Assessment Cover Sheet

Course: Certificate III in Individual Support

Participants to complete this section

Unit Start Date: __/__/2020 Unit Due Date: __/__/2020

Participants Name Telephone no:

Participants Email
Address
I declare that this work submitted by me is my own original work. I also declare that I
have not copied or plagiarised another work in order to support this assignment submission. Any
extracts used to substantiate my work are cited (referenced)
according to the standards of copyright viz. Author, Title of text or article, source, publisher
and date.
I understand that significant penalties apply to any student found submitting
work that has been plagiarised.

Student Signature: Date:

Unit Code(s) CHCCOM005 clustered with CHCCCS023

Unit Title(s) Communicate and work in health or community services; Support

independence and wellbeing
Name of Trainer
Trainer Only
Date Completed Assessment Received:

Electronic Hard Copy

Date Feedback Due:

Q&A S NYS OBS1 S NYS OBS2 S NYS

Result (tick) Competent Not Yet Competent

Verbal Feedback Provided To Participant: (Please detail if feedback has not been provided via email)

Date:

Email Feedback Provided To Participant: (copy placed in Participant file) Date:

Evidence collected meets the Rules of Evidence (tick)

Valid Sufficient Current Authentic

Assessor Signature: Date:

Marked Competent, Trainer Has Completed Form & Copy Supplied To Admin. Yes
Administration Only
Database: Reconciliation: Scanned:
 CHCCCS023 Support
Student Assessment Kit independence and wellbeing

CHCCOM005 Communicate
and work in a health or
community services

© Care College in Partnership with Horizon2 RTO 40932 May 2016

Assessment – CHCCCS023: Support independence and wellbeing
CHCCOM005: Communicate and work in a health or community services

Assessment summary Satisfactory Not Satisfactory

Knowledge Assessment
Project
Practical Observation
Third Party
Log Book

Overall result
Read, and sign below to confirm the Pre-Assessment meeting has been conducted and the following has
been discussed:
• Assessment process explained to the student.
• Any appeal relating to the outcome of the assessment or the way in which the assessment was conducted
shall be made through the company’s appeals policy as explained to the student
• This assessment book has been completed by the following person. I declare that no part of this assessment
has been copied from another person’s 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.

Student Declaration
Competent Not Competent
Overall result

Student Assessor

Student name: Assessor name:

(Print) (Print)

Student Comments: Assessor Comments:

Signature: Signature:
Date: Date:

© Care College in Partnership with Horizon2 RTO 40932 May 2016

Unit Code Unit Name
CHCCCS023 Support independence and well being
CHCCOM005 Communicate and work in health or community services
Assessment STEP 1
instructions Once you have received the assessment materials and learners guide and/or power point, you
are to work through the learners guide to gain your understanding. If the training is being
conducted in a classroom environment your trainer will work through the power points and/or
the learner guide. This will provide you with the opportunity to ask questions to gain clarification.
STEP 2
To access the UoC visit www.training.gov.au , on the home page type in the unit code listed
above under the quick search / Nationally recognized training and click search, click on the unit
code (must be the same as above), under the content box click on the word document and
download. This Unit Outline will demonstrate the type of information that will be assessed once
this assessment has been completed.
STEP 3
Once you have worked through the learner guide or the trainer has completed their delivery you
can start on your assessments. When conducting your assessment you may refer back to your
learner guide or class notes. Read all assessment instructions to enable successful completion of
the assessment tools and to ensure you have a full understanding of what is required. If you skip
any instructions or go directly to the commencing the assessments you may miss vital
information that is linked to the completion of the assessment. All assessments are to be
conduct individually unless specifically stated in the assessment instructions. There is a natural
progression to follow when completing the assessments. By following this progression it will
enable a better understanding as you progress through. If relevant for this particular unit the
progression of assessments should be followed as such:
1. Knowledge assessment
2. Project
3. Practical observation
4. Third party report
5. Log Book
If you still have trouble contact your trainer and assessor via email and they will responded to
you within 3 working days. These assessments can be completed electronically and saved to
send back once all have been completed as summative evidence to demonstrate your
knowledge and applying the necessary skills. The trainer and assessors will look over these and
provide feedback within 5 business days. If you are completing these assessments manual as a
hard copy and require more space for your responses please use additional paper. If this is the
case please clearly identify the assessment task type and question, part or section number.
STEP 4
Once you have completed the knowledge assessment double check you have met all the criteria
of each question and have answered all questions in full. By completing the knowledge
assessment it will give you the knowledge to move onto the projects and/or the practical
components of the unit.
STEP 6
Once all assessments have been completed, hand them in or post them into your assessor to be
assessed. Once they are assessed your trainer and assessor will provide feedback.
STEP 7
If there are areas which have been deemed not satisfactory in any of the assessments the trainer
and assessor will provide written feedback. This feedback will be clearly outlined where the gaps
are. You will then be required to rectify these gaps and resend the assessments back. Once the
unit is deemed competent you will be notified and provided the materials for the next unit.
You are to use the learner’s handbook as a reference guide to align your information to the
expected information required to be deemed satisfactory. You can also contact your assigned
trainer and assessor via email to ask questions or request time to have a telephone conference.
The pages must be numbered. The coversheet printed and signed prior to sending in. The
assessors will match this against the initials and signature that you provided upon signing the
enrolment form.

© Care College in Partnership with Horizon2 RTO 40932 May 2016

Assessment Knowledge Assessment
Assessment It is envisaged that this assessment will take approximately 2 hours to complete. If studying
Duration by distance you will be given six week from receiving the assessment to have all assessments
completed and returned.

Assessment The assessment is to be completed under your own research skills and knowledge without
Conditions input from a third person. If required the assessor may elaborate on the meaning of the
information to assist in your understanding. The learner is to provide the standard cover
sheet with a signature agreeing to the statement that this is their own work.
All questions are to be answered correctly and in detail to be deemed satisfactory.
Materials and Materials or resources that may be required, to meet the needs of the unit of competency
resources and to complete the assessment:
required Provided by the Trainer/Assessor or Workplace:
✓
Learner guide and/or power-point
Provided by the learner:
✓
Computer with internet access
✓
Microsoft Word
✓
Printer if required
Outcome The outcome of this assessment will provide the candidate with knowledge of the legal and
ethical issues that may be faced when providing support to others. It will provide background
information on the creation of an organizational structure and the appropriate
communication including on digital media. It will provide knowledge of the basic human
needs when providing support and how it relates to wellbeing and good health.
Reasonable The questions may be sent in an audio file if required or be completed verbally by a trainer
adjustments and assessor if necessary.

© Care College in Partnership with Horizon2 RTO 40932 May 2016

 1. You are to explain why the following legal and ethical components are considered and how they applied
when communicating and providing support for independence and wellbeing?
• dignity of risk
• human rights
• privacy, confidentiality and disclosure
• discrimination
• duty of care
• mandatory reporting
• translation
• informed consent
• work role boundaries – responsibilities and limitations
• child protection across all health and community services contexts, including duty of care
when child is not the client, indicators of risk and adult disclosure
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Dignity of risk: It is a legal requirement to ensure that the client has legal right to choose their own
medical treatments.
Human Rights: It is the right inherent to all human beings, whatever our nationality, place of residence,
sex, national or ethnic origin, colour, religion, language, or any other status. Anyone at workplace should
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be equally entitled to our human rights without any discrimination.
Privacy, confidentiality and disclosure: It means keeping clients information between you and clients
only unless any other people are involved in their care.
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© Care College in Partnership with Horizon2 RTO 40932 May 2016

 2. What are the sources of information and the application of legal and ethical aspects of
community services work particularly in regards to reporting requirements of abuse situations?

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3. Explain ethical decision making and how conflicts of interest may be a factor.
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© Care College in Partnership with Horizon2 RTO 40932 May 2016

 4. When discussing the principals of communication what are the models, modes and types that may
be available?

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5. What is the difference between motivational interviewing and coercive approach?

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© Care College in Partnership with Horizon2 RTO 40932 May 2016

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6. Explain in your own words the difference between collaboration and confrontation.

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7. How do the following aspects influence the way in which you would communicate when providing
support for independence and wellbeing?
• language
• culture
• religion
• emotional state
• disability
• health
• age

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© Care College in Partnership with Horizon2 RTO 40932 May 2016

 _____________________________________________________________________________
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8. What are potential constraints to effective communications when dealing with individual differences
while providing support? How may these differences be interrelated and impact on the support
provided?

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9. Explain in your own words the importance of grammar, speed and pronunciation for verbal
communication and when and how to use and recognise non-verbal communication when providing
support.

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© Care College in Partnership with Horizon2 RTO 40932 May 2016

 _____________________________________________________________________________
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10. How are the following digital media modes used in community services and the health sector particularly
when providing support for independence and wellbeing.
• web
• email
• social media
• podcast and videos
• tablets and applications
• newsletters and broadcasts
• intranet
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© Care College in Partnership with Horizon2 RTO 40932 May 2016

 _____________________________________________________________________________
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11. Explain in your own words your understanding of the importance of the following basic human
needs and wellbeing.
• physical
• psychological
• spiritual
• cultural
• sexual
• social
• financial
• career / occupation
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© Care College in Partnership with Horizon2 RTO 40932 May 2016

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© Care College in Partnership with Horizon2 RTO 40932 May 2016

 12. Outline the concept of self – actualisation.

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13. Taking into account the following basic requirements for good health explain the development across
the lifespan of a person.
• mental health
• nutrition and hydration
• exercise
• hygiene
• lifestyle
• oral health
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© Care College in Partnership with Horizon2 RTO 40932 May 2016

 _____________________________________________________________________________
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14. What are the mental health issues that are required to be taken into consideration when
providing support and what are the risks and any protective factors that may come into play.

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15. How would you identify indications of the following forms of neglect or abuse?
• physical
• sexual
• psychological
• financial
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© Care College in Partnership with Horizon2 RTO 40932 May 2016

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16. What are three myths and stereotypes that are in the community when providing support
of independence and wellbeing to clients?
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17. Explain in your own words issues that may impact the health and wellbeing of clients including
sexuality and sexual expression
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Sexuality & Sexual Expression- sexuality and sexual expression refers to person's sexual orientation
and preferences. Clients who are bullied in high school for being gays, lesbians or attracted to same
sex ends up being depressed
Life style
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© Care College in Partnership with Horizon2 RTO 40932 May 2016

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18. What are three indicators of emotional concerns and issues and what support strategies, resources and
networks are available to manage these issues.
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Indicators of emotional concerns
Prolonged sadness
Distress
Anxiety
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Demonstrating basic understanding of the impact of client’scircumstances may have

© Care College in Partnership with Horizon2 RTO 40932 May 2016

 Assessment Project
Criteria You are to research the following aspects of providing support for independence and
wellbeing and the organisational / industry requirements. You are to provide a brief on
your facility outlining the organisational structure and different models to support client
services and the interrelationships between the health and community services.
This information should formulate an information guide to allow clients or colleagues to be

informed of aspects of the provision of support services. It should be written using industry
terminology with appropriate grammar.
You are to:

a) Outline the service delivery models and standards

• principles underpinning person-centred service delivery
• principles of rights-based service delivery
• different roles and responsibilities of team
• characteristics of multi-disciplinary teams and how they are used
• relationships between different members of the health and community services
workforces
• role of support services
• links and interrelationships with other services
• funding environment
• support strategies, resources and networks

b) Outline the structure, function and interrelationships between different parts of the
health and community service system

c) Outline the issues that impact health and wellbeing and the impacts on
community values and attitudes

d) You must meet the requirements of using industry terminology and

appropriate grammar

Assessment This assessment may take approximately two to three hours. You are to provide a date to the
Duration learner when it is expected to be handed back in. This may occur once the practical
observation has been completed and the third party reports are collected (if required).
If studying by distance you will be given six weeks from receiving the assessment to have all
assessments completed and returned.

Assessment The assessment is to be completed under your own research skills and knowledge without
Conditions input from a third person. If required the assessor may elaborate on the meaning of the
information to assist in your understanding.
All criteria is to be met in full and in detail to be deemed satisfactory.
Materials and Materials or resources that may be required, to meet the needs of the unit of competency
resources and to complete the assessment:
required Provided by the Trainer/Assessor or Workplace:
✓
Learner guide and/or power point
Provided by the learner:
✓
Computer with internet access
✓
Microsoft Word
✓
Printer if required
Outcome The outcome of this assessment will provide the candidate with ability to gather appropriate
information and design plans for social inclusions. It will allow the student to identify areas of
concerns of behaviours and allow for management of these during activities.

© Care College in Partnership with Horizon2 RTO 40932 May 2016

 Reasonable The assessor you may provide guidance on alternative means of collecting the required
adjustments information on supporting independence and wellbeing. You may provide web links or
additional materials to help guide the student. If you are not currently working or in a
placement during this assessment you may conduct it on a facility that they are familiar with
or use information from a facility website.

© Care College in Partnership with Horizon2 RTO 40932 May 2016

 Assessment Practical
Criteria You are to be assessed on your ability to effectively demonstrate your knowledge and skills to
provide support of independence and wellbeing and effective communication skills. You are
required to observed and assessed on the following requirements: (Important Note – if the
following criteria cannot be met in 3 observations additional observations MUST be
conducted.

• safely supported at least 3 people to enhance independence and wellbeing

• demonstrated effective communication skills in 3 different work situations
• clarified workplace instructions and negotiate timeframes with 2 colleagues
• responded appropriately to 3 different situations where communication constraints
were present
• completed 2 written or electronic workplace documents to organisation standards

These three observations must be conducted in a relevant workplace. If any component of

the criteria set out above or below in the marking guide they may be conducted in a
simulated environment. If the assessment is conducted in a simulated environment it must
reflect real working conditions which are outlined in the case studies below.

You will be observed and assessed on the following criteria:

• recognising and supporting individual differences

• promoting independence to allow self-management
• support physical wellbeing to contribute to a healthy lifestyle
• providing support of social, emotional and psychological wellbeing
• communicating effectively with clients taking into account constraints
• collaborating with colleagues
• completing documentation and reporting on issues to allow for continuous
improvement
• you will be required to provide copies of written and electronic documents you have
completed
• You will be required to source a skill development improvement opportunity with
your manager/supervisor and initiate action to participate in the continuous
improvement

NOTE: the case studies must only be used in the instance that not all criteria can be met in
a live environment.

Case Study One –

Dawn Smith is an 83 year old lady who has a hearing impairment and likes shopping as it
provides her with an outing. She has recently had a slight fall and is a little sore however she
still wishes to go for her outing of shopping. It has been identified that Dawn has only been
given clearances to be mobile for a limited time.
You are to discuss with your supervisor Dawns situation and provide solutions to her issue
that outlines the needs and time frames that are acceptable. You are then to provide the
solutions to Dawn in a clear and logical manner so that she understands taking into
consideration the communication constraints. You are to clearly demonstrate how you
will provide the physical support that Dawn needs.

Case Study Two

Jimmy Chong is a Chinese gentleman with very little English language ability and he is having
a cultural difference with Bill Smith. They both play the social card game on Friday afternoons
which is usually canasta or 500. They are playing at the same table beside each other this

© Care College in Partnership with Horizon2 RTO 40932 May 2016

 particular day Bill, being a country boy likes his space compared to Jimmy who is happy to be
in large crowds with little room. The two begin to argue about how much room they have and
Bill argues the Jimmy is taking up to much space. It seems to be getting a little out of control
and both Bill and Jimmy start pushing each other’s things around and off the table. Things
become quite intense for all parties concerned and racist’s comments are made and other
derogatory remarks in regards to each other’s cultural and religious viewpoints. You are to
discuss with your supervisor alternatives to manage the situation.
Case Study Three

You work at Blue Haven Aged Care facility and you have a new client John Brown who is
having difficulty in adjusting to facility life. He suffers from mild depression since his wife
passed away six months ago. He was an active man prior to moving to the facility and his
wifes passing. John still managed to play lawns bowls, help with the house work and regularly
participated and helped at the church events.
John now sits around and does not wish to partake in any activities and is quite happy sitting
in his room doing nothing. His room is becoming increasingly untidy and his hygiene is
worsening each day to the point no one wishes to sit with him. You need to communicate
with a colleague and John to help provide the support he requires to help reestablish his
independence.

Assessment These observations will approximately take 30 - 45min each. The assessor will arrange a
Duration suitable time with you and your facility.
If studying by distance you will be given six weeks from receiving the assessment to have all

assessments completed and returned.

Assessment You are to meet all the criteria in the marking guide below to be deemed satisfactory.
Conditions The assessment is to be completed under your own research skills and knowledge without

input from a third person. If required the assessor may elaborate on the meaning of the
information to assist in your understanding.

Materials and Materials or resources that may be required, to meet the needs of the unit of competency
resources and to complete the assessment:
required Provided by the Trainer/Assessor or Workplace:
✓
Learner guide and/or power point
✓
Up to 3 people to enhance independence and wellbeing with varying communication
constraints such as
o Use of jargon
o Emotional barriers and taboos
o Lack of attention, interest, distractions, or irrelevance to the receiver
o Physical disabilities such as hearing or speech problems
o Expectations and prejudices which may lead to false assumptions or
stereotyping
o Cultural differences
o Language barriers
o Psychological barriers - stress
o Anger
o Physiological barriers
o Physical barriers such as distance
o Systematic barriers such as poor communication channels
o Attitudinal barriers such as personality conflicts
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2 colleagues to clarify workplace instructions and negotiate time frames

© Care College in Partnership with Horizon2 RTO 40932 May 2016

 Provided by the learner:
✓
Appropriate uniform
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Up to 3 people to enhance independence and wellbeing with varying communication
constraints
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2 colleagues to clarify workplace instructions and negotiate time frames
✓
If doing from distance:
o Audio / video recorder

If you do not have access to a video recorder you can use a smart phone or IPAD and have
someone film it for you as long as they ensure that get all the required coverage. If you do
not have access to either of these you can down load an application from the internet to
record directly onto your computer.
Mac OS X – www.nchsfotware.com/capture
Failing all these methods you may email you assessors to skype your presentations directly.
Skype – www.skype.com

Outcome The outcome of this assessment will provide the candidate skills to recognize and support
client independence and wellbeing. It will provide the opportunity to deal with clients with
varying communication constraints and deal with social, cultural and spiritual needs.
Reasonable If possible all observations must be conducted in a live environment to achieve maximum
adjustments coverage. If any component of the criteria set out above or below in the marking guide is not
met, they may be conducted in a simulated environment. If the assessment is conducted in a
simulated environment it must reflect real working conditions which are outlined in the case
studies above.
© Care College in Partnership with Horizon2 RTO 40932 May 2016
1. _____________________________________________________________________________________________________________________Date:
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Trainers are able to discuss the criteria that will be required for the learner to be deemed satisfactory with the learners to ensure full understanding.
Did the candidate perform the following Points to Look for. Has the candidate: 1 2 3 4

Comments

Yes

Yes

Yes

Yes
No

No

No

No
tasks to a standard which is acceptable?

a) recognising and supporting individual • demonstrates respect of client social,

differences cultural and spiritual differences and
does not impose own values and
attitudes onto others, taking into
account sleep patterns, meal choices,
daily rituals, customs, life choices
• asks questions and gathers information
from family or carers to identify clients
needs and strengths to plan
appropriate activities
• stage of life considered when
determining support required such as
planning for aged care, receiving aged
care or end of life for actions such as
palliative care
• takes into account stage of life, physical
abilities, social awareness of sexuality,
culture and spiritual needs when
planning support including emotional
and psychological needs, aware of
clients sexuality such as expressions,
thoughts, preferences, boundaries
• conducts assessments of spiritual
needs, facilitates outings to places of
worship or provides books, dvd’s,
allows contact with religious
representatives
© Care College in Partnership with Horizon2 RTO 40932 May 2016
 • demonstrates understanding of
maslow’s hierarchy of needs when
planning support needs and wants
b) promoting independence to allow self- • does not try to do everything for the
management client and encourages them to use their
skills, sets small achievable goals to
promote confidence and does not
hurry client, gives praise when clients
attempts task
• encourages the use of assistive devices
and independent living equipment
• Provided ‘for’ the client rather than
supporting the client to actively
participate in order to develop and
maintain their functional capacity
• Supports a cultural shift to a more
person-centred, strengths based
approach in working with participants
to promote dignity and achieve quality
of life
• allow opportunities for individual
choice, independence, dignity
• assist to feel safe and secure
c) support physical wellbeing to • jointly performs tasks with clients such
contribute to a healthy lifestyle as cleaning bathroom, changing bed,
doing and hanging out washing,
shopping,
• incorporates physical activities into
daily life such as not using TV remote
and getting up to change channel,
stand and sit a number of time prior to
leaving dinner table, set exercises for in
the chair during TV adds,
• offers community activities such as
walking groups, exercise class, dancing
• assist with cleanliness, repairs,
condition of furniture and fittings,
• is able to identify physical conditions
and provide information on ways to
strengthen and approve

© Care College in Partnership with Horizon2 RTO 40932 May 2016

d) providing support of social, emotional • provide opportunities to seek out social
and psychological wellbeing connection, promotes feelings of
independence and provides open
communication in searching for coping
methods for life changes
• provides opportunities to join social
groups to participate in to meet clients
social, cultural and spiritual needs to
maintain self-esteem
• is mindful of baseline changes such as
mood swings, anger, erratic behaviour,
self-harm, increased substance abuse,
withdrawal,
• acknowledges strength and resilience
of families and client and supports to
maximise wellbeing and reducing risk
• does not act outside own knowledge or
job role and reports to relevant person
when outside their scope of tasks
• identifies and reports on any signs of
financial issues or signs of abuse such as
financial, dehydration, malnutrition
(without illness-related cause),
untreated bedsores, and poor
personal hygiene unattended or
untreated health problems hazardous
or unsafe living
conditions/arrangements (for example,
improper wiring, no heat, or no running
water), unsanitary and unclean living
conditions (for example, dirt, fleas, lice
on person, soiled bedding, faecal/urine
smell, inadequate clothing), an injury
that has not been cared for properly,
lack of necessities such as food, water,
or utilities, lack of personal effects,
pleasant living environment, personal
items
e) communicating effectively with clients 1) Needs to be culturally sensitive
taking into account constraints • Show understanding and empathy
• Equality

© Care College in Partnership with Horizon2 RTO 40932 May 2016

 • Language that can be understood or
interpreting services accessed
• Respect differing communication
practice- shake hands/ bow/ nod....
• Celebrations and ceremonies to be
promoted
• Information and network access
• Use of industry terminology
• Identifies any conflicts of interest and
advises clients and supervisors
2) Uses nonverbal communications where
possible such as, eye contact, gestures,
signing, symbols and pictures to
demonstrate meaning
Uses plain clear verbal language to
reinforce understanding, provides
information on support providing so
client is aware of what is going on and
confirms their understanding
Provides opportunities for clients or
family to ask questions to clarify their
understanding and uses reflections and
summaries
Conducts and maintains private
conversation and records to meet
confidentiality requirements
3) Recognises common barriers of
communication such as use of jargon,
emotional barriers, cultural
differences, language barriers,
Defuses and resolves conflict situations
through the use of empathy, listening
skills, not interrupting, seeking facts,
checking understanding
Uses open ended questions,
affirmations,
Is able to identify and act on signs of
conflict such as signs of discomfort,
incidents that have occurred,
misunderstandings, tension or possible
crises

© Care College in Partnership with Horizon2 RTO 40932 May 2016

 4) When reporting to supervisors takes
into consideration ethical
requirements such as complying with
codes of conduct, policies and
procedures,
Identifies dilemma or breaches of legal,
ethical or policies and reports to
supervisors such as abuse, colleague
not allowing client to speak or
participate, receiving of gifts, physical
touching,
Resolves unethical issues by referring
to codes of conduct or codes of practice
or by seeking advice from supervisors
f) collaborating with colleagues • has been observed taking instruction
from supervisors and clarifies
timeframes that are required
• uses planning workplace documents,
presenting reports and forms to
provide information to other sources
• repeats message, asks who, what,
when, where, why questions
• selects appropriate form of
communication for various people such
as verbal, written reports, memo’s,
professional letters, referrals, email
• uses industry terminology in
communications such as action plans,
care planning, advocate, basic daily fee,
care recipient, continence aids, end of
life, flexible care, hospice, palliative
care, re-ablement, support plans,
transition care
g) completing documentation and 1) Examples include- care plans, incident
reporting on issues to allow for and accident reports, health
continuous improvement assessments, client personal profiles/
history forms
2) points in documenting:
• Objective & factual
• Timely
• Confidentiality and secure storage

© Care College in Partnership with Horizon2 RTO 40932 May 2016

 • Language, jargons & abbreviations
• Spelling
• Legible/ no white out
• Records signed, dated , name &
designation clearly written
• Re- read your entry to ensure what you
have written is what you intended to
write
• Identify any conflicts of interest
• Ensure human rights are met with any
recommendations
• Information is relevant to the situation
and is completed in appropriate
timeframes
3) Has completed both written and
electronic reporting
Completed documents meet accuracy,
conciseness, thoroughness, currency
factors
Maintains network security and
acceptable behaviour of use
Written documentation outlines
possible objectives, explaining the
main points and summarises
h) continuous improvement 1) Provides ideas for improvement in
areas such as infection control, WHS,
client service, office procedures,
2) Seeks feedback on possible areas of
improvement and asks question on
more efficient ways to conduct work
and to gain knowledge
Gathers advice from
mangers/supervisors/colleagues on
possible training/learning
opportunities
It has been confirmed that the student

has initiated action to gain the skill

development

© Care College in Partnership with Horizon2 RTO 40932 May 2016

© Care College in Partnership with Horizon2 RTO 40932 May 2016