SAB CHCCCS011 Meet Personal Support Needs

STUDENT
ASSESSMENT
BOOKLET
CHC33015
C ERTIFICATE III IN I NDIVIDUAL S UPPORT
PERSONAL SUPPORT
CHCCCS011 Meet personal support needs
Student first name: ______________________________________________________________________________
Student last name: ______________________________________________________________________________
Street Address: 1374 Logan Road Mt Tel: 1300-831-661 / (07) 3420 5861
Gravatt, QLD 4122 Mob: (04) 5858-2787
Postal Address: PO Box 6803, Upper Mount Fax: (07) 3319-7259
Gravatt, QLD 4122
© 2015 RTO Advice Group Pty Ltd
Eduworks Resources is a division of RTO Advice Group Pty. Ltd.
Cover image © Shutterstock www.shutterstock.com

ASSESSMENT OVERVIEW
This Student Assessment Booklet includes all your tasks for assessment of CHCCCS011 Meet personal support
needs.
ABOUT YOUR ASSESSMENTS

This unit requires that you complete 4 assessment tasks. You are required to complete all tasks to demonstrate
competency in this unit.
Assessment Task About this task
Assessment Task 1: Written questions You must correctly answer all 11 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 work in a simulated workplace environment. 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
 using a hoist in a falls recovery situation.
Assessment Task 4: Observation task You are to be observed in your work placement service
supporting at least two clients with a variety of personal care
needs.
Supporting resources
You may like to look at the following websites, books and documents for more information about the topics related to
this unit:
 Arnott, G 2011, The Disability Support Worker, Pearson Australia, Frenchs Forest, NSW.
 Croft, H 2013, The Australian Carer 3rd edn, Pearson Australia, Frenchs Forest, NSW.
How to submit your assessments

When you have completed each assessment task you will need to submit it to your assessor.
Instructions about submission can be found at the beginning of each assessment task.
Assessment Task Cover Sheet

At the beginning of each task in this booklet, you will find an Assessment Task Cover Sheet. Please fill it in for each
task, making sure you sign the student declaration.
Your assessor will give you feedback about how well you went in each task, and will write this on the back of the
Task Cover Sheet.
Make sure you photocopy your written activities before you submit them – your assessor will put the documents you
submit into your student file. These will not be returned to you.
Assessment appeals
You can make an appeal about an assessment decision by putting it in writing and sending it to us. Refer to your
Student Handbook for more information about our appeals process.
Assessment plan
The following outlines the requirements of your final assessment for this unit. You are required to complete all tasks
to demonstrate competency in this unit.
Your assessor will provide you with the due dates for each assessment task. Write them in the table below.
Assessment Requirements Due date
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  No
yes, what are they?
___________________________________________________________________________________________
Do you understand your rights to appeal the decisions made in an assessment?  Yes  No
Student name: ________________________________________________________________________________
Student signature: __________________________________________________ Date: ____________________
Assessor name: ______________________________________________________________________________
Assessor signature: _________________________________________________ Date: ____________________
DOCUMENT1 CHC33015 CERTIFICATE III IN INDIVIDUAL SUPPORT

Apex Training Institute Page 4
ASSESSMENT TASK COVER SHEET – ASSESSMENT TASK 1
Students: Please fill out this cover sheet clearly and accurately for this task.
Make sure you have kept a copy of your work.
Name:
Date of birth: Student ID:
Unit:
 CHCCCS011 Meet personal support needs
Student to complete Assessor to complete
Resubmission? Student Sufficient/

Assessment Task Y/N initials insufficient Date
Written questions
STUDENT DECLARATION
I ____________________________________________________ declare that these tasks are my own work.
None of this work has been completed by any other person.
I have not cheated or plagiarised the work or colluded with any other student/s.
I have correctly referenced all resources and reference texts throughout these assessment tasks.
I understand that if I am found to be in breach of policy, disciplinary action may be taken against me.
Student signature: _____________________________________________________________________________
Student name: ________________________________________________________________________________
Date: _______________________________________________________________________________________

ASSESSOR FEEDBACK
Assessors: Please return this cover sheet to the student with assessment results and feedback.
A copy must be supplied to the office and kept in the student’s file with the evidence.
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
Assessor signature: ____________________________________________________________________________
Assessor name: ______________________________________________________________________________
Date: _______________________________________________________________________________________

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 11 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.
WHAT DO I NEED IN ORDER TO COMPLETE THIS ASSESSMENT?

