ATAR Design Sample Trainer Assessment and Mapping Guide

Trainer Assessment and Mapping Guide CHC33015 Certificate III in Individual Support

This Workbook incorporates the following unit:

CHCAGE005 Provide support to people living with dementia

Trainer Assessment & Mapping Guide CHCAGE005 Provide support to people living with dementia V1 CHC33015 Certificate III in Individual Support © ATAR Design. All rights reserved. No part of this work may be produced, published, communicated to the public or adapted without permission.

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Disclaimer: This work is under copyright and permission is not given to make copies for hire or resale to third parties to use the resources for their own or commercial use. ATAR Design does not give warranty or accept any legal liability in relation to the content of this work. Licenced to: ATAR Design, RTO: 45112 21 Ninth Avenue, Rosebud VIC 3939

Copyright: © ATAR Design

Developed by: This resource was written and developed by ATAR Design and contextualised and validated in conjunction with industry. Acknowledgement: Thanks to ATAR Design and staff for their consultation and development work.

Version: ATAR Design V1


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Contents Unit of competency .................................................................................................................. 5 Overview/Competency demonstration ........................................................................................ 5 CHCAGE005 Provide support to people living with dementia ......................................................... 5

Prepare to provide support to those affected by dementia ........................................................ 5 Use appropriate communication strategies .............................................................................. 5 Provide activities for maintenance of dignity, skills and health ................................................... 5 Implement strategies which minimise the impact of behaviours of concern ................................ 5 Complete documentation ....................................................................................................... 6 Implement self-care strategies ............................................................................................... 6

Assessment Workbook .............................................................................................................. 7 Assessment Overview ............................................................................................................... 7 Readiness for Assessment (Trainer to Complete) ......................................................................... 8 Unit of competency .................................................................................................................. 8 Assessor Instructions ................................................................................................................ 9

Assessor requirements ........................................................................................................... 9 Using the resource ................................................................................................................ 9

Preparing for Assessment ........................................................................................................ 10 Conducting the assessment .................................................................................................. 10 To be deemed competent the Learner must complete all tasks successfully ............................. 10 Reassessment ..................................................................................................................... 11 Reasonable Adjustments, Assessor Intervention, Oral Assessment, Comments ......................... 11

Assessment Task 1 – Written/Verbal Questions ......................................................................... 12 Instructions for Trainer ........................................................................................................ 12

Assessment Task 2 – Workplace Practical/Simulation Tasks........................................................ 12 Instructions for Trainer ........................................................................................................ 12

Assessment Task 3 – Projects .................................................................................................. 13 Instructions for Trainer ........................................................................................................ 13

Assessment Overview Agreement ............................................................................................ 14 Agreement by the Learner....................................................................................................... 15 Agreement by the Assessor ..................................................................................................... 16 Assessment Task 1 – Written/Verbal Questions ......................................................................... 17

Instructions ........................................................................................................................ 17 Written/Verbal Questions Assessment Record ........................................................................... 33 Unit of competency ................................................................................................................ 33

Instructions for the Learner ................................................................................................. 33 Instructions for the Trainer .................................................................................................. 33

Assessment Task 2 – Workplace Practical/Simulation Tasks........................................................ 34 Instructions ........................................................................................................................ 34

Workplace Practical/Simulation Tasks Checklist and Assessment Record ...................................... 35 Instructions for the Trainer .................................................................................................. 35

Workplace Practical/Simulation Task 2.1 – Provide support to people living with dementia ............ 36 Dolores Moore Care Plan ......................................................................................................... 38 Part 1: Sensory Blanket ........................................................................................................... 41 Part 2: Sensory booklet ........................................................................................................... 42 Workplace Practical/Simulation Task 2.1 Observation – Provide support to people living with dementia ............................................................................................................................... 44 Workplace Practical/Simulation Tasks Assessment Record .......................................................... 46 Unit of competency ................................................................................................................ 46


Assessment Task 3 – Projects .................................................................................................. 47 Project 3.1 – Provide support to people living with dementia ...................................................... 48


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Part 1: Online module – What is dementia? .............................................................................. 51 Part 2: Online module – Understanding younger onset dementia ................................................ 53 Part 3: Online module – Purposeful activities for dementia ......................................................... 55 Part 4: Neglect ....................................................................................................................... 57 Projects Assessment Record .................................................................................................... 59 Unit of competency ................................................................................................................ 59


Final Assessment Outcome Record ........................................................................................... 60 Unit of competency ................................................................................................................ 60 Achievement of Competence ................................................................................................... 61 Mapping Legend ..................................................................................................................... 62 Assessment Mapping CHCAGE005 Provide support to people living with dementia ....................... 63


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Unit of competency


Overview/Competency demonstration This Workbook covers the following unit of competency:

CHCAGE005 Provide support to people living with dementia This unit describes the skills and knowledge required to provide person-centred care and support to people living with dementia. It involves following and contributing to an established individual plan. This unit applies to workers in a residential or community context, including family homes. Work performed requires some discretion and judgement and may be carried out under regular direct or indirect supervision. To demonstrate your competency in this unit you will need to provide evidence of your ability to: Prepare to provide support to those affected by dementia ✓ Apply person-centred care approaches to all interactions with the person living with dementia ✓ Interpret individualised plan and familiarise self with the specific needs and wants of the person

living with dementia ✓ Identify and address person’s needs for a stable and familiar environment ✓ Recognise signs consistent with financial, physical or emotional abuse or neglect of the person

and report to an appropriate person Use appropriate communication strategies ✓ Use verbal and non-verbal communication strategies to maximise engagement of the person

with dementia ✓ Gain cooperation and provide reassurance as appropriate by using reality orientation ✓ Use a range of validation strategies to relieve distress and agitation in the person Provide activities for maintenance of dignity, skills and health ✓ Organise activities which aim to maintain independence, using familiar routines and existing

skills ✓ Organise activities that are appropriate to the individual, reflecting their cultural likes and

dislikes, in order to bring back pleasurable memories ✓ Ensure the safety and comfort of the person balanced with autonomy and risk taking ✓ Access information about the person’s reminiscences and routines with family and carers ✓ Provide support and guidance to family, carers and/or significant others where appropriate Implement strategies which minimise the impact of behaviours of concern ✓ Identify behaviours of concern and potential triggers ✓ Contribute to team discussions on support planning and review ✓ Take action to minimise the likelihood of and reduce the impact of behaviours on the person

and others ✓ Evaluate implemented strategies with support planning team to ensure effectiveness in

minimising behaviours


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Complete documentation ✓ Comply with the organisation’s reporting requirements, including reporting observations to

supervisor ✓ Complete, maintain and store documentation according to organisation policy and protocols Implement self-care strategies ✓ Monitor own stress level in relation to working with people with dementia ✓ Use appropriate self-care strategies and seek support if required Prerequisite units: Nil https://training.gov.au/Training/Details/CHCAGE005

https://training.gov.au/Training/Details/CHCAGE005


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Assessment Workbook Assessment Overview To be deemed competent in this unit of competency, the Learner must successfully complete the following:

Learner Activity Workbook

Complete the Learning Activities, Self-Assessment Questionnaire, and Simulated Learning Activities, in the Learner Activity Workbook, and submit the Learning Participation Outcome Record Sheet.

Learning Journal Complete and submit the Learning Journal.

Assessment Workbook

These are a set of tasks you will be required to complete. You must achieve a satisfactory result for each task to be deemed competent in this unit of competency. The tasks include: Task 1: Written/Verbal Questions Task 2: Workplace Practical/Simulation Tasks Task 3: Projects

Workplace/Placement Workbook

These are a set of tasks you will be required to complete during your work placement. You must achieve a satisfactory result for each task to be deemed competent in this unit of competency. The tasks include: Part 1: Reflective Journal and Logbook Part 2: Third Party Report Part 3: Workplace Observation Report

This Assessment Workbook is divided into the following tasks:

Task 1 Written/Verbal Questions

Task 2 Workplace Practical/Simulation Tasks

Task 3 Projects

All assessment tasks must be completed to be assessed as competent.


