Trainers Assessment Resource
HLTAP301B Recognise healthy body systems in a health care context
STUDENT ASSESSMENT
CHCDIS009 Facilitate ongoing skills development using a
person-centred approach
STUDENT ASSESSMENT
CHCDIS009 Facilitate ongoing skills development using a
person-centred approach
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
CHCDIS009 Facilitate ongoing skills development using a person-centred approach
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 required to identify skill development needs for the client based on the information collected in your workplace and develop an individualised skill development plan for three clients with disability. You also need to implement and monitor the individualised skill development plans for all three clients. You are to perform the following tasks:
a. develop an individualised skill development plan for three clients with disability using the given template.
. implement and monitor the individualised skill development plans for all three clients and record how you have implemented and monitored the individualised skill development plans for all the three clients using the given template.
Important Instructions to complete the Individualised Skills Development Plan:
· Prioritise
· Implement Something Every Day
· Seek Feedback and Support: Learn from others. Ensure that feedback is relevant to your development priorities.
· Face your Ba
iers
· Involve Others
· When setting development activities, keep in mind the SMART model:
S - Specific
M - Measurable
A - Action Oriented
R - Realistic
T - Timebound
Part B
For this task you must demonstrate your ability to:
a. Identify the person with disability’s skill development needs using a person-centred approach
. Document development needs in line with organisation program guideline
c. Identify skills development opportunities in collaboration with the person and/or family and/or carer and/or another relevant person for inclusion in the individualized plan
d. Always be respectful, motivating and empowering the client with a disability during implementing skills development plan.
e. Coordinate and support the other team members while implementing person-centred ongoing skills development in line with the person’s individualised plan
f. Develop formal ongoing skills development opportunities
g. Document ongoing skills development opportunities in individual care plans
h. Work with the person to implement ongoing skill development activities
i. Utilise equipment and resources as required to facilitate the learning process
j. Access and use resources and equipment as required
k. Document outcomes in individualised care plans
l. Monitor development and provide feedback
m. Evaluate the effectiveness of activities and make changes as needed
n. Identify opportunities for ongoing development and encourage learning
o. Provide appropriate constructive advice to the person and/or family and/or carer and/or relevant other as soon as possible in the appropriate format
p. Encourage when the person takes the initiative in learning situations
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
You are to read each of the following case studies and answer the questions that follow.
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
· You are to read each of the following case studies and answer the questions that follow.
· Print Clearly
· Answer all questions
· Ask your assessor if you do not understand a question. Whist your assessor cannot tell you the answer, he/she may be able to re-word the question for you
QUESTIONS
Case Study 1: Marlo Desai
Ms Marlo Desai was depressed, isolated and feeling helpless when she came to know that her vision will be continuing to be deteriorated as per her disease condition and one day she will be completely blind. This was a very sad news for Marlo and her mother. Marlo's case manager Lavin appointed you as her support worker.
You acknowledged and researched Marlo's condition and found that Marlo love playing cricket, but started ignoring it from last four weeks, since the news of her health condition. You as her support worker, suggested her to engage in the sport/game again so that she does not feel isolated, helpless and not useful to the society, anymore.
After few support sessions and assistance from community and her mother, Marlo started playing the game again and cu
ently she is the Vice-captain of Su
ey Hills cricket team and Captain of the International Ladies cricket team.
Marlo is now a very bu
ly and positive person, always offering support to others and setting an amazing example with her ‘can do’ attitude. Her vision has fortunately not deteriorated, and cricket has played a significantly positive role in her life.
Marlo says that a lot of the confidence she has now is due to her involvement in cricket. It’s helped her to find a job, given her the support skills she needed to enable her to live by herself and removed her from isolation.
1. Select from the following answers, how does social devaluation impact Marlo’s life:
1.a. Marlo was very isolated and depressed
1.b. Marlo always felt joyful
1.c. Marlo was feeling helpless
1.d. Marlo started ignoring the sport/game she liked the most
2. As a "Disability support worker" for Marlo, list any three (3) effective competency and image enhancement strategies that you can implement to address social devaluation?
3. When providing active support care for people with high support needs, what you should consider. Select the co
ect answer:
Answer:
1. Maintain privacy, confidentiality and dignity of the client.
2. Always seek advice from all the stakeholders involved in the planning, implementing and evaluating person centred care.
3. Encourage participation of client.
4. Follow organisational policies and procedures.
5. Always follow the applicable standards and regulations.
6. All of the above
4. What points you should consider while using person-centred approach to identify the needs of a client with disability? Mention any five (5) points?
5. Provide any two (2) examples of community services and resources available for Marlo?
6. What are the core-strengths Marlo developed that helped her getting a job as Vice-captain of Su
ey Hills cricket team and Captain of the International Ladies cricket team? Mention any two (2) core-strengths.
7. What are the main strategies you may use to interact with people with a vision impairment?
8. Depending upon the case study, identify individual skill development needs for Marlo and develop an Individual skill development plan in the given template for monitoring ongoing skill development.
Important Instructions to complete the Individual Skills Development Plan:
• Prioritize. Identify development areas that will add the greatest value and make a difference.
• Implement Something Every Day. Chip away in small bite-sized pieces. Spending even five (5) minutes a day will make development a part of your daily discipline.
• Seek Feedback and Support. Learn from others. Ensure that feedback is relevant to your development priorities.
• Face your Ba
iers. Development isn’t easy. Address any ba
iers that may keep you from your development priorities.
• Involve Others. Find people who can help you in your development by soliciting ideas and reactions from them and who will provide specific, candid feedback on both your strengths and weaknesses.
• When setting development activities, keep in mind the SMART model:
S Specific
M Measurable
A Action Oriented
R Realistic
T Timebound
• Take Time to Reflect. Ask yourself what worked and what didn’t work, and why.
• Transfer Learning into Next Steps. Continue to focus on mastering a specific area, and then share this knowledge by teaching it to others. Regroup and focus on new goals and development activities as appropriate (time period may vary based on specific goals and activities).
Individual Skill Development Plan
8.1 Introduction
Name:
Case manager:
Date:
8.2 Career Plan
Short-Term Career Goals (1-2 years)
Areas of Interest
Skills/ Knowledge required
Long-Term Career Goals (2-5 years)
Areas of Interest
Skills/ Knowledge required
8.3 Areas of focus
8.4 Areas to develop
8.5 Responsible Team Members
8.6 Resources
8.7 Managers Comment/Feedback
Case Study 2 Anthony Casmentto
Mr. Anthony is a 44-year-old man, he had a high-speed motor vehicle accident in 2000. He experiences disability due to an acquired
ain injury after an accident. Anthony lives in supported accommodation facility post-accident.
Mr. Anthony has limited movement because of his injuries. All bed transfers are made using a sling and hoist, all the nutrition is given via a gastrostomy feeding tube. The only movement that Mr. Anthony can control is on his left side, in particular he can move his thumb and first finger although this movement is very difficult to control.
Mr. Anthony still love to drive his scooter around the facility. He likes to visit family on his scooter as. family live nears by. Anthony find hard to unlock and lock his vehicle independently. He always has to seek assistance from the carer and family when he has to lock and unlock his vehicle.
Anthony expressed his concern to the case manager(David) in the client meeting that he wants to learn independently unlock and lock his vehicle.
1. What are the two (2) key skill development needs of Anthony?
2. Is it necessary to follow the organisation policies and procedures while planning, assessing and implementing skill development plan for Anthony? True/False
3. List any two (2) person centred approaches can be used to help Anthony?
4. Name any three (3) people who you can refer Anthony for training during his skill development plan?
5. Depending upon the needs identified, develop skill development plan for Anthony in the given template?
Important Instructions to complete the Individual Skills Development Plan:
• Prioritize: Identify development areas that will add the greatest value and make a difference.
• Implement Something Every Day: Chip away in small bite-sized pieces. Spending even five (5) minutes a day will make development a part of your daily discipline.
• Seek Feedback and Support: Learn from others. Ensure that feedback is relevant to your development priorities.
• Face your Ba
iers: Development isn’t easy. Address any ba
iers that may keep you from your development priorities.
• Involve Others: Find people who can help you in your development by soliciting ideas and reactions from them and who will provide specific, candid feedback