Age Care certIV

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CHCAGE001FacilitatetheempowermentofolderpeopleSABv3.0FINAL.docx

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STUDENT ASSESSMENT BOOKLET

CHCAGE001 Facilitate the Empowerment of Older People

Suite 203, 11-15 Deane Street Burwood, NSW, 2134

Email: [email protected]

RTO Code: 45342

Student Name: ___________________________

Advance College is a trading name of Australian Newtown College, RTO 45342.

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RECORD OF ASSESSMENT OUTCOMES: CHCAGE001

This section records the outcome of each task/assessment requirement so that the final assessment outcome can be determined for the unit CHCAGE001 Facilitate the empowerment of older people.

The table below shows all the assessment requirements for this unit. Once a student has satisfactorily completed all requirements related to the unit, they can be given a Final Assessment Result of ‘Competent’. A number of spaces have been provided to record multiple attempts. Final Assessment Results should only be recorded once all tasks have been attempted.

Assessment requirements/tasks	Task Outcome
	Satisfactory (S) Not satisfactory (NS)	Date	Assessor initials
1. Written questions
2. Role play
3. Workplace Project
4. Supervisor report
Final Assessment Results	Result (C/NYC)	Date
CHCAGE001 Facilitate the empowerment of older people
Student name:
Assessor name:
Assessor signature:	Date: / /

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ASSESSMENT OVERVIEW

This Student Assessment Booklet includes all your tasks for assessment of CHCAGE001 Facilitate the empowerment of older people.

ABOUT YOUR ASSESSMENTS

This unit requires that you complete 3 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 play	In this role play you will need to work with a new client and respond to their goals and aspirations. You will also need to employ a flexible, adaptable and person-centred approach to empower the client, recognise and respond appropriately to situations of risk or potential risk and use oral communication skills to maintain positive and respectful relationships.
Assessment Task 3: 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. This task requires you to complete a detailed client report of your experiences and outline the details of the interaction you had with the client. Your workplace supervisor will need to sign off to confirm the report accurately reflects the interaction you had with the client.

Supporting Resources

You may like to look at the following websites, books and documents for more information about the topics related to this unit:

· Arnott, G 2011, The Disability Support Worker, Pearson Australia, Frenchs Forest, NSW.

· Croft, H 2013, The Australian Carer 3rd edn, Pearson Australia, Frenchs Forest, NSW.

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:

responded to the goals and aspirations of at least 2 older people, 1 in a simulated environment and 1 in the workplace:

employing flexible, adaptable and person-centred approaches to empower the individual

recognizing and responding appropriately to situations of risk or potential risk

used oral communication skills to maintain positive and respectful relationships

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:

structure and profile of the aged care sector:

· residential aged care sector

· home and community support sector

· current best practice service delivery models

· relevant agencies and referral networks for support services

key issues facing older people, including:

· stereotypical attitudes and myths

· the impact of social devaluation on an individual’s quality of life

implications for work in the sector, including:

· concepts of positive, active and healthy ageing

· rights-based approaches

· person-centred practice

· consumer directed care

· palliative approach

· empowerment and disempowerment

· re-ablement and effective re-ablement strategies

the ageing process and related physiological and psychological changes, including sexuality and gender issues

strategies that the older person may adopt to promote healthy lifestyle practices

legal and ethical considerations for working with older people, including:

· codes of practice

· discrimination

· dignity of risk

· duty of care

· human rights

· privacy, confidentiality and disclosure

· work role boundaries – responsibilities and limitations

· work health and safety

indicators of abuse and/or neglect, including:

· physical

· sexual

· psychological

· financial

reporting requirements for suspected abuse situations

the impact of own attitudes on working with older people

For all documentation on the performance criteria and assessment requirements of the unit CHCAGE001 - Facilitate the empowerment of older people, please refer to the training.gov.au website with this link: https://training.gov.au/Training/Details/CHCAGE001.

ASSESSMENT TASK COVER SHEET

Students: Please fill out this cover sheet clearly and accurately for this task.

Student Name
Assessor Name
Unit: CHCAGE001 Facilitate the empowerment of older people
Assessment Details
Assessment Type	Written/Oral questions Role play Workplace Project
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 – Attempt 1

Result

Satisfactory (S)

Not Yet Satisfactory (NYS)

ASSESSOR FEEDBACK (Assessment Task 1 to Task 2)

Assessors: Please return this cover sheet to the student with assessment results and feedback.

Assessor signature: Date:

ASSESSOR FEEDBACK (Assessment Task 3)

Assessor signature: Date:

ASSESSMENT TASK COVER SHEET – Attempt 2

Re-assessment Result

Satisfactory (S)

Not Yet Satisfactory (NYS)

ASSESSOR FEEDBACK (Assessment Task 1 to Task 2)

Assessors: Please return this cover sheet to the student with assessment results and feedback.

Assessor signature: Date:

ASSESSOR FEEDBACK (Assessment Task 3)

Assessor signature: Date:

ASSESSMENT TASK COVER SHEET – Attempt 3
Re-assessment Result	Satisfactory (S)	Not Yet Satisfactory (NYS)

ASSESSOR FEEDBACK (Assessment Task 1 to Task 2)

Assessors: Please return this cover sheet to the student with assessment results and feedback.

Assessor signature: Date:

ASSESSOR FEEDBACK (Assessment Task 3)

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

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

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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 consulting with your trainer/assessor.

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:

Question 1

Fill out the table below to show your understanding of the structure and the profile of the aged care sector.

a) Aged care service delivery models

Briefly describe each of the following:

· High level residential care

· Low level residential care

· Collocated residential care

· Home and Community Care (HACC)

· Community Aged Care Packages (CACP)

· Extended Aged Care in the Home (EACH)

· Consumer-directed care

· Palliative care

· Respite care

b) Support services

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

1. What does ‘normal’ ageing’ mean? How can attitude and a healthy lifestyle improve the health and well-being of older people?

Explain how ‘ageing in place’ can be a positive approach for older people.

Provide a definition of ‘active ageing’.

Explain how the palliative care approach helps people to maintain their comfort and quality of life in the final stages of their life.

What is a common misconception about older people and sexuality?

Think of an issue that could arise in older age due to a person’s gender – provide an answer for each gender.

List five changes that occur to the human body as it ages.

List two psychological changes that can occur due to ageing.

Question 3

1. Write down your personal values and attitudes when it comes to older people. How do you believe that your attitudes and values may impact on your work with older people?

Fill out the table below about myths and stereotypes about older people.

Identify at least three stereotypes related to ageing.
Identify at least three myths related to ageing.

Marginalisation is defined as treating a person or group as insignificant as or less important than others. Explain how an older person’s quality of life can be impacted by marginalisation/social devaluation.

Question 4

1. A personal care worker is asked by a client about what she can expect now that she has been diagnosed with Parkinson’s disease. The PCW’s father had died of Parkinson’s so she felt well qualified to tell her all about the disease and what she could expect. She told her each of the stages that her father had gone through. The client seemed very overwhelmed but the PCW was happy that she had been able to explain things clearly for her.

Do you believe the worker adhered to the role and responsibilities of their job? Explain your answer.

Imagine a client asked you to do something that is not part of your job role. You refuse but they push harder and say it will be fine, they’re okay with it. What would you do in this situation?

Give three examples of how a worker could overstep work role boundaries.

Give three examples of the limitations faced by a worker in their role in the aged care sector.

Work health and safety is important regardless of the work sector. List three important work health and safety responsibilities of an employee in the aged care sector.

Explain your duty of care as a personal care worker.

Explain how a code of ethics guides your work in the aged care sector.

What is the legislation you must adhere to in your state or territory in regards to anti-discrimination?

Provide three ways in which clients in aged care may experience discrimination.

Question 5

1. Briefly describe the concept of confidentiality. Assume that you are on your work placement and experience something that you want to tell your friends and family. Telling your friends and family means that you would need to talk about a client’s situation and potential give identifying information about them.

Should you share your experiences?

1. You are completing your assessments for this course and need to document your experiences with three older people. Two of your clients are more than happy for you to write about them. The third client is concerned about their privacy and how the information is going to be used.

List five things you could tell your client to reassure them their privacy will be maintained.

1. Identify the legislation you must adhere to in relation to privacy and confidentiality. Provide a brief description of its requirements.

Briefly describe the concept of disclosure. In your answer, list two situations where you would need to disclose/report information a client tells you? List three examples of when workers may be required to disclose information.

Question 6

1. Explain how person-centred care assists older people to feel in control of their care.

g) Explain how a worker in the aged care sector can empower their clients.

h) Explain how disempowerment can impact an older person, and how it can also impact the aged care worker when providing care.

Question 7

Jeremy has dementia. He now ignores his personal hygiene and is incontinent. He will follow simple instructions.

1. What personal care support does Jeremy need? As Jeremy’s personal care worker, how would you encourage his participation and independence?

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.

As a personal care worker, how could you support Jaydia with this problem?

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.

How will Hamish’s ‘dignity of risk’ influence the life he has left to him?

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.

1. What types of community participation do you think is important so an aged person can engage socially and undertake their tasks of daily living? What challenges are there?

Choose one of the challenges that you identified above. What support could be given to someone so they can continue their community participation?

Question 9

1. List three indicators for each type of elder abuse in the table below.

Type of elder abuse	Indicators
Physical abuse
Psychological
Financial
Sexual

l) If you suspected that a client was being abused, what must you do?

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.

1. What should you do to report the incident (both verbally and in writing)?

Why is it important to report this incident given that Harry does not appear to be injured?

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?’

How would you respond to Elsie? Why would you respond in this way?

Question 11

1. Provide a definition for each of the care approaches below.

Care approach	Definition
Person-centred approach
Enabling/reablement approach
Rights-based approach

1. Explain how each of the care approaches below could be provided by a carer. An example has been done for you.

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 4

1. Describe the concept of human rights. In your answer, refer to the foundation document developed by the United Nations that outlines our basic rights and freedoms.

Identify three ways in which a client in aged care could have their human rights ignored.

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CHCAGE001 Facilitate the Empowerment of Older People

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Question 15

List 5 strategies that an older person may adopt to promote healthy lifestyle practices both physiologically and psychologically.

ASSESSMENT TASK 2: ROLE PLAY

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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).

· Access to aids that assist the client with movement.

· Access to workplace policies and procedures

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).

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:

Brenda – Part A

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 currently uses a walking stick to assist with moving around but she feel nervous that she might still fall over when moving around the house

· 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 of course!

· 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.

During the role play, your assessor will be looking to see that you can:

· Communicate with Brenda in a respectful manner at all times

· Develop and maintain trust and goodwill

· Empower Brenda to make decisions to improve the quality of her life

· Apply a person-centred approach

· Respect her spiritual/religious beliefs and her right to express her identity and preferences

· Discuss the physical and social enablers and disablers that are impacting on her at this time

· Talk to Brenda about the impact on ageing on activities of daily living

· Encourage Brenda to take some responsibility for her health and wellbeing and to engage in activities of daily living

· Explain the fire safety information you have gathered for her

· Talk to Brenda about potential service options that would be of benefit, showing her information you have gathered

· Talk to Brenda about risks you have identified based on her scenario information and what she has told you

· Provide the client with a suitable aid to use to assist with independent living

· Recommend modifications that can be done to Brenda’s house to assist her in independent living

· Maintain awareness of your own attitudes and values at all times, and avoid passing judgment or showing disapproval

· Provide services according to organisations policies and procedures and duty of care requirements

· Ensure Brenda understands her rights in regards to informed consent.

Brenda – Part B

As you are leaving Brenda’s house, Maisie, her daughter arrives. Maisie asks you about Brenda’s nutrition and how her health is in this regard. It does not appear that Brenda has given consent for Maisie to be involved in these discussions.

Your assessor will play the role of Maisie. Your job is to talk to Maisie and provide an appropriate response to her question

During the role play, your assessor will be looking to see that you can:

· Maintain the confidentiality and privacy of Brenda following your workplace’s policies and procedures

Brenda – Part C

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 rough when he was helping 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.

Your assessor will play the role of Brenda. Your job is to talk to Brenda about her experience with the instructor of the fitness program.

During this interaction, your assessor will be looking to see that you can:

· Access the relevant policies and procedures

· Assist Brenda with understanding her rights and how she can make a complaint

· Recognise signs of abuse and report where necessary

· Identify breaches of human rights and respond appropriately

· Assist Brenda to access other support services and complaints mechanisms

Brenda – Part D

Brenda refuses to go back to the community centre and the program. You are disappointed because she had made such progress and 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.

During this interaction, your assessor will be looking to see that you can:

Adjust services to meet Brenda’s needs and without imposing your own values

What do I need to hand in for this task?

Have I completed this?

Information gathered about support services and documentation completed during the role play

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CHCAGE001 Facilitate the Empowerment of Older People

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July 2020 Version 3.0

Assessment Task 2: Role play – Marking Checklist (Assessor to complete)

Comments, If applicable

Attempt 1 Yes/No

Date:

Attempt 2 Yes/No

Date:

Attempt 3 Yes/No

Date:

PART A

Did the student communicate with Brenda in a respectful manner at all times?

Did the student develop and maintain trust and goodwill?

Did the student empower Brenda to make decisions to improve the quality of her life?

Did the student apply a person-centred approach?

Did the student respect her spiritual/ religious beliefs and her right to express her identity and preferences?

Did the student discuss the physical and social enablers and disablers that are impacting on the client?

Did the student talk to Brenda about the impact on ageing on activities of daily living?

Did the student encourage Brenda to take some responsibility for her health and wellbeing and to engage in activities of daily living?

Did the student explain the fire safety information gathered for her?

Did the student talk to Brenda about potential service options that would be of benefit in line with duty of care requirements and policies and procedures? Did the student show the information gathered?

Did the student talk to Brenda about risks identified based on her scenario information and what she has told them?

Did the student maintain awareness of their own attitudes and values at all times, and avoid passing judgment or showing disapproval?

Did the student ensure Brenda understood her rights in regards to informed consent?

Did the student provide a suitable aid for Brenda to use to assist her in independent living?

Did the student recommend modifications that can be done to Brenda’s house to assist her in independent living?

Part B

Did the student maintain the confidentiality and privacy of Brenda?

Part C

Did the student identify the breach of human rights and talk to Brenda about this?

Did the student identify the potential physical abuse and report this following mandatory reporting policies and procedures?

Did the student help Brenda access and make a complaint about the instructor following complaints policies and procedures?

Part D

Did the student take steps to find a new service for the client and did not push own views on Brenda to say at the current fitness program?

Please add any feedback to the student about this task on the Assessment Cover Sheet. Keep a copy of the completed Assessment Task Cover Sheet.

Please note any reasonable adjustments for this task below.

ASSESSMENT TASK 3: WORKPLACE PROJECT

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Task summary:

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.

What do I need in order to complete this assessment?

· Access to an aged care workplace

· Access to an aged care client

· Access to workplace policies and procedures

· Access to aids and equipment

· Permission from your supervisor and the client to undertake this task.

When do I do this task?

· You will do this task in your workplace. The first part will be completed during one of your assessor’s workplace visits.

what do I need to do if I get something wrong?

If your assessor identifies that you did not complete all requirements of this task correctly, they will give you feedback and you will need to redo the incorrect part again.

Instructions:

This task requires you to work with a real client in your aged care workplace. You are to find out what they would like to achieve to feel more empowered and have a better quality of life (this may be in regards to their health or social wellbeing, for example). Your role involves responding to their goals and aspirations by identifying and providing services that meet their needs.

Your supervisor/assessor will observe your initial interaction with your client. You will need to get your supervisor to sign off on the work you have done to confirm that it accurately reflects the interaction you had with your client.

You are also required to complete the attached Client Report template, and will need your supervisor to sign off on it. This will need to be completed over a period of time – this is so your client has time to access the service/s and there is time for them to make changes to services if and as required.

You must get permission from your supervisor to work with the client you have chosen (they may determine the client isn’t suitable to participate in this assessment, and may suggest another client). Once your client has been chosen, you must obtain permission from them to participate in this task.

You must not proceed with this assessment until the forms have been signed by your supervisor and the client who is participating.

Once you have the necessary permissions, you will need to do the following.

1. Meet with your client and learn about their goals/wishes. Your assessor will observe this part of the task.

During this part your assessor will be looking to see that you can:

· use a person-centred approach

· respect differences in regards to the client’s cultural, spiritual and social needs and preferences

· encourage the client to openly talk about their needs, preferences, wishes etc

· avoid imposing your own values and attitudes, and allow the client dignity of risk when making decisions

· show that you can establish a trusting relationship with the client

· empower the client in regards to achieving their goals and aspirations to achieve better health and quality of life

· discuss physical and social enablers and disablers

· discuss service options that you believe would empower the client

· discuss the risks involved with ageing, especially those that may impact or be related to the services being considered

· discuss with the client their rights, your service’s complaints mechanisms and how you will ensure their safety

· discuss with the client their right to privacy and confidentiality and you and the organisation ensure client information is kept private.

You can use the information in the Client Report template below to guide your discussion.

Once the client discussion is over, you will need to work with your supervisor or colleagues to organise client access to the services discussed.

1. Complete the Client Report over a period of time, reflecting on your experience with your client. Use the Client Report template provided to help guide you in your response. Make sure you provide as much detail as you can about each section. Get your supervisor to sign off at the end of the report.

Client Report

Student name

Supervisor name

Workplace

Identifying goals and aspirations

What were the goals/wishes and aspirations of your client?

What physical and social enablers and disablers were identified?

How did you communicate with the client to develop and maintain trust and goodwill? In your answer, provide specific examples of what you said to the client.

Provide specific examples of how you ensured that you applied a flexible, adaptable and person-centred approach to your client?

About the client

Provide some information about the client’s background. For example, what is their cultural, spiritual/ religious and social background? What diverse needs do they have?

Remember to maintain privacy and avoid providing information that may directly identify your client.

How did you empower your client to express their identity and preferences? Did you at any stage find it difficult to not put forth your own personal opinion, how did you make sure your own values and attitudes were not coming through during your discussion?

How did you consider your client’s background when identifying services?

What risks or potential risks did you discuss with the client that are related to the ageing process? How did you ensure they understood that these changes can impact their ability to do activities of daily living? What actions did you take to address these risks?

Services provided

What services were identified and organised for your client? Explain how you organised them and why they met the client’s needs and preferences.

What information did you gather and share with your client to help them make informed decisions and to promote independent living?

How did you ensure that your client’s rights were upheld when accessing services? How did you ensure your client understood their rights?

What aids or modifications were used to support the client with independent living?

How did you encourage your client to participate in living activities?

Workplace requirements

Explain the legal and ethical requirements you considered when working with your client. Explain how you worked in line with these legal and ethical requirements?

Explain the workplace policies and procedures you followed when working with your client.

Explain how you ensured the safety of your client when determining services. In your response, refer to dignity of risk, WHS and duty of care.

How did you ensure that you maintained the privacy, confidentiality and dignity of risk of your client?

What is your workplace’s processes when a client has a complaint? Complaints may be in regards to your own workplace or one of the services they are accessing.

I confirm that this is a true and accurate representation of the work carried out by the student and the interaction they had with the client

Supervisor signature:

Date:

Supervisor name:

What do I need to hand in for this task?

Have I completed this?

Completed Client Report

Assessment Task 3: Workplace Project (Assessor to complete)

Comments, If applicable

Attempt 1 Yes/No

Date:

Attempt 2 Yes/No

Date:

Attempt 3 Yes/No

Date:

Did the student use a person-centred approach?

Did the student respect differences in regards to the client’s cultural, spiritual and social needs and preferences?

Did the student encourage the client to openly talk about their needs, preferences, wishes etc?

Did the student avoid imposing own values and attitudes, and allow the client dignity of risk when making decisions?

Did the student show they could establish a trusting relationship with the client?

Did the student empower the client in regards to achieving their goals and aspirations to achieve better health and quality of life?

Did the student discuss physical and social enablers and disablers?

Did the student discuss service options that would empower the client?

Did the student discuss the risks involved with ageing, especially those that may impact or be related to the services being considered ?

Did the student discuss with the client their rights, the service’s complaints mechanisms and how their safety will be ensured?

Did the student discuss with the client their right to privacy and confidentiality and how they and the organisation ensure client information is kept private?

Did the student submit a client report that addressed the required items in detail

Did the student identify the goals/ wishes and aspirations of the client?

Did the student work with the client to determine physical and social enablers and disablers?

Did the student provide non-identifiable information about the client’s background, diverse needs etc (religious, spiritual, social etc)?

Did the student explain how they empowered the client to freely express their preferences and identity, and how they maintained a check on their own values and attitudes?

Did the student explain how they considered client’s background when identifying services?

Did the student discuss risks or potential risks they spoke to their client about?

Did the student identify the services discussed with the client, and how they were organised?

Did the student discuss the information they gathered and shared with the client (must be suitable and relevant to their needs and goals/aspirations)?

Did the student discuss how they upheld their client’s rights?

Did the student identify aids and/or modifications used to support the client to live as independently as possible?

Did the student discuss the legal and ethical requirements adhered to as part of their job role?

Did the student discuss the workplace policies and procedures adhered to as part of their job role?

Did the student discuss how they ensured the safety of their client?

Did the student discuss processes involved when a client wants to lodge a complaint?

Please add any feedback to the student about this task on the Assessment Cover Sheet. Keep a copy of the completed Assessment Task Cover Sheet.

Please note any reasonable adjustments for this task below.

I confirm that this is a true and accurate representation of the work carried out by the student and the interaction they had with the client
Supervisor signature:	Date:
Supervisor name:

What do I need to hand in for this task?	Have I completed this?
Information gathered about support services and documentation completed during the role play

Assessment Task 2: Role play – Marking Checklist (Assessor to complete)
	Comments, If applicable	Attempt 1 Yes/No Date:	Attempt 2 Yes/No Date:	Attempt 3 Yes/No Date:
PART A
Did the student communicate with Brenda in a respectful manner at all times?
Did the student develop and maintain trust and goodwill?
Did the student empower Brenda to make decisions to improve the quality of her life?
Did the student apply a person-centred approach?
Did the student respect her spiritual/ religious beliefs and her right to express her identity and preferences?
Did the student discuss the physical and social enablers and disablers that are impacting on the client?
Did the student talk to Brenda about the impact on ageing on activities of daily living?
Did the student encourage Brenda to take some responsibility for her health and wellbeing and to engage in activities of daily living?
Did the student explain the fire safety information gathered for her?
Did the student talk to Brenda about potential service options that would be of benefit in line with duty of care requirements and policies and procedures? Did the student show the information gathered?
Did the student talk to Brenda about risks identified based on her scenario information and what she has told them?
Did the student maintain awareness of their own attitudes and values at all times, and avoid passing judgment or showing disapproval?
Did the student ensure Brenda understood her rights in regards to informed consent?
Did the student provide a suitable aid for Brenda to use to assist her in independent living?
Did the student recommend modifications that can be done to Brenda’s house to assist her in independent living?
Part B
Did the student maintain the confidentiality and privacy of Brenda?
Part C
Did the student identify the breach of human rights and talk to Brenda about this?
Did the student identify the potential physical abuse and report this following mandatory reporting policies and procedures?
Did the student help Brenda access and make a complaint about the instructor following complaints policies and procedures?
Part D
Did the student take steps to find a new service for the client and did not push own views on Brenda to say at the current fitness program?
Please add any feedback to the student about this task on the Assessment Cover Sheet. Keep a copy of the completed Assessment Task Cover Sheet.

Client Report
Student name
Supervisor name
Workplace
Identifying goals and aspirations
What were the goals/wishes and aspirations of your client? What physical and social enablers and disablers were identified? How did you communicate with the client to develop and maintain trust and goodwill? In your answer, provide specific examples of what you said to the client. Provide specific examples of how you ensured that you applied a flexible, adaptable and person-centred approach to your client?

What do I need to hand in for this task?	Have I completed this?
Completed Client Report

Assessment Task 3: Workplace Project (Assessor to complete)
	Comments, If applicable	Attempt 1 Yes/No Date:	Attempt 2 Yes/No Date:	Attempt 3 Yes/No Date:
Did the student use a person-centred approach?
Did the student respect differences in regards to the client’s cultural, spiritual and social needs and preferences?
Did the student encourage the client to openly talk about their needs, preferences, wishes etc?
Did the student avoid imposing own values and attitudes, and allow the client dignity of risk when making decisions?
Did the student show they could establish a trusting relationship with the client?
Did the student empower the client in regards to achieving their goals and aspirations to achieve better health and quality of life?
Did the student discuss physical and social enablers and disablers?
Did the student discuss service options that would empower the client?
Did the student discuss the risks involved with ageing, especially those that may impact or be related to the services being considered ?
Did the student discuss with the client their rights, the service’s complaints mechanisms and how their safety will be ensured?
Did the student discuss with the client their right to privacy and confidentiality and how they and the organisation ensure client information is kept private?
Did the student submit a client report that addressed the required items in detail
Did the student identify the goals/ wishes and aspirations of the client?
Did the student work with the client to determine physical and social enablers and disablers?
Did the student provide non-identifiable information about the client’s background, diverse needs etc (religious, spiritual, social etc)?
Did the student explain how they empowered the client to freely express their preferences and identity, and how they maintained a check on their own values and attitudes?
Did the student explain how they considered client’s background when identifying services?
Did the student discuss risks or potential risks they spoke to their client about?
Did the student identify the services discussed with the client, and how they were organised?
Did the student discuss the information they gathered and shared with the client (must be suitable and relevant to their needs and goals/aspirations)?
Did the student discuss how they upheld their client’s rights?
Did the student identify aids and/or modifications used to support the client to live as independently as possible?
Did the student discuss the legal and ethical requirements adhered to as part of their job role?
Did the student discuss the workplace policies and procedures adhered to as part of their job role?
Did the student discuss how they ensured the safety of their client?
Did the student discuss processes involved when a client wants to lodge a complaint?
Please add any feedback to the student about this task on the Assessment Cover Sheet. Keep a copy of the completed Assessment Task Cover Sheet.
Please note any reasonable adjustments for this task below.