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Readiness for Assessment (Trainer to Complete) Unit of competency CHCAGE005 Provide support to people living with dementia

I certify that the Learner: Has completed the Learning Activities, Simulated Learning Activities, and the Self-Assessment

Questionnaire in the Learner Activity Workbook Has submitted the Learning Activities Record sheet from the Learner Activity Workbook Has submitted the Simulated Learning Activities Record sheet from the Learner Activity

Workbook Has submitted the Self-Assessment Record sheet from the Learner Activity Workbook Has submitted the Final Learning Participation Outcome Record sheet from the Learner Activity

Workbook Has completed and submitted the Learning Journal Is ready to be assessed in this unit of competency

Trainer Name: Trainer name

Trainer Signature: Trainer signature Date: ____/____/____


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Assessor Instructions This assessment tool must be used the way it is unless you seek approval from the RTO to: • Adapt the tasks to meet specific job role requirements, such as using specific workplace

terminology and documentation • Modify the tasks to meet specific Learner needs, and the needs of the people they will be

working with. • As an assessor, you must make sure that the assessments you conduct comply with the

requirements of the unit of competency and as such you should read the Unit of Competency requirements available from:

https://training.gov.au/Training/Details/CHCAGE005 Assessor requirements In order to assess Learners against units of competency, under the Standards for AQTF Registered Training Organisations (or the Australian Quality Training Framework) you must hold: • Assessor competencies as detailed in the standards • Vocational competence Using the resource This assessment tool is made up of three booklets:

Assessment Workbook Assessment includes the instructions for the Learner to complete assessment tasks to meet the requirements of the unit of competency within a Workbook. It consists of assessment tasks, guidelines about how to complete the assessment tasks, and templates that the Learner can use to record information.

Trainer Assessment and Mapping Guide

Trainer / Assessor version of the assessment for this assessment includes the assessment tasks and suggested responses. It also includes the mapping of the tasks against the unit of competency within the Workbook. Before you start assessing, read both booklets thoroughly. You may need to modify some of the tasks to suit the requirements of your Learners and their workplace or simulated workplace. You can only do this with approval from the RTO. If you do this, check that your modifications will still allow you to assess against the whole unit of competency.


The Workplace/Placement Workbook incorporates the workplace component of assessment. The Reflective Journal and Logbook instructs the Learner on specific tasks they are required to perform and reflect on. The Third Party Report allows for a supervisor/mentor to provide feedback on the practical tasks performed by the Learner, in the workplace. The Workplace Observation Report/Verbal Interview allows for the Assessor to assess a Learner’s actual work performance over a period of time.

https://training.gov.au/Training/Details/CHC


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Preparing for Assessment Assessment methods Learners will be assessed in a number of ways:

Assessment Workbook

Task 1: Written/Verbal Questions

Task 2: Workplace Practical/Simulation Tasks

Task 3: Projects


Reflective Journal and Logbook

Third Party Report

Workplace Observation Report/Verbal Interview

Conducting the assessment When conducting the assessment, you should: • Assist the Learner to gather quality evidence, so that you can make an assessment decision • Give feedback to the Learner during and after the assessment • Record assessment decisions and complete any required assessment documentation. To be deemed competent the Learner must complete all tasks successfully All assessments must be conducted in line with the Principles of Assessment i.e. that they are:

Valid That the assessment collects evidence as specified by the Unit of Competency.

Reliable That the assessors will use the same assessments for all students unless they have approval to alter them from the Compliance /Quality Assurance Manager.

Fair That the assessment allows for different workplaces and conditions including be prepared to change the time or location of the assessment event if there are problems with the existing arrangements.

Flexible The candidate for assessment clearly understands what they need to do in order to demonstrate competence, and when any ‘special needs’ they have are taken into account.

All Evidence collected must be in line with the Rules of Evidence:

Valid That the assessment collects evidence as specified by the Unit of Competency.

Sufficient It must satisfy all elements of the competency standard. Current The age, or ‘currency’, of evidence is also a factor and may vary depending

on the competency. For example, evidence of the ability to operate a computerised machine would need to be very recent, otherwise it might relate to a machine or technology that was no longer commonly used.

Authentic When you collect evidence relating to performances that you haven’t directly observed, you need to make sure it is authentic. This may require a statement from the candidate’s supervisor that the evidence is the candidate’s own work or where photos have been taken have it verified from clients that the person actually did the work.


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Reassessment The learner has three attempts to complete each task satisfactorily. If after the third attempt the student is deemed ‘Not Yet Competent’, they will be required to do further training before reattempting this unit. Reasonable Adjustments, Assessor Intervention, Oral Assessment, Comments There is a section in the Assessment Workbook (‘Achievement of Competence’ section) for you to complete if you have had to make any changes to the assessment.

Reasonable adjustments

May include things like completing the questions orally instead of in writing (this may apply to learners of non-English speaking backgrounds or those who have difficulties with literacy). Guidelines for making reasonable adjustments to the way in which evidence of performance is gathered, without altering the expected performance standards.

Assessor intervention

The amount (if any) of support provided, such as rephrasing questions or giving examples to clarify doubt.

Oral Assessment

Nominate if the learner completed the assessment verbally instead of in writing.

Comments Make notes on anything else relevant to the conduct of the assessment.


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Assessment Task 1 – Written/Verbal Questions Instructions for Trainer • The Learner is required to sign and date before starting Assessment tasks on the document

provided at the start of each task. • The Learner must have submitted their Readiness for Assessment, signed in conjunction with

the Trainer. The Learner must not move to assessment without completion of the Self-Assessment Questionnaire.

• The Trainer is to inform the Learner that the Written/Verbal Questions are to be completed as part of their assessment. A timeframe should be set as to when the Written/Verbal Questions are to be answered and handed back to the Trainer for assessment.

• The Learner is required to provide detailed answers, to the questions in the space provided. One-word responses will not be accepted as a suffice answer.

• Written questions may be a combination of multiple choice, short answer or true or false questions.

• The Trainer and Assessor will conduct reasonable adjustment should this be identified and documented.

• The Learner’s answers to these questions are used to determine an assessment judgement, part thereof the overall assessment judgment includes this task.

• The Trainer Assessment and Mapping Guide provides suggested answers to each Written/Verbal question.

• All questions if necessary will require a verbal interview from the Trainer to verify the responses • If any supplementary documents are required to be submitted they must be marked with the

Learner Name, date completed, and submitted alongside this Assessment task.

Assessment Task 2 – Workplace Practical/Simulation Tasks Instructions for Trainer • Mandatory completion of all Workplace Practical/Simulation Tasks in conjunction with this

Assessment task must be conducted by the Learner and deemed satisfactory to achieve competency in this task.

• All Workplace Practical/Simulation Tasks are tasks which will align to the duties performed in this capacity in the workplace.

• Any machinery or equipment that is used during the process of these assessment tasks must be safe for use and tagged if appropriate. All safety conditions performed under instruction of the Trainer must be followed in line with the Learner’s workplace policies and procedures; should the Trainer feel the conditions of safety are not met for the Learner’s assessment task, it may be re scheduled to a different site or day until the safety issue is rectified. The Learner’s site supervisor may be contacted in this event.

• If the Trainer feels the tasks has been not sufficiently covered, they may direct you to a similar task, in line with a secondary Workplace Practical/Simulation which will be clearly advised at the time of assessment.

• Multiple assessment of the same tasks may be necessary to ensure a satisfactory standard. • An observation checklist will be conducted during the completion of this task, the Trainer will

notify the Learner on the tasks they will be observing for this assessment. • Read the instructions for the workplace practical/simulations to the Learner. • Prompt the Learner to respond verbally during observation, should you need further clarity for

the observation. • Observe all the task points in the observation tables. • In the comments boxes, list what the student was observed conducting and provide an example

(i.e. “Learner correctly disinfected the floor.”)


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Assessment Task 3 – Projects Instructions for Trainer • Any templates needed to complete these Assessment tasks, are attached to the Assessment

Workbook and must be completed in conjunction with the Assessment task. • The Learner is able to provide supplementary evidence of the tasks performed on previous

occasions, if determined suitable by the Trainer and Assessor. Please ensure the Learner discusses this with the Trainer.

• If the conditions of this Assessment tasks cannot be replicated in a real-life work task on the day of assessment, the Trainer may conduct all or part thereof in a simulated work practical task, in line with the assessment process for this task.

• All projects if necessary will require a verbal interview from the Trainer to verify the responses. • The Trainer Assessor and Mapping Guide provides suggested answers to the Projects.


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Assessment Overview Agreement In order to be assessed as Competent in the unit that makes up this Workbook, you need to provide evidence which demonstrates you can perform the required competencies to the required standard. Competency depends on consistently demonstrating the skills and knowledge to enable you to complete workplace tasks confidently in a variety of situations. The content of this final assessment is designed to consolidate your learning to provide evidence that you are indeed competent. More specifically, summative assessments are designed to evaluate Learner learning at the end of an instructional unit and compared to a benchmark. The Assessor will base the final outcome of each unit and deem the assessment competent for every satisfactory task. You must complete this assessment individually. If any answers are incorrect, your Trainer/Assessor will work with you to identify gaps in your knowledge and understanding. You will be instructed to revise learning activities for specific sections, before arrangements can be made for a reattempt at assessment. You must sign the Agreement on the following page and so must your Trainer and Assessor. This section is mandatory, you must not proceed without both agreements being competed.


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Agreement by the Learner Please sign below to demonstrate that you understand what is required of you in relation to this assessment.

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, what are they? _____________________________

Yes No

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

Yes No

I understand I have three attempts to complete each task satisfactorily. If after the third attempt I am deemed ‘Not Yet Competent’, I will be required to do further training before reattempting this unit.

Yes No

I hereby certify that this assessment is my own work, based on my personal study and/or research. I have acknowledged all material and resources used in the presentation of this assessment whether they are books, articles, reports, internet searched or any other document or personal communication. I also certify that the assessment has not previously been submitted for assessment in any other subject or any other time in the same subject and that I have not copied in part or whole or otherwise plagiarised the work of other learning and/or other persons. I confirm that I understand that I must complete this assessment on my own. I confirm that I will not cheat or plagiarise, or copy from another Learner during the completion of this assessment.

Yes No

I agree to allow the RTO to discuss the progress / results of my assignment with my supervisor or a representative from my organisation should this be required.

Yes No

I give permission for the RTO to use my assignment for assessment moderation / validation purposes.

Yes No

I confirm that I have read and understood my responsibilities and requirements for assessment.

Learner’s Signature: Learner’s Signature Date: ____/____/____


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Agreement by the Assessor The Assessor is to complete this declaration with the Learner.

I have acknowledged the underpinning knowledge and skills may be assessed on or off the job.

Yes No

Context of and specific resources for assessment. Resources required for assessment include access to: • Appropriate workplace where assessment can take place • Relevant workplace policies, protocols, manuals and procedures • Tools, equipment and machinery normally used in the workplace • Learner Activity Workbook If you ticked NO what arrangement has been made to satisfy the gap? You must record notes of what arrangements are to be made if the above resources and context are not made available

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

Yes No

I confirm that I am a qualified workplace Assessor and will be conducting the assessment for this unit and Learner.

Yes No

Have all aspects of the Learner Agreement been explained and understood?

Yes No

Does the Learner understand they have three attempts to complete each task satisfactorily? If after the third attempt the Learner is deemed ‘Not Yet Competent’, they will be required to do further training before reattempting this unit.

Yes No

I confirm that I have explained and confirmed all of the above items with the Learner.

Assessor Signature: Your Signature Date: ____/____/____


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Assessment Task 1 – Written/Verbal Questions Instructions • You are required to sign and date before starting Assessment tasks on the document provided

at the start of each task. • You must have submitted your Readiness for Assessment signed in conjunction with your

Trainer. You must not move to assessment without completion of the Self-Assessment Questionnaire.

• You are required to provide detailed answers, to the questions in the space provided. One-word responses will not be accepted as a suffice answer.

• Written questions may be a combination of multiple choice, short answer or true or false questions.

• The Trainer and Assessor will conduct reasonable adjustment should this be identified, and documented.

• Your answers to these questions are used to determine an assessment judgement, part thereof the overall assessment judgment includes this task.

• All questions if necessary will require a verbal interview from the Trainer to verify the responses • If any supplementary documents are required to be submitted they must be marked with the

Learner Name, date completed, and submitted alongside this Assessment Task. Refer to the Learner Activity Workbook to help you answer the questions in this task.

In this task, there are a total of 21 questions. You must satisfactorily complete all 21 questions. The questions within this section address the following unit:


Learner Name: Learner name

Learner Signature: Learner signature Date: ____/____/____


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1.1 Write the correct term next to each definition. Verbally interviewed

Correct answers can include: Neurofibrillary tangles Pick’s disease Alzheimer’s disease Person-centred approach Huntington’s disease Amyloid plaques Vascular dementia Cells and cell death

Term Definition

Person-centred approach

This approach is holistic recognises the person with the illness, who they are, their life before the illness and how they currently feel. It considers social and physical environments of a person with dementia.

Alzheimer’s disease The most common type of dementia. It is a progressive, degenerative disease that attacks the brain.

Huntington’s disease An inherited, degenerative brain disease, which affects the mind and body.

Neurofibrillary tangles Are insoluble twisted fibres found inside the brain's cells.

Cells and cell death The structural, functional and biological unit of all organisms. Terminal failure of a cell to maintain essential life functions.

Vascular dementia Is a worsening, irreversible deterioration of mental abilities caused by multiple strokes (infarcts) in the brain.

Amyloid plaques One of the hallmarks of Alzheimer's disease is the accumulation of amyloid plaques between nerve cells (neurons) in the brain.

Pick’s disease A rare brain disorder which is difficult to diagnose, definitively so at autopsy. Disturbances in personality, behaviour and orientation as well as memory defects are evident.


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1.2 Since Reynold had his stroke, some of the things he used to be able to do have now changed. Although he hasn’t been severely affected by this stroke, for some activities he now requires assistance and for others, supervision. You notice that his care plan has not been updated and now you require clarification on his details and most appropriate care since his return from hospital. How may you seek clarification on Reynold’s care post his hospital stay? If you were required to outsource your enquiries, where may you access/source information from to support a client? Verbally interviewed

Correct answers can include: The RN will need to be notified to make the follow up enquiries to the hospital to track down

Reynold’s care notes. These notes should have been handed over to the care facility upon discharge

and contain all medical reports, care activities, care requirements and plan for rehabilitation that

can be undertaken from home with minimal supervision. As these notes had not followed Reynold

from the hospital, the RN on shift will be required to call the hospital to follow up on his notes.

These notes can be faxed through to the care facility upon validation of the identification of the

caller and care facility.

1.3 How can you ensure that a care plan is appropriate, effective and current? If a client’s behaviour has changed or has become present, what process would you follow to ensure the care plan reflected the clients changing needs? Verbally interviewed

Correct answers can include: You would ensure that a care plan is effective and current by doing a review of the client and making sure that all needs are being met and that what is on the care plan is currently what the client needs. If a behaviour has changed you would need to fill in a report stating the changes in the client has have an updated care plan that is for the client’s current needs. All changes need to be documented accurately to meet the needs of the client. 1.4 List 8 tools used to assess and monitor the physical effects of dementia. Verbally interviewed

Correct answers can include:

1 Vital signs chart

2 Wound chart

3 Weight chart

4 Food and fluid balance chart

5 Pressure sore risk assessment charts

6 Falls risk assessment charts

7 Case notes

8 Care plan


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1.5 Emma is an active 56 year old with 2 children and a loving, supportive husband. She enjoys weekend travels, bingo and attends her local church service on Sundays Three months ago, Emma was diagnosed with mid stage Alzheimer’s disease. Emma’s family have noticed a few changes in her behaviour. She is no longer able to concentrate for long periods of time like she once could; she is becoming anxious amongst crowds; she believes she needs to order her food when she’s at home and she is forgetting why she is at places. At bingo, Emma often becomes over familiar with other players, talking to them as close family members and mid conversation she becomes distressed at why they do not understand her. This has all become confusing for Emma and at times she gets frustrated to the point where she uncharacteristically lashes out at those around her. Her husband has great concerns about the impact of Emma’s confusion and behaviour. He is concerned for her and those around her. To reduce the negative impacts on Emma, her family, and those around her, what strategies can be implemented? Provide 3 examples of physical, social and emotional strategies. Verbally interviewed


