HLTWHS002 Follow safe work practices for direct client care Student Workbook
Table of Contents
Table of Contents. 1
Candidate Details. 2
Assessment – HLTWHS002: Follow safe work practices for direct client care. 2
Competency Record to be completed by Assessor. 3
Student Instructions. 4
Re-Submission of an Assessment Task. 4
Mapping of Assessments. 7
Part 1A 10
Part 1B 11
Part 1C 12
Part 1D 13
Part 1E 14
Part 2A 15
Part 2B 16
Part 2C 17
Part 3A 18
Part 3B 19
Part 3C 20
Part 3D 21
Part 4A 22
Part 4B 24
Part 4C 25
Part 5A 26
Part 5B 27
Part 5C 28
Knowledge Assessment. 29
Summative Assessment. 42
Assessment – HLTWHS002: Follow safe work practices for direct client care
The learners must complete the following activities and hand them into you for marking. This forms part of the learner’s assessment for Unit Code: Unit title. The initial activities are formative – the Skills and Knowledge and Major Activities are summative but all should show the learner’s knowledge of the unit. The activities should be completed in a suitable environment, whether that is a classroom, training environment or an appropriate workplace location.
I declare that no part of this assessment has been copied from another person’s work with the exception of where I have listed or referenced documents or work and that no part of this assessment has been written for me by another person.
If assessments have been completed as part of a small group or in pairs, details of the learners involved should be provided below:
This workbook has been completed by the following persons and we acknowledge that it was a fair team effort where everyone contributed equally to the work completed. We declare that no part of this assessment has been copied from another person’s work with the exception of where we have listed or referenced documents or work and that no part of this assessment has been written for us by another person.
Learner 1: ____________________________________________________________
Learner 2: ____________________________________________________________
Learner 3: ____________________________________________________________
Competency Record to be completed by Assessor
Learner Name: _______________________________________________________
Date of Assessment: _______________________________________________________
The learner has been assessed in the performance criteria, performance skills and performance knowledge and the evidence has been presented as:
|After assessing each component was the evidence:||ASSESSOR INITIALS|
Learner is deemed: COMPETENT NOT YET COMPETENT (Please circle)
If not yet competent, date for re-assessment: ____________________________________
Comments from Trainer / Assessor:
Assessor Signature: ________________________________________________________
You are required to provide appropriate responses to the indicated questions.
The CHC training package contains vocational qualifications that are competency based. For each assessment undertaken you will be assessed as Satisfactory or Not Satisfactory. Where you are assessed as ‘Not Satisfactory’ the trainer/assessor will provide you with feedback and guidance regarding what needs to be completed for resubmission.
Approach to assessment decisions in relation to assessment
Evidence of competency will be collected on a continuous basis throughout the unit. Assessments are to be submitted as per the delivery plan provided to you at orientation/induction. You are required to attend scheduled classes as per the delivery plan, including working on assessments during scheduled class time and submitting assessments on time.
You will be given the opportunity to build the required knowledge and skills through training before attempting the associated assessment task. To achieve competency in a unit, you must satisfactorily meet all the requirements of all assessment tasks.
Prime Education uses the following assessment outcomes to make judgement for an individual assessment task:
Prime Education uses the following codes to record an outcome for a unit of competency:
Re-Submission of an Assessment Task
You will be eligible for re-submission, if after being assessed, further evidence is required to be deemed Satisfactory (S).
You have one opportunity to re-submit. If you cannot satisfy all the requirements of the assessment after resubmitting they will be required to re-enrol in the unit of competency.
Prior to any resubmission, you will be given feedback on the evidence they have already provided and/ guided as to the additional requirements to deem them satisfactory for the assessment task.
Re-submission of any part (question/s) of a re-assessment may be in writing and evidence must be included with the original or completed submission.
Your trainer may choose to verbally question you to gain more evidence of your understanding for a question which you do not answer successfully on the first attempt. The answers you provide verbally will then be added in the assessment and a record of this verbal questioning will be added by your trainer in the comments section on the assessment.
If you don’t qualify for a re-submission or still deemed Not Satisfactory (NS) after a re submission, you will need to re-enrol and undertake further training before a re-assessment can occur. Refer to Student Handbook and the Prime Education’s Assessment Policy and Procedure for further information about Re-assessment.
To demonstrate competence, you must complete all assessment tasks. Each task is linked to specific competency element/s or critical aspects of assessment. Satisfactory completion of all assessment tasks for a unit of competency will generate a Competent (C) result.
Where space/lines have been provided for addressing an assessment task, you should keep your length of answers within the space provided. If more space is required, you should attach a separate page containing your name and the assessment task number clearly indicated in the top right corner of each page. Where no space has been provided, you should complete the answers on a separate page and attach it to the assessment containing your name and the assessment task number clearly indicated on the top right corner of each page.
When you have completed all assessment tasks, your trainer will provide you with feedback and you will be assessed as Competent or Not Yet Competent in this unit. If you are assessed as Not Yet Competent, due to one or more assessments being NYC after resubmission, you will need to re-enrol in the unit(s) of competency.
As part of your assessment for this unit(s), your Assessor will organise a time and date to visit you at your work placement to observe you demonstrating your skills in their workplace that reflect elements and criteria of this unit of competency.
Cheating, Collusion and Plagiarism
Acting dishonestly in connection to any assessment conducted by Prime Education will result in a heavy penalty being imposed upon you, including cancellation of your course enrolment. Acting dishonestly includes cheating by;
- copying from another student’s work
- using cheat notes during a closed book assessment
- colluding with other you to provide answers to assessments which are not your own
- plagiarising from another student’s work or from a published author
- any combination of the above.
Plagiarism is taking and using someone else’s work, ideas, writings or inventions and representing them as your own. Plagiarism is a serious act and may result in a participant’s exclusion from a unit or a course. If you have any doubts about including the work of other authors in your assessments, please consult with your trainer. The Student Handbook provides details of how to avoid plagiarism.
The following list outlines some of the activities for which a participant can be accused of plagiarism:
- Presenting any work by another individual as one’s own unintentionally or intentionally
- Handing in assessments markedly similar to, or copied from another student
- Presenting the work of another individual or group as their own work.
- Handing in assessments without the adequate acknowledgement of sources used, including assessments taken totally or in part from the internet.
Please Note: Penalties for plagiarism will be the same as applies to cheating.
Your Assessor will compare handwriting and paraphrasing to authentic your work and use a Web based online plagiarism tool to identify if any part of an assessment submission is identical to a pre-published work.
Cheating, Collusion and Plagiarism are classified as Academic Misconduct. The penalties for academic misconduct include the following:
- your assessment as “Not Satisfactory”.
You have the right to appeal an unfavourable
decision or finding during assessment. All student appeals must be made in
writing using the Appeals Form and specify the particulars of the decision or
finding in dispute. Appeals must be lodged within 20 working days of the
decision or finding.
KEY KN = KNOWLEDGE ASSESSMENT; SA = SUMMATIVE ASSESSMENT
|ELEMENT||PERFORMANCE CRITERIA||Assessment task No|
|1. Follow safe work practices for direct client care||1.1 Follow workplace policies and procedures for safe work practices 1.2 Identify existing and potential hazards in the workplace, report them to designated persons, and record them according to workplace procedures 1.3 Identify any client-related risk factors or behaviours of concern, report them to designated persons, and record them according to workplace procedures 1.4 Follow workplace policies and procedures to minimise risk 1.5 Identify and report incidents and injuries to designated persons according to workplace procedures||Part 1A Part 1B, KN 12, KN 14, KN 20, Part 1C, KN 1, KN 20 Part 1D, KN 1 Part 1E, KN 20|
|2. Follow safe work practices for manual handling||2.1 Follow manual handling procedures and work instructions for minimising manual handling risk 2.2 Identify manual handling hazards and in line with workplace procedures 2.3 Apply control measures for minimising manual handling risk||Part 2A, KN 1, KN 6, KN 4 Part 2B, KN 3, KN 14 Part 2C, KN 5, KN 21|
|3. Follow safe work practices for infection control||3.1 Follow standard precautions as part of own work routine to prevent the spread of infection 3.2 Recognise situations when additional infection control procedures are required 3.3 Apply additional precautions when standard precautions alone may not be sufficient to prevent transmission of infection 3.4 Identify risks of infection and report them according to workplace procedures||Part 3A, KN 8 Part 3B, KN 9 Part 3C, KN 8, KN 9, KN 10 Part 3D, KN 7, KN 20|
|4. Contribute to safe work practices in the workplace||4.1 Raise WHS issues with designated persons according to organisational procedures 4.2 Participate in workplace safety meetings, inspections and consultative activities 4.3 Contribute to the development and implementation of safe workplace policies and procedures in own work area||Part 4A, KN 17 Part 4B, KN 19 Part 4C, KN 19|
|5. Reflect on own safe work practices||5.1 Identify ways to maintain currency of safe work practices in regards to workplace systems, equipment and processes in own work role 5.2 Reflect on own levels of stress and fatigue, and report to designated persons according to workplace procedures 5.3 Participate in workplace debriefing to address individual needs||Part 5A Part 5B, KN 22 Part 5C, KN 23|
|Performance Evidence||Assessment No.|
|· contributed to a workplace WHS meeting or inspection||SA|
|· conducted a workplace risk assessment and recorded the results||SA|
|· consistently applied workplace safety procedures in the day-to-day work activities required by the job role, including: · infection control · hazardous manual tasks · use of personal protective equipment · reporting incidents||SA, Workplace Placement 3rd Party Report|
|· followed workplace procedures for at least one simulated emergency situation.||SA|
|Knowledge Evidence||Assessment No.|
|· state/territory legislation and how it impacts on workplace regulations, codes of practice and industry standards, including: · state/territory WHS authorities · rights and responsibilities of employers and workers, including duty of care · hazardous manual tasks · infection control||KN 24|
|· safety symbols and their meanings, including signs for: · poisons · emergency equipment · personal protective equipment (PPE) · specific hazards such as sharps, radiation||Part 1B, Part 2B, Part 3A, KN 25|
|· hazard identification, including: · definition of a hazard · common workplace hazards relevant to the industry setting including hazardous manual tasks, infection control risks and personal safety risks · workplace procedures for hazard identification · strategies minimising risk||Part 1A, Part 1B, Part 1D, KN 1, KN 7, KN 12|
|· safety considerations when working in a home-based environment, including: · rights and responsibilities of workers and clients · basic home fire safety including high-risk groups, behaviour that contributes to fire injury and fatalities, and smoke alarm placement, installation and maintenance. · risks to personal safety · common sources of infection and means to minimise transfer of infectious diseases · fundamentals of the muscoskeletal system and practices to minimise injury to self and clients||KN 26, KN 27|
|· Workplace emergency procedures||Part 1E, Part 4A|
|· workplace policies and procedures for WHS||Part 4A|
Part 1A Follow workplace policies and procedures for safe work practices.
In the space provided below identify three separate procedures that must be followed for the health and safety of your employees.
Part 1B Identify existing and potential hazards in the workplace, report them to designated persons, and record them according to workplace procedures.
In the space provided below identify a hazard from each of the following categories and explain what you would do in each instance:
- People based
Part 1C Identify any client-related risk factors or behaviours of concern, report them to designated persons, and record them according to workplace procedures.
In the space provided below explain what you would do if:
- You noticed a puddle of water in the kitchen
- You noticed a flap of carpet loose in the building
- You slipped on the floor in the hallway
Give the best answer you can. If
organisational policy stipulates action, include this.
Part 1D Follow workplace policies and procedures to minimise risk.
In the space provided below what policies and procedures does your organisation impose or recommend in the following situations:
- Working in a new environment?
- A staff member doesn’t turn up for work?
- A client becomes violent?
Part 1E Identify and report incidents and injuries to designated persons according to workplace procedures.
Answer the following questions in your own handwriting in the spaces provided.
- Identify an emergency situation that could occur at work:
- And outline the roles, expectations and limitations of various roles:
- What they need to do:
- What they could do, if possible:
- What they should not do:
Part 2A Follow manual handling procedures and work instructions for minimising manual handling risk.
Role playing assessment
Choose a manual handling activity that is carried out in your workplace.
- Demonstrate how to do it, following established manual handling procedures and work instructions for minimising risk.
- Next, demonstrate how it could be done with no regard for safety and in the space provided below explain each risk associated with this method. Note: do not actually do the task in this way, but indicate and use gestures to show how it would be done hypothetically to explain your answer.
Part 2B Identify manual handling hazards and report in line with workplace procedures.
Role playing assessment
- Choose from one of the following categories:
- Moving people
- Carrying manageable items
- Moving heavy or bulky items
- Postural movements.
In the space provided below describe an action or task to be carried out that belongs in your category.
- Individually demonstrate how you would handle it correctly, explaining any specific points, such as ‘keep your back straight,’ or a particular grip, etc.
Part 2C Apply control measures for minimising manual handling risk.
Locate a risk assessment form from:
- Government website
- Other suitable website or source
And identify an activity to plot on the risk assessment form. Attach the completed form to this workbook.
What conclusion do you come to?
Part 3A Follow standard precautions as part of own work routine to prevent the spread of infection.
In the space provided below list the benefits associated with:
- Washing hands
- Safe disposal of sharps
- Surface cleaning
- Management of bodily fluid spills
- Personal Protective Equipment
And how they contribute to the
prevention of infection.
Part 3B Recognise situations when additional infection control procedures are required.
In the space provided below identify a situation in which you would be required to apply additional infection control procedures.
- Why is it needed?
- What would you do?
Part 3C Apply additional precautions when standard precautions alone may not be sufficient to prevent transmission of infection.
In the space provided below describe how you can ensure that additional precautions are applied when required?
Give an example of this.
Part 3D Identify risks of infection and report them according to workplace procedures.
Answer the following questions in your own handwriting in the spaces provided.
- Every time Tom cooks he seems to become ill with a stomach upset. Why could this be? How can he avoid getting ill when he cooks?
- Sophie seems to catch every sniffle and sneeze that is going in the building. Why could this be? How can she avoid catching everything?
- Andrew has caught head lice three times this year so far and is sure he is getting them from work, as each time he has caught them he has been doing overtime at another residential home. How could this be? What can he do to tackle this issue?
Answer the following questions in your own handwriting in the spaces provided.
- Give an example of how you can adhere to your requirements at work, in terms of your WHS responsibilities.
For each of the following, give an example of how you could meet these requirements:
- Work safely
- Wear PPE where required
- Follow safety procedures and requirements
- Not destroy or compromise equipment and resources provided to them
- Not interfere with safety equipment
- Not act in a way that compromises the safety of yourself, colleagues, clients and the public
- Report WHS issues / hazards, etc.
- Identify three task or role-specific issues or concerns you could encounter and note who you would consult for help and why.
In the space provided below
types of inspection are carried out in your workplace? How are you expected to
follow up on areas of concern?
Part 4C Contribute to the development and implementation of safe workplace policies and procedures in own work area.
This part is about providing feedback to supervisors about hazards.
In the space provided below describe what would you do if:
- You noticed that a hoist was broken?
- You noticed that water in the front porch was leaking into the hallway?
- You saw someone lifting something incorrectly?
- You identified that a resident had the flu?
- You thought a colleague might be intoxicated?
- You noticed that a door was hanging off its hinges?
Who would you contact? And how?
Part 5A Identify ways to maintain currency of safe work practices in regards to workplace systems, equipment and processes in own work role.
In the space provided below identify any equipment that poses a risk in your workplace.
What safety measures and precautions are in place to limit the risks associated
with this equipment?
Part 5B Reflect on own levels of stress and fatigue, and report to designated persons according to workplace procedures.
In the space provided below identify eight symptoms of stress and fatigue.
Part 5C Participate in workplace debriefing to address individual needs.
In the space provided below identify the primary purposes of workplace debriefing
Demonstrate your knowledge of the entire unit.
Answer the following questions in your own handwriting the spaces provided.
- How can applying practical strategies and organisational procedures minimise risk?
- How is an unstable environment different to a familiar or stable one, in terms of safety?
- Why is it important to identify manual handling hazards?
- What are Manual Handling Codes of Conduct for?
- Why should you apply recognised control measures to manual handling tasks?
- What are manual handling procedures designed for?
- Why is it useful to identify the risks of infection?
- How can you incorporate standard precautions into your work routine?
- How would you recognise a situation in which additional infection control measures would be needed?
- Why might standard procedures not be sufficient to prevent the transmission of infection?
- Why should staff be constantly mindful of infection risks?
- What should you do if you identify a hazard during work duties? Why?
- How do you assess the level of risk of an action or item?
- Why should you report hazards and WHS issues to the correct personnel?
- How would you find out about your workplace procedures and instructions for dealing with risks and hazards?
- In dealing with a hazardous event, why is it important that you do not exceed your scope of responsibilities?
- Why is it important that both employers and employees meet their obligations for WHS?
- Why is it important to ask advice from people who are related to or understand your role or department?
- Why should you contribute to participative arrangements for WHS management?
- Why should you report to supervisors in line with organisational policies and procedures?
- Why should you support risk control procedures?
- Why should stress and fatigue by reported at the earliest opportunity?
- Which measures may be agreed during incident debriefing sessions?
- For the state/territory where you live research the WHS legislation and how it impacts on workplace regulations, codes of practice and industry standards. For your state/territory provide the following details:
- state/territory WHS authority
- the rights and responsibilities of employers and workers, including duty of care
- How the WHS authority recommends undertaking hazardous manual tasks
- How the WHS authority recommends undertaking infection control
- Research safety symbols and their meanings. Provide the safety symbol for the following:
- emergency equipment
- personal protective equipment (PPE)
- two signs for specific hazards
- With respect to safety considerations when working in a home-based environment, provide an explanation of the following:
- Rights and responsibilities of both workers and clients
- basic home fire safety including high-risk groups, behaviour that contributes to fire injury and fatalities, and smoke alarm placement, installation and maintenance.
- risks to personal safety
- common sources of infection, why are older people at trisk and means to minimise transfer of infectious diseases
- What are the fundamentals of the muscoskeletal system and provide one practice aimed at minimising injury to self and clients.
Demonstrate your knowledge of the foundation skills, knowledge evidence and performance evidence.
Complete the following individually and attach your completed work to your workbook.
Answer each question in as much detail as possible, considering your organisational requirements for each one.
This is a demonstrative/role-playing assessment. Your instructor will set up a scene for you to encounter. You will have to:
- Risk assess the task/situation.
- Identify potential issues and problem-solve (verbally)
- Explain how you could do this safely (verbally)
- Perform a demonstration of the task using the equipment provided.