Student Name: Jatinder Kaur

STUDENT
ASSESSMENT BOOKLET
CHC33021 CERTIFICATE III IN INDIVIDUAL

SUPPORT
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 Table of Contents

Assessment Overview
Assessment Task Summary 5
Assessment Documents
Required Additional Documents 5
Assessment Task Cover Sheet 6
The Assessment Process and Your Rights
Submitting your Assessment Tasks 6
Assessment Attempts and Resubmissions 6
Assessment Outcomes 6
Assessment Outcome Summary 7
Plagiarism, Cheating and Collusion 7
Assessment Appeals 7
Reasonable Adjustment 7
Information about Assessment
Dimensions of Competency 8
Principles of Assessment and Rules of Evidence 8
Principles of Assessment 8
Rules of Evidence 9
Glossary of Instructional Task Words 9
Assessment Plan
Assessment Task Cover Sheet – Assessment Task 1
Assessment Task 1: Knowledge Questions
Assessment Checklist: Assessment Task 1 40
Assessment Task Cover Sheet – Assessment Task 2
Assessment Task 2: Assist Edna
Assessment Checklist: Assessment Task 2 47
Assessment Task Cover Sheet – Assessment Task 3
Assessment Task 3: Recognise Signs of Abuse
Assessment Checklist: Assessment Task 3 54
Assessment Outcome Summary
Assessment Outcome Summary Table: CHCAGE011 Provide support to people living with dementia
 Assessment Overview

This Student Assessment Booklet includes all your assessment tasks for CHCAGE011 Provide support to
people living with dementia.

Assessment Task Summary

This unit requires you to complete five assessment tasks. You must satisfactorily complete all tasks to
achieve competency for this unit.

Required Additional Documents

The following additional documents support this Student Assessment Booklet and form part of the
assessment tool for this unit. You will require them to complete the assessments for this unit/cluster.
▪ DC3 Privacy and Confidentiality Policy and Procedure
▪ G4 Record Keeping Policy and Procedure
▪ PC6 Referrals Policy and Procedure
▪ SE5 Restrictive Practices Policy and Procedure
▪ PC2 Incident, Injury, Trauma and Illness Policy and Procedure
▪ DC SD1 Code of Ethics
▪ PC T5 Case Note Template
▪ PC T1 Incident, Injury, Trauma and Illness Record.
All supporting documents are accessible from the Banksia Care website.

Assessment Task Cover Sheet

At the beginning of each task in this booklet, you will find an Assessment Task Cover Sheet. Please
fill it in for each task where you need to submit items for assessment, making sure you sign the student
declaration.
Your assessor will give you feedback about how well you went in each task and will write this on the
back of the Task Cover Sheet.

The Assessment Process and Your Rights

Submitting your Assessment Tasks

When you have completed your assessment tasks, you will need to submit them, according to the
instructions provided to you by your assessor or RTO.
If you are provided with a due date, you must make sure you submit your tasks in accordance with it.
You may be required to apply for an extension if you require extra time, according to your RTO’s policies and
procedures.
Instructions about submission can be found at the beginning of each assessment task.
Make sure you keep a copy of your tasks before you submit them. Your RTO will need to keep them
as evidence and may not be able to return them to you.
Assessment Attempts and Resubmissions
You have up to three attempts to complete each assessment tasks satisfactorily. If after the third
attempt, you have not completed a task satisfactorily, your assessor will make alternative arrangements for
assessment, which may involve additional training and time to consolidate your skills and knowledge. When
you are required to resubmit, you may be required to:
▪ Resubmit incorrect answers to questions (such as written tasks and case studies)
▪ Resubmit part or all of a project, depending on how the error impacts on the total outcome of the
task
▪ Redo a role play after being provided with appropriate feedback about your original performance
▪ Being observed a second (or third time) undertaking any tasks/activities that were not satisfactorily
completed the first time, after being provided with appropriate feedback
When you are required to resubmit, you’ll be given a due date for your resubmission. For example,
you may:
▪ Be given 30 days in which to resubmit incorrect responses to written tasks, projects and so on
▪ Be provided with feedback about your performance in a role play and then being required to
complete the role play again at a future meeting with your assessor
▪ Need to complete workplace-based tasks again during the same workplace visit or additional
workplace observations may need to be scheduled (as applicable)
All re-submissions will be conducted in accordance with the RTO’s policies and procedures.

Assessment Outcomes
Each assessment task will be given an outcome of either Satisfactory (S) or Not Satisfactory (NS).
You must complete all tasks satisfactorily to achieve an overall outcome of Competent (C) for a unit. If one or
more of tasks are assessed as Not Satisfactory, you will be given an outcome for the unit of Not Yet
Competent (NYC).
You will be given a total of three attempts to complete each task and achieve a Satisfactory
outcome. In the case of resubmission, you will be given a date by which you will need to resubmit, and you’ll
be given feedback about what needs to be addressed in your resubmission.

Assessment Outcome Summary

The Assessment Outcome Summary records the task and overall unit results for the unit of
competency named herein. The results for each attempt at each task must be recorded in the Assessment
Outcome Summary.
Once you have attempted all assessment tasks, you assessor must enter a result for the unit in the
Unit Results box. You must achieve a Satisfactory outcome for all assessment tasks that are relevant to a
unit to be marked as Competent for the unit. Where you have attempted all tasks, but one or more tasks
have an outcome of Not Satisfactory, you assessor must record a result of Not Yet Competent in the Unit
Results box.

Plagiarism, Cheating and Collusion

Plagiarism, cheating and collusion on assessments is not acceptable. Any incidence of this is
considered academic misconduct. The definitions of each of these are below.
▪ Cheating – seeking to obtain an unfair advantage in the assessment of any piece of work.
▪ Plagiarism – to take and use the ideas and/or expressions and/or wording of another person or
organisation and passing them off as your own by failing to give appropriate acknowledgement. This includes
material from any sources such as staff, students, texts, resources and the internet, whether published or
unpublished.
▪ Collusion – unauthorised collaboration between students.
 Where your assessor believes there has been an incident of academic misconduct involving
plagiarism, cheating, and/or collusion, this will be addressed in line with the RTO’s policies and procedures
which may ultimately lead to your withdrawal or you needing to complete the whole unit again.

Assessment Appeals
If you don’t agree with an assessment decision made, you have the right to appeal it. You may need
to lodge your request for an appeal within a certain amount of time from the original decision being made.
You will need to make your appeal in writing and follow your RTO’s process for appeals. Refer to your
Student Handbook for more information about our appeals process.

Reasonable Adjustment
A legislative and regulatory framework underpins and supports the delivery of vocational education and
training across Australia. Under this framework, providers of vocational education and training must take
steps to ensure that students with recognised disabilities have the same learning opportunities and same
opportunities to perform and complete assessments as students without disabilities. Sometimes reasonable
adjustments are made to the learning environment, training delivery, learning resources and/or assessment
tasks to accommodate the particular needs of a student with a disability. An adjustment is reasonable if it can
accommodate the student’s particular needs while also taking into account factors such as:
▪ The views of the student
▪ The potential effect of the adjustment on the student and others
▪ The costs and benefits of making the adjustment
RTOs are obliged by law to provide reasonable adjustments where required to ensure maximum participation
of students with a disability.
Making reasonable adjustments requires the RTO to balance the need for change with the expense or effort
involved in making this change. If an adjustment requires a disproportionately high expenditure or disruption
it is not likely to be reasonable.1[1]
Please discuss with your assessor if you believe a reasonable adjustment to an assessment task, method or
process needs to be made on the basis of disability.

Information about Assessment

Dimensions of Competency
To be competent, you must show your ability to perform effectively in a broad capacity. The
dimensions of competency ensure the person being assessed has the skills to perform competently in a
variety of different circumstances. To be competent, you must demonstrate the following:
▪ Task Skills: The skills needed to perform a task at an acceptable level. They include knowledge and
practical skills, and these are usually described in the performance criteria.
▪ Task Management Skills: These are skills in organising and coordinating, which are needed to be
able to work competently while managing a number of tasks or activities within a job.
▪ Contingency Skills: The skills needed to respond and react appropriately to unexpected problems,
changes in routine and breakdowns while also performing competently.
▪ Job Role/Environment Skills: The skills needed to perform as expected in a particular job, position,
location and with others. These skills may be described in the range of variables and underpinning skills and
knowledge.

1[1]
Source: Innovation & Business Skills Australia. (2015). BSB business services training package: implementation guide. Retrieved from
https://vetnet.gov.au/Public%20Documents/BSBv1.2%20Business%20Services%20Implementation%20Guide.pdf.
Principles of Assessment and Rules of Evidence
Assessment must be conducted in accordance with the rules of evidence and principles of
assessment (definitions from the Users’ Guide: Standards for Registered Training Organisations (RTOs)
2015).
The following are the definitions of the Principles of Assessment and Rules of Evidence.

Principles of Assessment
▪ Validity
‘An assessment decision of the RTO is justified, based on the evidence of performance of the individual
learner.’
Validity requires:
– Assessment against the unit/s of competency and the associated assessment requirements
covers the broad range of skills and knowledge that are essential to competent performance
– Assessment of knowledge and skills is integrated with their practical application
– Assessment to be based on evidence that demonstrates that a learner could demonstrate these
skills and knowledge in other similar situations; and
– Judgement of competence is based on evidence of learner performance that is aligned to the
unit/s of competency and associated assessment requirements.
▪ Reliability
‘Evidence presented for assessment is consistently interpreted and assessment results are comparable
irrespective of the assessor conducting the assessment.’
▪ Flexibility
‘Assessment is flexible to the individual learner by:
– Reflecting the learner’s needs
– Assessing competencies held by the learner no matter how or where they have been acquired
– Drawing from a range of assessment methods and using those that are appropriate to the
context, the unit of competency and associated assessment requirements, and the individual.’
▪ Fairness
‘The individual learner’s needs are considered in the assessment process.
‘Where appropriate, reasonable adjustments are applied by the RTO to take into account the individual
learner’s needs.
‘The RTO informs the learner about the assessment process and provides the learner with the
opportunity to challenge the result of the assessment and be reassessed if necessary.’

