

Assessment Method Satisfactory Result Non-Satisfactory Result

Assessment Task 3 All steps in the demonstration of

CHCCCS011 Meet Personal Support Needs

 Be typed or handwritten (legibly)

How should I format my assessments?

 Have your name on each page of the project

How should I reference the source of information I use in my assessments?

 Presenting any work by another individual as one's own unintentionally

What about Copyright?

Unit Mapping Information

4. Complete reporting 4.1 Comply with the organisation’s reporting requirements,

Companion Volume implementation guides are found in VETNet -

Student Name Nilu Bhandari

Signature: Date: 09/10/2019

Confidentiality of assessment outcome has been explained. 

Right to appeal assessment decision has been explained to the student. 

You may refer to chapter 1.1 of the unit for ideas.

Health and wellbeing Care Plan

o assisting with oral hygiene and healthcare

o assisting with toileting and use of continence aids

The questions might be as follows;

2. Identify a process that you are not qualified or trained to do.

What are the worst-case-scenario consequences for:

What are the worst-case-scenario consequences for:

Administering intravenous medication:

Risk to care provider: discipline if found to be injecting clients when

Risk to organisation: if an employee is discovered to be administering

 How you act and conduct yourself around them.

 It depends upon cultural groups as for example Asian communities are

 How you speak and communicate with them

 It depends on cultures and communities have different euphemisms and

 How you provide their care

Some cultures may be uncomfortable with receiving care from a man

 What care you can provide

some cultures, such as Jehovah’s Witnesses, won’t accept blood transfusions

 What you can feed them

for example, Muslims and Jews cannot eat pork

 members of different religions may need to attend certain events, do

The activities can be described as follows:

1. Eating and drinking using appropriate feeding aids

o gather items and equipment that are needed or wanted

o put a towel around the client’s shoulders

o determine to what extent the client wants to shave themselves

o wet the skin and apply shaving cream

o rinse the razor often to remove hair and cream

o rinse the client’s skin

o dry the skin

o close the windows or turn the heating up, if required

o assist the client with undressing

o wash all body parts, changing the water as required