CHCCCS011 - Meet Personal Support Needs Assessment Answer

ASSESSMENT OVERVIEW

ABOUT YOUR ASSESSMENTS

Assessment Task 1: Written questions

You must correctly answer all questions to show that you understand the knowledge required of this unit.

Assessment Task 2: Case study

You are to read the case study and complete the questions.

Assessment Task 3: Role plays

You are to do this task in your workplace. You will be observed:

▪ transferring a person in and out of a vehicle

▪ transferring a client from a bed to a chair

▪ using a hoist in a falls recovery situation.

Assessment Task 4: Workplace observation tasks

You are to be observed in your workplace supporting at least two clients with a variety of personal care needs.

1. Written questions

2. Case study

3. Role plays

4. Workplace observation tasks

Agreement by the student

Read through the assessments in this booklet before you fill out and sign the agreement below. Make sure you sign this before you start any of your assessments.

Have you read and understood what is required of you in terms of assessment?

◻ Yes

◻ No

Do you understand the requirements of this assessment?

◻ Yes

◻ No

Do you agree to the way in which you are being assessed?

◻ Yes

◻ No

Do you have any special needs or considerations to be made for this assessment? If yes, what are they? 

◻ Yes

◻ No

Do you understand your rights to appeal the decisions made in an assessment?

◻ Yes

◻ No

ASSESSMENT TASK COVER SHEET – ASSESSMENT TASK 1

Name:

Date of birth:

Student ID:

Unit:

▪ CHCCCS011 Meet personal support needs

Student to complete

Assessor to complete

Assessment Task

Resubmission?
Y/N

Student
initials

Sufficient/
insufficient

Date

Written questions

ASSESSMENT TASK 1: WRITTEN QUESTIONS

Task summary:

▪ This is an open book test – you can use the Internet, textbooks and other documents to help you with your answers if required.

▪ You must answer all questions correctly.

▪ Write your answers in the space provided.

▪ If you need more space, you can use extra paper. All extra pieces of paper must include your name and the question number/s you are answering.

▪ You may like to use a computer to type your answers. Your assessor will tell you if you can email them the file or if you need to print a hard copy and submit it.

caring for patients and family members during sickness or recovery times. Giving patients personal and hygiene products includes helping them move, wash, groom, put on and take off clothes. Make a plan for your meals. instruct new parents on how to look after a baby.

PSWs (personal support workers) provide care for those who are ill, aged, or require assistance with daily activities. Manage diet plan and proper medication of patient.

Assess the circumstance and choose your objectives.

Inquire with your management about your extra responsibilities.

Ask for help from your co-workers

· carrying,

· hurling,

· pushing,

· pulling,

· holding,

· and restraint.

 Duty to prevent harm to others, either out of moral or legal obligation or ensures patients safety. Understanding patients concerns and try to resolve them also comes under ‘duty of care’.

They have such a right to understand how their data will be used, to have control over it, to know when and why it is shared, and to access and update it as needed, according to this law. Hospital staff or any other organization do not have rights to leak clients personal.

Geraldine, your client, trips over a bucket that has been left in the corridor. Fortunately she is not hurt. You remove the bucket and put it back in its correct place, in the storeroom.

How to report verbally: Any mistake, improper conduct, conduct, or system flaw involving health safety must be reported by nurses.

How to report in writing: specific details facts only

The process of recording incidents at the workplace, such as near encounters, accidents, and fatalities, is known as incident reporting. It comprises recording all the information connected to work accidents. Incidents are typically mishaps or events that result in worker fatalities, damage to property, or damage to equipment.

Upon investigation, it is found that the new cleaner left the bucket in the corridor. He is called to the supervisor’s office and told that his work practices were unsafe – Geraldine could have been seriously hurt.

You overhear one of your colleagues telling Geraldine which cleaner left the bucket out, and they will probably get fired if they do it again.

The privacy and confidentiality have been breached because they were discussing about the incident. Discussing about someone privacy breaches the confidentiality rights of patient which may cause problems in patients personal life.

Maintain proper posture while using a keyboard.

When attempting to relieve strain on your lower spine, keep your legs elevated on the floor or on a chair.

