CHCAGE001 Written Assessment Questions Knowledge

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IRENE ROWE Trainer/Educator CHCAGE001 Facilitate Empowerment of Older People Abstract Participants provide evidence of the theory and knowledge required for this unit of competency

Assignment Name: Theory and Knowledge Question Assessment Course Name: CHCAGE001 – Facilitate Empowerment of Older People Student Name: Cam Ha Hoang Student ID: Am000213 Assessor Name: Tina Fish Date Submitted: 16/02/2024 Student Declaration I agree to undertake assessment in the knowledge that information gathered will only be used for assessment purpose and can only be accessed by the AIBT I declare that:  The material I have submitted is my own work.  I have kept a copy of all relevant notes and reference material that I used in the production of my work.  I have given references for all sources of information that are not my own, including the words, ideas, and images of others. Student Signature: Date: 16/02/2024 Submission Information First Submission Submission Date 16/02/2024 Second Submission Submission Date Third Submission Submission Date Extension/Deferral approved (If applicable) Yes No Approved Due Date for extension/deferral Student Declaration: I declare that this assessment is my original work, and that no other person's work or ideas have been used without acknowledgement. I have read the instructions and understand the rules related to assessment and the consequences of plagiarism, and have kept a copy of my assessment. Signature Date 16/02/2024 PRIVACY DISCLAIMER : The RTO is collecting your personal information for assessment purposes only. The information will only be accessed by authorized employees of the RTO. Some of this information may be given to the Australian Skills Quality Authority (ASQA) or its successor, for audit and or reporting purposes. Your information will not be given to any other person or agency unless you have given us written permission or we are required by law. CHCAGE001 WRITTEN ASSESSMENT IRENE ROWE 1

Assessment Task and Assessment Checklist  You must complete and submit all of the assessment tasks for this unit by the due date set by unit Trainer/ Assessor.  You must submit assessments via the AIBT Canvas and keep a copy of your assessment.  AIBT is not responsible for any loss of a submitted assessment, so please, make sure you have a backup copy or hard copy before submitting this assessment.  The overall results of all assessment will be available one week after the end of term  If you believe you require support or flexible adjustment to successfully complete this assessment, you should speak with your Trainer / Assessor before you start the assessment.  In limited circumstances (compassionate and compelling such as a medical condition verified by a Doctor) you can request an extension. You should talk to your Trainer / Assessor as soon as possible to discuss options.  You will be given a result of Not Yet Competent (NYC) for the Unit if you do not submit all the assessments or do not pass any of them.  LATE SUBMISSION without an extension, or NOT SUBMITTING any of the assessment tasks as required will mean that you will be given a result of Not Yet Competent. Academic Integrity As a student, you are required to:  Undertake studies and research responsibly and with honesty and integrity  Ensure that academic work is in no way falsified  Seek permission to use the work of others, where required  Acknowledge the work of others appropriately  Take reasonable steps to ensure other students cannot copy or misuse your work Plagiarism  Plagiarism is defined as the copying of sections of any published work without acknowledgement of the source.  Cheating is defined as handing in someone else's work as your own or allowing someone else to hand up your work, several people writing one computer copy and handling up multiple copies, all represented as individual work and using any part of someone else's work without proper acknowledgement.  AIBT maintains Zero Tolerance in relation to plagiarism and/or cheating. Any student found to have plagiarized work or cheated or assisted another person to plagiarize, or cheat will automatically be disqualified from the assessment, receive a NOT YET COMPETENT result and may be subject to expulsion from the course/program Collusion It occurs when you work without the authorization of the trainer/assessor to:  Work with one or more people to prepare and produce work  Allow others to copy your work or share your answer to an assessment task CHCAGE001 WRITTEN ASSESSMENT IRENE ROWE 2

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 Allow someone else to else to write or edit your work Plagiarism and collusion constitute cheating, disciplinary action will be taken against students who engage in plagiarism and collusion. Proven involvement in plagiarism or collusion may be recorded on your student academic file and could lead to disciplinary action. Assessment Grading System Assessments for VET qualifications are competency based, which means students/candidates are assessed against the unit of competency (unit) requirements. Assessment results are recorded as follows:  Satisfactory (S) result: the student/candidate’s submitted work satisfies the learning requirements and all competency standards for the unit (in accordance with the National Register www.training.gov.au).  Not Satisfactory (NS) result: the student/candidate’s submitted work does not demonstrate their understanding of all competency standards in the unit. If a student receives a ‘not satisfactory’ outcome, he or she will receive written feedback from a trainer/assessor, clearly outlining where the gaps are. The student will then be required to rectify these gaps and re- submit their assessment for marking.  Incomplete: whereby the student/candidate have not completed the work or assessments required for the unit. Once a student receives a satisfactory result for all required assessment tasks a Competent outcome will be awarded for the entire unit. The student must demonstrate their understanding of all competency standards in each unit before receiving a competent outcome. Assessment Submission Requirements Each student has three (3) attempts to achieve a competent outcome. If the student is deemed Not Yet Competent (NYC) on the third attempt, the student must undertake further learning and possibly re-enrol, therefore paying a further course fee. If the candidate does not submit the assessment tool before/on the due date , the candidate has only two attempts left to achieve a competent outcome. Assessment Due Date  1 st submission Due date: No later than 14 days after the last day of face-to-face/on-line training of the unit.  2 nd submission Due date: 7 days after receiving trainer/assessor feedback.  3 rd submission Due date: 7 days and undertake further learning Assessment Format Student assignment must be in word format marked assignments will be sent in PDF format to students. Practical Assessment Tasks Practical Assessment tasks-observation in simulated environment will be conducted on campus, , unless informed by your trainer otherwise. CHCAGE001 WRITTEN ASSESSMENT IRENE ROWE 3

You have three (3) attempts to achieve a competent outcome for the practical assessment tasks. If the student is deemed Not Yet Competent (NYC) on the third attempt, the student must undertake further learning and possibly re-enrol, therefore paying a further course/unit fee. You can make a request to defer the assessment due to some extenuating circumstances. Please refer to the section of “Extension and Deferred Assessment” for more details. Note : If the student/candidate miss the practical assessment tasks scheduled , the candidate has only two attempts left to achieve a satisfactory outcome. Extensions and Deferred Assessment If you are unable to meet the submission due date or scheduled simulated observation assessment date, you must make a request to extend the due date using the Request for Extension of Assessment Form at least two business days (Monday-Friday) prior to the due date. It is important to note that extensions are only granted in exceptional circumstances and must be supported by documentary evidence (e.g. a medical certificate). Assessment Marking and Feedback If you submit your assessments through email, the student assessment tool is assessed with comments ( in red colour ) and this document will be returned to you as a PDF document . For each re- submission, you will need to update your existing student assessment tool by deleting the incorrect answers and replacing them with your new responses. Remember to update the Learner Details and Declarations section with the new submission date each time If you submit a hard copy of your assessment tool, your hard copy of assessment tool is assessed with comments and this document will be returned to you. You then have to submit your assessment tool with updated answers. (You have to print out a new copy of your assessment tool and complete all the assessment tasks with the updated answers if you choose to work on a hard copy). To avoid double work or minimise the chance of losing of your assessment tool, you are suggested to work on the soft copy of your assessment tool, and then print out after you complete all the assessment tasks according to the feedback. AIBT students are required to upload assessments into AIBT Canvas System when submitting assignments Assessment Appeals If you are not satisfied with your assessment outcomes, you have the right to appeal assessment outcomes. The appeals process is outlined fully in the Appeals Policy and in your student handbook. Reasonable Adjustment Reasonable adjustment can be made if students have particular needs (including LLN needs), so that all the candidates have equal opportunity to conduct their assessment. Please contact your assessor/trainer for help and consultation. RPL Recognition for Prior Learning is available. Please discuss this with your assessor if you think this applies to you. CHCAGE001 WRITTEN ASSESSMENT IRENE ROWE 4