Rules of Evidence
▪ Validity
‘The assessor is assured that the learner has the skills, knowledge and attributes as described in the
module or unit of competency and associated assessment requirements.’
▪ Sufficiency
‘The assessor is assured that the quality, quantity and relevance of the assessment evidence enables a
judgement to be made of a learner’s competency.’
▪ Currency
‘The assessor is assured that the assessment evidence demonstrates current competency. This requires
the assessment evidence to be from the present or the very recent past.’
▪ Authenticity
‘The assessor is assured that the evidence presented for assessment is the learner’s own work.’
Glossary of Instructional Task Words
Your assessment tasks use a range of instructional words throughout them – such as ‘compare’ and
‘list. These words will guide you as to the level of detail you must provide in your answers. Some questions
will also tell you how many answers you need to give – for example, ‘Describe three strategies…’. Use the
below glossary to guide you on interpreting the words in the tasks.
▪ Describe – This means you should outline the most noticeable qualities or features of an idea, topic
or the focus of the question.
▪ Explain – This means you need to make something clear or show your understanding by describing
it or providing information about it. You will need to make clear how or why something happened or is the
way it is.
▪ Identify – You must recognise something and indicate who or what the required information is. The
length of the answer should be guided by what you are being asked to identify.
▪ List – You must record short pieces of information in a list form – with one or two words, or
sentences on each line.
▪ Outline – You must give a brief description of the main facts or sequence of events about
something. The length of the response should be guided by what you are required to outline. As long as you
include the main facts or points, then that’s enough.
▪ Summarise – You must express the most important facts or points about something in short and
concise form.
 Assessment Plan

The following outlines the assessment requirements for this unit. You are required to complete all
assessment requirements outlined below to achieve competency for this unit.
Your assessor will provide you with the due dates for each assessment task. Write them in the table
below.

Assessment Tasks Due Date

1. Assessment Task 1: Knowledge Questions

2. Assessment Task 2: Assist Edna

3. Assessment Task 3: Recognise Signs of Abuse

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

Have you read and understood the RTO’s policies and procedures ◻ ◻
related to reassessment? 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 that must be made ◻ ◻

in preparation for this assessment? If yes, what are they? Yes No
______________________________________________________
____________

Do you understand your rights to appeal the decisions regarding ◻ ◻

assessment? Yes No

Student Name: _______________Jatinder Kaur___________________________________

Student Signature: _________________________________________Date:

______1/11/2023_________

Assessor Name: _________________________________________________

 Assessor Signature: ______________________________________________ Date:
_______________
 Assessment Task Cover Sheet – Assessment Task 1

Students: Please fill out this cover sheet clearly and accurately. Make sure you have kept a copy of
your work.

Name: Jatinder Kaur

Date of
1/11/2023
submission:

Unit: CHCAGE011 Provide support to people living with dementia

No. of Pages in
59
Submission:

Assessor to complete

Satisfac Is this
tory/ a
Not Da reassessmen
Assessment Task Number & Title satisfactory te t? Y/N

Assessment Task 1: Knowledge Questions

STUDENT DECLARATION
I ______Jatinder Kaur_____________________________ 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 in the completion of this
work.
� 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 the RTO’s policies, disciplinary action may be taken
against me.

Student Signature: _________________________________________Date:

___1/11/2023____________
ASSESSOR FEEDBACK
Assessors: Please return this cover sheet to the student with assessment results and feedback.
A copy must be supplied to the office and kept in the student’s file with the evidence.

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Assessor Signature:
_____________________________________________________________________

Assessor Name:
________________________________________________________________________
Date: _______________
Assessment Task 1: Knowledge Questions

The following assessment tasks use a simulated aged care facility called
Banksia Care. To complete the assessment tasks, students will need to access
information, templates, policies and procedures associated with Banksia.
These documents can be accessed on Banksia’s intranet (accessible via the
website). To access, head to http://banksia.eduworks.com.au/, navigate to the
staff intranet and enter your RTO’s username and password prior to
completing your assessment tasks.

In this task, you will demonstrate your knowledge by answering a series of

questions that relate to this unit of competency.
You must answer all questions correctly to achieve a satisfactory outcome
TASK SUMMARY for this task.

▪ Access to a computer.
▪ Supporting documents (accessible from the Banksia Care website):
– DC3 Privacy and Confidentiality Policy and Procedure
RESOURCES AND
EQUIPMENT – G4 Record Keeping Policy and Procedure
REQUIRED – PC6 Referrals Policy and Procedure
– SE5 Restrictive Practices Policy and Procedure.
▪ You may use your learning materials as a reference if required.

WHERE AND ▪ You must complete this task in your own time or at a time allocated
by your trainer/assessor.
WHEN THIS TASK
WILL BE ▪ Your assessor will provide you with the due date for this assessment
COMPLETED task.

You need to answer all questions correctly to be marked Satisfactory for this
WHAT HAPPENS IF task. If you answer any questions incorrectly you will need to resubmit your
YOU GET answers to those questions again. Your assessor will provide you with a due
SOMETHING date by which you must resubmit your new responses. You have up to three
WRONG? attempts to achieve a Satisfactory outcome.
 SUBMISSION
REQUIREMENTS ◻ Your answers for each question.

▪ Answer all questions below by indicating your response to each

question in the space provided.
▪ You may use your learning materials as reference if required.
TASK ▪ You must answer all questions and their parts correctly to achieve a
INSTRUCTIONS Satisfactory outcome for this task.

QUESTION 1
Complete the following table on dementia types and what functional changes happen to the person who has
been diagnosed with that type of dementia.

Dementia type Functional changes

a) Alzheimer’s 1.Memory loss, especially recent events

disease 2.Difficulty with problem-solving and planning
3.Disorientation to time and place
4.Language impairment
5.Changes in mood and personality (apathy, depression)
6. Progressive decline in self-care and independence

b) Vascular 1.Sudden or stepwise decline in cognitive function

dementia or 2.Impaired judgment and planning
multi-infarct 3.Slower thinking
dementia 4.Difficulty with attention and concentration
5.Physical weakness or paralysis (due to stroke)
6. Mood changes, including depression

c) Lewy bodies 1. Fluctuations in cognition (attention, alertness)

2. Visual hallucinations
3.Parkinsonism (motor symptoms like tremors, stiffness, and slow
movement)
4. Sleep disturbances
5.Problems with spatial awareness and decision-making

d) Excessive 1.Severe memory loss (especially new information)

alcohol intake or 2. Difficulty learning new skills
Korsakov 3.Confabulation (making up stories)
Syndrome 4. Emotional changes (apathy, irritability)
5.Motor and coordination issues (in advanced cases)
 e) Fronto temporal 1.Early changes in personality and behaviour
lobar 2. Impulsive, socially inappropriate actions
degeneration 3.Language impairment (difficulty speaking or understanding)
(FLTD) including 4. Emotional blunting
Pick’s disease 5.Progressive decline in executive function

f) Huntington’s 1.Gradual onset of uncontrolled movements (chorea)

disease 2. Cognitive decline, especially executive functions
3.Behavioural changes (irritability, mood swings)
4. Difficulty with speech and swallowing
5. Memory loss (later stages)

g) Parkinson’s 1.Motor symptoms: tremors, stiffness, bradykinesia (slowness of

disease movement)
2. Cognitive decline (later stages)
3. Visual hallucinations
4.Sleep disturbances
5.Executive dysfunction and memory loss (late stage)

h) Younger onset 1. Cognitive decline before the age of 65

dementia 2.Symptoms vary depending on the type of dementia (can include
Alzheimer’s, FTLD, etc.)
3. Personality changes
4.Loss of language and motor skills
5.Impact on work and family life

QUESTION 2
a) Access Dementia Australia website and summarise in your own words the aspects of dementia currently
investigated.

Current dementia research focusses on several main areas, including prevention,

enhanced care, and the discovery of new medicines. Understanding the basic causes
underlying dementia is critical, such as the significance of proteins like tau and beta-
amyloid in Alzheimer's disease. Researchers are investigating how inflammation and the
gut flora may contribute to dementia onset. Another area of inquiry is how repetitive
negative thoughts and mental health disorders like anxiety and depression might hasten
cognitive deterioration.
There is also an increasing interest in the impact of lifestyle factors in dementia
prevention, such as nutrition, exercise, and even intermittent fasting. Furthermore,
research is looking into how dementia affects men and women, with studies indicating
that hormonal changes, such as those seen after menopause, may increase dementia
risk.
b) The most common type of dementia is Alzheimer's. Outline current Australian research on this dementia
type and summarise what the research is targeting.

Current Australian Alzheimer's disease research is making substantial progress in

several crucial areas. The focus is on understanding the genetic and molecular factors
behind Alzheimer's, including the function of toxic protein buildup (such as β-amyloid and
tau) in the brain, which activates an immunological response and leads to cognitive
impairment. Researchers are aiming to uncover early biomarkers and enhance screening
for high-risk patients, enabling earlier diagnosis and more targeted therapies.
One example is the large-scale Prospective Imaging Study of Ageing (PISA), which
monitors Australians' brain health to detect the early stages of Alzheimer's. The goal of
this study is to uncover modifiable risk variables and develop preventive strategies using
genetic risk prediction. Other studies, such as the Australian Dementia Network
(ADNeT), are developing clinical quality registries and best practice recommendations to
standardise care and improve outcomes for Alzheimer's patients.

QUESTION 3
a) List two benefits of using ‘person-centred’ practice when caring for clients with dementia.

Person-centred care prioritises the individual's preferences, wants, and values, which
boosts their sense of dignity and self-worth. This technique reduces anxiety, agitation,
and other behavioural symptoms commonly linked with dementia by making clients feel
understood and appreciated.

Carers can strengthen emotional relationships by recognising the individual. This builds
trust, facilitates more meaningful interactions, and allows carers to adjust care techniques
based on the individual's specific experience and talents.

b) List three principles of a person-centred approach.

Individuality.

Empathy and Respect.

Involvement in Care.

QUESTION 4

Scenario
Banksia Care is expecting an audit and all staff members review their own paperwork to ensure
it’s ready for the auditors. Jenny is up to her ears in paperwork. She must check all the client
care plans before the auditor comes next week. She has client files all over her desk, on top of
the cabinet and on the floor.
There is a big pile of loose papers that need to be filed, so she is doing that first.
Today is Friday. When it is time to go home for the weekend, Jenny puts up a large sign in her
 office: ‘DO NOT TOUCH ANY OF THESE FILES’.
She thinks she has done well to remember to do this as the cleaner comes in over the weekend
and she doesn’t want the cleaner moving things around otherwise she won’t know where she is
up to.

a) Access Banksia Care’s website. Identify the Banksia Care policy and procedure and the legislation
Jenny is breaking by her actions and explain why.

Jenny is most certainly violating both confidentiality policies and privacy laws. Personal
and medical information must be properly stored in an elderly care facility, such as
Banksia Care, to avoid unauthorised access. Jenny violates the organization's Privacy
and Confidentiality Policy, which demands that sensitive information be always handled
securely.
Furthermore, her acts breach the Australian Privacy Principles (APPs) outlined in the
Privacy Act 1988. This law requires personal information to be protected from misuse,
loss, and unauthorised access. Jenny's files, left accessible in her office without proper
security measures, could be inadvertently accessed by unauthorized individuals, such as
the cleaner, posing a risk to client privacy. Compliance relies heavily on proper filing and
secure storage, such as document locking.

b) Provide three examples of how client information should be protected in the workplace.

When not in use, client files should be maintained in locked cabinets or rooms, with
access to the keys restricted to authorised people only. This stops unauthorised users
from accessing critical information.

Electronic client records should be stored on safe, password-protected systems that

use encryption. Access to these systems should be restricted to employees who require
the information to carry out their tasks, with access records being monitored on a regular
basis.

