CHCPOL003_AE_CS_2of3
Case Study Assessment
Criteria
Unit code, name and release numbe
CHCPOL003 - Research and apply evidence to practice (2)
Qualification/Course code, name and release numbe
Choose an item.
Student details
Student numbe
Student name
Assessment Declaration
This assessment is my original work and no part of it has been copied from any other source except where due acknowledgement is made.
No part of this assessment has been written for me by any other person except where such collaboration has been authorised by the assessor concerned.
I understand that plagiarism is the presentation of the work, idea or creation of another person as though it is your own. Plagiarism occurs when the origin of the material used is not appropriately cited. No part of this assessment is plagiarised.
This declaration only needs to be completed if you are not submitting your assessment online.
Student signature and Date
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Document title: CHCPOL003_AE_CS_2of3 Page 11 of 19
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The contents in this document is copyright © TAFE NSW 2020, and should not be reproduced without the permission of the TAFE NSW. Information contained in this document is co
ect at time of printing: 30 October 2020. For cu
ent information please refer to our website or your teacher as appropriate.
Assessment instructions
Table 1 Assessment instructions
Assessment details
Instructions
Assessment overview
The objective of this assessment is to assess your knowledge and performance as would be required to establish the information need, gather information and critically analyse the information for relevance to own work.
Assessment Event numbe
2 of 3
Instructions for this assessment
This is a case study assessment and it will be assessing you on your knowledge and performance of skills required by the unit.
Your assessor will provide assessment results and feedback online, or via the feedback form in part 3 of this document.
Note: if you are submitting through an online platform, the assessor will give you feedback via the platform.
This assessment is in two parts:
1. Case study scenario
2. Short answer questions
And is supported by:
· Assessment feedback
Submission instructions
Where possible, complete and submit this assessment online via TAFE NSW online learning platform.
Upload all the required assessment files in the assessment area on the online learning platform.
Alternatively, hand all required assessment files to your assessor for marking. Make sure you have added your name to the bottom of each page of the assessment.
It is important that you keep a copy of all electronic and hard copy assessments submitted to TAFE NSW and complete the assessment declaration when you have submit the assessment
What do I need to do to achieve a satisfactory result?
To achieve a satisfactory result for this assessment all questions must be answered co
ectly.
What do I need to provide?
Computer and/or pens and paper, internet access if submitting assessments online, ability to print or email completed assessments
What the assessor will provide?
Hard copy of assessment if required
Due date and time allowed
Indicative time: You will need up to four hours to complete this assessment. This assessment will be completed in your own time.
Assessment feedback, review or appeals
Appeals are addressed in accordance with Every Students Guide to Assessment.
Specific task instructions
The instructions and the criteria in the case studies below will be used by the assessor to determine whether the student has satisfactorily completed each Case Study Scenario. Use these instructions and criteria to ensure you demonstrate the required knowledge.
There are two (2) parts within this assessment:
Part 1 of this assessment includes:
A case study scenario.
Choose either Nursing Case Study or Community Services Case Study according to your area of study.
Part 2 of this assessment includes:
17 Short answer questions that the student will be required to answer in alignment with the prescribed word limits.
Part 1 and Part 2 will not be observed by the assesso
The assessment will occur in the student’s own time, outside of prescribed class time.
The student will have completed coursework in class time and have access to teaching and learning resources that can be utilised to answer the questions contained in this document.
It will take 4 hours to satisfactorily answer all the required questions to complete these parts of the assessment.
Part 1: Case Study Scenario
Read one of the following case studies. The case study will be the basis for questions in Part 2. Read either the Nursing Case Study or the Community Services Case Study depending on your course of study.
Case Study Scenario: Nursing Case Study
Mohammed is a team leader in the Emergency Department of a large metropolitan hospital. A call is received advising that a child had been knocked over in a hit and run incident on her way home from school. Mohammed decided to a
ange for a recently recruited graduate nurse, Chloe, to attend the resuscitation so that she could observe the process, without actually being involved. After the child is admitted, Mohammed and his team set about the resuscitation which proved complex. After sustained efforts, the team are unable to resuscitate the child who subsequently died, cause of death expected to have been due to internal bleeding.
