CHCCCS011 Meet Personal Support Needs SAB v3.1 THEORY

STUDENT ASSESSMENT BOOKLET-I
CHCCCS011 Meet Personal Support

Needs
Student Name: Sujan Adhikari
Suite 203, 11-15 Deane Street Burwood, NSW, 2134

Email: info@advancecollege.edu.au
RTO Code: 45342
© 2020 Advance College
Advance College is a trading name of Australian Newtown College, RTO 45342.
Cover image © Bigstock www.bigstock.com
ASSESSMENT OVERVIEW
This Student Assessment Booklet-I includes Task 1 for assessment of CHCCCS011 Meet personal support
needs.
ABOUT YOUR ASSESSMENTS

This unit requires that you complete 3 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 the questions to show that you
understand the knowledge required of this unit.
Assessment Task 2: Role plays You are to do this task in your workplace. You will be observed:
 transferring a person in and out of a vehicle
 transferring a client from a bed to a chair
 using a hoist in a fall’s recovery situation.
Assessment Task 3: Observation task You are to be observed in your workplace 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.
Prerequisite
The prerequisite for this unit is NIL.
CHCCCS011 Meet Personal Support Needs Page 4

© Advance College November 2020 Version 3.1
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:
 safely supported at least 2 individuals by performing the activities outlined in the performance
criteria of this unit. This includes following support requirements of an established individualised
plan and supporting each of the following activities:
 bed bathing
 dressing, undressing and grooming
 eating and drinking using appropriate feeding techniques
 oral hygiene
 shaving
 showering
 toileting and the use of continence aids
 using aids and equipment including devices used by the person
 performed the following hazardous manual handling scenarios at least once:
 transferring a person between bed and chair

 transferring a person in and out of car
 falls recovering
KNOWLEDGE EVIDENCE
The candidate must be able to demonstrate essential knowledge required to effectively complete tasks
outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the
context of the work role. This includes knowledge of:
 different contexts for provision of personal support and impacts on the way services are provided
 role and responsibilities of the personal support providers and workers
 concepts of enablement and re-ablement
 legal and ethical requirements related to the provision of personal support, and how these are
applied in an organisation and individual practice:
 privacy, confidentiality and disclosure

 duty of care
 work health and safety, including manual handling
 basics of:
 body hygiene
 grooming
 oral hygiene
 human body system
 personal safety and security risks associated with provision of personal support and strategies to
minimise those risks

 features, functions and safe use of equipment and aids used in provision of personal support and
devices used by the person including the importance of adjusting equipment and aids to the needs
of the individual
 techniques for completing physical support routines
 infection control procedures
 organisational reporting technologies
For all documentation on the performance criteria and assessment requirements of the unit CHCCCS011 Meet
personal support needs, please refer to the training.gov.au website with this link:
https://training.gov.au/Training/Details/CHCCCS011.

ASSESSMENT TASK COVER SHEET
Students: Please fill out this cover sheet clearly and accurately for this task.
Student Name Sujan Adhikari
Assessor Name
Unit: CHCCCS011 Meet personal support needs

ASSESSMENT DETAILS
Written/Oral questions Role play

Assessment Type
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 Yes No
assessment?
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 Yes No
assessment? If yes, what are they? …………………………… …………………………
………………… ……… … … .………………………………………….
Do you understand your rights to appeal the decisions made in an Yes No
assessment?
None of this work has been completed by any other person. Yes No
I have not cheated or plagiarised the work or colluded with any other Yes No
student/s.
I have correctly referenced all resources and reference texts to complete these Yes No
assessment tasks.
I understand that if I am found to be in breach of policy, disciplinary action Yes No
may be taken against me.
STUDENT DECLARATION
Sagar Sapkota
I,__________________________________, certify that the statements I have attested
above have been made in a good faith, are true and correct. To the best of my knowledge and belief, these
tasks are my own work.
Sujan. 28/02/2023
Student Signature: …………………………… Date: ............... /................./...................................

ASSESSMENT TASK COVER SHEET – Attempt 1
Result Satisfactory (S) Not Yet Satisfactory

(NYS)
ASSESSOR FEEDBACK (Assessment Task 1)
Assessors: Please return this cover sheet to the student with assessment results and feedback.
Assessor signature: Date:
Re-assessment Result Satisfactory (S) Not Yet Satisfactory

(NYS)
Re-assessment Result Satisfactory (S) Not Yet Satisfactory (NYS)



ASSESSOR DECLARATION
I declare that I have conducted a fair, valid, reliable and flexible assessment with this student, and I
have observed the student demonstrate unit outcomes through consistent and repeated application of
skills and knowledge over a period of time and provided appropriate feedback.
Signature:
Date:
STUDENT FEEDBACK AND 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.
I have received my assessment result and I am satisfied with the given feedback for this assessment.
I am not satisfied about my result and I would like to appeal regarding my result.
Student Signature: …………………………… 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 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 your own time.
 Write in the 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 provider care for people who are ill, elderly or need help with daily task. You make sure your
clients are comfortable, safe and enjoy emotional and physical well-being. You mane work for a long-term care
facility or in your clients homes as an employee of a home care agency.
b) A work colleague has asked you to do something that it outside the training you have done. What would you do?
If my colleague asked me to do something that is outside the training, just politely try to offer options that can be done
different way as well as you can recommend who’s better for that job. This will show you’re willing to help and that you want
to see the work get done correctly. While doing that please don’t speak too quickly, take some time to consider the task and
your options.
c) What are three workplace health and safety responsibilities of an employer in relation to manual handling?

The three-workplace health and safety responsibilities of an employer in relation to manual handling are as follow:
-
 Avoid the need for any manual handling involving risk of injury, “so far as is reasonably practicable”.
This may include mechanisation, redesigning the tasks you do, or breaking down the loads you handle
into manageable units.
 Where manual handling tasks cannot be avoided, assess the risks. In these circumstances, employers must
review the risk factors associated with manual handling you do. This includes your tasks, the loads that
you lift or carry, their weight and size, your individual capabilities etc.
 Reduce the risk of injury, after any risk assessment, your employer should introduce safe system to
minimise risks that you might face.
d) What does duty of care mean?
A duty of care is a legal obligation to take reasonable steps to not cause foreseeable harm to another person or
their property. Basically, to avoid acts or omissions which could be reasonably foreseen to inure of harm other
people.
QUESTION 2
What rights do clients have to privacy and confidentiality?

As a client has the following rights regarding their privacy and confidentiality: -
 Who is collecting the information?
 Why the information is being collected?
 Who the information might be given to?
 Right to give or refuse consent to the release of information
 Right to have an interpreter (if required) fully briefed on confidentiality requirements
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:

A carer has a responsibility to report verbally, to senior carer or registered staff, details of the observations she has
made and the nursing care she has implemented.
A verbal report, using written records, is given on each patient at each change of shift. The report must be
delivered in such a way that the support worker who is receiving it obtains an accurate assessment of each patient
and his current condition.

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.
The report must be delivered in such a way that the support worker who is receiving it obtains an accurate
assessment of each patient and his current condition. The more detailed your report keeping is, the easier it is for
someone else to follow through with appropriate care or to notice if the situation changes.
b) Why is it important to report this incident given that Geraldine is unhurt?
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.
The client has a right to know that action has been taken to remove the hazard. But there was no need to tell Geraldine that the
cleaner would be fired if the incident occurred again. She has been given too much information. The cleaner has a right to
privacy as well. In this case the carer has violated the cleaner’s privacy.
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: Protect your passwords and do not share emails and also never share client
information to others through emails.
Safety consideration 2: Distance between body and monitor. 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?
Communication difficulties can be the most upsetting aspects of caring for someone with dementia and it is
frustrating for those with this disease and for loved ones. Mood swings become more prominent as the disease
progresses. The key to responding to aggression caused by dementia is to try to identify the cause, then try to shift
the focus to something else speaking in a calm, reassuring manner.
Caring for someone with mood swing involves unique stresses and uncertainties. The disease is unpredictable, so
it’s hard to know what a person with mood swing will need from one week to the next, from necessary changes in
the home to emotional support.
In the scenario, Damien who has mood swing has sound cognitive ability and is able to tell carers what he needs,
unlike Elsie who has Dementia and needs significant care. As for Maria who has full cognitive function and is able
to undertake most activities of daily living without assistance. Therefore, it is not a ‘one-size fits all’ approach, its
care planned for individual needs of each client approach.

