CHC33015 Certificate III in Individual Support

Assessment Workbook
CHC33015 Certificate III in

Individual Support
Specialising in Ageing
Palliative Care Services

V2.1 Produced 04 September 2020
Copyright © 2016 Compliant Learning Resources. All rights reserved. No part of this publication may be reproduced
or distributed in any form or by any means, or stored in a database or retrieval system other than pursuant to the
terms of the Copyright Act 1968 (Commonwealth), without the prior written permission of
Compliant Learning Resources
Version control & document history
Date Summary of modifications made Version
13 June 2016 Version 1 produced for course launch. 1.0
Revised questions 2 for Knowledge

31 May 2019 1.1
Assessment and Case Study.
Revised Case Study by dividing the roleplay

03 July 2020 2.0
task into two (2) different roleplay tasks.
04 September Removed items from observation checklists

2.1
2020 for Tasks 2 and 3.
Assessment Workbook Version No. 2.1 Produced 04 September 2020

Page 2 © Compliant Learning Resources
TABLE OF CONTENTS
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INTRODUCTION............................................................................4
WHAT IS COMPETENCY BASED ASSESSMENT.....................................4
THE BASIC PRINCIPLES OF ASSESSING NATIONALLY RECOGNISED
TRAINING....................................................................................5
THE DIMENSIONS OF COMPETENCY................................................6
REASONABLE ADJUSTMENT...........................................................7
THE UNIT OF COMPETENCY...........................................................9
ASSESSMENT REQUIREMENTS......................................................10
ASSESSMENT METHODS...............................................................12
RESOURCES REQUIRED FOR ASSESSMENT......................................13
INSTRUCTIONS TO ASSESSOR........................................................14
INSTRUCTIONS TO STUDENT.........................................................15
ASSESSMENT WORKBOOK COVERSHEET........................................16
KNOWLEDGE ASSESSMENT...........................................................17
CASE STUDY..............................................................................18
Instructions to Assessor................................................................................................18
Instructions to Student..................................................................................................18
Introduction to Case Study............................................................................................19
Mr. James Diggle................................................................................................................................ 20
WORKBOOK CHECKLIST..............................................................35
FEEDBACK.................................................................................36

© Compliant Learning Resources Page 3
INTRODUCTION
Assessment is a difficult process – we understand this and have developed a range of
assessment kits, such as this, to facilitate a seamless process for both the assessor and
the learner being assessed.
There are a number of characteristics of assessment, ranging from subjective
assessment (which is based on opinions and feelings), to objective assessment (which
is based clearly on defined processes and specific standards). Nearly all assessment
involves a mixture of both types of assessment because it is almost impossible to
eradicate the subjectivity humans carry into the process of assessing. The goal in
developing and implementing these assessment kits is to work towards the objective
end as far as possible and to reduce the degree of opinions and feelings present.
WHAT IS COMPETENCY BASED ASSESSMENT

The features of a competency based assessment system are:
 It is focused on what learners can do and whether it meets the criteria

specified by industry as competency standards.
 Assessment should mirror the environment the learner will encounter in
the workplace.
 Assessment criteria should be clearly stated to the learner at the
beginning of the learning process.
 Assessment should be holistic. That is it aims to assess as many elements
and/or units of competency as is feasible at one time.
 In competency assessment a learner receives one of only two outcomes –
competent or not yet competent.
 The basis of assessment is in applying knowledge for some purpose. In a
competency system, knowledge for the sake of knowledge is seen to be
ineffectual unless it assists a person to perform a task to the level
required in the workplace.
 The emphasis in assessment is on assessable outcomes that are clearly
stated for the trainer and learner. Assessable outcomes are tied to the
relevant industry competency standards where these exist. Where such
competencies do not exist, the outcomes are based upon those identified
in a training needs analysis.

Definition of competency
Assessment in this context can be defined as:

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

RECOGNISED TRAINING
Developing and conducing assessment, in an Australian vocational education and
training context, is founded on a number of basic conventions:
The principles of assessment
 Assessment must be valid

o Assessment must include the full range of skills and knowledge
needed to demonstrate competency.
o Assessment must include the combination of knowledge and skills
with their practical application.
o Assessment, where possible, must include judgements based on
evidence drawn from a number of occasions and across a number of
contexts.
 Assessment must be reliable
o Assessment must be reliable and must be regularly reviewed to
ensure that assessors are making decisions in a consistent manner.
o Assessors must be trained in national competency standards for
assessors to ensure reliability.
 Assessment must be flexible
o Assessment, where possible, must cover both the on and off-the-job
components of training within a course.
o Assessment must provide for the recognition of knowledge, skills and
attitudes regardless of how they have been acquired.

o Assessment must be made accessible to learners though a variety of
delivery modes, so they can proceed through modularised training
packages to gain competencies.
o Assessment must be mutually developed and agreed upon between

assessor and the assessed.
o Assessment must be able to be challenged. Appropriate mechanisms
must be made for reassessment as a result of challenge.
The rules of evidence (from Training in Australia by M Tovey, D Lawlor)

When collecting evidence there are certain rules that apply to that evidence. All
evidence must be valid, sufficient, authentic and current;
 Valid
o Evidence gathered should meet the requirements of the unit of
competency. This evidence should match or at least reflect the type of
performance that is to be assessed, whether it covers knowledge,
skills or attitudes.
 Sufficient
o This rule relates to the amount of evidence gathered It is imperative
that enough evidence is gathered to satisfy the requirements that the
learner is competent across all aspects of the unit of competency.
 Authentic
o When evidence is gathered the assessor must be satisfied that
evidence is the learner’s own work.
 Current
o This relates to the recency of the evidence and whether the evidence
relates to current abilities.
THE DIMENSIONS OF COMPETENCY

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

REASONABLE ADJUSTMENT
Adapted Reasonable Adjustment in teaching, learning and assessment for learners
with a disability - November 2010 - Prepared by - Queensland VET Development
Centre
Reasonable adjustment in VET is the term applied to modifying the learning
environment or making changes to the training delivered to assist a learner with a
disability. A reasonable adjustment can be as simple as changing classrooms to be closer
to amenities, or installing a particular type of software on a computer for a person with
vision impairment.
Why make a reasonable adjustment?

We make reasonable adjustments in VET to make sure that learners with a disability
have:
 the same learning opportunities as learners without a disability
 the same opportunity to perform and complete assessments as those without a
disability.
Reasonable adjustment applied to participation in teaching, learning and

assessment activities can include:
 customising resources and assessment activities within the training package or
accredited course
 modifying the presentation medium learner support
 use of assistive / adaptive technologies
 making information accessible both prior to enrolment and during the course
 monitoring the adjustments to ensure learner needs continue to be met.
Assistive / Adaptive Technologies

Assistive / adaptive technology means ‘software or hardware that has been specifically
designed to assist people with disabilities in carrying out daily activities’ (World Wide
Web Consortium - W3C). It includes screen readers, magnifiers, voice recognition

software, alternative keyboards, devices for grasping, visual alert systems, digital note
takers.

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

THE UNIT OF COMPETENCY
The units of competency specify the standards of performance required in the
workplace.
This assessment addresses the following unit of competency from CHC33015
Certificate III in Individual Support:
CHCPAL001 - Deliver care services using a palliative approach

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

Download them from the TGA website: www.training.gov.au/CHCPAL001

ASSESSMENT REQUIREMENTS
The assessment requirements specify the evidence and required conditions for
assessment.
Each unit of competency can be unbundled to reveal three key assessment components:
 Performance Evidence - describes the subtasks that make up the element of the
unit
 Knowledge Evidence - describes the knowledge that must be applied in
understanding the tasks described in the elements
 Assessment Conditions - describes the environment and conditions that
assessments must be conducted under
CHCPAL001 - Deliver care services using a palliative approach