CHCAGE001- Facilitate Empowerment of Older People CHC43015 - Certificate IV in Ageing Support (Release 2) CHC33015 - Certificate III in Individual Support (Release 2) Knowledge Assessment Declaration Unit Code and Name Qualification/Course Code, Name and Release number Student details: Student Name ___________Cam Ha Hoang____________ Student ID _____________am000213_________ Assessment Declaration This assessment is my original work and no part of it has been copied from any other source except where due acknowledgement is made. No part of this assessment has been written for me by any other person except where such collaboration has been authorised by the assessor concerned. I understand that plagiarism is the presentation of the work, idea or creation of another person as though it is your own. Plagiarism occurs when the origin of the material used is not appropriately cited. No part of this assessment is plagiarised. CHCAGE001 WRITTEN ASSESSMENT IRENE ROWE 5

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16/02/2024 Student Signature Date CHCAGE001 WRITTEN ASSESSMENT IRENE ROWE 6

CHCAGE001 Facilitate Empowerment of Older People 1 Develop relationships with older people 1.1a What does trust mean? Answer: Mark: Satisfactory Not Satisfactory Not Applicable Feedback: 1.1.b Can you expect older people to trust you straight away? Explain. Answer: Mark: Satisfactory Not Satisfactory Not Applicable Feedback: CHCAGE001 WRITTEN ASSESSMENT IRENE ROWE 7

Question 1.2 1.2.a Cultural difference can manifest in many different ways. List six. Answer: Mark: Satisfactory Not Satisfactory Not Applicable Feedback: 1.2.b Why is it important to recognise and respect older people’s social, cultural and spiritual differences and how can you do this? Answer: Mark: Satisfactory Not Satisfactory Not Applicable Feedback: CHCAGE001 WRITTEN ASSESSMENT IRENE ROWE 8

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Question 1.3 1.3.a The family of an older person with whom you are working asks for health related, private and sensitive information about their parent. The client has said they do not want this information to be disclosed to family members. What should you do? Answer: Mark: Satisfactory Not Satisfactory Not Applicable Feedback: 1.3.b While you are providing service to a client the person tells you details about their past and some of the things they have done. Some of the things are amusing, but they have also done some things they are ashamed of (not illegal). What should you do with this information? Answer: Mark: Satisfactory Not Satisfactory Not Applicable Feedback: Question 1.4 CHCAGE001 WRITTEN ASSESSMENT IRENE ROWE 9

1.4 What are personal disablers and how can they impact on health outcomes and quality of life? Answer: Mark: Satisfactory Not Satisfactory Not Applicable Feedback: Question 1.5 1.5 An older person has a health condition that can be managed with medication and gentle exercise. What are the worker's responsibilities? Answer: When managing an older person's health condition, a worker has several responsibilities. Medication Management : Ensuring that the person takes their medication as prescribed. Exercise Supervision : Encouraging and assisting the person to engage in gentle exercise as recommended by their healthcare provider Monitoring Health : Observing any changes in the person's health. Communication : Keeping open lines of communication with the person, their family, and their healthcare provider. Respect and Dignity : Treating the person with respect and dignity at all times Mark: Satisfactory Not Satisfactory Not Applicable Feedback: CHCAGE001 WRITTEN ASSESSMENT IRENE ROWE 10

2 Provide services to older people Question 2.1 2.1a An older person has to decide how they will spend their Christmas; for example in the aged care facility they live in, with their family etc. How can the older person be empowered to make this decision? Answer: Mark: Satisfactory Not Satisfactory Not Applicable Feedback: Question 2.2 2.2.a What are values? Answer: CHCAGE001 WRITTEN ASSESSMENT IRENE ROWE 11

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Mark: Satisfactory Not Satisfactory Not Applicable Feedback: 2.2.b Why must workers refrain from imposing their own values and beliefs on clients? Answer: Mark: Satisfactory Not Satisfactory Not Applicable Feedback: Question 2.3 2.3.a What sorts of questions could a care provider ask an older person when working with them to develop a care plan? Answer: Mark: Satisfactory Not Satisfactory Not Applicable Feedback: CHCAGE001 WRITTEN ASSESSMENT IRENE ROWE 12

2.3.b Why is it important to adjust services to meet the specific needs and preferences of the older person? Answer: Mark: Satisfactory Not Satisfactory Not Applicable Feedback: Question 2.4 2.4.a Why is it necessary to provide service according to organisation policies, procedures and duty of care requirements? Answer: Mark: Satisfactory Not Satisfactory Not Applicable CHCAGE001 WRITTEN ASSESSMENT IRENE ROWE 13

Feedback: 2.4.b What does reasonably practicable mean in the context of duty of care? Answer: Mark: Satisfactory Not Satisfactory Not Applicable Feedback: 3 Support the rights of older people Question 3.1 How can workers help older people understand their rights? Answer: Mark: Satisfactory Not Satisfactory Not Applicable Feedback: CHCAGE001 WRITTEN ASSESSMENT IRENE ROWE 14

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Question 3.2 What client rights must workers protect in order to deliver appropriate service? Answer: Mark: Satisfactory Not Satisfactory Not Applicable Feedback: Question 3.3 3.3.a Explain what the term human rights encompasses in terms of the Universal Declaration of Human Rights Answer: Mark: Satisfactory Not Satisfactory Not Applicable Feedback: CHCAGE001 WRITTEN ASSESSMENT IRENE ROWE 15

3.3.b If you believe that an older person’s human rights are being breached what can you do? Answer: Mark: Satisfactory Not Satisfactory Not Applicable Feedback: Question 3.4 What are some of the signs or symptoms of elder abuse and what should you do if you believe or suspect an older person is being abused? Answer: Mark: Satisfactory Not Satisfactory Not Applicable Feedback: CHCAGE001 WRITTEN ASSESSMENT IRENE ROWE 16

Question 3.5 3.5.a You have told a client about support services you think they would benefit from. In order to access those services, the service provider requires a written referral from you. What information do you need to include in the referral? Answer: Mark: Satisfactory Not Satisfactory Not Applicable Feedback: 3.5.b Outline the steps you should follow to refer an older person to other support services. Answer: Mark: Satisfactory Not Satisfactory Not Applicable Feedback: CHCAGE001 WRITTEN ASSESSMENT IRENE ROWE 17

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4 Promote health and re-ablement of older people Question 4.1 You are trying to encourage an older person to engage as actively as possible in living activities that involve physical activity but are being met with reluctance. What could you do? Provide at least five examples. Answer: Mark: Satisfactory Not Satisfactory Not Applicable Feedback: Question 4.2 Normal ageing involves changes to bodily systems, including the integumentary system, and to cognitive function. Workers will, in some cases need to help older people recognise and understand the changes and the impact these changes will have on their activities. What sorts of things might workers need to discuss with clients? Answer: CHCAGE001 WRITTEN ASSESSMENT IRENE ROWE 18

Mark: Satisfactory Not Satisfactory Not Applicable Feedback: Question 4.3 4.3.a What comprises a healthy diet and healthy lifestyle practices and how do these things assist older people who are coming to terms with the ageing process? Answer: Mark: Satisfactory Not Satisfactory Not Applicable Feedback: 4.3.b What strategies can older clients adopt in order to engage in healthy lifestyle practices? Answer: Mark: Satisfactory Not Satisfactory Not Applicable Feedback: CHCAGE001 WRITTEN ASSESSMENT IRENE ROWE 19

Question 4.4 4.4.a You are working with a client who has arthritis, therefore mobility difficulties. What sort of aids could help them to be more independent in their environment? Answer: 1. Mobility Aids: help with movement and balance, reducing the strain on the joints. + Walking aids: Canes, walkers, and rollators can provide support and stability while walking. + Wheelchairs: Manual or power wheelchairs can be used for those with severe mobility issues. + Scooters: Mobility scooters are useful for longer distances. 2. Daily Living Aids: assist with everyday tasks, reducing the need for joint movement and strain. + reachers and grabbers: These tools can help pick up objects without bending or reaching. + Jar openers: These devices can help open jars and bottles with less effort. + Button hooks and zipper pulls: These aids can assist with dressing. 3. Home Modifications: Modifying the home environment can make it more accessible and safe. + Ramps: Ramps can replace stairs for easier access. + Handrails: Installing handrails in key areas like bathrooms and stairs can provide support. + Adjustable beds and chairs: These can make getting in and out easier. 4. Assistive Technology: provide additional support and independence. + Voice-activated devices: Devices like Amazon's Alexa or Google Home can perform tasks without physical interaction. + Smart home systems: These systems can control lights, temperature, and doors remotely. Mark: Satisfactory Not Satisfactory Not Applicable CHCAGE001 WRITTEN ASSESSMENT IRENE ROWE 20

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Feedback: 4.4.b How will the need for mobility aids be identified? Answer: The need for mobility aids is typically identified through a combination of self-assessment, medical evaluation, and professional consultation 1. Self-Assessment Recognize any difficulties you may have with mobility, such as: Difficulty walking or standing for extended periods Frequent falls or instability Pain or discomfort when moving Reduced strength or endurance 2. Medical Evaluation If you're experiencing mobility issues, you can consult with a healthcare professional to identify any underlying health conditions 3. Professional Consultation Healthcare professionals such as physiotherapists, occupational therapists, or mobility specialists can recommend specific mobility aids based on your condition, lifestyle, and personal preferences. 4. Trial and Error Sometimes, you may need to try out different mobility aids to see which one works best Mark: Satisfactory Not Satisfactory Not Applicable Feedback: Question 4.5 CHCAGE001 WRITTEN ASSESSMENT IRENE ROWE 21

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Why is it necessary to discuss risk situations or potential risks associated with ageing with clients? Answer: Discussing risk situations or potential risks associated with ageing with clients is crucial for several reasons: - Informed Decision Making: It empowers clients to make informed decisions about their health and lifestyle. Understanding the potential risks allows them to take proactive steps to mitigate these risks. - Discussing potential risks can help clients take preventive measures. - Awareness of potential risks can lead to early detection of health issues, which can significantly improve treatment outcomes. - Building trust: Open discussions about potential risks can build trust between the client and the healthcare provider. Mark: Satisfactory Not Satisfactory Not Applicable Feedback: 5 Specific assessment Question 5.1 To provide suitable care for clients workers should understand the structure and profile of the aged care sector and current best practice with regard to service delivery. What is the structure and profile of the aged care sector and from what sources can workers access best practice and aged care delivery models? Answer: Residential Aged Care: These are facilities where older individuals live and receive 24- hour care. They cater to those who can no longer live independently at home due to physical or mental health conditions. Home Care: This involves services that help older individuals live independently in their own homes. Services can include personal care, nursing, and domestic assistance. Community Care: These are programs designed to support older individuals who need assistance with daily activities but do not need the level of care provided in residential facilities. Respite Care: This provides temporary relief for caregivers, allowing them to take a break while ensuring their loved ones continue to receive care. The profile of the aged care sector varies by country and region, but generally, it is characterized by an increasing demand due to an aging population, a shift towards home and community-based care, and a focus on person-centered care. Workers can access best practice and aged care delivery models from several CHCAGE001 WRITTEN ASSESSMENT IRENE ROWE 22

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sources: Professional Associations: Organizations like the Aged Care Industry Association often provide resources and guidelines on best practices. Government Agencies: Many countries have government departments dedicated to aged care. For example, in Australia, the Department of Health provides resources on aged care delivery models. Research Institutions: Universities and research institutions often publish studies on aged care best practices. Training Programs: Many organizations offer training programs for aged care workers, which often include modules on best practices and care delivery models. Peer-reviewed Journals: Journals such as the Journal of Aging and Health often publish articles on best practices in aged care. Remember, the best practice in aged care is always evolving, so it's important to stay updated with the latest research and guidelines. Mark: Satisfactory Not Satisfactory Not Applicable Feedback: Question 5.2 In what ways can older people be devalued and how does this impact on their lives? Answer: * Ways Older People Can Be Devalued: Stereotyping : Older people are often stereotyped as being frail, forgetful, or technologically inept. These stereotypes can lead to them being overlooked for opportunities or treated as if they are incapable. Discrimination : Age discrimination can occur in various settings, including the workplace, where older people may be passed over for promotions or hiring opportunities due to their age. Neglect : Older people can be neglected or ignored, particularly in societies that place a high value on youth and productivity. Abuse : In extreme cases, older people can be victims of physical, emotional, or financial abuse. Impact on Their Lives: Mental Health : Ageism can lead to feelings of worthlessness, depression, and CHCAGE001 WRITTEN ASSESSMENT IRENE ROWE 23

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anxiety in older people. Physical Health : The stress caused by ageism can also have negative impacts on physical health, leading to a higher risk of disease and a lower life expectancy. Social Isolation : Older people who experience ageism may withdraw from social activities, leading to isolation and loneliness. Financial Security : Age discrimination in the workplace can impact older people's financial security, making it harder for them to support themselves in their old age. Mark: Satisfactory Not Satisfactory Not Applicable Feedback: Question 5.3 What is the palliative approach? Answer: Palliative approach is an approach that improves the quality of life of patients and their families with life-threatening illnesses through the prevention of suffering including physical, psychological and spiritual suffering. Mark: Satisfactory Not Satisfactory Not Applicable Feedback: CHCAGE001 WRITTEN ASSESSMENT IRENE ROWE 24

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Question 5.4 Aged care workers must comply with a range of legal and ethical requirements. Briefly explain how each of the following impacts on the work they do: codes of practice, work-role boundaries, anti- discrimination legislation and health and safety legislation. Answer: 1. Codes of Practice: Provide a set of guidelines that outline the standards of practice and conduct expected of aged care workers. They serve as a benchmark for high-quality care and professionalism. Impact: Aged care workers provide consistent, respectful, and ethical care to their clients and helps to maintain the reputation and integrity of the aged care sector. 2. Work-Role Boundaries: Define the scope and limitations of an aged care worker's role. They delineate what tasks are appropriate and within their competency level. Impact: avoid overstepping roles of aged care staff, each worker focuses on their area of expertise, promoting efficiency and quality of care. 3. Anti-Discrimination Legislation: protects individuals from unfair treatment based on characteristics such as age, race, gender, disability, etc. Impact: Aged care workers must comply with these laws, ensuring they treat all clients equally and without prejudice. Non-compliance can lead to legal consequences and damage to the worker's and the organization's reputation. 4. Health and Safety Legislation: Ensure a safe and healthy working environment. It includes guidelines on infection control, use of personal protective equipment, handling of hazardous substances, etc. Impact: protect both the aged care workers and their clients from potential health risks, and helps to prevent workplace accidents and illnesses. Mark: Satisfactory Not Satisfactory Not Applicable Feedback: CHCAGE001 WRITTEN ASSESSMENT IRENE ROWE 25

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Assessment Feedback Assessment Outcome ☐ Satisfactory ☐ Unsatisfactory Assessor Feedback ☐ Was the assessment successfully completed? ☐ If no, was the resubmission/re-assessment successfully completed? ☐ Was reasonable adjustment in place for this assessment? If yes, ensure it is detailed on the assessment document. Comment: CHCAGE001 WRITTEN ASSESSMENT IRENE ROWE 26

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Date: Student Name Student Signature: Trainer/ Assessor Trainer/Assessor Signature: CHCAGE001 WRITTEN ASSESSMENT IRENE ROWE 27

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CHCAGE001 Written Assessment Questions Knowledge

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