Mohammed advised the Director of Nursing about the outcome and a
anged for a formal de
ief for all of the team. The parents were informed of the outcome and linked to counselling services.
To Mohammed’s surprise, Chloe did not attend the de
iefing session, but instead made excuses to Mohammed about not feeling well and asked that she could go home. Mohammed was mindful of respecting Chloe’s space, but felt it appropriate to send a short text message later in the day to check in with her and offer her support. Within the hour, Chloe phoned Mohammed to respond to the text and see if he was able to speak to her for a few minutes. Chloe revealed that as a child, she was raised in an abusive family and was taken into care. She revealed that in her life there were a number of near miss situations both with her birth family and with her foster carers where she ended up in an emergency ward. Chloe told Mohammed that after the child died, all that she could think about was that the child who died could have been her, making a joke that she was maybe more suited to obstetrics than emergency. Chloe ended the call indicating that she felt she wasn’t cut out for emergency and couldn’t even look at her uniform because it gave her flashbacks about the death of the child.
Chloe did not return to work for a long period of time and submitted a Work-cover Medical Certificate and worker’s compensation claim for a psychological injury on the advice of her nominated treating doctor.
The Director of Nursing, after receiving a number of worker claims related to occupational stress and vicarious trauma, requested that you undertake a review of the staff support practices so that staff who work in an environment that can be traumatic could be supported in a model that reflects best cu
ent practice.
Case Study Scenario: Community Services Case Study
Nguyen is team leader in Firstcare Out of Home Care Services. A call came through that a child in Firstcare’s care had been taken to hospital by ambulance after being found unconscious after a hit and run incident on the way home from school. A recently employed case manager, Sam, was in Nguyen’s office when Nguyen took the call. Nguyen decided to allow Sam to stay in the room while he dealt with the call so that Sam can learn how critical incidents are responded to. Nguyen advised his line manager who contacted the Chief Executive Officer to manage the communications from the organisation in liaison with the police and Health Service, who were providing support for the foster carers. The CEO a
anged for contact to be made with the birth mother who was in prison.
Nguyen received a call from his line manager advising that efforts to resuscitate the child were unsuccessful and the child died, most probably from internal bleeding. Nguyen contacted the workers who had been involved in the child’s care to a
ange a formal de
ief.
To Nguyen’s surprise, Sam did not attend the de
iefing session, but instead made excuses to Nguyen about not feeling well and asked that he could go home. Nguyen was mindful of respecting Sam’s space, but felt it appropriate to send a short text message later in the day to check in with him and offer support. Within the hour, Sam phoned Nguyen to respond to the text and see if he was able to speak to him for a few minutes. Sam revealed that as a child, he was raised in an abusive family and was taken into care. He revealed that in his life there were a number of near miss situations both with his birth family and with his foster carers where he ended up in an emergency ward. Sam told Nguyen that after the child died, all that he could think about was that the child that died could have been him, making a joke that he was maybe more suited to being a teacher’s aide than a case worker in out of home care. Sam ended the call indicating that he felt he wasn’t cut out for the job and couldn’t even look at his ID badge because it gave him flashbacks about the day at work and the death of the child.
Sam did not return to work for a long period of time and submitted a Work-cover Medical Certificate and worker’s compensation claim for a psychological injury on the advice of his nominated treating doctor. The Regional Director of Firstcare, after receiving a number of worker claims related to occupational stress and vicarious trauma, requested that you undertake a review of the staff support practices, so that staff who work in an environment that can be traumatic, could be supported in a model that reflects best cu
ent practice.
Part 2: Short answer
Read the question carefully. Unless otherwise specified the student’s answer should be a minimum of 20 words but no longer than 100 words per whole question.
1. In the above case study, a number of events have occu
ed that have affected the psychological health of a new worker