CHCAGE001 FACILITATE THE EMPOWERMENT OF OLDER PEOPLE :
| Student first name: __________________________________________________________________________ Student last name: __________________________________________________________________________ |
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ASSESSMENT TASK COVER SHEET – ASSESSMENT TASK 1. 7
ASSESSMENT TASK 1: WRITTEN QUESTIONS. 9
ASSESSMENT TASK COVER SHEET – ASSESSMENT TASK 2. 31
ASSESSMENT TASK 2: CASE STUDIES.. 33
ASSESSMENT TASK COVER SHEET – ASSESSMENT TASK 3. 41
ASSESSMENT TASK 3: ROLE PLAY. 43
ASSESSMENT TASK COVER SHEET – ASSESSMENT TASK 4. 49
ASSESSMENT TASK 4: PROJECT. 51
ASSESSMENT TASK COVER SHEET – ASSESSMENT TASK 5. 55
ASSESSMENT TASK 5: WORKPLACE PROJECT. 57
ASSESSMENT TASK COVER SHEET – ASSESSMENT TASK 6. 75
ASSESSMENT TASK 6: SUPERVISOR REPORT. 77
| ASSESSMENT OVERVIEW |
This Student Assessment Booklet includes all your tasks for assessment of CHCAGE001 Facilitate the empowerment of older people.
This unit requires that you complete 6 assessment tasks. You are required to complete all tasks to demonstrate competency in this unit.
| Assessment Task | About this task |
| Assessment Task 1: Written questions | You must correctly answer all questions to show that you understand the knowledge required of this unit. |
| Assessment Task 2: Case studies | You are to read two case studies and complete the questions for each. |
| Assessment Task 3: Role play | In this role play you will need to work with a new client and respond to their goals and aspirations. You are also required to answer a set of written questions after the role play is complete. |
| Assessment Task 4: Project | This task follows on from the role play at Assessment Task 3. You are to do a safety check on a real bathroom, assuming the bathroom is Brenda’s, and determine aids and modifications that should be made to allow her to continue living independently |
| Assessment Task 5: Workplace project | You are to work with a real aged care client to determine ways in which they can be empowered and achieve their goals and aspirations. Part of this task requires your assessor to observe your interactions with your client, and the other part requires you to complete a detailed client report of your experiences. |
| Assessment Task 6: Supervisor report | Your workplace supervisor is to complete a report that confirms your ability to demonstrate specific skills and knowledge required of this unit. |
Supporting resources
You may like to look at the following websites, books and documents for more information about the topics related to this unit:
How to submit your assessments
When you have completed each assessment task you will need to submit it to your assessor.
Instructions about submission can be found at the beginning of each assessment task.
Assessment Task Cover Sheet
At the beginning of each task in this booklet, you will find an Assessment Task Cover Sheet. Please fill it in for each task, making sure you sign the student declaration.
Your assessor will give you feedback about how well you went in each task, and will write this on the back of the Task Cover Sheet.
Make sure you photocopy your written activities before you submit them – your assessor will put the documents you submit into your student file. These will not be returned to you.
Assessment appeals
You can make an appeal about an assessment decision by putting it in writing and sending it to us. Refer to your Student Handbook for more information about our appeals process.
Assessment plan
The following outlines the requirements of your final assessment for this unit. You are required to complete all tasks to demonstrate competency in this unit.
Your assessor will provide you with the due dates for each assessment task. Write them in the table below.
| Assessment Requirements | Due date |
| 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 |
Student name: ________________________________________________________________________________
Student signature: _________________________________________________ Date: _____________________
Assessor name: _______________________________________________________________________________
Assessor signature: ________________________________________________ Date: _____________________
Students: Please fill out this cover sheet clearly and accurately for this task.
Make sure you have kept a copy of your work.
| Name: | ||||
| Date of birth: | Student ID: | |||
| Unit: | ||||
| Student to complete | Assessor to complete | |||
| Assessment Task | Resubmission? Y/N | Student initials | Sufficient/ insufficient | Date |
| Written questions | ||||
STUDENT DECLARATION
I ____________________________________________________ declare that these tasks are my own work.
None of this work has been completed by any other person.
I have not cheated or plagiarised the work or colluded with any other student/s.
I have correctly referenced all resources and reference texts throughout these assessment tasks.
I understand that if I am found to be in breach of policy, disciplinary action may be taken against me.
Student signature: ____________________________________________________________________________
Student name: ________________________________________________________________________________
Date: ________________________________________________________________________________________
ASSESSOR FEEDBACK
Assessors: Please return this cover sheet to the student with assessment results and feedback.
A copy must be supplied to the office and kept in the student’s file with the evidence.
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Assessor signature: ____________________________________________________________________________
Assessor name: _______________________________________________________________________________
Date: ________________________________________________________________________________________
| ASSESSMENT TASK 1: WRITTEN QUESTIONS | ||
| Task summary: | ||
What do I need in order to complete this assessment?
When do I do this task?
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:
Instructions to students:
Written question answer guidance
The following written questions may use a range of ‘instructional words’, such as ‘identify’ or ‘explain’. These words will guide you as to how you should answer the question. Some questions will also tell you how many answers you need to give – for example, ‘Describe three strategies…’
Question 1
Fill out the table below to show your understanding of the structure and the profile of the aged care sector.
| Briefly describe each of the following: |
| Identify three different types of agencies that can assist with support services for those who are ageing. |
| Identify three different referral networks that can assist with support services for those who are ageing. |
Question 2
Question 3
| Identify three stereotypes related to ageing. | |
| Identify three myths related to ageing. |
Question 4
Question 5
Should you share your experiences? Explain your answer.
List five things you could tell your client to reassure them their privacy will be maintained.
Question 6
Question 7
| Jeremy has dementia. He now ignores his personal hygiene and is incontinent. However, he will follow simple instructions. |
| Jaydia is very hard of hearing. He wears hearing aids that assist, but he still has difficulty hearing. He finds his deafness very socially isolating and tends to withdraw. |
| Hamish is dying of cancer. There is a treatment available, but he chooses not to go ahead with it saying that he does not wish to prolong his life. He decides he is going to travel and do some things he has always wanted to do but never has. He has planned a tandem sky dive and white-water rafting. He seems the happiest he has been since his diagnosis. |
Question 8
Participating in the community is important for many people. As people age, community engagement can often become more difficult.
Think of a person you know who is elderly or imagine yourself as elderly and frail.
Question 9
| Type of elder abuse | Indicators |
| Physical | |
| Psychological | |
| Financial | |
| Sexual |
Question 10
| Harry has a fall during one of his walks. You help him up and assist him back to his room. He appears to be okay, but is shaken. |
| Elsie saw Harry fall. She comes up to you and starts asking questions about Harry. ‘Why did he fall?’, ‘Why does he walk so badly?’, ‘Did he have a hip replacement like I did?’ |
Question 11
| Care approach | Definition |
| Person-centred approach | |
| Enabling/reablement approach | |
| Rights-based approach |
| Care approach | Example of how this can be provided |
| Person-centred approach | Example answer: We discussed all the care options with Mrs. Brown and answered all the questions. At the end of the discussion she decided that she would like assistance to shower but she will continue to clean her teeth and dress herself unaided. She said that she may need help with buttons sometimes. |
| Person-centred approach | |
| Enabling/reablement approach | |
| Rights based approach |
Question 12
Research a best-practice aged care program (for example, you might choose the Eden Alternative or Active Service Model).
In one to two paragraphs describe the program and why it is ‘best practice.’
Question 13
| Mabel lives at home alone. She is a very independent woman and enjoys working as a volunteer in the community and also runs an art class. Mabel fell and broke her shoulder. She needed surgery and spent ten days in hospital. Once she was clinically stable, she was worried about how she would manage at home as she had no family close by. She was told that she would be dependent on support for activities of daily living for up to two months while her shoulder repaired itself. Mabel was very worried that she would have to remain in hospital for that time, however arrangements were made for her to be discharged from hospital and receive assistance at home until she was able to be independent once more. A care plan was set up and was planned to go for six weeks at which time it would be re-evaluated. Care included showering, dressing, cleaning, transport to physiotherapy, occupational therapy, and meals on wheels. At her review after six weeks Mabel has very happy with her progress. She was going back to volunteer work one day a week and planning to restart her art classes next week. She had cancelled the meals on wheels the previous week as she found she was able to cook for herself now. It was agreed that she no longer needed home support. |
Discuss the advantages that a reablement approach had for Mabel compared with more traditional models of care.
Question 14
| What do I need to hand in for this task? | Have I completed this? |
| Your answers to each question | o |
Students: Please fill out this cover sheet clearly and accurately for this task.
Make sure you have kept a copy of your work.
| Name: | ||||
| Date of birth: | Student ID: | |||
| Unit: | ||||
| Student to complete | Assessor to complete | |||
| Assessment Task | Resubmission? Y/N | Student initials | Sufficient/ insufficient | Date |
| Case study 1 | ||||
| Case study 2 | ||||
STUDENT DECLARATION
I ____________________________________________________ declare that these tasks are my own work.
None of this work has been completed by any other person.
I have not cheated or plagiarised the work or colluded with any other student/s.
I have correctly referenced all resources and reference texts throughout these assessment tasks.
I understand that if I am found to be in breach of policy, disciplinary action may be taken against me.
Student signature: ______________________________________________________________________________
Student name: _________________________________________________________________________________
Date: _________________________________________________________________________________________
ASSESSOR FEEDBACK
Assessors: Please return this cover sheet to the student with assessment results and feedback.
A copy must be supplied to the office and kept in the student’s file with the evidence.
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Assessor signature: ____________________________________________________________________________
Assessor name: _______________________________________________________________________________
Date: ________________________________________________________________________________________
| Task summary: You are to read the case studies and complete the questions that follow. |
What do I need in order to complete this assessment?
When do I do this task?
What do I need to hand in?
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:
| Case Study 1: Marta |
| Marta is suffering from dementia that is caused by a lifetime of alcoholism. She lives at home with her husband Bill, who also drinks a lot of alcohol. A HACC worker visits three times a week. Today her HACC worker notices bruises on Marta’s arms. This is the third time this month that she has had bruises. When she asks Marta about them, she just looks ahead and says nothing, humming in her normal way. When she asks Bill what happened he says, ‘I dunno – silly old cow keeps falling over. She was probably drunk again and fell out of bed.’ The worker looks at the bruising pattern. She thinks that it looks more like someone has grabbed Marta very hard. |
When talking to her counsellor, what does the worker need to consider in terms of her workplace’s privacy and confidentiality requirements.
| What do I need to hand in for this task? | Have I completed this? |
| Your answers to this case study | o |
| Case Study 2: Catholic service |
| The Catholic service in your care facility has been changed from Tuesdays to Thursdays – the priest is not able to attend on Tuesdays anymore. Unfortunately, the service now clashes with the time that clients are able to go out for coffee in the local town. The clients are taken to the coffee shop nearby and are also able to walk around the town and do a little shopping if they wish. The Catholic clients are very annoyed that they can no longer go on their coffee excursion. It’s not their fault that the priest has needed to change arrangements! When something about it is said to a staff member, the staff member says, ‘Well, you don’t have to go to church! I’m sure God will agree that drinking a delicious cup of coffee is much more important than listening to the priest. The priest probably won’t care anyway!’ Later that same week, one of the clients overhears a couple of the workers making fun of the Catholic clients about their situation, and how they are putting a church visit above coffee and shopping. |
| What do I need to hand in for this task? | Have I completed this? |
| Your answers to this case study | o |
Students: Please fill out this cover sheet clearly and accurately for this task.
Make sure you have kept a copy of your work.
| Name: | ||||
| Date of birth: | Student ID: | |||
| Unit: CHCAGE001 Facilitate the empowerment of older people | ||||
| Student to complete | Assessor to complete | |||
| Assessment Task | Resubmission? Y/N | Student initials | Sufficient/ insufficient | Date |
| Role play | ||||
STUDENT DECLARATION
I ____________________________________________________ declare that these tasks are my own work.
None of this work has been completed by any other person.
I have not cheated or plagiarised the work or colluded with any other student/s.
I have correctly referenced all resources and reference texts throughout these assessment tasks.
I understand that if I am found to be in breach of policy, disciplinary action may be taken against me.
Student signature: ____________________________________________________________________________
Student name: ________________________________________________________________________________
Date: ________________________________________________________________________________________
ASSESSOR FEEDBACK
Assessors: Please return this cover sheet to the student with assessment results and feedback.
A copy must be supplied to the office and kept in the student’s file with the evidence.
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Assessor signature: ____________________________________________________________________________
Assessor name: _______________________________________________________________________________
Date: ________________________________________________________________________________________
| ASSESSMENT TASK 3: ROLE PLAY | |||
| Task summary: In this role play you will need to work with a new client and respond to their goals and aspirations. You are also required to answer a set of written questions after the role play is complete. | |||
What do I need in order to complete this assessment?
- Your assessor to play the role of Brenda.
- Access to textbooks and other learning materials.
- Access to a computer and the Internet (if students prefer to type their responses).
When do I do this assessment?
- You will do this task in your workplace or in the classroom (your assessor will determine the most suitable location).
- Write in the due date as advised by your assessor: _________________________________
what do I need to do if I get something wrong?
If your assessor sees that you have not shown appropriate skills or knowledge, they will give you some feedback and you will need to do the specific task again.
Instructions to students:
Read the information below about your new client, Brenda. You work for New Greens Aged Care Support. Before you start the role play, you will need to do some research and gather information about:
- At least two types of local support services you believe would be suitable for Brenda
- Fire safety in the home
| Brenda |
| Brenda has recently had a knee replacement. She has had a series of falls over time, each one leaving her more shaken and injured. Brenda wants to remain at home and age in place. The information you have so far about Brenda is as follows: She is 74 years old and is a widower.Her husband passed away two years ago. She misses him terribly.Brenda has a 46-year-old daughter, Maisie.She lives in a three-bedroom house on a decent-sized block.She doesn’t know how she is going to be able to keep her house and garden clean and tidy.She has a small friendship circle, which consists of her church friends and friends of many years.She has lost interest in cooking, and in food in general. She is terrified she will fall again.She needs to attend physiotherapy twice a week (Tuesdays and Thursdays). Maisie can take her on Tuesdays but works on Thursdays.She does not drive anymore and handed in her licence. She can’t be bothered cooking meals for herself so she tends to eat sandwiches, biscuits and cake Brenda has a terrible fear of fire because a friend’s home caught fire from a faulty appliance. She tries to switch everything off at the power switch at night before she goes to sleep, except for the appliances that must run.She is very scared she will eventually be put in a home. She couldn’t bear to leave her family home and the memories of her husband.You work for New Greens Aged Care. |
Your assessor will play the role of Brenda. Your job is to talk to Brenda and empower her to have a better quality of life as she ages in place for as long as possible.
Brenda will respond to your questions and give you further information that will help you during the discussion.
After the role play you will need to answer a set of questions. Make sure you answer each question in as much detail as you can.
- What was your duty of care when advising Brenda of appropriate options?
- If Maisie asked you about Brenda’s nutrition and how her health is in this regard, what would you say to ensure that you are adhering to standard service policy and protocols?
- What strategies would you use to maintain the trust and goodwill you have established with Brenda?
