CHC33015 Certificate III in Individual Support Assignment Help

INTRODUCTION

Assessment is a difficult process – we understand this and have developed a range of assessment kits, such as this, to facilitate a seamless process for both the assessor and the learner being assessed.

There are a number of characteristics of assessment, ranging from subjective assessment (which is based on opinions and feelings), to objective assessment (which is based clearly on defined processes and specific standards). Nearly all assessment involves a mixture of both types of assessment because it is almost impossible to eradicate the subjectivity humans carry into the process of assessing. The goal in developing and implementing these assessment kits is to work towards the objective end as far as possible and to reduce the degree of opinions and feelings present.

WHAT IS COMPETENCY BASED ASSESSMENT

The features of a competency based assessment system are:

  • It is focused on what learners can do and whether it meets the criteria specified by industry as competency
  • Assessment should mirror the environment the learner will encounter in the
  • Assessment criteria should be clearly stated to the learner at the beginning of the learning
  • Assessment should be holistic. That is it aims to assess as many elements and/or units of competency as is feasible at one
  • In competency assessment a learner receives one of only two outcomes –

competent or not yet competent.

  • The basis of assessment is in applying knowledge for some purpose. In a competency system, knowledge for the sake of knowledge is seen to be ineffectual unless it assists a person to perform a task to the level required in the
  • The emphasis in assessment is on assessable outcomes that are clearly stated for the trainer and learner. Assessable outcomes are tied to the relevant industry competency standards where these exist. Where such competencies do not exist, the outcomes are based upon those identified in a training needs

Definition of competency

Assessment in this context can be defined as:

  • The fair, valid, reliable and flexible gathering and recording of evidence to support judgement on whether competence has been achieved. Skills and knowledge (developed either in a structured learning situation, at work, or in some other context) are assessed against national standards of competence required by industry, rather than compared with the skills and knowledge of other

Developing and conducing assessment, in an Australian vocational education and training context, is founded on a number of basic conventions:

The principles of assessment

  • Assessment must be valid
    • Assessment must include the full range of skills and knowledge needed to demonstrate competency.
    • Assessment must include the combination of knowledge and skills with their practical
    • Assessment, where possible, must include judgements based on evidence drawn from a number of occasions and across a number of contexts.
  • Assessment must be reliable
    • Assessment must be reliable and must be regularly reviewed to ensure that assessors are making decisions in a consistent
    • Assessors must be trained in national competency standards for assessors to ensure
  • Assessment must be flexible
    • Assessment, where possible, must cover both the on and off-the-job components of training within a
    • Assessment must provide for the recognition of knowledge, skills and attitudes regardless of how they have been
    • Assessment must be made accessible to learners though a variety of delivery modes, so they can proceed through modularised training packages to gain
  • Assessment must be mutually developed and agreed upon between assessor and the
  • Assessment must be able to be Appropriate mechanisms must be made for reassessment as a result of challenge.

The rules of evidence (from Training in Australia by M Tovey, D Lawlor)

When collecting evidence there are certain rules that apply to that evidence. All evidence must be valid, sufficient, authentic and current;

  • Valid
    • Evidence gathered should meet the requirements of the unit of competency. This evidence should match or at least reflect the type of performance that is to be assessed, whether it covers knowledge, skills or
  • Sufficient
    • This rule relates to the amount of evidence gathered It is imperative that enough evidence is gathered to satisfy the requirements that the learner is competent across all aspects of the unit of
  • Authentic
    • When evidence is gathered the assessor must be satisfied that evidence

is the learner’s own work.

  • Current
    • This relates to the recency of the evidence and whether the evidence relates to current

THE DIMENSIONS OF COMPETENCY

 

The national concept of competency includes all aspects of work performance, and not only narrow task skills. The four dimensions of competency are:

  • Task skills
  • Task management skills
  • Contingency management skill

  REASONABLE ADJUSTMENT

 

Adapted Reasonable Adjustment in teaching, learning and assessment for learners with a disability – November 2010 – Prepared by – Queensland VET Development Centre

Reasonable adjustment in VET is the term applied to modifying the learning environment or making changes to the training delivered to assist a learner with a disability. A reasonable adjustment can be as simple as changing classrooms to be closer to amenities, or installing a particular type of software on a computer for a person with vision impairment.

Why make a reasonable adjustment?

We make reasonable adjustments in VET to make sure that learners with a disability have:

  • the same learning opportunities as learners without a disability
  • the same opportunity to perform and complete assessments as those without a disability.

Reasonable adjustment applied to participation in teaching, learning and assessment activities can include:

  • customising resources and assessment activities within the training package or accredited course
  • modifying the presentation medium learner support
  • use of assistive / adaptive technologies
  • making information accessible both prior to enrolment and during the course
  • monitoring the adjustments to ensure learner needs continue to be

Assistive / Adaptive Technologies

Assistive / adaptive technology means ‘software or hardware that has been specifically designed to assist people with disabilities in carrying out daily activities’ (World Wide Web Consortium – W3C). It includes screen readers, magnifiers, voice recognition software, alternative keyboards, devices for grasping, visual alert systems, digital note takers.

IMPORTANT NOTE

Reasonable adjustment made for collecting candidate assessment evidence must not impact on the standard expected by the workplace, as expressed by the relevant Unit(s) of Competency. E.g. If the assessment was gathering evidence of the candidates competency in writing, allowing the candidate to complete the assessment verbally would not be a valid assessment method. The method of assessment used by any reasonable adjustment must still meet the competency requirements.

THE UNIT OF COMPETENCY

 

The units of competency specify the standards of performance required in the workplace.

