CHCAGE002 Implement Falls Prevention Strategies: Mode One

CHCAGE002
Implement falls prevention strategies
MODE ONE
Model Answers
Student Name:
Integrated Training Solutions (Aust) Pty Ltd

T/A Intercare Training
1 Fairborne Way
Keysborough VIC 3173
Phone: 1300 10 2273
www.integratedtrainingsolutions.com.au
info@integratedtrainingsolutions.com.au
Implement falls prevention strategies – Model Answers 2
INFORMATION REGARDING THIS ASSESSMENT TOOL

1. General Information
2. Instructions for Students
3. Instruction for Assessors
4. Student Declaration
1. General Information about the Assessment Workbook
Development of this Assessment Tool

A Training and Assessment Strategy (TAS) has been developed for the program that contains this unit.
This TAS outlines our delivery and assessment methodology to ensure consistency with our scope and
requirements under NVR regulations and legislations. Furthermore all assessments are written in line
with the assessment guidelines of the relevant training package.
A professional approach is applied to ensure that these assessment resources are current, valid, fair
and flexible assessment tools that accurately relate to the elements and performance criteria to meet
competency standards.
This Assessment Tool has been reviewed to ensure it meets with the unit of competency evidence
requirements.
All resources comply with the appropriate training packages, released on www.training.gov.au.
To ensure they are kept current and fair they undergo several types of formal validation processes.
These include:
 Industry validation of our programs via Intercare Training Industry Consultation committee
 Industry validation of our assessment tools via Intercare Training Industry Consultation
committee
 Trainer/ Assessor validations as scheduled in our programs register
Feedback from our clients and students is also encouraged to maintain currency and reflect any
changes within the industry.
General information about Assessment

There is a combination of formative and summative approaches to assessment designed for a learning
environment that enables simulation in workplace environments or employment seeking activities
when required. The timeframe for assessment is outlined in each Training Program Outline that is
issued and discussed at enrolment; and each student must complete the ‘Student Declaration’ to
verify both their understanding of the unit assessment requirements and their readiness to proceed
with the assessment process.
Assessment needs to include the full expression of competency which includes assessment of
knowledge, understanding, application and performance reliability.
ITS (Aust) Pty Ltd Page 2 of 26

CHCAGE002 Model Answers_V1.2_March 2017
Formative/Summative definitions:
Formative Assessment: Provides feedback to both trainer and student about progress both of the
course program and the individual. It does not necessarily contribute to formal outcomes, e.g.
certification.
Summative Assessment: Summative assessment is by contrast a high value function that evaluates
against a standard; it does contribute to formal outcomes.
Resources needed for the assessment
The assessment modes are designed for general classroom delivery with access to:
 A relevant simulated environment for the purposes of practical demonstration

 Business technology and organisational processes where required - a computer with access
to the internet, an email function and a word processing application will generally be provided
for the completion of all assessments as required.
Assessment process overview
When you have completed all Assessment Modes, and you have (if required) made a copy of your
completed Assessment Modes; it is time to submit the completed Assessment Workbook to your
Assessor. Your Assessor will provide you with feedback, whether this is verbal or written responses,
and a judgment of competency will be made.
Reasonable Adjustment
Assessors must apply special consideration and make reasonable adjustment to assessment, as
appropriate. Information regarding reasonable adjustment can be found in both the relevant program
Training and Assessment Strategy (TAS) and Student/Employer Handbook.
Reassessment
Incomplete Assessment Modes will result in the Assessment Workbook being handed back to the
student and marking of the respective Assessment Mode will not commence until the Assessment
Mode is completed. If there is a Not Satisfactory assessment outcome, the Assessor will discuss and
provide feedback to the student on the area/s for improvement and confirm further requirements. At
this time a mutually agreed future date for re-assessment will be set.
Reassessment Process:
 Each student is entitled to 3 assessment attempts at no additional cost
 Each re-assessment attempt must be completed within a 48-96 hour maximum timeframe
from the previous attempt.
 Trainer/Assessor will provide direction to the student on the further learning required for next
assessment attempt.
 Assessor may apply reasonable adjustment to the subsequent assessment attempts if
required
 These 3 assessment attempts should be across a maximum period of 2 weeks
 At the end of the third unsuccessful assessment attempt, a formal student/trainer counseling
session will occur, to discuss the student’s suitability to the learning program and available
options
 Post this process, a student may re-enrol and the learning and assessment process
commences again from the beginning
 Fees for re-assessment can be found on the Intercare Training website
2. Instructions to Students – How to use this Tool
How you will be assessed / able to demonstrate competency for this unit
To demonstrate competence in this unit you must satisfactorily meet the requirements of this
Assessment Workbook and the Work Placement Log Book.
All submitted work must be your individual work. Intercare Training has a zero tolerance to cheating
and plagiarism. Where required, group work will be clearly indicated and each students required input
will be clearly documented.
This Assessment Workbook represents 1 (one) complete record of evidence consisting of various
Assessment Modes that may include further pieces of evidence to be developed by the student. These
Assessment Modes are reviewed by an Assessor and an outcome determined for each completed
submission.
INDIVIDUAL ASSESSMENT MODES can include:
MODE ONE (Summative)
This Assessment Mode is designed to capture required responses incorporating various methods
including:
Qu:Knowledge based Question / Answer
Various question types such as short answers, multiple choice and True/False.
Written questions: Questions will be provided within this Assessment Mode; space is provided
for you to write your answers.
Verbal questions: Your Assessor may ask you a range of questions and record your answers in the
appropriate mode/s as required for assessment.
Pr Project
Project: - these will require gathering and interpreting information, research with analysis and
presentation of findings
This Assessment Mode will provide you with information for analysis and you will need to provide
a response in the form of written content (Project). Some research will be required by you the
student and you may need to complete and provide further or specific documents for additional
evidence. You will need to attach the documents that you create and any that you have gathered
from research, or from the simulated workplace, as part of the completed Project.
Pr Case Study
A Case Study will be provided for analysis and you will need to provide a response in the form of
written content. Some research will be required by you the student and you may need to
complete and provide further or specific documents for additional evidence. You will need to
attach the documents that you create and any that you have gathered from research.

Pr Scenario
A scenario will be provided for analysis and you will need to provide a response in the form of
written content. Some research will be required by you the student and you may need to
complete and provide further or specific documents for additional evidence. You will need to
attach the documents that you create and any that you have gathered from research.
Conditions of Assessment for Mode One

 Assessment Mode One can be completed within class time or during periods of self study.
 Assessment Mode One can be completed with the direct access and or use of any course
issued resource or students own research source
 It is expected that Assessment Mode One will be completed in line with the students Training
Plan dates allocated at course commencement.
 It is expected to take 8 hours to complete this Assessment Mode.
 Reasonable adjustment can be applied in line with the Intercare Training reasonable
adjustment policy
MODE TWO (Formative) and Final Observation (Summative)

Assessor Observation (Work Placement Log Book): - Demonstration / Role play
This Assessment Mode requires you to participate in a Work Placement Program. You will be given a
Work Placement Log Book for this qualification containing instructions and requirements for this
Assessment Mode. Your Assessor will observe you during your work placement demonstrating the
required skills and assess your competence accordingly. Where required a relevant simulated
environment for the purposes of practical demonstration will be provided.
Conditions of Assessment for Mode Two
 Assessment Mode Two should be completed within structured work placement periods within
an approved Community Service Provider that is relevant to the course enrolled in such as a
Residential Aged Care Facility (RACF), Home and Community Care Service Provider, Disability
Service Provider.
 Assessment Mode Two can be completed with the direct access and or use of any workplace
Standard Operating Procedures/Policies and or equipment required to satisfy the
demonstration of knowledge/skills.
 It is expected that Assessment Mode Two will be completed in line with the students Training
Plan dates allocated at course commencement.
 It is required that a student will consistently apply the required skills and knowledge
competently over a 120 hour period to complete this Assessment Mode.
 Assessment Mode Two can only be completed via practical demonstration, simulated
environment or as the Training Package rules allow.
 Reasonable adjustment can be applied in line with the Intercare Training reasonable
adjustment policy.

Rules for Completing Assessment Modes

Assessment Workbooks must be completed in Black or Blue pen. White out must not be used.
If you need to amend written information cross it out and rewrite the correct information. Additional
sheets maybe attached if required.
Assessment Mode Length
Where space/lines have been provided for responding to an Assessment Mode, you should not see
the size of the space provided as a guide to the length of your answer.
If you require extra room for a response, attach a separate page to the relevant Assessment Workbook
with the following points included – your name, date the response/s were made, the unit code and
Assessment Mode clearly indicated.
References
All references must be cited. Intercare prefer the APA referencing format.
These can be created in a table and attached on an additional sheet to the
relevant Assessment Workbook. Word has a references TAB see icon and
follow instructions. Also refer to the Intercare Referencing guide
Ask your Assessor if you require clarification and or assistance.
How are the Outcomes for Assessment Modes Assessed?

Each Assessment Mode within this Assessment Workbook and the Work Placement Log Book will be
given an outcome of either Satisfactory or Not satisfactory.
What does this mean?
 Satisfactory Outcome:
The Assessor has reviewed the Assessment Workbook against the requirements of the
Assessment Mode and is satisfied that all requirements have been met.
 Not Satisfactory Outcome:

Assessment Mode and is not satisfied that all requirements have been met.
If you receive a Not Satisfactory outcome you will be given an opportunity to discuss and review with
your Assessor the area/s for improvement and resubmit the individual Assessment Mode as per
Assessor’s instructions.
If you receive a Satisfactory outcome for the individual Assessment Mode, then this outcome forms
one part of the requirement used to form a final judgement of competency for this unit.
How is Competency Judgement Made?
Competency judgement is made up of a combination of (2) two satisfactorily completed Assessment
Modes one within this Assessment Workbook and one within the Work Placement Log Book. The
Assessor, understanding the rules of evidence, is also able to make a determination of competency
for you the individual student factoring the need for reasonable adjustment as required.

Student Please Note:
 Your suitability for this program has been determined at your Pre Training Review and again
at Enrolment. If at any point you feel that this program is not suitable you are able to
withdraw at any time. If this is the case please notify your trainer.
 A zero tolerance to cheating and plagiarism is taken with Intercare Training.
If you the student are found to have cheated on any forms of assessment, including
plagiarism of another’s work, you will be required to re-sit an alternative assessment under
the supervision of an assessor to confirm competence in this unit.
 You must satisfy the requirements for competency within this Assessment Workbook to
achieve a competency outcome.
It is highly recommend that you keep a copy of all assessment work that you submit.
Evidence provided by you is retained for our records and not returned to you.

3. Instructions for Assessors
Evidence Gathering/Collection required

Assessment of a Unit of Competency is based on the review of the Assessment Modes contained
within this Assessment Workbook. The Assessment Workbook have been mapped to cover the
specifics of the Unit of Competency as per the contents of the Training Package and includes:
 Performance Evidence  Assessment Conditions
 Knowledge Evidence  Performance Criteria
It is also essential that assessment is conducted with the rules of evidence as a primary focus:
 Authentic  Current
 Valid  Sufficient
Guidelines for Acceptable Responses to Assessment Tasks/Modes
Assessors must always refer back to the individual Unit of Competency and in particular the specific
Essential Skills and Essential Knowledge listed within, to assist them in determining sufficiency of
response in line with the rules of evidence.
The RTO supplied model answers satisfy demonstration of Performance Evidence and Knowledge
Evidence for the Assessment Task. These model answers are provided as a guide and any combination,
inclusive of these model answers can be used by the Assessor to determine a satisfactory outcome of
the assessment mode.
It is the responsibility of the Assessor to review and assess each submitted Assessment Task response
on its individual content and in line with the individual Unit of Competency requirements and Intercare
Training Assessment Policy.
How to make an assessment outcome using the Assessment Modes
Each individual Assessment Mode within this Assessment Workbook will be given an outcome of
either Satisfactory or Not Satisfactory.
What does this mean?
 Satisfactory Outcome:
Assessment Mode and is satisfied that all requirements have been met.
 Not Satisfactory Outcome:

If you make a Not Satisfactory assessment outcome you will give the student a chance to review and
discuss the area/s for improvement and elect a time the student must resubmit the Assessment
Workbook as per your instructions.
If you make a Satisfactory outcome for the individual Assessment Mode, then this outcome will
contribute to final judgement of competency for this unit.

How to make a judgement of competency using the Assessment Modes

Competency judgement is made up of a combination of (2) two satisfactorily completed Assessment
Modes within this Assessment Workbook and Work Placement Log Book. The Assessor, understanding
the rules of evidence, is also able to make a determination of competency for an individual student
factoring the need for reasonable adjustment as required.
Rules for Assessing Completed Assessment Modes
Each Assessment Mode must be reviewed to assess competency, as you review each question / page
use a RED pen and tick each question and / or page to confirm review.
Feedback must be written in Black pen.
At the end of each Assessment Mode section there is a table that must be completed in Black or Blue
pen, see example below.
ASSESSMENT MODE ONE – RECORD OF RESULT

Assessment Guide
Satisfactory The Assessor has reviewed the Assessment Workbook against the requirements of the
Outcome Assessment Mode and is satisfied that all requirements have been met.
Not Satisfactory Outcome
QUESTION / ANSWER / PROJECT MODE OUTCOME

Verbal Assessment Tasks
Insert relevant
Not clarification to requiring Trainers
Date Satisfactory Assessment Tasks
Assessment reasonable
Satisfactory for Reassessment Signature
Tasks adjustment
___ / ___ / ___  

Reassessment Date(s):
___ / ___ / ___  
___ / ___ / ___  
___ / ___ / ___  
Feedback given to student on the overall status of their Assessment submission

Please indicate the applicable written response given to the student
 Verbal feedback given to student on the overall Mode One Assessment status.
Or
 Written feedback on overall Mode One Assessment; or; clarification on tasks required
. to address identified gaps.

Confirmation of verbal and/or written feedback on responses
I declare that the student and I have discussed the Assessment Tasks via verbal/written clarification as
Assessor Declaration listed above.
Date ____ / ____ / ____
Assessor Signature
Student Signature
If verbal assessment is required you must write responses in RED pen where relevant.
DO NOT amend dates if possible. If you write in the wrong section you need to cross it out and rewrite
the correct information.
White out must not be used.
Assessor Please Note:
 A student’s suitability for this program has been determined at their Pre Training Review
and again at Enrolment. If at any point you feel that this program is not suitable for the
student please discuss this with the student.
 A zero tolerance to cheating and plagiarism is taken with Intercare Training.
If a student is found to have cheated on any forms of assessment, including plagiarism of
another’s work, they will be required to re-sit an alternative assessment under the
supervision of an assessor to confirm competence in this unit.
 A Student must satisfy the requirements for competency within this Assessment Workbook
to achieve a competency outcome.
 A Completed Assessment Workbook and any additional evidence provided by the student
is retained for our RTO records and is not returned to the student.
It is important that all areas of this Assessment Workbook are completed prior to submission to
the administration department for final outcome recording.

STUDENT ASSESSMENT DECLARATION
 I have undertaken sufficient activities within this unit of competency and I am ready to
attempt the assessment required to demonstrate competency.
 I understand the assessment framework and requirements that will be used by an Assessor
to make a formal judgement of my competency
 The work that I have submitted in this Assessment Workbook is my own.
I understand that it is my responsibility to make a copy of my Assessment Workbook and any

 additional assessment evidence for my own records prior to submitting to my Assessor for
marking.
 I understand the re-assessment process that will be followed if I am unsuccessful in gaining a

satisfactory result in the required Assessment Modes.
Student Name
Student Signature

ASSESSMENT MODE ONE

Question / Project
Assessment Mode Instructions:
Carefully read the assessment task requirements detailed below and complete as instructed.
Completed Project and the required work sample evidence will need to be attached to the back of
this Assessment Workbook.
Please ask your Assessor to clarify if needed.
The following Assessment tasks are individual assessment and no group work is permitted.
The estimated completion timeframe is: ____________________
Submission date: _____________________________________
Assessment extensions can only be authorised by your Trainer.
Upon completion of this Assessment Mode’s requirements, the Assessor must complete and sign
the Assessment Mode Record of Result. Student is also required to sign to confirmation feedback
and understanding of Assessment outcome.
Assessment task 1: Knowledge evidence

Research and complete the following.
1. What are the current statistics of falls in older people in Australia?
Students answers will vary from state to state:

Taken from Queensland Health:
Falls are the leading cause of unintentional injury for Queenslanders aged 65 years and over and the cost
of falls and falls injury is significant. Older people are at greatest risk of sustaining an injury from a fall. At
least one in four older people have a fall each year. Over 40 % have multiple falls and over 30 % of those
who fall require medical attention as a result. The rate of falls is even higher for older people living in
residential care.
From Better Health Channel:
It is estimated that at least one-third of people aged 65 years and over fall one or more times a year.
Although many of these falls do not result in injury, they can cause:
 Hip and wrist fractures

 Hip and shoulder dislocations
 Head injuries and abrasions
 Bruising and sprains
 Fear of falling that can result in loss of confidence and restriction of activities.
Older people are almost 12 times more likely to have a fall than a motor vehicle or pedestrian accident.
2. How does the ageing process affect the risk of falls?
Everyone can be at risk of having a fall, but some older adults can be more vulnerable than others due to
the presence of long-term health conditions.
An increase in falling as people age is associated with decreased muscle tone, strength and fitness
as a result of physical inactivity.

3. a) What are the main factors, including stroke, that contribute to the risk of falls?
Taken from - Preventing Falls and Harm From Falls in Older People Best Practice Guidelines
for Australian Residential Aged Care Facilities 2009
Increased age
Acute health status
History of previous falls
Wandering behaviour
Cognitive impairment
Maximal drop in postprandial (after eating) systolic blood pressure of at least 20 mm Hg, and in
diastolic blood pressure of at least 10 mm Hg within three minutes of standing
Deterioration in performance of activities of daily living
Reduced lower extremity strength or balance
Unsteady gait or use of a mobility aid
Independent transfers or wheelchair mobility
Use of antidepressant medication, multiple drug use, or drug
side effects
Impaired vision
Diabetes mellitus
Relocation between settings
Environmental hazards
b) What is the impact of falls on older people and their carers?
Taken from - Preventing Falls and Harm From Falls in Older People Best Practice Guidelines
for Australian Residential Aged Care Facilities 2009
The hip and thigh are the most common injured areas in both men and women sustaining falls. Femur
fractures from falls have been decreasing since 1999–2000,12 by 1.3% per year for men and 2.2% for
women. Head injuries are also common (more so for men) and indicate that injury-prevention
mechanisms for the head should be considered as well as for the hip and thighs.
Hip fractures are one of the most common reasons for hospital admissions, with the majority (91%)
caused by falls. Hip fractures impose heavily on the community due to increased death and morbidity,
decreased independence, increased burden on family members and carers, increased costs due to
rehabilitation and increased admittance into RACFs. In people older than 65 years of age, 3.6% of falls-
related hospital admissions result in death.
Falls also result in wrist fractures, when people put their arms out to break the fall.
Falls may increase the risk of complications, including the likelihood of developing a fear of falling or loss
of confidence in walking, extending the length of stay in a hospital or other facility, additional diagnostic
procedures or surgery, and litigation. Additionally, falls may result in caregiver stress and fear of litigation
among clinical and administrative staff.
4. How do you recognise deviations to a client’s normal posture, gait and balance?
You would be aware of the persons current normal posture, gait and balance (by reading their care plan)
and you would report and document any changes to what is considered ‘normal’ for that person.
5. List three (3) medical causes of falls and how to recognise the signs of those causes.
If you have… …then falls can be a concern because

Heart disease or Heart conditions can cause dizziness, balance problems, muscle weakness and
failure (CHF) fatigue, even with only slight exertion. Heart disease is also frequently associated
with respiratory difficulties, which can result in many of the same falls-related
conditions.
Had a stroke Strokes often result in muscle weakness, and/or sensory imbalances on one side
of the body, which can compromise one’s ability to move about safely.
Parkinson’s Tremors, stiff aching muscles, and slow limited movement (especially when the
Disease person tries to move from a resting position) are all falls risks associated with
Parkinson’s. A person with Parkinson's disease is likely to take small steps and
shuffle with his or her feet close together, bend forward slightly at the waist
(stooped posture), and have trouble turning around. Balance and posture
problems may result in frequent falls, especially as the disease progresses.
Low blood Low blood pressure, particularly when rising from a lying or sitting position, is a
pressure common cause of falls due to dizziness and/or fainting.
Chronic The shortness of breath that is caused by COPD (chronic bronchitis and/or
obstructive emphysema) can make you feel weak, dizzy or faint, even when you do simple
things like get dressed or fix a meal.
pulmonary
disease (COPD)
Diabetes Diabetes can cause a loss of feeling in the feet (diabetic ‘neuropathy’), which
compromises your balance and sense of where obstacles and uneven footing may
be a hazard.
Arthritis The loss of joint flexibility due to arthritis makes it difficult to maintain a safe
gait, to avoid potentially dangerous obstacles, and maintain balance.
Vision problems A decrease in vision, whether caused by glaucoma and cataracts, or just aging
eyes, makes it far more difficult to judge distance and avoid obstacles that could
trip you up. This is naturally a particular concern at night or when in the dark.
Mental confusion Mental confusion can increase the chance of a fall since it may be more difficult
to determine whether an activity is putting one at greater risk, or it may take
longer to respond to a situation where a fall might otherwise be averted.

6. Explain the physical and psychological effects of falls on older people and their carers.
Falls can have a variety of outcomes ranging from no injury or minor injury, to serious injury or
death. Physical injuries can include: Pain bruising, scratches and other superficial wounds haematomas
lacerations fractures intracranial bleeding. Even falls not resulting in physical injury can instill a fear of
falling. This can result in: self-imposed limitation of activity commencing a cycle of decreasing functional
ability.
Older people who fall are likely to worry about the future and loss of independence.
Loss of self-esteem and mobility leads to decreased activity and eventually inability to perform
activities of daily living.
Because of decreased confidence and physical functioning, people who fall are likely to fall again.
Older people who fall are less likely to take part in beneficial activities like exercising or socializing
because of a fear of getting hurt again and the embarrassment of a fall.
Impact on the Family
The effects of a fall go beyond the individual and reach into the lives of family members and friends. A fall
can result in: The financial obligation of health care and recovery: increasing the family's worry about the
health, safety, and mortality of older family member Increased time spent on care of the older person:
becoming overprotective of the family member, limiting their activities and decision-making ability
7. a) Detail three (3) fall prevention strategies.
Things you can do to reduce your risk of falling include:
 eating healthy and nutritious food

 drinking enough fluids
 maintaining a healthy and active lifestyle, with regular exercise to prevent your muscles
weakening and joints stiffening such as tai chi
 taking medication only as prescribed
 wearing the right shoes? comfortable, firm-fitting, flat shoes with a low wide heel, laces, buckles
or Velcro fastenings and rubber soles that grip
 wearing slippers which are good fitting
 not walking in socks
 making sure clothing is not too long causing a trip hazard (touching the floor)
 hazard proofing your home to make it as safe as possible? removing slip or trip hazards like loose
rugs or mats and repairing or replacing worn areas of carpets
 wiping up spills immediately
 making sure there is adequate lighting, especially at night
 using your walking aid at all times
 installing grab rails in the bathroom
 keeping pathways in good repair and clean
 marking the edge of steps so they are easy to see
Home maintenance and modification services may also help prevent falls by making your home safer and
more secure. This may include installing:
 grab and shower rails

 hand rails

 ramps and other mobility aids

 emergency alarms and other safety aids
b) For each fall prevention strategy you have listed, what might you observe that would indicate that
the strategy needs to be reconsidered?
For example: The person is losing weight/becoming dehydrated

The person is having cognition issues e.g.: not remembering to use their walking frame, not remembering
to take medication prescribed, taking the wrong medication
The person refuses to wear hip protectors
The person has problem with feet/toes and shoes are not suitable anymore
8. There are several legal and ethical considerations for working with older people, provide a brief
explanation of each of the following:
Duty of care
Duty of care encompasses the rights of the older person to self-determination, independence and dignity,
and generally is seen as including the responsibility to ensure that the full range of an older person's
rights are safeguarded and upheld. These rights need to be considered alongside other issues raised by
the duty of care, for example physical safety, the right to take risks and need to break confidentiality.
Human rights
Human rights are about everyone, and they are very important for older people in Australia. We are all
entitled to the enjoyment of human rights without discrimination of any kind, including discrimination on
the basis of our age.
There are certain human rights and freedoms that are particularly relevant to older people, including the
right to:
 an adequate standard of living including access to adequate food, clothing and housing
 the highest possible standard of physical and mental health
•work and fair working conditions
•be safe and free from violence
•be free from cruel, inhuman or degrading treatment
•privacy
•family life.
Privacy, confidentiality and disclosure
Confidentiality is the protection of personal information. Confidentiality means keeping a client’s

information between you and the client, and not telling others including co-workers, friends, family, etc.
Examples of maintaining confidentiality include:
 individual files are locked and secured
 support workers do not tell other people what is in a client’s file unless they have permission
from the client
 information about clients is not told to people who do not need to know
 clients’ medical details are not discussed without their consent
 adult clients have the right to keep any information about themselves confidential, which
includes that information being kept from family and friends.
 cases where the law requires disclosure of information which will be
o if the health and/or welfare of a child or young person is at risk. You are required to
contact Department of Community Services and notify them of your concerns.
o if your client tells you he/she has committed a serious crime. You are required to notify
your supervisor or the police directly.
o if a worker is subpoenaed to present information in a court of law

 when the client needs to be protected from harming themselves (e.g. if suicidal)
 where others may need to be protected (if the client has threatened to harm others or will do so
inadvertently)
 the need to keep records
 when working in conjunction with other professionals in caring for a client
 the requirements of professional supervision, training, workshops or seminars.
Work health and safety
Safety is paramount. We have to make sure we are in a safe working environment so that we can provide
safety to the people we work with.
9. What are the documentation requirements and why is it important to keep accurate, objective
and appropriately detailed records?
The primary purposes of care documentation are to:

 Provide a record of resident health and emotional status
 Ensure the delivery of care can be validated
 Support all members of the care team, ensuring continuity of care for residents
Information you record in documentation such as progress notes can be used as evidence in court. It is
important to ensure that you complete documentation accurately, completely, timely and clearly with
relevant and honest information.
10. Research and provide two (2) Assessment tools used for Falls Risk Assessment. Explain their use
and attach a copy to the back of this Assessment Workbook.
Some examples below:
Falls Risk Assessment Tool (FRAT)

The FRAT has three sections: Part 1 - falls risk status; Part 2 – risk factor checklist; and Part 3 – action
plan. The complete tool (including instructions for use) is a complete falls risk assessment tool. However,
Part 1 can be used as a falls risk screen.
Rowland Universal Dementia Assessment Scale (RUDAS)
The Rowland Universal Dementia Assessment Scale (RUDAS) is a short cognitive screening instrument
designed to minimise the effects of cultural learning and language diversity on the assessment of baseline
cognitive performance.
The Berg Balance Scale (or BBS) is a widely used clinical test of a person's static and dynamic balance
abilities, named after Katherine Berg, one of the developers. For functional balance tests, the BBS is
generally considered to be the gold standard.
The Tinetti Assessment Tool is a simple, easily administered test that measures a resident’s gait and
balance. The test is scored on the resident’s ability to perform specific tasks.

Pr Assessment task 2: Fall prevention strategies
Norma is 83 years old of Torres Island decent and enjoys independent living at home with the
assistance of her son Craig 60 years old and extended family. The home is single level with no internal
or entry steps, however, the kitchen is quite small and the hallway is very cluttered. The bathroom and
toilet are also small and still in original condition from when the home was purchased 30 years ago.
Recently Norma had a fall in the hallway due to the boxes stacked along one side. She has recovered
but now requires a walking stick to assist with her mobility.
Craig has sought assistance as he is concerned with Norma’s risk of falling again.
1. As Norma’s new carer, what process should be followed to assist Norma?
Encourage Norma to use her walking stick when mobilising. You might encourage her son to move the
boxes out of the hallway and clear away clutter. You would encourage her to eat a healthy diet,
exercise regularly and to wear suitable footwear. You may have to organise to take her out to
purchase new shoes.
2. Who would you liaise with to implement the required strategies?
She may need a physiotherapist assessment now so you may need to discuss this with a supervisor to
organise an assessment.
3. What impact has the fall had on Norma and Craig?
Craig is now worried that his mother will fall again. She may break a bone next time. Norma is now
probably feeling anxious and apprehensive about mobilising, fearing that she may fall again.
4. When working with Norma and Craig what must you take into consideration?
You may have to consider the Torres Strait background – this may have cultural implications regarding
accepting help. You also have to respect their relationship.

Pr Assessment task 3: Identify potential risks of falls
Mr Armstrong is 80 years of age and lives in an aged care facility. He is behaving out of character with
violent outbursts towards fellow residents and care team members. He has become noticeably drowsy
and his posture has changed considerably. Mr Armstrong also insists on wearing his favourite loose-
fitting slippers when he is walking around inside the facility.
Mr Armstrong had a fall six months ago, but luckily only experienced substantial bruising and no
broken bones. However, on several recent occasions he has tripped and nearly fallen over again.
The care team members are concerned Mr Armstrong is at risk of another fall and discuss the issues at
hand with their supervisor at a team meeting.
1. How would you identify the factors that increase the risk of Mr Armstrong having a fall?
 He is elderly
 He has violent outbursts
 Become drowsy
 Noticeable changes in posture
 Loose fitting slippers
 Previous fall
2. You need to discuss the issues with Mr Armstrong, what do you need to consider and how would
you go about this discussion?
You must respect his wishes. You would need to be very diplomatic with Mr Armstrong. You would need
to be aware of his violent outbursts.
3. The care team are concerned that Mr Armstrong’s violent outbursts are caused by issues beyond
their scope of practice, how could these issues be addressed?
Staff would document their concerns and speak to a supervisor for referral. It might be a medication
issue for the GP, it could be a mental health issue/cognitive issue that needs to be addressed.

4. What documentation and reports need to be completed in accordance with organisational policy
and procedures?
A falls risk assessment tool (FRAT) should be completed so that his risk factor could be documented.
Strategies would then be put into place such as:
Medication review and reduction
Constant observation
Maintain obstacle-free environment
Appropriately placed equipment
Physical assistance with all transfers
Structured assisted walking program with staff (at least hourly)
Hip protectors 24 hours per day
Lo-lo bed kept at lowest level during the night
5. Why is this documentation required and how often should it be updated?
So that we can minimise the risk of falls for Mr Armstrong. It should be updated whenever there is a
change in Mr Armstrong. If no change, then on a regular basis.

Assessment task 4: Implement fall prevention strategies
Mrs Brookes is 78 years old and has recently been diagnosed with Alzheimer’s disease. She has a
history of falling, nothing serious to date just severe bruising. Mrs Brookes’ family have moved her into
an aged care facility as they felt they could not provide adequate care.
Mrs Brookes, on occasion, wanders off and gets lost in the facility. Once the care staff locate Mrs
Brookes they validate her feelings and redirect her back to her room.
The family brought some personal and familiar items from home for Mrs Brookes to have in her room.
She was also fitted with soft-shield hip protectors and given both vitamin D supplementation and
calcium.
Care team members are checking that Mrs Brookes is wearing the hip protectors and taking her
vitamins daily.
1. Explain why Mrs Brookes was wearing soft-shield hip protectors?
Hip protectors are one approach to reducing the risk of hip fracture. They come in various styles, and
are designed to absorb or disperse forces on the hip if a person falls onto their hip area. Hip protectors
consist of undergarments with protective material inserted over the hip regions. They are sometimes
called ‘hip protector pads’, ‘protector shields’ or ‘external hip protector pads’. These guidelines refer to
them all as hip protectors.
2. What are the benefits of providing Mrs Brookes with vitamin supplements?
Low vitamin D levels have been associated with reduced bone mineral density, high bone turnover
and increased risk of hip fracture. Vitamin D may prevent falls by improving muscle strength and
psychomotor performance, independent of any other role in maintaining bone mineral density.
The active vitamin D metabolite (25-hydroxyvitamin D) binds to a highly specific nuclear receptor in
muscle tissue. This improves muscle function, which may be the reason why vitamin D reduces the
risk of falling. Furthermore, vitamin D deficiency has also been associated with osteoporosis, urinary
incontinence, cognitive decline and macular degeneration.
3. How will Mrs Brookes care team members monitor her progress?
They will observe her and document any changes. They will monitor her medication to make sure she is
taking it correctly.
4. Explain why it is necessary to discuss the care plan with Mrs Brookes and what factors you need
to take into consideration.
We need to discuss with Mrs Brookes as she is at the centre of her care. (Person centred Care) and we
have to take her views into account. We will need to discuss the reason for any changes and make sure
she consents. If she is not able to do this we will have to discuss with her family members.

Pr Assessment task 5: Monitor falls prevention strategies
Mr Johnston is 90 years old and lives in a residential aged care facility. He has dementia and walks
under staff supervision. His family requested that the care team raise the bed rails when he is in bed,
as they were concerned he would get up without assistance and fall.
The care team discussed with the family the potential for injury if he manages to climb over the raised
bed rails as well as informed them of their restraint reduction policy, which targets the reduced use of
bed rails.
The care team repeated a falls risk assessment and developed a management plan aimed at reducing
Mr Johnston’s risk of falling. They addressed the risk factors for falling, including a medication review
and reduction in medication. Mr Johnston was also issued with hip protectors, the bed was lowered
when Mr Johnston was in it and positioned against a wall. They ensured all he needed was within his
reach.
Despite their efforts Mr Johnston’s family remained adamant that the bed rails be raised.
1. Identify the issues in this situation?
The family is an issue as they are adamant that the bedrails be used.
You would need to explain to the family:
Common misunderstandings about the use of restraint

Belief: Restraints decrease falls and prevent injuries
Evidence: Risk of injury or death through strangulation or asphyxia resulting from the use of restraints is a
real concern.
Belief: Restraints are for the good of the resident
Evidence: Immobilisation through restraint can result in chronic constipation, incontinence, pressure
sores, loss of bone and muscle mass, walking difficulties, increased feelings of panic and fear, boredom
and loss of dignity.
Belief: Restraints make care giving more efficient
Evidence: Although they might be a short-term solution they actually create greater dependence, have a
dehumanising effect, and restrict creativity and individualised treatment.
If they implement all of the strategies and monitor regularly, then his risk would be significantly lowered
but his dignity and independence would be maintained.
2. Who did the care team discuss Mr Johnston’s situation with and why?
They discussed with the family and also the physiotherapist.

3. Why is it necessary to review the outcomes of fall prevention strategies?
To ensure that the strategies in place are working to reduce the risk of falls.
4. Who should be involved with the review and celebration of positive results?
The family, the person, the care team, the GP, the Physiotherapist
Last week Mr Johnston got up from bed without assistance, climbed the bed rails and fell onto the
floor breaking his hip.
5. What process do you follow if strategies have not had the desired results?
The bed rails were not useful in this situation. We would need to speak to the family again to reiterate
the dangers of using them. We would also speak to the physiotherapist and arrange another falls risk
assessment. We would have to brainstorm some new strategies to use in this case.
6. Who would you need to consult to determine future strategies?
The family, the person, the care team, GP, Physiotherapist.
7. What documentation and reporting is required to meet organisational policy and protocols?
Timely, accurate, honest documenting of incidents and changes in a person’s notes so that consistency of
care can be continued. Strategies may need to be changed quickly in order to minimise the falls risk.

ASSESSMENT MODE ONE – RECORD OF RESULT
Assessment Guide
Satisfactory The Assessor has reviewed the Assessment Workbook against the requirements of the
Outcome Assessment Mode and is satisfied that all requirements have been met.
Not Satisfactory Outcome
QUESTION/ANSWER/PROJECT MODE OUTCOME

Verbal Assessment Tasks
Insert relevant
Not clarification to requiring Trainers
Date Satisfactory Assessment Tasks
Assessment reasonable
Satisfactory for Reassessment Signature
Tasks adjustment
___ / ___ / ___  

Reassessment
Date(s):
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Feedback given to student on the overall status of their Assessment submission

Please indicate the applicable written response given to the student
 Verbal feedback given to student on the overall Mode One Assessment status.
Or
 Written feedback on overall Mode One Assessment; or; clarification on tasks required
. to address identified gaps.
Confirmation of verbal and/or written feedback on responses (if applicable/required)
I declare that the student and I have discussed the Assessment Tasks via verbal/written clarification as
Assessor Declaration listed above.
Date ____ / ____ / ____
Assessor Signature
Student Signature
If reasonable adjustment is required, please complete the Reasonable Adjustment Information

overleaf.
Reasonable Adjustment Information

Reasonable Adjustment details applies to the following Assessment Tasks
What reasonable adjustment was made:
Questions asked as clarification
Answers = noted response
Why this adjustment was made:
Student Declaration
I agree with the reasonable adjustment made as listed above and I was consulted in the
 adjustments made to suit my individual needs.
Student
Signature
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Assessor Declaration
Assessor Name
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CHCAGE002 Implement Falls Prevention Strategies: Mode One

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What strategies are discussed for falls prevention?

What strategies are discussed for falls prevention?

CHCAGE002

Implement falls prevention strategies

Integrated Training Solutions (Aust) Pty Ltd

INFORMATION REGARDING THIS ASSESSMENT TOOL

1. General Information about the Assessment Workbook

Development of this Assessment Tool

General information about Assessment

ITS (Aust) Pty Ltd Page 2 of 26

 A relevant simulated environment for the purposes of practical demonstration

2. Instructions to Students – How to use this Tool

Qu:Knowledge based Question / Answer

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Conditions of Assessment for Mode One

MODE TWO (Formative) and Final Observation (Summative)

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Rules for Completing Assessment Modes

How are the Outcomes for Assessment Modes Assessed?

 Not Satisfactory Outcome:

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Student Please Note:

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3. Instructions for Assessors

Evidence Gathering/Collection required

 Not Satisfactory Outcome:

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How to make a judgement of competency using the Assessment Modes

ASSESSMENT MODE ONE – RECORD OF RESULT

QUESTION / ANSWER / PROJECT MODE OUTCOME

___ / ___ / ___  

Feedback given to student on the overall status of their Assessment submission

ITS (Aust) Pty Ltd Page 9 of 26

Confirmation of verbal and/or written feedback on responses

Date ____ / ____ / ____

Assessor Please Note:

ITS (Aust) Pty Ltd Page 10 of 26

STUDENT ASSESSMENT DECLARATION

 The work that I have submitted in this Assessment Workbook is my own.

I understand that it is my responsibility to make a copy of my Assessment Workbook and any

 I understand the re-assessment process that will be followed if I am unsuccessful in gaining a

ITS (Aust) Pty Ltd Page 11 of 26

ASSESSMENT MODE ONE

Assessment task 1: Knowledge evidence

Students answers will vary from state to state:

 Hip and wrist fractures

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If you have… …then falls can be a concern because

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Impact on the Family

7. a) Detail three (3) fall prevention strategies.

Things you can do to reduce your risk of falling include:

 eating healthy and nutritious food

 grab and shower rails

ITS (Aust) Pty Ltd Page 15 of 26

 ramps and other mobility aids

_ / _ / ___  

Date / /

_ / _ / ___  

Date / /