Physical strategies

• Modify home to keep Emma’s independence where needed • Using photos and photo albums to orientate Emma • Offer support • Offer external providers to assist family and to assist Emma

Social strategies

• Supervise Emma • Reality orientate offer support • Redirection as needed • Community education

Emotional strategies

• Total emotional support • Reminiscing with Emma • Maintain dignity and support


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1.6 List 3 common signs for each type of abuse listed below. Verbally interviewed


Type of abuse Signs

Financial • Unpaid bills • Home repairs neglected • Diminishing cash available for the client • A decline in the standard of clothing or home furnishings

Physical • Unexplained bruises, cuts or abrasions • Unexplained broken limbs • Loss of weight or malnutrition

Emotional or neglect • Crying for no obvious reason • Anxiety around doing certain activities • Fear of particular family members or support workers

1.7 Joel has lived in residential aged care for the past 10 years. He is cared for on a full-time basis in the dementia unit. The unit is secure. For his safety, Joel is unable to leave the unit without full supervision and planning by care staff. Joel’s son, Callum, has taken over the family financials and has had Joel assessed as cognitively incapable of handling his own finances. Therefore, he manages the process entirely for his father. Although Joel has dementia, he is still aware of his surroundings. Joel would like his son to provide financial clarity on his banking as he would like to use some of his money to pay for additional activities within the care facility. Callum refuses to discuss financial particulars with his father. Joel also has difficulties getting Callum to access finances for his activities and extra lifestyle choices whilst in care. Joel talks to his care workers and complains that his son is withholding his finances because he wants to spend all his money without him. Verbally interviewed


What form of abuse might Joel be facing?

Financial abuse

If Joel had approached you with these complaints, who would you report these to and how would you handle the situation?

Signs of abuse can be varied and do not always indicate abuse, but we should take note and make sure we report anything that we think might be abuse. You would report this to your supervisor.


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1.8 Provide a brief description of each of the following communication strategies. Verbally interviewed


Communication strategy Description

Empathy When a client is feeling distressed about their loss of mobility, you show consideration and understanding at the loss they must feel and listen to their grievances.

Acceptance of the person's reality

Dementia can make a client believe they are in another time, during times of stress its best to placate them and allow them to believe what they are thinking.

Acknowledgment Acknowledging a client’s needs and requirements empowers them and gives them feelings of continued independence and self-confidence.

Allowing expressions of distress

When a client is distressed it is more beneficial to allow them to voice their concerns or to use noise or breathing to help control their pain or distressed feelings.

Providing verbal and/or physical reassurance

Reassuring a client with kind words and a pat on the arm when they are in pain and awaiting medication to work can soothe their emotional state.

Use of reminiscences Reminiscing with the client makes them feel comfortable and helps to build a relationship between the client and carer.

1.9 Why are clocks important to clients with dementia? Verbally interviewed

Correct answers can include: Clients with dementia need structure, routine and focus. They lose the ability to recognise what time it is and whether its day or night. Placing large numbered clocks throughout the house or even in their room will enable them to see the time clearly. These clocks help reduce anxiety about the time of day and ease the worry of missing an appointment, mealtime or any other key event. Clocks that indicate daytime and night time can help clients from becoming confused during times of the year when light changes earlier or later than usual.


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1.19 Gladys Wren is an elderly resident at Newstart Home Care’s secure, high care dementia unit. Gladys was a typical lady of her era. She had been very house proud, family orientated and socially interactive. Now her life is full of disorientation and endless wandering. It has been a long time since Gladys had any recognition of time and place. However, every afternoon at 1600 hrs, her mind takes her back to when she would meet and collect her two sons from the school bus. Her anxiety and frustration at not being there to meet the bus, leads to her exhibiting very difficult and disruptive behaviour, with continual and uninterrupted attempts to get out of the building. The staff are concerned for her safety and that of other residents. Some staff are advocating sedating her of an afternoon. You raise this at handover on 12/04/2018 and discuss it with other team members. It was concluded at handover that sedation is not the solution to reducing incidence of behaviours of concern. After handover the Charge RN has asked you to determine 4 strategies to reduce the behaviours that are being displayed by Gladys. Refer to the behaviour support plan below and complete the section entitled interventions/strategies. You must also initial the review/evaluation column taking into consideration the time this scenario took place. Verbally interviewed


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Behavioural Support Plan

Resident: Gladys Wren

Room: 3A

UR No: 40125485

Date: 12/04/2018

Signature & Name: Learner signature and name

Care need: • Disorientation to time and place • Wandering • Anxiety • Frustration • Potential to abscond

Care goal: Reduce incidence of above named behaviours

Interventions/strategies • Orientation therapy to person, place and time. • Distraction Therapy • Diversional Therapy • Validation Therapy

Review/Evaluation

Date 12/04/18

AM

PM SI

ND


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1.20 Go to www.bemindfulonline.com/test-your-stress/ and complete the simple assessment to measure the stress in your life. Print your results and attach them to your Assessment Workbook. Verbally interviewed

Answers will vary. Sample test results below:

http://www.bemindfulonline.com/test-your-stress/


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Written/Verbal Questions Assessment Record Unit of competency CHCAGE005 Provide support to people living with dementia

Instructions for the Learner By signing the below, I hereby certify that the activities are my own work, based on my personal study and/or research. I have acknowledged that all materials and resources used have not been copied in part or whole, or otherwise plagiarised the work of other learning and/or other person. Instructions for the Trainer The Trainer is required to complete this Assessment Task Record Sheet once the Learner has completed and submitted all requirements for the Written/Verbal Questions for this unit of competency, the Learner's work has been reviewed by the Trainer, and relevant feedback has been provided. Based on the evidence gathered during the training and assessment process we, the undersigned, agree the assessment was valid, reliable, flexible and fair.

Site: Place of assessment site

Assessment Activity Satisfactory Date More evidence Date

Task 1 – Written/Verbal Questions ☐ Date ☐

Context detail (Assessor to record) Detail the context this assessment took place

Attempt 1 ____/____/____ Attempt 2 ____/____/____ Attempt 3 ____/____/____

Appeals: If you receive a Not Satisfactory assessment result you have the right to appeal. You have three assessment attempts.

Assessor feedback to learner: The Assessor must write full feedback to the learner that is constructive and not generic. Ensure your feedback is constructive. Do not use phrases like well done and great job. Provide learners with information on what exactly they did well, and in the areas where they may still need improvement if applicable.

Learner Name: Learner Name

Learner Signature: Learner Signature Date: ____/____/____

Assessor Name: Your Name



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Assessment Task 2 – Workplace Practical/Simulation Tasks Instructions • Mandatory completion of all Workplace Practical/Simulation Tasks in conjunction with this

Assessment task must be conducted and deemed satisfactory to achieve competency in this task.

• All Workplace Practical/Simulation Tasks are tasks which will align to the duties performed in this capacity in the workplace.

• Any machinery/equipment used during the process of the assessment tasks must be safe for use and tagged if appropriate. All safety conditions performed under instruction by your Trainer must be followed in line with your workplace policies and procedures; should the Trainer feel the conditions of safety are not met for your assessment task, it may be re scheduled to a different site or day until the safety issue is rectified. Your site supervisor may be contacted in this event.

• If your Trainer feels the tasks has been not sufficiently covered, they may direct you to a similar task, in line with a secondary Workplace Practical/Simulation which will be clearly advised at the time of assessment.

• Multiple assessment of the same tasks may be necessary to ensure s satisfactory standard. • An observation checklist will be conducted during the completion of this task, your Trainer will

notify you on the tasks they will be observing for this assessment.

Refer to the Learner Activity Workbook to help you answer the questions in this task.

In this task, there are a total of 1 workplace practical/simulation task. You must satisfactorily complete all workplace practical/simulation tasks. The workplace practical/simulation tasks within this section address the following unit:



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Workplace Practical/Simulation Tasks Checklist and Assessment Record Instructions for the Trainer

1 Read the instructions for the Workplace Practical/Simulation Tasks to the Learner

2 Prompt the Learner to respond verbally during observation, should you need further clarity for the observation. Record the Learner’s verbal response in the comments boxes.

3 Observe all the task points in the observation tables: • Workplace Practical/Simulation Task 2.1 Observation

4 In the comments boxes, list what the Learner was observed conducting and provide an example (i.e. “Learner correctly disinfected the floor.”)

5 Collect all signatures


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Workplace Practical/Simulation Task 2.1 – Provide support to people living with dementia This workplace practical/simulation task addresses competency for the following unit:


Objective of the task

The purpose of this Workplace Practical/Simulation Task is to assess your ability to provide person-centred care and support to people living with dementia. It involves following and contributing to an established individual plan.

Resources include

• Learner Activity Workbook • PowerPoint Slides • Care Plan for Dolores Moore • 2 large pieces of fabric (front and back) 1 m x 1 m

• Zipper • A variety of fabric pieces in different textures and colours • Velcro • Tassel • A shoelace • Button • Progress notes

You will be required to complete

Part 1: Sensory blanket Part 2: Sensory booklet Part 3: Role play


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Your task Part 1: Sensory blanket Today (09/10/2018) you are making a sensory blanket for one of the residents you care for, Dolores Moore. Dolores has moderate dementia. Refer to Dolores’ care plan on the following page. You will create a sensory blanket that is 1m x 1 m. It will include the following sensory items: • Zipper • A variety of fabrics • Velcro • Tassel • A shoelace • Pocket with a button Part 1 Complete the following: • Create a sensory blanket and submit it with your Assessment Workbook Part 2: Sensory booklet Create a booklet about the sensory blanket you have created. Discuss the impact of each of the sensory items you have used. Explain how the sensory blanket will support Dolores. Part 2 Complete the following: • Attach your sensory booklet to your Assessment Workbook Part 3: Role play Two days later, you finish making the sensory blanket. At 1650 hrs whilst care staff are retrieving another residents’ possession that Dolores has taken from their room, you take Dolores to the communal living area where you introduce her to her sensory blanket and conduct a sensory stimulation activity. Dolores immediately calmed. She explored each component of sensory blanket. She was kept occupied until you called her for dinner at 1830 hrs. Whilst Dolores is having dinner, you complete her progress notes. Part 3 Complete the following: • Progress notes entry for Dolores




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Dolores Moore Care Plan

Resident Dolores Moore

DOB 17/02/1942

Activities support Requires supervision at all times

Dolores has a diagnosis of moderate dementia. She seems to understand what care staff say but is very slow to respond. She constantly fidgets and is restless most of the day, sitting for only minutes at time. She regularly wanders, entering other resident’s rooms and takes possession of whatever calls her attention. At meal times she will reach and take food from other residents’ plates and offer it around. Dolores walks with an unsteady gait and falls occasionally. Dolores enjoys good rapport with care staff, but she can get very resistive. Care staff have to employ diversionary strategies to retrieve other residents’ possessions from Dolores and one strategy that works well is inviting Dolores to ‘help out’ with something. Dolores’ family is against giving her more medication as they believe that medication diminishes her quality of life.

Community outings Dolores requires one to one assistance. Care staff will try to engage her family to accompany Dolores on bus trips or make sure that there are enough volunteers.

Extra support

Dolores will be escorted to see the hairdresser, podiatrist and all other medical appointments.

Issues/strengths

• Uncooperative behaviour, holding onto other people's belongings • Tendency to antagonise her peers at the dining table and in the

recreation area • Slow to respond verbally

• Unsteady gait • Dolores is alert most of the day • Good rapport with staff occasionally

Goals

• Dolores will have suitable distractions to absorb the intrusive behaviours

• Dolores will feel safe and secure at all times


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Interventions

Care staff will provide Dolores with daily sensory stimulation and activities suitable to her capabilities such as garden watering, walks, sensory blanket, puzzles and serviette folding. Care staff will give Dolores ample time to understand and answer questions. When Dolores is restless and upsetting others, care staff will approach her in a non-directive and sensitive way and offer Dolores a choice of alternative activities e.g. picture bingo, hand massage with essential oils, hair grooming, a walk in the garden. Dolores responds well to kindness and this will help staff remove her from challenging situations. Care staff will orient and guide Dolores several times a day making sure she is safe and secure when wandering around. She will attend music therapy, concerts, visits from children, pet therapy and special screenings of animal/nature movies. Staff will liaise with Dolores’s family regarding her well-being and offering support when needed.


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Sample sensory blankets:


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Part 1: Sensory Blanket Create your sensory Blanket and take a photo or bring it in with your assessment workbook so you can deliver it to the class and explain your rationale for creating it and what you found especially interesting to create and why. Use the space below to create your idea before you start.

Examples are provided on the previous page.


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Part 2: Sensory booklet Create a booklet about the sensory blanket you have created. Discuss the impact of each of the sensory items you have used. Explain how the sensory blanket will support Dolores. Attach your sensory booklet to your Assessment Workbook.

Learners should explain the benefits of the sensory items they have incorporated into their blanket, in reducing Dolores’ inappropriate behaviours. Benefits of sensory stimulation: • Improving cognitive symptoms and maintaining daily function • Encouraging participation in social groups • Opportunity for reflection and trips down memory lane • Increased concentration and alertness • Facilitating communication


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Part 3: Progress notes

Patient Name: Dolores Moore

UR No: 45843518

DOB: 17/02/1942

Medicare Number: 21876589 02

Admission: 11/03/2016

Date/Time Notes Signature & Designation

11/10/18 1830 hrs

After an incident of taking another residents’ possession (at 1650 hrs), Dolores was given the sensory blanket. Dolores immediately calmed. She explored each component of the sensory blanket with a smile. Dolores was occupied until called for dinner at 1830 hrs.

Keeva Haze PCA


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Workplace Practical/Simulation Task 2.1 Observation – Provide support to people living with dementia This workplace practical/simulation task addresses competency for the following unit:


Site Location:

I have directly observed the Learner demonstrate their ability to:

Tasks satisfactorily observed? (Yes/ No)

Comments to support decision(s) Date of Observation

• e.g. Create a sensory blanket Yes The Learner created a tactile sensory blanket with a variety of sensory stimulants.

12/07/17

Create a sensory blanket that is 1 m x 1 m, incorporating: Zipper A variety of fabrics in different textures and colours Velcro Tassel A shoelace Pocket with a button

____/____/____

____/____/____

____/____/____

Provide support to Dolores: Use the sensory blanket as a sensory stimulation

activity Calmly introduce Dolores to the sensory blanket and

demonstrate some of its features

____/____/____

____/____/____

____/____/____


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I have directly observed the Learner demonstrate their ability to:

Tasks satisfactorily observed? (Yes/ No)

Comments to support decision(s) Date of Observation

Create a sensory booklet: Explain the impact of each of the sensory items on

the blanket Demonstrate an understanding of how a sensory

blanket will support a client with dementia

____/____/____

____/____/____

____/____/____

Complete entry into case notes: Entry date Time Location of entry Name of client Notes Signature Comply with confidentiality and privacy protocols

____/____/____

____/____/____

____/____/____

Trainer signature: Trainer signature Learner signature: Learner signature


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Workplace Practical/Simulation Tasks Assessment Record Unit of competency CHCAGE005 Provide support to people living with dementia

Instructions for the Learner By signing the below, I hereby certify that the activities are my own work, based on my personal study and/or research. I have acknowledged that all materials and resources used have not been copied in part or whole, or otherwise plagiarised the work of other learning and/or other person.

Instructions for the Trainer The Trainer is required to complete this Assessment Task Record Sheet once the Learner has completed and submitted all requirements for the Workplace Practical/Simulation Tasks for this unit of competency, the Learner's work has been reviewed by the Trainer, and relevant feedback has been provided.

Based on the evidence gathered during the training and assessment process we, the undersigned, agree the assessment was valid, reliable, flexible and fair.



Task 2 – Workplace Practical/ Simulation Task 2.1

☐ Date ☐










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Assessment Task 3 – Projects In this task, there are a total of 1 project. You must satisfactorily complete all projects. Project 3.1 – Provide support to people living with dementia This project addresses competency for the following unit:


Assessment instructions • Any templates needed to complete these Assessment tasks, are attached to the Assessment

Workbook and must be completed in conjunction with the Assessment task. • You are able to provide supplementary evidence of the tasks performed on previous occasions,

if determined suitable by your Trainer and Assessor. Please ensure that you discuss this with your Trainer if you are unsure.

• If the conditions of these Assessment tasks cannot be replicated in a real-life work task on the day of assessment, your Trainer may conduct all or part thereof in a simulated work practical task, in line with the assessment process for this task.

• All projects if necessary will require a verbal interview from the Trainer to verify the responses.

Refer to the Learner Activity Workbook to help you answer the questions in this task.


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Project 3.1 – Provide support to people living with dementia This project addresses competency for the following unit:


Objective of the task

The purpose of this project is to assess your knowledge on the diagnosis, treatment and support of dementia’ younger onset dementia; and purposeful activities.

Resources include

• Learner Activity Workbook • Centre for Dementia Learning website using the link below

https://dementialearning.org.au/online-learning/online-courses/

You will be required to complete

Part 1: Online module – What is dementia? Part 2: Online module – Understanding younger onset dementia Part 3: Online module – Purposeful activities for dementia Part 4: Neglect

Your task Parts 1 – 3 of this project requires you to complete a series of online modules from the Centre for Dementia Learning. To get started, follow these steps: 1. Go to the Centre for Dementia Learning website using the link below https://dementialearning.org.au/online-learning/online-courses/

2. Click on the register button




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3. Follow the prompts to create a free account.

4. Sign in. Click on ‘Explore learning’.

5. Complete the online modules outlined in each Part below.


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Part 1: Online module – What is dementia? Follow the prompts to complete the module. Once you have successfully completed the module, print your Statement of Completion and attach it to your Assessment workbook. Part 1 Complete the following: • Attach your Statement of Completion for the ‘What is dementia’ module and

attach it to your Assessment Workbook. Part 2: Online module – Understanding younger onset dementia Follow the prompts to complete the module. Once you have successfully completed the module, print your Statement of Completion and attach it to your Assessment workbook. Part 2 Complete the following: • Attach your Statement of Completion for the ‘Understanding younger onset

dementia’ module and attach it to your Assessment Workbook. Part 3: Online module – Purposeful activities for dementia Follow the prompts to complete the module. Once you have successfully completed the module, print your Statement of Completion and attach it to your Assessment workbook. Part 3 Complete the following: • Attach your Statement of Completion for the ‘Purposeful activities for dementia’

module and attach it to your Assessment Workbook. Part 4: Neglect What is neglect? Consider unintentional neglect and intentional neglect. Provide 10 examples of neglect. What is your duty of care in relation to neglect? Part 4 Complete the following: • Answer the questions in the table provided




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Part 3: Online module – Purposeful activities for dementia Verbally interviewed

VIDEO. Chapter 1 – Purposeful engagement and person-centred care Chapter 1 highlights the importance of purposeful engagement in encouraging independence, offering choice, maintaining connections with others and generally supporting well-being. This chapter also describes different types of Montessori-based purposeful engagement and illustrates different ways to meaningfully engage people with dementia. Viewers are reminded that it is the person with dementia who decides what activities are purposeful and meaningful to them.

VIDEO. Chapter 2 – Knowing a person's life story Chapter 2 demonstrates that knowing the person behind their dementia is essential for developing purposeful activities. Effective partnerships between aged care staff and families assist with the development of activities that are based on the person’s interests and hobbies. In social groups, information about common interests can assist with planning smaller group activities.

VIDEO. Chapter 3 – Learning about a person's strengths

In Chapter 3, viewers are encouraged to offer opportunities for purposeful engagement based on the person’s strengths rather than what the person can no longer do. Self-esteem, identity and dignity are supported through activities in which the person is likely to succeed. Simple ways for assessing strengths are suggested under four categories of ability: sensory, motor, cognitive, and social.

VIDEO. Chapter 4 – Learning about support

Chapter 4 highlights the importance of understanding the level of support required by the person with dementia. This includes their physical and emotional health, as well as the impact of their dementia. An enabling environment is important for supporting meaningful engagement and independence at home and in social groups. The environment includes both physical surroundings and relationships between everyone involved in supporting the person with dementia.

VIDEO. Chapter 5 – Creating activities

Chapter 5 provides practical examples of how to create meaningful activities based on knowledge of the person’s interests, strengths and support needs. This knowledge can also be used to develop activities in social groups for people with dementia who share common interests. Intergenerational activities are highlighted as an example of an activity that provides opportunities for people with dementia to share their skills with children and maintain connections to the wider community.

VIDEO. Chapter 6 – Presenting activities and final thoughts

Chapter 6 presents practical ways of maximising engagement, choice and independence for people with dementia during activity sessions. This chapter also highlights the importance of working together to create opportunities for purposeful engagement for people with dementia at home and in social groups.

Purposeful Activities for Dementia – Conclusion Further resources and feedback for VIDEO SERIES – Purposeful Activities for Dementia.


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Sample Statement of Completion:


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Part 4: Neglect Complete the table below. Verbally interviewed

What is neglect? Consider unintentional neglect and intentional neglect.

Neglect is the failure of a carer to provide the necessities of life to a person for whom they are caring. Neglect can be intentional or unintentional. Unintentional neglect occurs when a carer does not have the skills or knowledge to care for a dependent person. They may not be aware of the types of support that are available, they may be ill themselves and unable to provide care. Neglect is considered intentional when an older person is abandoned, not provided with adequate food, clothing, shelter, medical attention or dental care. Neglect may be the improper use of medication, poor hygiene or personal care or the refusal to allow other people to provide adequate care.

Provide 10 examples of neglect.

• Inadequate food and drink, which may result in; malnutrition, weight loss, wasting and dehydration. The person may have constipation or faecal impaction.

• Isolation, lack of mental, physical, social or cultural contact/stimulation.

• Inadequate supervision particularly when caring for someone with a dementia, the person is abandoned or left unattended for long periods or locked in the house without any supervision.

• Inadequate or inappropriate use of medication, for instance, the person may be over-sedated in the middle of the day.

• Unmet physical needs such as decaying teeth or overgrown nails.

• The person may not be provided with necessary aids such as spectacles, dentures, hearing aids or a walking frame.

• Clothing may be in poor repair or inadequate for the season. • Poor hygiene or inadequate skin care. The older person may

be very dirty, smell strongly of urine or be infested with lice. • There may be a urine rash with abrasions and chafing. • In some cases when a person is immobile, they may develop

pressure areas over the pelvis, hips, heels or elbows. • Hypothermia, recent colds, bronchitis or pneumonia.


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What is your duty of care in relation to neglect?

Duty of care is a legal obligation to avoid causing harm and arises where harm is reasonably foreseeable if care is not taken. If you have a relationship with an older person that is close enough to infer that an obligation exists, you have a duty of care to report your suspicions or an incidence of elder abuse that has been disclosed to you or that you have witnessed. The requirement of confidentiality can be lawfully overridden. Please note, complete confidentiality cannot always be guaranteed to any person who raises a concern about the abuse of an older person. This includes situations where you believe, on reasonable grounds, that disclosure is necessary to prevent or lessen a serious or imminent threat to the life or health of the older person, a relative of the older person, your colleague or a member of the public. Check your workplace duty of care statement, policies and procedures for further details.


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Projects Assessment Record Unit of competency CHCAGE005 Provide support to people living with dementia

Instructions for the Learner By signing the below, I hereby certify that the activities are my own work, based on my personal study and/or research. I have acknowledged that all materials and resources used have not been copied in part or whole, or otherwise plagiarised the work of other learning and/or other person. Instructions for the Trainer The Trainer is required to complete this Assessment Task Record Sheet once the Learner has completed and submitted all requirements for the Projects for this unit of competency, the Learner’s work has been reviewed by the Trainer, and relevant feedback has been provided. Based on the evidence gathered during the training and assessment process we, the undersigned, agree the assessment was valid, reliable, flexible and fair.



Task 3 – Project 3.1 ☐ Date ☐










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Final Assessment Outcome Record Unit of competency CHCAGE005 Provide support to people living with dementia

The following form must be used to record the assessment outcome after a Learner has completed all assessment tasks relating to the unit of competency. The outcome of each individual assessment task is to be reported and the overall assessment decision is to be recorded as either Competent or Not Yet Competent. All parties (Trainer and Learner) must sign in the space provided on the next page as agreement the specified assessment outcome for this unit of competency has been achieved. To achieve competency the Learner must have satisfactorily completed the following assessment tasks related to this unit of competency:

Assessment Outcome

S – Satisfactory NS – Not Satisfactory

Assessment Task CHCAGE005

1. Written/Verbal Questions S NS

2. Workplace Practical/ Simulation Tasks

S NS

3. Projects S NS

4. Reflective Journal and Logbook

S NS

5. Third Party Report S NS

6. Workplace Observation Report/Verbal Interview

S NS

The assessment outcome for this unit of competency is:

COMPETENT NOT YET COMPETENT


Assessor comments: Ensure your feedback is constructive. Do not use phrases like well done and great job. Provide learners with information on what exactly they did well, and in the areas where they may still need improvement.


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Achievement of Competence Based on the evidence gathered during the training and assessment process we, the undersigned, agree the assessment was valid, reliable, flexible and fair. We confirm competence in the following unit:


Trainer/Assessor Name: Please ensure your name, signature and date are recorded here

Signature: Date: ____/____/____

Trainee/Learner Name: Please ensure student name, signature and date are recorded here

Signature: Date: ____/____/____

Reasonable Adjustment (if applicable) – explain why reasonable adjustment has been applied and the tasks it was applied to. If reasonable adjustment applied explain in detail why and what task or task and section applied. Also explain in detail what you did to apply reasonable adjustment.

Assessor Intervention (if applicable) – did you need to assist the Learner in this assessment. If so please explain. If support was provided please explain in detail how you supported the learner, in what task and section of the task required intervention.

☐ Oral Assessment ☐ Written Assessment

Comments: Ensure your feedback is constructive. Do not use phrases like well done and great job. Provide learners with information on what exactly they did well, and in the areas where they may still need improvement.


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Mapping Legend

Assessment Workbook

Task 1: Written/Verbal Questions

These consist of short answer questions, multiple choice and true or false questions, which require the Learner to provide a considered written response. These tasks must always be supported by model answers.

Task 2: Workplace Practical/Simulation Tasks

This is where the assessor observes the Learner undertaking a task. These observations can be made either in a workplace, simulated workplace or role play. This evidence is recorded in a checklist which must contain benchmarks and decision-making rules.

Task 3: Projects The application of theory and practice such as: case study, action research, experiment, impact studies, planning for a complex professional task, field work etc.

Workplace/ Placement Workbook

Reflective Journal and Logbook (RJLB)

The Reflective Journal and Logbook instructs the Learner on specific tasks they are required to perform and reflect on.

Third Party Report (T)

The Third Party Report allows for a supervisor/mentor to provide feedback on the practical tasks performed by the Learner, in the workplace.

Workplace Observation Report/Verbal Interview incorporating: Observations (O) Verbal Interview (V)

The Workplace Observation Report/Verbal Interview allows for the Assessor to assess a Learner’s actual work performance over a period of time.

Learning

Learning material containing key topics that the Learner is expected to know for assessment, including: ‘Section’ refers to the section in the Learner Activity Workbook ‘Learning Activities/Simulated Learning Activities’ refers to the activities in the Learner Activity Workbook ‘Self-Assessment Questionnaire’ from the Learner Activity Workbook Learning Journal ‘PP’ refers to the PowerPoint Slides


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Assessment Mapping CHCAGE005 Provide support to people living with dementia Training Package Community Services

Unit Title Provide support to people living with dementia

Unit Code CHCAGE005

Unit Sector N/A

Prerequisite Units Nil

Application This unit describes the skills and knowledge required to provide person-centred care and support to people living with dementia. It involves following and contributing to an established individual plan. This unit applies to workers in a residential or community context, including family homes. Work performed requires some discretion and judgement and may be carried out under regular direct or indirect supervision. The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.


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Element Performance Criteria

Written/ Verbal

(Task 1)

Workplace

Practical/ Simulation

(Task 2)

Project

(Task 3)

Workplace/ Placement

Workbook

Learning/

Simulated Learning

Activities Learning

1. Prepare to

provide support

to those affected by

dementia

1.1 Apply person-centred care approaches to

all interactions with the person living with

dementia

1.1, 1.2, 1.3,

1.5, 1.7, 1.8, 1.9, 1.10, 1.12, 1.17,

1.19

2.1 3.1

(1)(2)(3)

RJLB 1.1

T 2.1

O3.1 V 1.1 – 6.1

LA

1.1, 1.2, 1.5, 2.1,

2.2, 2.3, 2.4, 3.1, 3.6

SLA

1.1, 1.2

Section 1

Self-Assessment Questionnaire

PP 2 – 16

https://www.yo

utube.com/watc

h?v=9Y6LCpL8HUU

Learning Journal

1.2 Interpret individualised plan and familiarise self with the specific needs and

wants of the person living with dementia

1.2, 1.3, 1.4,

1.5, 1.9, 1.10

2.1 3.1 (1)(3) RJLB 1.1 T 2.1

O3.1

V 1.1 – 6.1

LA 1.1, 1.2, 1.3, 1.4,

1.5, 1.6, 2.1, 3.4,

3.6

SLA 1.1, 1.2

1.3 Identify and address person’s needs for a

stable and familiar environment 1.4, 1.5, 1.9,

1.19

2.1 3.1

(1)(2)(3)

RJLB 1.1

T 2.1 O3.1

V 1.1 – 6.1

LA

1.1, 1.2, 1.5, 1.6, 3.1, 3.2, 3.3, 3.4,

3.5, 3.6

SLA

1.1, 1.2

1.4 Recognise signs consistent with financial,

physical or emotional abuse or neglect of

the person and report to an appropriate person

1.6, 1.7 3.1 (4) RJLB 1.1

T 2.1

O3.1 V 1.1 – 6.1

LA

1.3, 1.4, 1.7

https://www.youtube.com/watch?v=9Y6LCpL8HUU





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Written/ Verbal

(Task 1)

Workplace


(Task 2)

Project

(Task 3)


Workbook

Learning/

Simulated Learning

Activities Learning

2. Use

appropriate

communication strategies

2.1 Use verbal and non-verbal communication

strategies to maximise engagement of the

person with dementia

1.4, 1.5, 1.8, 1.9, 1.10

2.1 3.1 (1)(2) RJLB 1.1

T 2.1

O3.1 V 1.1 – 6.1

LA

1.2, 2.1, 2.2, 2.3,

2.4, 2.5, 3.2, 4.5

SLA 1.1, 1.2

Section 2

Self-Assessment Questionnaire

PP 17 – 27

https://www.yo

utube.com/watc

h?v=hVwgHLGmqi4

Learning Journal

2.2 Gain cooperation and provide reassurance

as appropriate by using reality orientation 1.5, 1.8 3.1 (1) RJLB 1.1

T 2.1 O3.1

V 1.1 – 6.1

LA

1.2, 2.4, 2.5

2.3 Use a range of validation strategies to relieve distress and agitation in the person

1.5, 1.7, 1.8, 1.10, 1.17,

1.19

2.1 3.1 (1)(3) RJLB 1.1 T 2.1

O3.1

V 1.1 – 6.1

LA 1.2, 2.1, 2.2, 2.4,

2.6, 2.7, 2.8

https://www.youtube.com/watch?v=hVwgHLGmqi4







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Written/ Verbal

(Task 1)

Workplace


(Task 2)

Project

(Task 3)


Workbook

Learning/

Simulated Learning

Activities Learning

Performance

Evidence • provided support to 2 different people living

with dementia:

− using a person-centred approach to

support

− using appropriate communication

strategies

− assisting in implementing a range of suitable activities that meet the person’s

needs

1.1, 1.2, 1.3,

1.4, 1.5, 1.7, 1.8, 1.9,

1.10, 1.11, 1.12, 1.13, 1.14, 1.17, 1.18, 1.19

2.1 3.1

(1)(2)(3)

RJLB 1.1

T 2.1

O3.1 V 1.1 – 6.1

LA

1.1, 1.2, 1.3, 1.4,

1.5, 1.6, 2.1, 2.2, 2.3, 2.4, 2.5, 3.1,

3.2, 3.3, 3.4, 3.5, 3.6, 3.7, 3.8, 4.5

SLA

1.1, 1.2

Section 1, 2, 3,

4, 5, 6

Self-Assessment

Questionnaire

PP 1 – 61

https://www.youtube.com/watch?v

=9Y6LCpL8HUU

https://www.yout

ube.com/watch?v=hVwgHLGmqi4

https://www.yout

ube.com/watch?v=MW8SP-ZGVCM

https://www.yout

ube.com/watch?v

=DIao7Bo4mZs


=YHPRFR33fqk


=H3RQ9-hOuIE

Learning Journal









https://www.youtube.com/watch?v=MW8SP-ZGVCM



https://www.youtube.com/watch?v=DIao7Bo4mZs




https://www.youtube.com/watch?v=YHPRFR33fqk




https://www.youtube.com/watch?v=H3RQ9-hOuIE





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Written/ Verbal

(Task 1)

Workplace


(Task 2)

Project

(Task 3)


Workbook

Learning/

Simulated Learning

Activities Learning

Knowledge

Evidence • up to date research on dementia and the

different manifestations of dementia,

including:

− Alzheimer’s disease

− vascular dementia or multi-infarct

dementia

− Lewy bodies − excessive alcohol intake or Korsakov

Syndrome

− fronto temporal lobar degeneration

(FLTD) including Pick’s disease

− Huntington’s disease

− Parkinson’s disease

− younger onset dementia

1.1, 1.2, 1.5, 1.17, 1.19

3.1 (1)(2) RJLB 1.1

T 2.1

O3.1 V 1.1 – 6.1

LA

1.1, 1.2, 1.3, 1.4,

1.5, 1.6, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6,

4.3, 4.6, 5.1, 5.2, 5.3, 5.4, 5.5, 5.6,

5.7

SLA

1.1, 1.2

Section 1, 2, 3,

4, 5, 6

Self-Assessment

Questionnaire

PP 1 – 61


=9Y6LCpL8HUU

https://www.yout


https://www.yout


https://www.yout

ube.com/watch?v

=DIao7Bo4mZs


=YHPRFR33fqk


=H3RQ9-hOuIE

Learning Journal

























Page 72 of 76


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Project

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Activities Learning

• dementia as a progressive neurological condition, including pathological features:

− amyloid plaques

− neurofibrillary tangles

− loss of connection between cells and cell

death

1.1, 1.2, 1.5,

1.17

3.1 (1)(2) RJLB 1.1

T 2.1

O3.1 V 1.1 – 6.1

LA

1.1, 1.2, 1.3, 1.4,

1.5, 1.6, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6,

4.3, 4.6, 5.1, 5.2, 5.3, 5.4, 5.5, 5.6,

5.7

SLA

1.1, 1.2

Section 1, 2, 3,

4, 5, 6

Self-Assessment

Questionnaire

PP 1 – 61


=9Y6LCpL8HUU

https://www.yout


https://www.yout


https://www.yout

ube.com/watch?v

=DIao7Bo4mZs


=YHPRFR33fqk


=H3RQ9-hOuIE

Learning Journal

• common indicators and symptoms of dementia

1.1, 1.5, 1.15,

1.16, 1.19

3.1

(1)(2)(3)

RJLB 1.1

T 2.1

O3.1 V 1.1 – 6.1

LA

1.1, 1.2, 1.5, 1.6,

2.6, 2.7, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6,

4.1, 4.2, 4.3, 4.4, 4.5, 4.6

SLA 1.1, 1.2

• behaviours of concern, needs driven

behaviour model and de-escalation

procedures

1.5, 1.6, 1.8, 1.9, 1.10, 1.14, 1.15,

1.16, 1.17, 1.18, 1.19

2.1 3.1 (1)(2) RJLB 1.1

T 2.1 O3.1

V 1.1 – 6.1

LA

1.2, 2.6, 2.7, 2.8, 4.1, 4.2, 4.3, 4.4,

4.5, 4.6

























Page 73 of 76


Written/ Verbal

(Task 1)

Workplace


(Task 2)

Project

(Task 3)


Workbook

Learning/

Simulated Learning

Activities Learning

• progression of dementia and potential impact on the person with dementia, their

family and significant others, including:

− depression

− loss and grieving

− anger

− despair

− social embarrassment a family member might feel

− isolation

− financial burden on the family

− social devaluation

1.5, 1.7, 1.15,

1.17, 1.19, 1.21

3.1 (1)(2) RJLB 1.1

T 2.1

O3.1 V 1.1 – 6.1

LA

1.3, 1.4, 1.7, 3.3,

3.10

Section 1, 2, 3,

4, 5, 6

Self-Assessment

Questionnaire

PP 1 – 61


=9Y6LCpL8HUU

https://www.yout


https://www.yout


https://www.yout

ube.com/watch?v

=DIao7Bo4mZs


=YHPRFR33fqk


=H3RQ9-hOuIE

Learning Journal

• principles of person-centred approach to support

1.1, 1.2, 1.3,

1.5, 1.7, 1.8, 1.9, 1.10, 1.11, 1.12, 1.13, 1.14, 1.17, 1.19

2.1 3.1 (1)(3) RJLB 1.1

T 2.1

O3.1 V 1.1 – 6.1

LA

1.1, 1.2, 1.3, 1.4,

1.5, 1.6, 2.1, 2.2, 2.3, 2.4, 2.5, 3.1,

3.2, 3.3, 3.4, 3.5, 3.6, 3.7, 3.8, 4.4,

4.5

SLA

1.1, 1.2

• relevant activities which enhance self-

esteem and pleasure in the person’s life, minimise boredom, and distract from or

eliminate behavioural and psychological symptoms of dementia

1.5, 1.8, 1.9, 1.11, 1.19

2.1 3.1 (1)(3) RJLB 1.1 T 2.1

O3.1 V 1.1 – 6.1

LA 1.2, 1.5, 3.1, 3.2,

3.3, 3.5, 3.7, 3.8

SLA

1.1, 1.2

























Page 75 of 76


Written/ Verbal

(Task 1)

Workplace


(Task 2)

Project

(Task 3)


Workbook

Learning/

Simulated Learning

Activities Learning

Assessment

Conditions • use of suitable facilities, equipment and

resources, including individualised plans and

any relevant equipment outlined in the plan

1.2, 1.3, 1.4,

1.5, 1.8, 1.9, 1.10, 1.11, 1.12, 1.14, 1.17, 1.18, 1.19, 1.20,

1.21

2.1 3.1 (1)(3) RJLB 1.1

T 2.1

O3.1 V 1.1 – 6.1

LA

1.1, 1.2, 1.3, 1.4,

1.5, 1.6, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6,

2.7, 2.8, 3.1, 3.2, 3.3, 3.4, 3.6, 3.7,

3.8, 3.9, 3.10, 4.3, 4.5, 4.6, 5.1,

5.2, 5.3, 5.4, 5.5,

5.6, 5.7, 6.2, 6.3

SLA 1.1, 1.2

Section 1, 2, 3,

4, 5, 6

Self-Assessment

Questionnaire

PP 1 – 61


=9Y6LCpL8HUU

https://www.yout


https://www.yout


https://www.yout

ube.com/watch?v

=DIao7Bo4mZs


=YHPRFR33fqk


=H3RQ9-hOuIE

Learning Journal

• modelling of industry operating conditions, including scenarios that reflect a range of

dementia support services involving a range of dementia symptoms and behaviours of

concern

1.1, 1.2, 1.4,

1.5, 1.7, 1.8, 1.15, 1.16,

1.17, 1.18, 1.19

2.1 3.1

(1)(2)(3)

RJLB 1.1

T 2.1 O3.1

V 1.1 – 6.1

LA

2.6, 2.7, 3.3, 3.10, 4.1, 4.2, 4.3
























ATAR Design Sample Trainer Assessment and Mapping Guide

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Transcript of ATAR Design Sample Trainer Assessment and Mapping Guide