Avoid twisting or bending your neck or back.

use a firewall

Antivirus software

using complex passwords

Elsie has dementia. She is a resident in a high-care nursing home. She needs significant help with personal care, including showering, grooming, dressing, feeding, toileting and transferring.

Damien is a young man with MS. He has sound cognitive ability but is dependent on his wife for assistance with all activities of daily living. His wife needs to go to hospital so she has arranged for home nursing while she is unable to look after Damien. Damien will tell the carers what he requires and how he likes things to be done.

Jessie cares for her mother, Maria, who lives next door to her. Maria is frail but has full cognitive function and is able to undertake most activities of daily living without assistance. Jessie is having a baby in four weeks’ time.

Jessie has arranged for her mother to go into respite care for a month after the baby is born so she has some time to recover from the birth and get used to her role as a mother. She is relieved that Maria will be safe and have meals cooked for her.

She resides in a care home with a high level of care. She requires a lot of assistance with personal grooming, including bathing, grooming, clothing, feeding, and using the restroom.

Although he has good cognitive capacity, he needs his wife's help with all daily duties.

Maria, Jessie's mother, resides next door and is taken care of by her. Despite her frailty, Maria is capable of carrying out most tasks and has full cognitive function.

Molly is usually upbeat and a delight to work with. Today she seems a bit down and not herself. She says she is feeling old and tired. You spend time doing her hair and helping her put on a bit of makeup. Molly asks if you can do her nails. When you have finished, she looks in the mirror and smiles sadly. She tells you she wishes the inside felt as good as the outside looked.

You ask her some questions to try and find out more about how she is feeling and why. She eventually admits that she has had some toileting accidents over the past few days and has hidden it from everyone because she is so embarrassed. She said her feet have been hurting and this has impacted on her ability to get to the bathroom in time.

Effective communication is required to comfort her and ensure her that there is nothing to hide or embarrassed, next time if she gets to same situation she can inform the staff.

To avoid transferring faecal matter from the anal area to the vaginal or urethra, always wash from front to back.

To maintain patient privacy, the nurse will uphold patient autonomy and confidentiality. The nurse can also ensure patient consent before designing care plan to make sure his needs and preferences are maintained and patient-centred care will be delivered. If patient is confortable then he check-up should be rescheduled, counselling sessions are required here to convince the patient why this procedure is important for him. Before performing the procedure the steps should be explained to the patient. 

Try to demonstrate that you are giving them some privacy whenever you can. Maybe after helping them onto the toilet, you might give them a towel to put over their lap.

It's crucial to make sure that all of the skin—including folds like those seen beneath the breasts or around the genitalia—is completely dry.

Hairdressing, shaving, nail painting, and other grooming practises include taking care of one's hair and fingernails.

A simple peek in the mirror helps us feel better about ourselves. Patient can notice the change in him; improvements can help to motivate him.

Language barriers

Religious differences

Geda has dementia. She is able to brush her own teeth, but forgets when they need to be cleaned and often forgets the process she needs to follow.

Supervision - Consider brushing their gums together, informing them of the processes, and having them participate if they are having trouble remembering how to brush their teeth.

To stop gum disease, it's crucial to wash your teeth and floss. She already has dementia; any carelessness would cause further damage.

Margot wears dentures. She is no longer able to clean them or put them in or take them out.

To get rid of food, gum, and other residues, soak them and clean them with a soft toothbrush and non - abrasive denture cleaner. Clean the recesses that fit against your gums if you use denture adhesive to get rid of any leftover glue.

Observe the gums

Inspect the mouth’s roof

Digestive system

Immune system

Cardiovascular System

Nervous system

Urinary system

Lymphatic system

Cardiovascular system

Muscle atrophy and power loss result from not using the muscles enough. She will not be able to walk properly and do her daily activity.

Barry is in his 50s. He has had a stroke, which has affected his right side and restricted his movement. He cannot use his right hand to grip. He can walk with a stick. His wife left him last year – she used to do all the cooking.

Barry is depressed and feels he can’t do anything for himself. His daughter tries to persuade him to do things for himself more.

He has personal care to get him up in the morning, shower him and get him a cup of tea. He has meals on wheels which he hates but is not able to make food for himself, or even a cup of tea.

Barry’s care has been reviewed and the occupational therapist visits Barry in the home and suggests she works with him to improve his ability to do his activities of daily living.

