CHC33021 Certificate III in individual support, UK

Assessment Overview 

This Student Assessment Booklet includes all of your assessment tasks for Work Safely in Client Care, which consists of the following units:
    HLTINF006 Apply basic principles and practices of infection prevention and control
    HLTWHS002 Follow safe work practices for direct client care. 

Assessment Task Summary

This cluster requires you to complete seven assessment tasks. You must satisfactorily complete all tasks to achieve competency for the units in this cluster.

Assessment Task	Assessment Method	Task Summary
Assessment Task 1: Knowledge Questions	Knowledge Questions	You must answer knowledge questions in an open book written assessment.
Assessment Task 2: Case Study	Case Study	You must read the case studies and then answer the questions that follow. There are four case studies in this task.
Assessment Task 3: Mark – Cleaning up Blood or Body Fluids	Observation	You will be observed to confirm you can respond to a situation involving blood or body fluids and implement infection prevention and control precautions according to national standards, guidelines and workplace expectations. Note: This observation may be conducted either in the workplace or under simulation.
Assessment Task 4: Evacuation	Practical Demonstration	You will be observed in a simulated environment to confirm you can perform skills to industry standards and workplace expectations. You will be observed on one occasion performing a number of specific tasks.
Assessment Task 5: Elaine – Cleaning up Blood or Body Fluids	Observation	You will be observed to confirm you can respond to a situation involving blood or body fluids and implement infection prevention and control precautions according to national standards, guidelines and workplace expectations. Note: This observation may be conducted either in the workplace or under simulation as a role play.
Assessment Task 6: WHS Meeting	Role Play	You will be observed participating in a role play to confirm you can perform to industry standards and expectations. You will work with two or three other students in the class and conduct a WHS safety meeting. The topic of the meeting is to look at Banksia Care’s Workplace Health and Safety Policy and Procedures in light of the COVID pandemic.
Assessment Task 7: Constance – Client Contracts Infectious Disease	Observation	You will respond to an infectious disease in the workplace and perform to industry standards and expectations. Note: This observation may be conducted either in the workplace or under simulation as a role play.

Assessment Outcomes

Each assessment task will be given an outcome of either Satisfactory (S) or Not Satisfactory (NS). You must complete all tasks satisfactorily to achieve an overall outcome of Competent (C) for a unit. If one or more of tasks are assessed as Not Satisfactory, you will be given an outcome for the unit of Not Yet Competent (NYC). 
You will be given a total of three attempts to complete each task and achieve a Satisfactory outcome. In the case of resubmission, you will be given a date by which you will need to resubmit, and you’ll be given feedback about what needs to be addressed in your resubmission.

Assessment Outcome Summary

The Assessment Outcome Summary records the task and overall unit results for the units of competency in this cluster. The results for each attempt at each task must be recorded in the Assessment Outcome Summary. For clustered assessments, the summary indicates which tasks relate to each unit in the cluster.
Once you have attempted all assessment tasks, you assessor must enter a result for the unit in the Unit Results box. You must achieve a Satisfactory outcome for all assessment tasks that are relevant to a unit to be marked as Competent for the unit. Where you have attempted all tasks, but one or more tasks have an outcome of Not Satisfactory, you assessor must record a result of Not Yet Competent in the Unit Results box. 

Assessment Plan

The following outlines the assessment requirements for this cluster. You are required to complete all assessment requirements outlined below to achieve competency for this all units in this cluster.
Your assessor will provide you with the due dates for each assessment task. Write them in the table below.

Assessment Tasks	Due Date
1.     Assessment Task 1: Knowledge Questions
2.     Assessment Task 2: Case Study
3.     Assessment Task 3: Mark – Cleaning up Blood or Body Fluids
4.     Assessment Task 4: Evacuation
5.     Assessment Task 5: Elaine – Cleaning up Blood or Body Fluids
6.     Assessment Task 6: WHS Meeting
7.     Assessment Task 7: Constance – Client Contracts Infectious Disease

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
Have you read and understood the RTO’s policies and procedures related to reassessment?                                                                                            •   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 that must be made in preparation for this assessment? If yes, what are they?
__________________________________________________________________                                                                                                                                           •   Yes    •  No
Do you understand your rights to appeal the decisions regarding assessment?                                                                                                                  •   Yes    •  No

Student Name: __________________________________________________    

Student Signature: _______________________________________________    Date: _______________

Assessor Name: _________________________________________________    

Assessor Signature: ______________________________________________    Date: _______________

Assessment Task Cover Sheet – Assessment Task 1

Students: Please fill out this cover sheet clearly and accurately. Make sure you have kept a copy of your work.

Name:
Date of submission:
Cluster:	Work Safely in Client Care
Units:	§  HLTINF006 Apply basic principles and practices of infection prevention and control §  HLTWHS002 Follow safe work practices for direct client care
No. of Pages in Submission:
Assessor to complete
Assessment Task Number & Title		Satisfactory/ Not satisfactory	Date	Is this a reassessment? Y/N
Assessment Task 1: Knowledge Questions

STUDENT DECLARATION
I __________________________________________________ declare that these tasks are my own work. 
þ    None of this work has been completed by any other person.
þ    I have not cheated or plagiarised the work or colluded with any other student/s in the completion of this work. 
þ    I have correctly referenced all resources and reference texts throughout these assessment tasks. 
þ    I understand that if I am found to be in breach of the RTO’s policies, disciplinary action may be taken against me.

Student Signature: _______________________________________________    Date: _______________

ASSESSOR FEEDBACK

Assessors: Please return this cover sheet to the student with assessment results and feedback. 
A copy must be supplied to the office and kept in the student’s file with the evidence. 

___________________________________________________________________________________________________________________________________

___________________________________________________________________________________________________________________________________

___________________________________________________________________________________________________________________________________

Assessor Signature: _____________________________________________________________________

Assessor Name: ________________________________________________________________________

Date: _______________

Assessment Task 1: Knowledge Questions

TASK SUMMARY

In this task, you will demonstrate your knowledge by answering a series of questions that relate to this unit of competency.  You must answer all questions correctly to achieve a satisfactory outcome for this task. 

RESOURCES AND EQUIPMENT REQUIRED  

    Access to a computer. 
    You may use your learning materials as a reference if required.

WHERE AND WHEN THIS TASK WILL BE COMPLETED  

    You must complete this task in your own time or at a time allocated by your trainer/assessor.
    Your assessor will provide you with the due date for this assessment task.

WHAT HAPPENS IF YOU GET SOMETHING WRONG?  

You need to answer all questions correctly to be marked Satisfactory for this task. If you answer any questions incorrectly you will need to resubmit your answers to those questions again. Your assessor will provide you with a due date by which you must resubmit your new responses. You have up to three attempts to achieve a Satisfactory outcome.

SUBMISSION REQUIREMENTS    

•    Your answers for each question.

TASK INSTRUCTIONS    

    Answer all questions below by indicating your response to each question in the space provided. 
    You may use your learning materials as reference if required.
    You must answer all questions and their parts correctly to achieve a Satisfactory outcome for this task.

QUESTION 1

a)    In your own words, define hazard.
b)    Which of the following are hazards? Indicate true or false to the scenarios below.

Is this a hazard?	True or False
Working with clients in their homes
A strained back
Manual handling clients
Showering client
Lifting a box
Working long hours
Stress

QUESTION 2

List a consequence for each of the areas below that could occur if you did not correctly follow your workplace’s policies and procedures.
    Hazard management.
    Care plans
    Manual handling.
    Using mobility equipment.
    Using personal protecting equipment.
    Duress alarm system.
    Emergency procedures.
    Incident procedures.
    Infection control.

QUESTION 3

a)    List minimum six things you would check when you are doing a fire safety check on a client’s home.
b)    List at least three groups that are at the highest risk of injury from fire in a home-based setting.
c)    List three behaviours that contribute to fire injury and fatalities in home-based settings.
d)    Describe where fire alarms must be placed and how they should be installed and maintained.

QUESTION 4

You notice that a box of rubbish has been left in the corridor again. You nearly tripped over a similar box last week and you moved it outside to the rubbish bin – where it should have been placed. 
Now someone has done the same thing again!

Why is it important that you report this particular hazard, rather than just moving it out to the bin like you did last time?

QUESTION 5

Some of the residents have put in a complaint that the dining room is too cold. Management has now forbidden the use of the air conditioners in the dining room.  Jenny is concerned that this makes the environment unsafe for the workers. The staff all get extremely hot while serving the meals. It is always a very busy time, and they are running around getting the residents in place, serving meals, assisting residents with their meals, packing up the dishes and so on.  Jenny notices that some of the staff are getting uncomfortable. Ian had sweat pouring off him yesterday and Rebecca was bright red in the face.  By the end of mealtimes they are all hot and bothered.

Should Jenny report this issue to management? Explain your answer.

QUESTION 6

What possible solution could Jenny suggest?

QUESTION 7

Jenny’s solution (see your response above) has been approved. She has been asked to assist with putting her solution into effect. Suggest at least three ways that she can do this.

QUESTION 8

Complete the questions in the table below regarding standard precautions for infection prevention and control.

What are standard precautions for infection prevention and control and when should they be used?

What is your state/territory legislation relevant to infection control in health care? Outline the standard precautions that must be implemented in your workplace.

What is the Australian Government body that developed Australian Guidelines for the Prevention and Control of Infection in Healthcare?

Describe the purpose of the Australian Guidelines for the Prevention and Control of Infection in Healthcare

QUESTION 9

Complete the questions in the table below regarding additional precautions.

Additional precautions
a)    What are additional precautions and when should they be used? 

b)    Research state and territory legislation where you intend to work and provide at least three additional precautions that could be used to prevent the spread of infectious disease.

QUESTION 10

While you are on a home visit, a client tells you that she is feeling unwell. She has stomach cramps, feels very nauseous and has bad diarrhea. 
She tells you she must have picked it up off her grandson who visited yesterday, as he was unwell when he was visiting and had to rush off to use her toilet. 

a)    What rights and responsibility does the client have?

b)    What rights and responsibility does the worker have?

c)    What is the personal safety risk that you face as you care for the client?

QUESTION 11

What infectious disease do you think it is likely your client has?

QUESTION 12

What are three things that should be done to minimise the risk of this spreading to other people?

QUESTION 13

Why is this a risk for workers, even though the client is in her own home?

QUESTION 14

List three things you can do to remain up to date with safe work practices

QUESTION 15

a)    In your own words, outline the fundamentals of musculoskeletal system

b)    Fill out the table after each scenario.
Omar works in a rural location. His job is to visit clients in their homes. Due to the large area he services, Omar spends many hours of the day driving to different properties to see his clients. 

List two risks At least one risk must include damage to musculoskeletal system.	List a control measure for each risk

Kellie works transporting elderly and disabled clients to appointments or to the shops and other locations.

List two risks	List two risks

 

QUESTION 16

a)    Look at the diagram above. 
Why does this method of lifting produce less strain on the musculoskeletal system than bending at the waist?

b)    Describe the parts of the musculoskeletal system in the table below

Parts of musculoskeletal system	Description
Skeleton
Joints
Cartilage
Ligaments
Muscles
Tendons

QUESTION 17

Jenny was injured at work when using a portable hoist to transfer a client. 
The injury occurred because Jenny was not given any training in how to use the equipment. 
Jenny’s supervisor had told her to follow the instructions in the manual – Jenny couldn’t find the manual so she decided to figure it out herself.

Did the employer show a duty of care to Jenny? Explain your answer

QUESTION 18

Did Jenny fulfil her duty of care? Explain your answer.

QUESTION 19

If you were in Jenny’s role, considering the State/Territory where you live and intend to work. Where would you look to find out more about hazardous manual tasks and safety procedures? Provide the link to relevant information. 

QUESTION 20

Identify what the WHS signs indicate.

QUESTION 21

Explain the requirements of PPE under Regulation 44–47 of the Model WHS Regulations. You can access the Regulations at http://www.safeworkaustralia.gov.au/sites/swa/about/publications/pages/model-whs-regulations

QUESTION 22

Complete the missing fields (hazard type or consequence) in the table below.

Hazard	Potential harm/consequence
Loud noise
	Can cause shock, burns, fire or even death.
Stress
	Can cause respiratory infeCan cause respiratory infections or illness, cancer, acid burns or dermatitis.ctions or illness, cancer, acid burns or dermatitis.
Manual tasks
Working from a height
	If hit or caught, can cause fractures, bruises, dislocations, lacerations, serious injury or death.
Infectious material

QUESTION 23

In one short paragraph, explain the Australian Guidelines for the Prevention and Control of Infection in Healthcare.

QUESTION 24

Describe how each of the following standard precautions are used to prevent infectious agents spreading from one person to another.

Standard precaution	How it is used to stop infection spreading
Respiratory hygiene and cough etiquette
Handling of waste
Handling of soiled/ contaminated linen/ work clothes
Aprons/gowns
Not attending work when ill
Personal hygiene	§  Personal Care and hygiene  §  Use of clean clothing or uniform.  §  Management and laundering of work clothing.

QUESTION 25 

Provide at least three infection control methods you can use at work for each of the following.

Tasks	Infection control methods
General cleanliness in the workplace (i.e. housekeeping)
Cleaning up bodily fluid spills

QUESTION 26

a)    In your own words, explain what the pathogens are and outline the four types of pathogens.
b)    For each of the following pathogens, provide one example of the disease they can cause.

Pathogen	Disease
Bacteria
Viruses
Protozoa
Fungi

QUESTION 27

Provide at least five examples of when you should wash your hands in the workplace. For each example, identify the correct hand hygiene product that you should use.

QUESTION 28

Using a step-by-step approach, explain how to wash and rub your hands properly

QUESTION 29

Fill out the table below about the 5 Moments for Hand Hygiene.

Moment	When?	Why?
Before touching a patient
Before clean/aseptic procedure
After body fluid exposure risk
After touching a patient
After touching patient surroundings

QUESTION 30

Research workplace requirements for hand care for each of the following and write down how you would follow them.

Skin
Fingernails
Jewellery/watches

QUESTION 31

a)    Provide an outline of routine surface cleaning procedures in a client care facility.

b)    Provide an outline of enhanced cleaning procedures in a client care facility.

b)    Provide an outline of enhanced cleaning procedures in a client care facility.

QUESTION 33

a)    Outline the following terms in your own words:
    colonisation
    infection
    disease

b)    Explain the process of colonisation, infection and disease using the following elements:
    pathogen
    reservoir
    portal of exit
    means of transmission
    portal of entry 
    the susceptible host. 
You may draw a diagram to help explain your response (attach it to this page) or fill out the table below.

Pathogen
Reservoir
Portal of exit
Means of transmission
Portal of entry
The susceptible host

QUESTION 34 

Provide at least five risk factors that increase susceptibility of infection.

QUESTION 35

a)    What does the label ‘single use only’ and ‘single patient use’ mean?
b)    Describe the process of reprocessing reusable equipment or instruments.

QUESTION 36 

Explain the term ‘degree of pathogen exposure’ and give an example.

QUESTION 37

What are the steps for applying alcohol-based rub?

QUESTION 38

Asepsis is the absence of bacteria, viruses, and other microorganisms.
How do you ensure asepsis in the workplace by correctly using PPE?

Assessment Checklist: Assessment Task 1		Attempt 1		Attempt 2		Attempt 3
Did the student demonstrate the required level of competence for each of the following points?	Comments	Date:		Date:		Date:
		Yes	No	Yes	No	Yes	No
Did the student answer all written questions correctly in line with the decision-making rules provided in the Marking Guide?
If ‘no’ to the above, have arrangements been made for re-assessment?
Where any items above are marked ‘No’, outline the gaps below. Ensure feedback is provided to the student on their Assessment Task Cover Sheet. Note actions that will be taken to correct the gaps.
Comments: What did you observe? Are there any gaps? What did the student do to demonstrate competence?
Please outline any reasonable adjustments made for this task here.

Assessment Task 1 Outcomes
Attempt	Date	Outcome	Assessor Name	Assessor Signature
Attempt 1		¨  Satisfactory ¨  Not Satisfactory
Attempt 2		¨  Satisfactory ¨  Not Satisfactory
Attempt 3		¨  Satisfactory ¨  Not Satisfactory

Assessment Task Cover Sheet – Assessment Task 2

Students: Please fill out this cover sheet clearly and accurately. Make sure you have kept a copy of your work.

Name:
Date of submission:
Cluster:	Work Safely in Client Care
Units:	§  HLTINF006 Apply basic principles and practices of infection prevention and control §  HLTWHS002 Follow safe work practices for direct client care
No. of Pages in Submission:
		Assessor to complete
Assessment Task Number & Title		Satisfactory/ Not satisfactory	Date	Is this a reassessment? Y/N
Assessment Task 2: Case Study

STUDENT DECLARATION
I __________________________________________________ declare that these tasks are my own work. 
þ    None of this work has been completed by any other person.
þ    I have not cheated or plagiarised the work or colluded with any other student/s in the completion of this work. 
þ    I have correctly referenced all resources and reference texts throughout these assessment tasks. 
þ    I understand that if I am found to be in breach of the RTO’s policies, disciplinary action may be taken against me.

Student Signature: _______________________________________________    Date: _______________

Assessment Task 2: Case Study

TASK SUMMARY

Read the case studies below and then answer the questions that follow. There are four case studies in this task.

CASE STUDY 1

Dealing with Infection
You are working in a residential care service. One of the residents, Frances, recently had surgery on her leg. Unfortunately, she has returned from hospital with a methicillin-resistant staphylococcus aureus (MRSA) infection.
You are one of the workers who care for Frances. You and your colleagues must work within the infection control procedures to prevent the spread of MRSA to other residents or staff.

QUESTION 1.1
What is MRSA’s mode of transmission?
QUESTION 1.2
Where will you find the procedures for working with a client who has an MRSA infection?
QUESTION 1.3
Do you use standard or additional precautions when working with Frances? Explain your answer.
QUESTION 1.4
Explain the handwashing procedure that you apply when working with Frances.
QUESTION 1.5
List the PPE that you have selected to use when working with Frances.
QUESTION 1.6
Explain what you will do with the PPE after attending to Frances.
QUESTION 1.7
What do you advise Frances and her visitors to do in terms of hand hygiene?
QUESTION 1.8
How do you clean Frances’ room?
QUESTION 1.9
You are required to complete and submit a report about care routines completed for Frances. What do you include in the report and who do you submit it to?
QUESTION 1.10
What personal risks have you considered as you are working with Frances?
QUESTION 1.11
What further steps can be put in place to protect yourself or others?
QUESTION 1.12
What is your duty of care when working with Frances?

CASE STUDY 2

Behavioural Issue
Richard is an 82-year-old person with onset of dementia. In addition, Richard lost one of his legs from the thigh down due to an injury he sustained when he was younger. He lives at home with his wife. You are required to visit Richard in his home to assist with his personal care. 
When you arrive, his wife tells you that he hasn’t been himself today and is quite angry. You find this unusual – Richard is usually a calm person.
You go inside and find Richard in his favourite chair watching the morning show. You say hello to Richard and explain who you are and that you are there to help him to have a shower and a shave. 
Richard tells you to go away because he doesn’t want any milk today. You explain again that you are there to help him to have a shower and a shave.
Richard becomes very distressed, throws the TV remote which happens to hit you in the face, yells at you not to touch him and calls out for help.

QUESTION 2.7
Situations like this are stressful, especially considering Richard’s behaviour is out of the norm. What will you do to address your levels of stress following this incident
QUESTION 2.1
Review Banksia care policy and procedures for reporting WHS incidents. Describe how you would report this incident.
QUESTION 2.2
What observations from this incident will you record and how will the recording of your observations assist in Richard’s future care?
QUESTION 2.3
There were several warning signs that lead you to assess Richard’s demeanour today. What indicators did you notice as you attended to his needs?
QUESTION 2.4
Determine the level of risk to yourself in this incident? What was the level of risk?
QUESTION 2.5
Considering that you are attending to Richard in his home and you do not have other colleagues close by to help, does the situation add to any perceived or real risk? 
QUESTION 2.6
What risk controls will you put in place to reduce the risk in future visits to Richard’s house? 

CASE STUDY 3

Home Safety
Hilda is 65 years old. She lives with her daughter and granddaughter Charlie. Hilda is blind. Her daughter works long hours to support the family and often leaves Hilda alone to care for Charlie.
She lives at home and has done a good job of caring for her granddaughter since Charlie turned six and her mother went back to work. She is, however, concerned that Charlie is now mobile and running around. Last week she found her playing in the toilet bowl with her toys. Hilda expresses concern about fire safety now there is a toddler running around. 
Hilda needs help to care for her granddaughter.
    Hilda’s home is on one level. 
    Furniture has been arranged so it is easy for Hilda to get around. 
    Hilda uses a cane.
    In the past, Hilda has been able to confine Charlie to one area for play activities. Now there are toys all over the place.
    Hilda can provide meals for herself and Charlie during the day. 
    All cupboards have child safety locks, but drawers do not.
    There are safety protectors on all power points.
    There is one smoke alarm in the kitchen – the battery was last changed 12 months ago.
    Charlie has learned that if she is very quiet, Hilda can’t tell what she is doing – this is how she was able to play in the toilet without being detected.
    Charlie can move around the space much faster and easier than Hilda.
    Charlie is a big child for her age. 
    She likes to be picked up a lot and often asks Hilda’s carers to pick her up and play with her.
    As Hilda has vision impairment finds difficult to locate Charlie and Charlie sometimes falls and cries for Hilda to pick her up.
Today you are visiting Hilda to do a safety assessment of her home. 

Refer to Banksia Care Safety and Risk Management Policy and Procedure. Fill in the table below, indicating the potential hazards and then complete the rest of the form using the risk rating table provided. Hazards can be to yourself (carer), client or the client’s child. You will need to identify at least one possible hazard for:
    Infection
    Manual handling
    Injury.

QUESTION 4.2 
What infections could potentially occur?
QUESTION 4.3
Provide three examples of initiatives/control measures that the service could take to avoid infection outbreaks.
QUESTION 4.4 
What type of training would need to occur for better hand hygiene? Provide three examples
QUESTION 4.5 
Sarah was suffering from seasonal allergies and was observed sneezing and with a runny nose. Explain the procedures for respiratory hygiene and cough etiquette in this situation. 

ASSESSMENT CHECKLIST: ASSESSMENT TASK 2

Case Study 1: Dealing with Infection

Did the student answer all questions in the case study correctly in line with the decision-making rules provided in the Marking Guide? 
Please note which questions were answered incorrectly below, where applicable.
If ‘no’ to the above, have arrangements been made for re-assessment?

Case Study 2: Behavioural Issue

Did the student answer all questions in the case study correctly in line with the decision-making rules provided in the Marking Guide? 
Please note which questions were answered incorrectly below, where applicable.
If ‘no’ to the above, have arrangements been made for re-assessment?

Case Study 3: Home Safety

Did the student answer all questions in the case study correctly in line with the decision-making rules provided in the Marking Guide? 
Please note which questions were answered incorrectly below, where applicable.
If ‘no’ to the above, have arrangements been made for re-assessment?

Case Study 4: Hygiene Practices

Did the student answer all questions in the case study correctly in line with the decision-making rules provided in the Marking Guide? 
Please note which questions were answered incorrectly below, where applicable.                            
If ‘no’ to the above, have arrangements been made for re-assessment?                            
Where any items above are marked ‘No’, outline the gaps below. Ensure feedback is provided to the student on their Assessment Task Cover Sheet. Document the actions the student must take to address the gaps.
Comments: What did you observe? Are there any gaps? What did the student do to demonstrate competence?

Please outline any reasonable adjustments made for this task here.

Assessment Task Cover Sheet – Assessment Task 3

STUDENT DECLARATION
I __________________________________________________ declare that these tasks are my own work. 
þ    None of this work has been completed by any other person.
þ    I have not cheated or plagiarised the work or colluded with any other student/s in the completion of this work. 
þ    I have correctly referenced all resources and reference texts throughout these assessment tasks. 
þ    I understand that if I am found to be in breach of the RTO’s policies, disciplinary action may be taken against me.

Student Signature: _______________________________________________    Date: _______________

Assessment Task 3: Mark – Cleaning up Blood or Body Fluids

In this task, you will be observed to confirm you can respond to a situation involving blood or body fluids and implement infection prevention and control precautions according to national standards, guidelines and workplace expectations. 
You will be observed in the workplace where possible; however, where the full range of contexts and situations cannot be provided in the work setting or may occur only rarely, you will be observed in a simulated environment. 
Observation will be on one occasion performing several specific tasks. The tasks are provided below.

Case Study:

Scenario for Simulated Environment
During your shift at Banksia Care, Mark, who is one of the residents, has had a hard fall. He has fallen as he exited the shower. He has slipped and hit his head on the towel hanger and a large wound has opened up just above his eye. The paramedics have been called and Mark has been taken to hospital in ambulance. After he and all of the support staff have vacated the room, you have been called in to clean up the sizeable blood spill that has occurred.
You have been informed by the attending support worker that as Mark exited the shower, he called for help just before slipping and falling. She has informed you that Mark sometimes loses balance due to an inner ear issue and this is likely the cause of his fall.
While cleaning up you have identified that Mark could have also slipped on the bathmat which was not secured and looks like it came out from under his foot. There is also no grab bar to assist Mark as he exits the shower – there is one in the shower and one by the toilet, but not one along the wall near the towel hanger. You can see that the towel hanger is bent and broken, most likely because Mark tried to grab it for balance and it broke causing him to fall and hit his head. 

1.    Name two standard precautions that you used during the clean up of the blood spill.
2.    Name two examples of additional precautions that could be applied.

Where further verbal questioning is required or additional prompts are required that do not interfere with reliability of assessment process, please document the questions asked in the space provided below and the responses provided by the student.

Comments: What did you observe? Are there any gaps? What did the student do to demonstrate competence?

Assessment Task 3 Outcomes

Attempt	Date	Outcome	Assessor Name	Assessor Signature
Attempt 1		¨  Satisfactory ¨  Not Satisfactory
Attempt 2		¨  Satisfactory ¨  Not Satisfactory
Attempt 3		¨  Satisfactory ¨  Not Satisfactory

Assessment Task Cover Sheet – Assessment Task 4

PART A: ASSIST A CLIENT IN A WHEELCHAIR EXIT A BUILDING

You will be observed in a simulated environment to confirm you can perform skills to industry standards and workplace expectations. 
You will be observed on two occasions performing a number of specific tasks. The tasks are provided below. This project is made up of three parts:
    Part A: For this part of the task, you must respond to an emergency situation by assisting a client exit the building.
    Part B: For this part of the task, you must participate in a debriefing about your response to the emergency situation with your supervisor.
Further instructions for each part are provided below.

Case Study

Scenario
A fire has broken out in the kitchen at Banksia Care. The kitchen is adjacent to the dining room, where several residents and guests are having lunch. The fire alarm has been sounded, and the fire warden has called the fire brigade. Clients and guests now need to be assisted to the evacuation area. 
You have been asked to help one client from their chair into a wheelchair and take them outside to the emergency evacuation area.
Your client can mostly move on their own from their dining chair and into the wheelchair, but they are slow and shaky. As there is an emergency in process and evacuation needs to happen relatively quickly, the client needs assistance to keep stable to ensure they don’t fall or hurt themselves.
Help the client move from their chair into the wheelchair and follow emergency policy and procedures to help them safely exit the building.

Questions

1.    What manual handling hazards did you have to deal with during this task? Describe how you did this.
2.    Thankfully fires do not occur often. How do you keep your skills up to date so that if an emergency occurs, you know what to do?
3.    In an emergency situation like this, what techniques or strategies would you use to remain calm?
4.    According to the emergency management plan of Banksia Care, a supervisor may request a debrief about the emergency situation and what happened. What would you say if asked about this incident?
5.    If asked by your supervisor to give any advice or lessons learned from the emergency experience, what would you say?

Assessment Task 4: Part A Outcomes
Attempt	Date	Outcome	Assessor Name	Assessor Signature
Attempt 1		¨  Satisfactory ¨  Not Satisfactory
Attempt 2		¨  Satisfactory ¨  Not Satisfactory
Attempt 3		¨  Satisfactory ¨  Not Satisfactory

PART B: DEBRIEF WITH YOUR SUPERVISOR

Scenario

After attending to your client and assisting them to exit the building during the emergency situation your supervisor has called you in to debrief. The debrief session happens in their office and is a confidential meeting where you will discuss your level of stress and fatigue following the emergency evacuation. This is also your chance to discuss your individual needs in situations like this.
Your supervisor has asked you to complete a service review and improvement template which you bring to the meeting.

ASSESSMENT CHECKLIST: PART B

Did the student demonstrate the required level of competence for each of the following points?

•    The student was clearly able to answer the question: Explain what you did when you heard the fire alarm go off.
•    The student was clearly able to answer the question by reflecting on their level of stress: Was the experience stressful for you?
•    The student was able to explain their level of fatigue following this experience and give a number on a scale from 1–5.
•    Student was able to explain the level of difficulty in assisting the client to transfer from their chair to a wheelchair? They could speak to some ideas/strategies of what could have helped overcome any challenges during this process?

Assessment Task 4: Part B Outcomes

Attempt	Date	Outcome	Assessor Name	Assessor Signature
Attempt 1		¨  Satisfactory ¨  Not Satisfactory
Attempt 2		¨  Satisfactory ¨  Not Satisfactory
Attempt 3		¨  Satisfactory ¨  Not Satisfactory

Assessment Task Cover Sheet – Assessment Task 5

Assessment Task 5: Elaine – Cleaning up Blood or Body Fluids

TASK SUMMARY

In this task, you will be observed to confirm you can respond to a situation involving blood or body fluids and implement infection prevention and control precautions according to national standards, guidelines and workplace expectations. 
You will be observed in the workplace where possible; however, where the full range of contexts and situations cannot be provided in the work setting or may occur only rarely you will be observed participating in a role play in a Simulated environment. 
Observation will be on one occasion performing a number of specific tasks. The tasks are provided below.TASK SUMMARY
In this task, you will be observed to confirm you can respond to a situation involving blood or body fluids and implement infection prevention and control precautions according to national standards, guidelines and workplace expectations. 
You will be observed in the workplace where possible; however, where the full range of contexts and situations cannot be provided in the work setting or may occur only rarely you will be observed participating in a role play in a Simulated environment. 
Observation will be on one occasion performing a number of specific tasks. The tasks are provided below.

Scenario for Simulated Environment:

Elaine is a resident at Banksia Care. 
Elaine looks a little unwell today, not her usual chirpy, smiling self. When asked how she is doing, she responds saying that she feels a little tired and doesn’t have much appetite. As a COVID-19 screen precaution, her temperature has been checked she has been asked a series of questions related to flu-like symptoms. She checked out fine so you don’t think too much of it.
About halfway through your time with Elaine, she suddenly stops talking and holds her breath. When asked what’s wrong she tries to explain and then suddenly vomits.
You suspect that this might be gastroenteritis and you will need to clean up and take the necessary precautions to avoid spreading the infection in the facility.