SAB CHCAGE001 Facilitate The Empowerment of Older People - dONE PDF

STUDENT ASSESSMENT BOOKLET
CHCAGE001 Facilitate the empowerment of older people
Student Name: Asmita Jangam

Student ID:
Asmita Jangam
Student Name ______________________________________ Student ID _____________________ Page | 1
Elite Academy Australia RTO # 41199 - Student Assessment Booklet- CHCAGE001Facilitate the empowerment
of older people
ASSESSMENT OVERVIEW
This Student Assessment Booklet includes all your tasks for assessment of CHCAGE001Facilitate the empowerment
of older people.
ABOUT YOUR ASSESSMENTS

This unit requires that you complete 6 assessment tasks. You are required to complete all tasks to demonstrate
competency in this unit
Assessment Task About this task
Assessment Task 1: Written questions You must correctly answer all 13 questions to show that you
understand the knowledge required of this unit.
Assessment Task 2: Case studies You are to read two case studies and complete the questions for
each
Assessment Task 3: Role play You are undertake a role play that demonstrates your ability to
determine a client’s needs and provide information of suitable
services.
Assessment Task 4: Project – safety check You are to complete a safety checklist template.
Assessment Task 5: Project – plan and You are to arrange an activity that works towards the goals and
implement an activity wishes of an older person at your work placement facility.
Assessment Task 6: Supervisor report Your work placement supervisor is to complete a supervisor
report that confirms your ability to demonstrate a range of skills
and knowledge relevant to this unit.
Supporting resources
You may like to look at the following websites, books and documents for more information about the topics related to
this unit:
 Arnott, G 2011, The Disability Support Worker, Pearson Australia, Frenchs Forest, NSW.
 Croft, H 2013, The Australian Carer 3rd edn, Pearson Australia, Frenchs Forest, NSW.
How to submit your assessments

When you have completed each assessment task you will need to submit it to your assessor.
Instructions about submission can be found at the beginning of each assessment task.
Assessment Task Cover Sheet

At the beginning of the assessment, you will find an Assessment Task Cover Sheet. Please fill it in for assessment,
making sure you sign the student declaration.
Your assessor will give you feedback about how well you went in assessment, and will write this on the back of the
Assessment.
Make sure you photocopy your written activities before you submit them – your assessor will put the documents you
submit into your student file. These will not be returned to you.
Assessment appeals
You can make an appeal about an assessment decision by putting it in writing and sending it to us. Refer to your
Student Handbook for more information about our appeals process.
Asmita Jangam
Student Name ______________________________________ Student ID ____________________ Page | 2
of older people
Assessment plan
The following outlines the requirements of your final assessment for this unit. You are required to complete all tasks
to demonstrate competency in this unit.
Assessment Requirements
Written questions
Case studies
Role play
Project
Project
Supervisor report
AGREEMENT BY THE STUDENT
Read through the assessments in this booklet before you fill out and sign the agreement below. Make sure you sign
this before you start any of your assessments.
Have you read and understood what is required of you in terms of assessment? 
✔ Yes  No
Do you understand the requirements of this assessment? ✔

 Yes  No
Do you agree to the way in which you are being assessed? ✔

 Yes  No
Do you have any special needs or considerations to be made for this assessment? If  Yes  No
✔
yes, what are they?
_______________________________________________________________________
Do you understand your rights to appeal the decisions made in an assessment? ✔

 Yes  No
Asmita Jangam
Student name: ________________________________________________________________________________
Student signature: __________________________________________________ Date: ____________________
Assessor name: ______________________________________________________________________________
Assessor signature: _________________________________________________ Date: ____________________
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ASSESSMENT COVER SHEET
Students: Please fill out this cover sheet clearly and accurately.
Make sure you have kept a copy of your work.
Name: Asmita Jangam

Student ID:
Unit: CHCAGE001Facilitate the empowerment of older people
STUDENT DECLARATION
Asmita Jangam
I ____________________________________________________ declare that these tasks are my own work.
None of this work has been completed by any other person.
I have not cheated or plagiarised the work or colluded with any other student/s.
I have correctly referenced all resources and reference texts throughout these assessment tasks.
I understand that if I am found to be in breach of policy, disciplinary action may be taken against me.
Asmita Jangam
Student Name: _______________________________________________________________________________
Student Signature: _____________________________________________________________________________
Date:________________________________________________________________________________________
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ASSESSMENT TASK 1: WRITTEN QUESTIONS
TASK SUMMARY:
 This is an open book test – you can use the Internet, textbooks and other documents to
help you with your answers if required.
 Youmust answer all 13 questions correctly.
 Write your answers in the space provided.
 If you need more space, you can use extra paper. All extra pieces of paper must include
your name and the question number/s you are answering.
 You may like to use a computer to type your answers. Your assessor will tell you if you can
email them the file or if you need to print a hard copy and submit it.
WHAT DO I NEED IN ORDER TO COMPLETE THIS ASSESSMENT?

 Access to textbooks and other learning materials.
 Access to a computer and the Internet (if you prefer to type your answers).
WHEN DO I DO THIS TASK?

 You will do this task in the classroomor as homework – your assessor will advise.
WHAT DO I NEED TO DO IF I GET SOMETHING WRONG?
If your assessor marks any of your answers as incorrect, they will talk to you about resubmission. You will need to do
one of the following:
 Answer the questions that were incorrect in writing.
 Answer the questions that were incorrect verbally.
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QUESTION 1
Briefly describe the following aged care service models:
 High level residential care
High level residential care for people who require almost complete assistance with activities
of daily living and nursing care.
 Low level residential care
Low level residential care for people who need assistance with some activities of daily living
and help with personal care and perhaps nursing care.
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 Collocated residential care
Facilities that have both high and low level residential care at one location allowing older
people to age in place rather than moving from low care to high care as their needs
change.
 Home and Community Care (HACC)
Service to assist people with basic needs to access support while still living at home.
Includes access to community nursing, health services, personal care, Meals on Wheels,
home help, transport assistance and access to respite care.
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 Community Aged Care packages (CACP)
Provides a package of services for older people who have been assessed with low-level
care needs but are remaining living at home.
 Extended Aged Care in the Home (EACH)
Provides a package of services for older people who have been assessed with high-level
care needs but are remaining living at home.
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QUESTION 2
a) What does ‘normal’ ageing’ mean? How can attitude and a healthy lifestyle improve health and well-being?
Normal ageing is the gradual process of change that happens as the body ages. Common
signs of ‘normal ageing’ include:
• Tiring more easily
• Less ability to fight off disease
• Poorer vision
• Poorer hearing
• Weakening of muscular capacity
• Wrinkling skin.
Attitude and a healthy lifestyle have a marked effect on the impact of the ageing process.
People who have been physically fit and eaten healthily will be likely to have better health
and increased physical strength. People who are positive as they go into old age are less
likely to be depressed, worried or stressed as their bodies change. People who have
smoked, eaten unhealthily and been inactive are more likely to have health issues such as
heart and lung disease and diabetes.
b) What is meant by the term ‘ageing in place’?
• Support for older person to remain in their own home as long as possible
• Ability to move from low care to high care in the same residential facility – possibly
remaining in the same room.
c) How does palliative care help people to maintain their comfort and quality of life in the final stages of their life?
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Palliative care is the care given to improve the quality of life for a person who is dying.
Palliative care treats the symptoms and side effects of the disease but does not attempt to
cure. Clients are given control of where services will be delivered (often in the client’s
home) and their psychological, social and spiritual needs are addressed. Clients are the
decision makers in their care. This is empowering for the client – rather than having to
spend the last few weeks/months of their life in a hospital-type environment.
d) What is a common misconception about older people and sexuality?
That older people cannot and should not be sexually active.
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e) Think of an issue that could arise in older age due to a person’s gender – provide an answer for each gender.
• Female may not be able to do her finances after her husband has died as he always did it.
• Male may not be able to cook for himself because his wife always did it and now has
dementia
• Male may feel uncomfortable being cared for by a female worker
• Customs may mean that female cannot make decisions, however husband is no longer
able to make them.
QUESTION 3
a) Think about your own personal values. How would work with a client whose personal values are very different to
your own?
• Be non-judgmental
• Act professionally
• Maintain boundaries.
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b) What is one common stereotype that is often used when referring to older people? How do you think this might
affect service delivery?
• It is a common stereotype that older people are no longer able to, or want, sex.
• Effect on service delivery may include:
− Not recognizing need for older people to be intimate
− Making older people feel inadequate
− Lack of privacy for intimate activities
− Loneliness and lack of ability to express sexuality
− Treating everybody the same and not providing for individual needs.
c) What is meant by the ‘social model of disability’?
The belief that disability is socially constructed. The disability itself is the discrimination,
lack of access, social devaluation and other negative factors commonly encountered by
people with a disability, rather than the actual impairment or difference that the disabled
person has
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QUESTION 4
a) A personal care worker is asked by a client about what she can expect now that she has been diagnosed with
Parkinson’s disease. The PCW’s father had died of Parkinson’s so she felt well qualified to tell her all about the
disease and what she could expect. She told her each of the stages that her father had gone through. The client
seemed very overwhelmed but the PCW was happy that she had been able to explain things clearly for her. Has
the PCW acted appropriately? Explain your answer.
• This is outside the boundaries of her role

• This is information that someone qualified should be providing – for example, medical
practitioner, registered nurse and so on
• The father’s experience will be different from other people.
• Duty of care to work within own role and to provide accurate information has been
breached.

b) How does a worker know the role and responsibilities of their job?
• Referring to your job description

• Referring to your workplace’s policies and procedures
• During induction
• When undertaking training.
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c) Imagine a client asked you to do something that is not part of your job role. What would you do?
Explain that you are not able to perform that task and refer to someone who can.
d) What are three workplace health and safety responsibilities of an employee?
• Follow policy and procedures

• Report any hazards
• Take reasonable care for own health and safety
• Do not adversely affect the health and safety of others
• Exercise duty of care.
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e) What is your duty of care as a personal care worker?
• To follow healthy, safe and considerate work practices

• Duty to work responsibly where your actions could foreseeably affect another person.
f) What is the purpose of a code of ethics?
• Explains the moral responsibilities and accountability of carers

• Provides guidelines on how to deal with ethical dilemmas.
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QUESTION 5
What is the main purpose of privacy legislation?
A law to regulate the handling of personal information including the collection, storage,
access and use of private information.
QUESTION 6
a) How does person-centred care assist a client to have control over their own care?
• Clients feel that they are involved and have a say

• Maintain their dignity and feelings of being in control
• Often people know what is best for them
• Buy-in and commitment to care plan.
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b) Why are older people commonly disempowered?
• Stereotypes
• Attitudes to older people of not being valued members of society
• Culture and customs of older people are often different from the young – may feel
misunderstood
• Often people believe that just because they are old they cannot make decisions for
themselves.
c) Provide two strategies that can enable clients to be empowered in relation to their care.
• Involving client and family with care and treatment planning

• Ensuring that clients are aware of their rights
• Respecting wishes in relation to refusing treatment
• Allowing cultural and spiritual customs to be performed.
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QUESTION 7
Jeremy has dementia. He now ignores his personal hygiene and is incontinent. He will follow simple instructions.
a) What personal care support does Jeremy need? As Jeremy’s personal care worker, how would you encourage
his participation and independence?
• Assistance with bathing and shaving/grooming. Give Jeremy simple instructions so he can
do as much independently as he can.
• Remind Jeremy to take himself to the toilet if he is able. Keep him clean and supplied with
clean pads.
• Preserve his dignity as much as possible.
Jaydia is very hard of hearing. He wears hearing aids that assist, but he still has difficulty hearing. He finds his
deafness very socially isolating and tends to withdraw.
b) As a personal care worker, how could you support Jaydia with this problem?
• Speak slowly and clearly to him

• Make sure Jaydia’s hearing aids are clean and that the battery is changed when required
– he may be able to do this himself.
• Suggest some activities that Jaydia may be able to join in with, especially those that are
one on one or that do not require a lot of conversation (for example, exercise class or
painting and craft activities).
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Hamish is dying of cancer. There is a treatment available but he chooses not to go ahead with it saying that he
does not wish to prolong his life. He decides he is going to travel and do some things he has always wanted to do
but never has. He has planned a tandem sky dive and white water rafting. He seems the happiest he has been
since his diagnosis.
c) How will Hamish’s ‘dignity of risk’ influence the life he has left to him?
• Hamish is doing some of the things he has always wanted to.

• He has made an informed decision not to go ahead with treatment (and perhaps miss out
on sky diving).
• He is able to be in control of his life and make his own decisions.
QUESTION 8
Participating in the community is important for many people. As people age, community engagement can often
become more difficult.
Think of a person you know who is elderly or imagine yourself as elderly and frail.
a) What types of community participation do you think is important so an aged person can engage socially and
undertake their tasks of daily living? What challenges are there?
• Continuing with religious practices

• Shopping
• Dealing with financial affairs
• Attending appointments
• Social activities
• Participation on committees.
Challenges may include:

• Mobility and transport
• Cognitive ability
• Social devaluation
• Feeling that they are too old to be a valued member of committees
• Isolation
• Lack of social support.
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b) Choose one of the challenges that you identified above. What support could be given to someone so they can
continue their community participation?
Being able to do the shopping is very important to Ruby. In the past she has walked to the
shop each day for her needs. Ruby is no longer able to do this. Transport could be provided
through the HACC program, which could allow her to shop.
Although this service would probably not be available daily, Ruby could be supported to
alter her shopping habits to once per week instead. Family may be able to help with
transport on other days of the week, or there may be a friend who could take her if she
wished to go shopping more often.
Further support through an exercise program could also be suggested as Ruby will no
longer be getting her daily exercise – this could affect her strength and muscle function.
QUESTION 9
a) List three indicators for each type of elder abuse in the table below.
Type of elder abuse Indicators
Physical abuse • Repeated injuries

• Unexplained bruises or other injuries
• Burns, cuts
• Dislocations
• Unexplained pain
Psychological • Change in behaviour

• Fear/anxiety
• Withdrawal
• Depression
• Confusion
• Losing or putting on weight
• Insomnia
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Type of elder abuse Indicators
Financial • Lack of money

• Missing possessions
• Missing bill payments
• Unauthorised sale of property
• Unauthorised withdrawals from bank account
• Worry about changing will
Sexual • Bruising or soreness to genital or anal area

• Unwillingness to receive personal care (such as showering or dressing)
• Change in behaviour
• Fear/anxiety
• Withdrawal
• Depression
• Confusion
• Losing or putting on weight
• Insomnia
b) If you suspected that a client was being abused, where would you find advice on how to report it?
• Talk to your supervisor

• Review policies and procedures that cover elder abuse
• Review government guidelines.
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QUESTION 10
Harry has a fall during one of his walks. You help him up and assist him back to his room.
He appears to be okay, but is shaken.
a) What should you do to report the incident (both verbally and in writing)?
• Report to the supervisor

• Write a case note
• Write an incident report.
b) Why is it important to report this incident given that Harry does not appear to be injured?
Harry may have injuries that are not yet evident.

• Harry may be in shock.
• Supervisor needs to be aware so that they can give instructions (for example, call a
doctor, arrange for regular observations and so on).
• Incident needs to be investigated to find out why Harry fell and put measures in place to
prevent it happening again.
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Elsie saw Harry fall. She comes up to you and starts asking questions about Harry. ‘Why did he fall?’, ‘Why does
he walk so badly?’, ‘Did he have a hip replacement like I did?’
c) How would you respond to Elsie? Why would you respond in this way?
• ‘Hello Elsie. Harry will be okay, thank you for your concern. We all need to be careful
when we walk so we don’t fall, don’t we? How is your hip getting along?’
• Do not answer specifics about Harry’s condition and circumstances due to confidentiality
requirements, but acknowledge that Elsie has concerns about how Harry is after his fall.
QUESTION 11
For each of the care approaches, provide an example of how this could be provided. An example has been provided
for you
Care approach Example of how this can be provided
Person-centered approach Example answer:

We discussed all the care options with Mrs. Brown and
answered all the questions. At the end of the
discussion she decided that she would like assistance
to shower but she will continue to clean her teeth and
dress herself unaided. She said that she may need
help with buttons sometimes.
Enabling approach I sat down with Elsie who was making cards
in the craft class. We worked together to
make a card for her daughter
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Care approach Example of how this can be provided
Rights based approach Sarah was trying to force her father Jeffery to
go into care as he was dying of cancer.
Jeffery was insistent that he wanted to stay
at home. Jeffery has the right to refuse
services, however he did agree to palliative
care at home
Consumer-directed care We discussed John’s home care package with

him. He is keen to work with us to manage
his care. John is very care to get gardening
and home maintenance services as well as
the cleaning and personal care he already
has. Funding won’t quite cover the whole cost
of this but the amount John will pay is much
less than the rates he is paying for gardening
and maintenance at the moment.
QUESTION 12
Research a best-practice aged care program (for example, you might choose the Eden Alternative or Active Service
Model).
In one to two paragraphs describe the program and why it is ‘best practice.’
The Eden Alternative focuses on creating a homelike environment for clients, rather than a
sterile, hospital like environment. It is a philosophy adopted across many aged care
services across the world. The Eden Alternative attempts to target three areas that tend at
afflict older people – boredom, loneliness and helplessness.
It helps clients to focus on what they can do – rather than what they can’t. Residents are
encouraged to make their own decisions, take risks, set goals and fulfill their hopes and
dreams. The community and family are encouraged to be involved.
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QUESTION 13
Mabel lives at home alone. She is a very independent woman and enjoys working as a volunteer in the community
and also runs an art class. Mabel fell and broke her shoulder. She needed surgery and spent ten days in hospital.
Once she was clinically stable, she was worried about how she would manage at home as she had no family close
by. She was told that she would be dependent on support for activities of daily living for up to two months while her
shoulder repaired itself.
Mabel was very worried that she would have to remain in hospital for that time, however arrangements were made
for her to be discharged from hospital and receive assistance at home until she was able to be independent once
more.
A care plan was set up and was planned to go for six weeks at which time it would be re-evaluated. Care included
showering, dressing, cleaning, transport to physiotherapy, occupational therapy, and meals on wheels.
At her review after six weeks Mabel has very happy with her progress. She was going back to volunteer work one
day a week and planning to restart her art classes next week. She had cancelled the meals on wheels the previous
week as she found she was able to cook for herself now. It was agreed that she no longer needed home support.
Discuss the advantages that a reablement approach had for Mabel compared with more traditional models of care.
• It allowed her to remain at home

• It increased her level of independence
• It assisted her to get back to the things she used to do
• It allowed her choices
• It provided the services that she needed
• It kept her out of the hospital system.
What do I need to hand in for this task? Have I completed this?
Your answers to each question 

Yes
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ASSESSMENT TASK 2: CASE STUDIES
TASK SUMMARY:
You are to read the case studies and complete the questions that follow.

 Access to textbooks and other learning materials
 Access to a computer and the Internet (if you prefer to type your responses).

 You will do this task in the classroom or as homework – your assessor will advise.
If your assessor marks any of your answers as incorrect, they will talk to you about resubmission. You will need to do
one of the following:
 Answer the questions that were incorrect in writing.
 Answer the questions that were incorrect verbally.
CASE STUDY 1: MARTA
Marta is suffering from dementia that is caused by a lifetime of alcoholism. She lives at home with her husband
Bill, who also drinks a lot of alcohol. A HACC worker visits three times a week.
Today her HACC worker notices bruises on Marta’s arms. This is the third time this month that she has had
bruises. When she asks Marta about them she just looks ahead and says nothing, humming in her normal way.
When she asks Bill what happened he says, ‘I dunno – silly old cow keeps falling over. She was probably drunk
again and fell out of bed.’
The worker looks at the bruising pattern. She thinks that it looks more like someone has grabbed Marta very hard.
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1. How can the worker tell from the bruising pattern how the injury is likely to have occurred? How would this be
different from bruising that occurred due to falling out of bed?
• The bruising may have marks where the fingers and thumb have grabbed Marta
• The bruising is only on her arms
• If Marta had fallen out of bed, the bruising would be more likely to be on one side of her
body only, and the bruises would perhaps be bigger and more widespread. Bruising would
be more likely to also to be on other parts of her body (her legs and hips, for example).
• If she had fallen out of bed there might also be abrasions.
2. What actions must the worker take to report the suspected abuse?
• Report to supervisor for further action

• Complete an incident report.
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3. What professional support service could Marta be referred to for assistance?
Marta should be taken to hospital to identify her bruises pattern and she needs appropriate
counseling therapy.
4. The worker no longer feels safe going to Marta’s house. This is very stressful for her as she doesn’t want to
admit that she feels unsafe and insecure. She is so worried about it that she can’t sleep at night. What could she
do?
• She should talk to her supervisor

• She could undertake debriefing and counselling.
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5. You find out that your work colleague has been discussing Marta’s circumstances and your stress reaction in the
lunch room. What legislation and ethical requirements is your colleague breaching?
• Privacy legislation
• Code of ethics relating to confidentiality.
Your answers to this case study 

Yes
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CASE STUDY 2: CATHOLIC SERVICE
The Catholic service in your aged care facility has been changed from Tuesdays to Thursdays – the priest is not
able to attend on Tuesdays anymore.
Unfortunately the service now clashes with the time that clients are able to go out for coffee in the local town. The
clients are taken to the coffee shop nearby and are also able to walk around the town and do a little shopping if
they wish.
The Catholic clients are very annoyed that they can no longer go on their coffee excursion. It’s not their fault that
the priest has needed to change arrangements!
When something is said to a staff member, the person says, ‘Well, you don’t have to go to church! I’m sure God
will agree that drinking a delicious cup of coffee is much more important than listening to the priest.’
1. Do you think the Catholic clients are being discriminated against? Explain your answer.
Yes they are being discriminated against. They are not being allowed access to services
(going out for coffee/shopping) that may be important to their wellbeing.
• The staff member was very disrespectful and discriminatory when talking about skipping
church for coffee. They also said negative things about the priest.
2. What would be a better way of dealing with the concerns of the Catholic clients?
Organise another time to go into town for coffee/shopping, or put on an extra event for
those who are not able to attend on Thursdays.
Talk with the Catholic clients and the priest to discuss what works better for everyone.
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3. What action would you take if someone in the client group wanted to put in a formal complaint?
Refer to the supervisor

Give the client a copy of the client complaint guidelines and explain the complaints process
Listen to their concerns and see whether an appropriate solution can be worked out.
Your answers to this case study 

Yes
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ASSESSMENT TASK 3: ROLEPLAY – MEET WITH BRENDA
TASK SUMMARY:
In this role play you will need to work with a potential HACC client to determine her needs and
give her information on available services. Following the role play you will need to answer a set
of verbal questions.

 Your assessor to play the role of Brenda.
WHEN DO I DO THIS ASSESSMENT?

 You will do this task in the classroom.
If your assessor sees that you have not shown appropriate skills or knowledge, they will give you some feedback and
you will need to do the specific task again.
INSTRUCTIONS:
BRENDA
Brenda is 85 years old. She has recently had a knee replacement following a fall. She has indicated the following
concerns to the community nurse:
 She is worried about falling again.
 She doesn’t feel safe in the shower.
 She doesn’t know how she is going to be able to keep her house and garden clean and tidy.
 She needs to attend physiotherapy twice a week; her daughter can take her on Tuesdays but Brenda cannot
get there on Thursdays as her daughter works
 She is very isolated as she can’t get out and about like she used to – it is too far for her to walk to the bus stop.
 She used to go to the church on Sunday’s, Tuesdays and Thursdays. Also she used to go shopping and
visiting friends on other days
 She can’t be bothered cooking meals for herself so she tends to eat sandwiches, biscuits and cake
 Brenda has a fear of fire
 She is very scared that she will be put in a home. She couldn’t bear to leave her home of 50 years.
 You work for New Greens Aged Care.
In this role play you are to tell Brenda (who will be played by your assessor) what services are available through the
HACC program that will help her with her needs.
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Your assessor will be looking to see that you:
Clearly and accurately explain the HACC program to Brenda.
Talk to Brenda about:
 how her changed circumstances have affected her ability to perform activities of daily living
 her physical and psychosocial needs.
 the type of support that can be given
 how she feels about the support options
 how important it is that she shares responsibility for her own support
 the rights she will have as a recipient of HACC services
 how she will be assessed and her involvement in decision making
 her interests and ways in which she can continue to participate in normal activities as much as she can
 aids and equipment that could assisther with her activities of daily living
 safety and security issues.
For example, you should communicate in a way that promotes empowerment, trust and goodwill; build a rapport during the discussion;
encourage Brenda to express her needs and wants; avoid imposing your own attitudes and values; respect Brenda’s needs and
differences; etc
Provide clear and accurate advice to Brenda about basic home fire safety.
For example, you should communicate clearly to Brenda about home fire safety and the risks to her safety. This should include things
such as home fire safety equipment and how to use it smoke detectors; calling 000; how to leave the property in the event of a fire;
where to evacuate to; who else to call in an emergency; how fires may start in the home, etc.
Verbal questions
Your assessor will ask you the following questions once you have finished the role play. You will be assessed on
your ability to communicate verbally as well as on your ability to answer each question.
a) What are the key issues facing Brenda?
b) What is your duty of care when advising Brenda of her options?
c) How will the HACCprogram help Brenda to ‘age in place’?
d) How can Brenda be involved in making decisions about her own care?
e) During the role play, do you think you demonstrated a non-ageist and non-judgmental attitude when talking to
Brenda? Why you think you did or did not?
f) What are five HACC services that may benefit Brenda?
g) What are two other services (outside the HACC program) that Brenda could access?
h) If Brenda chooses to refuse all services, despite the risks involved, what should you do?
You do not need to submit anything for this task 
Asmita Jangam
of older people
Assessment Task- Role Play
Marking sheet
Student Name
Asmita Jangam
Student ID
Assessor Name
Unit Name
Did the Student Satisfactory play this role Yes No
Trainer feedback:
Student’s overall Performance: Satisfactory Unsatisfactory
Assessor Signature:
Asmita Jangam
of older people
ASSESSMENT TASK 4: PROJECT – SAFETY CHECK
TASK SUMMARY:
You are to do a safety check on a bathroom.

 Access to a residential/home bathroom.
 A camera (you can use your mobile phone camera).
 Bathroom Safety Checklist (at the end of this task).

 You will do this task in your own time (as homework).
If your assessor identifies that you did not complete the checklist correctly, you will be asked to fix the parts that are
wrong and resubmit.
INSTRUCTIONS:
This task carries on from Assessment Task 3.

You are required to complete a safely check of a bathroom – this bathroom is assumed to be Brenda’s
You can choose your own bathroom or another one that you have access to.
Take photos of the bathroom that show as much of the area as possible. If you see a safety issue, take a photo of it.
Use the Bathroom Safety Checklist to conduct a safety check of this room. Remember to consider Brenda’s needs
and preferences as you do this.
Complete the questions at the end of this task.
Asmita Jangam
of older people
Bathroom Safety Checklist
Student name: Asmita Jangam Date:
Yes/No Comments
Does the floor have a non-slip Yes

surface?
Is access to the shower safe? No There is no grab rail or anything else safe to hang
on to.
There is a step into the shower but the client
should be able to manage this with support
Is there room for a seat near the Yes

shower?
Is there room for a seat in the No

shower?
Is there a rail in the shower and No Recommend these are installed.

close to the toilet?
Is lighting adequate? Yes
Is heating adequate? Yes
Asmita Jangam
of older people
Bathroom Safety Checklist
Student name: Asmita Jangam Date:
Yes/No Comments
Is there sufficient room near the Yes

shower area for the staff member to
provide assistance and support?
Is there sufficient ventilation to No No extractor fan and window does not open.
prevent condensation?
Are there any other safety issues? Yes Missing tiles on shower wall
When you have completed the safety check, answer the following questions:
1. Is the bathroom currently safe for the client and the personal care worker? Explain your answer.
• Safety concerns include accessing the shower. There is no grab rail, so the PCW will
need to support Brenda as she enters the shower, as there is a step that Brenda will need
to negotiate. This could be a risk to both the carer and Brenda.
• There is no grab rail near the toilet. This is a risk to Brenda as she gets up from the toilet.
• There is no extractor fan in the bathroom and the window cannot be opened. This causes
condensation to build up which makes the bathroom wet and slippery and also causes
mould.
• There are tiles missing on the shower wall – this may harbour bacteria.
Asmita Jangam
of older people
2. What are your recommendations to make this bathroom safer for Brenda?
• Install grab rails near the shower and toilet

• Put a shower chair in shower
• Install an extractor fan
• Replace missing tiles/retile shower.
3. When talking to Brenda about any safety issues in her home, what should you consider?
• This is her home and she may like the way it is, and may not want to change it
• She may not have the funds to make alterations
• Alterations may be very costly and not appropriate.
Photos of the bathroom 

Yes
Your completed checklist 
Yes
Your answers to the questions 
Yes
Asmita Jangam
of older people
ASSESSMENT TASK 5: PROJECT – PLAN AND IMPLEMENT AN ACTIVITY
TASK SUMMARY:
You are arrange an activity that works towards the goals and wishes of an older person in your
work placement facility.

 Access to an aged care workplace
 Access to an aged care client
 Access to workplace policies and procedures
 Access to aids and equipment
 Permission from your supervisor and the client to undertake this task.

 You will do this task in your work placement service.
If your assessor identifies that you did not complete all requirements of this task correctly, they will give you some
feedback and you will need to redo the incorrect part again.
INSTRUCTIONS:
For this task you must to talk to a client in an aged care facility and find out what they would like to achieve (goals)
and what they wish for.
You will need to respond to their statements by designing and putting in place an activity that will contribute to their
goals and wishes.
An example is provided below:
Jenny’s client is Marissa.

Jenny learns that Marissa’s goal is to increase her mobility. She also learns that Marissa loves dogs and really
misses her Yorkshire Terrier, who passed away last year
Jenny decides to organise a visit from a therapy dog so Marissa can go for walks outside with the dog.
Remember: You must ask the client for permission to participate in this task, and ask them to complete the
permission form at the end of this task.
You must not proceed with this assessment until the form has been signed by your supervisor and the older person
who is participating.
Asmita Jangam
of older people
Once you have the necessary permissions, you will need to do the following:
1. Learn about your client’s goals/wishes.

You can do this through discussions with your client (this is essential), reviewing their individualised plan and
discussing with other staff as appropriate.
2. Plan an activity that will contribute to your client’s goals and wishes.
3. Show your plan to your supervisor and get their approval to run the activity.
4. Implement the activity – remember you will need to be supervised during this activity.
5. Attach photographs of the client participating in the activity. If the client does not wish to be photographed, you
can photograph the setup of the activity or provide other evidence of the activity being put in place.
6. Seek your client’s feedback about the activity once it is over. Ask any other people who were involved in the
activity.
7. Write a report about your experiences using the template at the end of this task.
Asmita Jangam
of older people
Assessment Task 5: PROJECT
Student’s name:
Supervisor’s name:
Date of activity:
Write an account about how you obtained information about your client that
Obtaining information covers the following points.
Their goals and wishes
Asked her about whether she had a dog at home and she
wanted to go for a walk.
The client’s social, cultural and spiritual needs
provided equal services to older people, regardless of their

race, cultural background, spiritual beliefs or sexual
preferences.
Any physical and/or social barriers that affect this client’s quality of life
Asked her and observe if she had any difficulty in walking,
hearing or seeing that could effect her daily living or any social
or cultural values she follows.
Asmita Jangam
of older people
Services that are already being provided to the client

Helped her to listen her queries.
Assisted her in her daily activities.
Involved her in a physical activities like a short walk,
exercising.
Helped to enhance her mood.
Plan activity Answer the following questions about how you planned the activity for your
client.
What type of activity did you plan for your client?

I planned her to take her on a walk with dog so that she can be
relaxed and feel good remembering her dog who had passed.
How did this contribute to the client’s goals and wishes?

Client was upset regarding the loss of her dog, by organizing a
therapy with a dog can enhance her mood and she feels good
physically and mentally.
Asmita Jangam
of older people
How did you involve your supervisor and the client in the development of the
activity?
I discussed my supervisor about client's need and problems.
Presented her the idea of taking Client to a walk with a dog to
enhance her mood.
I asked my supervisor a permission to take my client outside
and did all the official consent work
Client was asked where she want to go for a walk and what
are her other wishes, dressed her appropriately and ensured
her safety.
How did you make sure your activity was person-centred?

My activity was completely a person- centered as i listed and
understood what my client is seeking for. Kept her social and
cultural values in consideration, respected her feelings and
dignity and involved her in the activity.
How did you make the activity flexible enough to suit the client’s needs?
I kept on appreciating the views and ideas of a client, respected
and listened her stories related to her dog. I was really friendly
and kind to her all emotions that really made client comfortable
and she shared her inner emotions.
Asmita Jangam
of older people
Were there any risks? What plans did you have to manage them?
Yes, there were certain risk. Whether the dog is vaccinated or
had any disease.
I made sure that the dog is vaccinated and does not have any
risk to my client. Ensured that the dog is human friendly.
Were any aids or equipment required?

I arranged for the dog harness and made sure about the safety
of my client.
Was the client able to make their own decisions about the activity? Explain
your answer.
Yes, the client was able to make her own decision as she
chose a place to go for a walk and kept some biscuits to feed a
dog.
Asmita Jangam
of older people
Implement activity Answer the following questions about how you implemented your activity.
Briefly describe how the activity went.

The activity went quite good as client enjoyed the beach walk
with a dog. She said that she felt like it was her own dog and
being outside in beach, talking with other people and viewing
the sunset really made her happy.
How did you manage risk?

I made sure that the client did not go too close into the beach,
ensured her safety by holding her.
How did you talk with your client to encourage them to participate?
I talked with the client, whether she had dog at home or not.
Knew about her love to the pets. I then asked whether she liked
to go for a walk with a dog. As she was a pet lover, she agreed.
I gave her an opportunity to choose where are we going for a
walk and said her to hold the harness of a dog.
Asmita Jangam
of older people
How would you describe the relationship you have built with this older person?
I really developed a good relationship with my client. While we
were on a beach, she expressed her happiness, she shared
her feeling, her hobbies, likes, dislikes. I came to know about
her, her life, what she used to do when she was young. This
activity really helped me to understand the needs and wants of
older people and to resolve their queries and needs.
Feedback and activity What feedback did you get from your client and other staff at the facility?
evaluation
Do you think the activity contributed to your client’s goals and wishes? Explain
your answer.
Yes, the activity contributed to my client's goals and wishes.
She wanted to go out of the aged care home as she was a bit
bored, sitting and sleeping all day. She enjoyed being outside.
After the activity was over, i found her talking with other older
people within the aged care, involving in group activities and
sharing her ideas and views.
Are there any things you would do differently next time?

I would further try to understand the needs and desires of older
people and involve them more actively for the activity to make
them involved in decision making.
Asmita Jangam
of older people
What other healthy lifestyle activities could your client be involved in?
Client can be involved in daily exercise and laugh therapy.
Being in a group and expressing their past stories.
Indoor game competition like chess to build up their
involvement and confidence.
Clients can be given some topic to share their ideas and views
and the winner can be awarded with gifts.
Asmita Jangam
of older people
Working with Clients – Permission Form
Family member or carer’s approval (obtain this if the client is unable to give permission themselves)
Joe
Dear ________________________________________________________________________________
My name is ___________________________________________________________________________
and I am studying the Certificate III in Individual Support.
As part of my study I am required to work with a client to plan and implement an activity that works towards the
client’s goals and wishes.
Marissa
I am asking your permission to work with ____________________________________________________
insert client name for this project.
The project will involve:

 finding out the client’s goals and wishes
 planning an activity
 implementing an activity
 seeking feedback.
I will be supervised at all timesduring the task.
I would welcome your family member’s participation in this project if you would like them to be involved.
Please sign below to show your agreement.
Jack
Name: _______________________________________________________________________________
Signature: _____________________________________________________________________________
Date: ________________________
Supervisor’s approval
I, ___________________________________________________________________________________,
Supervisor’s Nameapprove _______________________________________________________________
Student’s Name to undertake this project with ________________________________________________
Client’s name.
Approval is dependent on the following conditions:

 The student must be supervised at all times when working with the client.
 The student must seek approval of their planned activity prior to implementation.
 The client or their family may request that this project be stopped at any point. In this case, other
arrangements will be made in consultation with the student, the student’s assessor and myself.
Supervisor’s Name:
Signature: _____________________________________________________________________________
Date: ________________________
Asmita Jangam
of older people
OR
Client approval (Use this if the client is able to give permission themselves)
Marissa
Dear ________________________________________________________________________________
My name is ___________________________________________________________________________
and I am studying the Certificate III in Individual Support.
As part of my study I am required to work with a client to plan and implement an activity that works towards the
client’s goals and wishes.
I am asking for your permission to work with you for this project. The project will consist of:
 finding out your goals and wishes
 planning an activity
 implementing an activity
 seeking feedback.
I will be supervised at all timesduring the task.
I would welcome your participation in the project if you would like to be involved.
Please sign below to show your agreement.
Name: _______________________________________________________________________________
Signature: _____________________________________________________________________________
Date: ________________________
Supervisor’s approval
I, ___________________________________________________________________________________,
Supervisor’s Name approve ______________________________________________________________
Student’s Name to undertake this project with ________________________________________________
client’s name.
Approval is dependent on the following conditions:

 The student must be supervised at all times when working with the client.
 The student must seek approval of their planned activity prior to implementation.
 The client or their family may request that this project be stopped at any point. In this case, other
arrangements will be made in consultation with the student, the student’s assessor and myself.
Supervisor’s name:
Signature: _____________________________________________________________________________
Date: ________________________
Asmita Jangam
of older people
ASSESSMENT TASK 6: SUPERVISOR REPORT
TASK SUMMARY:
Your workplace supervisor is to complete a report to confirm your ability to demonstrate a
range of skills and knowledge required of this unit.

 Access to your work placement
 Access to clients
 Access to workplace policies and procedures
 Your supervisor
 The supervisor report (see end of this task).

 You will need to give the report to your supervisor – they will confirm your performance during your work
placement.
If your supervisor identifies that you did not complete any of the requirements/tasks in the report, your assessor will
ask you to redo those specific requirements/tasks again.
INSTRUCTIONS:
 Put your name on the Supervisor Report
 Give a copy of the report to your work placement supervisor.
Asmita Jangam
of older people
INSTRUCTIONS TO THE SUPERVISOR
As part of the evidence of competency for this student, we are seeking reports from the student’s work placement
supervisor. This forms part of the evidence for the unit CHCAGE001 Facilitate the empowerment of older people.
What is the purpose of this?

The purpose of this process is to gain confirmation from someone who has worked regularly with the student who can
verify that the student performs their skills satisfactorily to workplace requirements on a regular basis.
How will the information I provide be used?

The assessor will use the information you provide in this report, combined with other assessment evidence provided
by the student to make a final decision about competency.
How and when do I fill in the report?

You do not need to observe the student over a particular period of time or completing certain tasks. If you place a tick
in the ‘Yes’ column in the report, you are confirming that you are comfortable with the student’s skills in the relevant
area and that you have seen them work satisfactorily to workplace expectations.
Please also include comments and examples in the space provided wherever possible.
If you do not believe that the student demonstrates appropriate skills in the area listed, please place a tick in the ‘No’
column and provide reasons and comments about why you have said ‘No’.
If you are unsure or not able to comment on the student’s skills in a particular area, please place a tick in the ‘Not
able to confirm’ column; or if the student is still undertaking placement, then you may still be able to watch their work
in these areas so you are then able to comment on the suitability of their skills.
What should I do if I am unsure of the expectations?

Please contact the student’s assessor if you are unsure of any of the requirements of filling in this Supervisor Report.
The student will have their direct contact details.
Who should fill in this report if I am unable to do so?

If you are not able to confirm the student’s skills in all of the following areas, please confirm the areas you can and
ask another qualified person from the workplace to confirm skills in the other areas. They will also need to sign the
report.
Asmita Jangam
of older people
SUPERVISOR REPORT – CHCAGE001 FACILITATE THE EMPOWERMENT OF OLDER PEOPLE
Student’s Name:
Supervisor Name:
Workplace:
Do you understand the expectations and requirements of your role based on the above information? YES
NO
Please fill in the following report.
Provide examples or comments on

Yes No Not able to student’s skills and performance in
Area/skills to be confirmed () () confirm () this area
Did the student show respect for cultural,

• Report

Yes they are
being
discriminated
to Marta should be taken to
social and spiritual differences of clients against. They supervisor
are not being
allowed
for further
action
hospital to identify her bruises
Eg by respecting the client’s rituals, by
access to
 services
(going out for
•
Complete pattern and she needs
supporting them to participate in their coffee/shoppi
ng) that may
an
incident appropriate counseling therapy.
be important
desired practices and by demonstrating a to their
wellbeing.
report.
non-discriminatory approach
• The staff
member was
very
disrespectful
and
 Communicate appropriately with older discriminatory
when talking
people to develop trust and develop

about
skipping
church for
relationships? coffee. They

also said
negative
 Eg by talking in a way that their clients

things about
the priest.
can understand, by demonstrating a

supportive and empathetic approach, by
using appropriate body language, and by
being friendly and interested in what they
have to say.
 Did the student maintain privacy,

confidentiality and dignity of clients?
 Eg by not passing on confidential
information without consent, allowing
clients to have privacy where required,
and demonstrating respect for clients’
rights to their dignity
 Did the student provide services to

clients by following workplace policies
and procedures?
 Did the student encourage clients to

participate in living activities as they are
able, and provide support where
needed?
 Look for opportunities to engage clients

in healthy lifestyle practices?
 Eg by encouraging healthy eating,
exercise, social activities and well-being
 Recognise risk and take action to reduce

this?
 Demonstrate a flexible, adaptable and

person-centred approach to work?
 Eg by respecting the clients’ own
Student Name ______________________________________
Asmita Jangam Student ID _________________ Page | 52
Elite Academy Australia RTO # 41199 - Student Assessment Booklet- CHCAGE001Facilitate the
empowerment of older people
Provide examples or comments on
Yes No Not able to student’s skills and performance in
Area/skills to be confirmed () () confirm () this area
schedules, by treating the client as an
individual, by involving the client in
decision making, and adapting services
to the clients’ needs
Please provide any further comments or observations you have made about the student’s performance in relation to
the skills required as above.
Supervisor’s Name:
Supervisor’s Signature:
Date of report:
Asmita Jangam
Student Name ______________________________________ Student ID _________________ Page | 53
Elite Academy Australia RTO # 41199 - Student Assessment Booklet- CHCAGE001Facilitate the
empowerment of older people

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STUDENT ASSESSMENT BOOKLET

CHCAGE001 Facilitate the empowerment of older people

Student Name: Asmita Jangam

ABOUT YOUR ASSESSMENTS

Assessment Task About this task

How to submit your assessments

Assessment Task Cover Sheet

AGREEMENT BY THE STUDENT

Do you understand the requirements of this assessment? ✔

Do you agree to the way in which you are being assessed? ✔

Do you understand your rights to appeal the decisions made in an assessment? ✔

Student signature: __________________________________________________ Date: ____________________

Assessor name: ______________________________________________________________________________

Assessor signature: _________________________________________________ Date: ____________________

Name: Asmita Jangam

Unit: CHCAGE001Facilitate the empowerment of older people

None of this work has been completed by any other person.

Student Signature: _____________________________________________________________________________

WHAT DO I NEED IN ORDER TO COMPLETE THIS ASSESSMENT?

WHEN DO I DO THIS TASK?

WHAT DO I NEED TO DO IF I GET SOMETHING WRONG?

 High level residential care

 Low level residential care

 Home and Community Care (HACC)

 Extended Aged Care in the Home (EACH)

b) What is meant by the term ‘ageing in place’?

d) What is a common misconception about older people and sexuality?

That older people cannot and should not be sexually active.

c) What is meant by the ‘social model of disability’?

• This is outside the boundaries of her role

• Referring to your job description

d) What are three workplace health and safety responsibilities of an employee?

• Follow policy and procedures

• To follow healthy, safe and considerate work practices

f) What is the purpose of a code of ethics?

• Explains the moral responsibilities and accountability of carers

• Clients feel that they are involved and have a say

• Involving client and family with care and treatment planning

• Speak slowly and clearly to him

• Hamish is doing some of the things he has always wanted to.

• Continuing with religious practices

Challenges may include:

Type of elder abuse Indicators

Physical abuse • Repeated injuries

Psychological • Change in behaviour

Financial • Lack of money

Sexual • Bruising or soreness to genital or anal area

• Talk to your supervisor

• Report to the supervisor

Harry may have injuries that are not yet evident.

Care approach Example of how this can be provided

Person-centered approach Example answer:

Consumer-directed care We discussed John’s home care package with

• It allowed her to remain at home

What do I need to hand in for this task? Have I completed this?

Your answers to each question 

WHAT DO I NEED IN ORDER TO COMPLETE THIS ASSESSMENT?

WHEN DO I DO THIS TASK?

WHAT DO I NEED TO DO IF I GET SOMETHING WRONG?

CASE STUDY 1: MARTA

• Report to supervisor for further action

• She should talk to her supervisor

Student signature: ______________________________ Date:

Assessor signature: _____________________________ Date: