Age Care certIV

STUDENT ASSESSMENT BOOKLET

CHCAGE005 Provide Support to People Living with Dementia

Student Name: ___________________________

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

Email: [email protected]

RTO Code: 45342

© 2020 Advance College

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

Cover image © Bigstock www.bigstock.com (Image 1) and © Shutterstock www.shutterstock.com (Images 2 & 3)

RECORD OF ASSESSMENT OUTCOMES: CHCAGE005

This section records the outcome of each task/assessment requirement so that the final assessment outcome can be determined for the unit CHCAGE005 Provide support for people living with dementia.

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. Project – dementia diseases
3. Role plays and Behaviour Management Plan
4. Project – Working with clients with dementia
5. Supervisor report
Final Assessment Results	Result (C/NYC)	Date
CHCAGE005 Provide support for people living with dementia
Student name:
Assessor name:
Assessor signature:	Date: / /

ASSESSMENT OVERVIEW

This Student Assessment Booklet includes all your tasks for assessment of CHCAGE005 Provide support to people living with dementia.

ABOUT YOUR ASSESSMENTS

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: Project – dementia diseases	Students are to complete a research project on a range of dementia diseases.
Assessment Task 3: Role plays and Behaviour Management Plan	You are to undertake two role plays. You will also develop a behaviour management and review plan for the client from role play 2
Assessment Task 4: Project – Working with clients with dementia	You are to work with two clients with dementia for three days and complete a journal for each 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:

provided support to 2 different people living with dementia:

· using a person-centred approach to support

· using appropriate communication strategies

· assisting in implementing a range of suitable activities that meet the person’s needs

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:

up to date research on dementia and the different manifestations of dementia, including:

· Alzheimer’s disease

· vascular dementia or multi-infarct dementia

· Lewy bodies

excessive alcohol intake or Korsakov Syndrome

fronto temporal lobar degeneration (FLTD) including Pick’s disease

Huntington’s disease

Parkinson’s disease

younger onset dementia

dementia as a progressive neurological condition, including pathological features:

amyloid plaques

neurofibrillary tangles

loss of connection between cells and cell death

common indicators and symptoms of dementia

behaviours of concern, needs driven behaviour model and de-escalation procedures

progression of dementia and potential impact on the person with dementia, their family and significant others, including:

· depression

· loss and grieving

· anger

· despair

· social embarrassment a family member might feel

· isolation

· financial burden on the family

· social devaluation

principles of person-centred approach to support

relevant activities which enhance self-esteem and pleasure in the person’s life, minimise boredom, and distract from or eliminate behavioural and psychological symptoms of dementia

competency and image enhancement as a means of addressing devaluation

verbal and non-verbal communication strategies including:

· reality orientation

· reminders of the day, the time, relationships, occasions

· reassuring words, phrases and body language

· validation

· empathy

· acceptance of the person’s reality

· acknowledgement

· allowing expressions of distress

· providing verbal and physical reassurance

· frequent reminiscence to connect with person

For all documentation on the performance criteria and assessment requirements of the unit CHCAGE005 Provide support to people living with dementia, please refer to the training.gov.au website with this link: https://training.gov.au/Training/Details/CHCAGE005

ASSESSMENT TASK COVER SHEET

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

Student Name
Assessor Name
Unit: CHCAGE005 Provide support to people living with dementia
Assessment Details
Assessment Type	Written/Oral questions Project Role play/Behaviour Management Plan 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 3)

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

Assessor signature: Date:

ASSESSOR FEEDBACK (Assessment Task 4)

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 3)

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

Assessor signature: Date:

ASSESSOR FEEDBACK (Assessment Task 4)

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 3)

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

Assessor signature: Date:

ASSESSOR FEEDBACK (Assessment Task 4)

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

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:

Question 1

Explain how older people with dementia are more vulnerable to abuse than those without dementia.

List six signs of abuse that could occur with a person with dementia.

Sign 1:
Sign 2:
Sign 3:
Sign 4:
Sign 5:
Sign 6:

Explain what you would do, to follow workplace procedures, if you suspected that a family member of one of your clients was purposefully withholding medication.

Question 2

Describe how the practice of ‘person-centered’ care can benefit and support a client with dementia.

Question 3

1. Caring for people with dementia can be very stressful. Provide two examples of signs of stress that you might identify in yourself or other carers.

Identify two things you could do if you found your stress levels were interfering with your work.

1.

2.

Question 4

1. Provide a definiton of behaviours of concern. Aside from wandering, which is covered below, what are some common behaviours seen in a person with dementia? List at least three.

1.

2.

3.

Explain the needs-driven behaviour model.

Wandering is also common behaviour of people with dementia.

Explain why wandering can be a problem.

Identify two supports that could be put in place to assist people who are wandering.

1.

2.

Identify two social supports or activities that could be put in place to assist people who tend to wander.

1.

2.

Explain why it is important to look at the emotional issues that could be encouraging wandering.

List at least three other signs/symptoms of dementia.

1.

2.

3.

Question 5

1. List six common communication techniques you can use when communicating with a person with dementia, especially in regards to de-escalation of difficult situations.

How could you adjust the following sentences so they are more positive? The first has been completed for you as an example.

Negative sentence	Positive sentence
Don’t sit there – it is too hot.
You are not allowed in other people’s rooms.
You can’t go home – you live here now.
You haven’t finished your dinner again.
I wish you wouldn’t keep hiding your underclothes. Where have you put them?
My name is Angela. I’ve told you five times in the last half hour.

People with dementia will feel a range of emotions such as fear, anxiety, confusion and despair. Explain how verbal and physical reassurance can benefit and support people with dementia

Question 6

In the following table, idenitfy three appropriate care approaches that may be used to assist with each type of challenging behaviour or behaviour of concern.

Behaviour	Care approaches
Repetitive behaviour
Paranoia
Aggression
Sundowning
Uninhibited sexual behavior
Wanting to go home
Distress or agitation (such as pacing, fiddling, constant vocalisations, crying out, etc)

Question 7

In the following table suggest two appropriate care approaches when providing personal care assistance to maximise independence for a person with dementia.

Personal care activities	Care approaches to maximise independence
Eating
Bathing
Oral care
Dressing

Question 8

1. Explain what is meant by social devaluation. How does this apply to people with dementia?

As a personal care worker, what are two simple things you can do to help clients with dementia feel valued?

Explain how competency and presentation of a positive image can assist in helping a person with dementia to feel valued.

Question 9

Describe each of the following terms – give an example of how you would communicate using these strategies.

Term	Description	Communication Strategies
Reality orientation
Validation strategies
Reminiscences
Empathy
Acknowledgement and acceptance of reality
Younger onset dementia

Question 10

Maud wants to walk to town for a coffee like she always used to. Maud has the early stages of dementia and has been known to get lost on the odd occasion.

List at least two things you could do to ensure Maud is safe, balancing her wish to remain independent and be able to take risks.

Question 11

Janice is up to her ears in paperwork. She has to check all the client care plans before the auditor comes next week. She has client files all over her desk, on top of the cabinet and on the floor. There is a big pile of loose papers that need to be filed, so she is doing that first. Today is Friday. When it is time to go home for the weekend, Janice puts up a large sign in her office: ‘DO NOT TOUCH ANY OF THESE FILES’. She thinks she has done well to remember to do this as the cleaner comes in over the weekend and she doesn’t want the cleaner moving things around .otherwise she won’t know where she is up to.

1. Janice’s work practices are bad on many levels! Identify the legislation she is breaking.

List two work practices that need to change. What is the consequence if they don’t change?

Practice 1:
Consequence:
Practice 2:
Consequence:

Question 12

In at least one paragraph, discuss how each person may be impacted by a diagnosis of dementia and how they may be affected by the emotions indicated below. In your answers, remember that people with dementia are not always elderly, and may be younger and have young children, jobs, and active social circles.

Depression
The person with dementia
Their family and significant others (such as friends, their spouse/partner, etc)

Loss and grief
The person with dementia
Their family and significant others (such as friends, their spouse/partner, etc)
Anger
The person with dementia
Their family and significant others (such as friends, their spouse/partner, etc)
Despair
The person with dementia
Their family and significant others (such as friends, their spouse/partner, etc)
Social embarrassment
The person with dementia
Their family and significant others (such as friends, their spouse/partner, etc)
Isolation
Te person with dementia
Their family and significant others (such as friends, their spouse/partner, etc)

Financial burden
The person with dementia
Their family and significant others (such as friends, their spouse/partner, etc)

Question 13

Answer the following questions about younger onset dementia.

At what age can a person be diagnosed with younger onset dementia?

What are the signs/symptoms?

What is the most common type of younger onset dementia?

List three challenges that can be faced by a person who has been diagnosed with younger onset dementia.

1.

2.

3.

Question 14

1. What are amyloid plaques and what impact do they have on the brain of a person with Alzheimer’s disease?

1. What are neurofibrillary tangles and what impact do they have on the brain of a person with Alzheimer’s disease?

1. What impact does cell death have on the way in which the brain functions?

CHCAGE005 Provide Support to People Living with Dementia. © Advance College

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ASSESSMENT TASK 2: PROJECT – DEMENTIA DISEASES
	Task summary: You are to complete a research project about dementia diseases.

What do I need in order to complete this assessment?

· Access to a computer with the Internet and Microsoft Word (if you prefer to type your answers).

· Textbooks and other relevant reference materials.

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

Instructions:

For this task you are required to conduct research on seven different dementia conditions:

· Alzheimer’s disease

· Multi-infarct dementia

· Huntington’s disease

· Pick’s disease

· Dementia with Lewy Bodies

· Korsakov syndrome

· Parkinson’s disease.

You must complete the following template.

For each disease you will need to research:

· Its description

· Symptoms

· Usual age range of onset

· Changes to the brain

· How it typically progresses

· Current research.

You may either compete the template in handwriting, or you may type your responses using Microsoft Word or a similar program.

Your answers may be provided in full sentences or in a series of dot points.

Alzheimer’s disease

Description:

Symptoms:

Usual age range of onset:

Changes that occur in the brain

How the disease typically progresses

What current research is being done?

Multi-infarct disease

Description:

Symptoms:

Usual age range of onset:

Changes that occur in the brain:

How the disease typically progresses

What current research is being done?

HUNTINGTON’S disease

Description:

Symptoms:

Usual age range of onset:

Changes that occur in the brain:

How the disease typically progresses

What current research is being done?

PICK’S DISEASE

Description:

Symptoms:

Usual age range of onset:

Changes that occur in the brain:

How the disease typically progresses

What current research is being done?

DEMENTIA WITH LEWY BODIES

Description:

Symptoms:

Usual age range of onset:

Changes that occur in the brain:

How the disease typically progresses

What current research is being done?

PARKINSON’S DISEASE

Description:

Symptoms:

Usual age range of onset:

Changes that occur in the brain:

How the disease typically progresses

What current research is being done?

ASSESSMENT TASK 3: ROLE PLAYS
	Task summary: You will need to undertake both role plays.

What do I need in order to complete this assessment?

· Chair to settle client into

· Chair for student

· Photo album

· Radio.

· Person to play the role of the client

· Person to play the role of the clients family member

Role play 2:

· At least three colleagues from your workplace to participate in the discussion.

· Behaviour Management and Review Plan (see end of this task)

· Notes taken during the role play

When do I do this assessment?

· You will do this task in your workplace during your assessor’s workplace visit.

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:

Role play 1: Working with a client with dementia (sundowning) - Brenda

Clients with dementia can experience sundowning, the apparent worsening of confusion in the late afternoon or early evening. Their behaviour may worsen and they may experience heightened feelings of disorientation, confusion, anxiety and agitation. For this role play, you are required to participate in a one-on-one role play with your assessor, or another person nominated to play the part of the client. This will be done in your workplace. The role play participant will be demonstrating symptoms of a client named Brenda, who is sundowning. You will be required to demonstrate your ability to calm the client and demonstrate appropriate communication and support to settle the client for the evening. While you are trying to calm Brenda, her daughter Louise comes to visit. Brenda gets even more agitated and does not remember who Louise is. After Louise leaves, you finally manage to get Brenda to settle and sit in her chair, at this point you notice bruises on her arms. The client’s care plan states the following: · Client is subject to sundowning when she becomes agitated, confused and sometimes aggressive · When sundowning the client will pace, trying to find the way back home · Client does not like to be touched while agitated. This seems to resolve once calm. · Music and reminiscing has been found to be calming · Client usually has a cup of herbal tea in the evening before bed – she is able to drink unassisted.

Your assessor will be looking to see that you	Comments	Attempt 1 Yes/No Date:	Attempt 2 Yes/No Date:	Attempt 3 Yes/No Date:
Respond to behaviours of concern and recognise potential triggers
Show person-centred care when supporting the client
Use the information from the client’s care plan to address the client’s needs
Use effective verbal and non-verbal communication strategies
Allow the client to demonstrate their distress
Use reality orientation techniques
Recognise signs of abuse and follow correct organisational policies and procedures to report
Ensure the safety and comfort of the client
Use appropriate validation strategies?
Get information about reminiscences and routines from family members
Provide support to family members where appropriate
Complete and maintain documentation requirements in line with organisations policies and procedures
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.

Role play 2: Martin

Martin has dementia and requires assistance with personal care. He often displays inappropriate sexual behaviour. He makes lewd comments when the staff are getting him ready for his shower and often tries to touch the female staff members when they are showering him. He always pretends that he is not able to wash himself so that the carers will do it for him. Martin is able to wash himself, but requires someone with him in the shower to provide assistance.

This role play involves you taking on the role of one of Martin’s carers.

You will need to ask three people from your wokrplace to participate in this role play as Martin’s other carers.

In your group, you will need to discuss strategies for dealing with Martin’s behaviour. You are all members of Martin’s care team and have all experienced his behaviour. You now need to work out what to do.

You will need to complete to beahviour management and review plan for Martin at the end of the role play. You should take notes during your team’s discussion so that you can complete this plan. A template has been provided for this purpose at the end of this task.

You must complete the template to include the two strategies you think would be the most effective and provide a review plan to assess the success of the strategies. Your response should be based on your discussions that you had during the role play, but you should use your own opinion of what strategies, implementation and review would be the most effective.

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Behaviour management and review PLAN
Name of carer:
Name of client:
Date:
Nature of behaviour of concern:
Possible reasons or triggers for behaviour:
Behaviour management strategy 1 (please describe strategy in detail):
Behaviour management strategy 2 (please describe strategy in detail):
How will strategy 1 be implemented?
How will strategy 2 be implemented?
How will strategy 1 be reviewed?
How will strategy 2 be reviewed?

Your assessor will be looking to see that you:	Comments	Attempt 1 Yes/No Date:	Attempt 2 Yes/No Date:	Attempt 3 Yes/No Date:
Identify behaviours of concern and possible triggers?
Contribute to the team discussion on care planning and review?
Contribute to planning of a person-centred approach to minimise the likelihood of behaviour and reduce the impact on client and care staff?
Take appropriate action to minimise likelihood of and reduce the impact of behaviours on the person and others
Evaluate implemented strategies with support planning team to ensure effectiveness in minimising behaviours
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.

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ASSESSMENT TASK 4: PROJECT – WORKING WITH CLIENTS WITH DEMENTIA
	Task summary: You are to work with two clients with dementia on a daily basis and complete journal entries about your experiences.

What do I need in order to complete this assessment?

· Access to your workplace

· Two clients with dementia with which to work

· Approval from supervisor (see permission form at end of this task)

· Client care plans for each client.

When do I do this task?

· You will need to do this task in your workplace.

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

If your assessor identifies that you did not complete parts of the journal correctly, your assessor will ask you to redo that section again.

Instructions:

You are required to work with two clients with dementia for a period of at least three days each. The days may be consecutive (one after the other) but do not have to be.

You must obtain permission from your supervisor to work with these clients for a period of three days each. Use the permission form at the end of this task. You will be supervised at all times during your work with these clients.

You will need to:

· identify two clients at your workplace service who have dementia

· work with your chosen clients over a period of three days, assisting with the implementation of appropriate activities and using appropriate communication strategies (the three days do not need to be consecutive)

· complete your journal (see the next page for the journal template), documenting your experiences in detail

· ask your supervisor to sign each of your journal entries as a true account.

Assessment Task 6: Working with clients with dementia

Complete this journal for each of the clients that you work with. You must work with each client for at least three days. You must complete each part of the journal. As you complete the tasks, ask your supervisor to sign off each entry to indicate that it is a true account and that you followed workplace policies and procedures. Your assessor may ask you questions about your journal entries during a workplace visit.

CLIENT 1
Observation Date 1:	Observation Date 2:	Observation Date 3:
	Comments	Supervisor initials
What was the outcomes of your discussions with the client’s family and/or carers?
Describe the client’s dementia conditions, including indicators and symptoms.
List the daily care that you provided or observed for the client. How did you ensure you applied a person-centred approach? What information was available in the clients care plan that helped you identify the needs and wants of the client? How did you ensure that you met these needs?
What communication strategies did you use with the client? Document your use and the appropriateness of the following strategies: · Reality orientation · Prompting (reminders of day, time, relationships and so on) · Acceptance of person’s reality · Reassurance · Empathy · Reminiscing · Acknowledgment · Distraction What validation strategies did you use to relieve distress or agitation with this client?
How did you know what types of reminiscences and routines would be helpful for this particular client?
What types of support and guidance to do you provide to those close to the client? For example, this may include carers, family, friends and/or their partner/spouse?
Are there cultural practices that are important to this client? How are these supported by the facility?
What activities did you organise for this client? How are these activities beneficial to the client, and how do they assist in maintaining their independence? Why were they appropriate for this client?
What behaviours of concern are shown by the client? Did you identify any potential triggers that made the client more likely to display behaviours of concern?
What strategies are used to reduce the likelihood and impact of these behaviours of concern? Explain how you work with the support planning team (or similar) to determine whether the strategies are successful. What types of strategies or contributions have you put forth regarding the care of your client?
In what way is the client provided with a stable and familiar environment?
What documentation did you complete/work with when caring for this client? Explain your workplace’s procedures for completing, handling and storing client information, and how observations are to be reported.
Write three daily observations for the client in relation to their dementia.	Date: ______________________________
·	Date: ______________________________
·	Date: ______________________________
SUPERVISOR SIGN OFF
I confirm that the student’s journal is an accurate account.
Supervisor name:
Supervisor signature:	Date:
CLIENT 1
Observation Date 1:	Observation Date 2:	Observation Date 3:
	Comments	Supervisor initials
What was the outcomes of your discussions with the client’s family and/or carers?
Describe the client’s dementia conditions, including indicators and symptoms.
List the daily care that you provided or observed for the client. How did you ensure you applied a person-centred approach? What information was available in the clients care plan that helped you identify the needs and wants of the client? How did you ensure that you met these needs?
What communication strategies did you use with the client? Document your use and the appropriateness of the following strategies: · Reality orientation · Prompting (reminders of day, time, relationships and so on) · Acceptance of person’s reality · Reassurance · Empathy · Reminiscing · Acknowledgment · Distraction What validation strategies did you use to relieve distress or agitation with this client?
How did you know what types of reminiscences and routines would be helpful for this particular client?
What types of support and guidance to do you provide to those close to the client? For example, this may include carers, family, friends and/or their partner/spouse?
Are there cultural practices that are important to this client? How are these supported by the facility?
What activities did you organise for this client? How are these activities beneficial to the client, and how do they assist in maintaining their independence? Why were they appropriate for this client?
What behaviours of concern are shown by the client? Did you identify any potential triggers that made the client more likely to display behaviours of concern?
What strategies are used to reduce the likelihood and impact of these behaviours of concern? Explain how you work with the support planning team (or similar) to determine whether the strategies are successful. What types of strategies or contributions have you put forth regarding the care of your client?
In what way is the client provided with a stable and familiar environment?
What documentation did you complete/work with when caring for this client? Explain your workplace’s procedures for completing, handling and storing client information, and how observations are to be reported.
Write three daily observations for the client in relation to their dementia.	Date: ______________________________
·	Date: ______________________________
·	Date: ______________________________
SUPERVISOR SIGN OFF
I confirm that the student’s journal is an accurate account.
Supervisor name:
Supervisor signature:	Date:

Reflective question
Working with clients with dementia can be stressful. What strategies have you put in place to keep an eye on your own stress levels and look after yourself? Have you requested any support and, if so, what support have you obtained?

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