This assessment addresses the following unit of competency from CHC33015 Certificate III in Individual Support:

CHCPAL001 – Deliver care services using a palliative approach

  1. Apply principals and aims of a palliative approach when supporting individuals
  2. Respect the person’s preferences for quality of life choices
  3. Follow the person’s advance care directives in the care plan
  4. Respond to signs of pain and other symptoms
  5. Follow end-of-life care strategies
  6. Manage own emotional responses and ethical issues

ASSESSMENT REQUIREMENTS

The assessment requirements specify the evidence and required conditions for assessment.

Each unit of competency can be unbundled to reveal three key assessment components:

  • Performance Evidence – describes the subtasks that make up the element of the unit
  • Knowledge Evidence – describes the knowledge that must be applied in understanding the tasks described in the elements
  • Assessment Conditions – describes the environment and conditions that assessments must be conducted under

CHCPAL001 – Deliver care services using a palliative approach

This unit describes the skills and knowledge required to care for people with life- threatening or life-limiting illness and/or normal ageing process within a palliative approach.

This unit applies to workers in a residential or community context. Work performed requires some discretion and judgement and is carried out under regular direct or indirect supervision.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

  • supported, reported and documented issues and needs of 3 people in palliative care

Knowledge Evidence

  1. philosophy, principles, benefits and scope of palliative care
  2. the needs of people dealing with a life-threatening or life-limiting illness and the emotional impact of diagnosis
  3. cultural, religious and spiritual differences in relation to death and dying
  4. the stages of grief and personal strategies for managing reactions to grief
  5. advance care directives and end-of-life care strategies
  6. pain relief and comfort promotion
  7. nutritional and hydration requirements during a palliative approach
  8. legal and ethical considerations for working in palliative care, including:
    • dignity of risk
    • duty of care
    • human rights
    • privacy, confidentiality and disclosure
    • work role boundaries – responsibilities and limitations
  9. relevant policies, protocols and practices of the organisation in relation to the provision of both a palliative approach and palliative care
  10. responsibilities to self and colleagues
  11. various signs of imminent death and/or deterioration
  12. communication strategies to build trust, show empathy, demonstrate support and empowers the person, family, carers and/or significant others

Assessment Conditions

Skills must be demonstrated in the workplace or in a simulated environment that reflects workplace conditions. The following conditions must be met for this unit:

  1. modelling typical workplace conditions, including:
    • typical workplace documentation and reporting processes
    • scenarios and simulations in provision of care using a palliative approach in a range of contexts
    • palliative care plans and equipment and/or resources outlined in plan

 ASSESSMENT METHODS

 

There are seven (7) Assessment Workbooks for the course. Six (6) of which are Theory Workbooks and one (1) is the Skills Workbook. This is Workbook 5.

Theory Workbooks

The Theory Workbooks contain two assessment methods:

  1. Written Questions – A set of generic and workplace questions testing the student’s general knowledge and understanding of the general theory behind the unit.
  2. Case Studies – A set of hypothetical questions to test the student’s analytical skills in project problem solving. Students will be provided with a set of project management documents to

Workbook 1 – Support independence and well being Workbook 2 – Compliant aged care practice Workbook 3 – Work in health and community services

Workbook 4 – Support and empowerment of older people

Workbook 6 – Empowering people with disability

Skills Workbook

The   Skills  Workbook   contains   the  practical   assessment   which  covers  all   units  of competency   of   CHC33015   Certificate   III   in   Individual   Support.   These  practical assessment activities will be completed during the course of your Vocational Placement.

You should not commence with the Skills Workbook until you have completed the first six (6) workbooks and have received feedback from your Assessor.

The assessment method used in the Skills Workbook includes:

  1. Practical Assessment – a set of tasks or activities completed according to set instructions and guidelines to meet the requirements of the relevant units

Workbook 7 – Skills Workbook

  RESOURCES REQUIRED FOR ASSESSMENT

Assessor to provide:

  • Case studies and simulations
  • Information about work activities

The student to provide:

  • Computer with internet access, Microsoft Word, Adobe Acrobat Reader
  • Access to email
  • Video recorder
  • Access to at least three (3) support people to act in a roleplay

  INSTRUCTIONS TO ASSESSOR

 

This is a compulsory assessment to be completed by all students. This assessment tests the student’s ability to understand the underpinning generic knowledge related to this unit of competency

The assessor guide provides model answers to all the questions. Where answers are required, this is specified in the question to avoid ambiguity. The model answer will be in these cases provide a complete list of possible answers that are considered acceptable. For instance if a question requires the student to list three options, then their response must include three of the items listed in the model answer.

Note to assessors: contact details are requested from observers in the feedback forms in case you will have to call them to verify content of the feedback forms.

  INSTRUCTIONS TO STUDENT

The Written Questions Assessment covers generic underpinning knowledge of basic terms and concepts relating to the relevant units of competency. These questions are all in a short answer format. The longer questions requiring creative thought processes are covered in the case studies assessment. You must answer all questions using your own words. However, you may reference your learner guide and other online or hard copy resources to complete this assessment.

Some questions cover processes you would be likely to encounter in a workplace. Ideally, you should be able to answer these questions based on the processes that are currently in place in your workplace. If this is not the case, then answer the questions based on processes that should be implemented in your workplace.

  ASSESSMENT WORKBOOK COVERSHEET

 

WORKBOOK:WORKBOOK 5
 

TITLE:

 

Palliative Care Services

FIRST AND SURNAME:  
PHONE:  
EMAIL:  
   
Please read the Candidate Declaration below and if you agree to the terms of the declaration sign and date in the space provided.
By submitting this work, I declare that:

·      I have been advised of the assessment requirements, have been made aware of my rights and responsibilities as an assessment candidate, and choose to be assessed at this time.

·      I am aware that there is a limit to the number of submissions that I can make for each assessment and I am submitting all documents required to complete this Assessment Workbook.

·      I have organised and named the files I am submitting according to the instructions provided and I am aware that my assessor will not assess work that cannot be clearly identified and may request the work be resubmitted according to the correct process.

·      This work is my own and contains no material written by another person except where due reference is made. I am aware that a false declaration may lead to the withdrawal of a qualification or statement of attainment.

·      I am aware that there is a policy of checking the validity of qualifications that I submit as evidence as well as the qualifications/evidence of parties who verify my performance or observable skills. I give my consent to contact these parties for

verification purposes.

Name :Signature:Date:

  KNOWLEDGE ASSESSMENT

1.      List three (3) strategies used in end-of-life care?
 
a.     The strategy in which the people are treated as individuals with dignity and respect at the end of life care. This the basic strategy under which the individuals can spend their last days with dignity and respect which they deserve to have. This is the basic strategy that is being used at the end of life care. Dignity is the most important factor in palliative care services for the older generations to interact with the various kinds of surrounding which will help find out the better outcomes of the disease. Thus this is the best strategy for the end of life care.

b.    b. Another strategy that is being used at the end of life care to serve older people with care and dignity. The strategy is to provide the people who are in their last days of life with the familiar surroundings as per the consent in which they can securely take last breath. The familiar surroundings at the time of the end of life care for older people will be considered as the matter of living in paradise. They need to put in the familiar surroundings which will involve the best outcomes in their day to day behavior (Mitchell, et. al., 2017).

c.     c. The last strategy which can be used at the end of life care to support the services in the last days of the patient in which they are being treated with the best care and respect with the support of the family and friends in the last days of their life in which they can spend the last days with ease in the familiar surroundings. The support from the family and friends is considered to be the best medicine for the older people in whom they will attain the will power to deal with the end of life care situation in their last days.

 

  

2.      List three (3) strategies used to promote pain relief and comfort in palliative care.
 
a.     Pain relief pills:  this is the strategy in which the patient is being promoted to take pain relief and comforting pills under palliative care to make them stay painless by using the strategies to take pills. Pain relief techniques and strategies are being used in which the patients are kept painless from any kind of terminal illness to stay peaceful in their last days. The pain killers are the medicine that is used to provide relief and comfort in the palliative care services for the patients who are suffering from a terminal illness and are in a lot of pain.

b.    b. Physical therapy: Physical therapy is the technique in which the patients are being treated with heat or cold packs, massage, and other techniques to improve their painless experience which is being caused by the terminal illnesses. This physical therapy is the strategy that is being used to promote pain relief and comfort in the palliative care for the patients (Heneka, et. al., 2019). Physical therapy is the old means of strategies to comfort the patients in some form where the people connection will be maintained in providing physical therapy for the patients. This strategy is commonly used in palliative care services for patients who are suffering from a lot of pain.

c.     c. Psychological therapy: psychological therapy is the therapy in which the patients are promoted to practice meditation, behavioral therapy, relaxation therapy, and many others for experiencing pain relief and comfort in palliative care. The patients are being promoted under these strategies to promote pain relief and comfort in palliative care for their last days. Physiological therapy is more complicated in which the patients’ mental health is considered at the time of the strategy to deal with the situation of the patients who are suffering from a lot of pain.

 

  CASE STUDY

 

Instructions to Assessor

This assessment supports the industry requirement of delivering care services using a palliative approach. In real life, aged care workers in both the residential care and home and community care settings will be required to deliver services using a palliative care approach, encountering problems and issues along the way. This assessment will demonstrate the student’s problem solving abilities in such situations.

Instructions to Student

These case studies are hypothetical situations which will not require you to have access to a workplace, although your past and present workplace experiences may help with the responses you provide. You will be expected to encounter similar situations to these in future as you work in the residential care and home and community care settings.

In real life, aged care workers in both the residential care and home and community care settings will be required to deliver services using a palliative care approach, encountering problems and issues along the way. This assessment will let you demonstrate your problem solving skills in such situations.

Introduction to Case Study

For this part of the assessment, you will be taking the role of an aged care worker at the Residential Care of Lotus Compassionate Care.

Lotus Compassionate Care is an organisation that provides services in disability support, home and community support, and residential care.

You can find out more about Lotus Compassionate Care by visiting their website:

Lotus Compassionate Care

(username: learner password: studyhard).

 

As per your role as an aged care worker, you also provide palliative care support and directly report to Rachel Allcot, the Manager at Residential Care.

Palliative care specialises in improving the quality of life of the client with a life- threatening and incurable illness. Your role in providing palliative care support includes aiming to prevent and relieve the suffering of the client from the symptoms brought about by the illness by providing medication and the care and support considering their needs, values, and preferences. Aside from the client, you will also be supporting their family, carers, and friends.

This assessment contains several tasks that you need to complete based on the given scenarios. You are required to complete ALL tasks included in this case study.

You will also need to access and review the following files found in the Assessment Files folder of your Student Portal, as reference:

  • Lotus Compassionate Care Handbook (Lotus-Compassionate-Care- Handbook-v1.1.pdf)
  • Lotus Compassionate Care Organisational Chart (Lotus-Organisation- Chart.pdf)

Mr. James Diggle

Mr. James Diggle, 68 years old, has been diagnosed with metastatic lung cancer. He had long lost his wife, Catherine, whom he had two sons with, John and Marcus. The two sons both have families of their own now.

He lived alone, but due to his deteriorating health and increasing symptom distress, he could no longer take care of himself. He had already been advised that his prognosis is short and has decided to enter himself at Lotus Compassionate Care.

It depresses him so that he misses his wife very much. He wished Catherine was there to keep him company and to comfort him in his darkest moments. To worsen things, he has not spoken to John in a long time because of disagreements from the past. Marcus, on the other hand, together with his family, visits Mr. Diggle whenever they can. It pleases James so much to see his grandkids. He wishes to reconcile with John and sincerely hopes to see his entire family before he dies.

Mr. Diggle is often seen alone on the porch, reading a book. He does not mingle that much with the other residents. He also used to be an active member in church, but his cancer had led him to feel hopeless, and he cannot help it but lose faith in God.

In his first week, Mr. Diggle is lively and alert, and he walks with the help of a walking aid. He needs assistance for some of his activities for daily living (ADLs), including walking up the stairs and showering. He tires easily and encounters difficulty in breathing.

He has complained about this persistent pain he has been feeling, which is worsening over time. The pain medication he is on is only helping a little. Aside from this, his appetite is poor, and he could not sleep because of the pain. Changes to Mr. Diggle’s Care Plan will be made to help him address these symptoms.

By the second week, Mr. Diggle’s symptoms have improved. However, his fatigue has not improved and only worsened. Now he spends more time in bed. Due to the progression of his disease, he has started to become confused and disoriented at times.

In his third week, Mr. Diggle becomes less responsive. He cannot eat food or take oral medication anymore. He is restless at times, and he is now bedridden. He has noisy respiratory secretions.

Task 1: Written Questions

1.      Following Mr. Diggle’s case, identify his holistic needs by completing the table

below.

 
 

Physical needs

List at least two (2)

As per the case study of Mr. Diggle’s case, there are various kinds of issues in the physical needs of Diggle’s health opportunities. The physical needs include the change in the lifestyle for Mr. Diggle’s case. The lifestyle of Mr. Diggle should include various kinds of physical needs which are very important for him to relieve pain and getting comfort. The physical needs which can be added in the care plan can be some sort of exercise and a nutritious diet plan. These physical needs are very obvious.

In exercise physical needs, Mr. Diggle needs to do some exercises by which he will be able to do some of his daily routine activities. These activities are very important as it will make him more reliable on him. The exercise routines will improve breathing difficulty (Ankuda, et. al., 2017). The exercises are very new to him which will lead towards the involvement of health hazards related to the lung cancer he is suffering from. This physical need is very obvious in his symptom which will help him in recovering his situation and deal with it.

The other physical needs are the involvement of a nutritious diet plan in the daily routine of Mr. Diggle’s lifestyle. The diet plan will help make him more active and improve the situation with the symptoms he is suffering from. There are various kinds of benefits that Mr. Diggle will face in the timeline of starting the nutritious diet plan for him. The encounter of heavy breathing after a small duration of time will help and improved with taking minerals, nutrients, proteins in his regular diet. The involvement of his social aspects is also shown in the positive impact on his health conditions. This is the physical need which is being very important to the health issues of Mr. Diggle for improving the lung cancer situation of his in a small period.

 

Psychological needs

List at least two (2)

Psychological needs are very important in the path of the palliative care services and holistic needs of the person who is suffering from chronic diseases at the end of the life system. The psychological needs include various kinds of needs for the patient like Mr. Diggle who is suffering from lung cancer and is not in good psychological condition. The psychological conditions are related to the brain. Thus the needs should be of the kind which can relieve the mental stress for Mr. Diggle through some kind of therapy (Aoun, et. al., 2017).

The first psychological need which is very important to the patients is to provide the counseling. Counseling will be helpful in situations where the patients are having various kinds of mental stress related to the situation of their chronic illness. In this case, Mr. Diggle is suffering from lung cancer, and after losing his wife he is depressed from loneliness. He has also lost faith in God as his family and sons are no longer with him. In this kind of situation, Mr. Diggle can recover and take psychological needs in the form of counseling to improve his conditions of depression.

The psychological need which is very important for the patients who are suffering from terminal illnesses are required to take self-enhancement training. In this kind of psychological needs, the patient will learn to take control of the self-enhancement elements in the daily routines of life. This will help the patients in which they will be able to take control of their emotions and their desires in the last days of their lives and will also be able to live as they want with total control on self movements. This is a condition of the illness suffering people who do not want to be controlled in any manner in the last days of their lives.

 

Social needs

List at least two (2)

Social needs are very important for the people who are suffering from any kind of terminal illness and have a few days left with them. The social contribution in the recovery and pain releasing is more than the thought. The connection of the society with Mr. Diggle is minimum because of his condition and the personal losses he has suffered by losing his wife a long time ago have affected his connections with the society and his other family members. There are various kinds of social needs that are very helpful in the way of his recovery and relieving his pain in some forms.

The social needs like solving issues with his son John and reconcile with him is the social need which is very important for Mr. Diggle in recovering and minimizing his social emptiness and loneliness in his life. The reconciliation with John and his family will be the best social need of the patient called Mr. Diggle in his entire life. He is having some issues with John who led towards the situation of his family where he does not talk with his son and his family. The reconciliation with his son will help him in meeting his social needs (Mittmann, et. al., 2020).

The other social need which is very important for Mr. Diggle is to become an active member of the church which he used to be in the past when his wife was still alive. The social connection of Mr. Diggle has come to end. He is not social with the people in the community center and also not interested in getting involved with the various kinds of people in the center for communicating and other needs.  The joining of church and other requirements will help Mr. Diggle will get involved in the social needs to improve his condition with depression and other aspects for the ultimate situation of the terminal illness.

Spiritual/cultural need

List one (1)

The spiritual and cultural needs are also very important for the situation of the terminal illness of Mr. Diggle. The spiritual and cultural needs are very important but in the case of Mr. Diggle, he has lost all his spiritual and cultural needs as per the loss of his wife a few years before, and now his family is also not connected with him. The spiritual and cultural needs are a very important aspect in which the people should be faithful towards God and humanity which will be helpful in terms of chronic illness and other aspects.
 

End-of-life needs

List at least two (2)

The end of life care needs is very important for the patients in which there should be some of the situations in which the patient will feel comfortable in the last days of life. The patients who are suffering from chronic illnesses like Mr. Diggle should be fulfilled with the end of life needs which are of a wide range (Gomes, et. al., 2016). These issues will be helpful for them in fighting with the issues and symptoms of the diseases they are fighting. The end of life needs is the needs in which they are being served as last wishes in which the patients are being treated with well care and other needs.

The end of life care needs includes the dignity and respect by which the patients need to be treated. Mr. Diggle needs respect and dignity at the place where he is being treated. This is called the end of life needs in which the people who are suffering from chronic diseases wanted to be treated with respect and dignity. As an individual, every person thinks about their last stage in life which should be filled with dignity.

The other end of life needs includes the familiar surrounding which will soothe the patients’ mental conditions in the hardships where they are continuously fighting with dangerous diseases. The familiar surrounding will help them in fighting with the issues related to the illness where they cannot deal with the increasing mental pressure of dealing with the chronic disease in the last days of their lives. This is the condition where they are ready for the last phase of life and leave the world in familiar surroundings. Thus this is the basic needs at the end of life matters for Mr. Diggle and other patients under palliative care services.

2.      Which aspects of Mr. Diggle’s case are outside the responsibility of your role as

an individual support worker and will need the assistance of others?

 

Select two (2) that apply.

 
a.      Assisting him with some of his activities for daily living (ADLs)
b.      Administering pain medication.
c.      Assisting him in meeting his hydration and nutrition needs.
d.      Providing emotional support.
e.      Facilitating therapy to address his depression.

Mr. Diggle is walking with the help of the walking aid in the first week at the Lotus Compassionate Care. He is doing the activities of daily living with the help of assistance at lotus compassionate care center. The breathing difficulties are being encountered by him after prolonged walking and moving situations. His behavior is constant in the first week at lotus compassionate care service (World Health Organization, 2016). He is complaining about the increasing pain and other symptoms which are being concluded in his loss of appetite and him also not able to sleep properly because of the increase in the pain in his body. The pain medication which is being provided to him is only helping a little in his condition and he suffering from the pain day and night which is disturbing his other daily activities like sleeping and eating conditions. His conditions and symptoms for the changing needs need to be concerned by the superiors as soon as possible.

4.         Following the changes made to Mr. Diggle’s Care Plan, his dosage pain medication was increased to address his worsening pain.

 

In response to this, you overheard Isabelle, your co-worker, saying: “Are they

even sure about increasing Mr. Diggle’s dosage? He might become addicted!”

 

Agatha, another co-worker of yours, agreed, saying: “I think it was only Mr. Diggle who decided to increase his pain medication dosage. I think they should just leave it all to the doctor to decide what’s best for him.”

 

In the space provided below:

a.                     Write a short report to Rachel Allcot, referring Isabelle and Agatha’s

misconceptions to her.

b.                    Write an appropriate response to Isabelle and Agatha, addressing their misconceptions about the use of pain-relieving medication.

 

Do not exceed 200 words for each response.

 
a. Isabelle and Agatha are having misconceptions about the increased dosage of pain medication which are being done due to the worsening pain of Mr. Diggle in the care plan. The increase in the medication dosage for Mr. Diggle is showing the new care plan by lotus compassionate care services. This is done with the concern of relieving his endless pain which is causing difficulties for him in sleeping, eating, and other daily necessary activities. Isabelle and Agatha are just concern about the health conditions and also concerned about the chances of leading to addiction to increased pain medication (Dalal, et. al., 2016). The dosage has been increased by the suggestion of the doctors attending Mr. Diggle with great concern. The amount of pain medication that is being increased by the authorities will not harm the patient and will help him in his daily activities which were being disturbed by the worsening pain in the lotus compassionate care services.
b.       “Are they even sure about increasing Mr. Diggle’s dosage? He might become addicted!”

Your response: the increase in the dosage is not in the high amount which will lead towards addiction to the pain medication. The dosage increased is done with the suggestion and guidelines of the doctors who are in charge of the health conditions of Mr. Diggle. His conditions were the reason due to which the increase in the dosage for pain medication is being done (Kathpalia, et. al., 2016). This will help him in doing the daily tasks without pain which will relieve him for some time. Thus the medication will not make him addicted to the medication dosage but will help him in his daily routine which is being interrupted by the worsening pain

 

 

“I think it was only Mr. Diggle who decided to increase his pain medication dosage. I think they should just leave it all to the doctor to decide what’s best for him.”

Your response: the increase in the pain medication would not have been just done by Mr. Diggle as he is the patient, he cannot decide for the amount of dosage for the medication process. The doctors would have been the ones who decided to increase the medication for the pain killers which will be the best for him (Centeno, et. al., 2016). The doctors should have decided to increase the pain medication dosage based on the health conditions of Mr. Diggle in which there may a chance to increase his pain medication which can relieve him from the pain of the body. This will not be the chance for the patient himself to decide on his own.

5.          In his third week at Lotus Compassionate Care, Mr. Diggle could not eat food or take oral medication anymore.

 

Marcus approaches you about his concern on this. He said that even though his father refuses to take in any food, it is still wrong to not try feed him. He added that his father still needs food, otherwise he will starve.

 

Mr. Diggle previously instructed in his advance care directive, that when the time comes that he cannot eat or take in any fluid or medication orally; he should not want to be fed anymore, instead, he would just like to be provided with mouth care, as per his care plan, and keeping him pain free and comfortable as much as possible.

 

In the spaces provided:

a.                    Write a short report to Rachel Allcot advising her about Marcus’ concern.

b.                    Write an appropriate response to Marcus to address his concern. Specifically indicate whether Mr. Diggle is to be fed according to Marcus’ request OR Mr. Diggle’s advance care directive should be followed.

Do not exceed 100 words for each response.

 
a. Marcus is concerned about the condition of his father in which he is not taking any food or medication orally. He does not want any painful process on daily basis as per his care plan. Marcus wants his father to be fed as he does not want his father to starve to death in this condition. His concern is to make his father fed through the oral tubes and by fluid food to improve his condition (Gaertner, et. al., 2017). The authorities of lotus compassionate care services need to follow the condition of Mr. Diggle and seek out a chance to try and feed him.
b. The lotus compassionate care services are concerned about the health conditions of Mr. Diggle as per Marcus’ request, he will be fed as per the care plans and the advance care directive of Mr. Diggle will not be followed as the client of care service will not be left alone in the hard times where he is not being able to feed orally (Australia, 2018). The other processes to feed him liquid material will be done as per the norms of the care services. As the patient is very important he will be fed.

Task 2: Roleplay Activity 1

This part of the case study will require you demonstrate your skills in delivering services using a palliative care approach through a role play activity.

Palliative care specialises in improving the quality of life of the client with a life- threatening and incurable illness. For this role play, your role in providing palliative care support includes supporting the client’s family.

This role play activity will be based on the following scenario:

SCENARIO

In his third week, Mr. Diggle becomes less responsive. He cannot eat food or take oral medication anymore. He is restless at times, and he is now bedridden. He has noisy respiratory secretions.

Mr. Diggle’s death is imminent. Marcus, fully aware of this, has requested that his father be taken home, if this is possible. However, Mr. Diggle refuses to be taken anywhere anymore, as moving will only cause him pain and discomfort. Mr. Diggle does not have much time to live.

He also noted the following in his advance care directive:

You are to roleplay this scenario. In this roleplay activity, you will be playing the role

 of Mr. Diggle’s carer at Lotus Compassionate Care, and you will need the help of three

  • volunteers (they can be your colleagues, family, or friends) to play the roles of:
    • Rachel Allcot, your supervisor at Lotus Compassionate Care
    • John Diggle
    • Marcus Diggle

You will also need access to the following resources:

  • Character briefs
  • A video recording device
  • An item that would signify that the roleplay is set in Lotus Compassionate Care

(e.g. centre’s logo on a wall, centre’s name as label on an item, etc.)

Steps to Take:

  1. Access the character briefs for this activity (CHC33015 IS AC-Subject 5-Task 2 Roleplaying Activity.pdf). This file can be found in the Assessment Files folder in your Student

There is no specific script to be followed for this roleplaying activity, but your volunteers must follow the requirements of their roles as specified in the character briefs.

  1. Locate the Video Submission Checklist in the following

Review the requirements outlined in the checklist before the actual roleplay. You are required to demonstrate all the requirements listed in this form during the roleplay.

  1. Meet with your volunteers. Review the task instructions, scenario, character briefs, and Video Submission Checklist requirements with them before proceeding to the roleplay.
  2. Conduct your meeting. In your session, you must be able to:
    • Inform John Diggle and Marcus Diggle that Mr. James Diggle has an advance care directive
    • Support Mr. Diggle’s family as they process the situation

Role Play:

 

Carer – Hello everyone.

Mr. Diggle – Hi

Marcus – Hello

John – Hi

Carer –  How are you, Mr. Diggle, and everyone?

Mr. Diggle – I am fine and thank you for your support.

Marcus – I am also good

john – Good

Carer –  Ok… I want to discuss with some issue with you john and Marcus

Mr. Diggle – ??

Marcus –Sure

john – yes please tell me

Carer –  I want to tell you that Mr. Diggle becomes less responsive and he cannot eat food and the oral medication anymore. he is restless at tome and currently, he is bedridden. he is facing difficulty in taking a breath.

Marcus – Ohh.. what do we need to do in this situation, please tell me.

John – I am interested in anything like this. he is not happy with me and we had some arguments in past times.

Carer –  Yes. John, I know you and your father argued in your previous time but in this time you need to fulfill his last wish because hos death is imminent and your father forgets all the misunderstanding and conflicts between you and him. so please you also do the same.

Mr. Diggle – Yes..son I am forgetting all the issues and conflicts, please be my side in my last time.

Marcus – I know the dad’s condition and I am fully aware of his wishes. he wants to fix all the things with john

john – Ok, if he can forget all issues and conflicts so I am also doing the same.

Carer –  Great. So let’s plan the day when you both are come to meet with him.

Marcus – Okay… I decide the time and revert you.

john – Ok great. I have come whenever he wants

Carer –  I want Mr. Diggle to also develop a letter in which he is written what he wants in his last time. do you want to see this?

Marcus – Yes. Of course, I am willing to do the same which my father wants and fulfill all his wishes and dreams in his last time. I am always want to do his work and this time I can fulfill his wishes so why not.

john – I also want to do exactly what he wants from me and never disappoint him again. I love my father and want to do his work.

Carer –  You both are great sons and your father will be happy with you. So come to his place and meet him.

Marcus – Yes, I will tell john when we will come and together hug our father, he will happy. I am sure.

john – Yes Brother.

Carer –  Okay… Great

Video Submission Checklist

(This form is for assessor’s use only, please leave this section blank)

  
In the video submission, did the student:YESNOCOMMENTS
1.    Explain the signs of imminent death that Mr. Diggle was exhibiting?

Guidance: The student must explain at least two (2) signs of imminent death.

 

 

 

 

 
2.    Inform  John  Diggle  and  Marcus  Diggle  that  Mr.  James Diggle has an advance care directive?

Guidance: The student must inform John and Marcus Diggle that their father filed an advance care directive.

 

 

 

 

 
3.       Use active listening while interacting with Mr. Diggle’s

family?

Guidance: The behaviours indicative of active listening include but are not limited to:

·       Maintaining eye contact with speakers

·       Leaning slightly toward the direction of the speaker

·       Nodding their head while the speaker is talking

·       Refraining from being distracted (e.g. fidgeting, looking at their watch, picking their fingernails, etc.)

·       Verbal positive reinforcements (e.g. ‘yes’, ‘indeed’, ‘I understand’, etc.)

·       Asking clarification questions

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 
4.      Provide emotional support to Mr. Diggle’s family?

Guidance: Behaviours illustrating emotional support include but are not limited to:

·       Actively listening to the family’s concerns

·       Asking the family for their opinions

·       Answering any questions that the family might have

 

 

 

 

 

 

 

 

 

 

 
5.    Inform their supervisor, John, and Marcus that Mr. Diggle requests to see a priest?   

6.    Work within the role of the individual support/aged care worker?   

Task 3: Roleplay Activity 2

This part of the case study will require you demonstrate your skills in delivering services using a palliative care approach through a roleplay activity.

Palliative care specialises in improving the quality of life of the client with a life- threatening and incurable illness. For this roleplay, your role in providing palliative care support includes supporting the client and his family, as well as working with other stakeholders in carrying out the advanced care of the client.

This roleplay activity will be based on the following scenario:

SCENARIO

Mr. Diggle’s death is imminent. John and Marcus have been called to the centre as requested. Fr. Robert, a priest, has also been called. You and your supervisor accompany them in Mr. Diggle’s room.

You are to roleplay this scenario. In this roleplay activity, you will be playing the role

 of Mr. Diggle’s carer at Lotus Compassionate Care, and you will need the help of six

  • volunteers (they can be your colleagues, family, or friends) to play the roles of:
    • Rachel Allcot, your supervisor at Lotus Compassionate Care
    • James Diggle
    • John Diggle
    • Marcus Diggle
    • Robert Sacks, a priest
    • Oliver Atwood, a medical doctor for Lotus Compassionate Care

You will also need access to the following resources:

  • Character briefs
  • A video recording device
  • A safe environment to conduct the roleplaying activity
  • An item that would signify that the roleplay is set in Lotus Compassionate Care

(e.g. centre’s logo on a wall, centre’s name as label on an item, etc.)

Steps to Take:

  1. Access the character briefs for this activity (CHC33015 IS AC-Subject 5-Task 3 Roleplaying Activity.pdf). This file can be accessed in the Assessment Files folder in your Student

There is no specific script to be followed for this roleplaying activity, but your volunteers must follow the requirements of their roles as specified in the character briefs.

  1. Locate the Video Submission Checklist in the following

Review the requirements outlined in the checklist before the actual roleplay. You are required to demonstrate all the requirements listed in this form during the roleplay.

  1. Meet with your volunteers. Review the task instructions, scenario, character briefs, and Video Submission Checklist requirements with them before proceeding to the roleplay.
  2. Conduct your roleplay. In your roleplay, you must be able to:
    • Support Mr. Diggle and his sons
    • Ensure that a priest is present for the client
    • Maintain the client’s dignity while providing end-of-life care
    • Recognise and report signs of imminent death to your supervisor
    • Maintain the client’s dignity while providing care immediately after

death

  • Provide emotional support to the family after the client’s death
  • Work within your role as an individual support worker
  1. Document your roleplaying activity through a video recording. Your video recording must not be longer than 30
  2. Save and submit this video recording using the following filename along with the complete workbook:

[Surname, First Name] Mr. Diggle – Roleplay 2

 

Role Play:

Rachel Allcot – Hello everyone

James –hi

John – hello

Marcus – hi

Robert Sacks – hi

Rachel Allcot – Tell me your issue?

James –I want to call priest come in the center and it is the request of Mr. Diggle.

John – Yes, he is a right priest is come to meet my father as per his last wish

Marcus – Yes supervisor please allow him

Robert Sacks – Madam, I do not disturb anyone, only meet Mr. Diggle and communicate with him

Rachel Allcot – Okay, I will understand your emotions. I will allow you to take the priest in our center and meet with Mr. Diggle.

James – thank you

John – Thank you so much

Marcus – thanks

Robert Sacks – Great

Rachel Allcot – I want to inform you our center consists of more older people who are lived here. if anyone wants to meet with the priest so you can meet him as well and fulfill their request also.

James – why not mam

John – That’s not a problem

Marcus – sure madam

Robert Sacks – I will meet anyone if they requested me and also communicate with them.

Rachel Allcot – Great I will mail you time and date when you will take that priest and come to meet your father.

James – thanks

John – sure

Marcus – good

Robert Sacks – okay… thank you

Video Submission Checklist

(This form is for assessor’s use only, please leave this section blank)

  
In the video submission, did the student:YESNOCOMMENTS
1.     Ensure   that  Mr.  Diggle’s  request  to   remain   at  Lotus

Compassionate Care was followed?

Guidance: The student must ensure that it is evident in the video that the roleplay is set in a room at Lotus Compassionate Care.

 

 

 

 

 

 

 
2.      Use active listening while interacting with Mr. Diggle and his family?

Guidance: The behaviours indicative of active listening include but are not limited to:

·       Maintaining eye contact with speakers

·       Leaning slightly toward the direction of the speaker

·       Nodding their head while the speaker is talking

·       Refraining from being distracted (e.g. fidgeting, looking at their watch, picking their fingernails, etc.)

·       Verbal positive reinforcements (e.g. ‘yes’, ‘indeed’, ‘I understand’, etc.)

·       Asking clarification questions

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 
3.      Provide emotional support to Mr. Diggle and his family?

Guidance: Behaviours illustrating emotional support include but are not limited to:

·       Actively listening to their concerns

·       Asking them for their opinions

·       Answering any questions that they might have

 

 

 

 

 

 

 

 

 

4.          Offer the brothers chances to take part in providing care for Mr. Diggle?

Guidance: The student can use the following examples to offer the brothers chances to join them in providing care for Mr. Diggle:

·       ‘I am about to undertake some tasks for your

father, would you like to assist with…?’

·       ‘Would you like to stay in the room while I assist your father with [insert care task], or would you like to step out for a bit?’

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 
5.    Ensure that a priest is present?   
6.    Ensure that the client remained covered while providing end-of-life care?   
7.               Create and maintain a peaceful atmosphere in the room?

Guidance: Creating and maintaining a peaceful atmosphere means to honour the client’s family’s requests regarding the room’s environment. These requests may include but are not limited to:

·         Aromatherapy

·         Dimming the lights or providing softer lighting

·         Pulling down the blinds or drawing the curtains

·         Providing music

 

 

 

 

 

 

 

 

 

 

 

 

 
8. Ensure that personal information that the client does not want others (e.g. the priest, other support workers, etc.) to know will not be shared? 

 

 

 

 
9.    Allow the priest to pray for the client before he dies?   
10.  Report  at  least  two  (2)  signs  of  imminent  death  to  their supervisor?   
11.    Allow the priest to pray for the deceased?   
12.   Return   Mr.   Diggle’s   personal   possessions   to   John   or

Marcus?

   

13.          Give the family space to mourn?

Guidance: The student can give the family space to mourn by:

·       Stepping out of the room

·       Asking the family if there is anything that the student can do for them

 

 

 

 

 

 

 

 

 
14.   Work within their role as an individual support/aged care worker?   

  WORKBOOK CHECKLIST

 

When you have completed assessing the assessment workbook, review the candidate’s

assessment against the checklist below:

Written Questions

Case Study – Mr. James Diggle Written Questions Roleplay Activity 1

Roleplay Activity 2

 

 

When you have completed all of the parts above. Then you are ready to submit this completed workbook along with the following file(s):

·      Video Recording of Roleplay Activity 1

·      Video Recording of Roleplay Activity 2

 

 

IMPORTANT REMINDER

Students must achieve a satisfactory result to ALL assessment tasks to be awarded COMPETENT for the unit relevant to this subject.

 

 

To award the student competent in the units relevant to this subject, the student must successfully complete all the requirements listed above according to the prescribed benchmarks.

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References

Australia, P.C., 2018. National palliative care standards. Canberra: Palliative Care Australia.

Gaertner, J., Siemens, W., Meerpohl, J.J., Antes, G., Meffert, C., Xander, C., Stock, S., Mueller, D., Schwarzer, G. and Becker, G., 2017. Effect of specialist palliative care services on quality of life in adults with advanced incurable illness in hospital, hospice, or community settings: systematic review and meta-analysis. bmj357, p.j2925.

Centeno, C., Lynch, T., Garralda, E., Carrasco, J.M., Guillen-Grima, F. and Clark, D., 2016. Coverage and development of specialist palliative care services across the World Health Organization European Region (2005–2012): Results from a European Association for Palliative Care Task Force survey of 53 Countries. Palliative medicine30(4), pp.351-362.

Kathpalia, P., Smith, A. and Lai, J.C., 2016. Underutilization of palliative care services in the liver transplant population. World journal of transplantation6(3), p.594.

Dalal, S., Bruera, S., Hui, D., Yennu, S., Dev, R., Williams, J., Masoni, C., Ihenacho, I., Obasi, E. and Bruera, E., 2016. Use of palliative care services in a tertiary cancer center. The Oncologist21(1), p.110.

World Health Organization, 2016. Planning and implementing palliative care services: a guide for programme managers.

Ankuda, C.K., Jetty, A., Bazemore, A. and Petterson, S., 2017. Provision of palliative care services by family physicians is common. The Journal of the American Board of Family Medicine30(2), pp.255-257.

Aoun, S.M., Rumbold, B., Howting, D., Bolleter, A. and Breen, L.J., 2017. Bereavement support for family caregivers: The gap between guidelines and practice in palliative care. PLoS One12(10), p.e0184750.

Mittmann, N., Liu, N., MacKinnon, M., Seung, S.J., Look Hong, N.J., Earle, C.C., Gradin, S., Sati, S., Buchman, S., Jakda, A. and Wright, F.C., 2020. Does early palliative identification improve the use of palliative care services?. PloS one15(1), p.e0226597.

Gomes, B., Calanzani, N., Curiale, V., McCrone P, P., Higginson, I.J. and Brito, M.D., 2016. Effectiveness and cost-effectiveness of home palliative care services for adults with advanced illness and their caregivers. Sao Paulo medical journal134(1), pp.93-94.

Mitchell, S., Morris, A., Bennett, K., Sajid, L. and Dale, J., 2017. Specialist paediatric palliative care services: what are the benefits?. Archives of Disease in Childhood102(10), pp.923-929.

Heneka, N., Bhattarai, P., Shaw, T., Rowett, D., Lapkin, S. and Phillips, J.L., 2019. Clinicians’ perceptions of opioid error–contributing factors in inpatient palliative care services: A qualitative study. Palliative medicine33(4), pp.430-444.

 

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