 Access to textbooks and other learning materials.
 Access to a computer and the Internet (if you prefer to type your answers).
WHEN DO I DO THIS TASK?

 You will do this task in the classroom or for homework – your assessor will advise.
 Write in your due date as advised by your assessor: ___________________________________
WHAT DO I NEED TO DO IF I GET SOMETHING WRONG?
If your assessor marks any of your answers as incorrect, they will talk to you about resubmission. You will need to do
one of the following:
 Answer the questions that were incorrect in writing.
 Answer the questions that were incorrect verbally.

QUESTION 1
a) What is the purpose of a job description for a personal support provider?
Personal support worker duties vary depending on the facility and title, though they can include general
housekeeping, personal hygiene assistance, bedside care, dispersion of medication, and transportation.
b) A work colleague has asked you to do something that it outside the training you have done. What would you do?
Explain to my colleague my current workload and talk about the priority tasks and Appreciate the Opportunity.

c) What are three workplace health and safety responsibilities of an employer in relation to manual handling?
Employer health and safety duties
 Provide and maintain safe plant (machinery and equipment).

 Provide and maintain safe systems of work - for example, controlling entry to high-risk areas and providing
systems to prevent falls from heights.
 Ensure the safe use, handling, storage or transport of plant or substances .
d) What does duty of care mean?
A duty of care is a legal duty to take reasonable care not to cause harm to another person that could be
reasonably foreseen. .

QUESTION 2
What rights do clients have to privacy and confidentiality?
The right to privacy. . It safeguards client privacy and promotes trust between clients and service providers.
Confidentiality as a principle suggests that you keep information about clients private in order to safeguard their
dignity and their right to the basic privacy afforded to every other individual.
QUESTION 3
Geraldine trips over a bucket that has been left in the corridor. Luckily she is not hurt. Geraldine’s carer removes
the bucket and puts it back in the cleaner’s room.
a) What should you do to report the incident (both verbally and in writing)?
How to report verbally: Notify to supervisor or Registered nurse
How to report in writing: Fill the incident form, write it the same day and write down the basic facts as soon as the
incident occurs. writing clear and concise. Notify the supervisor or RN.

b) Why is it important to report this incident given that Geraldine is unhurt?
provide a reminder of possible hazards. Reporting them provide a way to monitor potential problems and root
causes as they recur. . The documentation of these problems and root causes increases the likelihood that
repeating failures will be noticed and corrected before they develop to more serious incidents.
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.
Geraldine’s carer informs her that the cleaner has been spoken to and he will probably get fired if he ever does it
again.
c) Did the carer act appropriately? Explain your answer.

QUESTION 4
In your work you will be required to use the computer to complete reports and access information. What are two
safety considerations you must use when using computers?
Safety consideration 1: Phones. Avoid cradling the phone between your head and shoulder when answering
calls. ...
Safety consideration 2: Monitors. Set the eye-to-screen distance at the distance that permits you to most
easily focus on the screen.
QUESTION 5
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.
In approximately 100 words, describe the differences between the giving of personal care for each of these
situations.
Is it a ‘one-size fits all’ approach, or is care planned for the individual needs of each client?

QUESTION 6
Molly is feeling a bit down today. She is feeling old and tired. You spend time with her doing her hair and helping
her to put on a bit of make up. She then asks if you would do her nails for her. When you have finished, she looks
in the mirror and smiles.
How has this helped Molly’s health and wellbeing?

QUESTION 7
Why is it important to wash from front to back when cleaning the perineal area?
To prevent spreading faecal matter from anal area to vagina or urethra.
QUESTION 8
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.
a) What support would you give Geda to clean her teeth?

b) Why is it important for Geda to clean her teeth regularly?
– If the mouth isn’t kept clean it could cause painful gum infections and tooth decay.
– Tooth ache can cause people with dementia to go off their food or become restless and easily irritated.
– Dental work, such as fillings and tooth extraction, isn’t pleasant at the best of times, but can be traumatic for
someone with dementia – and is best avoided.

QUESTION 9
a) Lisa has sickness and diarrhoea. Which is the major body system involved?
 Digestive System
b) Gerald has bad eczema. Which is the major body system involved?
 Integumentary system
c) Marion has suffered a heart attack. Which is the major body system involved?
 Circulatory system
d) Martin has Parkinson’s disease. Which is the major body system involved?
 Nervous System
QUESTION 10
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.
a) How has this reablement approach assisted Barry with his health and wellbeing?
b) What may have been the consequence if Barry had continued in the way that he was?

QUESTION 11
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.
Is this correct infection control procedure? Explain your answer.
No, this is not correct infection control procedure. Gloves do not provide complete protection against hand
contamination. Microorganisms may gain access to the healthcare workers' hands via small defects in gloves, or
by contamination of the hands during glove removal. Microorganisms colonising the patients may be recovered
from the hands of approximately 30% of healthcare workers who wear gloves during patient contact
What do I need to hand in for this task? Have I completed this?
Your answers to each question 

Name:
Unit:

Case study
STUDENT DECLARATION
Student signature: _______________________________________________________________________________
Student name: __________________________________________________________________________________
Date: _________________________________________________________________________________________

ASSESSOR FEEDBACK
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
Assessor name: ______________________________________________________________________________
Date: _______________________________________________________________________________________

ASSESSMENT TASK 2: CASE STUDY
TASK SUMMARY:
You are to read the case study and complete the questions that follow.

 Access to textbooks and other learning materials
 Access to a computer and the Internet (if you prefer to type your responses).

 You will do this task in the classroom or as homework – your assessor will advise.
If your assessor marks any of your answers as incorrect, they will talk to you about resubmission. You will need to do
one of the following:
 Answer the questions that were incorrect in writing.
 Answer the questions that were incorrect verbally.
CASE STUDY: IRIS
Iris receives Home and Community Care Services to provide her with personal care services.
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.

1. What additional cleaning services would you recommend to Iris? List at least three.
2. What cleaning jobs would Iris still be able to do?

3. What suggestion would you make to Iris about cooking meals?
4. What equipment could assist Iris in the shower?

5. Can you think of one more item of equipment that Iris may find helpful as she recovers from her hip
replacement?
6. What role should Iris have in this process?
Your answers to each question 

Name:
Unit:

Role play 1
Role play 2
Role play 3
STUDENT DECLARATION
Student name: ________________________________________________________________________________
Date: _______________________________________________________________________________________

ASSESSOR FEEDBACK
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
Assessor name: ______________________________________________________________________________
Date: _______________________________________________________________________________________

ASSESSMENT TASK 3: ROLE PLAY
TASK SUMMARY:
For this task you will be working in a simulated workplace environment. The task has three
parts:
 Part 1: Transfer person in and out of a vehicle
 Part 2: Transfer client from bed to chair using a hoist
 Part 3: Falls recovery using hoist.
PART 1: TRANSFER PERSON IN AND OUT OF A VEHICLE
WHAT DO I NEED IN ORDER TO COMPLETE PART 1 OF THIS ASSESSMENT?

 Access to a vehicle
 A person to play the role of the client
 A walking aid (wheeled walker)
 Client’s possessions (a purse and some papers)
 A workplace procedure for transferring clients (provided by your assessor ).
WHEN DO I DO PART 1 OF THIS ASSESSMENT?

 This will need to be undertaken in a simulated workplace environment.
If your assessor sees that you have not shown appropriate skills or knowledge, they will give you some feedback and
you will need to do the specific task again.
INSTRUCTIONS:
Your client
Your client, who is elderly and frail, is on the way to their doctor’s appointment. They will be role played by one of
your colleagues or your assessor.
Your assessor will provide you with information about the physical and sensory needs of your client. Ask questions to
confirm the assistance that you need to provide if you are unsure.
Your assessor will be looking to see that you:
Check the client’s individual needs and confirm their needs for assistance
Identify risks to yourself and the client

For example, risks might include other vehicles moving in the area; reaching; moving; exertion of high force; clients who are
unpredictable, resistive, uncooperative; client health/physical issues etc
Put steps in place to reduce risks identified
Assess the client’s ability to participate in the process
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.
Talk with the client to find out their preferences for support?
Communicate with the client throughout the process to let them know what is happening and provide them with
instructions if needed?
For example, use reassuring language, ask if they are okay during the process, tell them what you are doing and what you are going to
do next, etc.
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 procedure to transfer the client out of the vehicle.
Following the observation task you must answer the following verbal questions:
a) What risks were involved in transferring the client? Think about both risks to the client and to yourself.
b) What did you do to reduce these risks?
c) What physical and sensory needs did the person have?
d) What difference did these physical and sensory needs make to how you performed the task?
e) How much was the client able to participate? How did you encourage their participation?
f) What would you have done if the client told you he/she was feeling dizzy when they got 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

 A bed
 A chair
 Cushions and a knee rug
 A workplace procedure for transferring clients (provided by your assessor).

INSTRUCTIONS:
Your client
Your client, who is elderly and frail, needs to be transferred between the bed and chair.
The role of the client will be played by one of your colleagues or your assessor.
confirm the assistance that you will need to provide if you are unsure.
Identify the client’s individual needs and confirm their needs for assistance
For example, their physical and sensory needs.

For example, risks might include reaching; moving; exertion of high force; clients who are unpredictable, resistive, uncooperative; client
health/physical issues; client not being able to see well; risk of slips, trips or falls; obstacles between the bed and the chair, etc
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.
Talk with the client to find out their preferences for support?
do next, etc.

Follow procedure to transfer the client from the bed to the chair
a) What risks were involved in transferring the client? Think about both risks to the client and to yourself.
f) What would you have done if the client told you they were feeling pain when they were lying in bed?

PART 3: RECOVER CLIENT FROM FLOOR USING A PORTABLE HOIST

 Portable hoist suitable for lifting a person from the floor
 Operating instructions/procedures for the hoist being used
 A chair
 A classmate to play the role of your colleague
 A workplace procedure for falls recovery (see note).

INSTRUCTIONS:
You will work in pairs for this task – your colleague will play the role of another care worker. You will do this
assessment in pairs as you both need to demonstrate the same skills.
Your client
Your client, who is frail and has dementia, has fallen.
You and your colleague will need to lift the client using a portable hoist and help them into a chair.
The role of the client will be played by one of your colleagues or your assessor.
confirm the assistance that you will need to provide if you are unsure.
Identify the client’s individual needs and confirm their needs for assistance
For example, their physical and sensory needs, the fact that they have dementia, etc

For example, risks might include reaching; moving; exertion of high force; clients who are unpredictable, resistive, uncooperative; client
health/physical issues etc.
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.

do next, etc.
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
a) What risks were involved in recovering the client? Think about both risks to the client and to yourself and your
partner.
f) What would you have done if the client became frightened during the transfer?
g) What workplace documentation would need to be completed following this client’s fall and recovery?

Name:
Unit:

Observation tasks
STUDENT DECLARATION
Student name: ________________________________________________________________________________
Date: _______________________________________________________________________________________

ASSESSOR FEEDBACK
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
Assessor name: ______________________________________________________________________________
Date: _______________________________________________________________________________________

ASSESSMENT TASK 4: OBSERVATION TASKS
TASK SUMMARY:
You are to support at least two clients with a range of personal care needs.

 Access to at least two clients
 Approval from each client and their work placement supervisor to undertake personal care activities
 Personal care aids, supplies and equipment specific to the activities being undertaken
 Access to a qualified aged care worker (for example, their supervisor)
 Journal (see end of this task)
 Supervisor confirmation checklist (see end of this task).

 You will do this task during your assessor’s visit to your work placement service.
 Write in the date of your assessor’s visit: ____________________________________________
If your assessor sees that you have not shown appropriate skills or knowledge, or receives feedback from your
supervisor that you did not show appropriate skills or knowledge, they will give you some feedback and you will need
to do the specific task again.
INSTRUCTIONS:
For this task you need to provide personal care support for at least two clients, as set out in their individualised care
plans.
Each of the following tasks must be demonstrated at least once during the care that you provide:
 Bed bathing
 Showering
 Oral hygiene
 Grooming
 Shaving
 Dressing and undressing
 Eating and drinking
 Using aids and equipment – such as hoists, wheelchairs, walkers, lift chairs, motorised beds, crutches,
 Toileting and/or use of continence aids.
Note: You do not have to do each task twice – for example, you might bed-bath client 1 and shower client 2.

Note: You will need to obtain permission from your clients and work placement supervisor for your assessor to
observe you doing these activities. See ‘Alternative arrangements’ below for further information.
A qualified care worker (for example, your supervisor) must supervise your provision of care services and confirm the
tasks to be performed by completing the checklist at the end of this task.
Make sure you give this checklist to them before you start.
Alternative arrangements:
In some cases it may not be possible for your assessor to observe all of these personal care needs, either due to
privacy issues or due to the care not being needed by the client during your assessor’s workplace visit.
Your assessor will ask you to explain, in detail, each of the procedures related to the tasks they did not observe
during their workplace visit.
You must record in the journal at the end of this task any personal support activity provided that was not observed
by your assessor during their visit and observation. 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
what happened.
Your assessor and/or supervisor will be looking to see that you:

 Correctly undertake each personal care support activity.
 Check and confirm each client’s individual care plan to work out their needs. Make sure you are able to do
the tasks.
 Respond respectfully and appropriately to each client’s needs.
For example: Consider their culture – is it acceptable for you to assist with bathing, toileting and dressing; How is their hearing?;
What is their vision like?; Are they able to speak?; What are they physically capable of doing (for example, they may be able to
dry their upper body, but leaning down to dry their legs or feet could be painful or difficult); Does your client have dementia (for
example, if the care activity is performed in the late afternoon, they may become agitated)?
 Introduce yourself to each client on your arrival and talk to them about the personal care task you will be
helping them with.
For example: Greet them warmly; Tell them your name; Tell them what you are there to do; Find out how they like to do the task
or if they need something specific (for example, a client may have skin allergies/ sensitivities and needs a special type of soap or
lotion).
 Make sure your clients are comfortable with the process before you start.
For example: ask clients if they have a preferred order in which to do things; Help the client pick out their clothes and lay them out
in order before showering/bathing. Also consider ways in which to avoid embarrassment, fear, disempowerment and humiliation.
This may include giving the client some privacy when requested, allowing them to wash certain parts of their body, encouraging
them to do certain tasks (for example, put the toothpaste on the brush, dry their upper body, etc), not showing disgust when
assisting with toileting or bathing, and so on.
 Protect each client’s privacy and dignity.

For example: Knock before entering the client’s room; ask them if it is okay to come in; be respectful when assisting with toileting
(for example, a client may have to use incontinence pads and may be embarrassed about this); allow the client to wash parts of
their body if they do not want you to do so.
 Assess the environment and the task to be performed for health and safety risks.
For example, risks might include: slips, trips and falls hazards (for example, when showering or bathing); skin injury (for example,
when shaving); oral safety (for example, removal of dentures, tooth-brushing techniques); own personal safety (for example, use
of gowns, gloves and other relevant PPE applicable to tasks you are assisting with, risk of slips, trips and falls); cleanliness of
facilities being used (such as toilets, baths, showers, basins etc); condition of items being used (for example, are the toothbrush
bristles in good condition, what do you do if the client drops the toothbrush on the floor, is there enough toilet paper, soap, towels
and so on).

 Talk to your supervisor about any risks you identify and what to do about them.
For example: ‘I saw that Rohit’s shower doesn’t have a non-slip mat. Has someone taken it, where do I get a new one?’; ‘The
towels in the bathroom are damp, can I please have some clean and dry ones?’; ‘Geoff’s razor looks a bit blunt. Can I have
please have a new one?’
 Gather all equipment and aids you will need to do the task. Make adjustments as necessary.
For example: Showering: non-slip mat, towels, face washers, soap, shampoo and conditioner etc ; Grooming: razor, shaving
cream, aftershave lotion etc; Oral care: floss, toothpaste, toothbrush, glass/tumbler, denture brush, soaking container, etc.
 Communicate appropriately with each client during the activity.

For example: Use their name when you talk to them; explain what you are doing at each step ; encourage their participation to do
tasks that are within their ability; observe their body language, reactions and the things they say; ask them if they are okay or if
they need anything in particular; reassure them if they become agitated or concerned.
 Use correct infection control techniques.

For example: Consider the health of your clients ; consider your own health; correct hand washing techniques; wear gloves or
gowns as required; clean up bodily fluids immediately.
 Use correct manual handling techniques.

For example: When helping clients out of bed; when helping clients on and off of the toilet; when helping clients in and out of the
shower; when bending down or leaning; when doing repetitive movements ; using mechanical aids when required.
 Talk to your supervisor about any issues you had with providing support and the impact that providing
support can have on clients.
For example: One client resisted getting dressed because they decided that they didn’t like the clothing they chose earlier, and
nothing else was good enough; a client with dementia became distressed and did not recognise themselves in the mirror; one
client demanded to do a task that you know they were physically not capable of doing; one client was embarrassed because they
had an accident and didn’t get to the toilet in time.
 Complete all required documentation.

For example: Note in each client’s care plan the type of care provided ; note any observations made or issues encountered; sign
and date all documents.
 Store documentation in line with your work placement’s procedures.

For example: save documents on electronic file system; file hard copy documents.
Your journal (if applicable) 
Your supervisor’s confirmation report

Note to student: complete this journal ONLY if your assessor is unable to observe you undertake any of the personal care activities.
Journal – Assessment Task 4
In the correct row, write down how you provided the care to your client/s Which client did you provide this care
You must provide a detailed account of what you did, the steps you took, how you communicated with the for? (Refer to clients as ‘Client 1’,
client and made them feel at ease during the process. Date ‘Client 2’, ‘Client 3’ etc.)
Bed bathing
Showering

Oral hygiene

Grooming

Shaving

Dressing and undressing

Eating and drinking

Using aids and equipment

Toileting and/or use of continence aids.
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 student: you must give this checklist to your supervisor or other qualified person who supervised you during your personal care activities. The completed
checklist must be submitted as part of your assessment for this task.
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 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.
SUPERVISOR CONFIRMATION OF PERSONAL SUPPORT ACTIVITIES (ASSESSMENT TASK 4)
Student’s name: Supervisor’s name:
Workplace: Contact Number/s:
Dates that care activities were undertaken:
Not able to
Yes No Provide examples or comments on student’s skills and
Area/ skills to be confirmed confirm ()
() () performance in this area
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 aids and equipment – such as hoists, wheelchairs, walkers, lift
chairs, motorised beds, crutches,
 Toileting and/or use of continence aids.
For all clients:
Did the student correctly undertake each personal care support activity?
Did the student check and confirm each client’s individual care plan to
work out their needs?
Did the student respond respectfully and appropriately to each client’s
needs?
For example, did the student: consider their culture – was it acceptable for them to assist
with bathing, toileting and dressing; how was the client’s hearing?; what was the client’s
vision like?; was the client able to speak?; what was the client physically capable of
doing?; did their client have dementia?
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; tell them 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; allow the client to wash
parts of their body if they did not want the student to assist, etc.
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, 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, 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.

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, 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.
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;
note any observations made or issues encountered; sign and date all documents.
Did the student store documentation in line with workplace procedures?

For example, did the student: correctly save documents on electronic file system; file
hard copy documents 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:


SAB CHCCCS011 Meet Personal Support Needs

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

SAB CHCCCS011 Meet Personal Support Needs

Uploaded by

Copyright:

Available Formats

STUDENT

CHCCCS011 Meet personal support needs

Student first name: ______________________________________________________________________________

Student last name: ______________________________________________________________________________

Eduworks Resources is a division of RTO Advice Group Pty. Ltd.

Cover image © Shutterstock www.shutterstock.com

ABOUT YOUR ASSESSMENTS

Assessment Task About this task

How to submit your assessments

Assessment Task Cover Sheet

Assessment Requirements Due date

4. Workplace observation tasks

AGREEMENT BY THE STUDENT

Do you understand the requirements of this assessment?  Yes  No

Student name: ________________________________________________________________________________

Student signature: __________________________________________________ Date: ____________________

Assessor name: ______________________________________________________________________________

Assessor signature: _________________________________________________ Date: ____________________

DOCUMENT1 CHC33015 CERTIFICATE III IN INDIVIDUAL SUPPORT

Date of birth: Student ID:

Student to complete Assessor to complete

Resubmission? Student Sufficient/

I ____________________________________________________ declare that these tasks are my own work.

None of this work has been completed by any other person.

Student signature: _____________________________________________________________________________

Student name: ________________________________________________________________________________

DOCUMENT1 CHC33015 CERTIFICATE III IN INDIVIDUAL SUPPORT

Assessor signature: ____________________________________________________________________________

Assessor name: ______________________________________________________________________________

DOCUMENT1 CHC33015 CERTIFICATE III IN INDIVIDUAL SUPPORT

WHAT DO I NEED IN ORDER TO COMPLETE THIS ASSESSMENT?

WHEN DO I DO THIS TASK?

WHAT DO I NEED TO DO IF I GET SOMETHING WRONG?

DOCUMENT1 CHC33015 CERTIFICATE III IN INDIVIDUAL SUPPORT

DOCUMENT1 CHC33015 CERTIFICATE III IN INDIVIDUAL SUPPORT

 Provide and maintain safe plant (machinery and equipment).

d) What does duty of care mean?

DOCUMENT1 CHC33015 CERTIFICATE III IN INDIVIDUAL SUPPORT

How to report verbally: Notify to supervisor or Registered nurse

DOCUMENT1 CHC33015 CERTIFICATE III IN INDIVIDUAL SUPPORT

c) Did the carer act appropriately? Explain your answer.

DOCUMENT1 CHC33015 CERTIFICATE III IN INDIVIDUAL SUPPORT

DOCUMENT1 CHC33015 CERTIFICATE III IN INDIVIDUAL SUPPORT

How has this helped Molly’s health and wellbeing?

DOCUMENT1 CHC33015 CERTIFICATE III IN INDIVIDUAL SUPPORT

To prevent spreading faecal matter from anal area to vagina or urethra.

a) What support would you give Geda to clean her teeth?

DOCUMENT1 CHC33015 CERTIFICATE III IN INDIVIDUAL SUPPORT

DOCUMENT1 CHC33015 CERTIFICATE III IN INDIVIDUAL SUPPORT

DOCUMENT1 CHC33015 CERTIFICATE III IN INDIVIDUAL SUPPORT

DOCUMENT1 CHC33015 CERTIFICATE III IN INDIVIDUAL SUPPORT

Is this correct infection control procedure? Explain your answer.

What do I need to hand in for this task? Have I completed this?

Your answers to each question 

DOCUMENT1 CHC33015 CERTIFICATE III IN INDIVIDUAL SUPPORT

Date of birth: Student ID:

Student to complete Assessor to complete

Resubmission? Student Sufficient/

I ____________________________________________________ declare that these tasks are my own work.

None of this work has been completed by any other person.

Student signature: _______________________________________________________________________________

Student name: __________________________________________________________________________________

DOCUMENT1 CHC33015 CERTIFICATE III IN INDIVIDUAL SUPPORT

Student signature: ______________________________ Date:

Assessor signature: _____________________________ Date: