CHC43015 Certificate IV in Ageing Support: Palliative Care Services

Workbook
Assessment Guide 5
CHC43015 Certificate IV in
Assessor
Ageing Support
Palliative Care Services

This workbook belongs to:
Version 3.1 | Produced 04 September 2020
Copyright © 2017 Compliant Learning Resources. This document was developed by Compliant Learning Resources and has
been edited and contextualised by Inspire Education RTO 32067 for it student cohorts under license. All rights reserved. No
part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means electronic,
mechanical, photocopying, recording or otherwise without the prior written permission of Compliant Learning Resources.
Version control & document history
Date Summary of modifications made Version
Version 1 produced for course launch. 1.0
Revised questions 2 for Knowledge Assessment and

1.1
Case Study
Document re-branded and contextualised for Inspire

Education use; content checked for adherence to
07 June 2019 2.0
current industry standards and new unit of competency
requirements; modifications to sentence construction.
Revised Case Study by dividing the roleplay task into

08 July 2020 3.0
two (2) different tasks.
Removed items from observation checklists for Tasks

04 September 2020 3.1
2 and 3.
Assessment Workbook 6 Version No. 3.1 Produced 04 September 2020

© Compliant Learning Resources Page 2
TABLE OF CONTENTS
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INTRODUCTION TO THIS WORKBOOK...................................................4

What is this workbook about?................................................................................................4
Context for Assessment..........................................................................................................5
Assessment Requirements......................................................................................................5
ABOUT THE ASSESSMENTS.........................................................................6
Assessment Methods..............................................................................................................6
Resources Required for Assessment......................................................................................6
INSTRUCTIONS TO STUDENT.....................................................................7
KNOWLEDGE ASSESSMENT........................................................................8
CASE STUDY.....................................................................................................9
Instructions to Student............................................................................................................9
Introduction to Case Study...................................................................................................10
Mr. James Diggle...........................................................................................................................................11
SUBMITTING YOUR ASSESSMENT..........................................................28

WORKBOOK CHECKLIST..........................................................................29
WE WOULD LOVE YOUR FEEDBACK!...................................................30

INTRODUCTION TO THIS WORKBOOK
What is this workbook about?
The units of competency specify the standards of performance required in the workplace.
This assessment addresses the following unit of competency:
CHCPAL001 - Deliver care services using a palliative approach

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

Download them from the TGA website:
https://training.gov.au/Training/Details/CHCPAL001

Context for Assessment
To complete the assessments in this workbook, students need to have access to their learning
materials and the Internet. The Knowledge Assessment and Case Study may be completed
wholly at the student’s home or chosen place of study. The tasks within the Assessor
Observation Form must be completed in a workplace.
Assessment Requirements
The assessment requirements specify the evidence and required conditions for assessment.
Each unit of competency can be unbundled to reveal three (3) key assessment components:
1. Performance Evidence
- describes the subtasks that make up the element of the unit
2. Knowledge Evidence
- describes the knowledge that must be applied to understanding the tasks described
in the elements
3. Assessment Condition
- describes the environment and conditions that assessments must be conducted
under

The associated assessment method in this kit covers all of these components as detailed in the
matrix to follow:
Units of
Competency
CHCPAL001
Assessment Activities
Knowledge Assessment 
Case Study 
ABOUT THE ASSESSMENTS
Assessment Methods
This workbook uses the following assessment methods:
1. Knowledge Assessment – A set of generic and workplace questions testing the
student’s general knowledge and understanding of the general theory behind the unit.
2. Case Study – Detailed scenarios and simulated environments providing all necessary
information required to complete relevant tasks and activities.
Resources Required for Assessment

Assessor to provide:
 Case studies and simulations
 Information about work activities
You will need access to:

 A video recording device (e.g. handheld cameras, mobile phones, etc.)
 Computer with access to Internet and email
 Installed software: MS Office Word (or equivalent), Adobe Acrobat Reader
 Access to at least six (6) support people to act in a roleplay activity.

INSTRUCTIONS TO STUDENT
The questions in this workbook are divided into two (2) categories:
o Knowledge Assessment
o Case Study
The questions under Knowledge Assessment are all in a short answer format. The
longer questions requiring creative and analytical thought processes are covered in
the Practical Assessment. You must answer all questions using your own
words. However, you may reference your learner guide and other relevant
resources and learning materials to complete this assessment.
Some questions cover processes you would likely encounter in a workplace. Ideally,
you should be able to answer these questions based on the processes that are
currently in place in your workplace. However, if you do not currently have
access to a workplace, then answer the questions based on processes that should
be implemented in a typical workplace setting.
Accessing Intranet Pages and External Links

There are instructions in this workbook that will refer you to intranet pages and or external
links. These intranet pages and external links are formatted in Blue Underlined Text.
To access these, hold the Ctrl key for Windows users or the Command ⌘ key for Mac users
while clicking on these links.
KNOWLEDGE ASSESSMENT
1. List three (3) strategies used in end-of-life care?

a. Identifying the dying client, allowing them and their carers and family to reorient
priorities and make necessary arrangements
b. Supporting both client and their family
c. Attending to not only the physical needs but also their psychosocial and spiritual
needs of the dying client and their families
2. List three (3) strategies used to promote pain relief and comfort in palliative care.
a. Regular observation
b. Reporting and documenting client's comfort
c. Providing pain relieving measures by appropriate staff members

CASE STUDY
Instructions to Student
These case studies are hypothetical situations which will not require you to have access to a
workplace, although your past and present workplace experiences may help with the
responses you provide. You will be expected to encounter similar situations to these in future
as you work in the residential care and home and community care settings.
In real life, aged care workers in both the residential care and home and community care
settings will be required to deliver services using a palliative care approach, encountering
problems and issues along the way. This assessment will let you demonstrate your problem
solving skills in such situations.

Introduction to Case Study
For this part of the assessment, you will be taking the role of aged care worker at the
Residential Care of Lotus Compassionate Care.
Lotus Compassionate Care is an organisation that provides services in disability support,

home and community support, and residential care.
You can find out more about Lotus Compassionate Care by visiting their website:
Lotus Compassionate Care

(username: learner password: studyhard).
As per your role as an aged care worker, you also provide palliative care support in directly
report to Rachel Allcot, the Manager at Residential Care.
Palliative care specialises in improving the quality of life of the client with a life-threatening
and incurable illness. Your role in providing palliative care support includes aiming to
prevent and relieve the suffering of the client from the symptoms brought about by the illness
by providing medication and the care and support considering their needs, values, and
preferences. Aside from the client, you will also be supporting their family, carers, and
friends
This assessment contains several tasks that you need to complete based on the given
scenarios. You are required to complete ALL tasks included in this case study.
You will also need to access and review the following documents found in the Assessment
Files folder in your Student Portal, as reference:
 Lotus Compassionate Care Handbook (Lotus-Compassionate-Care-Handbook-
v1.1.pdf)
 Lotus Compassionate Care Organisational Chart (Lotus-Organisation-Chart.pdf)

Mr. James Diggle
Mr. James Diggle, sixty-eight years old, has been diagnosed with metastatic lung cancer. He
had long lost his wife, Catherine, whom he had two sons with, John and Marcus. The two
sons both have families of their own now.
He lived alone, but due to his deteriorating health and increasing symptom distress, he could
no longer take care of himself. He had already been advised that his prognosis is short and
has decided to enter himself at Lotus Compassionate Care.
It depresses him so that he misses his wife very much. He wished Catherine was there to keep
him company and to comfort him in his darkest moments. To worsen things, he has not
spoken to John in a long time because of disagreements from the past. Marcus, on the other
hand, together with his family, visits Mr. Diggle whenever they can. It pleases James so
much to see his grand kids. He wishes to reconcile with John and sincerely hopes to see his
entire family before he dies.
Mr. Diggle is often seen alone on the porch, reading a book. He does not mingle that much
with the other residents. He also used to be an active member in church, but his cancer had
led him to feel hopeless and he cannot help it but lose faith in God.
In his first week, Mr. Diggle is lively and alert and he walks with the help of a walking aid. He
needs assistance for some of his activities for daily living (ADLs) including walking up the
stairs and showering. He tires easily and encounters difficulty in breathing.
He has complained about this persistent pain he has been feeling, which is worsening over
time. The pain medication he is on is only helping a little. Aside from this his appetite is
poor and could not sleep because of the pain. Changes to Mr. Diggle’s Care Plan will be
made to help him address these symptoms.
By the second week, Mr. Diggle’s symptoms have improved. However, his fatigue has not
improved and only worsened. Now he spends more time in bed. Due to the progression of
his disease, he has started to become confused and disoriented at times.
In his third week, Mr. Diggle becomes less responsive. He cannot eat food or take oral
medication anymore. He is restless at times and he is now bedridden. He has noisy
respiratory secretions.
Task 1: Written Questions
1. Following Mr. Diggle’s case, identify his holistic needs by completing the table
below.

