CHCAGE013 Student Assessment Booklet V1.1.v1.0

Student Name: Aryan
STUDENT
ASSESSMENT BOOKLET
CHC33021 C ERTIFICATE III IN
I NDIVIDUAL S UPPORT
CHCAGE013 WORK EFFECTIVELY IN AGED CARE
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Table of Contents
Assessment Overview...........................................................................................................................................
Assessment Task Summary........................................................................................................................ 5
Assessment Documents........................................................................................................................................
Required Additional Documents.................................................................................................................. 5
Assessment Task Cover Sheet.................................................................................................................... 5
The Assessment Process and Your Rights...........................................................................................................
Submitting your Assessment Tasks............................................................................................................. 6
Assessment Attempts and Resubmissions.................................................................................................. 6
Assessment Outcomes................................................................................................................................ 6
Assessment Outcome Summary................................................................................................................. 6
Plagiarism, Cheating and Collusion............................................................................................................. 7
Assessment Appeals................................................................................................................................... 7
Reasonable Adjustment............................................................................................................................... 7
Information about Assessment..............................................................................................................................
Dimensions of Competency......................................................................................................................... 8
Principles of Assessment and Rules of Evidence........................................................................................8
Principles of Assessment............................................................................................................................. 8
Rules of Evidence........................................................................................................................................ 9
Glossary of Instructional Task Words.......................................................................................................... 9
Assessment Plan.................................................................................................................................................
Assessment Task Cover Sheet – Assessment Task 1........................................................................................
Assessment Task 1: Knowledge Questions........................................................................................................
Assessment Checklist: Assessment Task 1....................................................................................23
Assessment Task Cover Sheet – Assessment Task 2........................................................................................
Assessment Task 2: Day in the Life of a Personal Care Worker.........................................................................
Part A: Position Description.................................................................................................................. 27
Assessment Checklist: Part A......................................................................................................... 30
Verbal Questions: Assessment Task 2 – Part A..............................................................................30
Part B: Providing Care.......................................................................................................................... 33
Assessment Checklist: Part B......................................................................................................... 34
Part C: Completing Reports.................................................................................................................. 36
Assessment Checklist: Part C......................................................................................................... 37
Assessment Outcome Summary.........................................................................................................................
Assessment Outcome Summary Table: CHCAGE013 Work effectively in aged care.........................................
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© 2022 EDUWORKS RESOURCES PAGE 3
Assessment Overview
This Student Assessment Booklet includes all your assessment tasks for CHCAGE013 Work effectively in
aged care.
Assessment Task Summary

This unit requires you to complete two assessment tasks. You must satisfactorily complete all tasks to
achieve competency for this unit.
Assessment Task Assessment Method Task Summary
Assessment Task 1: Knowledge Questions Students must answer knowledge questions in an open
Knowledge book written assessment.
Questions
Assessment Task 2: Role Play, Observation You will be observed performing skills in a simulated
Day in the Life of a and Project workplace environment to confirm you can perform to
Personal Care industry standards and workplace expectations.
Worker
This task consists of three parts:
 Part A: Position Description.
 Part B: Providing Care.
 Part C: Completing Reports.
Assessment Documents
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.
 Individual Care Plan – Sharon
 Banksia Care supporting documents (accessible from the Banksia Care website):
– PC T1 Incident, Injury, Trauma and Illness Record
– PC2 Incident, Injury, Trauma and Illness Policy and Procedure
– SE T3 Email Template
– DC3 Privacy and Confidentiality Policy and Procedure
– HR3 Staff Health and Wellbeing Policy and Procedure
– PCW Job Description
– Individual Care Plan – Faith Holden
– Evening Shift Checklist
– SE8 Code of Conduct Policy and Procedure.
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 where you need to submit items for assessment, making sure you sign the student declaration.
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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.
The Assessment Process and Your Rights
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.
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 unit of competency
named herein. The results for each attempt at each task must be recorded in the Assessment Outcome
Summary.
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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.
Plagiarism, Cheating and Collusion

Plagiarism, cheating and collusion on assessments is not acceptable. Any incidence of this is considered
academic misconduct. The definitions of each of these are below.
 Cheating – seeking to obtain an unfair advantage in the assessment of any piece of work.
 Plagiarism – to take and use the ideas and/or expressions and/or wording of another person or
organisation and passing them off as your own by failing to give appropriate acknowledgement. This
includes material from any sources such as staff, students, texts, resources and the internet, whether
published or unpublished.
 Collusion – unauthorised collaboration between students.
Where your Assessor believes there has been an incident of academic misconduct involving plagiarism,
cheating, and/or collusion, this will be addressed in line with the RTO’s policies and procedures which may
ultimately lead to your withdrawal or you needing to complete the whole unit again.
Assessment Appeals
If you don’t agree with an assessment decision made, you have the right to appeal it. You may need to lodge
your request for an appeal within a certain amount of time from the original decision being made. You will
need to make your appeal in writing and follow your RTO’s process for appeals. Refer to your Student
Handbook for more information about our appeals process.
Reasonable Adjustment
A legislative and regulatory framework underpins and supports the delivery of vocational education and
training across Australia. Under this framework, providers of vocational education and training must take
steps to ensure that students with recognised disabilities have the same learning opportunities and same
opportunities to perform and complete assessments as students without disabilities. Sometimes reasonable
adjustments are made to the learning environment, training delivery, learning resources and/or assessment
tasks to accommodate the particular needs of a student with a disability. An adjustment is reasonable if it can
accommodate the student’s particular needs while also taking into account factors such as:
 The views of the student
 The potential effect of the adjustment on the student and others
 The costs and benefits of making the adjustment
RTOs are obliged by law to provide reasonable adjustments where required to ensure maximum participation
of students with a disability.
Making reasonable adjustments requires the RTO to balance the need for change with the expense or effort
involved in making this change. If an adjustment requires a disproportionately high expenditure or disruption
it is not likely to be reasonable.[1][1]
Please discuss with your Assessor if you believe a reasonable adjustment to an assessment task, method or
process needs to be made on the basis of disability.
[1][1]
Source: Innovation & Business Skills Australia. (2015). BSB business services training package: implementation guide. Retrieved from
https://vetnet.gov.au/Public%20Documents/BSBv1.2%20Business%20Services%20Implementation%20Guide.pdf.
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Information about Assessment
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:
 Task Skills: The skills needed to perform a task at an acceptable level. They include knowledge and
practical skills, and these are usually described in the performance criteria.
 Task Management Skills: These are skills in organising and coordinating, which are needed to be able to
work competently while managing a number of tasks or activities within a job.
 Contingency Skills: The skills needed to respond and react appropriately to unexpected problems,
changes in routine and breakdowns while also performing competently.
 Job Role/Environment Skills: The skills needed to perform as expected in a particular job, position,
location and with others. These skills may be described in the range of variables and underpinning skills
and knowledge.
Principles of Assessment and Rules of Evidence

