| Category | Assignment | Subject | Nursing |
|---|---|---|---|
| University | Module Title | CHCCOM005 Communicate and work in health or community services |
This Student Assessment Booklet includes all your assessment tasks for CHCCOM005 Communicate and work in health or community services.
This unit requires you to complete five assessment tasks. You must satisfactorily complete all tasks to achieve competency for this unit.
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Assessment Task |
Assessment Method |
Task Summary |
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Assessment Task 1: Knowledge Questions |
Written Questions |
Students must answer 20 knowledge questions in an open book written assessment. |
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Assessment Task 2: Case Studies |
Case Study |
Students are required to respond to questions from three case studies to demonstrate their applied knowledge of legal and ethical considerations when communicating in a community services role including: informed consent, discrimination, cultures, child protection and duty of care. |
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Assessment Task 3: Communicate with a Client |
Role Play and Project |
Students are required to demonstrate how they can communicate with a client in the workplace to industry standards and expectations. This task is made up of two parts: § Part A: Communicate with a Client § Part B: Email Coordinator |
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Assessment Task 4: Communicate with Co-workers |
Role Play and Project |
Students are required to demonstrate how they can communicate with co-workers and colleagues to industry standards and expectations. This task is made up of two parts: § Part A: Communicate with a Co-worker § Part B: Email Coordinator |
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Assessment Task 5: Communicate with Coordinator
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Role Play and Project |
Students are required to demonstrate how they can communicate and work with their Coordinator to industry standards and expectations. § Part A: Meeting with Coordinator § Part B: Complete Documentation |
Required Additional Documents
The following additional documents support this Student Assessment Booklet and form part of the assessment tool for this unit. You will require them to complete the assessments for this unit/cluster.
These documents are available from the Banksia Care website.
At the beginning of each task in this booklet, you will find an Assessment Task Cover Sheet. Please fill it in for each task where you need to submit items for assessment, 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.
Submitting your Assessment Tasks
When you have completed your assessment tasks, you will need to submit them, according to the instructions provided to you by your assessor or RTO.
If you are provided with a due date, you must make sure you submit your tasks in accordance with it. You may be required to apply for an extension if you require extra time, according to your RTO’s policies and procedures.
Instructions about submission can be found at the beginning of each assessment task.
Make sure you keep a copy of your tasks before you submit them. Your RTO will need to keep them as evidence and may not be able to return them to you.
Assessment Attempts and Resubmissions
You have up to three attempts to complete each assessment tasks satisfactorily. If after the third attempt, you have not completed a task satisfactorily, your assessor will make alternative arrangements for assessment, which may involve additional training and time to consolidate
your skills and knowledge. When you are required to resubmit, you may be required to:
Resubmit incorrect answers to questions (such as written tasks and case studies)
Resubmit part or all of a project, depending on how the error impacts on the total outcome of the task
Redo a role play after being provided with appropriate feedback about your original performance
Being observed a second (or third time) undertaking any tasks/activities that were not satisfactorily completed the first time, after being provided with appropriate feedback
When you are required to resubmit, you’ll be given a due date for your resubmission. For example, you may:
Be given 30 days in which to resubmit incorrect responses to written tasks, projects and so on
Be provided with feedback about your performance in a role play and then being required to complete the role play again at a future meeting with your assessor
Need to complete workplace-based tasks again during the same workplace visit or additional workplace observations may need to be scheduled (as applicable)
All re-submissions will be conducted in accordance with the RTO’s policies and procedures.
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.
The Assessment Outcome Summary records the task and overall unit results for the unit of competency named herein. The results for each attempt at each task must be recorded in the Assessment Outcome Summary.
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.
Dimensions of Competency
To be competent, you must show your ability to perform effectively in a broad capacity. The dimensions of competency ensure the person being assessed has the skills to perform competently in a variety of different circumstances. To be competent, you must demonstrate the following:
Validity
‘An assessment decision of the RTO is justified, based on the evidence of performance of the individual learner.’
Validity requires:
– Assessment against the unit/s of competency and the associated assessment requirements covers the broad range of skills and knowledge that are essential to competent performance
– Assessment of knowledge and skills is integrated with their practical application
– Assessment to be based on evidence that demonstrates that a learner could demonstrate these skills and knowledge in other similar situations; and
– Judgement of competence is based on evidence of learner performance that is aligned to the unit/s of competency and associated assessment requirements.
The following outlines the assessment requirements for this unit. You are required to complete all assessment requirements outlined below to achieve competency for this unit.
Your assessor will provide you with the due dates for each assessment task. Write them in the table below.
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Assessment Tasks |
Due Date |
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1. Assessment Task 1: Knowledge Questions |
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2. Assessment Task 2: Case Studies |
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3. Assessment Task 3: Communicate with a Client |
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4. Assessment Task 4: Communicate with Co-workers |
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5. Assessment Task 5: Communicate with Coordinator |
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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. |
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Have you read and understood what is required of you in terms of assessment? |
¨ Yes |
¨ No |
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Have you read and understood the RTO’s policies and procedures related to reassessment? |
¨ Yes |
¨ No |
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Do you understand the requirements of this assessment? |
¨ Yes |
¨ No |
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Do you agree to the way in which you are being assessed? |
¨ Yes |
¨ No |
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Do you have any special needs or considerations that must be made in preparation for this assessment? If yes, what are they? __________________________________________________________________ |
¨ Yes |
¨ No |
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Do you understand your rights to appeal the decisions regarding assessment? |
¨ Yes |
¨ No |
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
WHERE AND WHEN THIS TASK WILL BE COMPLETED
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.
In the following table, briefly describe each of the legal and ethical considerations and their importance when working in Individual Support. In your answer to each, make sure you refer to the role of communication
It is important that Individual Support workers avoid using discriminatory language when communicating with clients, colleagues and others in the workplace and out in the community. List three examples of how a person may discriminate against others in the way they communicate with them.
In the following table, provide a definition of each type of communication and three examples of how a person may use the communication type in the work setting.
QUESTION 4
Joan and John are having a conversation about a client:
Joan: I have given Mr Fisher his meds. I helped him take them as he sometimes forgets if we just leave them with him. Can you look in on him in
the next half hour as he needs his bandaging done?
John: Oh yes. I agree that we should be assisting him in taking his meds. You’re right, he’s getting a bit forgetful. I will do Mr Fisher’s bandages straight away.
a) Which model of communication are Joan and John using? (Select the correct answer)
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Options |
Choose the correct answer/s |
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Linear |
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Interactive |
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Transactional |
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b) Which mode of communication is being used?
c) How does John summarise Joan’s communication to show that he has understood?
Provide a definition of each of the questioning types below and give two examples.
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Communication technique |
Definition |
Examples |
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Closed questions |
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Open-ended questions |
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Affirmations |
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Reflections/ reflective listening |
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Summarising statements |
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a) Explain the difference between motivational interviewing and a coercive approach.
b) Explain the difference between collaborative and confrontation
Joan would like Mr Fisher to use a walking frame instead of his walking stick as he is getting unsteady on his feet. To do this she would like to use a motivational approach rather than a coercive approach.
In a paragraph, explain what Joan could say to Mr Fisher to motivate him to use the walking frame.
How could Matilda have used a more collaborative approach? How would this have been an advantage to her father?
When working with a diverse range of people, we are bound to come across situations where we need to consider our communication approach. Use the table below to describe how you would respond to each situation.
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Communication situation |
Response |
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Your client is Italian and speaks hardly any English. You do not speak Italian and are not able to understand what they are saying. |
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Your client is an Aboriginal woman. She does not want you to shower her as you are male. You are the only person available at the current time to do showers. |
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Your client is a devout catholic. She often talks to you about God and asks you about your religious beliefs. You are an atheist. |
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Your client is a mother who has just found out that her daughter is a drug addict. She is inconsolable – crying uncontrollably and blaming herself for her daughter’s addiction. |
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Your client is blind. You need to explain a procedure to them. |
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Your client is dying from cancer. She is in a lot of pain and is not expected to live more than a few days. |
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Your client is 100 years old, and you are 20. They constantly reminisce about how good things were in the old days and how young people nowadays are all no good. |
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Factor |
Influence on communication |
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Age |
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Culture |
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Disability |
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Emotional state |
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Health |
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Religion |
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a) Why do you think that Giuseppe said he was ‘fine’ when he clearly wasn’t?
b) How should you answer Giuseppe’s friend?
c) After hearing this exchange, you know that there is potential for problems. Why should you be concerned, and what should you do?
Choose an area of Individual Support service that you are interested in.
a) Explain the function/purpose and structure of this service.
b) Explain how your chosen service interacts with at least two other services.
c) Is this service funded? What is one major source of funding?
d) Describe the roles and responsibilities of the following three staff in Individual Support.
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Support Worker |
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Intake/Assessment Officer |
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Service Coordinator |
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In the table below, provide at least one example in which each of the following digital media can be used by a service provider of Individual Support as an effective method of communication.
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Digital media |
Example of use |
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Website |
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Social Media |
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Podcast and video recordings |
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Tablets and applications |
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Newsletters |
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Intranet |
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a) Provide an example of person-centred service delivery.
b) Provide an example of a multi-disciplinary team and how they work together in the best interests of their clients
c) List two support services that can be accessed by clients and explain the role of each service
a) Identify at least three different issues that may arise with multi-disciplinary work relationships or when working with people from different services.
Provide a definition for each of the following terms.
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Term |
Definition |
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Case management |
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Assessment |
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Adult disclosure |
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Guardianship |
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Informed consent |
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Person-centred approach |
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Rights-based service delivery |
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The following people are members of his team. Explain the role of each one.
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Team member |
Role of team member |
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Medical practitioner |
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Nurse |
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Personal support worker |
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Family |
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Physiotherapist |
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Priest |
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Social worker |
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Volunteers |
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a) We all know that grammar is important when communicating in the written form. However, it is also important to ensure you are using grammar correctly in your verbal communication. Identify at least three reasons why grammar is so important to verbal communication.
b) Identify two reasons why speaking too slow may be inappropriate.
c) Identify two reasons why speaking too fast may be inappropriate.
Hamish is Scottish and has recently come to Australia. He is working with older people. He has a very broad Scottish accent, which his clients find very difficult to understand.
How should Hamish communicate in a way that helps his clients to understand him?
List the steps involved in ethical decision making.
You are working off-site from Banksia Care, your employer, at a shared house. You see one of the residents who is Banksia Care’s client every week to assist them with personal hygiene. Your aunt lives in the same house. Whilst you are there, your aunt pays you a compliment about your work standards and then proceeds to ask you to help her every time you come to see your client. Your aunt asks you to do this as a favour mentioning she doesn’t want to go through a service provider.
Describe how this scenario presents itself as a conflict of interest. How should you respond to your aunt’s approach?
For this task, you are required to respond to questions from three case studies to demonstrate your applied knowledge of legal and ethical considerations when communicating in a community services role including: informed consent, discrimination, cultures, child protection and duty of care.
Case Study 1: Maryanne and Yasmine
Case Study 2: Maya and Benny
Case Study 3: Jet and Neil
Maryanne and Yasmine
Maryanne has a new elderly client named Yasmine, who is Lebanese. Yasmine does not speak much English but can understand common words. Normally her daughter, Mia, is present to translate for Yasmine.
Mia is running late. Maryanne has a lot to do and decides to go ahead and explain to Yasmine what support she is going to be providing her today. Yasmine speaks in Lebanese to Maryanne and says Mia’s name. Maryanne becomes frustrated because she is short on time and cannot wait for Mia to arrive. She raises her voice and says to Yasmine, ‘Do you understand what I am saying?’
Yasmine finally nods, but it is clear that she is upset and just agreeing to stop Maryanne from being so frustrated.
When Mia arrives, she is annoyed – Yasmine tells her that Maryanne was annoyed with her, so she just nodded even though she didn’t know what was going to happen.
Explain how Maryanne’s conduct has led to a breach of informed consent. What do you think Maryanne should have done in this situation?
Often workers may be required to give information to their clients to help them make decisions about services or activities that can help meet their individual needs. List three sources of information that you may need to provide to clients to help them make informed decisions.
Maya and Benny
Maya is an Aboriginal lady from the Kimberley region. She lives in a small, remote community but has recently entered an aged care facility as she is seriously ill with cancer. She is not expected to live more than a few months. The closest aged care facility that could take her was four hour’s drive from her home. The facility has only one male Aboriginal worker, Benny. The rest of the personal support workers are all female non-Aboriginal people. Most of the residents at the facility are not Aboriginal.
Maya does not settle well into the facility. She does not eat the food unless it has been brought to her by her family. She likes to chat with Benny and tells him that he is the only one who understands how she feels about being so far away from home. She will not let Benny assist her with tasks such as dressing and bathing, however, as he is male. She often refuses to shower.
Other residents have complained that Maya is rude and often ignores them, and never looks them in the face. They also say she is dirty, and they do not want to associate with her.
What issues does Maya face regarding communication with staff?
What issues does Maya face in communication with other residents?
What assistance can Benny give to other staff to assist them in communicating with Maya?
Is Maya being rude when she doesn’t look people in the face when talking to them? Explain your answer.
Benny explains the process that will happen when Maya is near death. Various members of her family will gather to be with her. On her death, they will conduct a smoking ceremony to purify the room and remove bad spirits. The body will then be taken back to her homeland to be buried.
The health and safety officer says that he understands this is Maya’s custom, but the smoking ceremony cannot be undertaken in her room. This would set off the smoke detectors, and other residents may complain about the smoke. He suggests they do the smoking ceremony when her body is back at home.
Benny rolls his eyes and walks out of the room in disgust.
QUESTION 2.5
What are Maya’s rights to the smoking ceremony?
QUESTION 2.6
List two things that Benny can do to support Maya to ensure that her rights are met.
QUESTION 2.7
List three things that Benny and the health and safety officer should do to resolve their differences.
QUESTION 2.8
Assume that Benny and the health and safety officer are still in disagreement. The health and safety officer says that Benny is being rude and indignant, and Benny says the health and safety officer is being discriminatory in their decision-making. What should happen next?
Jet and Neil
Jet works in a Home and Community Care environment. One of Jet’s clients is Neil, a 19-year-old boy. Neil lives at home with his mother, stepfather and his younger brother Brett, who is almost 10.
Jet has been caring for Neil since he was 15 when he sustained severe injuries during a car accident, and they have developed a good client–support worker relationship.
Neil’s mother works long hours in the city, and his stepfather Victor works from home. His office is in a room adjacent to the garage.
One day Neil is quite upset, and Jet is struggling to communicate with him. Neil keeps looking towards the hallway where the internal garage door is located. Jet realises he wants to say something but appears concerned about Victor’s presence.
Finally, Neil is able to disclose that he is worried about Victor abusing Brett. When Jet asks why Neil states that Brett has been withdrawn and quiet lately. Jet asks Neil why he thinks there would be abuse, as there may be many reasons why Brett is so quiet.
It takes Neil some time and some difficulty, but he admits that he was abused by Victor when he was around Brett’s age. He is worried it might be happening again, but Brett won’t talk to him.
QUESTION 3.1
Does Jet have a duty of care to report this suspected abuse? What if Jet thinks that Neil is wrong about his assumptions?
QUESTION 3.2
List five indicators that might suggest a child is at risk of harm.
QUESTION 3.3
Mandatory reporting requires the reporting of suspected abuse. List the types of abuse that a mandatory reporter would need to communicate to authorities.
QUESTION 3.4
Imagine that Neil asked Jet to be the person who remains involved in the case while it is investigated. Jet knows this isn’t how things work. Write down what Jet should tell Neil in regard to his work role limitations in this situation.
Several days later, Jet encounters Neil’s mother in the car park of his workplace. She abuses Jet loudly, telling him that he has destroyed their family by interfering, and how dare he believe such lies – Jet’s known Victor for years; he is not capable of such awful things! She tells Jet to ‘watch his back’ and hurries away.
Jet stands in the car park in shock. Several of his colleagues come up to him and give him support. He simply shakes his head. He can’t believe what just happened. She must have been waiting for him to finish his shift.
QUESTION 3.5
Explain what Jet should do in this situation.
In this task, you are required to demonstrate how you can communicate with a client to industry standards and expectations.
This task is made up of two parts:
To prepare for this role play task, you must first read the provided scenario.
TASK INSTRUCTIONS: PART B
For this part of the task, you are required to comply with legal and ethical responsibilities and request a meeting to discuss difficulties with your Coordinator.
To carry out the task, working as Harry Jenkins, Personal care worker for Banksia Care, you must compose an email to your Coordinator, Joyce Kiehne. Explain that the email’s purpose is to request a meeting to discuss an ethical matter that arose in your dealings with a client.
Ensure your email follows the legislation and Banksia Care requirements outlined in the following documents:
Follow the procedures within and use the Banksia Care email template to develop your written correspondence. Note: you are not required to send the email as you are simulating the entire process with your assessor
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