- Explain why services need to be reviewed as time passes, and why adjustments to services may be required.
| One of the services Brenda decided to participate in is a fitness program for older people, which is held at the local community centre. She has found it to be a great help with her knee and she has made many new friends. Her overall demeanour and self-esteem improved greatly as a result of accessing this new service. During one of your visits, she tells you she is not going anymore and would like to find another program of a similar nature somewhere else. While you are more than happy to help meet her wishes, you are worried about her sudden change of heart towards the program. She finally tells you that there is a new instructor at the centre who is very impatient and rude and makes her feel uncomfortable. She said he has made some unpleasant comments about her level of fitness and suggested she is not suitable for the program. Brenda believes the instructor took an instant dislike to her because she is much older than the others in her group and her knee injury has made it difficult for her to do some of the exercises he has in the new program. The last time she was there, he was very tough on her and called her a silly old woman for complaining that she was tired and said perhaps she needed to find another program and instructor that would listen to her whining. Brenda said that she cried and left, she was so humiliated in front of her friends. |
- What would you tell Brenda about her rights in regard to this situation and what she can do to make sure the community centre staff are aware of the instructor’s behaviour?
| Brenda refuses to go back to the community centre and the program. You are disappointed because she had made such progress and has made many new friends. She doesn’t get to see her friends very often now. Brenda is very firm about accessing a new fitness program and a new centre. You do not think she is doing the right thing – she has submitted a complaint about the instructor and the centre is investigating. You think she should go back and hold her head high. |
- Explain why it is not appropriate for you to put your opinions on Brenda – in your answer, refer to the principles of person-centred and rights-based care.
| What do I need to hand in for this task? | Have I completed this? |
| Your answers to the questions | o |
| Information gathered about support services | o |
| Task Summary: This task follows on from the role play at Assessment Task 3. You are to do a safety check on a real bathroom, assuming the bathroom is Brenda’s, and determine aids and modifications that should be made to allow her to continue living independently. |
What do I need in order to complete this assessment?
- Access to a bathroom.
- A camera (you can use your mobile phone camera).
- Bathroom Safety Checklist (at the end of this task).
When do I do this task?
- You will do this task in your own time.
- Write in the due date as advised by your assessor: _________________________________
what do I need to do if I get something wrong?
If your assessor identifies that you did not complete the checklist correctly or answer the questions correctly, you will be asked to fix the parts that are wrong and resubmit.
Instructions:
At Assessment Task 3 it was established that Brenda has a fear of falling again. She seems to have great concern that this will occur in her bathroom, and does not use the bath and feels unsafe in the shower.
For this task, you are required to choose a bathroom and take photos of it. You are to assume that this is Brenda’s bathroom. You can choose your own bathroom, a bathroom at your RTO, a bathroom in your workplace or work placement service, etc. Ensure the photos show as much of the area as possible.
Using the Bathroom Safety Checklist (provided), complete a safety check of this bathroom. Remember that the purpose of this task is to identify aids and modifications that can help Brenda feel more empowered and safer.
Make sure you do the safety check while you are in the bathroom so you can answer each item.
Complete the questions at the end of this task.
| Bathroom Safety Checklist | |||
| Student name: | Date: | ||
| Yes/No | Comments | ||
| Does the floor have a non-slip surface? | |||
| Is access to the shower safe? (For example, is there a raised section of tiles to step over, is the door in good condition, etc.) | |||
| Is there room for a seat near the shower? | |||
| Is there room for a seat in the shower? | |||
| Is there a grab rail in the shower and in the bath? | |||
| Is there a grab rail near the toilet? (If the toilet is in the bathroom, otherwise note ‘NA’.) | |||
| Is lighting in the room adequate? | |||
| Is there adequate heating? | |||
| Is there sufficient ventilation to prevent condensation? | |||
| Is there sufficient room near the shower area for a worker to provide assistance and support as required? | |||
| Are there any other safety issues? | |||
When you have completed the safety check, answer the following questions:
- Is the bathroom currently safe for both Brenda and her future personal care worker? Explain your answer.
- List two recommendations you could make so this bathroom could be safer for Brenda. List two aids and two modifications required to reduce risk of injury or illness.
| What do I need to hand in for this task? | Have I completed this? |
| Photos of the bathroom (you can print these out or email them to your assessor) | o |
| Your completed checklist | o |
| Your answers to the questions | o |
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