HLTWHS002 Follow safe work practices for direct client care Case Study Learner Workbook

Instructions to Learner

Assessment instructions

Overview

Prior to commencing the assessments, your trainer/assessor will explain each assessment task and the terms and conditions relating to the submission of your assessment task. Please consult with your trainer/assessor if you are unsure of any questions. It is important that you understand and adhere to the terms and conditions, and address fully each assessment task. If any assessment task is not fully addressed, then your assessment task will be returned to you for resubmission. Your trainer/assessor will remain available to support you throughout the assessment process.

Written work

Assessment tasks are used to measure your understanding and underpinning skills and knowledge of the overall unit of competency. When undertaking any written assessment tasks, please ensure that you address the following criteria:

• Address each question including any sub-points
• Demonstrate that you have researched the topic thoroughly
• Cover the topic in a logical, structured manner
• Your assessment tasks are well presented, well referenced and word processed
• Your assessment tasks include your full legal name on each and every page.

Active participation

It is a condition of enrolment that you actively participate in your studies. Active participation is completing all the assessment tasks on time.

Plagiarism

Plagiarism is taking and using someone else's thoughts, writings or inventions and representing them as your own. Plagiarism is a serious act and may result in a learner’s exclusion from a course. When you have any doubts about including the work of other authors in your assessment, please consult your trainer/assessor. The following list outlines some of the activities for which a learner can be accused of plagiarism:

• Presenting any work by another individual as one's own unintentionally
• Handing in assessments markedly similar to or copied from another learner
• Presenting the work of another individual or group as their own work
• Handing in assessments without the adequate acknowledgement of sources used, including assessments taken totally or in part from the internet.

If it is identified that you have plagiarised within your assessment, then a meeting will be organised to discuss this with you, and further action may be taken accordingly.

Collusion

Collusion is the presentation by a learner of an assignment as their own that is, in fact, the result in whole or in part of unauthorised collaboration with another person or persons. Collusion involves the cooperation of two or more learners in plagiarism or other forms of academic misconduct and, as such, both parties are subject to disciplinary action. Collusion or copying from other learners is not permitted and will result in a “0” grade and NYC.

Assessments must be typed using document software such as (or similar to) MS Office. Handwritten assessments will not be accepted (unless, prior written confirmation is provided by the trainer/assessor to confirm).

Competency outcome

There are two outcomes of assessments: S = Satisfactory and NS = Not Satisfactory (requires more training and experience).

Once the learner has satisfactorily completed all the tasks for this module the learner will be awarded “Competent” (C) or “Not yet Competent” (NYC) for the relevant unit of competency.

If you are deemed “Not Yet Competent” you will be provided with feedback from your assessor and will be given another chance to resubmit your assessment task(s). If you are still deemed as “Not Yet Competent” you will be required to re-enrol in the unit of competency.

Additional evidence

If we, at our sole discretion, determine that we require additional or alternative information/evidence in order to determine competency, you must provide us with such information/evidence, subject to privacy and confidentiality issues. We retain this right at any time, including after submission of your assessments.

Confidentiality

We will treat anything, including information about your job, workplace, employer, with strict confidence, in accordance with the law. However, you are responsible for ensuring that you do not provide us with anything regarding any third party including your employer, colleagues and others, that they do not consent to the disclosure of. While we may ask you to provide information or details about aspects of your employer and workplace, you are responsible for obtaining necessary consents and ensuring that privacy rights and confidentiality obligations are not breached by you in supplying us with such information.

 

 

Assessment appeals process

If you feel that you have been unfairly treated during your assessment, and you are not happy with your assessment and/or the outcome as a result of that treatment, you have the right to lodge an appeal. You must first discuss the issue with your trainer/assessor. If you would like to proceed further with the request after discussions with your trainer/assessor, you need to lodge your appeal to the course coordinator, in writing, outlining the reason(s) for the appeal.

Recognised prior learning

Candidates will be able to have their previous experience or expertise recognised on request.

 

Special needs

Candidates with special needs should notify their trainer/assessor to request any required adjustments as soon as possible. This will enable the trainer/assessor to address the identified needs immediately.

Assessment requirements

The assessment activities in this workbook assess aspects of all the elements, performance criteria, skills and knowledge and performance requirements of the unit of competency.

To demonstrate competence in this unit you must undertake all activities in this workbook and have them deemed satisfactory by the assessor. If you do not answer some questions or perform certain tasks, and therefore you are deemed to be Not Yet Competent, your trainer/assessor may ask you supplementary questions to determine your competence. Once you have demonstrated the required level of performance, you will be deemed competent in this unit.

Should you still be deemed Not Yet Competent, you will have the opportunity to resubmit your assessments or appeal the result.

As part of the assessment process, all learners must abide by any relevant assessment policies as provided during induction.

If you feel you are not yet ready to be assessed or that this assessment is unfair, please contact your assessor to discuss your options. You have the right to formally appeal any outcome and, if you wish to do so, discuss this with your trainer/assessor.

Candidate Details

Assessment – HLTWHS002: Follow safe work practices for direct client care

Please complete the following activities and hand in to your trainer/assessor for marking. This forms part of your assessment for HLTWHS002: Follow safe work practices for direct client care.

Name:___

Address:___

_

Email:___

Employer:___

Declaration

I declare that no part of this assessment has been copied from another person’s work with the exception of where I have listed or referenced documents or work and that no part of this assessment has been written for me by another person. I also understand the assessment instructions and requirements and consent to being assessed.

Signed:__

Date:__

If activities have been completed as part of a small group or in pairs, details of the learners involved should be provided below:

This activity workbook has been completed by the following persons and we acknowledge that it was a fair team effort where everyone contributed equally to the work completed. We 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.

Learner 1:__

Signed:__

Learner 2:__

Signed:__

Learner 3:__

Signed:__

Activities

Complete the following activities individually or in a group (as applicable to the specific activity and the assessment environment).

Activity 1A

Activity 1A checklist – for assessor

This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.

Activity 1B

Activity 1B checklist – for assessor

This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.

Activity 1C

Activity 1C checklist – for assessor

This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.

Activity 1D

Activity 1D checklist – for assessor

This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.

Activity 1E

Activity 1E checklist – for assessor

This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.

Activity 2A

Activity 2A checklist – for assessor

This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.

Activity 2B

Activity 2B checklist – for assessor

This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.

Activity 2C

Activity 2C checklist – for assessor

This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.

Activity 3A

Activity 3A checklist – for assessor

This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.

Activity 3B

Activity 3B checklist – for assessor

This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.

Activity 3C

Activity 3C checklist – for assessor

This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.

Activity 3D

Activity 3D checklist – for assessor

This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.

Activity 4A

Activity 4A checklist – for assessor

This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.

Activity 4B

Activity 4B checklist – for assessor

This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.

Activity 4C

Activity 4C checklist – for assessor

This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.

Activity 5A

Activity 5A checklist – for assessor

This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.

Activity 5B

Activity 5B checklist – for assessor

This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.

Activity 5C

Activity 5C checklist – for assessor

This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.

Summative Assessments

The summative assessments are the major activities designed to assess the learner’s skills, knowledge and performance, as required to show competency in this unit. These activities should be completed after finishing the Learner Guide. These should be completed as stated under the trainer/assessor instructions.

Skills, knowledge and performance may be termed as:

• Skills – skill requirements, required skills, essential skills, foundation skills
• Knowledge – knowledge requirements, required knowledge, essential knowledge, knowledge evidence
• Performance – evidence requirements, critical aspects of assessment, performance evidence.

Section A: Skills Activity

The Skills Activity is designed to address the foundation skills of the unit through case studies, with a series of applicable questions to address the skills criteria.

Section B: Knowledge Activity (Q & A)

The Knowledge Activity is designed to be a questionnaire where the assessor asks the learner a series of questions to confirm their competency for all of the required knowledge in the unit of competency.

Section C: Performance Activity

The Performance Activity is designed to address the performance evidence of the unit through case studies, with a series of applicable questions to address the skills criteria.

If necessary for the activities, you should attach completed written answers, portfolios or any evidence of competency to this workbook.

Section A: Skills Activity

Objective: To provide you with an opportunity to show you have the required skills for this unit.

This activity will enable you to demonstrate your knowledge of the following foundation skills:

• Reading - in order to accurately read and interpret workplace safety policies and procedures including safety, signs, dangerous goods classifications and safety instructions

Answer the activity in as much detail as possible, considering your organisational requirements.

1. Identify three different safety precautions employers must apply under WHS legislation.

2. Identity three safety symbols and their meanings.

Section B: Knowledge Activity (Q & A)

Objective: To provide you with an opportunity to show you have the required knowledge for this unit.

The answers to the following questions will enable you to demonstrate your knowledge of:

• State/territory legislation and how it impacts on workplace regulations, codes of practice and industry standards, including:
• state/territory WHS authorities
• rights and responsibilities of employers and workers, including duty of care
• hazardous manual tasks
• infection control
• Safety symbols and their meanings, including signs for:
• poisons
• emergency equipment
• personal protective equipment (PPE)
• specific hazards such as sharps, radiation
• Hazard identification, including:
• definition of a hazard
• common workplace hazards relevant to the industry setting including hazardous manual tasks, infection control risks and personal safety risks
• workplace procedures for hazard identification
• strategies minimising risk
• Safety considerations when working in a home-based environment, including:
• rights and responsibilities of workers and clients
• basic home fire safety including high-risk groups, behaviour that contributes to fire injury and fatalities, and smoke alarm placement, installation and maintenance.
• risks to personal safety
• common sources of infection and means to minimise transfer of infectious diseases
• fundamentals of the muscoskeletal system and practices to minimise injury to self and clients
• Workplace emergency procedures
• Workplace policies and procedures for WHS.

Answer each question in as much detail as possible, considering your organisational requirements for each one.

1. Which workplace procedures, code(s) of practice and/or industry standards are implemented in your workplace in order to comply with state/territory WHS legislation? You may refer to your workplace policy and procedure and/or WHS manual (or equivalent document) to answer this question. Present your answer as a written summary of up to 1000 words.

2. List at least THREE primary safety symbols you will come across. What do these mean?

3. Identify a potential hazard from each of the following categories that may occur within your workplace:

• Biological hazards
• Chemical hazards
• Electrical hazards.

What strategies could you take to minimise these risks?

4. What should be your safety considerations when working in a home-based environment?

5. What is your organisation’s procedure in the case of an emergency? Write a summary of this procedure in your own words.

Summative Assessments: Section B checklist

This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the summative assessment. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.

Section C: Performance Activity

Objective: To provide you with an opportunity to demonstrate the required performance elements for this unit.

This activity will enable you to demonstrate your knowledge of the following performance evidence:

• Contributed to a workplace WHS meeting or inspection
• Conducted a workplace risk assessment and recorded the results
• Consistently applied workplace safety procedures in the day-to-day work activities required by the job role, including:
• infection control
• hazardous manual tasks
• use of personal protective equipment
• reporting incidents
• Followed workplace procedures for at least one simulated emergency situation.

Answer the activity in as much detail as possible, considering your organisational requirements.

1. This will be an observed activity. Your instructor will observe your contribution in one of the following:

• A WHS meeting

OR

• An inspection.

2. This is a demonstrative/role-playing activity. Your instructor will set up a scene for you to encounter. You will have to verbally report your findings before producing a written report of the assessment. You should:

• Risk-assess the task/situation.
• Identify potential issues and problem-solve (verbally).
• Explain how to problem-solve safely and efficiently (verbally).
• Record your findings and solutions within a detailed written report.

3. Reflect on your performance and perform a weekly self-assessment addressing your application of the day-to-day safety procedures required by the job role.

4. You will be presented with a simulated emergency situation. You must respond to this simulation in accordance with workplace emergency procedure.

Summative Assessments: Section C checklist

This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the summative assessment. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.

Case Study A

Robert suffers from diabetes, and if his blood sugars drop too low, he suffers from symptoms such as dizziness, weakness and blurred vision. If these symptoms are ignored or missed, Robert is at risk of much more severe outcomes such as seizures or a stroke.

Robert is usually very good at controlling his diabetes, but recently he has been taking a lot of medication for a different illness, and as a result, has lost his appetite. This means that he is not moderating his blood sugar levels and is experiencing dizziness and weakness regularly.

At 08:15 on Saturday morning (14^th October), Robert is still in bed as he feels unwell – dizzy and nauseous. When he tries to get himself out of bed, he loses his balance and falls to the ground.

Robert isn’t injured from this fall, but it seems to be a result of his symptoms.

Organisational procedures for reporting incidents:

• Provide an initial verbal notification to your supervisor once the situation has been stabilised
• Complete an incident form (located in the staff room) including all of the relevant information
• Suggest measures to be put in place to avoid a reoccurrence of the incident in the future.

Incident form:

Case Study B

During your working day, you see that a flap of carpet has become loose in a client’s room. This is a trip hazard for the client, as well as any visitors or staff members who may enter the room.

 

Case Study C

Andrew is a 31-year-old client who lives in a residential care home full time, and you are his support worker. He suffers from a number of behavioural issues, and this often means that his behaviour can become challenging and sometimes violent.

On Tuesday 10^th October, at 21:30, the agreed time for residents to transition to their bedrooms, Andrew starts to become agitated because he is not ready to go to bed. He refuses to leave the common area and is verbally abusive to both you and other residents in the area. When you approach Andrew, he tries to hit you.

After speaking with Andrew for a while, you discover that he has recently been having nightmares and is frightened to go to sleep. You then chat with Andrew for a while, asking him about his dreams, and reassuring him that they are just dreams and nothing to be afraid of.

After talking for a while, Andrew calms down and agrees to go to bed.

In response to any behaviours of concern, your organisation requires that you record the incident in the following table:

Case Study D

Your organisation has provided the following procedures to follow in order to minimise the risk of infection if bodily fluids are spilt:

(Victoria State Government: Workplace safety – infection control - https://www.betterhealth.vic.gov.au/health/conditionsandtreatments/workplace-safety-infection-control)

Case Study E

Manual handling procedures:

• Check or clear the area you will be carrying the object in
• Check the load to make sure it is safe to handle
• Size up the load to check weight and stability
• Place your feet in proper position, with front foot beside the object facing direction of travel and back foot behind the object. Feet should be approximately hip width apart
• Bend your knees - this will ensure you are using your leg muscles and not your back muscles
• Obtain a proper hold of the item, with hands diagonally opposite and using your whole hands and fingers
• Make sure your back is straight as possible and as close to vertical as possible
• Finally always use your leg muscles. While lifting and carrying the load, you should not turn or twist your body. Putting the load down is simply a reverse of the lifting procedure
• Always remember: never lift anything that is too big, heavy or awkward.

(Labour Solutions Australia: Lifting and Carrying Techniques - http://www.laboursolutions.com.au/Lifting-Carrying-Techniques.html)

Case Study F

Diedre is 73 years old. She has moderate mobility issues and need assistance standing, and walking from one place to another. Diedre uses a mobility frame, so once she is standing, she is able to walk mainly unaided, however, she needs help to get to the standing position and to sit down again.

As well as her mobility issues, Diedre’s sight is also deteriorating, and she often fails to see obstacles which are in her way when she is walking with her mobility frame.

The common living area is quite cluttered. There are many low-level pieces of furniture such as footstools and book boxes which are kept on the floor.

Case Study G

The corridors in the care setting you work in have laminate flooring and are cleaned every morning using hot water and detergent – as by protocol. However, during the first couple of hours after cleaning, the floor is quite slippery. Although ‘wet floor’ signs are used during this time, the surface still poses a hazard to anyone who may walk through.

Both employees and clients regularly use these corridors.

Risk assessment form:

Case Study H

Jack is a 41-year-old man who has HIV, he requires no extra care because of this, but the nature of the disease means that there is a risk that Jack may pass this on to others.

In order to prevent the risk of infection, there are some additional control procedures which are required when working with Jack.

According to workplace procedures, additional control procedures include:

• Being extra careful with sharps used on this person.
• Being extra careful with managing this person’s:
• blood
• semen / pre-seminal fluid
• vaginal fluids
• anal fluids / mucus.

Case Study I

Lunch has been prepared for the residents in a healthcare setting – chicken, vegetables and rice. The chef forgot what time the chicken was expected to be ready, but serves the meal anyway.

The following day, lots of the residents are sick from food poisoning. The main symptoms are vomiting, diarrhoea, stomach cramps and a loss of appetite.

Organisational form for reporting the risk of infection:

Case Study J

Organisational procedures

You are working as a support worker for a 65-year-old man alongside another colleague. Due to the high level of medication, he is taking; he is at a high-risk of picking up infections and has recently been feeling sick, with a high-temperature.

When carrying out general tasks with the client, you notice that your colleague isn’t using the necessary PPE to prevent the spread of infection.

Case Study K

You are working as a support worker for David. David has recently become immobile after breaking both his arm and his leg during a fall. He also has a lot of bruising and is in a lot of pain. Because of these injuries, David has been advised to stay in bed for a week whilst he begins his recovery. His injuries also mean that support workers need to use a hoist to get David in and out of bed when necessary.

When you are bringing David his breakfast, you realise that the hoist kept by the side of his bed is broken. You know that David will need to be lifted out of bed in order to use the bathroom soon after having his breakfast, so this needs to be resolved as soon as possible.

Case Study L

To ensure that PPE is maintained and effective, you should:

• Perform a visual check before you use it
• Regularly clean the equipment
• Report any faults identified and do not use the equipment
• Store the equipment according to manufacturer instructions.