Trainers Assessment Resource
HLTAP301B Recognise healthy body systems in a health care context
STUDENT ASSESSMENT
CHCDIS005 Develop and provide person-centred service responses
STUDENT ASSESSMENT
CHCDIS005 Develop and provide person-centred service responses
BEFORE YOU BEGIN
Please refer to the following assessment details.
ASSESSMENTS
DOCUMENT USED BY ASSESSOR TO ASSESS YOU
WHERE (Location of Assessment)
WHEN
(Assessment Duration/
Due Date)
Assessment Summary/ Cover Sheet to record results of all assessment tasks and determine competency
Classroom/ Real workplace/ simulated environment
N/A
Assessment Task 1 – Observation & Logbook
Assessment Task 1 – Observation & Logbook Assessor Checklist in the Work Placement Record Book
Real workplace/ simulated environment
Refer to timetable
Assessment Task 2 – Case study
Assessment Task 2 – Case Study Result Page
Classroom
Refer to timetable
Assessment Task 3 - Written Test
Assessment Task 3 - Written Test Result Page
Classroom
Refer to timetable
This page is intentionally made blank.
ASSESSMENT SUMMARY / COVER SHEET
(This sheet is in the Student Assessment pack)
This form is to be completed by the assessor and used a final record of student competency. All student submissions including any associated checklists (outlined below) are to be attached to this cover sheet before placing on the students file. Student results are not to be entered onto the Student Management System unless all relevant paperwork is completed and attached to this form.
Student Name:
Student ID No:
Final Completion Date:
Assessor Name:
Karen Buot
Unit Code/ Title
CHCDIS005 Develop and provide person-centred service responses
Please attach the following documentation to this form
Result
Assessment Task 1-Observation & Logbook
( Observation Checklist in the Work Placement Record Book (1 assessor observation)
( Work Placement Record Book attached (2 workplace supervisor observations)
S / NYS
Assessment Task 2- Case Study
( Case Study attached
S / NYS
Assessment Task 3-Written Test
( Written Test attached
S / NYS
S = Satisfactory; NYS = Not Yet Satisfactory
Final Assessment Result for this unit
C / NYC
C = Competent; NYC = Not Yet Competent
Assessor: I declare that I have conducted a fair, valid, reliable and flexible assessment with this student, and I have provided appropriate feedback.
Signature: ____________________________
Date: ____/_____/_____
Student Declaration: I declare that I have been assessed in this unit, and I have been advised of my result. I also am aware of my appeal rights. I also declare that the work submitted is my own, and has not been copied or plagiarised from any person or source.
Signature: ____________________________
Date: ____/_____/_____
Administrative use only
Entered onto Student Management System
( ________________
Date
Initials
ASSESSMENT TASK 1 – OBSERVATION & LOGBOOK
This information which is in the Student Assessment pack is to be handed to each student to outline the assessment requirements
Student Instructions
This assessment is to be undertaken in a fully equipped a fully equipped disability support care facility.
For this assessment, you are to be observed on 3 separate occasions (2 observations by your workplace supervisor and 1 observation by your assessor).
Part A
For this task you are to evaluate and prioritise the needs of any three (3) clients based on the information collected at workplace, develop a person-centred individualised plan to meet the aspirations, needs, rights and preferences of each client.
Each individualised plan must include the following information:
· A description of the client’s complex disability
· Client’s aspirations, needs, rights and preferences
· Person-centred strategies to meet those aspirations, needs, rights and preferences
· Services and resources involved in the strategies
· Required support team members
· An evaluation and review
Instructions:
· You must develop an individualised plan for three (3) clients at your workplace depending upon the identified needs of the client in the template/ format provided at the back of the Work Placement Record Book that is also included in this assessment.
· You must provide at least three (3) identified needs of the client in the given template.
· You must demonstrate your ability to develop, implement and monitor service responses with a person with disability.
Part B
For this task you must demonstrate your ability to:
· Collaborate with the person with a disability and/or their family and/or carer and/or relevant others in actively developing responses that meet the individual’s aspirations, needs, rights and preferences
· Communicate the needs of the person to family and/or carer and/or relevant others as appropriate
· Make available appropriate resources
· Seek provision of services from other workers or agencies as required
· Follow procedures for service delivery for the individual in line with organisation’s quality system
· Identify any ba
iers that may impact on the delivery of high-quality service and refer to supervisor
· Regularly review procedures for service delivery to reflect industry best practice and relevant legislative changes
· Regularly review procedures for service delivery to reflect the changing aspirations, needs and preferences of the person with a disability
· Maintain all relevant documentation relating to the person and the service delivery and communicate in accordance with organisation procedures
· Review and measure the effectiveness of responses in meeting the person’s needs and preferences, in consultation with the person, family and/or carer and/or relevant othe
· Use writing and numeracy skills
· Identify and act to improve areas of the responses that have not met the person’s needs and preferences
Your 3 observations will be observed as follows:
· 2 observations by your host employer / workplace supervisor that will be verified by your assessor from your College
· 1 observation by an Assessor from your College
(These are to be recorded in your Work Placement Record Book that will be given to you by your assessor)
To be assessed on: _______________________
ASSESSMENT TASK 2 – CASE STUDY
This information which is in the Student Assessment pack is to be handed to each student to outline the assessment requirements
Student Instructions
This task requires you to read and understand two case study scenarios and perform the following activities to demonstrate your knowledge and skills, in each of them, to:
A. Provide answers to questions based upon the case study scenario
B. Demonstrate skills to provide person-centered service responses to meet the aspirations, needs, rights and preferences for people with disability by filling out given Individual service responses form.
C. Review the developments and make changes to the individual service responses form that are necessary to improve quality service delivery; meet changing needs of the person; address ba
iers and respond to legislative changes.
Your assessment task will be due on: ____________________________
ASSESSMENT TASK 2 – CASE STUDY
Please complete below
Student Name:
Student ID No:
I declare that the work submitted is my own, and has not been copied or plagiarised from any person or source.
Student Signature:
Date:
STUDENT INSTRUCTIONS
Please refer to the instructions below regarding completing this assessment
This task requires you to read and understand two case study scenarios and perform the following activities to demonstrate your knowledge and skills, in each of them, to:
A. Provide answers to questions based upon the case study scenario
B. Demonstrate skills to provide person-centered service responses to meet the aspirations, needs, rights and preferences for people with disability by filling out given Individual service responses form.
C. Review the developments and make changes to the individual service responses form that are necessary to improve quality service delivery; meet changing needs of the person; address ba
iers and respond to legislative changes.
Case study scenario 1- Ryan
Ryan is a 40 years old male who sustained acquired
ain injury post motor vehicle accident. Ryan used to be an active and healthy IT professional. Ryan is a very organised personality. Ryan always lived by himself. Ryan has been shattered post this incident and does not feels worth living. Ryan had attended 6 months rehabilitation program at the rehabilitation facility in Kew. Ryan has right sided weakness of both upper and lower limbs. Ryan only walk for short distance with 4WF (Four-wheel frame). Ryan also has difficulty in grasping on to the objects due to poor muscle tone.
Ryan has aggressive outburst at the rehab staff during his stay in the centre. Ryan is feeling frustrated and worthless. Ryan family has been very supportive throughout his stay at the centre.
Ryan also has short term memory loss due to traumatic injury. He cannot remember things and keep track of days.
Ryan has been discharged from the rehabilitation facility to his home. His motor strength has been improved and he can hold light objects. He lives in the one-bedroom apartment on the ground floor. Ryan home has been modified as per occupational therapist requirement. He has wheel chair access to his apartment. Side rails have been installed in the shower and toilet. Ryan still prefers to live by himself and do his work by himself. Family has accepted his wish but willing to provide full support as required. Ryan can attend his own ADLs (activities of daily living). Ryan has three days service of meal on wheels. Two days carer helps Ryan to cook his meals. Ryan has been receiving support with cleaning services at home. His preferences includes to eat his food hot and on time.
Ryan’s memory loss is a constant issue in his care as he keeps forgetting his appointments. He is finding it hard to live by himself, he cannot manage to get the things organised in the same way as it used to be before his accident. He is feeling tired all the time. This makes him angry and frustrated.
Part A: Answer the following questions based upon the case study scenario:
1. List three (3) physical symptoms which are the main issues for Ryan post his accident in the given scenario?
2. Mention four (4) tasks and skills Ryan has finds difficult to manage in the given scenario?
3. Write two (2) person centred support strategies (for each task and skill) that you would implement as disability support worker to help Ryan to manage his task and skills?
4. You are going to develop an individualised support plan for Ryan. List any five (5) documents
eports you need to develop an individualised support plan?
5. List any three (3) ba
iers for Ryan to access the support service available?
Part B: Individual service responses form
Name:
Age or DOB:
Gender:
Details of disability
Aspirations
Needs
Rights
Preferences
Part C: Read, review and monitor the following recent developments in Ryan’s case and make changes to individual service responses that are necessary to improve quality service delivery; meet changing needs of the person; address ba
iers and respond to legislative changes.
Ryan has been involved in a behaviour support program where he has been given structured sessions of behaviour management. Ryan felt supported and relaxed after attending the program. His physiotherapy rehabilitation program has also been extended for another six weeks. It helped him to regain the muscle and limb strength back.
He has been advised by his dietician to avoid hot and spicy food as it may cause him gastric reflux. Ryan is now able to cook his own food and his family and carer supervise him when he cooks food. He, therefore, no longer requires meal on wheels service. Ryan’s family has helped him organising his house where his sister maintained now a written plan for all his appointments and meetings with the friends. Ryan is now happy and feeling confident.
The recent legislative changes require Ryan to report to Department on bi-weekly basis the progress of his recovery to maintain the disability support payment.
Based upon the recent developments, as mentioned in Part C, make the necessary changes to individual service responses form.
Part C: Individual service responses form
Name:
Age or DOB:
Gender:
Details of disability
Quality service delivery
Changing needs
Ba
iers
Legislative changes
Case study scenario 2 – Maree
Maree is 52 years old female living with her parents. Three years ago, she had a life-threatening accident. She spent six weeks in intensive care department followed by extensive six months rehab program. She has lost both her lower limbs post the accident.
After the rehabilitation program, Maree is able to attend her activities of daily living by herself requiring minimal support from her family members. She was followed up by her case manager on a 6-week follow up and reported that Maree is progressing well. Maree needed support from the carers to take her for the appointments as her parents are old.
Maree is also not happy with the cu
ent legislation and regulations around treating and managing people with mobility impairment post motor vehicle accidents.
Maree feels that a change in the law would mean that more effective training and awareness would be required for carers and health workers. In her view, there is significant ignorance and non-understanding of the impact of mobility impairment after roadside accidents – even though there is a lot of money spent on training carers and health workers.
She wants to participate in the research related to the impaired mobility rehabilitation. She expressed her wish to the case manager, that she needs a trainer one day a week to mentor her to prepare the draft paper for the research. She wants to do voluntary work in the field of the research related to impaired mobility.
Maree is very engaged and vocal and is involved in the Mobility Impairment Strategy Implementation Group. Through the Group, she recently got a copy of a report of a conference attended by 200 health workers directly engaged in the field of mobility impairment care. The report indicated a consensus amongst participants that even after attending training, they don’t properly understand mobility impairment and particularly its impact.
Maree feels very strongly that people who are affected