This unit describes the skills and knowledge required to care for people with life-
threatening or life-limiting illness and/or normal ageing process within a palliative
approach.
This unit applies to workers in a residential or community context. Work performed
requires some discretion and judgement and is carried out under regular direct or
indirect supervision.
Performance Evidence
The candidate must show evidence of the ability to complete tasks outlined in elements
and performance criteria of this unit, manage tasks and manage contingencies in the
context of the job role. There must be evidence that the candidate has:
 supported, reported and documented issues and needs of 3 people in palliative
care


Knowledge Evidence
1. philosophy, principles, benefits and scope of palliative care
2. the needs of people dealing with a life-threatening or life-limiting illness and the
emotional impact of diagnosis
3. cultural, religious and spiritual differences in relation to death and dying
4. the stages of grief and personal strategies for managing reactions to grief
5. advance care directives and end-of-life care strategies
6. pain relief and comfort promotion
7. nutritional and hydration requirements during a palliative approach
8. legal and ethical considerations for working in palliative care, including:
8.1 dignity of risk
8.2 duty of care
8.3 human rights
8.4 privacy, confidentiality and disclosure
8.5 work role boundaries – responsibilities and limitations
9. relevant policies, protocols and practices of the organisation in relation to the
provision of both a palliative approach and palliative care
10. responsibilities to self and colleagues
11. various signs of imminent death and/or deterioration
12. communication strategies to build trust, show empathy, demonstrate support
and empowers the person, family, carers and/or significant others
Assessment Conditions
Skills must be demonstrated in the workplace or in a simulated environment that
reflects workplace conditions. The following conditions must be met for this unit:
1. modelling typical workplace conditions, including:
1.1. typical workplace documentation and reporting processes
1.2. scenarios and simulations in provision of care using a palliative approach in
a range of contexts
1.3. palliative care plans and equipment and/or resources outlined in plan

ASSESSMENT METHODS
There are seven (7) Assessment Workbooks for the course. Six (6) of which are Theory
Workbooks and one (1) is the Skills Workbook. This is Workbook 5.
Theory Workbooks
The Theory Workbooks contain two assessment methods:
1. Written Questions – A set of generic and workplace questions testing the
student’s general knowledge and understanding of the general theory behind the
unit.
2. Case Studies – A set of hypothetical questions to test the student’s analytical
skills in project problem solving. Students will be provided with a set of project
management documents to analyse.
Workbook 1 – Support independence and well being
Workbook 2 – Compliant aged care practice
Workbook 3 – Work in health and community services
Workbook 4 – Support and empowerment of older people
Workbook 5 – Palliative care services
Workbook 6 – Empowering people with disability

Skills Workbook
The Skills Workbook contains the practical assessment which covers all units of
competency of CHC33015 Certificate III in Individual Support. These practical
assessment activities will be completed during the course of your
Vocational Placement.
You should not commence with the Skills Workbook until you have
completed the first six (6) workbooks and have received feedback from your
Assessor.
The assessment method used in the Skills Workbook includes:
1. Practical Assessment – a set of tasks or activities completed according to set

instructions and guidelines to meet the requirements of the relevant units
Workbook 7 – Skills Workbook
RESOURCES REQUIRED FOR ASSESSMENT

Assessor to provide:
 Case studies and simulations
 Information about work activities
The student to provide:

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

INSTRUCTIONS TO ASSESSOR
This is a compulsory assessment to be completed by all students. This assessment tests
the student’s ability to understand the underpinning generic knowledge related to this
unit of competency
The assessor guide provides model answers to all the questions. Where answers are
required, this is specified in the question to avoid ambiguity. The model answer will be
in these cases provide a complete list of possible answers that are considered acceptable.
For instance if a question requires the student to list three options, then their response
must include three of the items listed in the model answer.
Note to assessors: contact details are requested from observers in the feedback
forms in case you will have to call them to verify content of the feedback forms.
IMPORTANT REMINDER
Candidates must achieve a satisfactory result to ALL assessment tasks to be
awarded COMPETENT for the units relevant to this cluster.

INSTRUCTIONS TO STUDENT
The Written Questions Assessment covers generic underpinning knowledge of basic
terms and concepts relating to the relevant units of competency. These questions are all
in a short answer format. The longer questions requiring creative thought processes are
covered in the case studies assessment. You must answer all questions using your
own words. However, you may reference your learner guide and other online or hard
copy resources to complete this assessment.
Some questions cover processes you would be likely to encounter in a workplace.
Ideally, you should be able to answer these questions based on the processes that are
currently in place in your workplace. If this is not the case, then answer the questions
based on processes that should be implemented in your workplace.

ASSESSMENT WORKBOOK COVERSHEET
WORKBOOK: WORKBOOK 5
TITLE: Palliative Care Services
FIRST AND SURNAME:
PHONE:
EMAIL:
Please read the Candidate Declaration below and if you agree

to the terms of the declaration sign and date in the space
provided.
By submitting this work, I declare that:
 I have been advised of the assessment requirements, have been made
aware of my rights and responsibilities as an assessment candidate,
and choose to be assessed at this time.
 I am aware that there is a limit to the number of submissions that I
can make for each assessment and I am submitting all documents
required to complete this Assessment Workbook.
 I have organised and named the files I am submitting according to the
instructions provided and I am aware that my assessor will not assess
work that cannot be clearly identified and may request the work be
resubmitted according to the correct process.
 This work is my own and contains no material written by another
person except where due reference is made. I am aware that a false
declaration may lead to the withdrawal of a qualification or statement
of attainment.
 I am aware that there is a policy of checking the validity of
qualifications that I submit as evidence as well as the
qualifications/evidence of parties who verify my performance or
observable skills. I give my consent to contact these parties for
verification purposes.
Name : Signature: Date:

KNOWLEDGE ASSESSMENT
1. List three (3) strategies used in end-of-life care?
a.
b.
c.
2. List three (3) strategies used to promote pain relief and comfort in palliative
care.
a.
b.
c.

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

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

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

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

Mr. James Diggle
Mr. James Diggle , 68 years old, has been diagnosed with metastatic lung cancer. He
had long lost his wife, Catherine, whom he had two sons with, John and Marcus. The
two sons both have families of their own now.
He lived alone, but due to his deteriorating health and increasing symptom distress,
he could no longer take care of himself. He had already been advised that his
prognosis is short and has decided to enter himself at Lotus Compassionate Care.
It depresses him so that he misses his wife very much. He wished Catherine was
there to keep him company and to comfort him in his darkest moments. To worsen
things, he has not spoken to John in a long time because of disagreements from the
past. Marcus, on the other hand, together with his family, visits Mr. Diggle whenever
they can. It pleases James so much to see his 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 he could not sleep because of the pain. Changes to Mr. Diggle’s
Care Plan will be made to help him address these symptoms.
By the second week, Mr. Diggle’s symptoms have improved. However, his fatigue has
not improved and only worsened. Now he spends more time in bed. Due to the
progression of his disease, he has started to become confused and disoriented at
times.
In his third week, Mr. Diggle becomes less responsive. He cannot eat food or take
oral medication anymore. He is restless at times, and he is now bedridden. He has
noisy respiratory secretions.

Task 1: Written Questions
1. Following Mr. Diggle’s case, identify his holistic needs by completing the table
below.

Physical needs
List at least two (2)

Psychological needs

Social needs

Spiritual / cultural
need
List one (1)

End-of-life needs

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.


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.
b. “Are they even sure about increasing Mr. Diggle’s dosage? He might become
addicted!”
Your response:
“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:

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.

b.

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.
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 playing the role
of Mr. Diggle’s carer at Lotus Compassionate Care, and you will need the help of
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 (CHC33015 IS AC-Subject 5-Task 2
Roleplaying Activity.pdf). This file can be found 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

Video Submission Checklist
(This form is for assessor’s use only, please leave this section blank)
In the video submission, did the student: YES NO COMMENTS

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.
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 (CHC33015 IS AC-Subject 5-Task 3
Roleplaying Activity.pdf). This file can be accessed 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)
In the video submission, did the student: YES NO COMMENTS

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
 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 brother during their last
moments with their father

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

FEEDBACK
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training and assessment experience using our resources has been a
seamless and fruitful journey. At Compliant Learning Resources, we
continually strive to improve our training and assessment resources and
heighten the training and assessment experience for you. One way we do
this is by seeking feedback. Your experience is important to us and we are
very keen to hear any suggestions or complaints you may have. Click on the
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CHC33015 Certificate III in Individual Support

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Assessment Workbook

CHC33015 Certificate III in

Palliative Care Services

Date Summary of modifications made Version

13 June 2016 Version 1 produced for course launch. 1.0

Revised questions 2 for Knowledge

Revised Case Study by dividing the roleplay

04 September Removed items from observation checklists

Assessment Workbook Version No. 2.1 Produced 04 September 2020

Assessment Workbook Version No. 2.1 Produced 04 September 2020

WHAT IS COMPETENCY BASED ASSESSMENT

 It is focused on what learners can do and whether it meets the criteria

Assessment Workbook Version No. 2.1 Produced 04 September 2020

Assessment in this context can be defined as:

THE BASIC PRINCIPLES OF ASSESSING NATIONALLY

The principles of assessment

 Assessment must be valid

Assessment Workbook Version No. 2.1 Produced 04 September 2020

o Assessment must be mutually developed and agreed upon between

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

THE DIMENSIONS OF COMPETENCY

Assessment Workbook Version No. 2.1 Produced 04 September 2020

Why make a reasonable adjustment?

Reasonable adjustment applied to participation in teaching, learning and

Assistive / Adaptive Technologies

Assessment Workbook Version No. 2.1 Produced 04 September 2020

Assessment Workbook Version No. 2.1 Produced 04 September 2020

Assessment Workbook Version No. 2.1 Produced 04 September 2020

CHCPAL001 - Deliver care services using a palliative approach

For complete copies of the above unit of competency:

Assessment Workbook Version No. 2.1 Produced 04 September 2020

CHCPAL001 - Deliver care services using a palliative approach

Assessment Workbook Version No. 2.1 Produced 04 September 2020

Assessment Workbook Version No. 2.1 Produced 04 September 2020

Workbook 1 – Support independence and well being

Workbook 2 – Compliant aged care practice

Workbook 3 – Work in health and community services

Workbook 4 – Support and empowerment of older people

Workbook 5 – Palliative care services

Workbook 6 – Empowering people with disability

Assessment Workbook Version No. 2.1 Produced 04 September 2020

The assessment method used in the Skills Workbook includes:

1. Practical Assessment – a set of tasks or activities completed according to set

Workbook 7 – Skills Workbook

RESOURCES REQUIRED FOR ASSESSMENT

The student to provide:

Assessment Workbook Version No. 2.1 Produced 04 September 2020

Assessment Workbook Version No. 2.1 Produced 04 September 2020

Assessment Workbook Version No. 2.1 Produced 04 September 2020

TITLE: Palliative Care Services

FIRST AND SURNAME:

Please read the Candidate Declaration below and if you agree

Name : Signature: Date:

Assessment Workbook Version No. 2.1 Produced 04 September 2020

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

Assessment Workbook Version No. 2.1 Produced 04 September 2020

Assessment Workbook Version No. 2.1 Produced 04 September 2020

Lotus Compassionate Care is an organisation that provides services in disability

Lotus Compassionate Care

Assessment Workbook Version No. 2.1 Produced 04 September 2020

Assessment Workbook Version No. 2.1 Produced 04 September 2020

Assessment Workbook Version No. 2.1 Produced 04 September 2020

Select two (2) that apply.