Assessment must be conducted in accordance with the rules of evidence and principles of assessment
(definitions from the Users’ Guide: Standards for Registered Training Organisations (RTOs) 2015).
The following are the definitions of the Principles of Assessment and Rules of Evidence.
Principles of Assessment
 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.
 Reliability
‘Evidence presented for assessment is consistently interpreted and assessment results are comparable
irrespective of the assessor conducting the assessment.’
 Flexibility
‘Assessment is flexible to the individual learner by:
– Reflecting the learner’s needs
– Assessing competencies held by the learner no matter how or where they have been acquired
– Drawing from a range of assessment methods and using those that are appropriate to the context,
the unit of competency and associated assessment requirements, and the individual.’
 Fairness
‘The individual learner’s needs are considered in the assessment process.
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‘Where appropriate, reasonable adjustments are applied by the RTO to take into account the individual
learner’s needs.
‘The RTO informs the learner about the assessment process and provides the learner with the
opportunity to challenge the result of the assessment and be reassessed if necessary.’
Rules of Evidence
 Validity
‘The assessor is assured that the learner has the skills, knowledge and attributes as described in the
module or unit of competency and associated assessment requirements.’
 Sufficiency
‘The assessor is assured that the quality, quantity and relevance of the assessment evidence enables a
judgement to be made of a learner’s competency.’
 Currency
‘The Assessor is assured that the assessment evidence demonstrates current competency. This
requires the assessment evidence to be from the present or the very recent past.’
 Authenticity
‘The assessor is assured that the evidence presented for assessment is the learner’s own work.’
Glossary of Instructional Task Words

Your assessment tasks use a range of instructional words throughout them – such as ‘compare’ and ‘list.
These words will guide you as to the level of detail you must provide in your answers. Some questions will
also tell you how many answers you need to give – for example, ‘Describe three strategies…’. Use the
below glossary to guide you on interpreting the words in the tasks.
 Define – This means you should explain the meaning or interpretation of a term or concept in your own
words, including any qualities which are essential to understanding.
 Describe – This means you should outline the most noticeable qualities or features of an idea, topic or
the focus of the question.
 Discuss – This means you must point out the important issues or features, key points, possible
interpretations, and debate through argument. You should provide reasons for and against.
 Explain – This means you need to make something clear or show your understanding by describing it or
providing information about it. You will need to make clear how or why something happened or is the
way it is.
 Identify – You must recognise something and indicate who or what the required information is. The
length of the answer should be guided by what you are being asked to identify.
 List – You must record short pieces of information in a list form – with one or two words, or sentences on
each line.
 Outline – You must give a brief description of the main facts or sequence of events about something.
The length of the response should be guided by what you are required to outline. As long as you include
the main facts or points, then that’s enough.
 Summarise – You must express the most important facts or points about something in short and concise
form.
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Assessment Plan
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.
Assessment Tasks Due Date
1. Assessment Task 1: Knowledge Questions
2. Assessment Task 2: Day in the Life of a Personal Care Worker
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  Yes  No
reassessment?
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  Yes  No
for this assessment? If yes, what are they?
__________________________________________________________________
Do you understand your rights to appeal the decisions regarding assessment?  Yes  No
Student Name: _Aryan_________________________________________________
Student Signature: ________Aryan_______________________________________ Date:

23/03/2024_______________
Assessor Name: _________________________________________________
Assessor Signature: ______________________________________________ Date: _______________
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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: Aryan
Date of submission: 23/03/2024
Unit: CHCAGE013 Work effectively in aged care
No. of pages in
submission:
Assessor to complete
Is this a
Satisfactory/ reassessment?
Assessment Task Number and Title Not satisfactory Date Y/N
Assessment Task 1: Knowledge Questions
STUDENT DECLARATION
I Aryan__________________________________________________ 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: ___________Aryan____________________________________ Date:

_23/03/2024______________
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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.
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
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______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
Assessor Signature: _____________________________________________________________________
Assessor Name: ________________________________________________________________________
Date: _______________
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The following assessment tasks use a simulated aged care facility called Banksia
Care. To complete the assessment tasks, students will need to access information,
templates, policies and procedures associated with Banksia. These documents can be
accessed on Banksia’s intranet (accessible via the website). To access, head to
http://banksia.eduworks.com.au/, navigate to the staff intranet and enter your RTO’s
username and password prior to completing your assessment tasks.
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 SUMMARY task.
 Access to a computer.
RESOURCES AND
EQUIPMENT  You may use your learning materials as a reference if required.
REQUIRED  Access to Individual Care Plan – Faith Holden.
WHERE AND
WHEN THIS TASK  You must complete this task in your own time or at a time allocated by your
WILL BE trainer/assessor.
COMPLETED  Your assessor will provide you with the due date for this assessment task.
You need to answer all questions correctly to be marked Satisfactory for this task. If
WHAT HAPPENS IF
you answer any questions incorrectly you will need to resubmit your answers to
YOU GET
those questions again. Your assessor will provide you with a due date by which you
SOMETHING must resubmit your new responses. You have up to three attempts to achieve a
WRONG? Satisfactory outcome.
SUBMISSION
REQUIREMENTS  Your answers for each question.
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 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.
TASK  You must answer all questions and their parts correctly to achieve a
INSTRUCTIONS Satisfactory outcome for this task.
QUESTION 1
Complete the following table to provide definitions.
Term Definition
Paternalism Making all of the decisions for the people you lead, work with, or are
accountable for in order to prevent them from having to or are unable to make
their own decisions is known as paternalism.
Ageism Ageism is how we think, feel, and act toward others and ourselves based on
age.
QUESTION 2
Outline at least three common stigmas and attitudes towards older Australians and the dangers these
judgements have regarding their quality of life.
Common Stigmas and Attitudes Towards Older Australians

Ageism and Stereotyping
 Incompetence: A prevalent stigma is that older individuals are not capable of learning new skills
or adapting to new technologies. This can lead to exclusion from the workforce and social
isolation.
 Fragility: Many people assume that all older adults are frail and in constant need of care. While
some seniors do require assistance, this stereotype can undermine the autonomy and
independence of many older individuals.
 Invisibility: Older Australians often report feeling invisible or ignored within society. This can
occur in social settings, the media, and even within families, leading to feelings of loneliness and
insignificance.
Dangers to Quality of Life
 Discrimination in Employment: Older individuals may face discrimination in hiring practices or in
the workplace, which can lead to financial instability and a sense of devaluation.
 Social Isolation: Stereotypes that lead to social exclusion can result in isolation, which is
associated with poorer mental and physical health outcomes.
 Healthcare Bias: Healthcare professionals may hold biases that affect the quality of care
provided to older adults, potentially leading to under-treatment or over-treatment.
Conclusion
It is crucial to challenge these stigmas and attitudes to improve the quality of life for older Australians. By
promoting inclusive policies, encouraging intergenerational interaction, and raising awareness about the
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diversity and capabilities of older adults, society can work towards a more age-friendly environment.
QUESTION 3
List the primary legislation that sets out the rules for quality of care, the rights of people receiving care,
funding and regulation.
The primary legislation that sets out the rules for the quality of care, the rights of people receiving care,
funding, and regulation can vary by country. Below is a general list of types of legislation that typically
cover these areas:
Quality of Care and Rights
 Health and Social Care Act - This act often provides a framework for the delivery of health and
social care services, including quality of care and patient rights.
 Care Standards Act - Establishes standards for health and social care services and the rights of
individuals receiving care.
 Mental Health Act - Governs the treatment of individuals with mental health conditions and their
rights.
 Mental Capacity Act - Protects the rights of individuals who lack the capacity to make decisions
for themselves.
 Children Act - Provides the legislative framework for the care and protection of children.
Funding
 National Health Service Act - Sets out the funding arrangements for the national health service
in a country.
 Social Security Acts - These acts may include provisions for funding care services for
individuals.
Regulation
 Care Quality Commission (CQC) Act - Establishes the CQC or equivalent body responsible for
the regulation and inspection of health and social care services.
 Health and Social Care (Safety and Quality) Act - Aims to improve safety and quality in health
and social care services.
QUESTION 4
Indicate true or false to the questions below.
Question True or False
A worker providing medication to a patient without any explanation is an example of True

uninformed consent.
If a resident has an intellectual disability, you do not need to seek treatment permission False
if you believe it is in their best interest.
When providing treatments, you need to provide full disclosure around any risks that True
may be associated (except rare ones).
Under the privacy policy, an individual has the right to ask for access to their personal True
information and know why their information is being collected.
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Question True or False
Private information and patient details may be discussed with any family member who False
requests the information.
In aged care, registered nurses, enrolled nurses and assistants in nursing are True
mandated to report abuse.
The role of the Office of the Health Ombudsman is to provide high standards of service True
delivery by health service organisations and protect the health and safety of the public.
Care is to encourage older people to be as independent as possible and to have a care True
worker there to aid them rather than complete the tasks for them. Support means that
they are not able to do some things themselves and require someone to complete the
tasks for them to enable them to live comfortably.
A key aspect of social role valorisation is assisting the devalued individual in finding or True
retaining a valued role in society.
QUESTION 5
Outline how aged care funding works and three ways the funding is delivered.
Aged care funding is a system designed to support the provision of care services for older people who can
no longer live independently. This funding is typically provided by the government and is intended to
ensure that all older people have access to the care they need, regardless of their financial situation.
How Aged Care Funding Works
Aged care funding is typically determined based on an assessment of an individual's care needs and their
ability to contribute to the cost of their care. This assessment takes into account factors such as:
 The individual's health and personal care needs
 Their financial situation, including income and assets
 Their personal preferences and lifestyle choices
Based on this assessment, a funding package is allocated to the individual, which can be used to pay for a
range of care services.
Delivery of Aged Care Funding
Aged care funding is delivered in several ways:
1. Home Care Packages: These are packages of care services tailored to meet an individual's
specific needs. The funding is provided directly to a care provider chosen by the individual, who
then delivers the services.
2. Residential Aged Care Funding: This funding is provided to residential aged care facilities to
cover the cost of providing care to their residents. The amount of funding is based on the care
needs of each resident, as assessed by the Aged Care Funding Instrument (ACFI).
3. Commonwealth Home Support Programme (CHSP): This program provides entry-level home
support for older people who need some help to stay independent at home and in their
community. The funding is provided to service providers who deliver the support services.
In all cases, the aim is to provide a flexible and responsive system that meets the diverse needs of older
people, while ensuring that the cost of care is shared equitably between individuals and the government.
QUESTION 6
Match key terminology with their definition:
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Term Definition Answer
Carer a) Authorisation for something to happen, be done or shared by B

an authorised party.
Consent b) Providing assistance with daily tasks such as bathing, F

dressing, eating, going to the bathroom, grooming, and getting
in and out of bed.
Dementia c) An individual with advanced medical education and clinical G

training in a particular field of medicine.
General Practitioner d) Assists people with their ongoing needs by providing ongoing A
support.
Occupancy rate e) During a year, the total number of people who spend time in a E
type of age care is divided by the total number of spots
available.
Personal Care f) Disorders characterised by deterioration of mental processes C

(including impaired memory, comprehension, reasoning, and
physical functioning).
Specialist g) Physicians who provide comprehensive and ongoing care to D

patients and their families.
QUESTION 7
Outline four common problems associated with Human rights for older people.
Human rights are universal and should be enjoyed by all individuals regardless of their age. However,
older people often face unique challenges that can infringe upon their human rights. Here are four
common problems associated with human rights for older people:
1. Age Discrimination: This is a widespread issue that affects older people in various aspects of
life, including employment, healthcare, and social services. Age discrimination can lead to unequal
treatment and opportunities, which is a violation of human rights.
2. Abuse and Neglect: Older people are often vulnerable to physical, emotional, and financial
abuse. Neglect, whether intentional or due to lack of resources, is also a significant problem.
These issues can severely impact the dignity, health, and well-being of older individuals.
3. Lack of Access to Healthcare: As people age, they typically require more healthcare services.
However, many older people struggle to access the necessary care due to high costs, lack of
transportation, or inadequate health insurance. This can lead to untreated health conditions and a
lower quality of life.
4. Social Isolation: Many older people experience social isolation due to loss of family or friends,
mobility issues, or societal attitudes. This isolation can lead to mental health issues like
depression and anxiety, and it can also prevent older people from accessing services or asserting
their rights.
These problems are not exhaustive, and the specific challenges faced by older people can vary widely
depending on factors like location, socioeconomic status, and individual health conditions. It's crucial to
address these issues to ensure that older people can fully enjoy their human rights.
QUESTION 8
Match the State with the relevant legislation.
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State Legislation Answer
Queensland a) Medical Treatment Planning and Decisions B

Act 2016
Victoria b) Medical Treatment (Health Directions) Act F

2006
South Australia c) Advance Personal Planning Act 2013 D
Northern Territory d) Powers of Attorney Act 1998 A
Western Australia e) Advance Care Directives Act 2013 C
Australian Capital Territory f) Guardianship and Administration Act 1990 E
QUESTION 9
Match the restrictive activity with the relevant restrictive type
Example Type of restrictive practice Answer
Attaching bed rails, chair tray a) Environmental restriction A

tables or locking over bed.
Administration of medication that b) Physical restriction C

impacts movements or ability to
make decisions.
Restricting the ability of a resident c) Pharmacological restriction B

to leave the building
QUESTION 10
Scenario
As a result of her dementia diagnosis four years ago, Maria is taking donepezil (Aricept). A recent
transition to a secure residential facility resulted from her wandering from home at night, getting lost, and
becoming aggressive with her family members. When Maria arrived at the facility, she was very agitated
and upset. The doors have keypads, and Maria does not know the access code. She has tried to follow
staff and visitors out of the building several times. There is a high risk that she may wander off to nearby
busy roads or wander into the river if she leaves, so staff are very diligent about preventing her from
leaving.
a) Describe the restrictive practices in place in the above scenario and the rules in place for the above
facility.
Restrictive Practices and Rules in the Scenario

In the given scenario, the following restrictive practices are in place:
 Locked Doors with Keypad Access: The facility has locked doors with keypads, which restricts
Maria's freedom of movement. Only those who know the access code can open the doors.
 Close Monitoring of Maria: The staff closely monitor Maria to prevent her from following people
out of the building. This is a form of supervision or surveillance.
The rules in place for the facility likely include:
 Restricted Access: Only authorized personnel and visitors are allowed to know the access code
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for the doors.
 Strict Supervision: Staff are required to closely monitor residents, especially those like Maria
who have a tendency to wander.
b) Outline how the above scenario may constitute ‘segregation’ and the impacts of this on Maria.
The scenario may constitute 'segregation' as Maria is separated from the general community and confined
within the facility. She is not allowed to leave the building, which restricts her freedom of movement and
limits her social interactions.
The impacts of this segregation on Maria could include:
 Increased Agitation: The restriction on her freedom could increase Maria's agitation and distress,
as evidenced by her attempts to leave the building.
 Decreased Quality of Life: Maria's quality of life may be negatively impacted due to the lack of
social interaction and freedom of movement.
 Potential Deterioration of Cognitive Function: Studies have shown that social interaction and
physical activity can slow the progression of dementia. The restrictive environment may potentially
accelerate Maria's cognitive decline.
 Emotional Distress: Maria may feel isolated and lonely due to the segregation, which could lead
to depression or other mental health issues.
It's important to note that while these restrictive practices are in place for Maria's safety, they should be
regularly reviewed and used in conjunction with other strategies to ensure Maria's wellbeing and quality of
life.
QUESTION 11
The provided table lists common risk assessments in the workplace. Provide two things that would need to
be considered when undertaking a risk assessment for each. An example has been provided for each.
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Risk assessment Considerations
Fall risk  Number of falls in the last 12 months

When assessing fall risk, you should consider:
1. Number of falls in the last 12 months: This can indicate if there's
a recurring problem that needs to be addressed.
2. Presence of trip hazards in the workplace: Identifying and
removing these can help prevent falls.
Administration of  Training of staff

medication
When assessing risks associated with the administration of medication,
consider:
1. Training of staff: Staff should be properly trained to administer
medication to avoid errors.
2. Proper storage and labeling of medication: Medications should
be stored correctly and clearly labeled to prevent mix-ups.
Resident/Patient  Ability for resident to understand commands

handling
1. Ability for resident to understand commands: If residents can't
understand instructions, it may increase the risk of injury during
handling.
2. Physical capability of staff to handle residents/patients: Staff
should be physically capable of handling residents to prevent
injury to either party.
QUESTION 12
List three organisations available to assist in providing training and resources on cultural competency for
Care Workers.
Cultural competency is a crucial skill for care workers, as it allows them to provide effective and respectful
care to clients from diverse cultural backgrounds. Here are three organizations that provide training and
resources on cultural competency for care workers:
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1. National Center for Cultural Competence (NCCC)
 The NCCC provides a wide range of resources and training programs aimed at enhancing cultural
and linguistic competency in health and mental health care settings. They offer web-based
courses, guides, and toolkits.
 NCCC Website
2. Cross Cultural Health Care Program (CCHCP)
 The CCHCP offers training programs, research, and policy advocacy to promote cultural
competency in healthcare. They provide both online and in-person training sessions.
 CCHCP Website
3. Health Resources and Services Administration (HRSA)
 The HRSA provides a variety of resources and training materials on cultural competency for
health professionals. They offer online training modules, webinars, and toolkits.
 HRSA Website
QUESTION 13
The provided table lists some agency groups in Australia for aged care. Outline their role.
Agency Group Role
The Office of Public The Public Advocate works on behalf of adults with impaired decision-making
Advocacy (OPA) capacity to: promote and protect their rights, including protecting them from
neglect, exploitation, and abuse; encourage the development of services and
programs to help them reach the greatest degree of autonomy
Workplace Health and Work health and safety (WHS) is about ensuring the safety, health and welfare of
Safety people while they are at work. This includes the legal obligations employers have
to ensure a safe and healthy workplace for their workers.
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Agency Group Role
The Centre for Cultural The Centre for Cultural Diversity in Ageing provides expertise in culturally
Diversity in Ageing inclusive policy and practices for the aged services sector with over 20 years of
experience in supporting aged care providers to address the needs of older
people from culturally and linguistically diverse backgrounds.
QUESTION 14
Explain the concepts dignity of risk and duty of care and how these relate to Aged Care.
Dignity of Risk
The concept of "Dignity of Risk" refers to the right of individuals, including those in aged care, to make
their own decisions, even if those decisions may involve some level of risk. This concept is rooted in the
principles of autonomy and self-determination. It acknowledges that all individuals, regardless of their age
or health status, have the right to live their lives as they choose, even if this means taking risks.
For example, an elderly person might choose to live independently at home, despite the potential risks
involved, such as falls or other accidents. The dignity of risk concept supports this choice, as long as the
individual is fully informed about the potential risks and consequences.
Duty of Care
"Duty of Care", on the other hand, refers to the obligation of healthcare providers, including those in aged
care, to ensure the safety and well-being of their patients. This involves taking reasonable steps to prevent
harm to patients and providing a standard of care that is expected in the professional community.
For example, in an aged care setting, duty of care might involve regular checks on residents, providing
appropriate medical care, and ensuring the environment is safe and free from hazards.
Relationship between Dignity of Risk and Duty of Care in Aged Care
In the context of aged care, these two concepts can sometimes be in conflict. While the dignity of risk
supports the rights of elderly individuals to make their own decisions and take risks, the duty of care
requires healthcare providers to prevent harm and ensure safety.
Balancing these two concepts is a key challenge in aged care. It involves respecting the autonomy and
choices of the elderly, while also ensuring their safety and well-being. This requires open communication,
shared decision-making, and a person-centered approach to care.
For example, if an elderly resident wants to walk without assistance despite a high risk of falls, the care
provider must respect their decision (dignity of risk) but also take reasonable steps to ensure their safety
(duty of care). This might involve providing a walking aid, removing potential hazards, or offering
supervision during walks.
QUESTION 15
List four types of abuse experienced by the elderly and provide at least one example of each.
1. Physical Abuse
Physical abuse involves the use of physical force that may result in bodily injury, physical pain, or
impairment.
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Example: An elderly person being hit, slapped, pushed, or kicked by a caregiver or family member.
2. Emotional or Psychological Abuse