Any papers with personal information that are no longer needed should be shredded
rather than discarded. This ensures that sensitive information is permanently deleted.

c) In your own words, summarise the term ‘confidentiality’ and explain how it impacts your work when
working with clients that have dementia.

Confidentiality is the ethical and legal obligation to protect personal and sensitive
information about individuals from unauthorised access or disclosure. It entails ensuring
that any information supplied by clients, particularly about their health, background, and
personal circumstances, is kept safe and shared only with those who have a legitimate
need to know.
Maintaining confidentiality when working with people with dementia is critical for a
variety of reasons. For starters, it builds trust between the client and the carer, allowing
clients to feel comfortable discussing their ideas and feelings without fear of being judged
or having their privacy violated. Second, it protects clients' dignity and autonomy,
 especially because individuals with dementia may have vulnerabilities that make them
more prone to exploitation or misunderstanding.

d) Provide two examples of duty of disclosure that apply to people working with clients that have dementia.

If a caregiver suspects that a client with dementia is experiencing abuse or neglect—

whether from family members, other staff, or external sources—they have a legal and
ethical duty to report this to the appropriate authorities. This duty of disclosure is crucial
for the protection and safety of vulnerable individuals.

If a client with dementia poses a risk to themselves or others, such as exhibiting

aggressive behaviour or wandering away from a safe environment, caregivers must
disclose this information to relevant parties, such as family members, other care staff, or
health professionals. This ensures that appropriate measures can be taken to manage
the risk and provide a safe environment for all involved.

QUESTION 5
Dementia is a progressive neurological condition. Provide a brief description for each of the following
pathological features of dementia.

Pathological Description
features
of dementia

a) Amyloid plaques These are deposits of beta-amyloid protein that accumulate in the
spaces between neurons in the brain. The presence of amyloid plaques
is a hallmark of Alzheimer’s disease and is believed to disrupt
communication between neurons, leading to cell death and contributing
to cognitive decline.

b) Neurofibrillary Neurofibrillary tangles form within neurones when hyperphosphorylated

tangles tau protein aggregates. These tangles obstruct the transport of vital
nutrients and materials throughout the cell, eventually leading to
neuronal malfunction and death. They are also commonly connected
with Alzheimer's disease, but they can occur in other types of dementia.

c) Loss of connection In dementia, cell loss and cell death damage communication channels
between cells and between neurones, which are crucial for maintaining cognitive functioning
cell death and overall brain health. As dementia proceeds, harmful proteins like
amyloid-beta and tau build up, causing synapse dysfunction and brain
network disintegration. This causes poor signalling between neurones,
resulting in their inability to communicate efficiently. Finally, this disruption
adds to neuronal death, which causes brain shrinkage and a steady decline in
cognitive abilities, memory, and other critical processes linked with dementia.
QUESTION 6
Communicating with a person that has dementia can be challenging, provide a description on how you can
engage with your clients using the methods in the table below.

Methods of Description of how these methods can be implemented when

engagement working with people with dementia

a) Verbal
Using clear, simple language and speaking slowly can help clients with
dementia understand better. It's essential to ask one question at a time
communication
and avoid complex sentences. Using a calm and friendly tone while
repeating information if necessary, can also aid comprehension.

b) Non-verbal Non-verbal cues, such as facial expressions, gestures, and body language, play
communication a significant role in communication. Maintaining eye contact, smiling, and
using gentle touch (if appropriate) can convey warmth and understanding,
helping clients feel more at ease.

c) Culturally sensitive Being aware of and respecting a client’s cultural background can enhance
communication communication. This includes understanding their values, beliefs, and
preferred languages. Using culturally relevant greetings, stories, or examples
can create a more comfortable environment for the client.

d) Safe Creating a safe space for communication involves minimizing distractions and
communication ensuring a quiet, familiar environment. Always approach the client from their
line of sight and ensure they feel secure, which helps them focus better on
the interaction.

e) Reality orientation
This technique involves providing consistent and clear information
about the time, place, and person to help clients stay grounded. Using
visual aids, such as calendars or clocks, and frequently reminding them
of their current surroundings can aid in orientation.

f) Reassuring words, Using calming phrases like “I’m here with you” or “You are safe” can
phrases and body provide comfort. Pairing these words with a gentle tone and reassuring
language body language, such as open gestures and a relaxed posture, can help
clients feel more secure.

g) Validation –
Validation involves acknowledging and accepting the person’s feelings
and experiences, even if they differ from reality. Instead of correcting
acceptance of the
misconceptions, caregivers should express understanding and empathy,
persons reality which can enhance the person’s emotional well-being.
and
acknowledgment

h) Accepting
Recognizing and accepting when a client expresses distress is essential.
Instead of trying to immediately fix the situation, caregivers should
expressions of
listen attentively and show empathy, allowing the client to express their
distress feelings without judgment or dismissal.
 i) Reminiscence Encouraging clients to share memories from their past can stimulate
positive emotions and enhance connection. Using photographs, music, or
familiar objects related to their past can prompt meaningful
conversations and help clients feel valued and understood.

QUESTION 7
Read the daily activity statement in the table below and list two types of assistive technology that could be
used to help. Tick the life domain that each daily activity aligns to.

Scenario Assistive technology Life domain

a) Your client has difficulty using  Text-to-Speech Software ◻ Phys

their hands to be able to read  Magnifying Glass or Electronic ical
magazines. Magnifier ◻ Soci
al
◻ Emot
ional
◻ Spirit
ual

b) Your client has urine  Absorbent Bed Pads ◻ Phys

incontinence and needs  Adult Diapers or Incontinence Briefs ical
something to draw away the
◻ Soci
urine at night when sleeping.
al
◻ Emot
ional
◻ Spirit
ual

c) Your client has had a stroke  Speech-generating Devices (SGDs) ◻ Phys

and has been having difficulties  Voice-activated Assistants (e.g., ical
speaking and holding a pen to smart speakers) ◻ Soci
communicate and missing
al
being able to listen to mindful
meditation sessions. ◻ Emot
ional
◻ Spirit
ual

d) Your client has difficulty coping  Stairlifts ◻ Phys

with stairs in their house.  Handrails ical
◻ Soci
al
◻ Emot
 ional
◻ Spirit
ual

e) Your client has been  Reminder Apps or Devices ◻ Phys

experiencing some minor  Electronic Calendars with Alerts ical
memory loss and needs
◻ Soci
prompting to remember to do
al
certain daily tasks.
◻ Emot
ional
◻ Spirit
ual

f) Your client has low hearing and  Hearing Aids ◻ Phys

wears glasses.  Visual Alert Systems (flashing ical
doorbells, alarms) ◻ Soci
al
◻ Emot
ional
◻ Spirit
ual

g) Your client needs to take a  Automatic Pill Dispensers ◻ Phys

range of prescribed  Medication Reminder Apps ical
medications daily.
◻ Soci
al
◻ Emot
ional
◻ Spirit
ual

h) Your client likes to bowl  Adaptive Bowling Ball with a Grip ◻ Phys
recreationally, however has a ical
Bowling Ball Ramp
physical disability limiting them
◻ Soci
to holding the bowling ball.
al
◻ Emot
ional
◻ Spirit
ual

i) Your occupational therapist has  Height-adjustable Standing Desks ◻ Phys

told you need to stand more  Anti-fatigue Mats ical
while working.
◻ Soci
al
 ◻ Emot
ional
◻ Spirit
ual

j) Your client has trouble  Smart Light Bulbs with Timers ◻ Phys
remembering to turn lights of in  Voice-activated Light Switches ical
their house often resulting in
◻ Soci
replacing light bulbs.
al
◻ Emot
ional
◻ Spirit
ual

k) Your client has arthritis in their  Ergonomic Tools (e.g., utensils, jar ◻ Phys
hands limiting the use of openers) ical
everyday items.  Adaptive Grip Aids ◻ Soci
al
◻ Emot
ional
◻ Spirit
ual

l) Your client is bed bound and at  Pressure-relieving Mattresses ◻ Phys

risk of pressure sores.  Repositioning Devices (e.g., turning ical
aids) ◻ Soci
al
◻ Emot
ional
◻ Spirit
ual

m) Your client wants to be more  Zipper Pulls or Aids ◻ Phys

independent when zipping his ical
 Adaptive Clothing with Velcro or
pants and wants to maintain his
Magnetic Closures ◻ Soci
independence when the carer
al
is supporting him at home.
◻ Emot
ional
◻ Spirit
ual

QUESTION 8
a) Briefly explain the role of assistive technology for maintaining and promoting independence of people
with dementia.
 Assistive technology is critical in maintaining and enhancing the independence of
people with dementia by improving memory, safety, and day-to-day function. GPS
trackers, medication reminders, and controlled lighting systems can help people with
dementia navigate their daily routines more safely and successfully. Memory aides, such
as digital photo frames with familiar faces or audio prompts, might assist reduce
confusion and improve social connections. By providing these supportive tools, assistive
technology allows people with dementia to maintain their autonomy, minimising the need
for constant supervision and enhancing their quality of life.

b) Briefly explain the role of assistive technology for enabling inclusion and participating in daily life
activities for your clients.

Clients' inclusion and engagement in daily living activities are enhanced by assistive
technology, which addresses their specific needs and reduces barriers to independence.
Communication aids, mobility devices, and hearing or visual aids let clients interact with
others, move about securely, and participate in meaningful activities. Speech-to-text
technologies, for example, can help nonverbal clients communicate, whilst mobility aids
make it easier to reach communal places, encouraging social participation and
connection. Assistive technology helps clients stay involved in their communities by
improving functioning and accessibility, fostering a sense of belonging, and boosting
overall well-being.

QUESTION 9

Scenario
Graeme has dementia and has been exhibiting some challenging behaviours at the support
workers. You come on shift and read the case notes left.
The last entry said that Graeme spat the food out at the carer and refused to eat anything else.
You take note of this and go in to say good evening to Graeme. As you enter, you see him
swilling his dentures around in his mouth. You verbally say, ‘Good evening, Graeme, how was
your dinner?’ knowing that he hasn’t had much. Graeme tells you that the service here is terrible
and that his teeth are talking to him and stopping him from being able to eat. You ask Graeme if
you could have a look at his teeth and he says, ‘Sure thing love’ and he takes them out and
shows you his gummy smile. You tell Graeme he has a wonderful smile and ask if his mouth
feels okay, inspecting the dentures and noting that they weren’t fitting in his mouth correctly.
You take an observation that there is a slight pressure mark on Graeme’s gum and note that in
your observations chart.

a) Explain why Graeme’s behaviour may have changed towards you and not the other staff.
Graeme's behaviour towards you may have altered because you chose a different approach,
demonstrating empathy, patience, and responsiveness to his needs. Unlike the prior
employee, who may have ignored or disregarded his discomfort, you acknowledged it,
listened to his concerns, and validated his sentiments by enquiring about his dentures. This
courteous and person-centred engagement most likely made him feel heard and respected,
which allowed him to feel more at ease with you and respond favourably. By addressing his
bodily discomfort and building a human connection, you helped to foster trust, which may
have alleviated his difficulties.
b) Explain who should you report your observations to.

Your observations should be shared with Graeme's primary healthcare practitioner or

the nurse in charge of his care, as well as the supervisory manager or senior staff
member on duty. Informing these specialists ensures that Graeme receives the
necessary follow-up care, as ill-fitting dentures may require modification by a dentist or
dental practitioner. Reporting your findings also informs the care team to the probable
relationship between Graeme's problematic behaviours and discomfort from his dentures,
enabling for greater assistance and a modified care plan to meet his requirements.

c) List three ways that Graeme’s behaviour may be impacted from his injury of the pressure mark in his
mouth.

Refusal to Eat or Drink

Increased Irritability or Aggression

Withdrawal or Social Isolation

d) Outline three potential interventions and three proactive strategies workers can use to address behaviour
caused by un-met needs.

Proactive Strategies Potential Interventions

Regular Denture Checks. Adjust Denture Fit

Promote Comfortable Eating Environment. Provide Soft or Modified Diet

Consistent Communication and Observation. Apply a Pain-Relief Gel or Medication

QUESTION 10

Scenario
Joan is a Banksia Care client. They are a type 2 diabetic who takes medication daily, has
Alzheimer’s and limited mobility on her left side due to a stroke. She can walk but has difficulty
washing herself in the shower. You come on shift to do her personal care activities and get her
ready for the day.
As you are supporting her and getting her from the bed to the ground to transfer her to the
 shower chair, Joan winces in pain. You stop and ask her where the pain is. She points to her toe
and after a thorough inspection you see the red, swollen area.

a) Explain what you have identified and who this needs to be reported to.
You've discovered a suspected infection or damage in Joan's toe, which is probably
exacerbated by her diabetes, which can hinder recovery and raise the chance of
complications. The red, swollen area could be due to inflammation, infection, or pressure-
related concerns, which could increase if not treated. This observation should be
immediately reported to Joan's main healthcare practitioner or on-site nurse so that they can
analyse the situation and determine whether additional treatment, such as antibiotics or
wound care, is required. Documenting the observation in her care records is also necessary
for informing other team members and ensuring continuity of care.

b) List three ways that Joan’s behaviour may be impacted from her painful toe.

Increased Irritability or Agitation.

Withdrawal from Activities.

Resistance to Care.

Scenario
Joan’s physician has asked that the facility must refer her to a podiatrist for ongoing review of
her toes and as part of her management for diabetes.

c) Access the Banksia Care website and read PC6 Referrals Policy and Procedure. Outline the referral
process that Banksia Care would need to take to get the care that Joan requires.

Referral Process for Joan to a Podiatrist

 Identify the Need for Referral - Recognise and document Joan's need to consult a
podiatrist, as requested by her doctor, due to her recurring diabetes-related foot
concerns.
 Gather Relevant Information - Collect all relevant medical documents and paperwork
about Joan's current condition, such as her diabetes treatment, previous foot care
history, and specific observations about her toe.
 Complete Referral Form - Fill out the referral form in accordance with Banksia
Care's protocol, making sure to include all necessary information regarding Joan's
medical history, current medications, and the purpose for the recommendation.
 Submit the Referral - Send the completed referral form to the relevant healthcare
practitioner or expert, often using the facility's established communication channels
(for example, electronic health records or direct communication with the podiatrist's
office).
 Follow Up - Check the status of the referral to check it has been received and
 scheduled. This could include checking in with the podiatrist's office and keeping
Joan and her family updated on any progress.
 Document the Process - Maintain detailed documentation of the referral process,
including dates, communications, and any feedback received from the specialist, to
ensure continuity of treatment and policy compliance.

QUESTION 11

Scenario
Shona is a Banksia Care client who suffers from dementia. She doesn’t want to get out of bed
today when you go in to get her ready for the day. She tells you to go away because she has a
headache and needs more blankets because she is cold.
You ask her if you can take her temperature quickly and she swats you away with her hands.
You respect that she is unwell and tell her that you will be back in 30 minutes to check on her.
Shona pokes her tongue out at you as you walk out of her room

a) Outline what you have identified, what and who this needs to be reported to.

Identification of Concerns
1. Headache and Cold Sensation - Shona reported having a headache and feeling cold,
which could signal an underlying health problem that requires more investigation.
2. Refusal of Care - Shona's unwillingness to have her temperature taken and her physical
swatting motion indicate discomfort, agitation, or distress, which is common in people with
dementia.
3. Behavioural Signs - Shona's behaviour, such as sticking her tongue out, could indicate
irritation or a communication difficulty, emphasising her emotional condition and the potential
need for additional care.
Reporting
Report to the Registered Nurse or Care Manager
Document in Care Records
Involve the Physician if Necessary

b) List three ways that Shona’s behaviour may be impacted from her illness.

Increased Irritability or Agitation.

Difficulty Understanding or Processing Information.

Emotional Fluctuations.
QUESTION 12

Scenario
Mabel is a very strong-willed client of Banksia Care who is suffering from dementia. She
suffered a stroke prior to the onset of dementia which left her wheelchair bound.
During your shift, you check in on Mabel and she has slipped while transferring herself from the
armchair to her wheelchair and has been trying to call out for help for some time. You assist
Mabel back into sitting in the chair until the Registered Nurse and the doctor can see her. You
notice that she has a large bruise on her head, but she is talking as if she is fine and ready to go
to work.

a) Explain what you have identified, how and to whom this needs to be reported. Ensure that you identify
the Banksia Care Policies and Procedures you would need to follow.

Reporting Steps
1. Immediate Assessment.
2. Document the Incident.
3. Notify the Registered Nurse.
4. Inform the Doctor.

Banksia Care Policies and Procedures

1. Incident Reporting Policy - Follow the protocol for reporting occurrences or accidents,
making certain that all relevant information is documented in accordance with facility
requirements.
2. Injury Management Policy - Follow the protocols for addressing injuries, including assessing
and documenting falls and bruising.
3. Communication Policy - Maintain open contact with the healthcare team about any changes
in the client's condition or incidents that occur during your shift.

b) List three ways that Mabel’s behaviour may be impacted from her injury.

Increased Confusion or Disorientation.

Emotional Changes.

Resistance to Assistance.
QUESTION 13
What are seven common indicators or symptoms of dementia?

Memory Loss

Difficulty with Problem -Solving or Planning

Confusion with Time or Place

Language Problems

Changes in Mood and Personality

Poor Judgment

Withdrawal from Social Activities

QUESTION 14

In the table below, provide a minimum of one example of how the following aspects in the progression of
dementia impact on the person and on their family and/or other carers:

Impact on the person suffering

Impact on the family/carer
dementia

a) Depression Sadness, hopelessness, and a Family members may feel

loss of interest in previously helpless, frustrated, or worried
enjoyable activities. about their loved one's well-being.

b) Loss and Struggles with the loss of Family members may also grieve
grieving cognitive abilities and the loss of the person they once
independence, leading to knew, leading to emotional distress.
feelings of grief.

c) Anger May express anger or Caregivers may feel overwhelmed

frustration due to confusion or or hurt by the outbursts, leading to
inability to communicate strained relationships.
effectively.
 Impact on the person suffering
Impact on the family/carer
dementia

d) Despair Feelings of hopelessness Family members may feel a sense

about their condition and of despair as they witness the
future, leading to withdrawal decline and feel powerless to help.
from activities.

e) Social May become embarrassed Family may feel embarrassed or

embarrassme about their condition or uncomfortable in social settings,
nt behaviour in social situations. affecting their willingness to engage
with others.

f) Isolation Withdrawal from social Family members may experience

interactions, leading to isolation as they may withdraw from
loneliness and further cognitive social activities due to caregiving
decline. responsibilities.

g) Financial May not understand the Increased costs for care services,
burden financial impact of their care medical expenses, and potential
needs, leading to anxiety loss of income create significant
about future care. stress for family members.

h) Social May feel devalued or less Family members may feel

devaluation respected by society due to stigmatized or marginalized due to
their condition. the societal perceptions of
dementia.

i) Delirium Confusion and disorientation Caregivers may feel anxious or

can lead to distress and helpless in managing the person's
anxiety about their sudden changes in behaviour or
environment. awareness.

j) Dysphagia Difficulty swallowing can lead Carers may be concerned about

to fear of eating, weight loss, cooking safe meals and ensuring
and nutritional issues. adequate nourishment.

k) Loss of Difficulty communicating Family members may struggle to

speech and thoughts and needs can lead communicate effectively, leading to
cognition to frustration and feelings of misunderstandings and frustration.
inadequacy.

l) Loss of May exhibit socially Family members may feel

inhibition inappropriate behaviour, embarrassed or anxious about how
leading to discomfort in social others perceive their loved one’s
settings. behaviour.
 Impact on the person suffering
Impact on the family/carer
dementia

m) Self-harm May engage in self-harm as a Family members may experience

response to frustration or extreme distress, guilt, or anxiety
confusion. about the person's safety.

n) Suicidal May experience thoughts of Family members may feel panic

ideation self-harm due to despair or and fear for their loved one’s
loss of control. safety, leading to increased
caregiver stress.

o) Violence May react violently out of Caregivers may experience fear,

toward carer frustration or confusion, anxiety, and physical harm, leading
or others leading to harm to themselves to a breakdown in the caregiver
or others. relationship.

QUESTION 15
Indicate true or false to the statement that demonstrates the principles of person-centred care practices
below.

Question True or
False

Find out what is important to the person from their own point of view and listen to True
what the person wants.

Get to know the person, their history, their background, and what they want out True
of life.

Decide for the person as you know they will like it because all older people do. False

Use mainstream services and community resources to support inclusion. True

Include people and resources from the person’s own social networks, such as True
family members, friends, and others as partners in supporting the person.

Choose the person’s clothes for them as you know it is going to be colder later False
and they are always cold when you see them.

Uphold the person’s rights. True

Consider the person’s capacities and value their contributions. True

Include the person as far as possible in making choices and decisions. True

Knowing the routine of the client and their activities, however, not enabling them False
to attend due to other client responsibilities.
 Find out what is important to the person from their own point of view and listen to True
what the person wants.

Get to know the person, their history, their background, and what they want out True
of life.

QUESTION 16
a) People with dementia often experience boredom, loss of self-esteem, self-worth and confidence. How
would you use a person-centred approach to support them improving these feelings and enjoy life?

Using a person-centred approach to support persons with dementia entails adapting

activities and interactions to their specific interests, abilities, and preferences, allowing
them to preserve a feeling of meaning and connection. First, learning about their life
history, hobbies, and what makes them happy enables for meaningful participation in
activities that appeal to them, such as music, art, gardening, or storytelling. Involving
children in chores that they find meaningful, such as setting the table, organising simple
items, or caring for plants, strengthens their sense of self-worth and autonomy. Offering
encouragement and applauding their work boosts self-esteem, while setting a routine
that mixes structured and spontaneous activities prevents boredom. Above all, having a
kind, patient, and respectful attitude builds confidence and makes them feel appreciated,
allowing them to enjoy and connect daily.

b) Outline minimum two activities that could increase self-esteem and pleasure.

Gardening or Plant Care

Music and Singing Sessions

c) Outline minimum two activities that could minimise boredom.

Arts and Crafts

Reminiscence Therapy

d) Outline minimum two activities that could improve the sense of self-worth.

Cooking or Baking Together

Volunteer Opportunities
QUESTION 17
Describe the different types of stressors and list two examples on the impact that people with dementia may
experience.

Impact on the person suffering

Type Description
dementia

a) Environmenta Environmental factors that Difficulty traversing familiar surroundings

l stressors may create discomfort or can cause anxiety, while loud noises might
confusion. exacerbate uneasiness and confusion.

b) Accumulated Stressors accumulate over - Chronic carer stress might cause

stressors time, overwhelming an behavioural changes in the individual.
individual's coping capabilities. -Frequent hospitalisations might
exacerbate emotions of instability.

c) Cumulative Multiple stressors can have an - A mix of health difficulties, drug side
stressors influence on both mental and effects, and family conflicts can hasten
physical well-being. cognitive deterioration.
- Suffering multiple losses (e.g., loved
ones, independence) can cause
despair.

d) Physical Any physical condition or - Pain from illnesses like arthritis can
stressor discomfort that compromises cause agitation and withdrawal.
general health and well-being. - Sleep deprivation can lead to fatigue
and poor cognitive performance.

e) Infection Pathogens that can cause Urinary tract infections can worsen
illness and induce stress dementia symptoms by causing
responses in the body. confusion or delirium, whereas
respiratory infections might bring worry
and discomfort.

f) Nutrition and Poor nutrition or dehydration - Malnutrition can lead to weight loss and
dehydration that can impair cognitive weakness, affecting mobility and self-
function and physical health. esteem.
- Dehydration may cause confusion and
increase the risk of hospitalization.

g) Continence Challenges with bowel and - Incontinence can lead to

bladder control can create embarrassment and social withdrawal,
distress and discomfort. impacting self-esteem.
- Frequent toileting needs can disrupt
routines and create anxiety.

h) pain Physical discomfort or pain - Unmanaged pain can lead to increased

 Impact on the person suffering
Type Description
dementia

has a substantial impact on agitation, withdrawal, or aggression.

mood and behaviour. - Chronic pain may reduce
engagement in activities and worsen
feelings of isolation.

QUESTION 18
Briefly explain the implication dementia has on the following life aspects of a person progressing through
dementia.

Terms Description

a) Financial Dementia can cause financial stress owing to medical bills, potential
implications loss of income, and the cost of care. Individuals may struggle with
financial management, putting them vulnerable to making poor
financial decisions or being taken advantage of.

b) Accommodation As dementia progresses, people may need to make changes to their

living environment for safety or move to assisted living or memory
care facilities. These transitions can be emotionally difficult and
interrupt normal habits, affecting their sense of security and
independence.

c) Isolation Dementia can cause social withdrawal because people fail to

communicate and participate in social activities. This isolation can
worsen emotions of loneliness, melancholy, and loss, negatively
impacting mental health and quality of life.

d) Heightened Individuals with dementia may be more vulnerable to manipulation,

vulnerability to financial exploitation, or abuse due to cognitive deficiencies that impair
abuse and judgement and awareness. This vulnerability can arise because of
exploitation reliance on carers or others for assistance, thus adequate protections
and monitoring are essential.

QUESTION 19
a) Provide two reasons why older people with dementia are more vulnerable to abuse than those without
dementia.
Dementia impairs an individual’s ability to think clearly, communicate effectively, and make sound
judgements. This cognitive loss can affect judgement and awareness of their environment, making it
difficult for them to identify and report abusive behaviour. As a result, individuals may be more
vulnerable to deception or compulsion from others.

Individuals with dementia frequently rely on carers for help with daily tasks such as personal
care, medication administration, and financial affairs. This dependence can lead to a power
imbalance, making it easier for carers or family members to use or abuse them, whether on
 purpose or out of frustration with the duties of caregiving.

b) List the five forms of abuse that can be described as Elder Abuse.

Physical Abuse

Emotional or Psychological Abuse

Financial Abuse or Exploitation

Neglect

Sexual Abuse

c) Identify three signs that could be considered Elder Abuse.

Unexplained Injuries

Sudden Changes in Financial Situation

Withdrawal from Social Activities

d) Explain the legislative and statutory reporting requirements that you need to undertake if you suspect
elder abuse of a person suffering from dementia.

When elder abuse is suspected, legislative reporting requirements require professionals

in specific fields, such as healthcare, social services, and law enforcement, to report their
concerns to the appropriate authorities. These rules are intended to protect vulnerable
people, including those with dementia, by ensuring that any indicators of abuse or
neglect are swiftly addressed. Reporting procedures vary by jurisdiction, but they usually
include informing adult protective services or a designated elder abuse hotline. Failure to
report suspected abuse may result in legal consequences for mandated reporters,
underlining the need to act in the best interests of the individual.

Statutory reporting requirements are precise statutes that describe the method and
deadline for reporting suspected elder abuse. These legislations frequently stipulate who
is deemed a mandatory reporter, which might include healthcare professionals, carers,
and social workers. In many areas, the law requires these workers to report any
reasonable suspicion of abuse immediately or within a specific time frame. The report
often includes specific information concerning the suspected abuse, the identification of
the elder involved, and any pertinent observations or proof. Statutory obligations seek to
 guarantee that all suspected cases are thoroughly investigated, and protective measures
are implemented for the vulnerable individual, thereby improving their safety and well-
being.

QUESTION 20

Scenario
John's carer is his wife, Elise. John has two daughters, Casey, and Joanne, who do not get
along with Elise. Joanne lives abroad and calls every month to talk to her father. Elise sets time
limits, and when John starts to talk too much, she takes the phone from him and tells Joanne
that she is making her father tired.
John has Alzheimer's and is about to be transferred to Banksia Care. While getting John used to
the facility, Elise takes John every few days and leaves John there for a few hours so she can
run errands during this time.
One of the support staff notices John's beautiful watch and talks to him about it and the maker.
John loves timepieces, and he could tell her all about this one and how his daughter Joanne had
sent it from Germany, where she lives.
The next time John comes in, the staff member asks John where his watch is. John places his
hand on his wrist and says he doesn't know. The staff member said, ‘Oh, that is okay; we will
talk to Elise when she comes back.’ John's behaviour starts to change; he asks when Elise will
be back and if he can stay the night at Banksia Care.
When Elise comes back, John asks her where his watch has gone. She says, ‘Don’t you
remember? You wanted to give it to my son as a keepsake.’ John replies, ‘Oh I must have
forgotten. I am sorry dear; I hope you don’t think I was accusing you of something else.’

a) Explain what John is experiencing in the form of abuse, neglect, or exploitation.

John is subjected to emotional abuse and probable financial exploitation. His wife, Elise,
limits his communication with their daughter Joanne, which strains his connections and
causes him emotional suffering. When he talks too much, she takes away his phone,
dismissing his need for connection and support, which can lead to feelings of loneliness
and perplexity. Furthermore, John's watch, a valued gift from his daughter, is taken
without his permission, implying exploitation of his personal belongings. This episode
demonstrates a lack of respect for his autonomy and may exacerbate his emotions of
powerlessness and fear as he navigates his condition.

b) Explain what the worker should do in this situation using following legislation and Banksia Care policies
and procedures for reporting.

Legislation for reporting

In this case, the support staff member should follow applicable regulations concerning
elder abuse and vulnerable individuals, such as the Elder Abuse Prevention Act or
analogous local laws. These regulations often require experts to report any suspected
abuse or neglect to the relevant authorities. Given that John is distressed about his lost
watch and questions his wife's behaviours, the worker should document their
observations of John's behaviour as well as any verbal exchanges about the watch. This
material will be vital evidence and should be submitted to the designated safeguarding
 lead or elder abuse hotline to ensure that John's well-being is prioritised. The legal
framework establishes a clear mandate for action in the face of potential financial or
emotional manipulation, which is especially important given John's cognitive impairment
caused by Alzheimer's disease.

Banksia Care Policies and Procedures for Reporting

Furthermore, the staff member must adhere to Banksia Care's internal policies and
procedures for reporting suspected abuse or neglect. This usually entails quickly telling a
supervisor or the designated safeguarding officer about the issue. The staff member should
offer specific details of their encounters with John, including his displays of bewilderment
about the watch and changes in his behaviour following Elise's visit. Banksia Care's policies
may demand the completion of a formal incident report, which will launch an internal inquiry
to safeguard John's safety and evaluate the propriety of Elise's caregiving. Following the
established processes not only corresponds to organisational norms, but also guarantees
that all staff members are informed and that any necessary interventions are taken to defend
John's rights and well-being.

QUESTION 21

Scenario
A friend of Tony's visited him at home. Tony has home services come and help him. Tony told
his friend that no one sees him, and they only talk to him for his money. Tony's friend rang an
advocacy service as they felt that Tony was not receiving appropriate care and services.
When an advocate from the advocacy service contacted Tony, he disclosed that he had trouble
with his eyes and had requested help for an extended period, but nothing had been done. When
his friend visited Tony, Tony's clothes were threadbare and falling off him. Tony told his friend, ‘I
wouldn't say I like the food that gets delivered; it is for older people, not me; it is bland and tastes
like water.’ He also disclosed that he had left home several times and was returned by the police
each time, Tony has mild dementia and sometimes gets disoriented on his walks.

Explain what Tony is experiencing in the form of abuse, neglect, or exploitation.

Tony is facing neglect, a type of elder abuse characterised by carers' failure to meet his
fundamental physical and emotional requirements. His frequent requests for help with his
eyesight, which have gone unanswered, show a lack of proper medical care and support,
which is critical to his well-being. The appearance of his threadbare clothing indicates that he
is not paying appropriate attention to his personal hygiene and grooming needs, which can
have an impact on both his physical health and self-esteem. Furthermore, Tony's discontent
with the given food, describing it as bland and inadequate, demonstrates a disregard for his
dietary preferences and nutritional requirements, which contributes to his neglect. His bouts
of being lost while walking and being returned by the police highlight a lack of sufficient
supervision and support, which creates serious safety hazards. Overall, these variables
indicate a systemic failure to provide Tony with the care and services he requires,
jeopardising his dignity and quality of life.
QUESTION 22
a) In your own words, describe what constitutes a restrictive practice in residential aged care when working
with clients that have dementia.

Restrictive practices in residential aged care relate to procedures that limit a person's freedom of
movement or choice, which are frequently used to control troublesome behaviours or maintain safety.
When working with dementia clients, restrictive techniques may include physical restraints such as
harnesses or bed rails, as well as environmental restrictions such as locked doors or restricted access
to specific locations. These methods are often employed to prevent harm or ensure the well-being of
individuals who may wander or engage in potentially dangerous behaviours.
However, the employment of restrictive techniques creates ethical considerations because they
may violate an individual's rights and autonomy. It is critical to investigate alternative ways that
prioritise person-centred care, with a focus on understanding the underlying reasons of
behaviours and developing solutions that improve the individual's quality of life while minimising
limitations. Carers should strive to provide supportive environments that promote independence
and dignity, relying on restrictive measures only when necessary and in conformity with regulatory
rules.

b) Complete the table about the regulated restrictive practices.

Regulated Provide a brief explanation and an example

restrictive practice
type

a) Seclusion Seclusion is the practice of isolating a person from others to manage

their behaviour or ensure their safety. When a resident exhibits hostile
behaviour that endangers oneself or others, he or she may be placed in a
separate room.

b) Chemical Chemical restraint is the use of drugs to control a person's behaviour

restraint rather than for medical reasons. For example, delivering antipsychotic
medicine to a dementia patient who is agitated or disruptive.

c) Mechanical Mechanical restraint is the employment of devices to limit a person's

restraint movements. One example is employing a seatbelt or a harness in a
wheelchair to keep a person from falling out or becoming harmed.

d) Physical restraint Physical restraint is employing physical force to limit a person's

movement. Staff, for example, may hold a resident's arms to keep them
from assaulting someone in an agitated state.
 e) Environmental Environmental restraint refers to changes to the environment that restrict
restraint a person's access or movement. One example is closing a door to keep a
resident from wandering outside the facility.

QUESTION 23
a) Indicate true or false to the questions about restrictive practices below.

Question True or
False

Informed consent is required to use a restrictive practice in an emergency. False

Locking doors to keep clients safe is a restrictive practice. True

Controlling a behaviour using restrictive practices can trigger other behaviours of True
concern.

A diagnosed mental disorder that requires medication is chemical restraint. False

The use of a wheelchair for a client who cannot walk long distances is not a True
mechanical restraint.

Restrictive practices can be used to prevent physical harm to self or others. True

b) Identify the federal legislation that was updated to regulate and strengthen restrictive practice
arrangement and describe what these amendments aimed to do.

The Disability and Other Legislation Amendment (Dignity in Care) Act 2022 is an update
to federal legislation that regulates and strengthens restricted practice arrangements.
This act was introduced to improve the protection of people with impairments, particularly
dementia patients, in aged care facilities.
Aims of the Amendments
1. Strengthen Safeguards - The revisions were intended to improve the regulatory
framework governing the use of restrictive practices, ensuring that they are only
employed when necessary and under adequate supervision. This entails defining specific
standards and criteria for when and how restricted methods may be used.
2. Promote Dignity and Autonomy - The legislation emphasises the significance of
protecting the dignity and rights of those in care. The modifications seek to empower
individuals and reduce the use of restrictive methods by implementing tougher
restrictions and informed consent requirements, thereby fostering a person-centred
approach to care.
3. Enhance Reporting and Accountability - The revisions introduced standards for
enhanced reporting, monitoring, and accountability for the use of restrictive practices. This
includes documenting and reviewing events using restrictive practices to increase openness
and identify trends that could inform care improvements.
c) Access the Banksia Care website and read SE5 Restrictive Practices Policy and Procedure. Summarise
when restrictive practices can be used.

1. Last Resort - Restrictive techniques should only be used as a last resort, after all other
less restrictive options have been used and proven ineffectual. This is consistent with the
principles that value the dignity and rights of care recipients.
2. Behaviour Support Plans (BSPs) - Residents who demonstrate concerning behaviours
must have a complete Behaviour Support Plan in place. This strategy should identify
methods for reducing the need for restrictive practices while also documenting any
situations where they may be deemed appropriate.
3. Assessment and Monitoring - Any restrictive methods used should be evaluated and
reviewed on a regular basis to ensure they are still necessary and do not cause extra
discomfort or injury to the resident. The goal is to get away from restrictive practices
whenever possible.
4. Informed Consent - The use of restrictive techniques necessitates informed agreement
from the care recipient or a representative if the recipient lacks the capacity to consent.
This guarantees that ethics and legal requirements are upheld.
5. Legislative Compliance - The employment of restrictive practices must adhere to the
laws and regulations established by the Aged Care Quality and Safety Commission, as
well as the rights and freedoms of care users.

d) If a restrictive practice is used, explain where the practice is to be documented.

When a restrictive practice is employed in a residential aged care setting, it must be

recorded in many important areas to ensure regulatory compliance and transparency.
The primary record is found in the resident's Clinical Record, which contains information
regarding the occurrence, the rationale for introducing the practice, and the time for
which it was used. This document provides a complete review of the resident's care and
treatment history.
Additionally, any use of restrictive measures should be documented in the Behaviour
Support Plan (BSP), if relevant. This plan provides tactics for addressing concerning
behaviours and should describe how the restricted practice will be implemented,
including the precise conditions under which it was deemed necessary.
Furthermore, events involving restrictive practices must be reported using the facility's
incident management system. This enables continuous monitoring and analysis
of such procedures, ensuring that they are examined and evaluated on a regular basis for
appropriateness and effectiveness.

Regular audits and documentation checks are also required to verify compliance with both
internal policies and external requirements, such as those established by the Aged Care
Quality and Safety Commission. This helps to establish a culture of safety and accountability
within the care setting.
QUESTION 24
List three positive strategies that can be utilised instead of using restrictive practices in residential aged care
against the restrictive type in the table below.

Restrictive Positive strategy

practice type

a) Chemical  Person-Cantered Care Approaches.

restraint  Behavioural Interventions
 Staff Training

b) Physical  Positive Reinforcement

restraint  Activity Engagement
 Environmental Modifications

c) Environmenta  Personalized Living Spaces

l restraint  Open Communication
 Flexible Care Routines

QUESTION 25
a) Describe three legal issues that may arise when working with clients with dementia and suggest how to
deal with these.

Informed Consent - Individuals with dementia may fail to understand the information
required to provide informed consent for treatment or care decisions.
How to Deal - When explaining treatment alternatives, use straightforward language and
visual aids. Engage family members or legal representatives to help with the consent
process. Ensure a continuing assessment of the client's decision-making capacity and
thoroughly document consent talks.

Capacity to Make Decisions - Dementia can limit an individual's ability to make educated
decisions regarding their care, raising concerns about legal competence.
How to Deal - Conduct capacity assessments on a regular basis and involve interdisciplinary
teams, such as healthcare professionals and legal advisors, to examine decision-making
abilities. This may entail developing advance care directives while the client is still
competent. Clients with dementia may be more susceptible to abuse, whether physical,
emotional, or financial.

Duty of Care - Carers have an obligation to guarantee the safety and well-being of clients
with dementia. Failure to do so may result in negligence claims.
How to Deal - Assess the living environment for safety and accessibility on a regular basis,
develop individualised care plans, and ensure that staff are sufficiently trained to meet
the unique needs of dementia patients. Documentation of care delivered, and any
occurrences is required to verify compliance with the duty of care.

b) Describe three ethical issues that may arise when working with clients with dementia and suggest how to
deal with these.

Autonomy vs. Safety - Clients with dementia may have variable decision-making
 competence, resulting in tensions between respecting autonomy and maintaining their
safety.
How to Deal - Clients should be as involved in their care decisions as feasible, even if their
capacity varies. Implementing advance care planning and decision-making frameworks
can help guarantee that their preferences are honoured while also protecting their safety.
Involving family members and legal representatives can encourage discussions that
combine autonomy with the required safeguards.

Informed Consent - Clients with dementia may struggle to appreciate the implications of
their care and treatment options, prompting questions about their ability to provide
informed consent.
How to Deal - Use clear, simple language and visual aids to communicate information about
care options. When clients do not fully comprehend, enlist family members or advocates
in the decision-making process. Regular assessments of decision-making capacity
should be done, and care teams should record these discussions, and any consent
gained.

Quality of Life vs. Interventions - There may be ethical quandaries associated with the
employment of restrictive practices or medical therapies that may impair the quality of life
of dementia patients.
How to Deal - Focus on person-centred care techniques that prioritise the client's specific
needs and preferences. Maintain continual talks with clients and their families to
determine what makes a high quality of life for them. Care plans should attempt to
reduce restrictive practices while promoting engagement and dignity. Regular
assessments of therapies and their influence on the client's well-being are critical to
upholding ethical standards.

QUESTION 26
a) Explain the Universal Declaration of Human Rights.

The Universal Declaration of Human Rights (UDHR) is a founding document adopted by

the United Nations General Assembly in 1948 that defines fundamental human rights that
apply to all individuals. It consists of 30 articles that recognise everyone’s inherent dignity
and equal rights, regardless of nationality, gender, ethnicity, or any other status. The
declaration covers a wide spectrum of civil, political, economic, social, and cultural rights,
including the right to life, liberty, and security; freedom of expression; and the right to
work and an education. The Universal Declaration of Human Rights serves as a common
achievement standard for all states, driving international human rights law and
influencing several national constitutions and laws around the world. Its approval was an
important step towards acknowledging and preserving human rights as a shared global
duty.

b) List four examples of holistic human needs.

Physical Needs
 Emotional Needs

Social Needs

Spiritual Needs

QUESTION 27
In the following table, briefly describe each of the legal and ethical considerations, their importance in
working with people with dementia and one possible consequence for the breach of each.

Legal and Description Importance for Consequence of

ethical working with clients breach
consideration that have dementia

a) Duty of care Care providers have a It is critical for the Breaching duty of care
legal obligation to work physical and emotional can result in legal
in their clients' best well of people with action for negligence,
interests, guaranteeing dementia, who are leading to lawsuits and
their safety and well- frequently vulnerable the possible loss of
being. and unable to advocate professional licenses.
for themselves.

b) Dignity of The idea that clients Clients with dementia Breaching the dignity of
risk have the right to make should be empowered risk may lead to
their own decisions, to make decisions about allegations of
including the right to their own lives, paternalism or loss of
take risks that may increasing confidence between
result in harm. independence and clients and carers and
improving their quality of can severely effect the
life while balancing client's feeling of
safety. autonomy and self-
worth.

c) Code of A set of principles that Following a code of Breaching the code of

conduct outline professional conduct ensures that conduct can result in
behaviour and ethical clients are treated with disciplinary action,
norms for healthcare respect and dignity, including termination of
providers, such as which is crucial for employment, legal
respect, integrity, and developing trusting consequences, and
 accountability. relationships and damage to the
providing quality organization's
treatment. reputation.

QUESTION 28
Employers and employees have differing responsibilities under the Work Health and Safety Legislation.
a) List four responsibilities of employers of staff that are working with people with dementia.

Providing a Safe Work Environment - Employers must guarantee that the workplace is
safe and free of risks that could endanger their employees or clients. This includes
analysing risks related to working with individuals with dementia, such as environmental
dangers and the possibility for aggressive behaviour.

Training and Education - Employers are responsible for offering thorough dementia care
training to their employees, including how to deal with challenging behaviours,
communication skills, and an understanding of the legal and ethical aspects involved.
This training is critical for equipping workers with the skills required to offer safe and
effective care.

Implementing Policies and Procedures - Employers must create and implement clear rules
and processes for caring for clients with dementia. These rules must cover risk
management, incident reporting, and the employment of restrictive procedures to ensure
compliance with legal and ethical standards.

Regular Monitoring and Review - Employers must continually monitor and assess
workplace practices and health and safety regulations to ensure that they are effective
and in compliance with current legislation. This includes requesting feedback from
employees and making the necessary improvements to improve safety and care
standards.

b) List three responsibilities of employees that are working with people with dementia.

Providing Person-cantered Care

Maintaining Safety and Reporting Hazards

Participating in Ongoing Training and Development

QUESTION 29
a) Provide three examples of proactive strategies and three examples of potential interventions to address
the identified behaviours that are caused by both, physical and social environment.

Proactive Strategies
1. Creating a Supportive Physical Environment - Create living places that are safe,
familiar, and easily accessible. This involves reducing clutter, employing clear signage,
having adequate lighting, and offering comfortable furnishings. A friendly setting can
 assist reduce confusion and anxiety, resulting in fewer behavioural problems.
2. Implementing Routine and Structure - Establishing a steady daily routine might help
people with dementia feel more safe and less anxious. Familiar patterns allow individuals
to anticipate daily events, reducing problematic behaviours caused by uncertainty or
disorientation.
3. Enhancing Social Engagement - Encourage regular social interactions by organising
group activities, family visits, or community events. Providing opportunities for meaningful
social connection can boost mood and minimise feelings of isolation, which are frequently
triggers for problematic behaviours.

Potential Interventions
1. Behavioural Management Techniques - When difficult behaviours arise, staff can employ
behavioural management strategies like redirection or diversion to assist people refocus
their attention. For example, if a person becomes angry, staff may transfer their attention
to a relaxing activity, such as listening to music or completing a basic chore.
2. Individualized Care Plans - Create personalised care plans that address the unique
requirements and preferences of everyone. This could entail recognising triggers for
troublesome behaviours and developing measures to handle those triggers, such as
offering breaks or changing the environment based on individual responses.
3. Implementing Therapeutic Activities - Introduce therapeutic activities that are
customised to the interests and talents of people with dementia, such as art therapy,
gardening, or animal therapy. These activities can give sensory stimulation and increase
emotional well-being, possibly lowering behaviours related with frustration or boredom.

b) The environment in which a person lives can have a significant impact on their ability to interact and
engage with others. There are several ways in which the environment can support or obstruct interaction
and engagement. Provide two examples.

Supportive Physical Environment - A well-designed living place that is safe, comfortable, and
familiar can improve social contact for dementia patients. Open spaces, clear pathways,
and familiar decor can all help people traverse their surroundings and interact with others
more comfortably. For example, communal spaces that encourage group activities can
foster social relationships, whereas the presence of familiar objects and images might
inspire memories and conversations. According to research, well-designed spaces can
improve mood and increase willingness to participate in social activities.

Obstructive Social Environment - In contrast, a noisy, chaotic, or highly stimulating

atmosphere might make it difficult for people to interact and engage. Excessive noise
from television, discussions, or other disruptions can be overpowering, especially for
persons with cognitive disabilities, leading to greater anxiety and retreat from social
contacts. Furthermore, if staff members do not engage constructively or demonstrate
empathy towards residents, it can develop a culture of isolation, prohibiting people from
initiating contacts or participating in communal activities.

ASSESSMENT CHECKLIST: ASSESSMENT TASK 1 Attempt 1 Attempt 2 Attempt 3

Date: Date: Date:

Did the student demonstrate the
required level of competence for Comments
Yes No Yes No Yes No
each of the following points?

Did the student answer all written

questions correctly in line with the
decision-making rules provided in the
Marking Guide?

If ‘no’ to the above, have arrangements

been made for re-assessment?

Where any items above are marked ‘No’, outline the gaps below. Ensure feedback is provided to the student on their
Assessment Task Cover Sheet. Note actions that will be taken to correct the gaps.

Comments: What did you observe? Are there any gaps? What did the student do to demonstrate competence?

Please outline any reasonable adjustments made for this task here.

Assessment Task 1 Outcomes

Attempt Date Outcome Assessor Name Assessor Signature

Attempt 1 ◻ Satisfactory
◻ Not Satisfactory

Attempt 2 ◻ Satisfactory
◻ Not Satisfactory

Attempt 3 ◻ Satisfactory
◻ Not Satisfactory
 Assessment Task Cover Sheet – Assessment Task 2

Students: Please fill out this cover sheet clearly and accurately. Make sure you have kept a copy of
your work.

Name: Jatinder Kaur

Date of
1/11/2023
submission:

Unit: CHCAGE011 Provide support to people living with dementia

No. of Pages in
59
Submission:

Assessor to complete

Satisfac Is this
tory/ a
Not Da reassessmen
Assessment Task Number & Title satisfactory te t? Y/N

Assessment Task 2: Assist Edna

STUDENT DECLARATION
I ___________Jatinder Kaur_____________________________ 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 in the completion of this
work.
� 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 the RTO’s policies, disciplinary action may be taken
against me.

Student Signature: __________________________________________Date:

__1/11/2024_____________
ASSESSOR FEEDBACK
Assessors: Please return this cover sheet to the student with assessment results and feedback.
A copy must be supplied to the office and kept in the student’s file with the evidence.

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

Assessor Signature:
_____________________________________________________________________

Assessor Name:
________________________________________________________________________
Date: _______________
Assessment Task 2: Assist Edna

For this task, you are required to respond to questions from a provided case
study to demonstrate your applied knowledge of restrictive practice use in
TASK SUMMARY residential aged care.

▪ Access to a computer.
▪ You may use your learning materials as a reference if required.
RESOURCES AND
▪ Supporting document (accessible from the Banksia Care website):
EQUIPMENT
REQUIRED – SE5 Restrictive Practices Policy and Procedure.

▪ You must complete this task in your own time or at a time allocated
WHERE AND
by your trainer/assessor.
WHEN THIS TASK
WILL BE ▪ Your assessor will provide you with the due date for this assessment
COMPLETED task.

If this task is marked as Not Satisfactory (N/S), your assessor will provide
you with feedback about which parts of the task were deemed unsatisfactory
or insufficient. You may need to submit the whole task again or only the
WHAT HAPPENS IF parts of the task that were deemed unsatisfactory – your assessor will
YOU GET advise you. Your assessor will provide you with a due date by which you
SOMETHING must resubmit. You have up to three attempts to achieve a Satisfactory
WRONG? outcome.

SUBMISSION
REQUIREMENTS ◻ Your answers to all the questions for each case study.

▪ For this task, begin by reading the case studies and then provide
detailed answers to the questions that follow.
TASK ▪ You must answer all questions and their parts correctly to achieve a
INSTRUCTIONS Satisfactory outcome for this task.
 Case Study: Edna
Edna has dementia and lives at Banksia Care. Edna often refuses personal care, including after
episodes of faecal incontinence. There have been complaints from her family and other
consumers about her hygiene. To provide care, support staff have started to hold her arms to
prevent her from hitting while another staff member washes and changes her. Edna resists this
and finds it distressing, often triggering more challenging behaviours, especially when getting
dressed after the personal care activities have been done.

QUESTION 1.1
Using the Banksia Care policy and procedure for restrictive practices, identify the restrictive practice used
and explain your answer.

Physical constraint is the restricted practice utilised in Edna's care. Staff are restraining her arms
to keep her from hitting while she is bathed and changed, limiting her freedom of movement and
autonomy. This is considered a restrictive practice since it physically inhibits Edna's capacity to
move freely and is carried out without her agreement to manage her troublesome behaviour.

QUESTION 1.2
List three alternative strategies that the support staff can use as methods to identify Edna’s triggers before
the Behaviour Support Plan is reviewed.

Examine Edna's behaviour carefully before, during, and after personal care. Make a note of any
frequent indicators of distress or resistance she exhibits through specific behaviours, words, or
expressions.

Experiment with different times of day for personal care to determine if Edna is more responsive
to certain periods, such as after meals or at a quiet period of her day.

To make Edna feel more at ease, engage her in relaxing activities such as listening to music or
participating in sensory exercises before providing her with personal care.

QUESTION 1.3
List three behaviour changes the support staff should look to see in Enda once the alternative strategies are
put in place the next time they come to attend to her personal care.

Edna may demonstrate less physical resistance, such as not attempting to hit or pull away.

She may express her feelings or wants through words rather than bodily displays of discomfort.
 Edna may appear more relaxed or cooperative, such as smiling or being more open to the care
process.

QUESTION 1.4
Explain what Banksia Care must report to the Aged Care Quality Commission to use a restrictive practice in
the facility.
Banksia Care must report any use of restrictive methods, such as restraining Edna's arms to
prevent hitting during personal care, to the Aged Care Quality and Safety Commission since this
is a restrictive practice. According to elder care rules, restricting techniques should only be
employed as a last resort and must meet certain requirements to be considered lawful. Banksia
Care must ensure that this approach is part of an approved behaviour support plan prepared in
collaboration with Edna's family or representative and based on a comprehensive assessment
by a healthcare practitioner. The facility must report the nature of the restrictive practice, the
justification for its usage, and any remedies tried before implementing it. Furthermore, they must
demonstrate that all reasonable means have been taken to avoid the use of restraints and that
regular evaluations are done to assess the necessity and appropriateness of the practice, with
the goal of protecting Edna's rights and dignity.

Case study continued

Edna is 92 years old and has had dementia for fifteen years. She has lived at Banksia Care for
the past seven years.
Edna has been waking up during the night and wandering around the facility, she gets lost and
disorientated and displays aggression when the staff try to re-direct her back to her room and
bed.
Because Edna is distressed and aggressive, Banksia Care staff request the assistance of
available behaviour support resources and assistance from the family, to reassure her and give
staff strategies to help her settle at night.
Edna’s GP is also asked to help. They assess her and suggest that a low dose of risperidone in
the short-term might help with the behaviour. Edna’s son (who is her authorised representative)
agrees and gives his informed consent. Edna is calmer. She is monitored for side effects such
as drowsiness and there is a clear plan to document her behaviour and to review the need for
the risperidone in the following weeks.

QUESTION 1.5
Reading through the case study, identify if a restrictive practice has been used by the Banksia Care staff and
what the Banksia staff are required to document.

Yes, Banksia Care has utilised a restrictive approach by using risperidone, an antipsychotic
drug, to address Edna's nighttime agitation and violence. Under the Aged Care Quality
Standards, the use of any chemical restraint, such as antipsychotics, must be strictly
documented. Banksia Care workers must describe the exact behaviour that led to the
prescription of risperidone, including Edna's violent and roaming episodes. They must include
 Edna's son's informed consent as her authorised representative, the GP's assessment and
advice, and information about the prescription dosage. Staff should also document Edna's
behavioural reactions to the drug, any noted side effects (such as drowsiness), and the
continued requirement for regular reviews to determine the necessity and efficacy of risperidone
as part of her care plan.

QUESTION 1.6
a) What is your duty of care as a personal support worker to Edna?

As a personal support worker, my responsibility of care to Edna is to ensure her safety,

comfort, and dignity while delivering care. This involves respecting her autonomy as
much as possible, minimising the use of restrictive measures, and regularly monitoring
her for any risperidone-related side effects. To ensure that her treatment is person-
centred and flexible to her changing requirements, I must adhere to her behaviour
support plan, employ soothing techniques to lessen her discomfort, and document any
changes in her behaviour or drug reactions.

b) What is your duty of care as a personal support worker to Edna’s son?

Maintaining open and polite communication with Edna's son is part of my duty of care, as
is keeping him up to date on Edna's condition and any noteworthy changes. I should
capture and report Edna's answers to the medication, as well as any concerns he may
have regarding her treatment. In addition, I must provide him with updates as
appropriate, respecting his role as her authorised agent and using his insights to help
direct Edna's care.

ASSESSMENT CHECKLIST: ASSESSMENT TASK 2 Attempt 1 Attempt 2 Attempt 3

Date: Date: Date:

Did the student demonstrate the
required level of competence for
each of the following points? Comments Yes No Yes No Yes No

Case Study 1: Edna

Did the student answer all questions in

the case study correctly in line with the
decision-making rules provided in the
Marking Guide?
Please note which questions were answered
incorrectly below, where applicable.

If ‘no’ to the above, have arrangements

been made for re-assessment?
ASSESSMENT CHECKLIST: ASSESSMENT TASK 2 Attempt 1 Attempt 2 Attempt 3

Date: Date: Date:

Did the student demonstrate the
required level of competence for Comments Yes No Yes No Yes No
each of the following points?
Where any items above are marked ‘No’, outline the gaps below. Ensure feedback is provided to the student on their
Assessment Task Cover Sheet. Document the actions the student must take to address the gaps.

Comments: What did you observe? Are there any gaps? What did the student do to demonstrate competence?

Please outline any reasonable adjustments made for this task here.

Assessment Task 2 Outcomes

Attempt Date Outcome Assessor Name Assessor Signature

Attempt 1 ◻ Satisfactory
◻ Not Satisfactory

Attempt 2 ◻ Satisfactory
◻ Not Satisfactory

Attempt 3 ◻ Satisfactory
◻ Not Satisfactory
 Assessment Task Cover Sheet – Assessment Task 3

Students: Please fill out this cover sheet clearly and accurately. Make sure you have kept a copy of
your work.

Name: Jatinder Kaur

Date of
observation/ 31/10/2024
submission:

Unit: CHCAGE011 Provide support to people living with dementia

No. of Pages in
59
Submission:

Assessor to complete

Satisfac Is this
tory/ a
Not Da reassessmen
Assessment Task Number & Title satisfactory te t? Y/N

Assessment Task 3: Recognise Signs of Abuse

STUDENT DECLARATION
I _________________Jatinder Kaur___________________ 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 in the completion of this
work.
� 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 the RTO’s policies, disciplinary action may be taken
against me.

Student Signature: __________________________________________Date:

___1/11/2024____________
ASSESSOR FEEDBACK
Assessors: Please return this cover sheet to the student with assessment results and feedback.
A copy must be supplied to the office and kept in the student’s file with the evidence.

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

Assessor Signature:
_____________________________________________________________________

Assessor Name:
________________________________________________________________________
Date: _______________
Assessment Task 3: Recognise Signs of Abuse

For this task, you will be observed participating in a role play to confirm you
can perform to industry standards and expectations when recognising signs
of abuse.
TASK SUMMARY You will play the part of Casey Reilly.
There will be two other people working with you.
Role play should take approximately 15 minutes.
Complete your documentation after your role play.

▪ Simulated environment which includes access to a meeting room that

has a door to maintain privacy.
▪ Workplace documents and the normal range of conditions and situations
RESOURCES AND that would occur in an industry workplace.
EQUIPMENT ▪ Supporting documents (accessible from the Banksia Care website):
REQUIRED
– PC2 Incident, Injury, Trauma and Illness Policy and Procedure
– DC3 Privacy and Confidentiality Policy and Procedure
– DC SD1 Code of Ethics
– PC T5 Case Note Template
– PC T1 Incident, Injury, Trauma and Illness Record.
▪ If being assessed online, you will need access to the following:
– computer, tablet, or phone
– internet
– video conferencing software, such as Zoom, Teams.
▪ A role play assistant to play Edith.

▪ You will complete this task with your assessor in class or online if
applicable.
▪ Your assessor will advise you the date on which you will be required to
WHERE AND complete the role play.
WHEN THIS TASK ▪ If your assessor is unable to directly observe you at the time of the
WILL BE assessment, arrangements will be made for you to video record yourself
COMPLETED performing the tasks required and submit to your assessor online.
 If your performance in the role play is deemed Not Satisfactory (N/S) or your
assessor is unable to see all required observable items, your assessor will
make arrangements to observe your performance again on another
occasion. Your assessor will only need to see the items that were not able to
WHAT HAPPENS IF
be observed at the original assessment or that were Not Satisfactory.
YOU GET
SOMETHING For items that were Not Satisfactory, your assessor will provide you with
WRONG? feedback. You have up to three attempts to achieve Satisfactory
performance.

◻ Completed Case Notes.

◻ Completed Incident Report.

SUBMISSION If your assessor is unable to observe you during the role play, video evidence
REQUIREMENTS must be submitted.

STEP 1

Scenario
Edith Jones is a 77-year-old petite lady who has been suffering with Alzheimer’s for the last five
years. She has been widowed for eight years and requires assistance with getting changed and
showering. For Christmas, Edith has gone to her son Garth’s residence to celebrate for a few
days. It is the 30 December and Casey Reilly, a Personal Care Worker, has arrived to
commence her shift and sees that the Registered Nurse on duty with her today is Nurse Smith.
Edith returned four days after Christmas. Edith is assigned to Casey’s care on her shift the day
after she comes back from staying with her family. Casey makes light chatter with Edith and
asks how Edith’s time spent with Garth and the rest of the family was. Edith’s behaviour
changes and becomes fearful and anxious and at first doesn’t want to talk about her time with
Garth. While attending to Edith’s personal care duties, she winces when she moves her arm out
of the hole of her pyjamas and Casey notices bruising around her arms and down the back left
hand side of her chest area.

Roles:
▪ Casey Reilly: You are a Personal Care Worker who has been employed with Banksia Care in the
Aged Residential section for 18 months.
▪ Edith Jones: Petite, widowed, 77-year-old lady who needs assistance with dressing and showering.
Has just come back from seeing her family for Christmas.
▪ Nurse Smith: Is the Registered Nurse that is on shift with Casey, she is a busy lady but will always
make time to talk with the Personal Care Workers about any concerns.

During the role play, your assessor will be looking to see that you can:
▪ recognise the signs of abuse that Edith has encountered by observing Edith’s behaviour
▪ communicate with others in a supportive manner to display respect and uphold their dignity
▪ recognise and referred the situation to supervisor.
STEP 2
Once you have completed the role play, you will need to complete the incident record and complete your
case notes.

ASSESSMENT CHECKLIST: ASSESSMENT TASK 3 Attempt 1 Attempt 2 Attempt 3

Date: Date: Date:

Did the student demonstrate the
required level of competence for
each of the following points? Comments Yes No Yes No Yes No

◻ Recognise the signs of abuse

that Edith has encountered by
observing Edith’s behaviour.

◻ Communicate with others in a

supportive manner to display
respect and uphold their
dignity.

◻ Recognise and referred the

situation to supervisor.

◻ Completed the date field in the

case notes.

◻ Completed the initial field in

the case notes.
ASSESSMENT CHECKLIST: ASSESSMENT TASK 3 Attempt 1 Attempt 2 Attempt 3

Date: Date: Date:

Did the student demonstrate the
required level of competence for Comments Yes No Yes No Yes No
each of the following points?

◻ Completed the notes field in

the case notes.

◻ Completed the reported field in

the case notes.

◻ Completed the incident,

illness, trauma, or injury
sustained description on the
injury report form.

◻ Completed the description of

exactly what happened on the
injury report form.

◻ Completed the physical injury

type and location on the injury
report form.
ASSESSMENT CHECKLIST: ASSESSMENT TASK 3 Attempt 1 Attempt 2 Attempt 3

Date: Date: Date:

Did the student demonstrate the
required level of competence for Comments Yes No Yes No Yes No
each of the following points?

◻ Completed the certification

section on the injury report
form.

◻ Completed report details.

Where any items above are marked ‘No’, outline the gaps below. Ensure feedback is provided to the student on their
Assessment Task Cover Sheet. Document the actions that must be taken by the student to address the gaps.

Comments: What did you observe? Are there any gaps? What did the student do to demonstrate competence?

Please outline any reasonable adjustments made for this task here.

Assessment Task 3 Outcomes

Attempt Date Outcome Assessor Name Assessor Signature

Attempt 1 ◻ Satisfactory
◻ Not Satisfactory
Assessment Task 3 Outcomes

Attempt 2 ◻ Satisfactory
◻ Not Satisfactory

Attempt 3 ◻ Satisfactory
◻ Not Satisfactory
 Assessment Outcome Summary

This section records the outcome of each task so that the final assessment outcome can be determined.
The Assessment Outcome Summary Table shows all the assessment tasks required for this unit.
Task Outcomes
For each attempt at each task, fill in the Task Outcome, either Satisfactory or Not Satisfactory, insert the date
of the decision and your initials. Fill in the task outcome for each attempt.
Students must receive a Satisfactory outcome for each task that relates to a unit, to be marked Competent
for the unit.
Unit Assessment Results
When a student has attempted all tasks, but one or more tasks are marked as Not Satisfactory, a Not Yet
Competent unit result must be entered in the Unit Assessment Results section.
Once the student has satisfactorily completed all tasks, enter a unit result of ‘Competent’.
Assessment Outcome Summary Table: CHCAGE011 Provide support to people
living with dementia

Task Outcomes

Satisfactory (S)
Not satisfactory Assessor
Assessment Tasks (NS) Date initials

Assessment Task 1: Knowledge Questions

Assessment Task 2: Assist Edna

Assessment Task 3: Recognise Signs of Abuse

Unit Result Assessor

Unit Assessment Results (C/NYC) Date initials

CHCAGE011 Provide support to people living with dementia

Assessor Name:

Assessor Signature: Date: