BSBCRT611
Hsc
BSBCRT611AssessmentTask2_V4.1.docx
Apply critical thinking for complex problem solving
Assessment Cover Sheet |
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Date Submitted: |
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Student declaration: |
I declare that: · I have read and understood all the information provided in relation to the assessment requirements to complete this unit, the instructions and the purpose and processes of undertaking this assessment task · This assessment is my own work and where other’s works or ideas have been used, I have appropriately referenced or acknowledged them · I understand that plagiarism is a serious offence that may lead to disciplinary action. |
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Assessment Task 2 – Performance and Skills
Preamble
Preamble
This assessment is divided into three (3) parts:
Part A: Scope problem solving process
Part B: Lead solution development process
Part C: Refine solution for implementation
For this assessment, you are required to be a manager of a nursing home and to address complex organisational issues and develop structured and innovative solutions to complex problems. You also need to ensure the processes meet the requirements of legislation, your organisation, and stakeholders.
There is a case study, scenarios, and organisational documents to help you with your task. There is also a role play in Part B. Read the case study and related workplace policies and information before commencing the assessment questions.
Part A: Scope problem solving process
Read the following case study and scenario, the business plan and accompanying WHS and other supporting documentation before answering the questions.
Case study: Addressing Re-location Stress in Nursing/ Aged Care Home |
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Better homes Nursing Homes and Aged Care is a highly respected organisation
Introduction: Management at Better Homes Aged Care home is concerned about the well-being of residents who have experienced "re-location stress" when transitioning into residential aged care. This stress is a significant risk factor for anxiety and depression among older adults, impacting their overall well-being and daily functioning. The management wants to better understand the experiences of residents, relatives, and staff during this transition and identify strategies to support the mental health of older adults. Additionally, they aim to clarify the role of pastoral care practitioners in facilitating transitions and supporting residents' mental health. Scenario: In response to these concerns, a research study was conducted to explore the experiences of residents, relatives, and staff during the transition into residential aged care. The study also aimed to identify strategies to support the mental health of older adults at this critical time. Furthermore, it sought to shed light on the role of pastoral care practitioners in this process. Results: The study produced three main categories of results: Overall Transition Experience: Participants shared their experiences related to transitioning into residential aged care. This included the emotional challenges and adjustments they faced during the relocation process. Recognising and Responding to Mental Health Needs: The study highlighted the importance of recognizing and responding to the mental health needs of older adults during the transition. It revealed that mood disorders, if left unaddressed, could lead to a decline in overall well-being, daily functioning, and independence. Tailoring Support to Individual Needs: The study emphasised the need for individualised support strategies that catered to the unique needs of residents. These strategies aimed to mitigate relocation stress and enhance the overall quality of life for older adults. A significant finding of the study was the misunderstanding of the role of pastoral care practitioners and their underutilisation as a valuable resource in supporting residents' mental health during transitions. Conclusions: The study's findings provide practical and "real-world" suggestions for reducing relocation stress in nursing/aged care homes. As a result of these findings, new resources were developed, including guides, checklists, and short question-and-answer films. These resources feature current residents and staff sharing strategies to support mental health and overall quality of life during the transition into residential aged care. The study's recommendations are transferable and could potentially be applied to support transitions in other care settings. Resources: "Strategies to support older adults' mental health during the transition into residential aged care: a qualitative study of multiple stakeholder perspectives" - BMC Geriatrics, Volume 22, Article number: 151 (2022) Key Takeaways: This case study highlights the importance of addressing relocation stress in nursing homes and showcases the potential impact of qualitative research on improving the well-being of older adults during transitions into residential care. It emphasizes the need for tailored support, recognition of mental health needs, and the utilisation of pastoral care practitioners as valuable resources in this context. The study's practical recommendations serve as a valuable resource for nursing homes and similar care settings seeking to enhance the transition experience for older adults.
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Scenario 1: Integrating solutions and managing WHS |
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In response to these concerns and the pressure from new WHS legislation on Psychosocial safety, you have been asked to consider the residents, relatives, and staff mental wellbeing during the transition into residential aged care. A significant finding has been the importance of WHS legislation in shaping policies and practices to ensure the psychosocial safety of both staff and residents during transitions. Therefore, you have been asked to identify strategies to support the mental health of older adults at this critical time while ensuring compliance with psychosocial safety laws. |
Analysis:
1. Describe your organisation’s core business and your job role within that organisation.
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2. Describe the issue from the case study and how the scenario impacts of the identified issue.
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3. What is your role in addressing the issue?
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4. Identify the stakeholders and how are they involved in the issue and its resolution?
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5. Create a scoping structure to support critical analysis
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Scoping Process |
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Objectives (two) |
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Issue description |
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Risks (identify three) |
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Data collection (describe what and how) |
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Legislative frameworks
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Workplace policies and procedures
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Resources Needed (human and other)
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Other critical thinking techniques |
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Part B: Lead solution development process
Read this scenario, answer the questions and the create a role play to address this issue:
Scenario 2: Integrating solutions and managing WHS |
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Your manager has asked you to conduct a stakeholder ideation session, where you will generate solutions to the specific issue of managing challenging behaviour of residents with Alzheimer’s and Dementia. In your solutions you will need to present your findings on identified WHS psychosocial safety hazards and the core objectives related to re-location stress. |
1. Create an agenda for a stakeholder meeting and prepare your process. In your meeting you need to:
· Present your
· Objectives
· issues description
· research on re-location stress and
· current identified risks associated with the re-location stress.
· estimated resources needed.
· Present the updated task outline from scenario 2
· Conduct the session:
· Facilitate ideation
· formulate solutions outlining advantages and disadvantages
· Apply decision-making processes (appendix 1 has a version)
Complete the agenda template:
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Meeting Agenda |
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Purpose, Objectives and Elements of Meeting: |
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Attendees: |
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Date and Time: |
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Venue: |
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Agenda Items: |
Person Responsible |
Time |
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List of Attachments:
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2. Meeting Role play:
The meeting should be approximately ten (10) minutes in length and involve at least two (2) participants playing the part of stakeholders. To prepare for the role play ask participants to play their roles and brief them fully on their roles which will require participating in the critical thinking sessions. Make sure you instruct them on how to do the critical thinking exercises.
It is highly recommended that you use participants from your class and conduct all role plays in workshop time. Fellow students will be familiar with the unit of competency requirements, and you won’t have to do the role plays in your own time. You should read the Important Notes below to help you complete the role play successfully.
Note: You may choose to develop a set of PowerPoint slides as visual aids to run the agenda items.
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IMPORTANT NOTES: This part of the assessment includes a role play of stakeholder meeting. Please follow the instructions below: Students taking face to face classes: · You can do the role play face-to face during class hours. You will be required to arrange fellow students to do the role play with you however they must be briefed on their role and prepared to ask you questions and provide you with feedback. Please see further instructions in the assessment on the number of participants required for the role play. · Your trainer will complete a Role Play Observation Criteria as evidence of your participation in the role play (this will either be completed in hard copy by your trainer and handed to you in which you will be to photograph it and upload it OR it will be completely electronically by your trainer who will upload it as part of your assessment record). Students taking online classes: · You must arrange participants to do the role play with you (participants can include fellow students, friends, family members, or work colleagues however they must be briefed on their role and prepared to ask you questions and provide you with feedback. Please see further instructions in the assessment on the number of participants required and the length for the role play. · You must also video record the role play using your phone and upload it to learning management system. You can also do the task using an online platform such as WhatsApp or Zoom and record the session. · Your trainer will complete a Role Play Observation Criteria as evidence of your participation in the role play (this will be completely electronically by your trainer who will upload it as part of your assessment record). Uploading your video onto Learning Management System: · Please see additional instructions uploaded together with Assessment Task 2 on how to submit your recording onto the learning management system.
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Role play observation criteria
Note: Please refer to the following observation criteria for the role play explaining the learning expectations that your trainer/assessor will use to determine your grading as Satisfactory (S) or Not Yet Satisfactory (NYS):
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i. Calculate required resources and present to relevant stakeholders |
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ii. Facilitate ideation session with relevant stakeholders |
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iii. Evaluate formulated solutions for advantages and limitations using critical thinking techniques |
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iv. Apply decision-making processes to select most viable solution |
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v. collaborate with others throughout the concept development process |
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vi. Identifies and articulates ideas and requirements clearly and persuasively using techniques appropriate to audience and environment |
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vii. Participates in a verbal exchange of ideas and elicits the views and opinions of others by listening and questioning |
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viii. present proposed solution to key stakeholders |
3. Reflect on the meeting success and your final decision. How well did the meeting go and are you happy with the final decision? What critical thinking processes worked best? (approx. 100 words)
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4. Write a “brief” to management on the proposed solution, ensuring it outlines the organisational policies and legislation covered. Outline how the meeting went and your recommendations for improving the process going forward. (approx. 200 words)
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Part C: Refine solution implementation
Scenario 3: Feedback register |
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Your manager has asked you to collect feedback from the increased use and availability of pastoral care that has been in use for six months. Feedback needs to be collected from: 1. Residents and families 2. Staff at the nursing home 3. Management As part of feedback, you have also been asked to look at the incidents of absenteeism and collect data on the mood of staff, residents and management. |
1. Create the feedback register using the template below and record the feedback that is in the report attached and identify areas for improvement.
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SOURCE OF FEEDBACK Where did this feedback come from? |
TYPE OF FEEDBACK How was the feedback received? |
CONTENT OF FEEDBACK |
OUTCOME/ AREAS OF IMPROVEMENT |
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2. Use the Issues Resolution approval form to address the area that needs improvement.
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Issues Resolution Approval Form |
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Description of Issue: |
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Stakeholders: |
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Proposed Solution: |
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Resources Required: |
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Submitted by: |
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Approved by: |
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3. Write a proposal for tackling the areas that need improvement to management and seek approval for implementing an adjustment to the solution. (approx. 100 words)
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To: |
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Cc: |
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Subject: |
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Congratulations on completing your Assessment Task 2. Please remember to submit:
This completed workbook
Role play recording for Part B (if not completed in face-to-face class)
Appendix
References:
Workplace violence in aged care: part of the job? | SafeWork NSW
Model Code of Practice: Managing psychosocial hazards at work | Safe Work Australia
Supporting mentally healthy workplaces | Comcare
Decision process:
Step 1: Identifying the decision
Step 2: Gathering relevant information
Step 3: Identifying alternatives
Step 4: Weighing the evidence
Step 5: Selecting the best solution
Step 6: Taking action
Step 7: Reviewing the decision
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