Physical needs physical support
Guidance: List at least proper rest and sleep
two (2)
Psychological needs dignity
Guidance: List at least emotional support
two (2)
Social needs respect and love
Guidance: List at least acceptance from the society
two (2)
Spiritual / cultural need cultural involvement
Guidance: List one (1)
End-of-life needs other professional attention
Guidance: List at least spritual peace
two (2)
2. Which aspects of Mr. Diggle’s case are outside the responsibility of your role as an
individual support worker and will need the assistance of others?
Select two (2) that apply.
a. Assisting him with some of his activities for daily living (ADLs)
b. Administering pain medication.
c. Assisting him in meeting his hydration and nutrition needs.
d. Providing emotional support.
e. Facilitating therapy to address his depression.

3. Consider Mr. Diggle’s first week at Lotus Compassionate Care.
Write a report (50 – 150 words) to Rachel Alcott, your supervisor. In your report,
advise Rachel about Mr. Diggle’s changing needs which will be included in his new
care plan.
Your report must include at least three (3) of Mr. Diggle’s changing needs.
We required to view the case and discuss the care aims for present medical situations,
locating that the presence of common points which affects these care aims and changing
requirement of Mr. Diggle concluding: new condition diagnosis or previous condition
deterrioration, treatment burden that begains to outweigh merits, increase in suffering,
distress, and dependency, and decrease in performance.

4. Following the changes made to Mr. Diggle’s Care Plan, his dosage pain medication
was increased to address his worsening pain.
In response to this, you overheard Isabelle, your co-worker, saying: “Are they even
sure about increasing Mr. Diggle’s dosage? He might become addicted!”
Agatha, another co-worker of yours, agreed, saying: “I think it was only Mr. Diggle
who decided to increase his pain medication dosage. I think they should just leave it
all to the doctor to decide what’s best for him.”
In the space provided below:

a. Write a short report to Rachel Allcot, referring Isabelle and Agatha’s
misconceptions to her.
b. Write an appropriate response to Isabelle and Agatha, addressing their
misconceptions on the use of pain relieving medication.
Do not exceed 200 words for each response.
a. the aim of this report is clear the Agatha and isabelle's misconceptions. i heard that
pain of Mr. Diggle relieving medication dosages. As it is fact that Mr. Diggle is
provided with medication in more dosage because of his increasing pain in
unbeareable way. than we consulted with the doctor and the doctor prescribed all
the medicines with its dosages. hence, the dosages are provided to Mr. Diggle with
doctor consultation.

b. “Are they even sure about increasing Mr. Diggle’s dosage? He might become
addicted!”
Your response: Mr. Diggle has been provided with medicine as per the doctor
prescription. There is no any chance of being addicted of those medicines as the
care helpers pays a particular care and attention to each residents.
“I think it was only Mr. Diggle who decided to increase his pain medication dosage. I
think they should just leave it all to the doctor to decide what’s best for him.”
Your response: No, Mr. Diggle is not only one to decide to increase his pain medication
dosage. the care workers who are taking care of Mr. Diggle support him to increase
his pain medicaion dosage since he came to the center. We should belive the
prescribed dosage of doctor for him.

5. In his third week at Lotus Compassionate Care, Mr. Diggle could not eat food or
take oral medication anymore.
Marcus approaches you about his concern on this. He said that even though his
father refuses to take in any food, it is still wrong to not try feed him. He added that
his father still needs food, otherwise he will starve.
Mr. Diggle previously instructed in his advance care directive, that when the time
comes that he cannot eat or take in any fluid or medication orally; he should not
want to be fed anymore, instead, he would just like to be provided with mouth care,
as per his care plan, and keeping him pain free and comfortable as much as
possible.
In the spaces provided:

a. Write a short report to Rachel Allcot advising her about Marcus’ concern.
b. Write an appropriate response to Marcus to address his concern. Specifically
indicate whether Mr. Diggle is to be fed according to Marcus’ request OR
Mr. Diggle’s advance care directive should be followed.
Do not exceed 100 words for each response.
a. When we talked with Marcus (Mr. Diggle son) regarding Mr. Diggle taking any
food. As Marcus is son of Mr. Diggle, he would be worried regarding his father
condition as he is not having food. Mr. Diggle son is right regarding his father
condition that his father could starve if he do not eat for long time. Concern of his
son should be addressed so that we could assist our old age resident at the
condition.

b. Mr. Marcus is very concerned regarding his father non eathing behaviour. as Mr.
Diggle mentioned already that if the non-eathing behaviour of his father continues
the care worker could follow the directions given by him (direction provided when
he come to home). We should look at his directions, although it is very important to
consult with doctor. it might assist him to overcome the condition and not to
degrade it. Mr. Diggle family members are concerned that health of Mr. Diggle
could get wore and he should be fed with food whatever be the condition. But
forcing him to eat food is not good idea.

Task 2: Roleplay Activity 1
This part of the case study will require you demonstrate your skills in delivering services
using a palliative care approach through a roleplay activity.
Palliative care specialises in improving the quality of life of the client with a life-threatening
and incurable illness. For this roleplay, your role in providing palliative care support
includes supporting the client’s family.
This roleplay activity will be based on the following scenario:
SCENARIO
In his third week, Mr. Diggle becomes less responsive. He cannot eat food or take oral
medication anymore. He is restless at times, and he is now bedridden. He has noisy
respiratory secretions.
Mr. Diggle’s death is imminent. Marcus, fully aware of this, has requested that his father be
taken home, if this is possible. However, Mr. Diggle refuses to be taken anywhere
anymore as moving will only cause him pain and discomfort. Mr. Diggle does not have
much time to live.
He also noted the following in his advance care directive:
You are to roleplay this scenario. In this roleplay activity, you will be play the role of the Mr.
Diggle’s carer at Lotus Compassionate Care, and you will need the help of at least three

(3) volunteers (they can be your colleagues, family, or friends) to play the roles of:
 Rachel Allcot, your supervisor at Lotus Compassionate Care
 Mr. John Diggle
 Mr. Marcus Diggle
You will also need access to the following resources:

 Character briefs
 A video recording device
 An item that would signify that the roleplay is set in Lotus Compassionate Care
(e.g. centre’s logo on a wall, centre’s name as label on an item, etc.)
Steps to Take:
1. Access the character briefs for this activity (CHC43015-Subject 6-Task 2
Roleplaying Activity). You can access this file in the Assessment Files folder in
your Student Portal.
There is no specific script to be followed for this roleplaying activity, but your
volunteers must follow the requirements of their roles as specified in the character
briefs.
2. Locate the Video Submission Checklist in the following pages.

Review the requirements outlined in the checklist before the actual roleplay. You are
required to demonstrate all the requirements listed in this form during the roleplay.
3. Meet with your volunteers. Review the task instructions, scenario, character briefs,
and Video Submission Checklist requirements with them before proceeding to the
roleplay.
4. Conduct your meeting. In your session, you must be able to:

 Inform John Diggle and Marcus Diggle that Mr. James Diggle has an
advance care directive
 Support Mr. Diggle’s family as they process the situation
 Respect and support Mr. Diggle’s beliefs, preferences, and culture
5. Document your roleplaying activity through a video recording. Your video

recording must not be longer than 10 minutes.
Your video submission must show that the meeting is set in Lotus Compassionate

Care. Setting this location can be achieved through:
 Putting up a sign with Lotus Compassionate Care’s logo,
 Putting up a sign with Lotus Compassionate Care’s name, or
 Labelling items visible in the video with Lotus Compassionate Care’s logo
and/or name.
6. Save and submit this video recording using the following filename along with the
complete workbook:
[Surname, First Name] Mr. Diggle – Roleplay 1

Video Submission Checklist
(This form is for assessor’s use only, please leave this section blank)
YE COMMENTS
In the video submission, did the student: NO
S
1. Inform John Diggle and Marcus Diggle that Mr. James
Diggle has an advance care directive?
Guidance: The student must inform John and Marcus
Diggle that their father filed an advance care directive.
2. Use active listening while interacting with Mr. Diggle’s
family?
Guidance: The behaviours indicative of active listening
include but are not limited to:
 Maintaining eye contact with speakers
 Leaning slightly toward the direction of the
speaker
 Nodding their head while the speaker is talking
 Refraining from being distracted (e.g. fidgeting,
looking at their watch, picking their fingernails,
etc.)
 Verbal positive reinforcements (e.g. ‘yes’,
‘indeed’, ‘I understand’, etc.)
 Asking clarification questions
3. Provide emotional support to Mr. Diggle’s family?
Guidance: Behaviours illustrating emotional support
 Actively listening to the family’s concerns
 Asking the family for their opinions
 Answering any questions that the family might
have
4. Work within the role of the individual support/aged
care worker?

5. Ensure that the meeting takes place in Lotus
Compassionate Care?
Guidance: The student must ensure that it is evident in the
video that the roleplay is set in Lotus Compassionate
Care.

Task 3: Roleplay Activity 2
This part of the case study will require you demonstrate your skills in delivering services
using a palliative care approach through a roleplay activity.
Palliative care specialises in improving the quality of life of the client with a life-
threatening and incurable illness. For this roleplay, your role in providing palliative care
support includes supporting the client and his family, as well as working with other
stakeholders in carrying out the advanced care of the client.
This roleplay activity will be based on the following scenario:
SCENARIO
Mr. Diggle’s death is imminent. John and Marcus have been called to the centre as
requested. Fr. Robert, a priest, has also been called. You and your supervisor accompany
them in Mr. Diggle’s room.
You are to roleplay this scenario. In this roleplay activity, you will be playing the role of
Mr. Diggle’s carer at Lotus Compassionate Care, and you will need the help of six (6)
volunteers (they can be your colleagues, family, or friends) to play the roles of:
 Rachel Allcot, your supervisor at Lotus Compassionate Care
 Mr. James Diggle
 Mr. John Diggle
 Mr. Marcus Diggle
 Fr. Robert Sacks, a priest
 Dr. Oliver Atwood, a medical doctor for Lotus Compassionate Care
You will also need access to the following resources:

 Character briefs
 A video recording device
 A safe environment to conduct the roleplaying activity
 An item that would signify that the roleplay is set in Lotus Compassionate Care
(e.g. centre’s logo on a wall, centre’s name as label on an item, etc.)

Steps to Take:
1. Access the character briefs for this activity (CHC43015-Subject 6-Task 3 Roleplaying
Activity). You can find this document in the Assessment Files folder in your Student
Portal.
There is no specific script to be followed for this roleplaying activity, but your
volunteers must follow the requirements of their roles as specified in the character
briefs.
2. Locate the Video Submission Checklist in the following pages.

Review the requirements outlined in the checklist before the actual roleplay. You are
required to demonstrate all the requirements listed in this form during the roleplay.
3. Meet with your volunteers. Review the task instructions, scenario, character briefs,
and Video Submission Checklist requirements with them before proceeding to the
roleplay.
4. Conduct your roleplay. In your roleplay, you must be able to:

 Support Mr. Diggle and his sons
 Ensure that a priest is present for the client
 Maintain the client’s dignity while providing end-of-life care
 Recognise and report signs of imminent death to your supervisor
 Maintain the client’s dignity while providing care immediately after death
 Provide emotional support to the family after the client’s death
 Work within your role as an individual support worker
5. Document your roleplaying activity through a video recording. Your video recording
must not be longer than 30 minutes.
6. Save and submit this video recording using the following filename along with the
complete workbook:
[Surname, First Name] Mr. Diggle – Roleplay 2

Video Submission Checklist
(This form is for assessor’s use only, please leave this section blank)
YE COMMENTS
In the video submission, did the student: NO
S
1. Ensure that Mr. Diggle’s request to remain at Lotus

Compassionate Care was followed?
Guidance: The student must ensure that it is evident in
the video that the roleplay is set in a room at Lotus
Compassionate Care.
2. Use active listening while interacting with Mr. Diggle
and his family?
Guidance: The behaviours indicative of active listening
 Maintaining eye contact with speakers
 Leaning slightly toward the direction of the
speaker
 Nodding their head while the speaker is talking
 Refraining from being distracted (e.g. fidgeting,
looking at their watch, picking their fingernails,
etc.)
 Verbal positive reinforcements (e.g. ‘yes’,
‘indeed’, ‘I understand’, etc.)
 Asking clarification questions
3. Provide emotional support to Mr. Diggle and his
family?
Guidance: Behaviours illustrating emotional support
 Actively listening to their concerns
 Asking them for their opinions
 Answering any questions that they might have

4. Offer the brothers chances to take part in providing
care for Mr. Diggle?
Guidance: The student can use the following examples
to offer the brothers chances to join them in providing
care for Mr. Diggle:
 ‘I am about to undertake some tasks for your
father, would you like to assist with…?’
 ‘Would you like to stay in the room while I
assist your father with [insert care task], or
would you like to step out for a bit?’
5. Ensure that the client remained covered while
providing end-of-life care?
6. Create and maintain a peaceful atmosphere in the
room?
Guidance: Creating and maintaining a peaceful
atmosphere means to honour the client’s family’s
requests regarding the room’s environment. These
requests may include but are not limited to:
 Aromatherapy
 Dimming the lights or providing softer
lighting
 Pulling down the blinds or drawing the
curtains
 Providing music
7. Ensure that personal information that the client does
not want others (e.g. the priest, other support workers,
etc.) to know will not be shared?
8. Allow the priest to pray for the deceased?
9. Return Mr. Diggle’s personal possessions to John or
Marcus?
10. Give the family space to mourn?
Guidance: The student can give the family space to
mourn by:
 Stepping out of the room
 Asking the family if there is anything that the
student can do for them

11. Work within their role as an individual support/aged
care worker?
Guidance: Working within their role as an individual
support/aged care worker includes but are not limited
to:
 Consulting with their supervisor
 Reporting signs of imminent death to their
supervisor
 Not interrupting the priest while he is
praying/delivering rites
 Not interrupting the brothers during their last
moments with their father

SUBMITTING YOUR ASSESSMENT
Please ensure that you have completed ALL required work in your Assessment Workbook
before uploading your files.
Please take note that once you have submitted the assignment for grading, you can no
longer submit another assignment for the same subject until it has been marked by an
Assessor.
There are several ways to upload different types of files (video, folders, documents, etc).
Read and follow the instructions in the Submitting An Assessment document.

WORKBOOK CHECKLIST
When you have completed assessing the assessment workbook, review the candidate’s
assessment against the checklist below:
Knowledge Assessment
Case Study – Mr. James Diggle
Written Questions
Roleplay Activity 1
Roleplay Activity 2
When you have completed all of the parts above. Then you are ready to submit this
completed workbook along with the following file(s):
 Video Recording of Roleplay Activity 1
 Video Recording of Roleplay Activity 2
IMPORTANT REMINDER
Students must achieve a satisfactory result to ALL assessment tasks to be awarded
COMPETENT for the unit relevant to this subject.
To award the student competent in the units relevant to this subject, the student must
successfully complete all the requirements listed above according to the prescribed
benchmarks.

WE WOULD LOVE YOUR FEEDBACK!
Inspire Education is committed to ensuring you get the most out of your student experience
with us. Part of your Learning Journey is the use of our contextualised learning materials and
assessment workbooks. We would love to get your feedback on how this material worked for
you.
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Palliative Care Services

Version 3.1 | Produced 04 September 2020

Date Summary of modifications made Version

Version 1 produced for course launch. 1.0

Revised questions 2 for Knowledge Assessment and

Document re-branded and contextualised for Inspire

Revised Case Study by dividing the roleplay task into

Removed items from observation checklists for Tasks

Assessment Workbook 6 Version No. 3.1 Produced 04 September 2020

INTRODUCTION TO THIS WORKBOOK...................................................4

SUBMITTING YOUR ASSESSMENT..........................................................28

Assessment Workbook 6 Version No. 3.1 Produced 04 September 2020

CHCPAL001 - Deliver care services using a palliative approach

For complete copies of the above units of competency:

Assessment Workbook 6 Version No. 3.1 Produced 04 September 2020

Assessment Workbook 6 Version No. 3.1 Produced 04 September 2020

ABOUT THE ASSESSMENTS

Resources Required for Assessment

You will need access to:

Assessment Workbook 6 Version No. 3.1 Produced 04 September 2020

Accessing Intranet Pages and External Links

1. List three (3) strategies used in end-of-life care?

Assessment Workbook 6 Version No. 3.1 Produced 04 September 2020

Assessment Workbook 6 Version No. 3.1 Produced 04 September 2020

Assessment Workbook 6 Version No. 3.1 Produced 04 September 2020

Lotus Compassionate Care is an organisation that provides services in disability support,

Lotus Compassionate Care

Assessment Workbook 6 Version No. 3.1 Produced 04 September 2020

Task 1: Written Questions

Assessment Workbook 6 Version No. 3.1 Produced 04 September 2020

Select two (2) that apply.

Assessment Workbook 6 Version No. 3.1 Produced 04 September 2020

Assessment Workbook 6 Version No. 3.1 Produced 04 September 2020

In the space provided below:

Do not exceed 200 words for each response.

Assessment Workbook 6 Version No. 3.1 Produced 04 September 2020

Assessment Workbook 6 Version No. 3.1 Produced 04 September 2020

In the spaces provided:

Assessment Workbook 6 Version No. 3.1 Produced 04 September 2020

Assessment Workbook 6 Version No. 3.1 Produced 04 September 2020

This roleplay activity will be based on the following scenario:

He also noted the following in his advance care directive:

Assessment Workbook 6 Version No. 3.1 Produced 04 September 2020

You will also need access to the following resources:

2. Locate the Video Submission Checklist in the following pages.

4. Conduct your meeting. In your session, you must be able to:

5. Document your roleplaying activity through a video recording. Your video

Assessment Workbook 6 Version No. 3.1 Produced 04 September 2020

Assessment Workbook 6 Version No. 3.1 Produced 04 September 2020

Assessment Workbook 6 Version No. 3.1 Produced 04 September 2020

Assessment Workbook 6 Version No. 3.1 Produced 04 September 2020

This roleplay activity will be based on the following scenario:

You will also need access to the following resources:

Assessment Workbook 6 Version No. 3.1 Produced 04 September 2020

2. Locate the Video Submission Checklist in the following pages.

4. Conduct your roleplay. In your roleplay, you must be able to:

Assessment Workbook 6 Version No. 3.1 Produced 04 September 2020

1. Ensure that Mr. Diggle’s request to remain at Lotus

Assessment Workbook 6 Version No. 3.1 Produced 04 September 2020

Assessment Workbook 6 Version No. 3.1 Produced 04 September 2020

Assessment Workbook 6 Version No. 3.1 Produced 04 September 2020

Assessment Workbook 6 Version No. 3.1 Produced 04 September 2020