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School
TAFE NSW - Sydney Institute *
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Course
CHCAGE001
Subject
Information Systems
Date
Feb 20, 2024
Type
docx
Pages
22
Uploaded by jayde0292
Skills Assessment
Criteria
Unit code, name and release number
CHCADV001 - Facilitate the interests and rights of clients (1)
Qualification/Course code, name and release number
Student details
Student number
Student name
Assessment declaration
Note: If you are an online student, you will be required to complete this declaration on the TAFE NSW online learning platform when you upload your assessment.
This assessment is my original work and has not been:
Plagiarised or copied from any source without providing due acknowledgement.
written for me by any other person except where such collaboration has been authorised by the Teacher/Assessor concerned.
Student signature and date
Document title: CHCADV001_
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Resource ID: PRJ000115478
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CHCADV001_
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Version:
20230615
Date created:
12 July 2021
© 2023 TAFE NSW
RTO Provider Number 90003 | CRICOS Provider Code: 00591E
This assessment can be found in the: Learning Bank
The contents in this document is copyright © TAFE NSW 2023 and should not be reproduced without the permission of TAFE NSW. Information contained in this document is correct at the time of printing: 15 February
2024. For current information, please refer to our website or your Teacher/Assessor as appropriate.
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Assessment instructions
Table 1 Assessment instructions
Assessment details
Instructions
Assessment overview
This assessment aims to assess the skills required to assist clients to identify their rights, voice their needs and concerns and realise their interests, rights and needs.
This unit applies to workers of all levels in a range of health or community services settings who provide services using a human rights-based approach and have direct interaction with clients.
Assessment event number
2 of 2
Instructions for this assessment
This is a skills-based assessment that assesses your ability to demonstrate skills required in the unit.
This assessment is in two parts:
1.
Preparation for a new client 2.
Meeting role play
And is supported by:
Checklist
Assessment feedback
Supporting documents Note
: This assessment may contain links to external resources. If a link does not work, copy and paste the URL directly into your browser.
Submission instructions
On completion of this assessment, you are required to submit it to your Teacher/Assessor for marking. Where possible, submission and upload of all required assessment files should be via the TAFE NSW online learning platform. Ensure you have included your name at the bottom of each page of documents you submit.
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Assessment details
Instructions
It is important that you keep a copy of all electronic and hardcopy
assessments submitted to TAFE and complete the assessment declaration when submitting the assessment. What do I need to do to achieve a satisfactory result?
To achieve a satisfactory result for this assessment you must be available at the arranged time to complete all the assessment criteria as outlined in the assessment instructions.
All parts of the observable task must be performed to a satisfactory level as indicated in the criteria section of the checklist.
All oral questions must be answered correctly to be deemed satisfactory in this assessment task; however, Teachers/Assessors
may ask you additional questions to confirm your understanding of the task.
If a resit is required to achieve a satisfactory result it will be conducted at an agreed time after a suitable revision period.
What do I need to provide?
•
TAFE NSW student account username and password. If you do not know your username and password, contact your campus or service centre on 131601.
You are required to access and download all the templates as listed in this document from the Indigo Community and Health Hub Intranet site
before the event date. It is your responsibility to
have these documents before the role play. Note
: This assessment may contain links to external resources. Access to the long URL is provided via the Error: Reference source
not found
section located at the end of this document.
What the Teacher/Assessor will
provide
An authentic simulated workplace environment that accurately reflects the environment depicted in the assessment event. You are to have access to the below Indigo Community Services and Health Hub policies and procedures either online or bound or
provided in a pack for any clients. These packs will include several
fact sheets and relevant forms and policies
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Assessment details
Instructions
Due date
Time allowed
Delivery location
Refer to your Training Plan 2.5 hours (indicative only)
TAFE NSW campus/ TAFE Digital Campus/ TAFE NSW Moodle/ a location determined by your assessor
Assessment feedback, review or appeals
In accordance with the TAFE NSW policy Manage Assessment Appeals, all students have the right to appeal an assessment decision in relation to how the assessment was conducted and the outcome of the assessment. Appeals must be lodged within 14 working days
of the formal notification of the result of the assessment. If you would like to request a review of your results or if you have
any concerns about your results, contact your Teacher/Assessor or Head Teacher. If they are unavailable, contact the Student Administration Officer.
Contact your Head Teacher/Assessor for the assessment appeals procedures at your college/campus.
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Task instructions
The instructions and the criteria in the tasks and activities below will be used by the Teacher/Assessor to determine whether the tasks and activities have been satisfactorily completed. Use these instructions and criteria to ensure you demonstrate the required skills and knowledge.
If this assessment requires you to record information, your Teacher/Assessor will provide you with an appropriate document/template.
Your Teacher/Assessor will advise a time and location for each event. Alternatively, you may have the option to record your participation and submit as video evidence. If you are submitting video evidence, you must:
Provide a video for each participation clearly meeting all requirements.
Ensure you have access to the equipment and resources required to participate in each demonstration.
Follow the Video recording instructions (pdf)
.
This one-pager includes useful tips, links to resources, and a demonstration video.
URL: https://share.tafensw.edu.au/share/items/744af7d4-a241-45e2-adb0-
0e13f2fe4950/0/?attachment.uuid=01c3c87a-4599-48c2-91f0-68a00b5bbb4c
Address the questions or items listed in the checklist, either during the demonstration or record them in a separate video file.
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Part 1: Preparation for a new client
For this part of the assessment, you are required to prepare for an incoming client (Craig) who has made contact with the service to seek advocacy support.
You must complete the below tasks by thoroughly reading the phone call transcript provided
and researching into the clients' rights and responsibilities, as well as options available for Craig and collate this into a researched, relevant information packet that may be given to the
client during the role play in Part 2 of this assessment. Client information Table 2 Phone call
Phone Call Transcript: Craig
Receptionist:
Good morning, welcome to Indigo Community health hub, this is Jenna.
Craig:
Uh hi, I’m not sure if I’m in the right place.
Jenna:
How can I help you?
Craig:
I need some help with what’s happening in my home. You all came and talked to us about our rights and stuff at our home.
Jenna:
Our rights, advocacy, and discrimination talk?
Craig:
That’s the one, I live at Happy Haven.
Jenna:
Yes, we were there last week weren’t we! Do you want to come in and talk to someone about your rights? Craig:
Yeah, I’m really not happy about some of the stuff that’s happening in the
home. Really, it’s not everything, it’s this one guy who comes to help us out. He’s really rough with me, and he can be a bit, well, mean. He rushes through everything he does for me and he ignores me when I ask him to slow down or tell him I’m getting dizzy.
Jenna:
That sounds really hard, what if I…
Craig:
It’s awful, last time I tried to tell him that he was going too fast and it was making me dizzy he just told me that I needed to ‘stop that silly nonsense’
and rushed even more. He won’t let me pick my own clothes, or even wash myself and I can do all that! I’m not a baby, I just have trouble with Document title: CHCADV001_
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Phone Call Transcript: Craig
some things. I mean I have a disability but I’m not stupid.
Jenna:
That really sounds like it’s causing you some distress, would you like one of our advocacy workers to talk to you about how we might be able to help? Would you like to come in to talk to someone, or have someone come to your home?
Craig:
Yes, I think I need help like you talked about in that session. I want to come there I think, I mean what if he’s here when the worker comes?
Jenna:
Absolutely, let’s set up a time for you to come in
*Call continues setting up time of appointment*
End of Transcript
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1. What are Craig’s rights and responsibilities in the matter? Consider the context of his
situation, the Universal Declaration of Human rights and the relationship between
human needs and human rights in your response (100 – 200 words)
2.
How are Craig’s rights are being infringed upon or not being met in this situation? (50-150
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3.
Identify at least two potential barriers to Craig’s preferences or requests being met in
this circumstance. (50-100 words)
4. Research and provide details of at least two (2) resources which may support Craig in
having his preferences or request met. (50 - 100 words per resource)
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5.
Identify two common risks which could apply working with Craig and provide details of how work practices will be applied to minimise potential harm from these risks during your meeting with Craig, and during his ongoing support. In your answer identify when and why you would consult with a supervisor.
Table 3 Risk
Risk
How work practices can be applied to minimise potential harm
System abuse from NDIS providers may exacerbate the risk
of ill-treatment (e.g. unqualified staff; resident/worker ratio; clients not valued and respected)
Craig may have a cognitive impairment and/or some communication difficulties which may make it difficult to effectively
raise concerns about incidences of abuse
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Part 2: Role play scenario
To complete this part of the assessment, you will participate in a simulation/role play and complete a referral and complaint form to demonstrate your ability to complete skills-based tasks to industry standards. The role play will be observed by your Teacher/Assessor or can be digitally recorded and submitted as evidence. Please refer to your class Teams site for further information about where and when the role play will occur and how the assessment is to be conducted and submitted.
Your demonstration will be used as part of the overall evidence requirements of the unit.
You should refer to the list of criteria provided in the checklist to understand what skills you need to demonstrate in this section of the assessment. This checklist outlines the Performance Criteria, Performance Evidence and Assessment Conditions your Teacher/Assessor will be marking you on.
Once completed you will need to submit this assessment to your Teacher/Assessor for marking.
Role play scenario 1:
The scenario
Using the information that has been provided in the Part 1 phone transcript, you are to have a meeting with Craig that was booked due to his call to Indigo Community Services and Health Hub. At the completion of the role play, complete the Indigo referral and complaint form. You should refer to the list of criteria provided in the Checklist to understand what skills need to be demonstrated in this part of the assessment. This Checklist outlines the tasks and criteria that you must demonstrate to be competent in this assessment task.
Role of the student being assessed
Your role is that of an advocacy worker at the Indigo Community Services and Health Hub. During the role play you must:
Organise the practical aspects of the assessment in consultation with the person,
such as identifying and prioritising needs, addressing further supports and processes,
and empowering the person to advocate for themselves with the worker’s support.
Verify the information.
Discuss confidentiality from both the person’s perspective and that of the worker.
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You are required to provide evidence of how you can manage an appointment and
respond appropriately to a person that requires advocacy.
Work in collaboration with a client to identify their interests, needs and rights.
Advocate on behalf of a client. Encourage client participation in this process.
Support a client through a complaints process – the organisational and legal
complaint process, client rights and responsibilities, current information and possible
outcomes.
On completion of the role play, you must submit
Complete the Indigo community services and health hub referral form
for Craig based
on the information collected in the interview.
Complete the Indigo community services and health hub Complaint Form
with Craig during the meeting. Marking guides for both forms are available on the learning bank. Role of the person in supporting role
Your TAFE teacher/Assessor will arrange the person to play the part of Craig in your role play. Further information about who will act in this role will be provided on your class Teams
site.
Time allowed
30 minutes for the role play. 30 minutes to compete referral and complaint form
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Checklist
The Checklist will be used by the assessor to mark the student’s performance in the role-plays. Use this Checklist to understand what skills the
student must do to demonstrate in the role-play scenarios to be assessed as competent. Use this Checklist to understand what skills you are required to demonstrate in this assessment. This checklist outlines the Performance
Criteria, Performance Evidence and Assessment Conditions the assessor will be marking you on. All the criteria must be met. Your
demonstration will be used as part of the overall evidence requirements of the unit. The assessor may ask you questions while the
demonstration is taking place or if appropriate directly after the task/activity has been completed in the event the assessor feels further
information in relation to your knowledge may be needed. Next to each observable behaviour,
your assessor will signify with a tick (
) in either the satisfactory (S)
column when the behaviour is
observed or a cross (
) in the unsatisfactory (U/S)
if a behaviour is not demonstrated. To provide evidence of assessment decision your assessor will record their observations and rationale for in the Assessor Comments
column.
Name of Student:
Date of Role-Play 1:
Time of Role-Play 1:
Location of Role-Play 1:
Name of Assessor:
Signature of Assessor:
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Table 4 Checklist
Task
#
Task/Activity Performed
S
U/S
S
U/S
Assessor Comments
(Describe the student’s ability in demonstrating the required skills and knowledge)
1
Did the student provide a warm welcoming environment?
Consideration should be given to
Preparing the physical environment to be appropriate for the client and minimise the risk of harm
Empowering the client to make their own decisions and act on their own behalf
where possible
Discuss duty of care considerations
Discussed confidentiality considerations
☐
☐
☐
☐
2
Did the student discuss the rights and responsibilities of all parties ☐
☐
☐
☐
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Task
#
Task/Activity Performed
S
U/S
S
U/S
Assessor Comments
(Describe the student’s ability in demonstrating the required skills and knowledge)
with the client?
3
Did the student provide the client with researched, relevant, and timely information on the client’s rights and responsibilities? *Please note – this should be provided both during the discussion with the client and in the information, packet prepared in Task 1
☐
☐
☐
☐
4
Did the student help the client to identify their:
interests
rights & responsibilities
needs and
choices available?
☐
☐
☐
☐
5
Did the student provide the clients with the available options ☐
☐
☐
☐
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Task
#
Task/Activity Performed
S
U/S
S
U/S
Assessor Comments
(Describe the student’s ability in demonstrating the required skills and knowledge)
to meet their needs and help them to identify which option they would like to move forward with?
*Please note – the options should be provided both during the discussion with the client and in the information, packet prepared in Task 1
6
Did the student assess the client’s ability to advocate for themselves? ☒
☐
☐
☐
7
Did the student initiate and negotiate strategies to address the client’s rights? This must be done in collaboration with the client
☐
☐
☐
☐
8
Did the student identify the appropriate individual/s and/or ☐
☐
☐
☐
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Task
#
Task/Activity Performed
S
U/S
S
U/S
Assessor Comments
(Describe the student’s ability in demonstrating the required skills and knowledge)
organisations to contact to gain the best outcomes for the client? Please note this should be identified in collaboration with the client
9
Did the student support and encourage the client to exercise their rights and personal preferences?
Consideration should be given to ensuring the safety of others is not compromised.
☐
☐
☐
☐
10
Did the student discuss the way in
which legal or organisational complaints can be made?
Consideration should be given to ensuring the client is aware of their rights and responsibilities.
☐
☐
☐
☐
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Task
#
Task/Activity Performed
S
U/S
S
U/S
Assessor Comments
(Describe the student’s ability in demonstrating the required skills and knowledge)
11
Did the student assist the client to
lodge a complaint? *Please note, for the purposes of this assessment this complaint will be lodged in written form, written collaboratively during the meeting. ☐
☐
☐
☐
12
Did the student discuss the process undertaken so far and how the service can provide ongoing support and information to the client?
Including
the progress made so far, and what outcomes have been achieved?
collaborating with the client about further actions that can be taken ☐
☐
☐
☐
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Task
#
Task/Activity Performed
S
U/S
S
U/S
Assessor Comments
(Describe the student’s ability in demonstrating the required skills and knowledge)
to support the client?
13 Did the student seek feedback from the client and identify opportunities for improvement?
Consideration should be given to
Feedback about the service provided/proposed
Feedback about the student and possible areas for improvement in practice
☐
☐
☐
☐
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External resources – Links and URLs Long URLs and permalinks are provided for access to content when the assessment is not used digitally, for example, not clickable. Table 5 Long URLs Resource Name Long URL The Learning Bank
https://share.tafensw.edu.au/share/home.do
Indigo Community and Health Hub Intranet site
https://share.tafensw.edu.au/share/file/070bc245-2c80-4818-878a-
786ad9a00cfb/1/Indigo.zip/index.html
Video recording instructions (pdf)
https://share.tafensw.edu.au/share/items/744af7d4-a241-45e2-
adb0-0e13f2fe4950/0/?attachment.uuid=01c3c87a-4599-48c2-91f0-
68a00b5bbb4c
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Assessment feedback
NOTE: This section must
have the Teacher/Assessor and student signature to complete the feedback. If you are submitting through the TAFE NSW online learning platform, your Teacher/Assessor will give you feedback via the platform.
Assessment outcome
☐
Satisfactory
☐
Unsatisfactory
Assessor feedback
☐
Has the Assessment declaration for this assessment event been signed and dated by the student?
☐
Are you assured that the evidence presented for assessment is the student’s own work?
☐
Was reasonable adjustment in place for this assessment event?
If yes, ensure it is detailed on the assessment document.
Comments
:
Assessor name, signature and date:
Student acknowledgement of assessment outcome
Would you like to make any comments about this assessment?
Student name, signature and date
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