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 makeup. She then asks if you would do her nails for her. When you have finished,
she looks in the mirror and smiles.
a) How has this helped Molly’s health and wellbeing? Give 2 reasons.
Spending time with Molly, doing her hair, putting make up and then doing her nails has transformed her feeling
tired and old. Her smile after looking at the mirrors is testimony that she now feels happy and cheerful. She asked
for support and got it. She feels good and beautiful and is happy with the relationship with another person. She
feels cared for.
b) What 3 types of activities can you assist a client with to ensure they maintain good body hygiene? Why is
maintaining good body hygiene important?
Three types of activities we can assist a client with to ensure they maintain good body hygiene are.
 Bathe regularly. Wash your body and your hair often. It is important because it helps to maintain skin or
full body hygiene and helps to person energetic by giving clean and neat vibes
 Trim your nails. It is important because it avoid being infected from disease by maintaining hygiene
 Brush and floss. It is important because it prevent from mouth infections and other related diseases.
c) What 3 types of activities can you assist a client with to ensure they maintain a good grooming routine?
Three types of activities we can assist a client with to ensure they maintain a good grooming routine are: -
 activities would be styling hair, shaving, trimming and painting fingernails.
 Maintaining good health also includes the following areas: Nutrition, Leisure/recreation opportunities,
sleep, and exercise.
 a well-groomed appearance, initiative, loyalty, maturity, respect for confidentiality and discretion, a
positive attitude and dependability.

QUESTION 7
Why is it important to wash from front to back when cleaning the perineal area?
To prevent the faecal matters from anal area to vagina or urethra. The perineal are is where most bacteria
accumulates which in turn causes infections. When cleaning the private area of the patient it must be cleaned daily
and more often if the patients suffers from incontinence. The most important aspects of care is checking for signs
for infections which include swelling, rashes, sores and boils. These symptoms can lead to serious conditions if not
recognized and treated.
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?
Support Geda to clean her teeth, prompts could help like a note stuck in a prominent place in the bathroom. Use a
kitchen sink rather than the bathroom. A change of environment could lead to a change in response. Say
something like ‘we need to brush our teeth’ or ‘why don’t we brush our teeth together?’ then turn on the water
pick up your brush and get started. Brush you own teeth without talking. When finished, put down toothpaste and
say, ‘oh my mouth feels really fresh now’, then pick up Geda`s brush, put some toothpaste on and hand it to her
while smiling and not talking. Regular dental check-ups ensuring the dentist is aware of her condition.
b) Why is it important for Geda to clean her teeth regularly?
 If the mouth is not 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, is not 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?
Gastroenteritis is an inflammation of the digestive tract, particularly the stomach, large intestines and small
intestines. Viral and bacterial gastroenteritis are intestinal infections associated with symptoms of diarrhea,
abdominal cramps, nausea and vomiting. (Digestive system)
b) Gerald has bad eczema. Which is the major body system involved?
Eczema affects your skin. The disease usually causes red, inflames patches that are accompanied by intense itching.
This reaction has been linked to a malfunction in the body’s immune system. (Integumentary system)
c) Marion has suffered a heart attack. Which is the major body system involved?
Parkinson’s disease (PD) is a degenerative, progressive disorder that effects nerve cells in deep parts of the brain
called basal ganglia and the substantia nigra. Nerve cells in the substantia nigra produce the neurotransmitter
dopamine and are responsible for relaying messages that plan and control body movement. (Circulatory system)
d) Martin has Parkinson’s disease. Which is the major body system involved?
Nervous system of the body is the major system involved on Parkinson disease..
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?
Barry has gained tremendous confidence and independence since the reablement approach. The confidence gained
has thought him thought him to make simple dishes on the stove and the advice received from his nutritionist
ensures he is eating the right type of food. The OT enhanced his confidence by making sure he is confident with
using the microwave and kettle as well. Most importantly, his depressed feelings have been transformed into
confidence and joy.
b) What may have been the consequence if Barry had continued in the way that he was?
If he had continued in the way he was he would ended up with severe depression and may even have
developed suicidal tendencies. His overall situation would have deteriorated to the extent that the family
would no longer be able to look after him and may have to send him to a care centre which may even have
made his situation worse.

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.
a) 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
b) What is the correct 7 step hand washing and infection control procedure for hand hygiene when helping clients
with personal support needs?
The correct 7 step hand washing and infection control procedure for hand hygiene when helping clients with
personal support needs are: -
Step 1: Wet Hands. Wet your hands and apply enough liquid soap to create a good lather.
Step 2: Rub Palms Together.
Step 3: Rub the Back of Hands.
Step 4: Interlink Your Fingers.
Step 5: Cup Your Fingers.
Step 6: Clean the Thumbs.
Step 7: Rub Palms with Your Fingers.

QUESTION 12
Why is it important to adjust each equipment aid used to the needs of each client?
Aids and facilities help individuals preserve their protection and freedom. There is a wide variety of gadgets and
devices available for your family member’s use... When your family member’s needs change, most aids and
supplies... In order to keep these connections up to date, we do our best, but the internet changes all the time.
QUESTION 13
List 2 personal safety or security risks that are associated with providing personal support to clients. For each risk
identified, outline how you would prevent the risk from occurring.
Two personal safety or security risks that are associated with providing personal support to clients: -
 Mobility aids
Walking sticks or frames, wheely walkers, manual and motorized wheelchairs, scooters - even car
accessories and modifications. Mobility aids can help prevent falls.
 Personal care
Shower stools or chairs, shower hoses, bath seats and boards, over-toilet frames, commodes, urinals,
continence pads and supplies, aids to assist with dressing, aids to manage medications and much more.

QUESTION 14
For the 4 listed equipment aids, outline the features, functions and safe use.
Equipment / Aid Features Functions Safe Use
Toileting / Shower Shower chairs help people independently bathe Most commode chairs serve as bath a toileting Using a shower chair or bath chair helps to
and care for themselves while lowering the risk of and showering aid, and can be used either as an increase safety by decreasing the chance of you
Chair
accidental injury from painful falls. They are also independent toilet or an assistive device that fits falling by providing a secure area in a slippery
called, tub seats, shower seats, shower benches over a per-existing standard toilet shower or bath. Shower Chairs and Bath chairs
and bath seats all depending on the exact style. are especially useful for those that are in
wheelchairs, the elderly, or anyone who finds
excessive movement painful or difficult.
Hoist Hoists are used to transfer a person from one A hoist is a device used for lifting or lowering a Some hoist systems actually require two people
surface to another. Hoists reduce the need to load by means of a drum or lift-wheel around to use them because of the way that they
manually lift a person who is unable to stand which rope or chain wraps. It may be manually operate - this is particularly common for older
and transfer independently. operated, electrically or pneumatically driven equipment. In this case, these hoists are moved
and may use chain, fiber or wire rope as its manually and therefore require somebody to
lifting medium. operate the hoist, as well as somebody to
actually help the patient move.
Wheelchairs  Armrests. Armrests are generally A wheelchair is a wheeled mobility device in Pull the rear wheels gently down onto the
available in full and desk-length styles which the user sits. The device is propelled road surface. Push the wheelchair until the

 Backrests. Back rests are available in a either manually (by turning the wheels by the footplates are at the edge of the kerb. Hold
range of heights, may recline, and can hand) or via various automated systems. the wheelchair handles firmly and tilt the
offer various amounts of support. Wheelchairs are used by people for whom chair backwards using the tipper lever until
 Brakes. walking is difficult or impossible due to illness the back wheels touch the kerb. The front
 Controls. wheels should be placed on the path.
(physiological or physical), injury, or
 Footplates.
disability.
 Frames.
 Growth capacity.
Walkers  Supportive accessories. Using a walker for the elderly is a fantastic Make sure all 4 tips or wheels of your walker
 Adjustability. Look for adjustability in option for old people with any type of mobility are touching the ground. Lean slightly forward
the height of the handles for appropriate issue. These devices improve the balance, offer and use your arms to help you stand up. DO
fit and support. ... more strength to the body and bring the NOT pull on or tilt the walker to help you stand
up. Use the chair armrests or handrails if they
 Appropriate stability. “If you need a lot confidence back to the senior’s soul.
are available.
of support, a front-wheeled walker is
needed,” Wilson says. ...
 Weight rating. Most walkers are rated
up to use for 300 pounds.
QUESTION 15
Outline the techniques and procedures you would use when completing the below physical support routines

Physical Support Physical Support
Routine Technique Technique
Routine
To complete the transfer. Help the person turn and  Four or more washcloths or bath sponges.
assist in lifting their legs into the car. Finally. Apply the  Three or more towels.
seat belt. And close the door getting out of the car is  Two wash basins (one for soapy water, one for
the reverse process. rinsing).
Transfer into a car Bed bathing  Soap (a bar of soap, liquid soap, or wipes).
 “No-tears” or baby shampoo or no-rinse
shampoo.
 Body lotion.
 A waterproof cloth to keep the bed dry.
Place your left hand on the back of their head to help During the dressing process, caregivers should always close
them remember to lean forward and avoid hitting there. the door and curtains. To ensure seniors don’t feel cold,
Head. One standing pause for a moment to be sure you
caregivers should make sure the room is relatively warm.
are both balanced.
Caregivers should support seniors when they want to do
things themselves, as this gives them a feeling of
independence.
Transfer out of a car Dressing, undressing

 Ask the person to place his arms at his sides or  Washcloths or bath sponges.
to reach for the chair with one arm.  Towels.
 Face the person. Bend your knees and hips, but
 A bar of soap or liquid soap.
keep your back straight. ...
 Tear-free shampoo or no-rinse shampoo.
 Ask the person to bend toward you, putting his
weight on you. You will lean back slightly.  Body lotion that is especially for dry skin.
 Grasp the belt with your palms toward you.  A removable showerhead with a long hose (if
you have one).
Transferring between a
Showering
bed and chair
Fall recovery training can occur through both

sequential methods and through backward chaining.  Encourage them to move on their own as much as
Sequential Teaching. This method of teaching possible to reduce the chance of injury for both of
requires the patient to begin on the floor lying in a you. You’re mostly there for balance support.
supine position. A floor mat may be used during the  Never lift your senior outright or ask them to pull on
initial stages. you. This is likely to cause injury to one or both of
If a patient has difficulty lying down on the floor, you.
Falls Recovering using initial training can begin on a mat table. A nearby  Hold on to their trunk and hips to keep them stable.
Toileting
a hoist chair may also be used for support. Once lying Don’t pull their arms or legs, that could injure fragile
supine, the sequence of steps is: extremities or throw them off-balance.
 Always bend your knees when supporting them as
 The patient rolls onto left (or right) side. they lower or raise themselves. If you bend at the
 Push up into side sitting supported on an waist, you risk injuring your back.
extended left arm.
 The right hand is placed next to the left

extended arm and the patient pushes up on
both hands, turning the trunk until kneeling
on all fours.
 Push up to a high kneeling position (on both
knees) using the chair for support if necessary.
 Bring the left leg through to place foot on the
floor (half-kneeling);
 Assume standing position independently or by
pushing up with both hands on the chair to
stand.
What do I need to hand in for this task? Have I completed this?
Your answers to each question


CHCCCS011 Meet Personal Support Needs SAB v3.1 THEORY

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CHCCCS011 Meet Personal Support Needs SAB v3.1 THEORY

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STUDENT ASSESSMENT BOOKLET-I

CHCCCS011 Meet Personal Support

Student Name: Sujan Adhikari

Suite 203, 11-15 Deane Street Burwood, NSW, 2134

ABOUT YOUR ASSESSMENTS

Assessment Task About this task

How to submit your assessments

Assessment Task Cover Sheet

CHCCCS011 Meet Personal Support Needs Page 4

 transferring a person between bed and chair

 privacy, confidentiality and disclosure

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Student Name Sujan Adhikari

Unit: CHCCCS011 Meet personal support needs

Written/Oral questions Role play

AGREEMENT BY THE STUDENT

tasks are my own work.

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Result Satisfactory (S) Not Yet Satisfactory

Assessor signature: Date:

ASSESSMENT TASK COVER SHEET – Attempt 2

Re-assessment Result Satisfactory (S) Not Yet Satisfactory

Assessor signature: Date:

ASSESSMENT TASK COVER SHEET – Attempt 3

Re-assessment Result Satisfactory (S) Not Yet Satisfactory (NYS)

ASSESSOR FEEDBACK (Assessment Task 1)

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STUDENT FEEDBACK AND ASSESSMENT APPEALS

Student Signature: …………………………… Date: ......... /.........../..................

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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?

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d) What does duty of care mean?

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How to report verbally:

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b) Why is it important to report this incident given that Geraldine is unhurt?

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

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

b) Why is it important for Geda to clean her teeth regularly?

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a) Is this correct infection control procedure? Explain your answer.

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Equipment / Aid Features Functions Safe Use

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Fall recovery training can occur through both

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

Your answers to each question