This Student Assessment Booklet includes all of your assessment tasks for Work Safely in Client Care: HLTINF006 Apply basic principles and practices of infection prevention and control - Custom Essay Writing Services for Students Worldwide

Assessment Overview
This Student Assessment Booklet includes all of your assessment tasks for Work Safely in Client Care:

HLTINF006 Apply basic principles and practices of infection prevention and control

HLTWHS002 Follow safe work practices for direct client care.

Assessment Task Summary
This cluster requires you to complete two assessment tasks. You must satisfactorily complete all tasks to achieve satisfaction for the units in this cluster.

Assessment Task

Assessment Method

Task Summary

Assessment Task 1: Knowledge Questions

Knowledge Questions

Answer knowledge questions in an open book written assessment.

Assessment Task 2: Case Studies

Case Study

Read the four case studies and then answer the questions that follow.

Assessment Documents
Required Additional Documents The following additional documents support this Student Assessment Booklet and form part of the assessment tool for this cluster. You will require them to complete the assessments for this cluster.Work Safely in Client Care Meeting Agenda and Minutes STUDENT DISThe following documents provided via the Banksia Care website:Banksia SD AP1 Safety and Risk Management Policy and ProcedureBanksia SD AP5 Management of Falls Policy and ProcedureBanksia SD PC1 Infection Control Policy and ProcedureBanksia SD PC2 Incident, Injury, Trauma and Illness Policy and ProcedureBanksia SD SE3 Duty of Care Policy and ProcedureBanksia SD SE4 Workplace Health and Safety Policy and ProcedureBanksia SD PC T1 Incident, Injury, Trauma and Illness RecordBanksia SD SE T1 Hazard Report Form TemplateBanksia SD SE7 Emergency Management Policy and ProcedureBanksia SD SE SD1 Emergency Management Plan

Assessment Task Cover SheetAt 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 RTOs 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 ResubmissionsYou 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 taskRedo a role play after being provided with appropriate feedback about your original performanceBeing observed a second (or third time) undertaking any tasks/activities that were not satisfactorily completed the first time, after being provided with appropriate feedbackWhen you are required to resubmit, youll 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 onBe 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 assessorNeed 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 RTOs 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 youll be given feedback about what needs to be addressed in your resubmission.Assessment Outcome SummaryThe Assessment Outcome Summary records the task and overall unit results for the units of competency in this cluster. The results for each attempt at each task must be recorded in the Assessment Outcome Summary. For clustered assessments, the summary indicates which tasks relate to each unit in the cluster.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 RTOs policies and procedures which may ultimately lead to your withdrawal or you needing to complete the whole unit again.

Assessment Appeals
If you dont 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 RTOs 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 students particular needs while also taking into account factors such as:

The views of the studentThe potential effect of the adjustment on the student and othersThe 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]

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.

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 AssessmentValidity
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;

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 learners needsAssessing competencies held by the learner no matter how or where they have been acquiredDrawing 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 learners needs are considered in the assessment process.

Where appropriate, reasonable adjustments are applied by the RTO to take into account the individual learners 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 EvidenceValidity
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 learners 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 learners own work.

Glossary of Instructional Task WordsYour 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 threestrategies. Use the below glossary to guide you on interpreting the words in the tasks.Define This means you should explain the meaning or interpretation of a term or concept in your own words, including any qualities which are essential to understanding.Describe This means you should outline the most noticeable qualities or features of an idea, topic or the focus of the question.Discuss This means you must point out the important issues or features, key points, possible interpretations, and debate through argument. You should provide reasons for and against.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 thats enough.Summarise You must expressthe most important facts or points about something in short and concise form.
Assessment Plan
The following outlines the assessment requirements for this cluster. You are required to complete all assessment requirements outlined below to achieve competency for this all units in this cluster.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: Case Studies

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 RTOs 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: __________________________________________________Student Signature: _______________________________________________ Date: _______________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:

Date of observation/ submission:

Cluster:

Work Safely in Client Care

Units:

HLTINF006 Apply basic principles and practices of infection prevention and control

HLTWHS002 Follow safe work practices for direct client care

No. of pages in submission:

Assessor to complete

Assessment Task Number and Title

Satisfactory/
Not satisfactory

Date

Is this a reassessment? Y/N

Assessment Task 1: Knowledge Questions

STUDENT DECLARATION

I __________________________________________________ declare that these tasks are my own work.None of this work has been completed by any other person.I have not cheated or plagiarised the work or colluded with any other student/s 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 RTOs policies, disciplinary action may be taken against me.Student Signature: _______________________________________________ Date: _______________
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 students file with the evidence.
______________________________________________________________________________________

______________________________________________________________________________________

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 for this task.

Resources and Equipment Required

? Access to a computer.

? You may use your learning materials as a reference if required.

Where and When this Task Will be Completed

? You must complete this task in your own time or at a time allocated by your trainer/assessor.

? Your assessor will provide you with the due date for this assessment task.

What Happens if you get Something Wrong?

You need to answer all questions correctly to be marked Satisfactory for this task. If you answer any questions incorrectly you will need to resubmit your answers to those questions again. Your assessor will provide you with a due date by which you must resubmit your new responses. You have up to three attempts to achieve a Satisfactory outcome.

Submission Requirements

? Your answers for each question.

Task Instructions

? 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.

? You must answer all questions and their parts correctly to achieve a Satisfactory outcome for this task.

Question 1

In your own words, define hazard.
Which of the following are hazards? Indicate true or false to the scenarios below.
Is this a hazard?

True or False

Working with clients in their homes

A strained back

Manual handling clients

Showering client

Lifting a box

Working long hours

Stress

Question 2

List a consequence for each area below that could occur if you did not follow your workplaces policies and procedures correctly.

Hazard management
Care plans
Manual handling
Using mobility equipment
Using personal protecting equipment
Duress alarm system
Emergency procedures
Incident procedures
Infection control
Question 3

List a minimum of six things you would check when doing a fire safety check on a clients home.
List at least three groups that are at the highest risk of injury from fire in a home-based setting
List three behaviours that contribute to fire injury and fatalities in home-based settings
Describe where fire alarms must be placed and how they should be installed and maintained.
Question 4

Scenario

You notice that a box of rubbish has been left in the corridor again.

You nearly tripped over a similar box last week, and you moved it outside to the rubbish bin where it should have been placed.

Now someone has done the same thing again!

Why is it important that you report this particular hazard rather than just moving it out to the bin like you did last time?

Question 5

Scenario

Some of the residents have put in a complaint that the dining room is too cold. Management has now forbidden the use of the air conditioners in the dining room.

Jenny is concerned that this makes the environment unsafe for the workers. The staff all get extremely hot while serving the meals. It is always a very busy time, and they run around getting the residents in place, serving meals, assisting with feeding, packing up the dishes, etc.

Jenny notices that some of the staff are getting uncomfortable. Ian had sweat pouring off him yesterday, and Rebecca was bright red in the face.

By the end of mealtimes, they are all hot and bothered.

Should Jenny report this issue to management? Explain your answer.

Question 6

What possible solution could Jenny suggest?

Question 7

Jennys solution (see your response above) has been approved. She has been asked to assist with putting her solution into effect. Suggest at least three ways that she can do this.

Question 8

Complete the questions in the table below regarding standard infection prevention and control precautions.

What are standard infection prevention and control precautions, and when should they be used?

What is your state/territory legislation relevant to infection control in health care? Outline the standard precautions that must be implemented in your workplace.

What is the Australian Government body that developed Australian Guidelines for the Prevention and Control of Infection in Healthcare?

Describe the purpose of the Australian Guidelines for the Prevention and Control of Infection in Healthcare

Question 9

Complete the questions in the table below regarding additional precautions.

Additional precautions

a) What are additional precautions, and when should they be used?

b) Research state and territory legislation where you intend to work and provide at least three additional precautions that could be used to prevent the spread of infectious disease.

Scenario

While you are on a home visit, a client tells you she is feeling unwell. She has stomach cramps, feels very nauseous and has bad diarrhoea.

She tells you she must have picked it up from her grandson who visited yesterday, as he was unwell when he was visiting and had to rush off to use her toilet.

Question 10

What rights and responsibilities does the client have?
What rights and responsibilities does the worker have?
What is the personal safety risk that you face as you care for the client?
Question 11

What infectious disease do you think it is likely your client has?

Question 12

What three things should be done to minimise the risk of this spreading to other people?

Question 13

Why is this a risk for workers even though the client is in her own home?

Question 14

List three things you can do to remain up to date with safe work practices.

Question 15

In your own words, outline the fundamentals of the musculoskeletal system.
Fill out the table after each scenario.
Scenario

Omar works in a rural location. His job is to visit clients in their homes. Due to the large area he services, Omar spends many hours of the day driving to different properties to see his clients.

List two risks (at least one risk must include damage to musculoskeletal system)

List a control measure for each risk

Kellie works transporting disabled clients to appointments, shops, and other locations.

List two risks

List a control measure for each risk

Question 16

Source: http://www.thesafeness.com/manual-material-handling.php

Look at the diagram above.
Why does this method of lifting produce less strain on the musculoskeletal system than bending at the waist?

Describe the parts of the musculoskeletal system in the table below
Parts of musculoskeletal system

Description

1. Skeleton

2. Joints

3. Cartilage

4. Ligaments

5. Muscles

6. Tendons

Scenario

Jenny was injured at work when using a portable hoist to transfer a client with a disability.

The injury occurred because Jenny was not trained in how to use the equipment.

Jennys supervisor had told her to follow the instructions in the manual Jenny couldnt find the manual, so she decided to figure it out herself.

Question 17

Did the employer show a duty of care to Jenny? Explain your answer.

Question 18

Did Jenny fulfil her duty of care? Explain your answer.

Question 19

If you were in Jennys role, consider the State/Territory where you live and intend to work. Where would you look to learn more about hazardous manual tasks and safety procedures? Provide the link to relevant information.

Question 20

Identify what the WHS signs indicate

Question 21

Explain the requirements of PPE under Regulation 4447 of the Model WHS Regulations.

You can access the Regulations at http://www.safeworkaustralia.gov.au/sites/swa/about/publications/pages/
model-whs-regulations.)

Question 22

Complete the missing fields (hazard type or consequence) in the table below.

Hazard

Potential harm/consequence

Loud noise

Can cause shock, burns, fire or even death

Stress

Can cause respiratory infections or illness, cancer, acid burns or dermatitis

Manual tasks

Working from a height

If hit or caught, can cause fractures, bruises, dislocations, lacerations, serious injury or death

Infectious material

Question 23

In one short paragraph, explain the Australian Guidelines for the Prevention and Control of Infection in Healthcare.

Question 24

Describe how each standard precaution is used to prevent infectious agents from spreading from one person to another.

Standard precaution

How it is used to stop infection spreading

Respiratory hygiene and cough etiquette

Handling of waste

Handling of soiled/contaminated linen/work clothes

Aprons/gowns

Not attending work when ill

Personal hygiene

? Personal Care and hygiene

? Use of clean clothing or uniform

? Management and laundering of work clothing

Question 25

Provide at least three infection control methods you can use at work for each of the following.

Tasks

Infection control methods

General cleanliness in the workplace
(i.e. housekeeping)

Cleaning up bodily fluid spills

Question 26

In your own words, explain what the pathogens are and outline the four types of pathogens.
For each of the following pathogens, provide one example of the disease they can cause.
Pathogen

Disease

Bacteria

Viruses

Protozoa

Fungi

Question 27

Provide at least five examples of when you should wash your hands in the workplace. For each example, identify the correct hand hygiene product that you should use.

Question 28

Using a step-by-step approach, explain how to wash and rub your hands properly.

Question 29

Fill out the table below about the 5 moments for hand hygiene.

Moment

When?

Why?

Before touching a patient

Before clean/aseptic procedure

After body fluid exposure risk

After touching a patient

After touching patient surroundings

Question 30

Research workplace requirements for hand care for each of the following and write down how you would follow them.

Skin

Fingernails

Jewellery/watches

Question 31

Provide an outline of routine surface cleaning procedures in a client care facility.
Provide an outline of enhanced cleaning procedures in a client care facility
Question 32

Provide a step-by-step overview for disposing of needles/syringes into a sharps container.

Question 33

Outline the following terms in your own words:
ColonisationInfectionDisease
Explain the process of colonisation, infection and disease using the following elements:
PathogenReservoirPortal of exitMeans of transmissionPortal of entryThe susceptible host.
You may draw a diagram to help explain your response (attach it to this page) or fill out the table below.

Pathogen

Reservoir

Portal of exit

Means of transmission

Portal of entry

The susceptible host

Question 34

Provide at least five risk factors that increase the susceptibility to infection.

Question 35

What does the label single-use only and single patient use mean?
Describe the process of reprocessing reusable equipment or instruments.
Question 36

Explain the term degree of pathogen exposure and give an example

Question 37

What are the steps for applying alcohol-based rub?

Question 38

Asepsis is the absence of bacteria, viruses, and other microorganisms.

How do you ensure asepsis in the workplace by correctly using PPE?

Assessment Checklist: Task 1
Attempt 1

Attempt 2

Attempt 3

Did the student demonstrate the required level of competence for each of the following points?

Comments

Date:

Yes

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:

Date of observation/ submission:

Cluster:

Work Safely in Client Care

Units:

HLTINF006 Apply basic principles and practices of infection prevention and control

HLTWHS002 Follow safe work practices for direct client care

No. of pages in submission:

Assessor to complete

Assessment Task Number and Title

Satisfactory/
Not satisfactory

Date

Is this a reassessment? Y/N

Assessment Task 2: Case Studies

STUDENT DECLARATION

______________________________________________________________________________________

Assessor Signature: _____________________________________________________________________Assessor Name: ________________________________________________________________________Date: _______________
Assessment Task 2: Case Studies
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 Banksias intranet (accessible via the website). To access, head to http://banksia.eduworks.com.au/, navigate to the staff intranet and enter your RTOs username and password prior to completing your assessment tasks.

Task Summary

Read the case studies below and then answer the questions that follow. There are four case studies in this task.

Resources and Equipment Required

? Access to a computer.

? You may use your learning materials as a reference if required.

Where and When this Task Will be Completed

? You must complete this task in your own time or at a time allocated by your trainer/assessor.

? Your assessor will provide you with the due date for this assessment task.

What Happens if you get Something Wrong?

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 parts of the task that were deemed unsatisfactory your assessor will advise you. Your assessor will provide you with a due date by which you must resubmit. You have up to three attempts to achieve a Satisfactory outcome.

Submission Requirements

? Your answers to all the questions for each case study.

Task Instructions

? For this task, begin by reading the case studies and then provide detailed answers to the questions that follow.

? You must answer all questions and their parts correctly to achieve a Satisfactory outcome for this task.

Case Study 1

Dealing with Infection

You are working in a residential care service. One of the residents, Frances, recently had surgery on her leg. Unfortunately, she has returned from hospital with a methicillin-resistant staphylococcus aureus (MRSA) infection.

You are one of the workers who care for Frances. You and your colleagues must work within the infection control procedures to prevent the spread of MRSA to other residents or staff.

Question 1.1

What is MRSAs mode of transmission?

Question 1.2

Where will you find the procedures for working with a client who has an MRSA infection?

Question 1.3

Do you use standard or additional precautions when working with Frances? Explain your answer.

Question 1.4

Explain the handwashing procedure that you apply when working with Frances.

Question 1.5

List the PPE that you have selected to use when working with Frances

Question 1.6

Explain what you will do with the PPE after attending to Frances

Question 1.7

What do you advise Frances and her visitors to do in terms of hand hygiene?

Question 1.8

How do you clean Frances room?

Question 1.9

You are required to complete and submit a report about care routines completed for Frances. What do you include in the report and who do you submit it to?

Question 1.10

What personal risks have you considered as you are working with Frances?

Question 1.11

What further steps can be put in place to protect yourself or others?

Question 1.12

What is your duty of care when working with Frances?

Case Study 2

Behavioural Issue

Richard is an 82-year-old person with the onset of dementia. In addition, Richard lost one of his legs from the thigh down due to an injury he sustained when he was younger. He lives at home with his wife. You are required to visit Richard in his home to assist with his care.

He has recently cut himself, and his dressings need to be changed. When you arrive, his wife tells you that he hasnt been himself today and is quite angry. You find this unusual he is usually a gentle person.

You go inside and say hello to Richard. You explain who you are and that you are there to change his dressings.

Richard tells you to go away because he doesnt want any milk today. You explain again that you are there to change his dressings. You get prepared to do this.

Richard becomes very angry and throws all your equipment on the ground. He yells at you not to touch him.

Question 2.1

Review Banksia Cares policy and procedures for reporting WHS incidents. Describe how you report this incident.

Question 2.2

What observations from this incident will you record, and how will the recording of your observations assist in Richards future care?

Question 2.3

Several warning signs led you to assess Richards demeanour today. What indicators did you notice as you attended to his needs?

Question 2.4

Determine the level of risk to yourself in this incident. What is the level of risk?

Question 2.5

Considering that you are attending to Richard in his home and you do not have other colleagues close by to help, does the situation add to any perceived or real risk?

Question 2.6

What risk controls will you put in place to reduce the risk in future visits to Richards house?

Question 2.7

Situations like this are stressful, especially considering Richards behaviour is not normal. What will you do to address your levels of stress following this incident?

Case Study 3

Home Safety

Hilda is a single mother of an 18-month-old girl, Charlie. Hilda is blind.

She lives at home and has done a good job of caring for her daughter since Charlies birth. She is, however, concerned that Charlie is now mobile and running around. Last week she found Charlie playing in the toilet bowl with her toys. Hilda expresses concern about fire safety now there is a toddler running around.

Hilda needs help to care for her daughter.

? Hildas home is on one level.

? Furniture has been arranged so it is easy for Hilda to get around.

? Hilda uses a cane.

? In the past, Hilda has been able to confine Charlie to one area for play activities. Now there are toys all over the place.

? Hilda can provide meals for herself and Charlie.

? All cupboards have child safety locks, but the drawers do not.

? There are safety protectors on all power points.

? There is one smoke alarm in the kitchen the battery was last changed 12 months ago.

? Charlie has learned that if she is very quiet, Hilda cant tell what she is doing this is how she was able to play in the toilet without being detected.

? Charlie can move around the space much faster and easier than Hilda.

? Charlie is a big child for her age.

? Charlie likes to be picked up a lot and often asks Hildas carers to pick her up and play with her.

? As Hilda has vision impairment finds it difficult to locate Charlie, and Charlie sometimes falls and cries for Hilda to pick her up.

Today you are visiting Hilda to do a safety assessment of her home.

Refer to Banksia SD AP1 Safety and Risk Management Policy and Procedure. Fill in the table below, indicating the potential hazards and then complete the rest of the form using the risk rating table provided. Hazards can be to yourself (carer), the client or the clients child. You will need to identify at least one possible hazard that can lead to:

infectionmanual handlinginjury
Ensure you identify the designated staff you provide the report and write their name in the form.

Risk Assessment Control Form Banksia Care

Site supervisor/manager

Date

Name of person completing risk assessment

Hazard Identification and Initial Risk Rating

Control Measures and Actions

Hazard

Potential harm

Likelihood of harm occurring

Consequence level

Risk level rating

Current control measures and effectiveness

Further action/controls required

RISK ASSESSMENT RATING MATRIX

Use this table to determine the current risk for each identified hazard.

LIKELIHOOD

Rare
The event will only occur in exceptional circumstances

Unlikely
The event is not likely to occur in a year

Possible
The event may occur within a year

Likely
The event is likely to occur within a year

Almost certain
The event is almost certain to occur within a year

CONSEQUENCE

Severe/Catastrophic
(Accidental death/
serious injury)

MEDIUM

HIGH

EXTREME

Major
(serious injury)

MEDIUM

HIGH

EXTREME

Moderate
(Lost time due to workplace injury)

LOW

MEDIUM

HIGH

Minor
(Minor workplace injury
no lost time)

LOW

MEDIUM

Minimal
(no injury)

LOW

Risk Levels

Resolution at each level involves reducing the risk level to a lower level of risk:

Extreme requires immediate assessment with management consideration. A detailed plan, regular monitoring and reporting is required, with a target resolution within a one-month timeframe.High requires immediate assessment with senior staff consideration, planning and reporting. Target resolution should ideally be within three months.Medium reviewing of existing controls and planning required. The resolution timeframe should be within one year.Low the risk may be tolerable and controlled if managed with high-quality processes and procedures.
Case Study 4

Hygiene Practices

Sarah has just started her new role as a disability support worker at Banksia Care, a local residential disability care service. The managing director, Michelle, received a referral from a friend to hire Sarah to fill a maternity leave position.

Sarah has the necessary qualification and experience in the field. As the residence is quite busy, Michelle decides to consider Sarah to work on a one-month probationary trial period.

It has been nearly a month since Sarah started working at the residential facility. Michelle has recently been informed by another support worker that, on several occasions, while tending to the patients, Sarah does not wear the required gloves when administering medication and performing cleaning duties. She has also been reported because she does not wash her hands.

This news is particularly concerning as Sarah has been coughing and sniffing over the last few days, displaying the onset of flu-like symptoms. Some staff aware of this issue are concerned about infections or the flu spreading, especially since the residence is rather small and close contact with each other is quite likely.

Michelle is quite surprised by this news as the residence has very strict guides on hand hygiene policy, which must always be followed. There have been a few small posters put up around the residence as reminders, and hand sanitiser solution in every room although there has been no sure way of monitoring that all staff are adhering to this process.

Now, one month into Sarahs role, Michelle decides to observe Sarah treating her next patient directly.

Sarah is on duty for her next client, with Michelle directly observing. Michelle notes down the following during her observation:

Sarah did not wear the required gloves when feeding the client, nor did she follow proper clean-up procedures. The client was given their medication and put to bed; however, Sarah did not change the clients linen as scheduled. Sarah did not wash her hands once during the observation.

Through direct observation, Michelle has now confirmed that Sarah did not follow the correct hand hygiene or clean-up procedures.

Question 4.1

Refer to Banksia Care Safety and Risk Management Policy and Procedure. Complete the Risk Assessment Control form provided below. Identify the hazards and the associated risks caused by the breach of infection control and management requirements.

Ensure you identify the designated staff you provided the report and suggested further control measures, and write their name in the form.

Risk Assessment Control form Banksia Care

Site supervisor/manager

Date

Name of person completing risk assessment

Hazard Identification and Initial Risk Rating

Control Measures and Actions

Hazard

Potential harm

Likelihood of harm occurring

Consequence level

Risk level rating

Current control measures and effectiveness

Further action/controls required

RISK ASSESSMENT RATING MATRIX

Use this table to determine the current risk for each identified hazard.

LIKELIHOOD

Rare
The event will only occur in exceptional circumstances

Unlikely
The event is not likely to occur in a year

Possible
The event may occur within a year

Likely
The event is likely to occur within a year

Almost certain
The event is almost certain to occur within a year

CONSEQUENCE

Severe/Catastrophic
(Accidental death/
serious injury)

MEDIUM

HIGH

EXTREME

Major
(serious injury)

MEDIUM

HIGH

EXTREME

Moderate
(Lost time due to workplace injury)

LOW

MEDIUM

HIGH

Minor
(Minor workplace injury
no lost time)

LOW

MEDIUM

Minimal
(no injury)

LOW

Risk Levels

Resolution at each level involves reducing the risk level to a lower level of risk:

What infections could potentially occur?

Question 4.3

Provide three examples of initiatives/control measures that the service could take to avoid infection outbreaks.

Question 4.4

What type of training would need to occur for better hand hygiene? Provide three examples.

Question 4.5

Sarah was suffering from seasonal allergies and was observed sneezing and with a runny nose. Explain the procedures for respiratory hygiene and cough etiquette in this situation.

Assessment Checklist: Task 2

Attempt 1

Attempt 2

Attempt 3

Did the student demonstrate the required level of competence for each of the following points?

Comments

Date:

Yes

Case Study 1

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?

Case Study 2

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?

Case Study 3

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?

Case Study 4

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?

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 Outcome Summary

This section records the outcome of each task so that the final assessment outcome can be determined.

The following units are included in this cluster:

HLTINF006 Apply basic principles and practices of infection prevention and controlHLTWHS002 Follow safe work practices for direct client care
The Assessment Outcome Summary Table shows all the assessment tasks required for this cluster.

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.

You must tick the column for each unit that a task has been mapped to (i.e. a written questions task will more than likely have ticks in each unit column).

Assessment Outcome Summary Table: Work Safely in Client Care

Assessment Tasks

HLTINF006

HLTWHS002

Task Outcomes

Satisfactory (S)
Not satisfactory (NS)

Date

Assessor initials

Assessment Task 1: Knowledge Questions

Assessment Task 2: Case Studies

Assessor Name:

Assessor Signature: