CHCAGE005
Provide support to people with dementia
STUDENT ASSESSMENT WORKBOOK
Table of Contents
Unit Assessment Plan
Assessment Instructions for the Student Assessment Methods
Demonstrating Competency Assessment Performance Resubmits
Workplace Assessment Observation Plagiarism
Pre-Assessment
Checklist
ASSESSMENT METHOD 1: Short Answer Questions ASSESSMENT METHOD 2: Projects
ASSESSMENT METHOD 3: Simulation Observations ASSESSMENT METHOD 4: Workplace Observations Assessment Record
Student Feedback Form
Instructions to Learner
Assessment instructions
Overview Prior to commencing the assessments, your trainer/assessor will explain each assessment task and the terms and conditions relating to the submission of your assessment task. Please consult with your trainer/assessor if you are unsure of any questions. It is important that you understand and adhere to the terms and conditions, and address fully each assessment task. If any assessment task is not fully addressed, then your assessment task will be returned to you for resubmission. Your trainer/assessor will remain available to support you throughout the assessment process.
Written work Assessment tasks are used to measure your understanding and underpinning skills and knowledge of the overall unit of competency. When undertaking any written assessment tasks, please ensure that you address the following criteria:
Address each question including any sub-points
Demonstrate that you have researched the topic thoroughly
Cover the topic in a logical, structured manner
Your assessment tasks are well presented, well referenced and word processed
Your assessment tasks include your full legal name on each and every page.
Active participation It is a condition of enrolment that you actively participate in your studies. Active participation is completing all the assessment tasks on time.
Plagiarism
Plagiarism is taking and using someone else’s thoughts, writings or inventions and representing them as your own. Plagiarism is a serious act and may result in a learners exclusion from a course. When you have any doubts about including the work of other authors in your assessment, please consult your trainer/assessor. The following list outlines some of the activities for which a learner can be accused of plagiarism:
Presenting any work by another individual as one’s own unintentionally
Handing in assessments markedly similar to or copied from another learner
Presenting the work of another individual or group as their own work
Handing in assessments without the adequate acknowledgement of sources used, including assessments taken totally or in part from the internet.
If it is identified that you have plagiarised within your assessment, then a meeting will be organised to discuss this with you, and further action may be taken accordingly.
Collusion
Collusion is the presentation by a learner of an assignment as their own that is, in fact, the result in whole or in part of unauthorised collaboration with another person or persons. Collusion involves the cooperation of two or more learners in plagiarism or other forms of academic misconduct and, as such, both parties are subject to disciplinary action. Collusion or copying from other learners is not permitted and will result in a 0 grade and NYC.
Assessments must be typed using document software such as (or similar to) MS Office. Handwritten assessments will not be accepted (unless, prior written confirmation is provided by the trainer/assessor to confirm).
Competency outcome There are two outcomes of assessments: S = Satisfactory and NS = Not Satisfactory (requires more training and experience).
Once the learner has satisfactorily completed all the tasks for this module the learner will be awarded Competent (C) or Not yet Competent (NYC) for the relevant unit of competency.
If you are deemed Not Yet Competent you will be provided with feedback from your assessor and will be given another chance to resubmit your assessment task(s). If you are still deemed as Not Yet Competent you will be required to re-enrol in the unit of competency.
Additional evidence If we, at our sole discretion, determine that we require additional or alternative information/evidence in order to determine competency, you must provide us with such information/evidence, subject to privacy and confidentiality issues. We retain this right at any time, including after submission of your assessments.
Confidentiality We will treat anything, including information about your job, workplace, employer, with strict confidence, in accordance with the law. However, you are responsible for ensuring that you do not provide us with anything regarding any third party including your employer, colleagues and others, that they do not consent to the disclosure of. While we may ask you to provide information or details about aspects of your employer and workplace, you are responsible for obtaining necessary consents and ensuring that privacy rights and confidentiality obligations are not breached by you in supplying us with such information.
Assessment appeals process If you feel that you have been unfairly treated during your assessment, and you are not happy with your assessment and/or the outcome as a result of that treatment, you have the right to lodge an appeal. You must first discuss the issue with your trainer/assessor. If you would like to proceed further with the request after discussions with your trainer/assessor, you need to lodge your appeal to the course coordinator, in writing, outlining the reason(s) for the appeal.
Recognised prior learning Candidates will be able to have their previous experience or expertise recognised on request.
Special needs Candidates with special needs should notify their trainer/assessor to request any required adjustments as soon as possible. This will enable the trainer/assessor to address the identified needs immediately.
Assessment requirements
Assessment can either be:
?
Direct observation
Product-based methods e.g. reports, role plays, work samples
Portfolios annotated and validated
Questioning
Third party evidence.
If submitting third party evidence, the Third Party Observation/Demonstration document must be completed by the agreed third party.
Third parties can be:
Supervisors
Trainers
Team members
Clients
Consumers.
The third party observation must be submitted to your trainer/assessor, as directed.
The third party observation is to be used by the assessor to assist them in determining competency.
The assessment activities in this workbook assess aspects of all the elements, performance criteria, skills and knowledge and performance requirements of the unit of competency.
To demonstrate competence in this unit you must undertake all activities in this workbook and have them deemed satisfactory by the assessor. If you do not answer some questions or perform certain tasks, and therefore you are deemed to be Not Yet Competent, your trainer/assessor may ask you supplementary questions to determine your competence. Once you have demonstrated the required level of performance, you will be deemed competent in this unit.
Should you still be deemed Not Yet Competent, you will have the opportunity to resubmit your assessments or appeal the result.
As part of the assessment process, all learners must abide by any relevant assessment policies as provided during induction.
If you feel you are not yet ready to be assessed or that this assessment is unfair, please contact your assessor to discuss your options. You have the right to formally appeal any outcome and, if you wish to do so, discuss this with your trainer/assessor.
If activities have been completed as part of a small group or in pairs, details of the learners involved should be provided below:
This activity workbook has been completed by the following persons and we acknowledge that it was a fair team effort where everyone contributed equally to the work completed. We declare that no part of this assessment has been copied from another persons work with the exception of where we have listed or referenced documents or work and that no part of this assessment has been written for us by another person.
Observation/Demonstration
Throughout this unit, you will be expected to show your competency of the elements through observations or demonstrations. Your trainer/assessor will have a list of demonstrations you must complete or tasks to be observed. The observations and demonstrations will be completed as well as the activities found in this workbook.
An explanation of observations and demonstrations:
Observation is on-the-job
The observation will usually require:
Performing a work-based skill or task
Interaction with colleagues and/or customers. Demonstration is off-the-job
A demonstration will require:
Performing a skill or task that is asked of you
Undertaking a simulation exercise.
Your trainer/assessor will inform you of which one of the above they would like you to do. The observation/demonstration will cover one of the units elements.
The observation/demonstration will take place either in the workplace or the training environment, depending on the task to be undertaken and whether it is an observation or demonstration. Your trainer/assessor will ensure you are provided with the correct equipment and/or materials to complete the task. They will also inform you of how long you have to complete the task.
You should be able to demonstrate the skills, knowledge and performance criteria required for competency in this unit, as seen in the Learner Guide.
Final Assessment-1 SHORT ANSWER QUESTIONS (SAQ)
Student Name
Student Number
ID:
Student Number
ID:
Date
Student Declaration
I have been supplied with the learning materials.
I have completed the class and had time to learn and practice before assessment.
The Assessor has gone through the Instructions and checklist on page 2 and I understand that this is a formal assessment.
I understand I must answer all the questions in exam conditions
I understand I must demonstrate the skills or knowledge myself to prove this is my own work.
I will do it in the time allowed under supervision by the Assessor.
I have ticked the boxes on page 2 and I am ready for assessment and sign here.
Student
Signature
Short Answer Questions – WRITTTEN Results
Result (1st attempt)
/
Satisfactory ( S)
Not Yet Satisfactory (NYS)
If NYS
Will 2nd attempt be written or oral ?
Note gap questions /topics to be reassessed
Result (2nd attempt)
Written /Oral
/
Satisfactory ( S)
Not Yet Satisfactory (NYS)
Assessors Name
Assessor’s Signature
Date
Assessor comment
/feedback
Note feedback provided if NYS:
Candidate
Declaration
I have received the results and feedback for this written assessment
Student Signature
Date
Instructions
to
Students
You have received the Unit Outline at the start of this subject and you have had information about the assessments for this unit in the unit outline and in discussion in class.
This is the Short Answer Questions assessment (1- SAQ )
There is 45 minutes allocated to complete the Questions
If you have difficulty reading or understanding questions, you can ask the assessor for clarification.
Mark answers in black ink ONLY.
You must answer all the questions correctly to be deemed satisfactory in this assessment task. (100%) It is marked S Satisfactory or NYS Not Yet Satisfactory
Your assessor will explain assessment conditions to you again as per the unit outline, then please sign the checklist below to indicate you understand these conditions.
Candidate to answer the following questions (Yes or No)
1
Do you understand how this assessment ties into the training?
Y
N
2
When/where the assessment going to take place and the conditions of the assessment?
Y
N
3
Do you feel ready to do the assessment activity?
Y
N
4
Do you know that the assessment is not pass/fail? Do you know that you can do a re-sit if you are ready? The Assessor may set another time for gap assessment or follow up with open questions if there is doubt about your responses. We expect candidates to be successful at the second attempt.
Y
N
5
Do you know you can appeal the assessment decision if you think it is not fair?
Y
N
6
Do you have any special needs that we need to adjust for during this assessment?
Y
N
If you ticked NO for anything above, write more information here.
If you feel not ready for the assessment, talk to the Assessor and do not go ahead.
When you are ready, please sign the cover page.
ASSESSMENT 1: SHORT ANSWER QUESTIONS (SAQ)
The questions are completed in class time.
Briefly answer the questions below in the spaces provided. Use the space provided as a guide to the length of your answer.
This must be your own work
You cannot use any resources for this assessment
You must get a satisfactory response for each question
List a minimum of seven (7) common symptoms of dementia.
1)
2)
3)
4)
5)
6)
7)
List a minimum of five (5) types of behaviour a person with dementia may display.
1)
2)
3)
4)
5)
List a minimum of four (4) common types of dementia and provide a brief description of each?
1)
2)
3)
4)
In the table below list the brain changes and behaviours of a regular aging person to the behaviours of a person who is living with dementia.
Typical aging symptoms
Dementia symptoms
People with damage to different parts of the brain will demonstrate different types of behaviour. In the table provided below explain the relationship between brain changes and behaviour in people with dementia for each area listed below.
Frontal Lobe (front)
Temporal Lobe (side)
Parietal Lobe (back)
List four (4) examples of the impacts that dementia may have on family, family carers, and significant others supporting people who are affected by dementia.
1)
2)
3)
4)
List four (4) key points of PCC in the space below. (Guide: simple bullet points are suitable)
1)
2)
3)
4)
People who are living with dementia will benefit if their carers take a person-centred approach to meet their individual needs, which includes carers communicating with each other. In the table below describe how each of the carers listed can create a stable and familiar environment for the people living with dementia.
Family member carer
Professional carer
Give two (4) examples of impacts of dementia on the wider community
1)
2)
3)
4)
In the space provided list five (5) available support services and information that families and carers of people with dementia can access.
1)
2)
3)
4)
5)
It is important to observe the financial, physical and emotional state of people who are affected by dementia to ensure that they are not being abused or neglected by their carers or other family members. In the table below list signs of abuse for each category listed.
Financial
neglect
Physical neglect
Emotional neglect
In one (1) short sentence explain what you should do if you witness signs of financial, physical or emotional abuse when working with people affected by dementia?
Provide three (3) examples of a non-verbal method of communication that would be appropriate to use with a person affected by dementia.
1)
2)
3)
4)
List minimum of four (4) types of communication strategies you would use with a frustrated dementia client who is having great difficulty remembering words.
1)
2)
3)
4)
In your own words explain what reality orientation means when dealing with clients who have dementia.
Give two (2) simple examples of how you would provide reassurance by using reality orientation.
1)
2)
List three (3) examples of validation strategies you could use if a person affected by dementia is showing signs of agitation and distress and explain why you would use them. (Guide: short description for each validation strategy is sufficient)
Validation strategy
Why would you use this strategy
1)
2)
3)
Final Assessment-2 PROJECT (PROJ) CASE STUDY (CS)
Student Name
Student Number
ID:
Date
Student Declaration
I have been supplied with the learning materials.
I have completed the class and had time to learn and practice before assessment.
The Assessor has gone through the Instructions and checklist on page 2 and I understand that this is a formal assessment.
I understand I must complete the project and submit it in class or upload
I understand I must complete the case study and report and submit it in class or upload
I understand I must demonstrate the applied skills and knowledge myself, in my own words to prove this is my own work.
I will do it in the time allocated and submit by the due date.
I have ticked the boxes on page 2 and sign here.
Student
Signature
PROJECT AND CASE STUDY Results
Result (1st attempt)
Satisfactory ( S)
Not Yet Satisfactory (NYS)
Note gaps to be reassessed
Result (2nd attempt)
Satisfactory ( S)
Not Yet Satisfactory (NYS)
Assessor comment
/feedback
Note feedback provided if NYS :
Assessors Name
Assessor’s Signature
Date
Instructions to Students
You have received the Unit Outline at the start of this unit and you have had information about the assessments for this unit in the unit outline and in discussion in class.
This is the Project assessment (2 PRO) and Case Study assessment ( 2 CS )
If you have difficulty reading or understanding the task you can ask the assessor for clarification by email or in class.
You must type up your answers where possible or write by hand in black ink ONLY in this workbook
You must answer all the sections correctly to be deemed satisfactory in this assessment task. (100%) It is marked S Satisfactory or NYS Not Yet Satisfactory
Your assessor will explain assessment conditions to you again as per the unit outline, then please sign the checklist below to indicate you understand these conditions.
Candidate to answer the following questions (Yes or No)
1
Do you understand how this assessment ties into the training?
Y
N
2
When/where the assessment going to take place and the conditions of the assessment?
Y
N
3
Do you feel ready to do the assessment activity?
Y
N
4
Do you know that the assessment is not pass/fail? Do you know that you can do a re-submit once you get the feedback within agreed time?
Y
N
5
Do you know you can appeal the assessment decision if you think it is not fair?
Y
N
6
Do you have any special needs that we need to adjust for during this assessment?
Y
N
If you ticked NO for anything above, write more information here.
If you feel not ready for the assessment, talk to the Assessor.
Please sign the cover page.
Students Name:
Unit:
CHCAGE005 Provide support to people living with dementia
Assessors Name:
Date of assessment:
Project Instructions:
you are required to research the following topics and answer the questions within each topic
make sure you write clearly and legibly
the length of the answer is indicated by the instructions for each task
you must complete all tasks to a satisfactory level
your assessor will provide you with timeframes to complete this assessment
it must be your own work
Topic 1: Provide support to those affected by dementia.
1. Dementia is the term used to describe the symptoms of a large group of illnesses which cause a progressive decline in a persons mental functioning. Match the following types of dementia provided in the box below to their respective description. Write the letter of the corresponding answer in the blank below.
the underlying cause of symptoms relates to a decline in the production of a brain chemical called dopamine.
type of dementia that appears at an earlier stage in their life when they are likely to be more physically and socially active.
broad term for dementia associated with problems of circulation of blood to the brain.
is caused by the degeneration and death of nerve cells in the brain.
form of dementia related to the excessive drinking of alcohol.
an irreversible, progressive brain disorder that slowly destroys memory and thinking skills, and eventually the ability to carry out the simplest tasks.
An inherited condition in which nerve cells in the brain break down over time.
a type of dementia that is due to progressive damage to the frontal and/or temporal lobes of the brain.
Younger onset dementia
Parkinsons disease
Lewy bodies
Vascular dementia or multi- infarct dementia
Alzheimers disease
Korsakoff Syndrome
Frontal temporal lobar degeneration (FLTD) including Picks disease
Huntingtons disease
Q2: Fill in the blanks. The formation of amyloid plaques and neurofibrillary tangles are thought to contribute to the degradation of the neurons (nerve cells) in the brain and the subsequent symptoms of Alzheimer’s disease. Describe the following pathological features and how they relate to dementia:
Amyloid plaques Neurofibrillary tangles
are insoluble twisted fibers found inside the brain’s cells. These tangles consist primarily of a protein called tau, which forms part of a structure called a microtubule. In a healthy brain, the protein fragments are broken down and eliminated. In Alzheimer’s disease, the fragments accumulate to form hard, insoluble plaques called .
CASE STUDY:
Q3: Mr. Jo Stan, a 79-year-old man born on 29th May 1935. Mr. Stan has moderate
dementia, but is generally cooperative and good humoured. He is cared for at home by his wife, but visits the day care centre that you work in twice a week. One day, you notice that he is much quieter than usual and quite withdrawn. The television is blaring loudly in the background, and he gets up saying that he is leaving. You try to encourage him to sit down, but he becomes very angry, yelling, and attempting to hit you.
a. Write three (3) potential triggers in this situation.
b. Provide three (3) ways to settle this situation and to whom you would report the
incident.
c.
Document the episode in Stans Progress Notes (refer to the template below and
complete) and suggest strategies for responding to future incidents in the
Stans Progress Notes
STAR Health Care PROGRESS NOTES
NAME: Jo
SURNAME: Stan
DOB: May 29, 1935
ROOM NO: 32 MRN: 12545626
DATE/TIME
All entries must be signed and designation recorded
If you have noted behaviors of concern with Stan, how do you document in the behavior monitoring outcome. Use the template below to write the challenging behaviors of Stan.
Process:
Patient is to be commenced on behaviour chart for AINs to report any Challenging Behaviour
Incidents.
Determine triggers to challenging behaviours and how to avoid the same.
Enter triggers and appropriate interventions to minimise the incident of behaviours
RNs to be notified and evaluate interventions by RN every 3 months as per NCP evaluation
STAR Health Care Behaviour Monitoring Outcome Chart
Name
Jo
Surname
Stan
DOB
May 29, 1935
MRN/CRN
MRN: 12545626
Date
Identified Issues
Triggers
Interventions
Sign/ Designation
You might have to fill additional form to document the behaviours of Mr. Stan, Use the template below to document any new behaviours that has not been documented in behaviour monitoring Outcome chart used above.
STAR Health Care Behaviour Monitoring Log
Name:
Jo
Surname:
Stan
DOB:
May 29, 1935
MRN/CRN:
12545626
DIAGNOSIS:
LMO: Dr. Dre
Purpose: To monitor challenging behaviour and identify triggers to problem Behaviour.
Procedure: 1. RN to commence monitoring whenever staff reports challenging behaviour exhibited by resident that have not already been identified in the behaviour monitoring outcome form.
Determine new triggers to behaviour and implement interventions via the behaviour monitoring outcome form.
Continue monitoring the behaviour for up to 7 days to determine the effectiveness of interventions used.
When
What?
Where?
Who?
Why?
How?
When did it
What behaviour
Where did the
Who else was
What else was
How did others/staff
happen
was observed?
behaviour occur?
present?
happening? What may
respond to the
Be specific.
have caused or
behaviour? How did
date
time
triggered
the behaviour?
the resident react?
e. If you have identified any behaviors of concern with Mr.Stan such as physical aggressive behavior and if you think the behavior might be a risk to staff/others, fill in the behavior of concern incident form.
STAR Health Care
Behaviour of Concern Incident Form
NAME
Jo
Surname
Stan
Sex:
Male
DOB
May 29, 1935
MRN/CRN
MRN: 12545626
Diagnosis
Dementia
Date:
Time:
Name of the person completing the form
Designation
Does the resident/patient have a pre- existing behavioural problem?
Yes
No
Has the resident been aggressive before:
Yes
No
Tick the most appropriate type of behaviour involved:
Punch
Hit Scratch Kick Spit Trip Yelling Racial Abuse Bite Grabing Pushing Throwing Objects Hair Pulling Bent Fingers Back Sexual Harassment Touching Unwelcomed Sexual Comments Abusive/offensive comments other.
Tick what activity you were engaged in when the challenging behaviour occurred?
Feeding
Lifting Turning Dressing/Undressing Transfer/Transporting
Bathing
Grooming Awaken from Sleep Toileting Redirecting Other Activity
Was there a trigger to this behaviour/ Incident?
Yes
No
Did the resident appear anxious or agitated prior to incident?
Is the resident on regular sedative/ psychotropic medication?
Was Patient asleep? Did you wake the patient? Was the patient regularly turned for skin Integrity
Was the patient disturbed by staff or another resident?
Is the resident in Pain?
Has the resident been given Pain relief?
Did you give full attention to the patient or were you talking to your Partner (co-worker)?
Was the patient engaged in an activity not wanting to be disturbed?
Any Other please define
Indicate the seriousness of the incident from your perspective by circling the appropriate number 0 (not at all serious) 1 2 3 4 5 (extremely serious) Were you or others injured? Yes, No Would you like to talk about this Incident? Yes No
Have you reported/discussed about this Incident with the RN?
Yes
No
Have you completed all the documentation and updated the NCP?
Yes
No
Has the incident been reported to the LMO? Yes Date:
Name:
Signature: Date:
H
. Student to identify the Variations and the frequency of physical behaviour of Mr. Stan and to use appropriate codes to document the behaviour identified and initial at the appropriate time identified. This form is to be used by student when the trainer states to commence on ACFI assessments for Funding.
ACFI Behaviour Record for Physical Behaviour
CODES: P1: Physically threatens P2: Socially inappropriate
P3: Constantly physically agitated
Name
Jo
Surname
Stan
DOB
May 29, 1935
LMO
Dr. Dre
Date
Time
code
initial
code
initial
code
initial
code
initial
0000
0100
0200
0300
0400
0500
0600
0700
0800
0900
1000
1100
1200
1300
1400
1500
1600
1700
1800
1900
2000
2100
2200
2300
2400
Total
i.
Student to participate in developing care plan with the supervisor (RN) for Mr.Stan as you have already identified the behaviours, triggers and the frequency of behaviours. Student is required to assist supervisor in planning interventions for Mr.Stan to modify the Physical Behaviour. Use the template below to develop a care plan for Mr.Stan.
STAR Health Care Nursing Care Plan
Name: Jo
Surname: Stan
DOB: May 29, 1935
LMO: Dr. Dre
Physical Behaviour
Identified Needs
Goals
Interventions
The Physically aggressive behaviour is displayed by: Physically threatening or doing harm to self, other or property by:
Biting/ Hitting/ Spitting/ Pushing / Kicking /Pulling Hair Throwing Objects/ Self Mutilation / Climbing out of bed/ Burning self when smoking/ attempting to smoke indoors/ Hoarding Items/ Faecal Smearing/ Repeatedly loosing things/ Removing or destroying incontinence pads/ obsessional Traits
e.g.
.
Socially inappropriate behaviour impacting of other residents
e.g.
.
Constantly physically agitated. The behaviours is directed at self, other residents, visitors, staff.
Sign: Date Evidenced By:
Wandering/ Verbal / Physical Behaviour Assessments.
To reduce noisy and disruptive behaviour.
To minimize the frequency and/or duration of the behaviour.
Minimize distress to
Minimize distress/disturbance
to other residents/visitors.
Sign: Date:
requires monitoring & or intervention by staff to manage the behaviour:
Very occasionally
less than 1/week
at least 1/week
at least 6 days/week
at least twice/day and at least 6 days/week.
Ensure basic needs are met including: – hunger/ thirst/ cold/ hot/ pain/ boredom/ loneliness.
Offer toileting
Engage in social contact spend time 1:1.
Divert attention with meaningful occupational & recreational activities.
Remove/reduce triggers to behaviour. Identified triggers include:
is on Physical/ Chemical Restraint.
If resident becomes aggressive
Ensure
the immediate safety of all concerned.
Attempt
to remove
from
public area.
Seek assistance from other staff if necessary. Sign: Date:
Final Assessments-3 SIMULATION OBSERVATION (OBS)
Student
&
Assessor
Cover
Sheet
Student Name
Student ID
Date
Student Declaration
I have had time to practice before this assessment.
The Assessor has gone through the Instructions and checklist on page 2 and I understand that this is a formal assessment.
I understand I must demonstrate the skills myself and answer questions.
I will do the practical as a simulation under supervision of the Assessor.
I am ready for assessment and sign here.
Student
Signature
PRACTICAL Assessment Results
Assessor initials
Result
Detail here main heading/part in checklist
(S)
(NYS)
(S)
(NYS)
(S)
(NYS)
(S)
(NYS)
(S)
(NYS)
Result (1st attempt)
YES
NO
Did student complete the tasks to satisfactory standard at 1
st
attempt?
Result (2nd attempt)
YES
NO
Did student complete the gap tasks to satisfactory standard at 2
nd
attempt?
Please note items that were assessed at 2
nd
attempt
Result NYS
Note feedback provided if NYS:
Assessors
Name
Assessor’s
Signature
Dat
e
Assessor
Comment:
Student
Declaration
I have received the results and feedback for this
practical assessment
Student
Signature
Date
Key:
Satisfactory (S)
Not Yet Satisfactory (NYS)
Instructions to Student
All Students will participate in a series of practical exercises set up and observed by the Assessor.
These exercises will be conducted by observation and questioning.
To be satisfactory, candidates must demonstrate correct procedures and skill and application of knowledge for each part of the simulation.
Student to answer the following questions (Yes or No)
1
Do you understand how this assessment ties into the training?
Y
N
2
When/where the assessment going to take place and the conditions of the assessment?
Y
N
3
Are the WHS checks satisfactory and equipment ready for the assessment?
Y
N
4
Do you feel ready to do the assessment activity?
Y
N
5
Do you know that the assessment is not pass/fail? Do you know that you can do a re-sit if you are ready? The Assessor may set another time for gap assessment or follow up with open questions if there is doubt about your responses or demonstration of skills and knowledge in this practical.
We expect candidates to be successful at the second attempt.
Y
N
6
Do you know you can appeal the assessment decision if you think it is not fair?
7
Do you have any special needs that we need to adjust for during this assessment?
Y
N
If you ticked NO for anything above, write more information here.
If you feel not ready for the assessment, talk to the Assessor and do not go ahead.
When you are ready, please sign the cover page.
Assessment method 3 Observation
Students Name:
Unit:
CHCAGE005: Provide support to people living with dementia
Assessors
Name:
Workplace/simulated
workplace:
Date of assessment:
Observation Instructions:
Read the scenario that typifies what occurs in an Aged Care Facility. When you believe you understand the scenario, you will be asked to role play this with your fellow students.
Your assessor will provide you with further instructions prior to carrying this assessment
You must demonstrate appropriate behaviors to all the tasks to achieve a satisfactory result for this assessment. Refer to the observation sheet to get an understanding of what is required
If you do not achieve this, you will be asked to re do the task
You should be able to complete this role play in 15 minutes
Assessment Task 1.
Role Play Scenario
You the student are a care worker at a home where older people reside on a full time/permanent basis. Many of the people live with dementia. Below are several scenarios that you are required to act out in role play? A classmate or colleague is to play the role of the person with dementia.
Julies mother lives with dementia and has recently moved into the aged care facility where you work as a support worker. You have just met Julie as she came to visit her mother. You were talking to Julie on her way out of her mothers room and this is what she said to you:
Fortunately Mums personality has not changed at all. She is still her dear self, kind and gentle, well groomed, cooperative and very social. When I visited her last week she became agitated and distressed. I couldnt work out what was happening at first, then I wondered if she may want to go to the toilet. I took her there, she smiled her usual warm smile and said what are we here for? Just give me a hint, just a clue, and Ill be ok. She could use the toilet after given a hint. The awful thing was that she could not think what to do by herself. I could hardly contain my tears and had to leave quickly before she saw me start crying.
The task:
One of your classmates or colleagues is to play the part of Julie. You are required to demonstrate what you say, what advice you might give or what you would do if a significant other of a person you cared for was in this situation. Julie is clearly upset and is having trouble coping with the impact of dementia.
FOR ASSESSOR USE ONLY
ROLE-PLAY Assessment Marking Form: Observation Check-list
Trainer to observe Student
S
NYS
NA
Comments/Observations
1
Student uses proper communication skills to talk to Julie.
Verbal
Communication Skills. Ex. Language Skills
Non-verbal Communication Ex. Touch,
Smiling,
Gestures.
2 Clearly explains about her mothers condition,
Dementia to Julie.
Manifestations of Dementia
Loss of connection between cells and cell-death.
3 Student identifies the impact of physical
needs on Julies mother with dementia.
Daily living activities such as:
maintaining personal safety
communication
(speech, writing, non-verbal communication)
eating and drinking
mobilising and transferring (moving from place to place and position to position)
attending to personal hygiene (bathing, laundering personal linen)
dressing and undressing
attending own spiritual needs
grooming
expressing
sexuality
4 Clearly identifies the impacts that her
mothers dementia may have on Julie.
Depression
Loss and grieving Anger
Despair
Social embarrassment Isolation
Financial burden
Information that could be gained from Julie to develop activities which could help to manage behaviours:
family background and dynamics
past employment
activities and hobbies of interest
likes and dislikes
religion and culture
what personal photos of the family to hang up in person’s room
what objects have a sentimental value, like ornaments or religious figures
feedback on the success of the service delivery plan when conducting a review
daily living issues, such as the time the relative likes to get up and go to bed, bathing times, what they
wear, what they eat, when they have their meals, etc
5. Student explains about different approaches to providing care to Julie in supporting her mother.
Distraction
Current events Reminiscences Music, dancing Walking
Talking reassuringly about familiar and favourite topics
Behaviour modification (if appropriate)
Addressing physical triggers to behaviour including pain, Boredom & Loneliness.
Alternative
therapies
Offer counselling and advice about different support services to Julie.
Help from counsellors
Help from community health like HACC
Help from Nurses
Overall performance (please circle)
Satisfactory/Not
yet satisfactory
Comments/Observations:
For this activity you will be required to demonstrate your communication skills when dealing with a client who has dementia. You are able to choose a resident on clinical experience to complete this activity with. Your assessor will use the following checklist to ensure you meet the requirements. clinical experience to complete this activity with. Your assessor will use the following
Dementia Communication Skills Demonstration (FOR ASSESSOR USE ONLY)
Observation
During the demonstration of skills, did the Student:
Yes
No
Assessors
comments
Introduce themself to client?
o
o
Maintain appropriate eye contact throughout conversation?
o
o
Ensure the environment was safe and comfortable for resident and self during interaction?
o
o
Maintain a relaxed and friendly approach during the interaction?
o
o
Maintain appropriate body language at all times?
o
o
Gain the residents trust appropriately prior to and during
conversation?
o
o
Encourage
appropriate
conversation
throughout
interaction?
o
o
Re-orientate the resident as required throughout interaction?
o
o
Face resident throughout interaction?
o
o
Respond to resident appropriately?
o
o
Minimise distractions throughout the conversation?
o
o
Ensure resident was comfortable at completion of interaction?
o
o
Use simple, clear instructions &/or conversation during interaction?
o
o
Relieve any signs of distress or agitation using appropriate strategies?
o
o
Show empathy towards client throughout interaction?
o
o
Provide reassurance to client throughout conversation where required?
o
o
Leave the resident comfortable and safe at completion of interaction?
o
o
The candidates overall performance met the required standards: Yes
o
No
o
Feedback to the student:
Students signature:
Assessors signature:
Date:
Assessment task 2
Read the scenario that typifies what occurs in an Aged Care Facility. When you believe you understand the scenario, you will be asked to role play this with your fellow students.
Your assessor will provide you with further instructions prior to carrying this assessment
You must demonstrate appropriate behaviors to all the tasks to achieve a satisfactory result for this assessment. Refer to the observation sheet to get an understanding of what is required
If you do not achieve this, you will be asked to re do the task
You should be able to complete this role play in 10 minutes
Role Play Scenario
Mr Peter Johnson lives in a dementia specific residential home. He constantly asks staff what day it is, what time it is and where his room is. His short-term memory loss causes him to forget soon after he receives a reply. Staff have noted that Mr Peter also has marked hearing loss and he becomes agitated (and louder) when he is unable to understand the responses to his repeated questions. Mr Peters agitation and loud voice also impact negatively on other residents in the home.
The task:
List the possible triggers for this behaviour(s)
Suggested strategies and interventions for managing the challenging behaviour(s)
You will be asked to demonstrate the strategies you have suggested via role play in the class. Your assessor will use the following observation sheet to assess your interaction with Mr Johnson.
FOR ASSESSOR USE ONLY
ROLE-PLAY Assessment Marking Form: Observation Check-list
Trainer to observe Student
S
NYS
NA
Comments/Observations
Student has identified triggers for the behaviour
Hearing loss
Boredom
Staff reaction, lack of time
Unfamiliar surroundings
Lack of visual cues
Possible interventions used by student should include
Have
hearing problems addressed
Dont shout
Use visual cues e.g. signs saying: Today is Tuesday 12th May, clock on wall, signs indicating his room etc. (may be pictorial if trouble reading)
Research preferences
e.g. may like to read paper or have an
evening walk etc.
Student has identified behaviours
of concern:
Agitation
Loud Noise
Overall performance (please circle)
Satisfactory/
Not yet satisfactory
Comments/Observations:
Assessment Method 4 Work placement Assessment
Your WAP contains two forms that need to be completed:
Work place Attendance Report
Observation Checklist
Assessment
Record
Candidate Name:
Assessor Name:
Location:
Date:
CHCAGE005 Provide support to people living with dementia
Circle answer
The candidates written short answer questions were:
Satisfactory
Not Yet Satisfactory
The candidates project was:
Satisfactory
Not Yet Satisfactory
The
candidates
performance was:
practical
Satisfactory
Not Yet Satisfactory
The candidates work placement assessments were:
Satisfactory
Not Yet Satisfactory
The
candidates result was:
overall
Competent
Not Yet Competent
Comments:
Candidates Signature:
Date:
Assessors Signature:
Date:
Student Feedback Form
Students Name:
Unit:
CHCAGE005 Provide support to people living with dementia
Assessors Name:
Assessment Date:
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Yes or No for the questions below:
Yes
No
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