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CHC43015 Certificate IV in
Ageing Support
Support and Empowerment of Older
People
This workbook belongs to:
Version 2.1 | Produced 04 February 2020
Copyright © 2016 Compliant Learning Resources. This document was developed by Compliant Learning Resources and has been edited and contextualised by Inspire Education RTO 32067 for it student cohorts under license. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means electronic, mechanical, photocopying, recording or otherwise without the prior written permission of C ompliant Learning Resources.
Version control & document history
Date Summary of modifications made Version
02 June 2016 Version 1 final produced following assessment validation 1.0
29 June 2016 Updated benchmark answer of Part 2 written question 3. 1.1
16 September 2016 Updated instructions and benchmark in Case Study 2 Task 4. 1.2
2 November 2016
1.3
17 April 2017 Made the following rectifications:
Removed all quiz items in the 3 parts of the
Knowledge Assessment
Updated link of Universal Declaration of Human Rights 1.4
3 May 2017
Rights and Responsibilities Case Study 3
Question 2 1.5
25 July 2017 Replaced instructions in Case Study Katie Question 4, and added video as reference 1.6
17 August 2017 Corrected link for Universal Declaration of
Human Rights 1.7
25 August 2017 Added url to hyperlink 1.8
24 January 2018 Fixed hyperlink for Case Study 2: Q4, Scenario
1 1.9
11 September 2018 fixed typo for case study 2 question 3 on page 39 1.10
20 March 2019 Changed the instructions on Case Study 3 (Q6) based on the new format of the website. 1.11
11 June 2019 Document re-branded and contextualised for
Inspire Education use; content checked for adherence to current industry standards and new unit of competency requirements; modifications to sentence construction. 2.0
Date Summary of modifications made Version
04 February 2020
Rights and Responsibilities Case Study 3
Question 2
Added feedback link. 2.1

TABLE OF CONTENTS
This is an interactive table of contents. If you are viewing this document in Acrobat, clicking on a heading will transfer you to that page. If you have this document open in Word, you will need to hold down the Control key while clicking for this to work.
INTRODUCTION TO THIS WORKBOOK .................................................................... 5
What is this workbook about? ......................................................................................... 5
C ontext for Assessment ................................................................................................... 6
Assessment Requirements .............................................................................................. 6
ABOUT THE ASSESSMENTS ......................................................................................... 8
Assessment Methods ........................................................................................................ 8
Resources Required for Assessment ............................................................................. 8 INSTRUCTIONS TO STUDENT .................................................................................... 9
KNOWLEDGE ASSESSMENT ............................................................................................... 10
Part 1: Meeting personal support needs .................................................................... 10
Part 2: Facilitating the empowerment of older people ........................................... 11
Part 3: Providing support to people living with dementia ...................................... 12
C ASE STUDY .................................................................................................................. 20
Introduction to Case Study ........................................................................................... 20
1. Mr. White ..................................................................................................................... 21
2. Katie Devaney ........................................................................................................... 25
.................................................................................................... 31
WORKBOOK C HECKLIST ................................................................................................. 38 WE WOULD LOVE YOUR FEEDBACK! ..................................................................... 39
INTRODUCTION TO THIS WORKBOOK
What is this workbook about?
The units of competency specify the standards of performance required in the workplace. This assessment addresses the following unit of competency:
CHCCCS011 - Meet personal support needs
1. Determine personal support requirements
2. Maximise participation
3. Provide personal support
4. C omplete reporting and documentation
CHCAGE001 Facilitate empowerment of older people
1. Develop relationships with older people
2. Provide services to older people
3. Support rights of older people
4. Promote health and re- ablement of older people
CHCAGE005 - Provide support to people living with dementia
1. Prepare to provide support to those affected by dementia
2. Use appropriate communication strategies
3. Provide activities for maintenance of dignity, skills and health
4. Implement strategies which minimise the impact of behaviours of concern
5. C omplete documentation
6. Implement self- care strategies
For complete copies of the above units of competency: Download them from the TGA website:
https://training.gov.au/Training/Details/CHCAGE005 https://training.gov.au/Training/Details/CHCAGE001
https://training.gov.au/Training/Details/CHCCCS011
Context for Assessment
To complete the assessments in this workbook, students need to have access to their learning materials and the Internet. The Knowledge Assessment and C ase place of study. The tasks within the Assessor O bservation Form must be completed in a workplace.
Assessment Requirements
The assessment requirements specify the evidence and required conditions for assessment.
Each unit of competency can be unbundled to reveal three (3) key assessment components:
1. Performance Evidence
- describes the subtasks that make up the element of the unit
2. Knowledge Evidence
- describes the knowledge that must be applied to understanding the tasks described in the elements
3. Assessment Condition
- describes the environment and conditions that assessments must be conducted under
The associated assessment method in this kit covers all of these components as detailed in the matrix to follow:
Un its of Competency
Assessment Activities
Knowledge Assessment ? ? ?
Case Study ? ? ?
ABOUT THE ASSESSMENTS
Assessment Methods
This workbook uses the following assessment methods:
1. Knowledge Assessment A set of generic and workplace questions testing
behind the unit.
2. Case Study Detailed scenarios and simulated environments providing all necessary information required to complete relevant tasks and activities.
Resources Required for Assessment
Assessor to provide:
• C ase studies and simulations
• Information about work activities
You will need access to:
? A video recording device (e.g. handheld cameras, mobile phones, etc.)
? C omputer with access to Internet and email
? Installed software: MS O ffice Word (or equivalent), Adobe Acrobat Reader
? Volunteer to play role of a client (see case study 2: Katie Devaney) ? Walking stick
? Any type of passenger vehicle that a care client would use (e.g. minivan, sedan, etc.)
? A safe environment to simulate a vehicle transfer scenario (see case study 2: Katie Devaney)

INSTRUCTIONS TO STUDENT
The questions in this workbook are divided into two (2) categories:
o Knowledge Assessment o Case Study
The questions under Knowledge Assessment are all in a short answer format. The longer questions requiring creative and analytical thought processes are covered in the Practical Assessment. You must answer all questions using your own words. However, you may reference your learner guide and other relevant resources and learning materials to complete this assessment.
Some questions cover processes you would likely encounter in a workplace. Ideally, you should be able to answer these questions based on the processes that are currently in place in your workplace. However, if you do not currently have access to a workplace, then answer the questions based on processes that should be implemented in a typical workplace setting.
Accessing Intranet Pages and External Links
There are instructions in this workbook that will refer you to intranet pages and or external links. These intranet pages and external links are formatted in Blue Underlined Text.
To access these, hold the C trl key for Windows users or the C ommand ? key for Mac users while clicking on these links.
KNOWLEDGE ASSESSMENT
Part 1: Meeting personal support needs
1. providing personal support. Provide one (1) strategy to minimise each risk you listed.
C omplete the table below.
Risks to personal safety and security
(List two (2) risks) Strategy to minimise risk
(Provide one (1) strategy for each risk you listed)
2. List three (3) technologies typically used for reporting in residential and home and community care services.
a.
b.
c.
Part 2: Facilitating the empowerment of older people
1. List three (3) strategies that older people can adopt for healthy lifestyle practices.
a.
b.
c.
2. Briefly describe the implications of re- ablement strategies in the care sector.
2020
Page
Part 3: Providing support to people living with dementia
1. Update yourself on the different forms of dementia listed below by researching about them online.
a.
b. Vascular Dementia
c. Lewy Bodies
d. Korsakoff Syndrome
e. Fronto Temporal Lobar Degeneration (FLTD),
f.
g.
h. Younger onset dementia
For each form of dementia listed above, research about at least one (1) of the following:
a. C urrent prevention or treatment options; O R
b. Information about current research being done; O R
c. Significant findings of current research.
Complete the Research Template below to document the information you find. Further guidance is provided for you within the template.
Researching on Dementia
Guidance for completing this template
Title of article: List the title of the article here. Include the author if this information is available.
Date of publication: List the date of when the article was published. It must be recent and must not be more than five (5) years old.
Link to the webpage where you found the information: Provide the specific link to the webpage where you found the information, example:
www.dementiaresearch.com.au/alzheimers-diseaseresearch-2016
Summary of content found:
Guidance:
• Do not copy-paste
information online.
• In your own words, summary of the content you found. The summary must be
between 100 150
words and must include at least one (1) of the following:
a. Current pre vention or treatment options;
b. Information about current research being done; or
c. Significant f indings of current research.
Title of article:
Date of publication:
Link to the webpage where you found the information:
Summary of content found:
Vascular Dementia or Multi- infarct Dementia
Title of article:
Date of publication:
Link to the webpage where you found the information:
Summary of content found:
Lewy Bodies
Title of article:
Date of publication:
Link to the webpage where you found the information:
Summary of content found:
Korsakoff Syndrome
Title of article:
Date of publication:
Link to the webpage where you found the information:
Summary of content found:
Title of article:
Date of publication:
Link to the webpage where you found the information:
Summary of content found:
Title of article:
Date of publication:
Link to the webpage where you found the information:
Summary of content found:

Title of article:
Date of publication:
Link to the webpage where you found the information:
Summary of content found:
Younger O nset Dementia
Title of article:
Date of publication:
Link to the webpage where you found the information:
Summary of content found:

2. Phases of dementia. Describe the features of the different phases of dementia by listing signs and symptoms typically observed in each stage.
List at least three of these signs and symptoms for each stage.
Early
Dementia
Moderate
Dementia
Advanced Dementia
CASE STUDY
Introduction to Case Study
For this part of the assessment, you will be taking the role of aged care worker at the Residential C are of Lotus C ompassionate C are.
Lotus Compassionate Care is an organisation that provides services in disability support, home and community support, and residential care.
You can find out more about Lotus Compassionate Care by visiting their website. C lick on their logo below to access the site:
(Note: If the link is not working, copy and paste the url to your browser:
http://compliantlearningresources.com.au/network/lotus/)
(username: learner password: studyhard)
As per your role as an aged care worker, you directly report to Rachel Allcot, the Manager at Residential Care.
This assessment contains a number of tasks that you need to complete based on the given scenarios. You are required to complete ALL tasks included in this case study.
To complete these tasks, you will need to access and review the following documents:
Lotus Compassionate Care Handbook1
Lotus Compassionate Care Organisational Chart2
Universal Declaration of Human Rights3
(username: learner password: studyhard)
(1http://compliantlearningresources.com.au/network/lotus/files/2018/02/Lotus-C ompassionate-Care-
Handbook-v1.5.pdf 2http://compliantlearningresources.com.au/network/lotus/files/2012/12/Lotus-
Organisation-C hart.pdf 3http://compliantlearningresources.com.au/network/lotus/files/2017/04/UniversalDeclaration-of-Human-Rights.pdf)
February 2020
1. Mr. White
1. You have finished assisting Mr. White with his morning routine. As you got out of his room, Isabelle, a colleague of yours, greeted you and said:
you and Mr. My- Hip- is-Sore.
attention.
What would be the appropriate response to Isabelle?
Guidance: Select the two (2) best answers.
a.
b.
Isabelle that if she does not stop with her mean comments about Mr. White, you will report her for verbal abuse.
c. Agree with Isabelle to avoid further discussion. If she comments rudely about Mr. White again, report her to your supervisor.
d. Explain to Isabelle that Mr. White has said he has arthritis pain, and it is our responsibility to report this to the supervisor.
e.
2. Write a Progress Report (composed of 50 150 words) on Mr. White based on the given scenario. Ensure that you follow Policy and Procedures for Progress Reporting.
(http://compliantlearningresources.com.au/network/lotus/files/2018/02/LotusCompassionate-Care-Handbook-v1.5.pdf)
(username: learner password: studyhard)
Requirements for storing information:
• You must write your Progress Report using this template.
(http://compliantlearningresources.com.au/network/lotus/files/2016/05/LotusCompassionate-Care-Progress-Report-Template.docx)
• Save your document
[client name].[initial of surname]- [room umber] (dd- mm- yy)
For example: A progress report logged 22 May 2019 for patient William Smith of
Room 5-2B will have the filename: William.S-5-2B (22-05-19)
• The document must be filed and submitted on the same day it was logged.
3. Write an email to Rachel Allcot, your supervisor, detailing your observations
on Mr. White. Ensure that you follow Lotus Compass and Procedures for Progress Reporting.
(http://compliantlearningresources.com.au/network/lotus/files/2018/02/LotusCompassionate-Care-Handbook-v1.5.pdf)
(username: learner password: studyhard)
Your email must include:
• Behaviour/s of concern observed with Mr. White
• Potential triggers of identified behaviour/s of concern
• Recommendation how to minimise or eliminate the identified trigger/s
requirements that may be contributing to the triggers of observed behaviour/s of concern.
Write your email with other pertinent details in the spaces provided.
Note: The objective of this task is to demonstrate your ability to contribute to discussions on support planning for patients demonstrating behaviours of concern. Share your ideas using the email template provided; you do not need to send an actual email.
To Rachel Allcot rachel.a@lotuscompassionatecare.net.au
From Your email address
Subject
Message

2. Katie Devaney
Katie is a resident at Lotus Compassionate Care. Throughout her adult life, she has been involved in the local volunteers association and different fund raising activities. She always enjoyed talking with people.
disease
some years ago. This is the reason why she moved to Lotus C ompassionate C are.
Katie is very social and enjoys doing different activities where she can maintain friendships and socialise with other residents at Lotus. These activities are very important to her; however, she sometimes forgets when they are planned to take place.
Access and review over *, and answer the following questions.
(username: learner password: studyhard)
(*http://compliantlearningresources.com.au/network/lotus/files/2015/01/Katie-Devaney-CarePlan.pdf)
1. . Briefly describe your role in the following aspects
of her care and support needs:
a) Cultural and Spiritual Needs
b) Social and Recreation Needs
c) Personal Hygiene Needs
d) Sensory Needs
e) Nutrition and Hydration Needs
2. List all the relevant equipment, processes and aids that are required to help Katie achieve the goals outlined in her C are Plan.
3. Identify two (2) situations where you cannot provide support and that will need the help of other personnel instead and identify the personnel who can assist for each situation. C omplete the table below.
Situations or scenarios that are outside of your own role
(You must list two (2)) Who can help?
4. When traveling by car, Katie needs help to enter and alight the vehicle.
Take a video of yourself helping Katie get in and out of a car. To complete this task, you will need access to:
- A video recorder
- A volunteer to play the role of Katie
- A cane/walking stick to be used by Katie
- Any type of passenger vehicle typically used by care clients (e.g.
minivan, sedan, etc.)
- A safe environment to simulate the scenario (i.e. a vacant lot)
You will be required to submit four (4) video clips to demonstrate your completion of the skill requirements included in this activity. The objective of this role play activity is to demonstrate your skills in performing the following tasks correctly:
- Following correct manual handling procedures in assisting a client get in and out of the car
- Following correct manual handling procedures in assisting a client recover from a fall
- Support the client in using relevant aids and equipment
- Recognise and respond appropriately to situations of risk or potential
risk
- Use oral communication skills to maintain positive and respectful relationships
- Employ flexible, adaptable and person- centred approaches to empower client
To be able to demonstrate all these requirements, you are required to submit one video clip for each of the scenarios described below: Scenario 1: assisting client use relevant aids
- Wash hands before contact with the client. You may also use a hand sanitiser.
-
-
relevant instructions)
- to stand as per the video below:
Scenario 1: assisting a client to use relevant aids
(https://www.youtube.com/watch?v=AhsCqUKuuhg)
Proper Hand Hygiene Video Demonstration (https://www.youtube.com/watch?v=JqmhfMR0BVQ)
Scenario 2: fall recovery
-
- Do not move Katie. Reassure her using appropriate communication strategies. Ask if she is alright.
- Check for potential injuries. Upon checking, you determine that Katie is alright she responds that she is okay, no injuries, no head and neck pain, the left leg is a little weak, but can still stand up.
- Simulate a call to your supervisor to report the incident. Ensure that you describe the situation accurately (Note: You do not need to make an actual call)
- Your supervisor gives you the following instructions to follow and demonstrate in the video:
?
procedures
?
-
task: Helping Someone Up After a Fall (https://www.youtube.com/watch?v=10jR0zjl19Y) Scenario 3: getting in the car
-
- you assisting until you have safely closed the car door for her.
- Respond to potential risks in the environment (e.g. clearing the path assisting her put the seatbelts on, adjusting seat position,
heat/air conditioning, etc.)
-
task: Helping Someone into the C ar.
(https://www.youtube.com/watch?v=khTKRwoWqn4) Scenario 4: getting out of the car
- the video must show you assisting
- Respond to potential risks in the environment
Video submission:
• The length of each video clip must not exceed five (5) minutes.
• Save the video clips using the following filenames:
Scenario 1 Support Aids Video C lip- 1
Scenario 2 Fall Recovery Video C lip- 2
Scenario 3 Enter Car Video Clip-3
Scenario 4 Exit Car Video C lip- 4
• Submit the video files along with the answered workbook.


Ruth is a very religious woman of the Jewish faith and lives at home with her
and presentation. She strictly followed the Kosher dietary rules and regulations. Ruth has been diagnosed with LBD and is not able to prepare her own food. She can feed herself if the larger items are cut into smaller bite sized proportions. When applying for a bed in residential care, Ruth and her family were told that the facility had employed a Kosher trained chef who would be able to provide for all her requirements.
A few months after moving in, the chef left the facility and Ruth was advised that he had left all the documentation needed for the temporary chef to follow, until a new Kosher trained chef was employed.
At first, Ruth did not notice any changes in her diet; but in the last couple of days, there have been instances of her receiving incorrect meals. The presentation of a meal had a milky sauce on her meat and a glass of milk placed on her table with her meal. O ne night, she was given a dish which contained prawns.
. Take
the milk off my table. fresh prawns and she
You have often cared for Ruth and have shown an interest in her religion by listening to her explain about the Kosher rules and regulations. You know that people of the J ewish faith may eat certain types of meat, such as cattle and lamb, but not pig and prawns. It is also strictly forbidden to have meat and milk combined in a dish and that the two must not be eaten at the same time.
Ruth has decided to lodge a complaint and asked you for advice. She feels the reason she and her family decided she stay at the facility was the promise of helping her cope with her condition while being able to enjoy her spirituality.
To complete the succeeding tasks, read Lotus Compassionate Care Handbook.
(username: learner password: studyhard)
(http://compliantlearningresources.com.au/network/lotus/files/2018/02/LotusCompassionate-Care-Handbook-v1.5.pdf)
1. Access and review the Universal Declaration of Human Rights.
(username: learner password: studyhard)
(http://compliantlearningresources.com.au/network/lotus/files/2016/04/UniversalDeclaration-of-Human-Rights.pdf)
Which human right was breached in the case study scenario?
a. Article 12
b. Article 16
c. Article 11
d. Article 4
e. Article 25
2. Access and review the following resources:
Charter of Care Recipients' Rights and Responsibilities
List two (2) rights of the client that were breached in the scenario.
3. Does the scenario provided above show Ruth is abused and or neglected?
a. Explain your reasoning in 25 100 words.
b. If your answer is yes, specify whether it is financial, physical, or emotional abuse/neglect.
4. According to Lotus Compassionate Care Policy and Procedures, you are required to report and convey concerns to your supervisor.
concern. Write your email in
the space provided below. Specifically, your email must:
a. Be objective, factual, accurate, and in logical order
b. Identify the human right that was breached (from Question 1)
c. Identify the rights of the client that were breached (from Q uestion 2)
d. Include evidence of abuse/neglect if your answer in Question 3 is yes.
Note: Although reporting is typically done verbally, the main objective of this task is to demonstrate your ability to identify breaches of human rights and identify the relevant details that need to be reported your supervisor. To document this, use the email template provided below; you do not need to send an actual email.
To Rachel Allcot rachel.a@lotuscompassionatecare.net.au
From
Subject
Message
5. You already verbally explained the rights and the Lotus Compassionate Care Complaints Procedures to Ruth, and she has requested you to write this information down for her.
In the space provided, write a letter to Ruth outlining the following information:
a. Her rights in the situation
b. How to lodge a complaint
c. Information about the Aged C are C omplaints Scheme (AC C S) so Ruth is able to decide between making an internal or external complaint. This must include:
- What the ACCS is
- How it works
- How it can be accessed
d. How her complaint will be handled
Guidance: Ensure that your letter can easily be understood by Ruth.
7. Ruth and her family asked you about other support services you can refer to them.
Identify two (2) support services and provide links to their websites below.

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