She arranges a microwave for him and shows him how to use it. She also arranges a tipper for the kettle so that he does not need to grip it.

The OT builds up his experience with the kettle and the microwave. As he gains confidence with this he also learns how to make simple dishes on the stove. A nutritionist visits to provide advice to Barry about the importance of good nutrition.

A friend visits after a month and is surprised when Barry dishes up sausages and mash and a big fresh salad for lunch washed down with a mug of tea. He notices that Barry seems a lot less depressed.

Since using this reablement strategy, Barry has grown incredibly confident and independent. Now he can cook some simple dishes to feed himself and get proper nutrition that he requires to be healthy. Now he has something to keep himself busy and to divert his mind from disability.

If he doesn't get help for his depression, it could harm his health and delay his rehabilitation.

The food he used to take before was not appropriate nutritionally, there were chances to be mal-nourished.

Gemma removes her gloves after dressing a client’s wound. She does not wash her hands because her hands were protected from infection by the sterile gloves.

Use of gloves does not eliminate the requirement for good hand hygiene. Gloves don't completely guard against contamination from hands. It’s mandatory to wash hands after every procedure even you are wearing gloves. Gloves also have some preservatives and disinfectants on it, after removing gloves hand washing should be done to keep them clean.

Giving a person personalized care involves taking care of their health

· appearance

· cleanliness

· Mobility

For developing plan in the consideration of patient health and wellbeing.

Report the supervisor If proper resources are not provided by the organization this would let him know the reasons why nurses are not able to perform protective activity. If supervisor is aware of the faults, he will try to solve the by his own perspective.

What do I need to hand in for this task?

Have I completed this?

Your answers to each question

□

ASSESSMENT TASK COVER SHEET – ASSESSMENT TASK 2

Name:

Date of birth:

Student ID:

Unit:

▪ CHCCCS011 Meet personal support needs

Student to complete

Assessor to complete

Assessment Task

Resubmission?
Y/N

Student
initials

Sufficient/
insufficient

Date

Case study

ASSESSMENT TASK 2: CASE STUDY

Task summary:

 You are to read the case study and complete the questions that follow.

Case Study: Iris

Iris receives Home and Community Care Services to provide her with personal care services.

A review of her individualised plan indicates the following:

The HACC worker visits three times a week to shower Iris. She also has cleaning services once a week. The cleaners only do the bathroom and toilet as Iris has been able to manage vacuuming, dusting and general cleaning herself.

Iris has recently had a hip replacement. She is out of hospital and is now recovering at home. The HACC worker has called to discuss whether her services are now adequate.

She says that she doesn’t feel up to heavy work, but would still like to do as much cleaning as she is able to. She also finds standing at the stove to cook her meals difficult.

She has received some equipment from the hospital to help her – a raised toilet seat and a front-wheeled walker. Iris says that she is not sure how she will go in the shower because she feels a bit unsteady.

Regular cleaning

Dusting in the house

Proper showering

Shower chair

Grab bars

Hand held showers

Cleaning jobs that needs less muscular energy are better for Iris, because of hip replacement she has difficulty to walk. She can perform sit and work well.

I advise asking a nutritionist to create Iris' meal plans so that she will get the necessary nutrition and proper meals.

A shower grab bar

Iris has the option of hiring a housekeeper to help her in the kitchen and other areas of her home as well as her in her daily chores. The helper will also support in all day activities that will minimise the scope of walking and thereby help in mobility and quick recovery.

Proper assessment is required before considering this. For some days observe Iris’s actions, like is she really capable to manage without seat and walker. Under supervision let her to walk few steps without walker. I would convince my supervisor and report him about Iris improvement is she can manage to walk without walker and use toilet without raised toilet seat

What do I need to hand in for this task?

Have I completed this?

Your answers to each question

□

ASSESSMENT TASK COVER SHEET – ASSESSMENT TASK 3

Name:

Date of birth:

Student ID:

Unit:

▪ CHCCCS011 Meet personal support needs

Student to complete

Assessor to complete

Assessment Task

Resubmission?
Y/N

Student
initials

Sufficient/
insufficient

Date

Role play 1

Role play 2

Role play 3

ASSESSMENT TASK 3: ROLE PLAY

Task summary:

You will need to do this task in your workplace. The task has three parts:

▪ Part 1: Transfer person in and out of a vehicle

▪ Part 2: Transfer client from bed to chair

▪ Part 3: Falls recovery using hoist.

Part 1: Transfer person in and out of a vehicle

Your assessor will be looking to see that you:

▪ Apply a positive approach during your client interaction

▪ Talk to the client to find out how much support they need in regards to getting in and out of the vehicle

▪ Assess how much the client is able to do for themselves

▪ Communicate with the client throughout the process to let them know what is happening and provide them with instructions for what they need to do for themselves

▪ Consider any safety issues related to this activity (to yourself and the client)

▪ Take action to reduce the risks identified

▪ Prepare for the task by ensuring:

– the vehicle is parked in an accessible position

– the seat is in the correct position

– the seatbelt is accessible

▪ Follow procedure to transfer the client into the vehicle

▪ Settle the client into the vehicle so they are comfortable and are safe to travel, including checking:

– the seatbelt is securely fastened

– the seat is adjusted correctly

– the client is comfortable

– the client has what they need

▪ Follow procedures to transfer the client out of the vehicle.

What do I need to hand in for Part 1 of this task?

Have I completed this?

You do not need to submit anything for this task

Part 2: Transfer person between a bed and a chair

Your assessor will be looking to see that you:

▪ Apply a positive approach during your client interaction

▪ Talk to the client to find out how much support they need in regards to getting out of bed and to the chair

▪ Assess how much the client is able to do for themselves

▪ Communicate with the client throughout the process to let them know what is happening and provide them with instructions for what they need to do for themselves

▪ Consider any safety issues related to this activity (to yourself and the client)

▪ Take action to reduce the risks identified

▪ Prepare for the task by:

– checking that the path between the bed and the chair is free of obstacles

– making sure the chair is in position and ready for the client.

▪ Follow procedures to transfer the client from the bed to the chair

What do I need to hand in for Part 2 of this task?

Have I completed this?

You do not need to submit anything for this task

Part 3: Recover client from floor using a portable hoist

Your assessor will be looking to see that you:

▪ Apply a positive approach during your client interaction

▪ Identify the client’s individual needs and confirm their needs for assistance

▪ Assess how much the client is able to do for themselves

▪ Communicate with the client throughout the process to let them know what is happening and provide them with instructions for what they need to do for themselves

▪ Consider any safety issues related to this activity (to yourself and the client)

▪ Take action to reduce the risks identified

▪ Prepare for the task by:

– preparing the hoist for use as per instructions

– adjusting the hoist for use by the client

– ensuring a chair is ready and in position

▪ Follow workplace procedures and hoist instructions to lift the client safely

▪ Settle the client into their chair so they are comfortable and have what they need

What do I need to hand in for Part 3 of this task?

Have I completed this?

You do not need to submit anything for this task

ASSESSMENT TASK COVER SHEET – ASSESSMENT TASK 4

Name:

Date of birth:

Student ID:

Unit:

▪ CHCCCS011 Meet personal support needs

Student to complete

Assessor to complete

Assessment Task

Resubmission?
Y/N

Student
initials

Sufficient/
insufficient

Date

Workplace observation tasks

ASSESSMENT TASK 4: WORKPLACE OBSERVATION TASKS

Task Summary:

You are to support at least two clients in your workplace with a range of personal care needs.

Alternative arrangements:

In some cases it may not be possible for your assessor to observe all of these personal care needs, either due to respecting the privacy and dignity of clients or due to the specific type of care not being required by clients during your assessor’s workplace visit.

Your assessor will therefore ask you to explain, in detail, each of the procedures related to the tasks they did not observe during their workplace visit.

A journal is provided at the end of this task. You will need to document in this journal any personal support activities provided that were not able to be observed by your assessor.

You must provide a detailed account of what you did, the steps you took, how you communicated with the client and how you made them feel at ease during the process.

Each entry in your journal must be signed off and dated by your supervisor to confirm it is an accurate record of your work practice..

Your assessor will be looking to see that you:

▪ Correctly undertake each personal care support activity

▪ Check and confirm each client’s individual care plan to determine their needs. Make sure you are able to do the tasks and will have access to everything you need

▪ Talk to your supervisor about anything that you are not sure about or believe may be beyond your capacity

▪ Gather all equipment and aids you will need to do the task – make adjustments as necessary to meet the client’s needs

▪ Assess the environment, equipment and tasks to be performed for health and safety risks

▪ Talk to your supervisor about any issues with providing support and the impact that providing support can have on clients

▪ Introduce yourself to each client on your arrival and talk to them about the personal care task you will be helping them with

▪ Allow each client to discuss how they would like support to be provided and how much they will participate

▪ Make sure your clients are comfortable with and consent to the personal care to be provided

▪ Respond respectfully and positively to each client’s needs, including any cultural needs, physical or sensory needs

▪ Communicate appropriately with each client during the activity so they know what is happening and/or what is going to happen (where equipment and aids are used, ensure you talk your client through their use)

▪ Check for any changes in health or personal care needs and follow procedures to report as required

▪ Protect each client’s privacy and dignity

▪ Talk to your supervisor about any risks you identify and what to do about them.

▪ Correctly apply infection control techniques

▪ Correctly apply manual handling techniques

▪ Respond appropriately where client interactions or personal care activities are of a difficult nature

▪ Complete all documentation and reporting requirements as per workplace procedures

▪ Store documentation in line with your workplace’s procedures.

What do I need to hand in for this task?

Have I completed this?

Your journal (where applicable)

□

Your supervisor’s confirmation report

□

Bed bathing- It was done appropriately

06.07.2022

Client 1

Showering- I was not able to provide appropriate care at this point owing to his privacy

06.07.2022

Client 2

Oral hygiene- Was done

07.08.2022

Client 3

Grooming: done appropriately

08.07.2022

Client 1

Shaving- Reluctant

07.07.2022

Client 1

Dressing and undressing: patient was not ready

07.07.2022

Client 2

Eating and drinking (using appropriate feeding techniques): done with all precautions and care

07.08.2022

Client 3

Using aids and equipment: done

08.08.2022

Client 1

Toileting and/or use of continence aids. Done appropriately

08.07.2022

Client 2

SUPERVISOR SIGN OFF

I confirm that the student completed the above personal care activities as detailed above and it is an accurate account.

Supervisor name:

Supervisor signature:

Date:

‘Instructions to the supervisor:

As part of the evidence of competency for the student named below, we are seeking reports from the supervisor or other qualified care worker who supervised the student during the personal activities required of this task. The purpose of this process is to obtain confirmation that the student is able to follow workplace policies and procedures, and safely and competently work with clients to complete the care activities listed in the task.

The student must obtain permission from the clients involved in this task and their supervisor for their assessor to be present. In the event that the assessor is not able to observe the student completing some (or all) of the care activities, your confirmation will be a valuable piece of supporting evidence. The assessor will use the information you provide in this report, combined with other assessment evidence provided by the student (their journal) to make a final decision about competency.

Please talk to the student’s assessor if you are unsure of any of the requirements of filling in this document.

Student’s name:

Supervisor’s name:

Workplace:

Contact Number/s:

Dates that care activities were undertaken:

Did the student assist at least two clients with the following personal care activities:

▪ Bed bathing

▪ Showering

▪ Oral hygiene

▪ Grooming

▪ Shaving

▪ Dressing and undressing

▪ Eating and drinking (using appropriate feeding techniques)

▪ Using aids and equipment (such as hoists, wheelchairs, walkers, lift chairs, motorised beds, mobility devices, crutches etc)

▪ Toileting and/or use of continence aids

For client 1:

Did the student correctly undertake each personal care support activity as per workplace procedures/requirements?

Did the student check and confirm each client’s individual care plan to work out their needs?

Did the student respond respectfully and positively to each client’s needs?

For example, did the student consider culture – was it acceptable for them to assist with bathing, toileting and dressing?; how was the client’s hearing, did the student raise their voice in an inappropriate manner or speak to the client using an inappropriate tone?; did the client respect any other sensory issues?; did the student respond appropriately and respectfully where the client was unable to speak or did not speak English as their first language?; did the student gain an understanding of what was the client was physically capable of doing or what they would like to do?; did the student show consideration and care for clients with dementia or other issues that may impact their needs and the way in which services needed to be provided?

Did the student introduce themselves to each client upon arrival and talk to them about the personal care task they were going to do?

For example, did the student greet clients warmly; tell them their name; refer to the client by name; tell the client what they were there to do; ask how they like to do the task or if they needed something specific, etc?

Did the student make sure each client was comfortable with the process before they started?

For example, did the student: ask clients if they had a preferred order in which to do things; help the client pick out their clothes and lay them out in order before showering/bathing? Work in a way to avoid embarrassment, fear, disempowerment and/or humiliation of their clients. This may have included giving the client some privacy when requested, allowing them to wash certain parts of their body, encouraging them to do certain tasks, not showing disgust when assisting with toileting or bathing, and so on.

Did the student protect each client’s privacy and dignity during the tasks?

For example, did the student: knock before entering the client’s room; ask them if it was okay to come in; show respect when assisting with toileting, showering, bathing and other activities; allow the client to wash parts of their body if they did not want the student to assist;; cover parts of the body that were not being bathed to maintain privacy (and to keep the client warm and dry)

Did the student assess the environment and the task to be performed for health and safety risks?

For example, risks might include slips, trips and falls hazards, skin or bodily injury; oral safety; own personal safety; cleanliness of facilities being used; condition of items being used; checking functionality and safety of equipment to be used; checking that dry and clean towels are provided; checking that personal care items/tools belong to the client etc.

Did the student talk to you about any risks they identified and what to do about them?

This may not be applicable if there were no risks in the area. However, you should confirm with the student that there are no risks (if this is the case). If there are risks and the student has not identified them, they must not proceed with the task until they are identified.

Did the student gather all equipment and aids needed to do the task? Did they make adjustments to equipment as necessary?

Equipment will vary depending on tasks. For example, non-slip mats, towels, face washers, soap, shampoo and conditioner, razor, shaving cream, aftershave lotion, floss, toothpaste, toothbrush, glass/tumbler, denture brush, soaking container, continence pads, nail clippers, nail files, hairbrushes, combs, hair styling tools, hairspray etc.

Did the student communicate appropriately with each client during the activity?

For example, did the student use the name of the client when talking to them; explain what they were doing at each step; encourage the client’s participation to do tasks within their ability; observe body language, reactions and what is being said; ask if the client is okay or if they needed anything in particular; reassure them if they became agitated or concerned; provide encouragement and verbal support when the client undertakes a task of their own; communicates in a positive manner; provides instructions clearly etc.

Did the student use correct manual handling techniques?

For example, when helping clients out of bed; helping clients on and off of the toilet; helping clients in and out of the shower; bending down or leaning; doing repetitive movements ; using mechanical aids as required. This must include identifying where they may need to use equipment rather than attempt the manual handling alone, call for support from another person where required, bending and lifting as per manual handling guidelines, etc.

Did the student talk to you about any issues with providing support and the impact that providing support can have on clients?

The student must talk to you about any issues encountered. If none were encountered, the student should still talk about how personal support activities can affect clients. For example, some clients may be uncomfortable with needing help going to the bathroom or being bathed or showered. Some clients may respond in difficult ways that require the student to apply calming communication and a respectful and sensitive approach; some clients may dislike use of aids and modifications to help them and try to avoid their use etc

Did the student complete all required documentation correctly?

For example, did the student note in each client’s care plan the type of care provided; did they note observations made and/or issues encountered; did they record any changes to care that were required; did they sign and date all entries.

Did the student complete all documentation using the required reporting technologies?

For example, the student may complete documentation using hard copy files/ paperwork, use a tablet or computer to update client information, etc.

Did the student store documentation in line with workplace procedures?

For example, did the student correctly save documents on electronic file systems; file hard copy documents in the correct location; ensure system or hard copy storage locations were accessed securely (locking up cabinets after use, not leaving files around when they can be viewed by unauthorised personnel, using own passwords and logins to systems and logging out after use, etc).

For client 2:

Did the student correctly undertake each personal care support activity as per workplace procedures/requirements?

Did the student check and confirm each client’s individual care plan to work out their needs?

Did the student respond respectfully and positively to each client’s needs?

For example, did the student consider culture – was it acceptable for them to assist with bathing, toileting and dressing?; how was the client’s hearing, did the student raise their voice in an inappropriate manner or speak to the client using an inappropriate tone?; did the client respect any other sensory issues?; did the student respond appropriately and respectfully where the client was unable to speak or did not speak English as their first language?; did the student gain an understanding of what was the client was physically capable of doing or what they would like to do?; did the student show consideration and care for clients with dementia or other issues that may impact their needs and the way in which services needed to be provided?

Did the student introduce themselves to each client upon arrival and talk to them about the personal care task they were going to do?

For example, did the student greet clients warmly; tell them their name; refer to the client by name; tell the client what they were there to do; ask how they like to do the task or if they needed something specific, etc?

Did the student make sure each client was comfortable with the process before they started?

For example, did the student: ask clients if they had a preferred order in which to do things; help the client pick out their clothes and lay them out in order before showering/bathing? Work in a way to avoid embarrassment, fear, disempowerment and/or humiliation of their clients. This may have included giving the client some privacy when requested, allowing them to wash certain parts of their body, encouraging them to do certain tasks, not showing disgust when assisting with toileting or bathing, and so on.

Did the student protect each client’s privacy and dignity during the tasks?

For example, did the student: knock before entering the client’s room; ask them if it was okay to come in; show respect when assisting with toileting, showering, bathing and other activities; allow the client to wash parts of their body if they did not want the student to assist;; cover parts of the body that were not being bathed to maintain privacy (and to keep the client warm and dry)

Did the student assess the environment and the task to be performed for health and safety risks?

For example, risks might include slips, trips and falls hazards, skin or bodily injury; oral safety; own personal safety; cleanliness of facilities being used; condition of items being used; checking functionality and safety of equipment to be used; checking that dry and clean towels are provided; checking that personal care items/tools belong to the client etc.

Did the student talk to you about any risks they identified and what to do about them?

This may not be applicable if there were no risks in the area. However, you should confirm with the student that there are no risks (if this is the case). If there are risks and the student has not identified them, they must not proceed with the task until they are identified.

Did the student gather all equipment and aids needed to do the task? Did they make adjustments to equipment as necessary?

Equipment will vary depending on tasks. For example, non-slip mats, towels, face washers, soap, shampoo and conditioner, razor, shaving cream, aftershave lotion, floss, toothpaste, toothbrush, glass/tumbler, denture brush, soaking container, continence pads, nail clippers, nail files, hairbrushes, combs, hair styling tools, hairspray etc.

Did the student communicate appropriately with each client during the activity?

For example, did the student use the name of the client when talking to them; explain what they were doing at each step; encourage the client’s participation to do tasks within their ability; observe body language, reactions and what is being said; ask if the client is okay or if they needed anything in particular; reassure them if they became agitated or concerned; provide encouragement and verbal support when the client undertakes a task of their own; communicates in a positive manner; provides instructions clearly etc.

Did the student use correct manual handling techniques?

For example, when helping clients out of bed; helping clients on and off of the toilet; helping clients in and out of the shower; bending down or leaning; doing repetitive movements ; using mechanical aids as required. This must include identifying where they may need to use equipment rather than attempt the manual handling alone, call for support from another person where required, bending and lifting as per manual handling guidelines, etc.

Did the student talk to you about any issues with providing support and the impact that providing support can have on clients?

The student must talk to you about any issues encountered. If none were encountered, the student should still talk about how personal support activities can affect clients. For example, some clients may be uncomfortable with needing help going to the bathroom or being bathed or showered. Some clients may respond in difficult ways that require the student to apply calming communication and a respectful and sensitive approach; some clients may dislike use of aids and modifications to help them and try to avoid their use etc

Did the student complete all required documentation correctly?

For example, did the student note in each client’s care plan the type of care provided; did they note observations made and/or issues encountered; did they record any changes to care that were required; did they sign and date all entries.

Did the student complete all documentation using the required reporting technologies?

For example, the student may complete documentation using hard copy files/ paperwork, use a tablet or computer to update client information, etc.

Did the student store documentation in line with workplace procedures?

For example, did the student correctly save documents on electronic file systems; file hard copy documents in the correct location; ensure system or hard copy storage locations were accessed securely (locking up cabinets after use, not leaving files around when they can be viewed by unauthorised personnel, using own passwords and logins to systems and logging out after use, etc).

Please provide any further comments or observations you have made about the student’s performance in relation to the skills and activities required as above. 

Supervisor’s signature:

Supervisor’s name: