CHCCCS011 Meet Personal Support Needs SAB v3.2 THEORY

STUDENT ASSESSMENT BOOKLET-I
[THEORY TASKS]
CHCCCS011 Meet Personal Support

Needs
Student Name: ___________________________
Level 3, 4 Railway Parade 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 falls 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 1

© Advance College May 2021 Version 3.2
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
Assessor Name
Unit: CHCCCS011 Meet personal support needs

ASSESSMENT DETAILS
Assessment Type Written/Oral questions
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
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.
Student Signature: …………………………… Date: ............... /................./...................................

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

(NYS)
ASSESSOR FEEDBACK – Attempt 1 (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)

(if NYS in Attempt 1)
Re-assessment Result Satisfactory (S) Not Yet Satisfactory (NYS)

(if NYS in Attempt 2)


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
Fill in the declaration below if you have received a not yet satisfactory (NYS) in all three
attempts.
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.
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?
Ensuring the independence, welfare, and health of clients. Assisting and meeting a client's social and emotional
requirements. Daily care reports, which may include resident incident reports, restraint monitoring, and medication
administration, are documented and recorded.

b) A work colleague has asked you to do something that it outside the training you have done. What would you
do?
If a work colleague asks me to do something that is outside the scope of the training I have received, I
would handle the situation professionally and responsibly. Here's what I would do:
 Assess the Request: First, I would evaluate the colleague's request and consider whether it falls
within my job role, expertise, and training. If the task is clearly beyond my training and capabilities, I
would need to communicate this to my colleague.
 Clarify: I would politely and respectfully ask for more information about the task and its
requirements. This can help me better understand the context and rationale behind the request.
 Express Limitations: I would explain that while I appreciate the request, I don't have the necessary
training or expertise to perform the task effectively and safely. I would emphasize that my priority is
to ensure that tasks are carried out accurately and in alignment with my training.
 Offer Assistance: If appropriate, I would offer to help in any way that falls within my training and
capabilities. This could include providing information, seeking guidance from a supervisor or more
experienced colleague, or redirecting the request to someone better equipped to handle it.
 Suggest Alternatives: I might suggest alternative solutions or individuals who might be better suited
to handle the task. This demonstrates a willingness to assist while still acknowledging my
limitations.
 Communicate Respectfully: Throughout the conversation, I would maintain a respectful and

professional tone. It's important to communicate in a way that preserves positive working
relationships.
 Document the Interaction: I would make a note of the interaction, including the details of the task
and my response. This can be useful for future reference if there are any questions or concerns.
 Seek Guidance: If I'm uncertain about how to handle the situation, I might consult with a supervisor
or manager to get their input on the best course of action.
 Learn and Grow: If the task is something that I'm interested in and would like to learn more about, I
could express this to my colleague and inquire about opportunities for training or guidance in the
future.
c) What type of activities are outside of your roles and responsibilities?
It's important for professionals in aged care to adhere to their defined roles and responsibilities, follow ethical
guidelines, and prioritize the safety, well-being, and dignity of the clients they serve. If they encounter situations
that fall outside their expertise, it's appropriate to seek guidance from supervisors, colleagues, or experts in
relevant fields.
 A professional in aged care should refrain from carrying out medical interventions or treatments that call
for specific medical training, such as giving injections or doing surgery.
 Giving Clients Financial or Legal Advice: Aged care professionals should avoid giving clients financial or
legal advice. Beyond what is required for their tasks, these fields require skill.
 Performing Invasive Procedures: Only people with the required training and credentials should do tasks
like catheter insertion or wound care.
 Engaging in Unethical Behavior: Aged care professionals should not act in any way that is unethical, such
as neglecting or abusing their patients.
 Having Improper connections: It is deemed improper and unprofessional to have romantic or personal
connections with clients.

 Sharing sensitive or private customer information without getting their permission is a violation of both
privacy and confidentiality.
 Heavy lifting without Training: In order to prevent harm, heavy lifting and client transfers should always
be done with the right tools and skills.
 Ignoring Cultural Sensitivity: Aged care professionals should show sensitivity to the cultural backgrounds
and preferences of their clients and abstain from any potentially offensive behavior.
 Ignoring Safety Protocols: In order to protect their own safety and the safety of their patients, aged care
professionals should abide by safety protocols and guidelines.
d) What are three workplace health and safety responsibilities of an employer in relation to manual handling?
Workplace health and safety responsibilities are crucial for ensuring the safety and well-being of
employees, particularly when it comes to manual handling tasks that involve lifting, carrying, or moving
objects. Here are three workplace health and safety responsibilities of an employer in relation to manual
handling:
 Risk Assessment: Employers are responsible for conducting thorough risk assessments of manual
handling tasks. This involves identifying potential hazards and assessing the level of risk associated
with lifting, carrying, or moving objects.
 Providing Training and Education: Employers are responsible for providing proper training and
education to employees who perform manual handling tasks. This training should cover techniques
for safe lifting and carrying, proper body mechanics, the use of mechanical aids (if applicable), and
the importance of maintaining good posture.
 Implementing Control Measures: Based on the risk assessment, employers must implement
appropriate control measures to reduce the risk of injury during manual handling tasks. This may
include providing mechanical aids (such as trolleys or hoists), establishing guidelines for team lifting,
ensuring that objects are properly labelled with their weight, and organizing workstations to minimize
the need for awkward postures or heavy lifting.
e) What does duty of care mean?
The term "duty of care" refers to the moral and legally required action that people and organizations must take to
safeguard the security, protection, and well-being of those who may be impacted by their choices or actions. It is
an important idea in many areas, such as healthcare, education, employment, and other areas. Essentially, duty of
care means that people or organizations must act in a way that, to the best of their abilities, protects others from
damage and reduces risks.
QUESTION 2
What rights do clients have to privacy and confidentiality?

Clients have clearly defined rights to privacy and confidentiality, particularly in contexts like healthcare, senior
care, and other professional services. Clients have the following important rights to confidentiality and privacy:
 Right to Privacy: Customers have the right to the privacy of their personal data, medical history, and
other sensitive information. This includes details on their personal history, financial situation, and any
other delicate information.
 Clients have a right to informed consent, which guarantees that they will be made aware of how their
personal data will be used and shared.
 The right to control who gets access to a client's personal information is guaranteed to all customers.
They have the option to decide whether to disclose certain information to family members, medical
professionals, or other people.
 Right to Confidentiality: It is required of healthcare practitioners and service providers to maintain the
privacy of client information. This entails keeping customer information private from anyone not
immediately connected to the client's care or service.
 The right to access one's own personal information, such as medical records, reports, and other papers, is
guaranteed to all clients. They can ask for copies of their data to make sure it is accurate and
comprehensive.
 Clients have the option to revoke their consent at any time for the use and disclosure of their personal
information. They have the option to request that particular parties not receive their information or that
it be kept private.
 Clients have a right to security and should anticipate that their personal data would be kept private and
safe.
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:

 Inform Your Immediate Manager or Supervisor: As soon as the situation happens, let your manager or
immediate supervisor know. Give them the incident's specifics, such as the place, date, and description of
what happened.
 Include Useful Information: Describe how Geraldine stumbled over a bucket that was left in the hallway
but was fortunately unharmed. Mention that the bucket has been moved and is now back in the room
used by the cleaner.
 Give Any Additional Information: Mention the names and contact information of any witnesses, if any
were present during the occurrence. This can contribute to painting a fuller picture of what happened.
 Stress Safety Measures: Express concern for the residents' and staff's safety, and talk about how the

problem was handled to prevent such occurrences in the future.
How to report in writing:

 Date and Time: State the date and time of the incident at the outset of your written report.
 Location: Describe the scene of the occurrence, including the name of the hallway or area.
 Detail the incident by giving a thorough account of what transpired. Mention how Geraldine tripped over
a bucket that was placed in the hallway but fortunately escaped without harm.
 Action Taken: Describe how the bucket was retrieved and put back in the cleaner's room to remove the
hazard.
 Names of Parties: List the names of those who were involved, such as Geraldine and the caregiver who
intervened.
 Witnesses: Provide the names and contact details of any witnesses. Their observations may add to the
incident's context.
 Recommendations: Make recommendations on how to stop similar occurrences from happening in the
future, include reminding personnel to quickly store equipment and making sure that hallways are free of
obstructions.
 Send Written Report to proper Authority: Send the written report to the proper authority, such as your
manager, supervisor, or authorized safety officer, in accordance with the policies of your organization.
 Maintain Confidentiality: Make sure that any private or delicate information is handled discreetly and
disclosed to just those who require it to resolve the issue.
 The written report should be signed and dated to show when it was finished.
b) Why is it important to report this incident given that Geraldine is unhurt?
Even though Geraldine is unharmed, it's nevertheless vital to report the occurrence of her tripping over a bucket
for a number of reasons:
 Reporting the occurrence assists in identifying potential risks and risky procedures, therefore preventing
future incidents.
 Geraldine was fortunate to avoid injury, but this occurrence still qualifies as a "near miss," meaning it had
the potential to do harm.
 Safety Enhancement: By reporting the occurrence, the company can assess its current safety procedures
and decide whether revisions are necessary.
 Regulation Compliance: Standards and regulations in many businesses, including elderly care, call for the
reporting of incidents.
 Data Gathering and Analysis: Incident reports help gather data that may be examined to find patterns,
recurrent problems, or areas of concern.
 Accountability and Transparency: Reporting occurrences encourages an atmosphere of transparency and
accountability inside the company.
 Liability Considerations: Documenting the incidence and steps taken can be crucial from a liability
perspective in the event that a similar incident causes injury in the future.

 Reporting occurrences is a crucial step in the cycle of ongoing development.
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.
Despite having the best of intentions, the caregiver's approach may have been enhanced by upholding
professionalism, compassion, and open communication. Here is an assessment of the circumstance:
Appropriate Aspects of the Carer's Approach:
 Keeping Geraldine Informed: Given that she was personally involved, it is crucial to keep
Geraldine informed about the situation. She would feel more secure knowing that efforts were
made to resolve the problem if she is informed that the cleaner was spoken to and that corrective
measures were done.
The following areas may have been improved:
 Avoid Speculation: According to the caregiver, the cleaner will "probably get fired if he ever does
it again." This claim raises questions and can make you feel unfavourably.
 Maintaining Professionalism and Confidentiality: While telling Geraldine about the circumstance
is fair, discussing any disciplinary measures (such the cleaner's prospective termination) might
not be suitable.
 Reassurance: The carer might have reassured Geraldine that the organization takes safety
seriously and that steps had been taken to prevent similar events in the future rather than
focusing on the possibility that the cleaner would be fired.
 Clear Communication: The caregiver might have assured Geraldine that her well-being is a
primary priority by explaining the circumstances.
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:  Desk and Chair: Use a lumbar-supporting, height-adjustable chair. Make sure
your arms are parallel to the floor and your feet are flat on the floor or on a
footrest by adjusting the height of your desk and chair.
 Monitor Position: To prevent neck strain, place the monitor at eye level. To
avoid eye strain, adjust the monitor's distance; it should be around an arm's
length away.
 Keyboard and Mouse: When typing and using the mouse, keep your wrists
straight and your hands at, or just below, elbow level.
 Lighting: Make sure there is adequate lighting to prevent screen glare. To
reduce reflections on the screen and to reduce eye strain, change the room's
lighting.
 Movement and Breaks: Take rest breaks frequently.

Safety consideration 2:  Strong Passwords: Make sure each account has a strong, individual password.
Use a mix of symbols, numerals, and upper- and lowercase characters. Avoid
utilizing data that can be guessed at.
 Be wary of phishing emails or messages that try to persuade you to divulge
personal information or click on dangerous links. Never send critical
information through email without first checking the source.
 Wi-Fi security: Use a strong password to make sure your Wi-Fi network is
protected. For important jobs, avoid utilizing public Wi-Fi networks because
they might not be as secure.
 Use secure websites (marked by "https://" in the URL) when doing online
transactions involving sensitive data such as credit card numbers.
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?

The provision of personal care varies greatly depending on the circumstance. Because of her cognitive impairment,
Elsie, who has dementia, needs comprehensive help, Damien has MS and requires physical assistance, but he is still
able to communicate his preferences cognitively. Maria, Jessie's mother, is independent but occasionally needs
temporary care. These instances show that there is no "one size fits all" approach to personal care. Individual
requirements are met while taking into account cognitive, physical, and emotional aspects. Elsie's care is cantered
on security and upholding dignity, Damien's care highlights promoting independence while attending to physical
requirements, and Maria's care emphasizes on-demand assistance during periods of respite. Customized care plans
make sure that each client's particular needs are properly met, enhancing their wellbeing and quality of life.
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.
The following ways that helping Molly with her looks have probably had a good impact on her health and
wellbeing:
 Enhanced Self-Esteem and Mood: Molly's self-esteem can be raised by participating in personal grooming
activities like doing her hair, cosmetics, and nails. She might feel happier and more confident if she sees
herself looking more put together. Her general well-being may be benefited by this happy emotional state.
 Social and Emotional Connection: Molly receives social connection and emotional support from your
interactions with her while you groom her. Sharing these tender moments with her can help her feel less
alone or isolated, which could be contributing factors to her depression. It supports her emotional
wellbeing by reinforcing her sense of value and care.

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?
Proper bodily hygiene by doing the following things:

 Helping clients bathe or take a shower makes ensuring their skin is clean and free of bacteria, sweat, and
dirt. This lessens the likelihood of skin infections, rashes, and offensive odours. Additionally encouraging
circulation and relaxation, regular bathing.
 Oral Care: Maintaining oral health involves helping clients brush their teeth, use mouthwash, and clean
their dentures (if necessary). By enabling healthy nutrition and open communication, good oral hygiene
helps to promote overall wellbeing by preventing dental problems like cavities and gum disease.
 Helping customers change into clean clothing reduces the accumulation of perspiration and odours. Their
comfort and confidence are increased by wearing clean clothes, which also lowers their risk of developing
skin problems and infections.
c) What 3 types of activities can you assist a client with to ensure they maintain a good grooming routine?
The following actions include a decent grooming routine:

 Help clients with their hair styling, combing, and brushing. Help them wash and dry their hair if
necessary. A clean appearance is encouraged and their general grooming routine is aided by proper hair
care.
 Applying cosmetics: If the customer wears makeup, help them do it in accordance with their preferences.
Applying foundation, blush, lipstick, and any other makeup they use might be a part of this. Their self-
esteem and looks can be improved with proper makeup application.
 Assist clients with nail care tasks such as filing and clipping. You can even assist if you like by doing their
nails. Maintaining proper nail care keeps hands and feet clean and well-groomed.
QUESTION 7
Why is it important to wash from front to back when cleaning the perineal area?
In order to avoid the transfer of bacteria from the anal area to the genital area and lower the risk of urinary tract
infections (UTIs) and other illnesses, it is crucial to wash the perineal area from front to back. Why this technique
is essential is as follows:
 Preventing Bacterial Contamination: The anal and genital regions are included in the perineal area.
Numerous bacteria live in the anus, some of which might be dangerous if ingested and spread to the
genital or urinary tracts. The chance of spreading these bacteria from the anal area to the urethra, the
tube that conducts urine from the bladder to the outside of the body, is reduced when you wash from
front to back.
 reducing UTI risk: Bacteria, such E. coli, commonly cause UTIs by entering the urethra and ascending to
the bladder. You may lessen your risk of getting UTIs by washing your body from front to back. This
helps stop harmful germs from entering the urinary tract.
 Hygiene Maintenance: Maintaining good hygiene is important for general health. Correctly washing the
perineal area helps preserve cleanliness, prevents odour’s, and lowers the possibility of skin irritation or
genital infections.

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?
I can offer the following assistance to help Geda effectively brush her teeth despite the difficulties brought on by
her dementia:
 Put a visual reminder or calendar outlining the proper way to clean her teeth in the bathroom. To assist her
in the process, use straightforward illustrations or written directions.
 Verbal Direction: As she brushes her teeth, stay by her side and give verbal directions. She should be
reminded to wet the toothbrush, use toothpaste, brush all surfaces, and then rinse.
 Physical Direction: If necessary, provide light physical direction by showing the proper brushing stroke.
 Use of Routine: Include cleaning her teeth in her daily routine at regular intervals. Even when memory is
impaired, consistency aids in the formation of habits.
b) Why is it important for Geda to clean her teeth regularly?
Geda needs to brush her teeth frequently for a variety of reasons, particularly in light of the difficulties brought on
by her dementia:
 Oral Health: By eliminating food particles, plaque, and bacteria that can collect on teeth and gums,
regular teeth cleaning helps preserve good oral health. As a result, there is a lower chance of gum disease,
cavities, and tooth decay.
 Cleaning her teeth on a regular basis helps avoid common dental problems including cavities and gum
infections. If ignored, these problems may result in pain, discomfort, and consequences.
 Overall Health: Systemic health problems including heart disease, diabetes, and respiratory infections can
be caused by or made worse by poor oral health. Her general health benefits from routine tooth cleaning.
 Comfort and Quality of Life: Geda's ability to chew food properly, as well as her physical comfort, are all
improved by having clean teeth. This raises her confidence and self-esteem and improves her overall
quality of life.
QUESTION 9
a) Lisa has sickness and diarrhoea. Which is the major body system involved?
The Digestive System is a key biological system that is affected by illness and diarrhoea. A problem with the
gastrointestinal tract, which includes the stomach and intestines, is frequently indicated by sickness and diarrhoea.
Infections, viruses, bacteria, food poisoning, and other things that interfere with the digestive system's regular
operation can cause symptoms like vomiting, nauseousness, and diarrhoea.

b) Gerald has bad eczema. Which is the major body system involved?
The Integumentary System, which includes the skin, is the main bodily system affected by eczema. Eczema is a
long-lasting skin disorder that causes swelling, itching, redness, and occasionally the development of dry, scaly
patches on the skin. It is an immunological reaction that mostly affects the top layer of the skin and is frequently
influenced by hereditary and environmental variables.
c) Marion has suffered a heart attack. Which is the major body system involved?
The Cardiovascular System, which is made up of the heart and blood arteries, is the main body system implicated
in a heart attack. A heart attack, often referred to as a myocardial infarction, happens when the coronary arteries,
which carry oxygen-rich blood to the heart muscle, become blocked. Chest pain, shortness of breath, and other
symptoms may come from this blockage, which can cause harm to or death of a portion of the heart muscle. Blood
is pumped throughout the body by the cardiovascular system, and a heart attack is a serious incident that
interferes with the heart's normal operation.
d) Martin has Parkinson’s disease. Which is the major body system involved?
The nervous system, and more especially the central nervous system (CNS), is one of the main body systems
affected by Parkinson's disease. The brain's nerve cells (neurons) and communication channels are the main targets
of Parkinson's disease, a neurodegenerative condition. It is characterized by the slow death of dopamine-producing
cells in the substantia nigra, a particular area of the brain. Motor symptoms like tremors, stiffness, bradykinesia
(slow movement), and postural instability are brought on by this dopamine depletion. Parkinson's disease
primarily affects the neurological system, specifically the CNS, which is crucial for regulating movement,
coordination, and a variety of body processes.
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's health and wellbeing have greatly benefited from the reablement approach in a number of ways:
 Recovering Independence: The reablement strategy is concerned with recovering a person's capacity for
independent performance of activities of daily living. Barry is given the ability to prepare basic meals and
beverages on his own thanks to adaptable gadgets like the microwave and kettle tipper.
 Building Confidence: Barry progressively acquires confidence using the microwave, tipper, and even
learning to cook on the stove thanks to his practice with the occupational therapist.
 Enhancing Physical Ability: As part of the reablement process, Barry's physical skills and abilities are
developed, including his ability to grasp items and use utensils. By increasing his mobility and agility, this
physical therapy benefits his general health.
b) What may have been the consequence if Barry had continued in the way that he was?
Barry could have experienced a number of negative outcomes if he had persisted in his current behavior without
getting the reablement strategy and essential support:
 Physical Decline: Barry's low capacity for meal preparation and self-care may have contributed to his
physical decline, which may have included malnutrition from an insufficient and imbalanced diet.
 Depression and Isolation: Barry's sense of dependency on others and helplessness may have made him feel
more depressed.
 Loss of Independence: A continuing reliance on personal care services and meals on wheels may cause a
person to feel less independent and in control of their own lives.
 Reduced Self-Esteem: Relying on others for everyday duties might cause Barry to lose his sense of self-
worth and self-esteem, which would reinforce his feelings of inadequacy and exacerbate his melancholy.
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.
This infection control method is incorrect, thus no. While wearing gloves creates a barrier to keep hands away
from potentially infected objects, it's crucial to adhere to basic infection control procedures to reduce the danger of
cross-contamination and guarantee the safety of both the healthcare worker and the patient.
Explanation:
 Even when wearing gloves, maintaining good hand hygiene is essential for preventing infection. Healthcare
professionals should thoroughly cleanse their hands before putting on gloves. Hands must be cleansed
again after removing gloves because they may get contaminated after removal or may not provide a
complete barrier.
 Cross-Contamination: When germs that are on the outside of the gloves are transmitted to surfaces, tools,
or other locations when the gloves are removed, cross-contamination can happen. Any potential
contaminants on the gloves could be transferred to the hands and then to other surfaces if hands aren't
cleansed after removing them.
 Glove Restrictions: Not all germs are resistant to gloves. Pathogens may reach the skin as a result of
minute punctures or tiny tears. Additionally, there is a chance of unintentionally touching contaminated
regions when gloves are removed.

b) What is the correct 7 step hand washing and infection control procedure for hand hygiene when helping clients
with personal support needs?
When assisting clients with personal care requirements, the proper hand washing and infection control procedure is
as follows:
1. Wet Hands: Start by thoroughly soaking your hands with clean, running water. It should be warm
enough to swim in.
2. Apply soap: Cover your moist hands with a generous amount of soap. It could be bar soap or liquid soap.
3. Lather Up: To make a lather, rub your hands together. Make sure to lather your hands well, paying
special attention to the backs of your hands, the spaces between your fingers, and the area under your
nails.
4. 20 Seconds of Scrubbing: Give your hands a good scrub. This time frame enables you to successfully
eliminate debris, bacteria, and pathogens.
5. Focus on Nail Areas: Take extra care when cleaning the area around the cuticles and underneath your
nails. Dirt and microbes may be present in these locations.
6. Thoroughly Rinse: To get rid of soap and any leftover residue, thoroughly rinse your hands under clean,
running water.
7. Dry Hands: Use an air dryer or a clean, dry cloth to dry your hands. Make sure the towel is disposable or
frequently cleaned if you use one.
QUESTION 12
Why is it important to adjust each equipment aid used to the needs of each client?
It is crucial to adapt equipment assistance to each client's demands for a number of reasons:
 Safety: Each client has a different set of physical capacities, restrictions, and comfort levels. Assuring that
the client's body is correctly accommodated by the apparatus reduces the likelihood of accidents, falls, and
injuries.
 A client's independence and quality of life are improved by equipment assistance including mobility
devices and assistive tools, which function to their fullest potential. The effectiveness of the equipment is
maximized with proper adjustment, which guarantees that it performs as intended.
 Complication prevention: Inconvenience, pressure sores, skin irritations, and other issues can result from
improperly fitted medical equipment. Preventing these problems involves modifying aids to the client's
requirements.
QUESTION 13
List two 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.
Personal Safety/Security Risk 1: Inadequate Lifting and Transferring Techniques
Prevention: Implement Proper Body Mechanics and Use Assistive Devices

 Consider the client's mobility before lifting or transporting them to see if help is necessary.
 If lifting is necessary, employ good body mechanics to prevent strain, such as bending your knees and
maintaining a straight back.
 Use mechanical lifts or transfer belts to help in lifting and transferring whenever possible to lessen the
danger of injury to you and the client.
 If the client needs more assistance due to weight or movement, involve a colleague.

Personal Safety/Security Risk 2: Infection Transmission
Prevention: Follow Strict Infection Control Measures

 Before and after all client interactions, wash your hands thoroughly, especially if you come into contact
with bodily fluids or are doing personal care.
 To stop the spread of illnesses, put on the proper personal protective equipment (PPE), such as gloves,
gowns, masks, and eye protection.
 Utilize correct disposal techniques for contaminated objects by adhering to medical waste disposal
regulations.
 Utilize disinfectants to clean client-facing equipment and surfaces to lower the risk of infection spread.
 Informing customers on good hygiene habits will help to reduce the risk of infections and ensuring that
they are adhering to their own infection control procedures.

QUESTION 14
For the four listed equipment/aids, please outline the features, functions and safe use of those equipment/aids.
Equipment / Aid Features Functions Safe Use
Toileting / Shower Materials that are rust- and water-proof. Offers a secure seat for taking a shower or Make sure the brakes are applied and the chair
Chair using the restroom. is positioned on a level surface.
Comfortable backrest and adjustable height.

Enables individuals with mobility challenges Help the client safely transition to the chair.
to maintain their personal hygiene while
Cutout toilet seat for cleaning convenience. sitting down.
Before moving the customer, lock the wheels.
Rubber feet with non-slip grips and armrests Either fits over the toilet or can stand alone
for stability. as a chair. During the client's toileting or showering, keep
an eye on them at all times.
For simpler transfers, a removable backrest. Lowers the chance of slips and falls in slick
conditions. For added safety, use non-slip mats in the
shower area.
Lockable swivel casters for mobility and
security.
Hoist Spreader bar and lifting mechanism on a frame. Lifts and transfers people with restricted Make that the hoist is functioning properly.
mobility with assistance.

For assisting the client throughout transfers, use Transfer from one surface to another that is Select the appropriate sling for the client in
Sling. secure and controlled. terms of size and style.
Manual or battery-powered operation. Eases the physical burden of transfers on carers. Put the client in a comfortable position in the
sling.
wheels with locks for stability.

Make safe use of the hoist's controls and abstain
from quick movements.
Throughout transfers, always keep a hand on the

emergency stop button.
Wheelchairs Frame built of strong but lightweight materials. Gives consumers with a reduced ability to walk For the demands of the customer, pick a wheelchair
mobility. that is the right size and style.
Comfortable seat and backrest padding.

Provides a cozy and supportive seat. When moving the client, make sure the brakes are
applied.
Leg rests or footrests.
Enables customers to go around on their own
Help the customer arrange themselves correctly in
and take part in numerous activities.
Armrests that can be removed for simple the wheelchair.

transfers. Before aiding the client to stand up or transfer,
lock the wheelchair's brakes.
Handles for the brakes for the carer.

Check the wheelchair frequently for damage.
Walkers Lightweight frame with height adjustment. Offers support and stability while walking. The walker should be raised to the client's
proper height.
Handholds for security and support. Aids clients in maintaining balance and lowering
their risk of falling. As the customer walks, make sure they are
holding the handgrips securely.
Rubber feet with traction.
Provides support to customers who have minor
Walkers ought to be utilized on smooth, level
mobility challenges.
a mechanism for folding for simple storage. terrain.
Teach the client how to use the walker safely,

Functions:
including how to take modest steps and keep an
upright posture.
Examine the rubber feet frequently for wear and

replace as necessary.
QUESTION 15
Outline the techniques and procedures you would use when completing the below physical support routines for a client.
Physical Support Physical Support

Routine Technique and procedures Technique and procedures
Routine
Transfer into a car Evaluation: Evaluate the client's mobility and capacity to Gather all the tools you'll need, including soap, towels,
help with the transfer. Ascertain whether any equipment washcloths, and a basin of warm water. Make sure the space
aids, such as a hoist or transfer board, are required. is cozy and draft-free.
Make the automobile ready by making sure it is parked on Privacy and Dignity: Ensure that the client's dignity and
a level area with adequate room for a secure transfer. privacy are upheld at all times. If necessary, use screens or
Remove any obstructions from the seat area and open the drapes.
car door widely. Bed bathing
Describe the procedure: Ask the customer about their

Place the vehicle seat in a comfortable position for the preferences and level of comfort as you explain the stages
customer, if at all possible. Ensure that the seatbelt is involved in bed bathing.
readily available.
Assist the customer in taking off their clothes while

Describe the procedure: Make sure the client understands respecting their modesty. Take off one piece of clothing at a

and can follow your directions by explaining the transfer time, using a towel to protect it as necessary.
process to them step-by-step.
Washing: Use a washcloth and mild soap to start washing the

Use transfer assistance, such as a transfer board or hoist, if client's body. Begin with the face, then the upper body,
necessary. Set up the tools safely and show people how to arms, lower body, and genital region.
utilize them.
Drying: Use a clean, soft towel to gently pat the client's skin
Help with Transfer: Assist the client to rise up by utilizing dry. Pay close attention to skin wrinkles and folds.
the appropriate lifting techniques, then lead them to the
car seat. Move with control and steadiness.
To maintain the client's comfort and hygiene, change filthy

linens for clean ones.
Arrange in the automobile: Help the client arrange their
legs inside the automobile while they sit on the seat. Make
sure their back is properly positioned in relation to the
Apply lotion to the client's skin if necessary to prevent
seatback.
dryness. Make sure the client's skin is not allergic to the
product you've selected.
Seatbelt: Help the customer buckle up their seatbelt

comfortably and securely. Make sure it is adjusted correctly
Dressing: Help the client choose a clean, relaxed outfit. Make
to prevent pain or danger of damage.
sure their attire is tailored for comfort.
Verify the client's safety and comfort in the car seat before
Final inspections: Verify that the customer is dry and at
doing any final checks. Securely close the car's door. Before
ease. Cleanly dispose of any used goods. Make sure the
driving, check for any discomfort or distress.
client's space is clean and secure.

Transfer out of a car Evaluation: Evaluate the client's mobility and Privacy and Dignity: Ensure that the client's dignity and
capacity to help with the transfer. Ascertain whether privacy are upheld at all times. If necessary, use screens or
any equipment aids, such as a hoist or transfer board,
drapes.
are required.
Position the automobile: Ensure that the automobile Communication: Discuss the client's preferences and the
is positioned with enough room for a secure transfer items they would like to wear with them.
and on a level surface. Remove any obstructions from
the seat area and open the car door widely.
Assistive Devices: If the client wears braces or prosthetic

limbs, make sure they are put on or taken off correctly as
Use transfer assistance, such as a transfer board or needed.
hoist, if necessary. Securely place the aids in place
and show the client how to utilize them.
Dressing, undressing
Assist the customer in taking off their clothes while

Describe the procedure: Make sure the client respecting their modesty. Take off one piece of clothing at
understands and can follow your directions by a time, using a towel to protect it as necessary.
explaining the transfer process to them step-by-step.
Dressing: Assist the client in putting on clothing,

During the transfer, support the client by standing beginning with the bottoms and working your way up. As
facing them, helping them to stand up using safe
required, help with fasteners such as buttons and zippers.
lifting methods, and leading them outside.
Position Outside the Car: After exiting the vehicle,

check to see that the client is standing on a solid
surface and offer assistance if necessary. Comfort and Fit: Make sure the client is comfortable and
that the apparel is fitted correctly. Avoid wearing
anything too constricting.

Steady and Secure: Before permitting the client to Choice and Autonomy: Give the client the freedom to
move or walk, let them stand up straight. Check to choose what to wear, and offer help in accordance with
see if they are stable and at ease.
their preferences.
Assistive Devices: Check the clothing to see whether it can

accommodate the client's mobility aids if they are used.
Final inspections: Verify that the client is comfortable and

that all clothing is securely fastened. Make sure the
client's space is clean and secure.
Transferring between a Assessment: To choose the best transfer technique and any Gather all the tools you'll need, including soap, towels,
equipment that may be required, evaluate the client's washcloths, and a shower chair if you'll need one. Make sure
bed and chair
mobility, strength, and cognitive ability.
the restroom is warm and draft-free.
Communication: Make sure the client understands and is at

ease with each phase of the transfer process before moving Privacy and Dignity: Ensure that the client's dignity and
on. privacy are upheld at all times. If necessary, use screens or
Showering drapes.
Placement: Place the chair next to the bed, making sure it

is stable and that the brakes are applied. If changing the Communication: Explain each phase of the showering
height makes the transfer easier, do so. procedure to the client and ask about their preferences.
Use transfer assistance, such as a transfer board or a hoist,

if necessary. Securely place the aids in place and show the A shower chair should be securely positioned in the shower if
client how to utilize them. the client uses one of these assistive devices.
Transfer Technique: Using the appropriate lifting

Assist the customer in taking off their clothes while respecting
techniques, help the client stand up depending on their
capabilities and available equipment. Make sure to proceed their modesty. Take off one piece of clothing at a time, using a
slowly and deliberately as you lead them to the chair. towel to protect it as necessary.
Assist the client in maintaining their balance while guiding

them to the chair. Help them to comfortably position and
reposition their legs. Taking a shower: Help the client get to the shower area. Make
sure they have a firm grip on grab bars or a shower bench if
they're standing.
Verify the client's safety and comfort in the chair during

Washing: Use a washcloth and gentle soap to assist the client
the final checks. Make sure their feet are planted firmly on
the ground and that the chair's brakes are activated. in washing their body. Pay close attention to your skin's
creases, folds, and awkward spots.
Drying: Use a clean, soft towel to gently pat the client's skin
dry. Pay close attention to skin wrinkles and folds to avoid
moisture accumulation.
Dressing: Help the client choose a clean, relaxed outfit. Make

sure their attire is tailored for comfort.

Final inspections: Verify that the customer is dry and at ease.
Cleanly dispose of any used goods. Make sure the restroom is
clean and secure.
Falls Recovering using Evaluation: Evaluate the client's state following the fall. Assess the client's level of mobility and the level of assistance
a hoist Verify they are not hurt and speak with them to learn how required for toileting.
comfortable they are.
Privacy and Dignity: Ensure that the client's dignity and

First and first, make sure the setting is safe and that the privacy are upheld at all times.
client is standing or sitting on a level, sturdy surface.
Reassure the client and maintain calm.
Communication: Outline the toileting procedure for the client

and inquire about any help they may require.
Inform the customer about the procedure and assure them
that you will work to ensure their safe recovery. Toileting
A mobility aid should be placed close by for usage if one is

being used.
Using a hoist? Make sure it's set up correctly and is
positioned securely.
Transfer to the restroom: If necessary, help the client stand up

by use safe lifting methods. Make sure the space is clean and
Positioning: Place the hoist such that the client is covered secure when you lead them to the restroom.
by the sling attachment point. If you can, help the client
sit down so that they are ready for hoisting.
Help with Clothes: If necessary, help the person take off their
clothes and undergarments. Cover them with a towel or

Sling Attachment: Carefully secure the appropriate sling to blanket to keep them modest.
the hoist, positioning it so that the client is comfortably
encircled.
Help with Lift: Lift the client off the floor gradually and Utilization of the restroom: Help the client sit down on the
smoothly using the hoist's controls. Throughout the toilet while guaranteeing their comfort and safety. Give
process, stay in touch with the client. assistance as required.
Step back to give the client some privacy while they use the
restroom.
After being raised, relocate the client to a secure location
with the use of the hoist, such as a bed or chair.
Assist with wiping and cleaning: If necessary, help the client

clean up after using the restroom. Maintain their dignity and
Detach the sling and carefully lower the client onto the comfort.
chair or bed. Carefully detach the sling.
Help the client get dressed after using the restroom. Make sure
Examine the client's comfort and wellbeing following their their gear is cozy and fitted appropriately.
recovery. Before you go, make sure they are secure.
Wash Hands: Help the client thoroughly wash their hands

with soap and water.
Before leaving the restroom, make sure that the consumer is

secure and at ease.

What do I need to hand in for this task? Have I completed this?
Your answers to each question Yes

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STUDENT ASSESSMENT BOOKLET-I

CHCCCS011 Meet Personal Support

Student Name: ___________________________

Level 3, 4 Railway Parade 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 1

 performed the following hazardous manual handling scenarios at least once:

 transferring a person between bed and chair

 privacy, confidentiality and disclosure

CHCCCS011 Meet Personal Support Needs Page 2

CHCCCS011 Meet Personal Support Needs Page 3

Unit: CHCCCS011 Meet personal support needs

Assessment Type Written/Oral questions

AGREEMENT BY THE STUDENT

I,__________________________________, certify that the statements I have attested

tasks are my own work.

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

CHCCCS011 Meet Personal Support Needs Page 4

Result - Attempt 1 Satisfactory (S) Not Yet Satisfactory

Assessor signature: Date:

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

Assessor signature: Date:

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

ASSESSOR FEEDBACK – Attempt 3 (Assessment Task 1)

Assessor signature: Date:

CHCCCS011 Meet Personal Support Needs Page 5

STUDENT FEEDBACK AND ASSESSMENT APPEALS

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

CHCCCS011 Meet Personal Support Needs Page 6

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?

CHCCCS011 Meet Personal Support Needs Page 7

 Communicate Respectfully: Throughout the conversation, I would maintain a respectful and

c) What type of activities are outside of your roles and responsibilities?

CHCCCS011 Meet Personal Support Needs Page 8

e) What does duty of care mean?

CHCCCS011 Meet Personal Support Needs Page 9

How to report verbally:

CHCCCS011 Meet Personal Support Needs Page 10

How to report in writing:

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

CHCCCS011 Meet Personal Support Needs Page 11

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

Appropriate Aspects of the Carer's Approach:

The following areas may have been improved:

CHCCCS011 Meet Personal Support Needs Page 12

CHCCCS011 Meet Personal Support Needs Page 13

CHCCCS011 Meet Personal Support Needs Page 14

Proper bodily hygiene by doing the following things:

The following actions include a decent grooming routine:

CHCCCS011 Meet Personal Support Needs Page 15

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

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

CHCCCS011 Meet Personal Support Needs Page 16

CHCCCS011 Meet Personal Support Needs Page 17

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

CHCCCS011 Meet Personal Support Needs Page 18

Personal Safety/Security Risk 1: Inadequate Lifting and Transferring Techniques

Prevention: Implement Proper Body Mechanics and Use Assistive Devices

CHCCCS011 Meet Personal Support Needs Page 19