CHCAGE004 Interventions With Older People :
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STUDENT ASSESSMENT BOOKLET-I
[Theory Tasks]
| CHCAGE004 Implement Interventions with Older People at Risk |
| Suite 203, 11-15 Deane Street Burwood, NSW, 2134Email: [email protected]RTO Code: 45342 |
| Student Name: ___________________________ |
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Advance College is a trading name of Australian Newtown College, RTO 45342.
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| ASSESSMENT OVERVIEW |
This Student CHCAGE004 Interventions With Older People Assessment Booklet-I includes Task 1 for assessment of CHCAGE004 Implement interventions with older people at risk.
| ABOUT YOUR ASSESSMENTS |
This unit requires that you complete three assessment tasks. You are required to complete all tasks to demonstrate competency in this unit.
| Assessment Task | About this task |
| Assessment Task 1: Written questions | You must correctly answer all questions to show that you understand the knowledge required of this unit. |
| Assessment Task 2: Role Plays | You are required to participate in a series of role plays covering assessment of risk, discussion of risk minimisation strategies, implementation of risk minimisation strategy, and evaluation of risk minimisation strategies. |
| Assessment Task 3: Portfolio | For this task you will put together a portfolio to document your assistance in the workplace with the following work: Assessment of client riskImplement of risk minimisation strategiesEvaluation of risk minimisation strategiesDocumentation |
How to submit your assessments
When you have completed each assessment task you will need to submit it to your assessor.
Instructions about submission can be found at the beginning of each assessment task.
Assessment Task Cover Sheet
At the beginning of each task in this booklet, you will find an Assessment Task Cover Sheet. Please fill it in for each task, making sure you sign the student declaration.
Your assessor will give you feedback about how well you went in each task, and will write this on the back of the Task Cover Sheet.
Prerequisite
The prerequisite for this unit is NIL.
| 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:
assisted with the assessment of risk and the implementation and evaluation of risk minimisation strategies for at least 2 older people, 1 in a simulated environment and 1 in the workplace, in a manner that is respectful of the older person’s dignity and privacy.
| 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:
- the tensions which may exist between an individual’s rights and the organisation’s responsibility to individuals
- legal and ethical considerations for working in aged care:
- duty of care
- human rights
- privacy, confidentiality and disclosure
- work role boundaries – responsibilities and limitations
- the major issues, trends and policies relating to the health and wellbeing of older people
- standardised tools for risk assessment and the management and monitoring of risks
- major risk areas for ageing population:
- depression and anxiety
- isolation
- abuse (sexual, emotional, physical, financial, system)
- falls
- medication
- dehydration and malnutrition
- dysphagia
- continence
- documentation requirements including the importance of accurate and appropriately detailed records
For all documentation on the performance criteria and assessment requirements of the unit CHCAGE004 Implement interventions with older people at risk, please refer to the training.gov.au website with this link: https://training.gov.au/Training/Details/CHCAGE004.
ASSESSMENT TASK COVER SHEET |
Students: Please fill out this cover sheet clearly and accurately for this task.
| Student Name | |||
| Assessor Name | |||
| Unit: CHCAGE004 Implement interventions with older people at risk | |||
| Assessment Details | |||
| Assessment Type | Written/Oral questions | ||
| Agreement by the student | |||
| Read through the assessments in this booklet before you fill out and sign the agreement below. Make sure you sign this before you start any of your assessments. | |||
| Have you read and understood what is required of you in terms of assessment? | Yes | No | |
| Do you understand the requirements of this assessment? | Yes | No | |
| Do you agree to the way in which you are being assessed? | Yes | No | |
| Do you have any special needs or considerations to be made for this assessment? If yes, what are they? …………………………… ………………………… ………………… ……… … … .…………………………………………. | Yes | No | |
| Do you understand your rights to appeal the decisions made in an assessment? | Yes | No | |
| None of this work has been completed by any other person. | Yes | No | |
| I have not cheated or plagiarised the work or colluded with any other student/s. | Yes | No | |
| I have correctly referenced all resources and reference texts to complete these assessment tasks. | Yes | No | |
| I understand that if I am found to be in breach of policy, disciplinary action may be taken against me. | Yes | No | |
STUDENT DECLARATION
I,____________________________________________________ , certify that the statements I have attested above have been made in a good faith, are true and correct. To the best of my knowledge and belief, these tasks are my own work.
Student Signature: …………………………… Date: …………… /……………../……………………………..
| ASSESSMENT TASK COVER SHEET |
| Result – Attempt 1 | Satisfactory (S) | Not Yet Satisfactory (NYS) |
ASSESSOR FEEDBACK – Attempt 1 (Assessment Task 1)
Assessors: Please return this cover sheet to the student with assessment results and feedback.
Assessor signature: Date:
| Re-assessment Result (if NYS in Attempt 1) | Satisfactory (S) | Not Yet Satisfactory (NYS) |
ASSESSOR FEEDBACK – Attempt 2 (Assessment Task 1)
Assessors: Please return this cover sheet to the student with assessment results and feedback.
Assessor signature: Date:
| Re-assessment Result (if NYS in Attempt 2) | Satisfactory (S) | Not Yet Satisfactory (NYS) |
ASSESSOR FEEDBACK – Attempt 3 (Assessment Task 1)
Assessors: Please return this cover sheet to the student with assessment results and feedback.
Assessor signature: Date:
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 FEEDBACK AND ASSESSMENT APPEALS
Fill in the declaration below if you have received a not yet satisfactory (NYS) result in all three attempts.
You can make an appeal about an assessment decision by putting it in writing and sending it to us. Refer to your Student Handbook for more information about our appeals process.
I have received my assessment result and I am satisfied with the given feedback for this assessment.
I am not satisfied about my result and I would like to appeal regarding my result.
Student Signature: …………………………… Date: ……… /………../………………
| ASSESSMENT TASK 1: WRITTEN QUESTIONS | |||
| Task summary: This is an open book test – you can use the Internet, textbooks and other documents to help you with your answers if required.You must answer all questions correctly. Write your answers in the space provided. If you need more space, you can use extra paper. All extra pieces of paper must include your name and the question number/s you are answering.You may like to use a computer to type your answers. Your assessor will tell you if you can email them the file or if you need to print a hard copy and submit it. | |||
What do I need in order to complete this assessment?
- Access to textbooks and other learning materials.
- Access to a computer and the Internet (if you prefer to type your answers).
When do I do this task?
- You will do this task in your own time.
what do I need to do if I get something wrong?
If your assessor marks any of your answers as incorrect, they will talk to you about resubmission. You will need to do one of the following:
- Answer the questions that were incorrect in writing.
- Answer the questions that were incorrect verbally.
Instructions to students:
Answer the following questions.
Question 1
| Jemima is concerned about her father, Archie. He is no longer able to feed himself. At mealtimes staff bring his meals to his room and assist him to eat. Her father eats very slowly and shows little interest in eating. The staff encourage him to eat but don’t manage to get much into him. Jemima feels that if staff could take much longer, he would eat more. But she understands that they cannot take hours feeding him as they have other duties as well. |
- In approximately 200 words, discuss the tension between Archie’s rights to be provided with a sufficient level of care and the organisation’s responsibilities to all their clients. Suggest some possible solutions.
- Provide another example of where there is a tension between a client’s rights and the organisation’s responsibilities.
Question 2
| The door from the aged care facility has a PIN number lock on the door as a security measure to stop clients from wandering onto the street. The PIN number pad has malfunctioned and the door can no longer be opened except from the outside. Staff and visitors need to leave by this door frequently, and there is not always someone on the outside available to open the door. The door is propped open so that people can come and go easily. Staff put up a large sign so that residents will not go through the door. The sign reads in large letters: NOTICE TO RESIDENTS YOU MUST NOT LEAVE THE RESIDENCE UNLESS ACCOMPANIED BY A STAFF MEMBER OR FAMILY MEMBER |
- Has the organisation met its duty of care to the residents? Why/Why not?
- Suggest an alternative strategy that could be used until the PIN pad has been fixed.
Question 3
| Jules has had a stroke which has left him paralysed down his left side. He finds it difficult to walk and his speech is badly affected. Jules’s cognitive function is not affected. His family and GP feel that he is at risk living on his own. He is at high risk of falling, he may have another stroke, and he is unable to be understood on the telephone if he needs to call for help. His family and GP all want him to go into residential care – at least until he recovers (hopefully) from the stroke. Jules says that he doesn’t want to go. He will stay at home no matter what the risk. He can look after himself – and if he can’t that is his problem and not anyone else’s! His family say that he has to go into care – the risk is much too great for him to live at home alone. |
What rights does Jules have? Will he have to move into Aged Care?
Question 4
What are three sources of information that you could access to find out the legal requirements for privacy, confidentiality and disclosure in the workplace?
Question 5
| Fleur is assessing the level of risk for a new client at an aged care residence. One of the assessments she does shows that the client is showing symptoms of depression and anxiety. The client is worried that the doctor will make him take anti-depressant medication. Fleur tells him not to worry. She has done a short massage course and is also good at talking to people. If he would like she will give him a massage each day and she would be happy to talk through his worries with him sometimes. |
- What is wrong with Fleur’s approach? What should she do?
| Rebecca is a new Home and Community Care worker with Midwest HACC Services. She has recently qualified as a personal care worker and this is her first job. She is a little anxious about how she will know what to do, and what her responsibilities are. |
- What are the organisation’s responsibilities in this case?
- List three ways that Rebecca can be fully informed of her work responsibilities and limitations.
Question 6
Research the internet to find a current Government policy or program (Federal or State Government) that relates to the improvement of health and wellbeing of older people in Australia.
- What is the name of the policy/program
- What is the web address for this policy/program
- Briefly describe the major focuses of this policy/program.
- What is one major trend relating to health and wellbeing of older Australians that has prompted this policy/program
Question 7
The following table lists eight major risk areas for Australia’s ageing population. For each risk area, describe the nature of the risk and suggest at least four risk minimisation strategies to reduce each risk.
| Risk Area | Describe the risk | Risk minimisation strategy (four for each risk area) |
| Depression and anxiety | ||
| Isolation | ||
| Elder abuse (sexual, emotional, physical, financial, system) | ||
| Falls | ||
| Medication | ||
| Dehydration and malnutrition | ||
| Dysphagia | ||
| Continence |
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