Emotional or psychological abuse is the infliction of anguish, pain, or distress through verbal or nonverbal
acts.
Example: An elderly person being insulted, threatened, humiliated, or isolated by a caregiver or family
member.
3. Financial Abuse
Financial abuse is the illegal or improper use of an elder's funds, property, or assets.
Example: A family member or caregiver stealing money from an elderly person, or manipulating them into
signing documents that transfer their assets.
4. Neglect
Neglect is the refusal or failure to fulfill any part of a person's obligations or duties to an elder.
Example: An elderly person being left alone in unsafe or unhealthy conditions, or not being provided with
necessary care such as food, medication, or assistance with personal hygiene.
Remember, it's important to report any suspected abuse to the appropriate authorities. Elderly individuals
have the right to live their lives free from harm and exploitation.
QUESTION 16
List two systemic issues that increase the risk for systemic abuse.
Systemic Issues that Increase the Risk for Systemic Abuse

Systemic abuse refers to patterns of harmful behaviors that occur within systems, such as organizations,
institutions, or societies. It often arises from systemic issues, which are deeply ingrained problems that
affect the functioning of the entire system. Here are two systemic issues that can increase the risk for
systemic abuse:
1. Lack of Accountability and Transparency
When systems lack accountability and transparency, it becomes easier for individuals or groups to engage
in abusive behaviors without facing consequences. This can lead to a culture of impunity, where abuse is
tolerated or even encouraged.
Example: In a company with no clear policies for reporting misconduct, employees may feel that they can
engage in abusive behaviors without fear of punishment.
2. Power Imbalances
Systems that have significant power imbalances can also be at risk for systemic abuse. When certain
individuals or groups hold a disproportionate amount of power, they may use this power to exploit or harm
others.
Example: In a society where one racial or ethnic group has significantly more power than others, this
power imbalance can lead to systemic racism, a form of systemic abuse.
Systemic Issue Example
Lack of Accountability and

A company with no clear policies for reporting misconduct
Transparency
A society where one racial or ethnic group has significantly more

Power Imbalances
power than others
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These are just two examples of systemic issues that can increase the risk for systemic abuse. It's
important to note that systemic abuse is a complex problem that often requires systemic solutions, such
as policy changes, education, and cultural shifts.
QUESTION 17
Outline the three types of supervision within the nursing practice with examples based on the Nursing and
Midwifery Board of Australia (NMBA) requirements.
Types of Supervision in Nursing Practice

According to the Nursing and Midwifery Board of Australia (NMBA), there are three main types of
supervision within the nursing practice. These are:
1. Direct Supervision
2. Indirect Supervision
3. Remote Supervision
Direct Supervision
Under Direct Supervision, the supervisor is physically present and personally observes the procedures
being performed by the supervisee. This type of supervision is typically used for novice nurses or students
who are still learning the ropes.
Example: A senior nurse directly supervising a nursing student while they administer medication to a
patient.
Indirect Supervision
Indirect Supervision involves the supervisor being readily available to provide guidance, but they do not
necessarily need to be physically present at all times. This type of supervision is suitable for more
experienced nurses who can perform tasks independently but may still need occasional guidance.
Example: A nurse practitioner performing a complex procedure with the supervising nurse available in the
next room for consultation if needed.
Remote Supervision
Remote Supervision is when the supervisor provides guidance and support from a distance, often using
technology. This type of supervision is typically used for highly experienced nurses who can work
independently and only need minimal supervision.
Example: A rural nurse consulting with a specialist in a city hospital via video call about a patient's
condition.
The NMBA provides guidelines on these types of supervision to ensure that nurses and midwives provide
safe and competent care to their patients.
QUESTION 18
Explain the Social Role Valorisation Theory and how this relates to empowering a person receiving care.
Social Role Valorisation Theory

Social Role Valorisation (SRV) is a social theory that was developed by Wolf Wolfensberger. The main
idea behind SRV is that people are more likely to experience the "good things in life" if they hold valued
social roles. This theory is often applied in the field of human services, including care for the elderly,
people with disabilities, and others who may be marginalized or devalued in society.
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SRV suggests that society tends to value certain roles more than others. For example, being a student, a
worker, or a volunteer might be more valued than being a patient or a client. Therefore, if we can help
people to attain and maintain valued social roles, they are more likely to be accepted and valued by
society.
Empowering a Person Receiving Care
Empowerment in the context of care refers to enabling individuals to take control of their lives and make
their own decisions. This is closely related to SRV theory in the following ways:
 Promoting valued roles: By helping a person receiving care to take on valued roles, we can
enhance their self-esteem and self-worth. This could involve supporting them to participate in
meaningful activities, such as volunteering or learning new skills.
 Improving societal perceptions: SRV theory suggests that societal perceptions and treatment of
individuals can be improved by enhancing their social roles. This can empower the person
receiving care by improving their social acceptance and reducing stigma.
 Enhancing independence: Empowerment also involves promoting independence. This can be
achieved by supporting the person to take on roles that enable them to be more self-reliant, such
as managing their own care or making decisions about their treatment.
Here is a simple table to illustrate the relationship between SRV and empowerment:
SRV Principles Empowerment
Valued roles Enhances self-esteem and self-worth
Societal perceptions Improves social acceptance and reduces stigma
Independence Supports self-reliance and decision-making
In conclusion, SRV theory provides a framework for understanding how we can empower people receiving
care. By promoting valued social roles, we can enhance their self-esteem, improve societal perceptions,
and support their independence
QUESTION 19
Read the resource Banksia SD - Individual Care Plan - Faith Holden (provided as a supporting document)
and identify a minimum of three daily tasks of a Support Worker.
As a personal care worker in Banksia Care, my role and responsibilities include a variety of support and
care tasks. These are based on my job description, the checklists I am to complete, the client's
individualized plans, and the policies and procedures of Banksia Care.
Job Description
My job description includes:
 Providing personal care services to clients, such as bathing, dressing, and grooming.
 Assisting clients with mobility and physical therapies.
 Preparing meals and performing light housekeeping duties.
 Providing emotional support and companionship to clients.
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QUESTION 20
a) Outline three limitations that a psychosocial disability can have on a person’s life.
Psychosocial disabilities are conditions that can significantly impact a person's ability to participate fully in
society. These disabilities often result from mental health issues, such as depression, anxiety, bipolar
disorder, or schizophrenia. Here are three key limitations that a psychosocial disability can impose on a
person's life:
1. Social Limitations
 Psychosocial disabilities can make it difficult for individuals to form and maintain relationships.
They may struggle with social interactions, leading to isolation and loneliness. This can also affect
their ability to participate in community activities or events.
2. Occupational Limitations
 These disabilities can impact a person's ability to work or study. They may struggle with
concentration, motivation, or managing stress, which can affect their job performance or academic
success. In severe cases, they may be unable to work or study at all.
3. Physical Limitations
 While psychosocial disabilities primarily affect mental health, they can also have physical
implications. For example, some individuals may experience fatigue, sleep disturbances, or other
physical symptoms related to their condition.
Limitation
Examples
Type
Social Difficulty in forming relationships, social isolation
Occupational Difficulty in concentrating, reduced job performance
Physical Fatigue, sleep disturbances
It's important to note that the impact of psychosocial disabilities can vary greatly from person to person,
depending on the severity of their condition, their personal resilience, and the support they receive from
their community and healthcare providers.
b) Explain the difference between psychosocial disability and mental health.
c) Psychosocial Disability vs Mental Health

d) Understanding the difference between psychosocial disability and mental health is crucial in the field
of psychology and social work. Let's break down these two concepts:
e) Mental Health
f) Mental health refers to our cognitive, behavioral, and emotional wellbeing. It is all about how we think,
feel, and behave. Mental health can affect daily life, relationships, and even physical health. Mental
health also includes a person's ability to enjoy life and to balance the normal ups and downs of life.
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 Key Points:
o Mental health is about our emotional, psychological, and social well-being.
o It affects how we think, feel, and act.
o It also helps determine how we handle stress, relate to others, and make choices.
g) Psychosocial Disability
h) Psychosocial disability is a term used to describe a disability that may arise from a mental health
issue. Not everyone who has a mental health condition will have a psychosocial disability, but for
people who do, it can be severe, long-term and impact their ability to participate in the community.
 Key Points:
o Psychosocial disability is a disability that arises from a mental health condition.
o It can impact a person's ability to function in their everyday life and participate in the
community.
o Not everyone with a mental health condition will have a psychosocial disability.
i) Comparison
j) k) Mental Health l) Psychosocial Disability
n) Refers to cognitive,
o) A disability that may arise from a mental
m) Definition behavioral, and emotional
health issue.
wellbeing.
r) Can impact a person's ability to function in

q) Affects how we think, feel,
p) Impact their everyday life and participate in the
and act.
community.
u) Not everyone with a mental health condition

s) Universality t) Everyone has mental health.
will have a psychosocial disability.
v) In summary, while mental health refers to our emotional, psychological, and social well-being, a
psychosocial disability is a potential outcome of a mental health condition that significantly impacts a
person's ability to participate in their community.
w) Explain the episodic nature of psychosocial disability and the support that may be required over a
person’s life.
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Understanding Psychosocial Disability
Psychosocial disability is a term used to describe disabilities that may arise from mental health
issues. Unlike physical disabilities, psychosocial disabilities are not always constant and can vary
in severity over time. This is referred to as the episodic nature of psychosocial disability.
Episodic Nature of Psychosocial Disability
The episodic nature of psychosocial disability means that a person's ability to function and
participate in daily life can fluctuate. There may be periods of good health where the person can
function well, followed by episodes of poor mental health where functioning becomes difficult.
These episodes can be unpredictable and can vary in length and severity.
For example, a person with bipolar disorder may have periods of high energy and productivity
(manic episodes) followed by periods of severe depression (depressive episodes).
Support for Psychosocial Disability

Given the episodic nature of psychosocial disability, the support required may vary over a
person's life. Here are some types of support that may be needed:
 Medical Support: This includes medication, therapy, and regular check-ups with healthcare
professionals.
 Psychosocial Support: This involves counselling, peer support groups, and mental health
programs.
 Educational and Vocational Support: This includes special education programs, vocational
training, and workplace accommodations.
 Daily Living Support: This involves assistance with daily tasks such as cooking, cleaning, and
personal care.
It's important to note that the type and level of support needed will depend on the individual's
unique needs and circumstances. The goal of support is to enable the person to live a fulfilling
and independent life as much as possible.
"Each person's journey with psychosocial disability is unique, and so too should be their
support."
x) Outline how an individual with a psychosocial disability interacts with other individuals with disabilities.
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Interaction of Individuals with Psychosocial
Disabilities with Others
Psychosocial disabilities refer to disabilities that result from mental health issues. It's important to
note that the way an individual with a psychosocial disability interacts with others, including
those with disabilities, can vary greatly depending on the nature and severity of their condition,
their personal experiences, and their coping mechanisms. However, some general observations
can be made.
Communication
 Empathy: Individuals with psychosocial disabilities often show a high level of empathy
towards others with disabilities, as they can relate to the challenges and stigma associated
with having a disability.
 Understanding: They may have a better understanding of the struggles faced by other
individuals with disabilities, leading to more patient and supportive interactions.
 Shared Experiences: Shared experiences can lead to a sense of camaraderie and mutual
support.
Challenges
However, there can also be challenges in these interactions:
 Misunderstandings: Misunderstandings can occur if the disabilities affect communication
or social skills.
 Stigma: Internalized stigma can affect how individuals with psychosocial disabilities view
themselves and interact with others.
 Emotional Overwhelm: Interactions can be overwhelming if they trigger emotional
responses related to their disability.
Strategies for Positive Interactions
Here are some strategies that can facilitate positive interactions:
 Active Listening: This involves fully focusing on, understanding, and responding to the
other person.
 Patience: It's important to be patient and give the other person time to express themselves.
 Respect: Respect the other person's experiences and feelings, even if they're different
from your own.
 Support: Offer support when needed, but also respect the other person's independence.
Remember, every individual is unique, and these are general observations. The best approach is
always to treat each person as an individual, with respect and understanding.
ASSESSMENT CHECKLIST: ASSESSMENT TASK 1 Attempt 1 Attempt 2 Attempt 3
Did the student demonstrate the Date: Date: Date:
required level of competence for

each of the following points? Comments Yes No Yes No Yes No
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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
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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 observation/
submission:
Unit: CHCAGE013 Work effectively in aged care
No. of pages in
submission:
Assessor to complete
Is this a
Satisfactory/ reassessment?
Assessment Task Number and Title Not satisfactory Date Y/N
Assessment Task 2: Day in the Life of a Personal

Care Worker
STUDENT DECLARATION
I ______________Aryan____________________________________ 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: __________ARYAN_____________________________________ Date:

_23/03/2024______________
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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: _______________
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Assessment Task 2: Day in the Life of a Personal Care Worker
In this task, you will be observed performing skills in a simulated workplace

environment to confirm you can perform to industry standards and workplace
expectations.
This task consists of three parts:
TASK SUMMARY
 Part A: You will meet with your boss to discuss your job role requirements and
specific tasks according to workplace documents.
 Part B: You will undertake a role play to obtain consent and provide care for the
new resident.
 Part C: You must send an email reporting and documenting incidents and
records according to workplace requirements.
Further instructions for each part are provided below.
If this task is marked as Not Satisfactory (N/S), your Assessor will provide you with
feedback about which parts of the task were deemed unsatisfactory or insufficient.
WHAT HAPPENS IF
You may need to submit the whole task again or only the parts of the task that were
YOU GET deemed unsatisfactory – your Assessor will advise you. Your Assessor will provide
SOMETHING you with a due date by which you must resubmit. You have up to three attempts to
WRONG? achieve a Satisfactory outcome.
PART A: POSITION DESCRIPTION
You will perform a role play in a simulated environment to confirm that you
understand your job role to industry standards and workplace expectations. You are
to play the role of Hannah Pearce, a Personal Care Worker about to meet with Deb
TASK Sinclair, the Care Coordinator (role to be played by the Assessor).
INSTRUCTIONS: During the meeting, your assessor will ask you a range of verbal questions relating
PART A to the tasks you are carrying out.
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 Access to a computer.
 Access to a meeting room/office simulation.
 Access to two chairs.
RESOURCES AND  Access to a desk.
EQUIPMENT
 Access to the following supporting documents:
REQUIRED
– Individual Care Plan – Sharon
– Banksia Care supporting documents (accessible from the Banksia Care
website):
– PC T1 Incident, Injury, Trauma and Illness Record
– PC2 Incident, Injury, Trauma and Illness Policy and Procedure
– SE T3 Email Template
– DC3 Privacy and Confidentiality Policy and Procedure
– SE8 Code of Conduct Policy and Procedure
– HR3 Staff Health and Wellbeing Policy and Procedure
– Evening Shift Checklist
– PCW Job Description.
WHERE AND
WHEN THIS TASK
WILL BE  You will complete this task in a simulated workplace environment.
COMPLETED  You will complete this task with your Assessor at a time advised by them.
If this task is marked as Not Satisfactory (N/S), your Assessor will provide you with
WHAT HAPPENS IF
YOU GET
deemed unsatisfactory – your Assessor will advise you. Your Assessor will provide
SUBMISSION
REQUIREMENTS You are not required to submit anything for this task.
Scenario:
You will play the role of Hannah Pearce. You have just started as a Personal Care Worker for Banksia
Care. You have completed your first week of work and all relevant inductions. Your boss emails you to
notify you that she would like to meet you prior to your shift (see email below).
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Before the meeting with your boss, you must download all relevant files from a folder called ‘iCare-
Banksia’, including an individual care plan for a new resident, Sharon, with whom you will be working.
Your Assessor will provide you with access to this folder. Familiarise yourself with your job role, tasks,
roles from interdisciplinary team members. Consider how you will monitor your stress levels, use self-care
strategies and seek support while working with people in care. While reading through the Individual Care
Plan, you notice that Sharon like fresh flowers and are unsure of how to organise this for her room.
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To: Hannah Pearce, Personal Care Worker
From: Deb Sinclair, Care Coordinator
Date/time: Wednesday 3 October, 11.20 a.m.
Subject: Welcome
Good morning Hannah,

Thank you for your first week at Banksia Care in the position of Personal Care Worker. I am happy to hear
that you completed all your inductions and are now ready to start shift work.
I have scheduled your next shift to be the evening of Friday, 5 October, from 6:00 p.m. to 10:00 p.m. If you
can, please come into my office prior, and I will run through questions relating to the role and tasks
specific to you and other team members.
Please let me know if you have any questions.
Kind Regards,
Deb Sinclair
Care Coordinator
12–18 Wattle Drive, Forest Grove 3998
Phone: 03 6987 4521
banksia.eduworks.com.au
You will be required to meet with your Assessor and download all relevant information from a folder called
‘iCare-Banksia’ prior to the assessment task. These will be used throughout your tasks. This includes:
 Individual Care Plan – Sharon
 PC T1 Incident, Injury, Trauma and Illness Record
 PC2 Incident, Injury, Trauma and Illness Policy and Procedure
 SE T3 Email Template
 DC3 Privacy and Confidentiality Policy and Procedure
 SE8 Code of Conduct Policy and Procedure
 HR3 Staff Health and Wellbeing Policy and Procedure
 Evening Shift Checklist
 PCW Job Description).
Your assessor will be looking to see that you can demonstrate the following:
 Use digital technology to access workplace information.
 Outline the purpose and key components of individualised plans.
 Recognise and clarify scope of own role and referrals. This includes:
– reporting lines and delegation
– roles of interdisciplinary team members (scope and practice).
 Recognise how to monitor own stress level when working with people in care.
 Understand how to use self-care strategies and seek support.
 Outline the specific tasks required to be undertaken for this evening shift with Sharon, including items
to be mindful of.
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ASSESSMENT CHECKLIST: PART A Attempt 1 Attempt 2 Attempt 3

 Students used digital technology to

access workplace information.
Assessment Task Cover Sheet. Document the actions that must be taken by the student to address the gaps.
VERBAL QUESTIONS: ASSESSMENT TASK 2 – PART A
Your Assessor will ask you the following verbal questions and may make notes documenting how your response
demonstrates competency.
Questions Additional Comments/Notes
1. Describe the purpose and key

components of individualised plans.
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VERBAL QUESTIONS: ASSESSMENT TASK 2 – PART A
2. Discuss the scope of your role and what

should be referred.
3. Outline your reporting lines.
4. Outline the roles of interdisciplinary team

members and delegation for Sharon.
5. Explain how you will monitor your stress

levels when caring for Sharon.
6. Describe what self-care strategies you can

use and how you will seek support.
7. Can you please provide me with the

specific tasks required to be undertaken
for the evening shift with Sharon, including
what items to be mindful of?
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.
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Assessment Task 2: Part A Outcomes
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PART B: PROVIDING CARE
TASK
INSTRUCTIONS: You will undertake a role play to obtain consent and provide care for the new
PART B resident.
WHERE AND
WHEN THIS TASK
WILL BE  You will complete this task in a simulated workplace environment.
COMPLETED  You will complete this task with your assessor at a time advised by them.
If this task is marked as Not Satisfactory (N/S), your assessor will provide you with
WHAT HAPPENS IF
YOU GET deemed unsatisfactory – your assessor will advise you. Your assessor will provide
You are not required to submit anything for this task.

SUBMISSION  If your assessor cannot observe you during the role play, video evidence must
REQUIREMENTS be submitted.
Scenario
You are now ready to commence your shift. The resident on your first round is Sharon. Sharon has been
living with her daughter Marianne since her husband passed away in 2014. Sharon lives with moderate to
severe Dementia that has been worsening over the past ten years. In the past 12 months, it has become
more difficult for Marianne to care for her mother, who is displaying some anxiety and anger. This is due
to the frustration of memory loss and her periods of confusion are increasing significantly. Combined with
mobility issues due to a failed hip replacement operation after a bad fall, her family felt it was time for
Sharon to go into full-time care. Sharon’s frustration and anger manifest themselves in verbal aggression
towards herself and others. Marianne is her power of attorney. Sharon likes to do her own ‘room cleaning’.
Staff are to encourage and thank Sharon but ensure her room is maintained in their regular cleaning
schedule.
Marianne says goodbye for the evening. The nurse will be in to provide information and seek consent for
the administration of medication from Marianne and Sharon.
You will be required to work through the evening checklist completing any notes as required to report to
Deb at the end of the shift. When you require the nurse, you will need to call out to them.
738238636.DOCX
ASSESSMENT CHECKLIST: PART B Attempt 1 Attempt 2 Attempt 3

 Students used person-centred

communication techniques.
 Students complied with

professional conduct requirements,
legal and human rights framework
relevant to aged care, including:
 seeking consent for care activities
 ensuring dignity of self
determination
 meeting privacy and confidentiality
requirements.
 Student completed workplace

checklists and reports.
 Student communicated and

cooperated with interdisciplinary
team members.
738238636.DOCX
Assessment Task 2: Part B Outcomes
738238636.DOCX
PART C: COMPLETING REPORTS
You will email the Care Coordinator, Deb Sinclair and store documents in workplace
folders.
In the email, you will need to report any incidents or noteworthy items during your
shift with Sharon. You will need to complete and attach an incident form for any
TASK abuse you identified and attach your evening workplace checklist with notes. Once
INSTRUCTIONS: you have completed this, you are to store any relevant files in the resident’s folder
PART C (provided to you by your assessor).
 This task will be completed in a simulated environment and at your workplace.

WHERE AND Your assessor will arrange a time to visit you whilst at work to observe your on-
WHEN THIS TASK the-job performance.
WILL BE  Your assessor will also liaise with your workplace supervisor about the
COMPLETED requirements for this assessment.
If this task is marked as Not Satisfactory (N/S), your assessor will provide you with
WHAT HAPPENS IF
YOU GET deemed unsatisfactory – your assessor will advise you. Your assessor will provide
 Email to Deb Sinclair using the SE T3 Email Template.

 Completed PC T1 Incident, Injury, Trauma and Illness Record.
SUBMISSION  Completed Evening Shift Checklist.

REQUIREMENTS  Updated Individual Care Plan – Sharon.
Your assessor will be looking to see that you demonstrate the following:
 Record and maintain workplace reports according to organisational policies and procedures, including:
– completing an incident report
– updating/maintaining the client file with observations in the evening workplace checklist
 Use digital technology to:
– engage with people in the organisation
– share information.
 Following submission of the email, you are to update and store the individual care plan for Sharon
based on your observations and store the incident report in the file ‘iCare-Banksia’ provided by your
assessor in Assessment Task 2: Part A.
738238636.DOCX
ASSESSMENT CHECKLIST: PART C Attempt 1 Attempt 2 Attempt 3

 Students recorded and maintained

workplace reports according to
organisational policies and
procedures, including:
 completing an incident report
 updating/maintaining client file
with observations from Evening
Shift Checklist
 Students used digital technology

to:
 engage with people in the
organisation
 share information
 Students updated Individual Care

Plan and stored it along with the
Incident Report.
738238636.DOCX
Assessment Task 2: Part C Outcomes
738238636.DOCX
Assessment Outcome Summary
This section records the outcome of each task so that the final assessment outcome can be determined.
The Assessment Outcome Summary Table shows all the assessment tasks required for this unit.
Task Outcomes
For each attempt at each task, fill in the Task Outcome, either Satisfactory or Not Satisfactory, insert the date
of the decision and your initials. Fill in the task outcome for each attempt.
Students must receive a Satisfactory outcome for each task that relates to a unit, to be marked Competent
for the unit.
Unit Assessment Results
When a student has attempted all tasks, but one or more tasks are marked as Not Satisfactory, a Not Yet
Competent unit result must be entered in the Unit Assessment Results section.
Once the student has satisfactorily completed all tasks, enter a unit result of ‘Competent’.
738238636.DOCX
Assessment Outcome Summary Table: CHCAGE013 Work effectively in aged
care
Task Outcomes
Satisfactory (S)
Not satisfactory Assessor
Assessment Tasks (NS) Date initials
Assessment Task 2: Day in the Life of a Personal Care Worker
Part A: Position Description
Part B: Providing Care
Part C: Completing Reports
Unit Result Assessor

Unit Assessment Results (C/NYC) Date initials
CHCAGE013 Work effectively in aged care
Assessor Name:
Assessor Signature: Date:
738238636.DOCX

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Student Name: Aryan

Assessment Task Summary

Assessment Task Assessment Method Task Summary

Required Additional Documents

Assessment Task Cover Sheet

The Assessment Process and Your Rights

Submitting your Assessment Tasks

Assessment Attempts and Resubmissions

Assessment Outcome Summary

Plagiarism, Cheating and Collusion

Principles of Assessment and Rules of Evidence

Glossary of Instructional Task Words

Assessment Tasks Due Date

1. Assessment Task 1: Knowledge Questions

2. Assessment Task 2: Day in the Life of a Personal Care Worker

AGREEMENT BY THE STUDENT

Do you understand the requirements of this assessment?  Yes  No

Student Name: _Aryan_________________________________________________

Student Signature: ________Aryan_______________________________________ Date:

Assessor Name: _________________________________________________

Assessor Signature: ______________________________________________ Date: _______________

Date of submission: 23/03/2024

Unit: CHCAGE013 Work effectively in aged care

Assessment Task 1: Knowledge Questions

Student Signature: ___________Aryan____________________________________ Date:

Assessor Signature: _____________________________________________________________________

Assessor Name: ________________________________________________________________________

In this task, you will demonstrate your knowledge by answering a series of

Common Stigmas and Attitudes Towards Older Australians

Question True or False

A worker providing medication to a patient without any explanation is an example of True

Carer a) Authorisation for something to happen, be done or shared by B

Consent b) Providing assistance with daily tasks such as bathing, F

Dementia c) An individual with advanced medical education and clinical G

Personal Care f) Disorders characterised by deterioration of mental processes C

Specialist g) Physicians who provide comprehensive and ongoing care to D

Queensland a) Medical Treatment Planning and Decisions B

Victoria b) Medical Treatment (Health Directions) Act F

South Australia c) Advance Personal Planning Act 2013 D

Northern Territory d) Powers of Attorney Act 1998 A

Western Australia e) Advance Care Directives Act 2013 C

Australian Capital Territory f) Guardianship and Administration Act 1990 E

Example Type of restrictive practice Answer

Attaching bed rails, chair tray a) Environmental restriction A

Administration of medication that b) Physical restriction C

Restricting the ability of a resident c) Pharmacological restriction B

Restrictive Practices and Rules in the Scenario

Fall risk  Number of falls in the last 12 months

Administration of  Training of staff

Resident/Patient  Ability for resident to understand commands

Agency Group Role

2. Emotional or Psychological Abuse

Systemic Issues that Increase the Risk for Systemic Abuse

Systemic Issue Example

Lack of Accountability and

A society where one racial or ethnic group has significantly more

Types of Supervision in Nursing Practice

Social Role Valorisation Theory

SRV Principles Empowerment

Student Signature: Aryan_______________________________ Date:

Assessor Signature: ________________________________ Date: _

Student Signature: _Aryan__________________________ Date:

Student Signature: ARYAN___________________________ Date: