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William Carey University *
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HLT43015
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Information Systems
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Apr 3, 2024
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STUDENT
STUDENT - PRACTICAL ASSESSMENT TASK
Task Number
2 of 4
Task Name
Hypothetical Case Study – Prepare a Personal Development Plan
National unit/s code
HLTAAP001
CHCDIS010
CHCMHS001
National unit/s title
Recognise healthy body systems
Provide person-centred services to people with disability with complex needs
Work with people with mental health issues National qualification code
CHC43115
National qualification title
Certificate IV in Disability
RMIT Program code
C4365
C4427
RMIT Course code
HWSS6117C
NURS5367C
OHTH5919C
Section A – Assessment Information
Assessment duration and/or due date
Task instructions
Summary and Purpose of Assessment Assessment task two (2) is the second of four (4) assessment tasks you need to complete satisfactorily, in
order to be deemed competent for this unit. Assessment Instructions
What
Part A: Scenario (Role Play)
Part B: Develop an Individual Support Plan for each of the three clients Review the three (3) hypothetical case studies provided below and prepare individualised plans to support clients to meet their needs, aspirations and goals (using the template provided). Take time to look at the marking criteria
to help you understand the assessment criteria. This specifies what
the assessor will be looking for in this task. Please note, you need to successfully address each criterion to achieve a result of ‘satisfactory’ for the task.
Clarify any points with your assessor.
Locate, access and read your organisation’s policies and procedures that relate to the preparation of support plans.
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Make sure you can access any relevant documentation to assist you in completing this task. For example, assessment tools and behaviour charts. When in class, participate in the discussions led by your teacher, making notes so you’ll be able to prepare your responses and identify issues presented in the cases.
Foe each of the three (3) clients you are to prepare an individualised plan consistent with your organisation’s policies and procedures regarding client assessment and development of individualised plans.
Each section of the plan must be completed. Submit three individualised support plans for each client case scenario via Canvas.
If you are unable to obtain an appropriate template from your organisation, please seek assistance from your RMIT assessor. Summary of Assessment There are two parts to this task - Parts A and Part B.
Part A: Scenario (Role Play) and Part B: Develop an Individual Support Plan for each of the three (3) clients.
Part A:
For Part A, you will be provided with three (3)
case studies (Appendix 1). Working with a partner, you must
assume the role of each client’s disability support workers, analyse each case scenario and provide evidence
to support the completion of each task on the checklist while supporting the clients (see checklist below). The required tasks focus on identifying and prioritising each client’s needs and aspirations and determining
goals in preparation for preparing the individualised plans in part B of this assessment task. Part B:
For Part B, you are to complete an individualised support plan for each of the three (3) clients based on the
information presented in the case study. Each individual support plan must demonstrate support for each
client. Identify and outline how to meet the client’s goals and aspirations, empower their decision making,
support their independence and enhance their wellbeing. The scenarios are fictional, however, reflect real workplace clients in the disability sector. Your assessor will
play the role of the client for each of the scenarios, if required you may communicate with the client
(assessor in role) to obtain additional information and demonstrate your communication skills. The cases and requirements for the task will be discussed during workshops. You will complete the plans
outside of workshop time.
Where
This assessment task will be undertaken in the classroom.
How
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You will be assessed against the marking criteria for each of the required report sections. To achieve a satisfactory result, you will need to address each heading in sufficient detail.
Conditions for assessment
You must be observed undertaking this task by a qualified assessor
If the practical is a group-based task each student will be assessed individually against all
assessment criteria
Your assessor will negotiate a suitable time and location for assessment at least one week prior to
the assessment taking place
You must complete the task within the maximum allowed duration
Please make arrangements with your assessor at least one week prior to the assessment due date if
you feel you require special allowance or allowable adjustment to this task
You must complete all the actions as listed in the observation checklist to be deemed satisfactory in
this assessment
Please ensure your full and correct name is written on the student version of this assessment task
(do not use nicknames or abbreviations)
You will be assessed as satisfactory or not satisfactory
Equipment/resources students must supply (if applicable):
Equipment/resources to be provided by RMIT or the workplace (if applicable):
Pens
Paper
Computers
Case Scenario
Simulated work environment
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STUDENT
Section B – Marking Guide
TASK:
Part A:
For Part A, you will be provided with three (3)
case studies (Appendix 1). Working with a partner, you must
assume the role of each client’s disability support workers, analyse each case scenario and provide evidence to
support the completion of each task on the checklist while supporting the clients (see checklist below). The
required tasks focus on identifying and prioritising each client’s needs and aspirations and determining goals in
preparation for preparing the individualised plans in part B of this assessment task. Part B:
For Part B, you are to complete an individualised support plan for each of the three (3) clients based on the
information presented in the case study. Each individual support plan must demonstrate support for each
client. Identify and outline how to meet the client’s goals and aspirations, empower their decision making,
support their independence and enhance their wellbeing. Assessment Checklist Part A
Unit Criteria
Satisfacto
ry
Not Satisfacto
ry
Comments 1
The student communication strategies were positive, respectful and fostered a feeling of hope, trust and self-direction for
the client
☐
☐
2
The student worked in a way that supported and prioritised the person’s right to self-define and provide guidance and input regarding their own recovery direction
☐
☐
3
The student recognised and was respectful in regard to the person’s social, cultural and spiritual differences
☐
☐
4
The student supported the client and helped them to better understand and exercise their rights
☐
☐
5
The student correctly upheld the client’s privacy and confidentiality in line with organisation/industry standard policy and protocols
☐
☐
6
The student collected and correctly interpreted details about the person’s needs from the client and
other agreed sources (co-worker)
☐
☐
7
The student recognised and discussed with the client
two
(2) services and ☐
☐
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Assessment Checklist Part A
strategies that could further support empowerment, recovery and healthy functioning of their bodies
8
The student supported and helped the person to express their
personal identity, likes and preferences
While doing this the student is to have demonstrated that they avoided imposing their personal values and attitudes on the person
☐
☐
9
The student and the client together identified one (1) duty of care and one (1) dignity of risk consideration relevant to one of the three clients
☐
☐
1
0
The student (together with the person and their care network) provided assistance that would support the person reach their goals
☐
☐
1
1
The student consistently worked in ways that best support the rights of the client
☐
☐
1
2
The student identified and prioritised three
(3)
needs for each of the three (3) clients
The student
must take into account the possibility of co-existing issues when prioritising the client’s needs
☐
☐
1
3
The student identified three (3)
specific problems, issues and challenges for the client
This must
be carried out in line with typical job role/responsibilities and industry organisation policies/procedures associated with disability support work
☐
☐
End of Assessment Part A
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Assessment Checklist Part A
Assessment Part B
Prepare an individualised plan for
each
client (using the template provided)
1.
Prepare Oliver’s individualised plan to facilitate his attendance at the local football matches on Saturdays
2.
Prepare Jack’s individualised plan to support him with his daily shower and grooming 3.
Prepare Suzie’s individualised plan to support her to attend the special day services Assessment Checklist Part B
1
4
The student reviewed/evaluated and identified three
(3) priority needs of Oliver, Suzie and Jack (in regard to their complex support issues
) and then developed their individualised plans to better meet their needs. ☐
☐
1
5
The student coordinated (using the information that they gathered as part of the assessment activities in part A) the development and the delivery of the three (3) individualised plans (Oliver, Suzie
and Jack)
☐
☐
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Client 1 Oliver
Headings:
1
Client’s name:
2
Date:
3
Next review date:
4
Next of kin:
5
Client’s aspiration
6
Goal identified for this aspiration life area
7
Criteria for achievement
8
Client’s strengths
(what can the client do for themselves)
9
Three (3) priority support needs for client
(in order of priority, including ADLs,
medications, nutrition and hydration needs)
10
Three (3)
risks (co existing issues) 11
Resources/equipment that would be appropriate
12
Additional resources
(
note colleagues, health professionals or specialist services involved; note any relevant support
for family and/or carers)
13
Prompting/reinforcement
(verbal communication support)
14
Measures to determine progress
(How will you know it is achieving the client’s goals and aspirations?)
15
Evaluation methods
(identify at least two)
16
Name and signature of person completing this individualised plan
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Client 2 Jack
Headings:
1
Client’s Name:
2
Date:
3
Next review date:
4
Next of kin:
5
Client’s aspiration
6
Goal identified for this aspiration life area
7
Criteria for achievement
8
Client’s strengths
(
what can the client do for themselves)
9
Three (3) priority
support needs for client
(in order of priority, including ADLs,
medications, nutrition and hydration needs)
10
Three (3)
risks (coexisting issues)
(note steps to ensure safety of client)
11
Resources/equipment that would be appropriate
12
Additional resources
(note colleagues, health professionals or specialist services involved; note any relevant support
for family and/or carers)
13
Prompting/reinforcement
(verbal communication support)
14
Measures to determine progress
(How will you know it is achieving the client’s goals and aspirations?)
15
Evaluation methods
(Identify at least two)
16
Name and signature of person completing this individualised plan
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Client 3 Suzie
Headings: 1
Client’s Name:
2
Date:
3
Next review date:
4
Next of kin:
5
Client’s aspiration
6
Goal identified for this aspiration
life area
7
Criteria for achievement
8
Client’s strengths
(what can the client do for themselves)
9
Three (3) priority
support needs for client
(in order of priority)
10
Three (3)
risks and mitigating steps to ensure safety of client
11
Resources/equipment that would be appropriate
12
Additional resources
(note colleagues, health professionals or specialist services involved; note any relevant support for family and/or carers)
13
Prompting/reinforcement
(verbal communication support)
14
Measures to determine progress
(How will you know it is achieving
the client’s goals and aspirations?)
15
Evaluation methods
(identify at least two)
16
Name and signature of person completing this individualised plan
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Appendix 1
Case Scenario 1: Oliver
Oliver is a 22-year-old man. He was involved in a motor vehicle accident when he was 12 years old resulting in an
acquired brain injury and he now has complex needs. Oliver is prone to frequent seizures which are causing
progressive brain injuries and for the last five years has had limited mobility and he now uses an electric wheelchair.
Oliver has significant muscle wasting, incontinence, and difficulties swallowing. Oliver is unable to weight bear and
receives day support services five days a week. He lives at home with his parents and has been staying in a DHSS
funded Supported Disability Accommodation every second weekend for respite.
Due to his seizures, Oliver has a progressive brain injury and can no longer speak. Oliver enjoys music, the football,
massage, and having someone sit with him for companionship. Oliver is a keen supporter of Carlton Football Club.
Oliver has three brothers, who are all younger than him, who play football in their local club on Saturdays.
Oliver is on several medications including midazolam for seizures. In recent times Oliver has been at high risk of
aspirating so has had a PEG tube inserted. Oliver is intelligent and aware despite having complex communication needs. Oliver’s family have noticed that Oliver
has become increasingly sad, tearful and distressed and Oliver has recently been diagnosed with depression and
commenced on anti-depressants.
Oliver has been admitted to the accommodation service where you work. At his assessment Oliver requested to watch
his brothers play football on a Saturday and become familiar with new local community.
Case Study 2: Jack
Jack is 52 years old with a moderate Intellectual Disability. Jack has some learning difficulties and has lived in a
Supported Disability Accommodation for 27 years after his parents were no longer able to support him at home.
Jack experiences complex behaviours such as short-term attention difficulties, difficulty adjusting to change, social
withdrawal and a preoccupation with some of his belongings. Jack becomes increasingly agitated if he is in noisy public
places where he feels overwhelmed.
Jack is in otherwise good physical health but has been diagnosed with anxiety and demonstrates this by grinding his
teeth. Jack sometimes becomes aggressive to the people he lives with if there is a change of routine in the house. Sadly, Jack’s mum passed away six months ago. Before that, Jack’s parents would take him home every weekend, and
they would visit often during the week, bringing Jack his favourite food. After the death of Jack’s mum, Jack’s father
became ill and was recently admitted to the local aged care facility. Since then, Jack has become increasingly agitated
and withdrawn. Jack has become uncooperative and at times is refusing to have a shower.
Jack has had a skills assessment, communication assessment and has had a Behavioural Support Plan developed which
noted that Jack responds positively to regular staff who he knows and trusts. Jack doesn’t like to be rushed and with
gentle prompting you are able to support him to have his shower. Case Study: 3
Suzie is a 48-year-old client who lives at home with her ageing parents. Suzie has Down Syndrome and has recently
been diagnosed with Alzheimer’s disease.
Until a few months ago, Suzie was usually happy, relaxed and enjoyed music and playing soccer. However, over the last
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months, Suzie has gained weight and has become increasingly lethargic and depressed. She appears to have lost
strength and stamina and is no longer interested in playing soccer. Suzie had a blood test and last week was diagnosed
with hypothyroidism. She has commenced on 100mcg thyroxin daily. The prescribing endocrinologist says it will take
approximately 2 months for the thyroxin to take full effect.
Suzie still enjoys music, but her physical activity levels have decreased markedly.
Suzie’s parents have requested a review of Suzie’s individualised plan, as they are worried that as Suzie has lost
interest in soccer, she has been staying at home a lot. Suzie’s parents have suggested that it would be better for Suzie
to start some new support services now for her to establish a new routine and to establish familiarity.
Suzie has been assessed by the local special day services and could receive support three days a week. Suzie said she would like to hear live music at a community venue, borrow music dvd from local library and participate in a modified exercise to music program at the day service.
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Appendix 2
Client:
Headings:
1
Client’s Name:
2
Date:
3
Next review date:
4
Next of kin:
5
Client’s aspiration
6
Goal identified for this aspiration life area
7
Criteria for achievement
8
Client’s strengths
(what can the client do for themselves)
9
Three (3) priority support needs for client
(in order of priority, including ADLs, medications, nutrition and hydration needs)
10
Three (3)
risks (coexisting issues) 11
Resources/equipment that would be
appropriate
12
Additional resources
(note colleagues, health professionals or specialist services involved; note any relevant support for family and/or carers)
13
Prompting/reinforcement
(verbal communication support)
14
Measures to determine progress
(How will you know it is achieving the
client’s goals and aspirations?)
15
Evaluation methods
(identify at least two)
16
Name and signature of person completing this individualised plan
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STUDENT
Section C – Feedback to Student Has the student successfully completed the task?
Yes No
Feedback to student:
Assessor Name (please print)
Date
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