Age Care certIV

STUDENT ASSESSMENT BOOKLET

HLTAAP001 Recognise Healthy Body Systems

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 images © Shutterstock www.shutterstock.com

RECORD OF ASSESSMENT OUTCOMES: HLTAAP001

This section records the outcome of each task/assessment requirement so that the final assessment outcome can be determined for the unit HLTAAP001 Recognise healthy body systems.

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
1. Project – information brochure
1. Workplace project
1. Supervisor report
Final Assessment Results	Result (C/NYC)	Date
HLTAAP001 Recognise healthy body systems
Student name:
Assessor name:
Assessor signature:	Date: / /

ASSESSMENT OVERVIEW

This Student Assessment Booklet includes all your tasks for assessment of HLTAAP001 Recognise healthy body systems

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: Project – information brochure	You are develop an information brochure about maintaining a healthy body.
Assessment Task 3: Workplace project	You need to complete this task in your workplace. You will need to: · obtain information about physical health status of a client · participate in a physical health check (or observe one being undertaken) · identify variations from normal health · gather suitable health information to share with others.

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:

worked effectively with information about the human body and its healthy functioning in at least 3 different situations

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:

basic structure and functions of the body systems and associated components, including:

· cells, tissues and organs

· cardiovascular system

· respiratory system

· musculo-skeletal system

· endocrine system

· digestive system

· urinary system

· reproductive system

· integumentary system

· lymphatic system

· nervous system, including sensory systems – eye and ear

· the special senses – smell, taste, vision, equilibrium and hearing

· immune system

processes, conditions and resources required by the body to support healthy functioning

· body regulation including:

· maintenance of body temperature

· fluid and electrolyte (including PH) balance

· elimination of wastes from the body

· maintenance of blood pressure

· protection from infection

· physical activity – active and passive

For all documentation on the performance criteria and assessment requirements of the unit HLTAAP001 Recognise healthy body systems, please refer to the training.gov.au website with this link: https://training.gov.au/Training/Details/HLTAAP001.

ASSESSMENT TASK COVER SHEET

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

Student Name
Assessor Name
Unit: HLTAAP001 Recognise healthy body systems
Assessment Details
Assessment Type	Written/Oral questions Project – information brochure 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

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 or 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 the classroom or as homework – your assessor will advise.

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:

Written answer question guidance

The following written questions use a range of ‘instructional words’, such as ‘identify’ or ‘explain’. These words guide students as to how they should answer the question. Use the definitions below to assist you in determining whether the student has provided enough detail (the guidance is the minimum level of response required).

· Analyse – when a question asks students to ‘analyse’, they should do so in detail, identifying important points and key features. Generally, students are expected to write a response of one to two paragraphs in length.

· Compare – when a question asks students to ‘compare’, they will need to show how two or more things are similar, ensuring they also indicate the relevance of the consequences. Generally, students are expected to write a response of one or two paragraphs in length.

· Contrast – when a question asks students to ‘contrast’, they will need to show how two or more things are different, ensuring they indicate the relevance or the consequences. Generally, students are expected to write a response of one or two paragraphs in length.

· Discuss – when a question asks students to ‘discuss’, they are required to point out important issues or features, and express some form of critical judgment. Generally, students are expected to write a response of one or two paragraphs in length.

· Describe – when a question asks students to ‘describe’, they will need to state the most noticeable qualities or features. Generally, they are expected to write a response of two or three sentences in length.

· Evaluate – when a question asks students to ‘evaluate’, they should do so putting forward arguments for and against something. Generally, they are expected to write a response of one or two paragraphs in length.

· Examine – when a question asks students to ‘examine’, this is similar to ‘analyse’. Students will need to provide a detailed response with key points and features and provide a critical analysis. Generally, students are expected to write a response of one or two paragraphs in length.

· Explain – when a question asks students to ‘explain’, they will need to make clear how or why something happened or the way it is. Generally, they are expected to write a response of two or three sentences in length.

· Identify – when a question asks students to ‘identify’, they will need to briefly describe the required information. Generally, they are expected to write a response of two or three sentences in length.

· List – when a question asks students to ‘list’, this means they will need to briefly state information in a list format, often with a specific number of items indicated.

· Outline – when a question asks students to ‘outline’, this means giving only the main points. Generally, students are expected to write a response of two or three sentences in length.

· Summarise – when a question asks students to ‘summarise’, this is similar to ‘outline’, only giving the main points. Generally, students are expected to write a response of two or three sentences in length.

Question 1

Draw an arrow to identify the parts of the cardiovascular system to their location on the diagram.

Aorta

Left atrium

Left ventricle

Right ventricle

Right atrium

Pulmonary veins

Pulmonary arteries

Inferior vena cava

Superior vena cava

Refer to the diagram above of the cardiovascular system and explain how blood flows through the heart.

Describe the functions of the cardiovascular system.

Question 2

Draw an arrow to identify the parts of the respiratory system to their location on the diagram.

Nasal cavity

Pharynx

Larynx

Trachea

Right lung

Right main bronchus

Bronchiole

Pleura

Describe the functions of the respiratory system.

Question 3

1. Identify the three main parts of the muscular system and briefly explain the purpose of each.

1.

2.

3.

Identify the two main parts of the skeletal system.

1.

2.

Describe the functions of the musculoskeletal system.

Question 4

1. Identify where each of the following glands from the endocrine system are located and briefly explain the purpose of each.

· Hypothalamus

· Pituitary gland

· Thyroid gland

· Parathyroid glands

· Adrenal glands

· Pineal gland

· Reproductive glands

· Pancreas

Describe the function of the endocrine system.

Question 5

1. Identify the two parts of the nervous system and briefly explain their function.

1.

2.

Describe the function of the nervous system.

Question 6

1. Draw an arrow to identify the parts of the digestive system to their location on the diagram.

Oesopagus

Liver

Stomach

Gall bladder

Duodenum

Jejunum

Ileum

Colon

Rectum

Anus

Describe the function of the digestive system, including how waste is removed from the body.

Question 7

1. Identify the four main parts of the urinary system and provide a brief explanation of the function of each.

1.

2.

3.

4.

Describe the function of the urinary system as a whole, including its role in regulating fluid and electrolyte balance in the body.

Question 8

1. Identify the five main parts of the female reproductive system and provide a brief explanation of their function.

1.

2.

3.

4.

5.

Identify the three main parts of the male reproductive system and provide a brief explanation of their function.

1.

2.

3.

Describe the function of the human reproductive system.

Question 9

1. Provide a definition of the integumentary system and explain its function.

Identify the three layers of tissue of human skin.

Top layer
Middle layer
Deepest layer

Draw an arrow to identify the parts of the integumentary system to their location on the diagram

Hair

Epidermis

Sebaceous gland

Sweat gland duct

Dermis

Subcutaneous layer

Nerve

Touch receptor

Question 10

Describe the function of the lymphatic system. In your response, identify the six lymphatic organs.

Question 11

Describe in one paragraph each how each of the following functions occurs in the human body.

1. Smell

Taste

Vision

Equilibrium

Hearing

Question 12

1. Provide a definition of ’cells’.

i) Identify the components of a cell as shown in the figure below:

A.
B.
C.
D.
E.
F.
G.
H.
I.
J.
K.
L.
M.
N.
O.
P.
Q.
R.
S.

j) Explain the function of the following:

Mitochondria
Ribosomes
Golgi apparatus
Nucleus
Lysosomes
Endoplasmic reticulum (smooth and rough)

k) Provide a definition of human body tissue. In your answer, identify the four principal types of tissue and briefly explain their function.

l) Identify the 11 major organ systems of the human body.

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.

Question 13

1. Explain how food and nutrition affect health and contribute to a healthy body.

In the following table, explain the purpose of each food type and what foods or other locations it may be obtained from.

Food type	Purpose	Where it may be obtained
Protein
Carbohydrate
Fat
Vitamin A
Vitamin B1 (Thiamine)
Vitamin B12
Vitamin C
Vitamin D
Vitamin K
Sodium
Potassium
Calcium

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July 2020 Version 3.0

HLTAAP001 Recognize Healthy Body Systems

© Advance College

Question 14

List 10 recommendations you would make to an older person to maintain their body as healthily as possible (assume they have no medical conditions).

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

Question 15

1. In the following table, provide a definition for each health terminology term.

Terminology	Definition
Analgesic
Anorexia
Arthritis
Breakthrough pain
Catheter
Diuretic
Dyspraxia
Hallucination
Infarction
Prosthesis
Scabies
Thrombosis

o) Explain the difference between ‘contagious’ and ‘infectious’.

Question 16

1. Explain how the cardiovascular and respiratory system work together to ensure healthy body function.

q) Explain how the integumentary and nervous system work together to ensure healthy body function.

Question 17

1. Describe the function of the immune system.

s) The immune system is broken up into two parts – the innate system and the adaptive immune system. In the following table describe each of these systems.

Innate system
Adaptive immune system

Provide a brief definition of immunodeficiency.

t) List four external methods of protecting the body from infection.

1.

2.

3.

4.

u) List four healthy living strategies to help improve the immune system.

1.

2.

3.

4.

Question 18

1. Explain how the body maintains its temperature when the outside atmosphere is hot.

1. Explain how the body maintains its temperature when the outside atmosphere is cold.

Question 19

Ray has high blood pressure. His doctor is mindful that high blood pressure may lead to stroke or heart attack. Ray is a long-term smoker and also needs to lose around 15 kilograms.

1. List six pieces of advice that the doctor should give Ray to help him manage his high blood pressure (hypertension)

1.

2.

3.

4.

5.

6.

1. Imagine you are Ray’s carer. Locate some information from reputable sources (for example, government health websites, the Heart Foundation, your own local GP, brochures, fact sheets, articles, etc) that you could provide to Ray to help him maintain his blood pressure and keep his body healthy. Try to find at least three pieces of information.

Attach any hard copy documents to this assessment. If you have used websites, print out the pages or provide the weblinks so your assessor can check them.

Weblinks (if applicable):

1. What symptoms are experienced by a person who has low blood pressure (hypotension)? What blood pressure reading is considered to be low?

1. Imagine Ray had low blood pressure. List three pieces of advice that the doctor could give Ray to help him manage it.

1.

2.

3.

Question 20

1. Briefly explain the difference between active and passive physical activity.

1. Briefly explain range of motion (ROM) exercises and how they can improve joint function.

ASSESSMENT TASK 2: PROJECT
	Task summary: You are to prepare an information brochure on maintaining a healthy body for either: · older persons OR · people with a disability.

What do I need in order to complete this assessment?

· Access to textbooks or other learning materials

· Access to a computer and the Internet

· Access to a printer (if using a computer to create your brochure)

· Paper, pens etc (if drawing/writing your brochure)

When do I do this assessment?

· You will do this task in the classroom or as homework – your assessor will advise.

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

If your assessor sees that you have not completed any of the required sections of the brochure, or have provided incorrect information, or not provided your sources of information, they will give you some feedback and you will need to fix the errors and resubmit.

Instructions:

For this task you must prepare an information brochure for clients about maintaining a healthy body.

You need to choose one target audience: · Older persons OR · People with a disability.

Your brochure must be no less than two A4 pages long. You may like to add pictures and diagrams to make it more engaging and interesting, and to help your target audience understand the information you are providing. You need to attach the completed brochure as well as a third page that outlines the sources you used to complete your brochure to this booklet. Ensure you clearly label each page with your name.

You can add pictures and diagrams if you like.

You can create your brochure by:

· using a computer and printing out a copy

· writing/drawing on paper.

Your brochure must include the following sections:

· Diet:

Common dietary problems in older people or people with disabilities

Common health problems caused by poor diet and how these health problems impact the healthy functioning of the major body systems

Support that can be provided to encourage a healthy diet.

· Exercise:

Common barriers to exercise in older people or people with a disability

Common health problems caused by lack of exercise and how these impact the healthy functioning of the major body systems

Support that can be provided to encourage healthy exercise – including use of both active and passive exercise.

· Emotional wellbeing:

Common causes of wellbeing issues in older people or people with a disability

Effect of emotional and psychological problems on the healthy functioning of the major body systems

Support that can be provided to improve emotional wellbeing.

ASSESSMENT TASK 4: WORKPLACE PROJECT
	There are four parts to this project: · Part A: Obtain information about the physical health status of three different clients · Part B: Observe a physical health check and document findings · Part C: Identify and document variations from normal health · Part D: Gather health information that could be shared with others.

What do I need in order to complete this assessment?

· Approval from your supervisor to work with three clients (under supervision)

· Access to workplace policies and procedures

· Access to each client’s medical information/care plan

· Access to a colleague who can undertake physical health checks in your presence

· Journal (provided)

When do I do this task?

· You will 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 all parts of your journal or did not get your supervisor’s sign off, you will be asked to fix the errors and resubmit.

Instructions:

You will need to complete this task in your workplace.

You will need to choose three different clients to work with. Talk to your supervisor for advice as to which clients might be appropriate for this task. You must obtain permission from your supervisor and each client to participate in the task – see the permission forms provided at the end of this task.

You will work with your clients and a colleague (or your supervisor if applicable) by going through Parts A–D.

Make three copies of each journal template (see the end of this task) – one for each client.

Note: Please do not identify your clients by name – you should refer to each client as ‘the client’ or ‘Client 1’ and ‘Client 2’ than use their name.

You should conduct this task twice, working with each client separately.

You must get each part of your journals signed by your supervisor before you submit them for assessment.

Part A: Obtain information about the physical health status of clients

For this part of the task you are required to:

1. Refer to your client’s medical information/care plan to familiarise yourself with their health background.

1. Ask your client how they are feeling today – do they have any issues they would like to discuss?

1. Discuss findings with the staff member supervising this task and identify any actual or potential health problems.

1. Identify which body systems are involved and how these problems may affect the body’s overall functioning.

1. Record your findings in the Part A template of your journal (see the template at the end of this task).

Part B: Physical health checks

Observe the following physical health checks being performed by a qualified member of staff. The physical health checks will need to be performed on both clients you spoke to in Part A above.

Health checks must include:

· Temperature

· Pulse

· Respiration

· Blood pressure

· Bowels opened

· Client-specific observations as applicable (for example, blood sugar test, visual observation, weight check, check of ankles for swelling, etc).

Make a record of the findings in your journal in the Part B template.

Part C: Identify variations from normal health

Using the information you have gathered in Part A and Part B, interpret it and answer the two questions in the journal in the Part C template.

Part D: Gather information to share with others

Based on the health information you gathered during this task for each client, gather some information (fact sheets, brochures, websites etc) that you could potentially give each client to help them maintain good health, and other colleagues in the workplace so they can promote healthy body function.

You may be able to locate good information within your workplace, at the local GP or health centre, on the Internet and so on.

Write down the information you gathered in your journal in the Part D template, and show the information to your supervisor. They will sign Part D of your template to indicate that the information you gathered was relevant to the needs of the client, and it would be suitable to share with others.

What do I need to hand in for this task?	Have I completed this?
Completed journal for client 1 with supervisor sign off
Completed journal for client 2 with supervisor sign off
Completed journal for client 3 with supervisor sign off

Assessment Task 4: WORKPLACE PROJECT – JOURNAL

Complete this journal for the client you have chosen to work with. Make sure you get your supervisor to sign off each entry. Note: to preserve confidentiality, you must not include any information that could identify your client. Use ‘the client’ rather than the client’s name.

PART A: OBTAIN INFORMATION ABOUT PHYSICAL HEALTH STATUS OF CLIENTS (CLIENt 1)
Date Part A was undertaken:
	Comments	Supervisor initials
Describe the information that you learned about your client’s physical health status by reviewing their medical record/care plan.
Describe the information you gathered from your client. How are they feeling today – do they have any issues?
Discuss with the person supervising this task - what actual or potential health problems does your client have?
What body systems are involved with your client’s issues? How might these problems affect the overall functioning of your client’s body? What are the relationships between the major components of these body systems and other structures of your clients body?

PART B: PHYSICAL HEALTH CHECKS (CLIENt 1)
Date Part B was undertaken:
	Recordings	Supervisor initials
Record the client’s physical health indicators. If any of these are not applicable, mark as N/A.	Temperature
	Pulse
	Respiration
	Blood pressure
	Bowels opened
	Client-specific observations

PART C: IDENTIFY VARIATIONS FROM NORMAL HEALTH (CLIENt 1)
Interpret the information you obtained in Part A and Part B and answer the following questions.
	Recordings	Supervisor initials
Does your client have any indicators that there is a variation from normal health? Explain your answer and discuss the body systems involved that a contributing to a variation in healthy functioning.
How will this information be shared?
I confirm that the information provided by the student is a true and accurate account of the work they completed and the interaction with the client.
Supervisor name:
Supervisor signature:	Date:

Assessment Task 4: WORKPLACE PROJECT – JOURNAL (CLIENt 2)

Complete this journal for the client you have chosen to work with. Make sure you get your supervisor to sign off each entry. Note: to preserve confidentiality, you must not include any information that could identify your client. Use ‘the client’ rather than the client’s name.

PART A: OBTAIN INFORMATION ABOUT PHYSICAL HEALTH STATUS OF CLIENTS (CLIENt 2)
Date Part A was undertaken:
	Comments	Supervisor initials
Describe the information that you learned about your client’s physical health status by reviewing their medical record/care plan.
Describe the information you gathered from your client. How are they feeling today – do they have any issues?
Discuss with the person supervising this task - what actual or potential health problems does your client have?
What body systems are involved with your client’s issues? How might these problems affect the overall functioning of your client’s body?

PART B: PHYSICAL HEALTH CHECKS (CLIENt 2)
Date Part B was undertaken:
	Recordings	Supervisor initials
Record the client’s physical health indicators. If any of these are not applicable, mark as N/A.	Temperature
	Pulse
	Respiration
	Blood pressure
	Bowels opened
	Client-specific observations

PART C: IDENTIFY VARIATIONS FROM NORMAL HEALTH (CLIENt 2)
Interpret the information you obtained in Part A and Part B and answer the following questions.
	Recordings	Supervisor initials
Does your client have any indicators that there is a variation from normal health? Explain your answer and discuss the body systems involved that a contributing to a variation in healthy functioning.
How will this information be shared?
I also confirm that the information provided by the student is a true and accurate account of the work they completed and the interaction with the client.
Supervisor name:
Supervisor signature:	Date:

Assessment Task 4: WORKPLACE PROJECT – JOURNAL (CLIENt 3)

Complete this journal for the client you have chosen to work with. Make sure you get your supervisor to sign off each entry. Note: to preserve confidentiality, you must not include any information that could identify your client. Use ‘the client’ rather than the client’s name.

PART A: OBTAIN INFORMATION ABOUT PHYSICAL HEALTH STATUS OF CLIENTS (CLIENt 3)
Date Part A was undertaken:
	Comments	Supervisor initials
Describe the information that you learned about your client’s physical health status by reviewing their medical record/care plan.
Describe the information you gathered from your client. How are they feeling today – do they have any issues?
Discuss with the person supervising this task - what actual or potential health problems does your client have?
What body systems are involved with your client’s issues? How might these problems affect the overall functioning of your client’s body?

PART B: PHYSICAL HEALTH CHECKS (CLIENt 3)
Date Part B was undertaken:
	Recordings	Supervisor initials
Record the client’s physical health indicators. If any of these are not applicable, mark as N/A.	Temperature
	Pulse
	Respiration
	Blood pressure
	Bowels opened
	Client-specific observations

PART C: IDENTIFY VARIATIONS FROM NORMAL HEALTH (CLIENt 3)
Interpret the information you obtained in Part A and Part B and answer the following questions.
	Recordings	Supervisor initials
Does your client have any indicators that there is a variation from normal health? Explain your answer and discuss the body systems involved that a contributing to a variation in healthy functioning.
How will this information be shared?
I also confirm that the information provided by the student is a true and accurate account of the work they completed and the interaction with the client.
Supervisor name:
Supervisor signature:	Date:

PART D: GATHER INFORMATION TO SHARE WITH OTHERS (CLIENt 3)
Based on the information you have gathered about each client, document here the sources/information that you have gathered that you would potentially share with your clients and others in the workplace.
Information for Client 1:
Information for Client 2:
Information for Client 3:
I confirm that the information gathered by the student was relevant to the needs of each client and from current and reputable sources, and could be provided to both clients and staff to keep them educated and aware of the importance of healthy body functioning.
Supervisor name:
Supervisor signature:	Date: