CHCAGE011 Knowledge Assessment.v1.0

Student Name: Aryan
STUDENT
ASSESSMENT BOOKLET
CHC33021 CERTIFICATE III IN INDIVIDUAL
SUPPORT
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Table of Contents
Assessment Overview
Assessment Task Summary 5
Assessment Documents
Required Additional Documents 5
Assessment Task Cover Sheet 6
The Assessment Process and Your Rights
Submitting your Assessment Tasks 6
Assessment Attempts and Resubmissions 6
Assessment Outcomes 6
Assessment Outcome Summary 7
Plagiarism, Cheating and Collusion 7
Assessment Appeals 7
Reasonable Adjustment 7
Information about Assessment
Dimensions of Competency 8
Principles of Assessment and Rules of Evidence 8
Principles of Assessment 8
Rules of Evidence 9
Glossary of Instructional Task Words 9
Assessment Plan
Assessment Task Cover Sheet – Assessment Task 1
Assessment Task 1: Knowledge Questions
Assessment Checklist: Assessment Task 1....................................................................................40
Assessment Task 2: Assist Edna
Assessment Task 3: Recognise Signs of Abuse
Assessment Outcome Summary
Assessment Outcome Summary Table: CHCAGE011 Provide support to people living with dementia
Assessment Overview
This Student Assessment Booklet includes all your assessment tasks for CHCAGE011 Provide support to
people living with dementia.
Assessment Task Summary

This unit requires you to complete five assessment tasks. You must satisfactorily complete all tasks to
achieve competency for this unit.
Required Additional Documents

The following additional documents support this Student Assessment Booklet and form part of the
assessment tool for this unit. You will require them to complete the assessments for this unit/cluster.
▪ DC3 Privacy and Confidentiality Policy and Procedure
▪ G4 Record Keeping Policy and Procedure
▪ PC6 Referrals Policy and Procedure
▪ SE5 Restrictive Practices Policy and Procedure
▪ PC2 Incident, Injury, Trauma and Illness Policy and Procedure
▪ DC SD1 Code of Ethics
▪ PC T5 Case Note Template
▪ PC T1 Incident, Injury, Trauma and Illness Record.
All supporting documents are accessible from the Banksia Care website.
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 where you need to submit items for assessment, 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.
The Assessment Process and Your Rights
Submitting your Assessment Tasks

When you have completed your assessment tasks, you will need to submit them, according to the
instructions provided to you by your assessor or RTO.
If you are provided with a due date, you must make sure you submit your tasks in accordance with it.
You may be required to apply for an extension if you require extra time, according to your RTO’s policies and
procedures.
Instructions about submission can be found at the beginning of each assessment task.
Make sure you keep a copy of your tasks before you submit them. Your RTO will need to keep them
as evidence and may not be able to return them to you.
Assessment Attempts and Resubmissions

You have up to three attempts to complete each assessment tasks satisfactorily. If after the third
attempt, you have not completed a task satisfactorily, your assessor will make alternative arrangements for
assessment, which may involve additional training and time to consolidate your skills and knowledge. When
you are required to resubmit, you may be required to:
▪ Resubmit incorrect answers to questions (such as written tasks and case studies)
▪ Resubmit part or all of a project, depending on how the error impacts on the total outcome of the
task
▪ Redo a role play after being provided with appropriate feedback about your original performance
▪ Being observed a second (or third time) undertaking any tasks/activities that were not satisfactorily
completed the first time, after being provided with appropriate feedback
When you are required to resubmit, you’ll be given a due date for your resubmission. For example,
you may:
▪ Be given 30 days in which to resubmit incorrect responses to written tasks, projects and so on
▪ Be provided with feedback about your performance in a role play and then being required to
complete the role play again at a future meeting with your assessor
▪ Need to complete workplace-based tasks again during the same workplace visit or additional
workplace observations may need to be scheduled (as applicable)
All re-submissions will be conducted in accordance with the RTO’s policies and procedures.
Assessment Outcomes
Each assessment task will be given an outcome of either Satisfactory (S) or Not Satisfactory (NS).
You must complete all tasks satisfactorily to achieve an overall outcome of Competent (C) for a unit. If one or
more of tasks are assessed as Not Satisfactory, you will be given an outcome for the unit of Not Yet
Competent (NYC).
You will be given a total of three attempts to complete each task and achieve a Satisfactory
outcome. In the case of resubmission, you will be given a date by which you will need to resubmit, and you’ll
be given feedback about what needs to be addressed in your resubmission.

The Assessment Outcome Summary records the task and overall unit results for the unit of
competency named herein. The results for each attempt at each task must be recorded in the Assessment
Outcome Summary.
Once you have attempted all assessment tasks, you assessor must enter a result for the unit in the
Unit Results box. You must achieve a Satisfactory outcome for all assessment tasks that are relevant to a
unit to be marked as Competent for the unit. Where you have attempted all tasks, but one or more tasks
have an outcome of Not Satisfactory, you assessor must record a result of Not Yet Competent in the Unit
Results box.
Plagiarism, Cheating and Collusion

Plagiarism, cheating and collusion on assessments is not acceptable. Any incidence of this is
considered academic misconduct. The definitions of each of these are below.
▪ Cheating – seeking to obtain an unfair advantage in the assessment of any piece of work.
▪ Plagiarism – to take and use the ideas and/or expressions and/or wording of another person or
organisation and passing them off as your own by failing to give appropriate acknowledgement. This includes
material from any sources such as staff, students, texts, resources and the internet, whether published or
unpublished.
▪ Collusion – unauthorised collaboration between students.
Where your assessor believes there has been an incident of academic misconduct involving
plagiarism, cheating, and/or collusion, this will be addressed in line with the RTO’s policies and procedures
which may ultimately lead to your withdrawal or you needing to complete the whole unit again.
Assessment Appeals
If you don’t agree with an assessment decision made, you have the right to appeal it. You may need
to lodge your request for an appeal within a certain amount of time from the original decision being made.
You will need to make your appeal in writing and follow your RTO’s process for appeals. Refer to your
Student Handbook for more information about our appeals process.
Reasonable Adjustment
A legislative and regulatory framework underpins and supports the delivery of vocational education and
training across Australia. Under this framework, providers of vocational education and training must take
steps to ensure that students with recognised disabilities have the same learning opportunities and same
opportunities to perform and complete assessments as students without disabilities. Sometimes reasonable
adjustments are made to the learning environment, training delivery, learning resources and/or assessment
tasks to accommodate the particular needs of a student with a disability. An adjustment is reasonable if it can
accommodate the student’s particular needs while also taking into account factors such as:
▪ The views of the student
▪ The potential effect of the adjustment on the student and others
▪ The costs and benefits of making the adjustment
RTOs are obliged by law to provide reasonable adjustments where required to ensure maximum participation
of students with a disability.
Making reasonable adjustments requires the RTO to balance the need for change with the expense or effort
involved in making this change. If an adjustment requires a disproportionately high expenditure or disruption
it is not likely to be reasonable.1[1]
Please discuss with your assessor if you believe a reasonable adjustment to an assessment task, method or
process needs to be made on the basis of disability.
Information about Assessment
Dimensions of Competency
To be competent, you must show your ability to perform effectively in a broad capacity. The
dimensions of competency ensure the person being assessed has the skills to perform competently in a
variety of different circumstances. To be competent, you must demonstrate the following:
▪ Task Skills: The skills needed to perform a task at an acceptable level. They include knowledge and
practical skills, and these are usually described in the performance criteria.
1[1]
Source: Innovation & Business Skills Australia. (2015). BSB business services training package: implementation guide. Retrieved from
https://vetnet.gov.au/Public%20Documents/BSBv1.2%20Business%20Services%20Implementation%20Guide.pdf.
▪ Task Management Skills: These are skills in organising and coordinating, which are needed to be
able to work competently while managing a number of tasks or activities within a job.
▪ Contingency Skills: The skills needed to respond and react appropriately to unexpected problems,
changes in routine and breakdowns while also performing competently.
▪ Job Role/Environment Skills: The skills needed to perform as expected in a particular job, position,
location and with others. These skills may be described in the range of variables and underpinning skills and
knowledge.
Principles of Assessment and Rules of Evidence

Assessment must be conducted in accordance with the rules of evidence and principles of
assessment (definitions from the Users’ Guide: Standards for Registered Training Organisations (RTOs)
2015).
The following are the definitions of the Principles of Assessment and Rules of Evidence.
Principles of Assessment
▪ Validity
‘An assessment decision of the RTO is justified, based on the evidence of performance of the individual
learner.’
Validity requires:
– Assessment against the unit/s of competency and the associated assessment requirements
covers the broad range of skills and knowledge that are essential to competent performance
– Assessment of knowledge and skills is integrated with their practical application
– Assessment to be based on evidence that demonstrates that a learner could demonstrate these
skills and knowledge in other similar situations; and
– Judgement of competence is based on evidence of learner performance that is aligned to the
unit/s of competency and associated assessment requirements.
▪ Reliability
‘Evidence presented for assessment is consistently interpreted and assessment results are comparable
irrespective of the assessor conducting the assessment.’
▪ Flexibility
‘Assessment is flexible to the individual learner by:

– Reflecting the learner’s needs
– Assessing competencies held by the learner no matter how or where they have been acquired
– Drawing from a range of assessment methods and using those that are appropriate to the
context, the unit of competency and associated assessment requirements, and the individual.’
▪ Fairness
‘The individual learner’s needs are considered in the assessment process.

‘Where appropriate, reasonable adjustments are applied by the RTO to take into account the individual
learner’s needs.
‘The RTO informs the learner about the assessment process and provides the learner with the
opportunity to challenge the result of the assessment and be reassessed if necessary.’
Rules of Evidence
▪ Validity
‘The assessor is assured that the learner has the skills, knowledge and attributes as described in the
module or unit of competency and associated assessment requirements.’
▪ Sufficiency
‘The assessor is assured that the quality, quantity and relevance of the assessment evidence enables a
judgement to be made of a learner’s competency.’
▪ Currency
‘The assessor is assured that the assessment evidence demonstrates current competency. This requires
the assessment evidence to be from the present or the very recent past.’
▪ Authenticity
‘The assessor is assured that the evidence presented for assessment is the learner’s own work.’
Glossary of Instructional Task Words

Your assessment tasks use a range of instructional words throughout them – such as ‘compare’ and
‘list. These words will guide you as to the level of detail you must provide in your answers. Some questions
will also tell you how many answers you need to give – for example, ‘Describe three strategies…’. Use the
below glossary to guide you on interpreting the words in the tasks.
▪ Describe – This means you should outline the most noticeable qualities or features of an idea, topic
or the focus of the question.
▪ Explain – This means you need to make something clear or show your understanding by describing
it or providing information about it. You will need to make clear how or why something happened or is the way it
is.
▪ Identify – You must recognise something and indicate who or what the required information is. The
length of the answer should be guided by what you are being asked to identify.
▪ List – You must record short pieces of information in a list form – with one or two words, or
sentences on each line.
▪ Outline – You must give a brief description of the main facts or sequence of events about
something. The length of the response should be guided by what you are required to outline. As long as you
include the main facts or points, then that’s enough.
▪ Summarise – You must express the most important facts or points about something in short and
concise form.
Assessment Plan
The following outlines the assessment requirements for this unit. You are required to complete all
assessment requirements outlined below to achieve competency for this unit.
Your assessor will provide you with the due dates for each assessment task. Write them in the table
below.
Assessment Tasks Due Date
1. Assessment Task 1: Knowledge Questions
2. Assessment Task 2: Assist Edna
3. Assessment Task 3: Recognise Signs of Abuse
AGREEMENT BY THE STUDENT
Read through the assessments in this booklet before you fill out and sign the agreement below. Make
sure you sign this before you start any of your assessments.
Have you read and understood what is required of you in terms of ◻ ◻

assessment? Yes No
Have you read and understood the RTO’s policies and procedures related ◻ ◻
to reassessment? Yes No
Do you understand the requirements of this assessment? ◻ ◻

Yes No
Do you agree to the way in which you are being assessed? ◻ ◻

Yes No
Do you have any special needs or considerations that must be made in ◻ ◻

preparation for this assessment? If yes, what are they? Yes No
____________________________________________________________
______
Do you understand your rights to appeal the decisions regarding ◻ ◻

assessment? Yes No
Student Name: ______________Aryan____________________________________
Student Signature: ____________Aryan___________________________________ Date:

23/03/2024_______________
Assessor Name: _________________________________________________
Assessor Signature: ______________________________________________ Date:

_______________
Students: Please fill out this cover sheet clearly and accurately. Make sure you have kept a copy of
your work.
Name: Aryan
Date of
22/03/2024
submission:
Unit: CHCAGE011 Provide support to people living with dementia
No. of Pages in
Submission:
Assessor to complete
Is this
Satisfact a
ory/ Dat reassessment?
Assessment Task Number & Title Not satisfactory e Y/N
STUDENT DECLARATION
I ______________Aryan____________________________________ declare that these tasks are
my own work.
� None of this work has been completed by any other person.
� I have not cheated or plagiarised the work or colluded with any other student/s in the completion of this
work.
� I have correctly referenced all resources and reference texts throughout these assessment tasks.
� I understand that if I am found to be in breach of the RTO’s policies, disciplinary action may be taken
against me.
Student Signature: _________Aryan______________________________________ Date:

___22/03/24____________
ASSESSOR FEEDBACK
Assessors: Please return this cover sheet to the student with assessment results and feedback.
A copy must be supplied to the office and kept in the student’s file with the evidence.
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Assessor Signature:
_____________________________________________________________________
Assessor Name:
________________________________________________________________________
Date: _______________
The following assessment tasks use a simulated aged care facility called
Banksia Care. To complete the assessment tasks, students will need to access
information, templates, policies and procedures associated with Banksia.
These documents can be accessed on Banksia’s intranet (accessible via the
website). To access, head to http://banksia.eduworks.com.au/, navigate to the
staff intranet and enter your RTO’s username and password prior to
completing your assessment tasks.
In this task, you will demonstrate your knowledge by answering a series of

questions that relate to this unit of competency.
You must answer all questions correctly to achieve a satisfactory outcome
TASK SUMMARY for this task.
▪ Access to a computer.
▪ Supporting documents (accessible from the Banksia Care website):

RESOURCES AND
– DC3 Privacy and Confidentiality Policy and Procedure
EQUIPMENT
REQUIRED – G4 Record Keeping Policy and Procedure
– PC6 Referrals Policy and Procedure
– SE5 Restrictive Practices Policy and Procedure.
▪ You may use your learning materials as a reference if required.
▪ You must complete this task in your own time or at a time allocated
WHERE AND by your trainer/assessor.
WHEN THIS TASK
WILL BE ▪ Your assessor will provide you with the due date for this assessment
COMPLETED task.
You need to answer all questions correctly to be marked Satisfactory for this
WHAT HAPPENS IF task. If you answer any questions incorrectly you will need to resubmit your
YOU GET answers to those questions again. Your assessor will provide you with a due
SOMETHING date by which you must resubmit your new responses. You have up to three
WRONG? attempts to achieve a Satisfactory outcome.
SUBMISSION
REQUIREMENTS ◻ Your answers for each question.
▪ Answer all questions below by indicating your response to each

question in the space provided.
TASK ▪ You may use your learning materials as reference if required.

INSTRUCTIONS
▪ You must answer all questions and their parts correctly to achieve a
Satisfactory outcome for this task.
QUESTION
Complete the following table on dementia types and what functional changes happen to the person who has
been diagnosed with that type of dementia.
Dementia type Functional changes
a) Alzheimer’s Description:
disease
Alzheimer’s disease is an irreversible, progressive brain disorder that
slowly destroys memory and thinking
skills, and eventually the ability to carry out the simplest tasks.
Symptoms:
Memory problems are typically one of the first signs of cognitive
impairment related to Alzheimer’s disease.
The first symptoms of Alzheimer's vary from person to person.
For many, decline in non-memory aspects of cognition, such as word-
finding, vision/spatial issues, and
impaired reasoning or judgment, may signal the very early stages of
Alzheimer’s disease.
b) Vascular Description:
dementia or
blood they die : for approx 10% of followed dementia in Australia
multi-infarct
dementia Caused by a loss of brain function by a series of small stokes. The small
stokes reduce blood flow to the
brain – when brain cells are deprived accounts of due to reduced oxygen.
Symptoms:
Inability to plan or organise
Losing things
Forgetting words
Personality changes
c) Lewy bodies Description:

One of a number of vascular dementia disease
Common form of dementia
Has many similarities with Alzheimer’s disease
Symptoms:
Frequent falls
Sleep disturbances
Acting out dreams
d) Excessive Description-
alcohol intake or
Korsakoff syndrome (also known as Korsakoff's amnesic syndrome) is a
Korsakov
memory disorder that results from vitamin B1 deficiency and is
Syndrome
associated with alcoholism.
Symptoms-
Symptoms include:
 Amnesia or inability to form new memories.
 Behavioral changes, such as agitation or anger.
 Confabulation.
 Delirium and disorientation.
 Fatigue or lethargy.
e) Fronto temporal Description:

lobar
This abnormal protein is call Pick bodies or Pick cells. Abnormal amounts
degeneration
or different types of this protein in the
(FLTD) including
Pick’s disease brain's frontal and temporal lobe nerve cells causes degeneration of
nerve cells which results in shrinkage =of the
brain tissue. This shrinkage causes the dementia symptoms of
Pick's disease
SAB DEMENTIA CHC33015 CERTIFICATE III IN INDIVIDUAL

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Symptoms:
Symptoms of Pick’s disease get progressively worse as brain tissue
continues to shrink. Many of
the symptoms can make social interaction difficult, as behavioural
changes make conducting
oneself in a socially acceptable manner challenging.
f) Huntington’s Description:Neurologicaly condition caused by an inherited altered gene

disease resulting in loss of cognition, physical
and emotional functional.
Characterised by jerky movements of arms and legs
Symptoms:Restlessness
Clumsiness
Impulsive
Twitching
Alteration in handwriting
g) Parkinson’s Description:
disease
Parkinson’s is a progressive neurological condition that affects people
from all walks of life
SAB DEMENTIA CHC33015 CERTIFICATE III IN INDIVIDUAL

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Symptoms:
Parkinson’s is categorised by clinicians as a “movement disorder.”
However it doesn’t just affect movement. Non-
motor symptoms such as pain, depression and problems with memory
and sleep can also occur and have an
impact on the day to day life of the person with Parkinson’s.
h) Younger onset Description-

dementia
When the disease develops before age 65, it's considered early-onset
Alzheimer's, which can begin as early as a person's 30s, although this is
rare. Alzheimer's typically progresses clinically in several stages:
preclinical, mild (sometimes called early-stage), moderate, and severe
(sometimes called late-stage).
Symptoms-
 memory loss that interferes with daily life.
 confusion.
 difficulty performing familiar tasks.
 repetitive behaviour.
 withdrawing from friends and family.
 losing the ability to think clearly or make judgements.
QUESTION 2
a) Access Dementia Australia website and summarise in your own words the aspects of dementia currently
investigated.
Current Australian Research on Alzheimer's Disease

Alzheimer's disease is indeed the most common type of dementia, affecting millions of
people worldwide. In Australia, significant research is being conducted to understand,
treat, and potentially cure this debilitating disease.
b) The most common type of dementia is Alzheimer's. Outline current Australian research on this dementia
type and summarise what the research is targeting.
Here are some of the key areas of focus:

1. Understanding the Disease Mechanisms
Researchers are working to understand the biological mechanisms that cause Alzheimer's.
This includes studying the role of proteins such as beta-amyloid and tau, which form
plaques and tangles in the brain of Alzheimer's patients.
For example, the Florey Institute of Neuroscience and Mental Health is conducting extensive
research on the molecular and cellular mechanisms that lead to Alzheimer's.
2. Developing New Treatments
Australian researchers are also involved in the development of new treatments for
Alzheimer's. This includes both pharmaceutical and non-pharmaceutical interventions.
The Cooperative Research Centre for Mental Health is one such organization that is working
on the development of new drugs for Alzheimer's.
3. Early Detection and Prevention
Another major area of research is the early detection and prevention of Alzheimer's. This
includes developing new diagnostic tools and studying lifestyle factors that may influence
the onset and progression of the disease.
The Australian Imaging, Biomarker & Lifestyle Flagship Study of Ageing (AIBL) is one of the
largest studies in the world focused on the early detection and prevention of Alzheimer's.
4. Improving Quality of Life
Finally, there is also a focus on research aimed at improving the quality of life for people
living with Alzheimer's and their caregivers. This includes studying the effectiveness of
various care strategies and interventions.
The Dementia Collaborative Research Centres (DCRC) are leading this type of research in
Australia.
QUESTION 3
a) List two benefits of using ‘person-centred’ practice when caring for clients with dementia.
 When you get to know the patient well, you can provide care that is more specific to their
needs
and, therefore, provide better care
 By promoting and facilitating greater patient responsibility, patients are more likely to
engage in
treatment decisions, feel supported to make behavioural changes and feel empowered to
self-
manage.
b) List three principles of a person-centred approach.
 Getting to know the patient as a person - Health care workers need to get to know the
person beyond
the diagnosis and build relationships with patients and carers.
 Sharing of power and responsibility - Respecting preferences and treating patients as
partners in setting
goals, planning care and making decisions about care, treatment or outcomes.
 Accessibility and flexibility - Meeting patients' individual needs by being sensitive to
values, preferences
and expressed needs.
 Coordination and integration - Working as a team to minimise duplication and provide
each patient with a
key contact at the health service.
 Environments - Physical and organisational or cultural environments are important,
enabling staff to be
person centred in the way they work
QUESTION 4
Scenario
Banksia Care is expecting an audit and all staff members review their own paperwork to ensure
it’s ready for the auditors. Jenny is up to her ears in paperwork. She must check all the client
care plans before the auditor comes next week. She has client files all over her desk, on top of
the cabinet and on the floor.
There is a big pile of loose papers that need to be filed, so she is doing that first.
Today is Friday. When it is time to go home for the weekend, Jenny puts up a large sign in her
office: ‘DO NOT TOUCH ANY OF THESE FILES’.
She thinks she has done well to remember to do this as the cleaner comes in over the weekend
and she doesn’t want the cleaner moving things around otherwise she won’t know where she is
up to.
a) Access Banksia Care’s website. Identify the Banksia Care policy and procedure and the legislation
Jenny is breaking by her actions and explain why.
Violations by Jenny
Jenny's actions are in violation of the following Banksia Care policies and legislations:
1. Banksia Care's Confidentiality Policy: This policy requires all staff to maintain the
confidentiality of client information. By leaving client files in open and unsecured
areas, Jenny is violating this policy.
2. Banksia Care's Data Management Policy: This policy mandates that all client data
should be properly managed and stored. Jenny's disorganized handling of client files
is a clear violation of this policy.
3. Privacy Act 1988 (Cth): This legislation requires organizations to protect personal
information. Jenny's actions could potentially lead to unauthorized access to client
information, thus violating this Act.
4. Health Records Act 2001 (Vic): This legislation requires health service providers to
securely manage health information. Jenny's actions are in violation of this Act as she
is not securely managing client health records.
b) Provide three examples of how client information should be protected in the workplace.
Here are three examples of how client information should be protected in the workplace:
1. Secure Storage: Client files should be stored in locked cabinets or secure digital
storage systems when not in use.
2. Access Control: Only authorized personnel should have access to client information.
This can be achieved through the use of passwords, key cards, or biometric systems.
3. Data Encryption: When transmitting client information electronically, it should be
encrypted to prevent unauthorized access.
c) In your own words, summarise the term ‘confidentiality’ and explain how it impacts your work when
working with clients that have dementia.
Confidentiality refers to the obligation to keep private and sensitive information secure and
undisclosed. In the context of working with clients living with dementia, confidentiality
impacts work in several ways. It necessitates the protection of personal and medical
information of the clients, which should only be shared with authorized personnel for the
purpose of providing care. Breaching confidentiality can lead to legal consequences and
damage the trust between the caregiver and the client.
d) Provide two examples of duty of disclosure that apply to people working with clients that have dementia.
The duty of disclosure refers to the obligation of healthcare professionals to provide patients
with sufficient information about their condition, treatment options, and potential risks to
enable them to make informed decisions about their care. In the context of dementia
care, this duty can be complex due to the cognitive impairments associated with the
condition. Here are two examples of the duty of disclosure that apply to people working
with clients who have dementia:
1. Informing about the Diagnosis and Prognosis
Healthcare professionals have a duty to disclose the diagnosis of dementia to the patient,
even though it might be a difficult conversation. This includes explaining the nature of the
disease, its progression, and the expected prognosis. It's important to communicate this
information in a sensitive and understandable manner, taking into account the patient's
cognitive abilities.
Example: "Mr. Smith, we've noticed some changes in your memory and thinking abilities.
These changes are consistent with a condition called dementia. It's a progressive
disease, which means it tends to get worse over time..."
2. Discussing Treatment Options and Risks
Another aspect of the duty of disclosure involves discussing potential treatment options, their
benefits, and risks. This includes medication, non-pharmacological interventions,
potential side effects, and the likelihood of success or failure. The patient's capacity to
understand and weigh this information should be considered, and the information should
be presented in a way that the patient can understand.
Example: "There are several treatment options we can consider, Mr. Smith. These include
medications that can help manage your symptoms, as well as non-drug approaches like
physical activity and cognitive stimulation. Each option has its benefits and potential side
effects..."
In both cases, if the patient lacks the capacity to understand the information due to advanced
dementia, the duty of disclosure may extend to the patient's family members or legal
representatives. It's also important to respect the patient's right to refuse information if
they choose to do so.
Remember, the goal of the duty of disclosure is to support the patient's autonomy and
decision-making capacity, even in the context of a challenging condition like dementia.
QUESTION 5
Dementia is a progressive neurological condition. Provide a brief description for each of the following
pathological features of dementia.
Pathological Description
features
of dementia
a) Amyloid plaques Amyloid plaques are clumps of protein fragments that accumulate
between nerve cells. They are primarily composed of a protein called
beta-amyloid. These plaques are considered one of the main
pathological hallmarks of Alzheimer's disease, a common type of
dementia.
b) Neurofibrillary Neurofibrillary tangles are twisted strands of a protein called tau that
tangles build up inside cells. These tangles disrupt the normal functioning of the
cell and eventually lead to cell death.
c) Loss of connection The formation of amyloid plaques and neurofibrillary tangles are
between cells and believed to contribute to the degeneration of neurons and the
cell death symptoms of dementia in several ways:
Blocking Neuron Communication: The amyloid plaques are deposited in

the spaces between neurons, which can interfere with the normal
communication between these cells.
Promoting Cell Death: The neurofibrillary tangles disrupt the normal
functioning of neurons, which can lead to cell death.
Triggering Immune Response: The presence of these abnormal
structures can trigger an immune response, leading to inflammation
and further damage to the brain cells.
QUESTION 6
Communicating with a person that has dementia can be challenging, provide a description on how you can
engage with your clients using the methods in the table below.
Methods of Description of how these methods can be implemented when

engagement working with people with dementia
a) Verbal Speak Clearly and Slowly: Use simple, clear sentences and speak
communication slowly to allow the person time to process the information.
b) Non-verbal Use Non-Verbal Cues: Body language, facial expressions, and
communication gestures can help convey your message.
c) Culturally sensitive Show Empathy: Understand that communicating may be frustrating for
communication them. Show empathy and reassurance.
d) Safe Give Them Time: Allow the person time to respond. They may need
communication extra time to process what you've said and formulate a response.
e) Reality orientation Eliminate background noise and distractions as much as possible. This
can help the person focus on the conversation.
f) Reassuring words, Reassure Them: If they become upset or frustrated, reassure them that
phrases and body they are safe and you are there to help.
language
g) Validation – Give Them Time: Allow the person time to respond. They may need
acceptance of the extra time to process what you've said and formulate a response.
persons reality
and
acknowledgment
h) Accepting Ask Simple, Answerable Questions: Instead of open-ended questions,

expressions of ask questions that require a yes or no answer.
distress
i) Reminiscence Repeat Information: If the person is struggling to understand, don't

hesitate to repeat information or instructions
QUESTION 7
Read the daily activity statement in the table below and list two types of assistive technology that could be
used to help. Tick the life domain that each daily activity aligns to.
Scenario Assistive technology Life domain
  Electronic magnifiers: These ◻

Your client has difficulty using
Phys
their hands to be able to read devices can enlarge text and
magazines. ical
images, making it easier for
individuals with difficulty using their ◻ Soci
hands to read magazines.
 Audiobooks or e-readers: These al
technologies allow individuals to
listen to the content of magazines ◻ Emot
instead of reading them. ional
◻ Spirit
ual
 
◻
Your client has urine Bedside commodes: These portable
Phys
incontinence and needs toilets can be placed next to the
something to draw away the bed, providing a convenient solution ical
urine at night when sleeping. for individuals with urinary
incontinence at night. ◻ Soci
 Adult diapers or absorbent pads: al
These products can draw away
urine and keep the individual dry ◻ Emot
during sleep.
ional
◻ Spirit
ual
  ◻
Your client has had a stroke The staff can help her hold pen Phys
and has been having sometimes and sees if it makes her
difficulties speaking and ical
holding a pen to communicate
happy.
and missing being able to  The staff can put on the mindful ◻ Soci
listen to mindful meditation meditation sessions for her. al
sessions.
◻ Emot
ional
◻ Spirit
ual
 
◻
Your client has difficulty Stairlifts: These motorized chairs can
Phys
coping with stairs in their transport individuals up and down the
house. stairs, eliminating the need for physical ical
effort.
◻ Soci
 Home elevators: Installing an elevator in
the house can provide a barrier-free al
solution for individuals with difficulty
coping with stairs. ◻ Emot
ional
◻ Spirit
ual
  Reminder apps or electronic ◻

Your client has been
Phys
experiencing some minor organizers: These tools can help
memory loss and needs ical
individuals remember to do certain
prompting to remember to do
certain daily tasks. daily tasks by setting reminders and ◻ Soci
providing prompts.
 Voice-activated assistants: Devices al
like Amazon Echo or Google Home
can provide verbal reminders and ◻ Emot
assist with task management. ional
◻ Spirit
ual
 
◻
Your client has low hearing Hearing aids: These devices amplify
Phys
and wears glasses. sounds and improve hearing, allowing
individuals with hearing loss to ical
communicate effectively.
◻ Soci
 Captioned telephones or video relay
services: These technologies provide al
visual support for communication, such
as displaying captions or using sign ◻ Emot
language interpreters.
ional
◻ Spirit
ual
 
◻
Your client needs to take a Medication reminders or pill dispensers:
Phys
range of prescribed These devices can remind individuals to
medications daily. take their medications at the right time ical
and dispense the correct dosage.
◻ Soci
 Medication management apps: These
apps can help individuals keep track of al
their medications, including dosage
instructions and refill reminders. ◻ Emot
ional
◻ Spirit
ual
 
◻
Your client likes to bowl Bowling ball ramps: These assistive
Phys
recreationally, however has a devices allow individuals with physical
physical disability limiting disabilities to release the ball from a ical
them to holding the bowling ramp, enabling them to participate in
ball. bowling. ◻ Soci
 Adaptive bowling ball grips: These grips al
can be attached to the bowling ball,
providing individuals with a better grip ◻ Emot
and control.
ional
◻ Spirit
ual
  Sit-stand desks: These adjustable ◻

Your occupational therapist
Phys
has told you need to stand desks allow individuals to switch
more while working. ical
between sitting and standing
positions while working. ◻ Soci
 Anti-fatigue mats: Placing these al
mats on the floor can provide
cushioning and support for ◻ Emot
individuals who need to stand for ional
longer periods.
◻ Spirit
ual
 
◻
Your client has trouble Smart lighting systems: These systems
Phys
remembering to turn lights of can be programmed to automatically
in their house often resulting turn off lights at specific times or ical
in replacing light bulbs. controlled remotely through a
smartphone. ◻ Soci
 Motion sensor lights: Installing motion al
sensor lights can automatically turn off
lights when no movement is detected in ◻ Emot
a room.
ional
◻ Spirit
ual
 
◻
Your client has arthritis in their Adaptive utensils and tools: These
Phys
hands limiting the use of specially designed utensils and tools
everyday items. have larger handles or ergonomic grips, ical
making them easier to use for
individuals with arthritis. ◻ Soci
 Jar openers or grip aids: These devices al
provide extra leverage or grip to open
jars or handle objects with ease. ◻ Emot
ional
◻ Spirit
ual
 
◻
Your client is bed bound and Pressure-relieving mattresses or
Phys
at risk of pressure sores. overlays: These products distribute
body weight evenly, reducing pressure ical
on specific areas and minimizing the
risk of pressure injuries. ◻ Soci
 Repositioning aids: These devices al
assist caregivers in repositioning
individuals in bed, helping to relieve ◻ Emot
pressure and prevent injuries.
ional
◻ Spirit
ual
 
◻
Your client wants to be more Adaptive clothing or dressing aids:
Phys
independent when zipping his These clothing items or tools have
pants and wants to maintain features like Velcro closures or ical
his independence when the extended handles, making it easier for
carer is supporting him at individuals to dress independently. ◻ Soci
home.
 Self-care assistive devices: Tools like al
long-handled reachers or button hooks
can help individuals maintain ◻ Emot
independence in tasks like zipping
pants or fastening buttons. ional
◻ Spirit
ual
QUESTION 8
a) Briefly explain the role of assistive technology for maintaining and promoting independence of people
with dementia.
Assistive technology (AT) plays a crucial role in maintaining and promoting the
independence of people with dementia. Here are some of the key roles:
1. Promoting Safety: AT devices like GPS trackers and sensor systems can help
monitor the person's location and activities, reducing the risk of wandering and
accidents.
2. Enhancing Memory: Devices such as automated reminders and digital calendars
can help individuals remember important tasks, appointments, and medication
schedules.
3. Facilitating Communication: Communication aids can help individuals express their
needs and feelings, and stay connected with their loved ones.
4. Supporting Daily Activities: AT can assist with daily tasks such as cooking,
dressing, and personal hygiene, promoting self-sufficiency.
5. Promoting Cognitive Skills: Some AT devices offer cognitive exercises that can
help slow cognitive decline and maintain mental agility.
b) Briefly explain the role of assistive technology for enabling inclusion and participating in daily life
activities for your clients.
Assistive technology (AT) plays a crucial role in promoting inclusion and participation in daily
activities for individuals with disabilities or impairments. Here are some of the key ways in
which AT can help:
1. Enhancing Communication: AT devices like speech-generating devices, text-to-
speech software, and communication boards can help individuals with speech or
language impairments to communicate effectively.
2. Promoting Mobility: Mobility aids such as wheelchairs, walkers, and prosthetic
devices can enable individuals with physical disabilities to move around
independently.
3. Supporting Learning: AT tools like screen readers, magnifiers, and specialized
keyboards can assist individuals with visual, auditory, or physical impairments in
accessing and interacting with educational content.
4. Facilitating Daily Living Activities: Devices like adapted utensils, dressing aids,
and modified appliances can help individuals with physical impairments perform daily
living activities independently.
5. Improving Work Performance: AT can enable individuals with disabilities to perform
their job tasks effectively. This includes ergonomic workstations, voice recognition
software, and task management tools.
QUESTION 9
Scenario
Graeme has dementia and has been exhibiting some challenging behaviours at the support
workers. You come on shift and read the case notes left.
The last entry said that Graeme spat the food out at the carer and refused to eat anything else.
You take note of this and go in to say good evening to Graeme. As you enter, you see him
swilling his dentures around in his mouth. You verbally say, ‘Good evening, Graeme, how was
your dinner?’ knowing that he hasn’t had much. Graeme tells you that the service here is terrible
and that his teeth are talking to him and stopping him from being able to eat. You ask Graeme if
you could have a look at his teeth and he says, ‘Sure thing love’ and he takes them out and
shows you his gummy smile. You tell Graeme he has a wonderful smile and ask if his mouth
feels okay, inspecting the dentures and noting that they weren’t fitting in his mouth correctly.
You take an observation that there is a slight pressure mark on Graeme’s gum and note that in
your observations chart.
a) Explain why Graeme’s behaviour may have changed towards you and not the other staff.
Possible Reasons for Graeme's Behaviour Change

1. Change in Routine: People with dementia often rely on routines to navigate their
day. If there has been a change in Graeme's routine, this could be causing him
distress and leading to challenging behaviours.
2. Physical Discomfort: Graeme's behaviour of swilling his dentures around in his
mouth could indicate discomfort. This could be due to ill-fitting dentures or oral health
issues.
3. Communication Difficulties: Dementia can make it difficult for individuals to express
their needs and feelings. Graeme's refusal to eat and spitting out food could be his
way of communicating discomfort or dissatisfaction.
4. Unfamiliarity: If Graeme is not familiar with you, he may feel anxious or threatened.
This could lead to defensive behaviours.
b) Explain who should you report your observations to.

RN/ Supervisor/ Service Manager
c) List three ways that Graeme’s behaviour may be impacted from his injury of the pressure mark in his
mouth.
The pressure injury could be probably making her feel painful when eating therefore lower
intake.
The Dentures are not fitting well because of the pressure injuries which makes it harder for
her to eat.
As Graeme have dementia so because of her diagnosis she probably be feeling hungry and
on top of that not being able to eat much could be making her grumpy.
d) Outline three potential interventions and three proactive strategies workers can use to address behaviour
caused by un-met needs.
Proactive Strategies Potential Interventions
1. Regular Denture Checks: To 1. Denture Adjustment: The first

prevent similar issues in the future, it intervention would be to get
would be beneficial to implement Graeme's dentures adjusted. The
regular checks of Graeme's dentures. pressure mark on his gum indicates
This could help identify any problems that the dentures are not fitting
early and ensure that the dentures correctly, which could be causing him
are always fitting correctly. discomfort and affecting his ability to
eat. This could be done by arranging
a visit to a dentist who specializes in
dentures.
1. Mealtime Assistance: Providing 1. Meal Modification: If Graeme

assistance during mealtimes could continues to refuse to eat, it might be
help ensure that Graeme is eating necessary to modify his meals. This
enough and not experiencing any could involve making the food softer
difficulties. This could involve cutting or easier to chew, or changing the
up his food, encouraging him to eat, types of food offered to ones that he
or providing company during meals. prefers or finds easier to eat.
1. Regular Communication: Regularly 1. Psychological Support: Graeme's

communicating with Graeme about comment about his teeth talking to
his needs and concerns can help him suggests that he may be
identify any unmet needs early. This experiencing hallucinations or
could involve asking him how he is delusions, which are common in
feeling, whether he is experiencing people with dementia. It might be
any discomfort, and whether there is beneficial to involve a mental health
anything else he needs or wants. professional who can provide
appropriate support and treatment.
QUESTION 10
Scenario
Joan is a Banksia Care client. They are a type 2 diabetic who takes medication daily, has
Alzheimer’s and limited mobility on her left side due to a stroke. She can walk but has difficulty
washing herself in the shower. You come on shift to do her personal care activities and get her
ready for the day.
As you are supporting her and getting her from the bed to the ground to transfer her to the
shower chair, Joan winces in pain. You stop and ask her where the pain is. She points to her toe
and after a thorough inspection you see the red, swollen area.
a) Explain what you have identified and who this needs to be reported to.
From the case study, it appears that Joan, a Banksia Care client, is experiencing pain and
has a red, swollen area on her toe. This could potentially be a sign of an infection or
injury. This situation should be reported immediately to Joan's primary healthcare
provider or a nurse on duty.
b) List three ways that Joan’s behaviour may be impacted from her painful toe.
Impact of Joan's Painful Toe on Her Behaviour

Joan's painful toe may impact her behaviour in the following ways:
1. Decreased Mobility: Joan already has limited mobility due to a stroke. The pain in
her toe could further limit her ability to move around, making it even more difficult for
her to perform daily activities such as walking or transferring to the shower chair.
2. Increased Irritability or Agitation: Pain can cause discomfort and distress, which
may lead to changes in mood. Joan may become more irritable or agitated due to the
constant pain.
3. Reduced Participation in Activities: If the pain is severe, Joan may be less willing
or able to participate in activities she usually enjoys or needs to do, such as personal
care activities.
Scenario
Joan’s physician has asked that the facility must refer her to a podiatrist for ongoing review of
her toes and as part of her management for diabetes.
c) Access the Banksia Care website and read PC6 Referrals Policy and Procedure. Outline the referral
process that Banksia Care would need to take to get the care that Joan requires.
Banksia Care Referral Process

To get the care that Joan requires, Banksia Care would need to follow their PC6 Referrals
Policy and Procedure. This typically involves:
1. Identifying the need for a referral, in this case, Joan's painful and swollen toe.
2. Documenting the issue and any relevant information.
3. Contacting the appropriate healthcare provider or specialist to discuss Joan's
condition and needs.
4. Making the referral, ensuring all necessary information is provided.
5. Following up to ensure the referral has been received and actioned.
QUESTION 11
Scenario
Shona is a Banksia Care client who suffers from dementia. She doesn’t want to get out of bed
today when you go in to get her ready for the day. She tells you to go away because she has a
headache and needs more blankets because she is cold.
You ask her if you can take her temperature quickly and she swats you away with her hands.
You respect that she is unwell and tell her that you will be back in 30 minutes to check on her.
Shona pokes her tongue out at you as you walk out of her room
a) Outline what you have identified, what and who this needs to be reported to.
From the scenario, the following issues have been identified:

1. Shona is showing signs of physical discomfort, specifically a headache and feeling
cold.
2. She is refusing to get out of bed and is resistant to having her temperature taken.
3. Shona is displaying unusual behavior, such as poking her tongue out, which may be
a sign of cognitive impairment due to her dementia.
These issues need to be reported to the following individuals:
 Shona's primary healthcare provider: They need to be informed about her physical
symptoms (headache and feeling cold) and her refusal to have her temperature
taken. This could indicate a potential health issue that needs immediate attention.
 Care team supervisor: They should be informed about Shona's behavior and
resistance to care. This could require a change in her care plan or additional support
for the care team.
 Family members or legal guardian: If consent has been given, they should be
informed about changes in Shona's health and behavior.
b) List three ways that Shona’s behaviour may be impacted from her illness.
Shona's dementia could impact her behavior in the following ways:

1. Increased Agitation: Dementia can cause individuals to become easily upset or
agitated, which may explain Shona's resistance to care and unusual behavior.
2. Physical Discomfort: Dementia can make it difficult for individuals to communicate
their needs effectively. Shona's headache and feeling of coldness could be
symptoms of an underlying health issue that she is unable to express clearly.
3. Changes in Personality and Behavior: Dementia can lead to changes in
personality and behavior. Shona poking her tongue out could be a manifestation of
this.
QUESTION 12
Scenario
Mabel is a very strong-willed client of Banksia Care who is suffering from dementia. She
suffered a stroke prior to the onset of dementia which left her wheelchair bound.
During your shift, you check in on Mabel and she has slipped while transferring herself from the
armchair to her wheelchair and has been trying to call out for help for some time. You assist
Mabel back into sitting in the chair until the Registered Nurse and the doctor can see her. You
notice that she has a large bruise on her head, but she is talking as if she is fine and ready to go
to work.
a) Explain what you have identified, how and to whom this needs to be reported. Ensure that you identify
the Banksia Care Policies and Procedures you would need to follow.
From the case study, it is evident that Mabel, a client of Banksia Care, has had a fall and
potentially injured herself. This needs to be reported immediately to the following
individuals:
 Registered Nurse: They can assess Mabel's physical condition and provide
immediate medical care.
 Doctor: They can provide a more comprehensive medical evaluation and prescribe
any necessary treatments.
 Care Manager: They need to be informed about the incident for record-keeping and
potential review of care plans.
The Banksia Care Policies and Procedures that would need to be followed include:
1. Incident Reporting: Any accidents or incidents involving clients must be reported
immediately. This would involve filling out an incident report form detailing the event,
the client's condition, and any actions taken.
2. First Aid and Emergency Procedures: These procedures outline the steps to take
in providing immediate care to the client, which in this case would involve ensuring
Mabel is safe and comfortable until medical professionals can assess her.
3. Risk Management: This policy would involve identifying potential risks that led to the
incident (e.g., unsafe transfer practices) and implementing strategies to prevent
similar incidents in the future.
The situation should be documented in Mabel's care plan, noting the incident and any
changes in her health status or care needs. It's also important to communicate with
Mabel and her family about the incident and any potential impacts on her care.
b) List three ways that Mabel’s behaviour may be impacted from her injury.
Mabel's recent fall and subsequent injury could potentially impact her behaviour in several
ways. Here are three possible effects:
1. Increased Confusion: The injury, particularly if it involves a head trauma, could
exacerbate her dementia symptoms, leading to increased confusion or disorientation.
She might struggle more with understanding her surroundings or remembering recent
events.
2. Fear or Anxiety: After experiencing a fall, Mabel might develop a fear of falling
again. This could lead to anxiety, especially when she needs to move or transfer from
her chair to her wheelchair. This fear might make her more hesitant or resistant to
moving.
3. Agitation or Frustration: If Mabel is experiencing pain or discomfort from her injury,
or if she is frustrated by her increased difficulty in moving, she might become more
agitated. This could manifest as increased irritability, restlessness, or even
aggressive behaviour.
It's important to note that these are potential impacts and might not occur in every case.
Each individual's response to injury can vary greatly. It's crucial to monitor Mabel closely
and communicate any changes in her behaviour to her healthcare team.
QUESTION 13
What are seven common indicators or symptoms of dementia?
Memory loss that affects day-to-day function

It's normal to occasionally forget appointments or a friend's phone number and remember them
later.
A person with dementia may forget things more often and not remember them at all.
Difficulty performing familiar tasks
People can get distracted from time to time and they may forget to serve part of a meal.
A person with dementia may have trouble with all steps involved in preparing a meal.
Confusion about time and place
It's normal to forget the day of the week - for a moment.
But a person with dementia may have difficulty finding their way to a familiar place, or feel
confused about where they are.
Problems with language
Everyone has trouble finding the right word sometimes, but a person with dementia may forget
simple words or substitute inappropriate words, making sentences difficult to understand.
Problems with abstract thinking
Managing finances can be difficult for anyone, but a person with dementia may have trouble
knowing what the numbers mean.
Poor or decreased judgment
A person with dementia may have difficulty judging distance or direction when driving a car.
Problems misplacing things
Anyone can temporarily misplace a wallet or keys. A person with dementia may put things in
inappropriate places.
Changes in personality or behaviour
Everyone becomes sad or moody from time to time. Someone with dementia can exhibit rapid
mood swings for no apparent reason. They can become confused, suspicious or withdrawn.
A loss of initiative
It's normal to tire of some activities. But dementia may cause a person to lose interest in
previously enjoyed activities.
QUESTION 14:
In the table below, provide a minimum of one example of how the following aspects in the progression of
dementia impact on the person and on their family and/or other carers:
Impact on the person suffering

Impact on the family/carer
dementia
This could have stressful impact
a) Depression Depression is very common on the family.
among people with dementia.
Depressive They probably find it very hard
to deal with
symptoms have been reported to
occur in approximately 40-50%
of
people with Alzheimer’s disease.
Other factors that may be
contributing to a person’s
depression may be:
 The side effects of medication
 Physical illness
 Reaction to diagnosis and
dementia
perceived impact on lifestyle

 Social isolation
 Fatigue
b) Loss and Clients may suffer loss of their Friends, family and other people
grieving previous independence or close to person with dementia may
grieve their inability. experience feelings of grief,
c) Anger People with dementia become The family members could suffer from
angrier. this is caused by this as well as it is frustrating for
frustration. them as well sometimes.
Persons with dementia often lose
their ability to express
themselves
before they lose their ability to
understand
d) Despair The person suffering could feeling Family members may feel despair that
despaired from family and they are no longer able to look
familiar surroundings.
after the person at home. they may not
understand what is happening to
their loved one
e) Social Clients feel embarrassed when Difficulties in everyday public situations

embarrassme they realise, they have can be distressing and
nt forgotten something and done
embarrassing for people with
something wrong.
dementiaand carers. Family
members feel
embarrassed when their loved one acts
inappropriately.
f) Isolation Often people with dementia are The family feels isolated as well as
isolated they want to live alone they have to leave their family
or away member and also leave their social
life sometimes
from others. People who live in
isolation are completely cut off
from the
rest of the world, like the hermit
who lives in a lonely mountain
cabin
because no one understands his
desire to collect thimbles
dementia
g) Financial Aged care costs may be very high The people with dementia may become
burden in the case of young onset a financial burden on the family.
dementia
h) Social The person may feel devalued or Family members may also feel
devaluation stigmatized due to their stigmatized or face discrimination.
condition.
i) Delirium The person may experience This can be distressing for family
confusion, hallucinations, or members and may require medical
altered consciousness. intervention.
j) Dysphagia The person may have difficulty Family members may need to learn
swallowing, leading to potential how to prepare special meals or
malnutrition or choking assist with feeding
hazards.
k) Loss of The person may struggle to This can be frustrating and emotionally
speech and communicate or understand challenging for family members.
cognition others.
l) Loss of The person may behave This can be embarrassing or

inhibition inappropriately or impulsively. challenging for family members to
manage.
m) Self-harm The person may harm themselves This can be extremely distressing for
due to confusion, frustration, or family members, who may need to
depression. implement safety measures or seek
professional help
n) Suicidal The person may have thoughts of This can be extremely distressing for
ideation suicide due to depression or family members, who should seek
despair. immediate professional help.
o) Violence The person may become This can be physically and emotionally
toward carer aggressive or violent due to challenging for carers, who may
or others confusion or frustration. need to learn de-escalation
techniques or seek professional
help.
QUESTION 15
Indicate true or false to the statement that demonstrates the principles of person-centred care practices
below.
Question True or
False
Find out what is important to the person from their own point of view and listen to True
what the person wants.
Get to know the person, their history, their background, and what they want out True
of life.
Decide for the person as you know they will like it because all older people do. False
Use mainstream services and community resources to support inclusion. True
Include people and resources from the person’s own social networks, such as True
family members, friends, and others as partners in supporting the person.
Choose the person’s clothes for them as you know it is going to be colder later False
and they are always cold when you see them.
Uphold the person’s rights. True
Consider the person’s capacities and value their contributions. True
Include the person as far as possible in making choices and decisions. True
Knowing the routine of the client and their activities, however, not enabling them False
to attend due to other client responsibilities.
Find out what is important to the person from their own point of view and listen to True
what the person wants.
Get to know the person, their history, their background, and what they want out True
of life.
QUESTION 16
a) People with dementia often experience boredom, loss of self-esteem, self-worth and confidence. How
would you use a person-centred approach to support them improving these feelings and enjoy life?
People-centered treatment is not just about giving people everything they want or offering
information. It involves placing the individual (client) at the forefront of the decision-
making process and seeing them as experts, collaborating with the professionals to achieve
the best result. It is also about understanding people's needs, beliefs , and lifestyles;
recognising a person as an entity, and working together to create effective solutions
b) Outline minimum two activities that could increase self-esteem and pleasure.
Continuing to do something that brings purpose to one's life or offers a feeling of enjoyment
or relaxation is really important. Most people enjoy artistic activities, such as playing
musical instruments, knitting or drawing. Others love social interaction, so
it's important to keep this up as far as possible. A individual with dementia may enjoy an
outing, even though they may not know where they were. What's important is that you
appreciate the moment.
Board games are an ideal way for friends and/or families to bond. Look for board games that
suits both your tastes and your level of operation. Bingo, which can stimulate mental
health, is a popular game that many seniors love. Another favourite board game of all-
time is Scrabble. Card games are popular among seniors as well. In Australia, you may
also be able to find a nearby bridge club
c) Outline minimum two activities that could minimise boredom.
A perfect way for seniors to alleviate boredom and remain active is to pick up a new hobby or
return to an old craft. Because of the artistic expression it offers, painting is a calming
option that many seniors enjoy.
Also, there are many aspects that older people profit from dancing. It is one of the most
social things you can do, for instance, and it usually requires a dance partner. What's
more, for the heart and joints, dancing is healthy. In comparison, dancing makes you
more emotionally conscious, which may reduce the risk of having dementia.
d) Outline minimum two activities that could improve the sense of self-worth.
Make time for your hobbies and the things you enjoy. Celebrate your victories, no matter how
big or small.
Be a good friend, and make time to spend with your loved ones. Surround yourself with
supportive people.
QUESTION 17
Describe the different types of stressors and list two examples on the impact that people with dementia may
experience.

Type Description
dementia
a) Environmenta The environment can have a Familiar surroundings can help individuals
l stressors profound impact on individuals with dementia feel more comfortable
with dementia. A familiar and and less anxious. Changes in the
Type Description
dementia
well-organized environment environment can be disorienting and

can help them feel safe and cause distress.
reduce confusion.
A clutter-free and well-organized
environment can help reduce confusion
and frustration. Clear paths and easy
access to essential items can promote
independence.
b) Accumulated It results from an accumulation May accelerate cognitive decline

stressors of various stress factors such
May make them more behavioural
as heavy workload, poor
communications, multiple
frustrations, coping with
situations in which you feel
powerless, and the inability to
rest or relax.
c) Cumulative Cumulative stress is an The mix of emotions to all the stress

stressors accumulation of stress that impact their decision making
impacts bodily functioning,
cognitive output, mood and
your ability to function The person with dementia could feel more
healthily. confused
d) Physical These are related to the Increased Confusion and Memory Loss
stressor physical environment or body
Behavioral and Psychological Symptoms
conditions. Examples include
extreme temperatures, noise,
and illness.
e) Infection An infection occurs when Can trigger more psychological symptoms

germs enter the body,
Make them harder to feel relaxed
increase in number, and
cause a reaction of the body
f) Nutrition and Someone with dementia may Haedaches, confusion

dehydration become dehydrated if they're
UTI might occur
unable to communicate or
recognise that they're thirsty,
or if they forget to drink.
g) Continence A person with dementia is Their dignity is compromised due to

more likely to have accidents, underlying dementia
incontinence or difficulties
using the toilet than a person
of the same age who doesn't Hygiene of the person suffers as well
Type Description
dementia
have dementia. sometimes
h) pain People with dementia may This can result in under-treatment of their
experience physical pain for pain
the same reasons as
Reduced quality of life.
everyone else. However,
because of their declining
brain function and
abilities, they may be less able
to communicate to their carers
that they are in pain.
QUESTION 18
Briefly explain the implication dementia has on the following life aspects of a person progressing through
dementia.
Terms Description
a) Financial Dementia can have significant financial implications. As the disease

implications progresses, the individual may struggle with managing their finances due to
cognitive decline. This can lead to:
Difficulty in understanding financial documents

Forgetting to pay bills or paying them multiple times
Falling victim to financial scams
Moreover, the cost of care for dementia can be substantial. This
includes medical expenses, home care services, and potentially long-
term care facilities.
b) Accommodation As dementia progresses, the individual's living situation may need to be

adjusted to ensure their safety and well-being. This could mean:
Modifying the home to prevent accidents (e.g., removing tripping hazards,

installing safety rails)
Moving to a single-level home to avoid stairs
Eventually, moving into a care facility that can provide round-the-clock
supervision and care
Dementia can lead to social isolation for several reasons:
c) Isolation
The individual may withdraw from social activities due to
embarrassment or frustration over their cognitive decline.
Friends and family may not know how to interact with the person,
leading to reduced social contact.
As the disease progresses, the person may lose their ability to
communicate effectively, further increasing isolation.
Terms Description
d) Heightened People with dementia are particularly vulnerable to abuse and exploitation
vulnerability to due to their cognitive decline. This can take many forms, including:
abuse and
exploitation Financial abuse, such as stealing money or assets
Physical or emotional abuse
Neglect by caregivers
Exploitation, such as being coerced into signing legal documents they do not
understand
It's crucial for caregivers and family members to be vigilant in
protecting the individual from potential abuse and exploitation.
QUESTION 19
a) Provide two reasons why older people with dementia are more vulnerable to abuse than those without
dementia.
Reasons Why Older People with Dementia are More Vulnerable to Abuse
Older people with dementia are more vulnerable to abuse due to the following reasons:
 Cognitive Impairment: Dementia affects a person's memory, communication skills,
and ability to perform daily tasks. This cognitive impairment makes them more
susceptible to abuse as they may not understand or remember abusive behavior.
 Dependence on Caregivers: People with dementia often rely heavily on caregivers
for their daily needs. This dependence can make them vulnerable to abuse,
especially if the caregiver is untrained, stressed, or has malicious intent.
b) List the five forms of abuse that can be described as Elder Abuse.
Emotional (or psychological) abuse:

Using threats, humiliation or harassment causing distress and feelings of shame, stress or
powerlessness. It often occurs in combination with other forms of abuse.
Neglect:
Intentionally failing to provide the basic necessities of life such as food, medication, warmth
etc
Financial abuse:
Using someone’s money, property or other assets illegally or improperly or forcing someone
to change their will or sign documents.
Physical abuse:
Inflicting pain or injury by hitting, slapping, pushing or using restraints.
Social abuse:
Forcing someone to become isolated by restricting their access to others including family,
friends or services. This can be used to prevent others from finding out about the abuse.
Sexual Abuse:
Any sexual activity to which the older person has not consented. This can be perusing
sexually explicit print or electronic materials in front of the older person, not giving the older
person privacy when they bathe or shower or sexual assault.
c) Identify three signs that could be considered Elder Abuse.
1. Physical Signs: Unexplained injuries, bruises, or marks.

2. Emotional Changes: Sudden changes in behavior, such as increased agitation,
withdrawal, or fear.
3. Neglect: Poor hygiene, weight loss, or untreated medical conditions.
d) Explain the legislative and statutory reporting requirements that you need to undertake if you suspect
elder abuse of a person suffering from dementia.
Elder abuse is a serious issue that often goes unreported. If you suspect elder abuse, especially in a
person suffering from dementia, it is crucial to understand the legislative and statutory reporting
requirements. These requirements can vary by jurisdiction, but generally, they involve reporting
the suspected abuse to the appropriate authorities.
Legislative Requirements
Legislative requirements refer to the laws enacted by a legislative body that mandate
reporting of elder abuse. These laws typically specify:
 Who must report: Often, certain professionals, such as healthcare providers, social
workers, and care facility staff, are mandated reporters. However, some jurisdictions
require any person who suspects elder abuse to report it.
 What must be reported: This usually includes any form of abuse, whether physical,
emotional, sexual, financial, or neglect.
 When and how to report: The report should be made as soon as possible, typically
within a specified timeframe after suspecting abuse. The report is usually made to a
designated state or local agency.
Statutory Requirements
Statutory requirements are specific laws or regulations that detail the procedures for
reporting elder abuse. They may include:
 Documentation: The reporter may need to document the signs of abuse, such as
injuries or changes in behavior, and any conversations with the elder about the
abuse.
 Confidentiality: The reporter must maintain the elder's privacy and confidentiality,
except as necessary to report the abuse.
 Immunity: Statutes often provide immunity from civil or criminal liability for reporters
who make a report in good faith.
 Penalties: Failure to report suspected abuse can result in penalties, such as fines or
imprisonment.
QUESTION 20
Scenario
John's carer is his wife, Elise. John has two daughters, Casey, and Joanne, who do not get
along with Elise. Joanne lives abroad and calls every month to talk to her father. Elise sets time
limits, and when John starts to talk too much, she takes the phone from him and tells Joanne
that she is making her father tired.
John has Alzheimer's and is about to be transferred to Banksia Care. While getting John used to
the facility, Elise takes John every few days and leaves John there for a few hours so she can
run errands during this time.
One of the support staff notices John's beautiful watch and talks to him about it and the maker.
John loves timepieces, and he could tell her all about this one and how his daughter Joanne had
sent it from Germany, where she lives.
The next time John comes in, the staff member asks John where his watch is. John places his
hand on his wrist and says he doesn't know. The staff member said, ‘Oh, that is okay; we will
talk to Elise when she comes back.’ John's behaviour starts to change; he asks when Elise will
be back and if he can stay the night at Banksia Care.
When Elise comes back, John asks her where his watch has gone. She says, ‘Don’t you
remember? You wanted to give it to my son as a keepsake.’ John replies, ‘Oh I must have
forgotten. I am sorry dear; I hope you don’t think I was accusing you of something else.’
a) Explain what John is experiencing in the form of abuse, neglect, or exploitation.
Based on the case study, John is experiencing two types of abuse:

1. Emotional Abuse: This is evident in the way Elise controls John's communication
with his daughter, Joanne. By limiting their conversations and taking the phone away,
she is isolating John and manipulating his relationships.
Example: "Elise sets time limits, and when John starts to talk too much, she takes the phone
from him and tells Joanne that she is making her father tired."
2. Financial Exploitation: Elise appears to be taking advantage of John's Alzheimer's
to take his possessions, such as his watch, under the guise of him giving them away.
This is a form of financial exploitation, where a person's resources are misused for
another's benefit.
Example: "She says, 'Don't you remember? You wanted to give it to my son as a keepsake.'"
These forms of abuse and exploitation can have serious impacts on John's emotional well-
being and quality of life. It's important for the support staff at Banksia Care to recognize
these signs and take appropriate action.
b) Explain what the worker should do in this situation using following legislation and Banksia Care policies
and procedures for reporting.
1. Document the Incident: The worker should record all details of the incident, including the
date, time, people involved, and the exact sequence of events. This documentation will serve
as evidence if an investigation is initiated.
Incident Report
Date: XX/XX/XXXX
Time: XX:XX
People Involved: John, Elise, Staff Member
Incident Details: ...
2. Report to Supervisor: The worker should immediately report the incident to their
supervisor or manager. This is crucial for initiating the process of addressing the
issue.
3. Follow Internal Reporting Procedures: Banksia Care likely has a specific
procedure for reporting suspected abuse. The worker should follow this procedure,
which may involve filling out specific forms or contacting designated individuals within
the organization.
4. Contact Adult Protective Services: If the situation is not resolved internally, or if the
worker believes immediate action is necessary, they should contact their local Adult
Protective Services or similar agency. This agency is responsible for investigating
cases of elder abuse and taking appropriate action.
5. Maintain Confidentiality: Throughout this process, the worker must respect John's
privacy and confidentiality. Information about the incident should only be shared with
those directly involved in resolving the issue.
QUESTION 21
Scenario
A friend of Tony's visited him at home. Tony has home services come and help him. Tony told
his friend that no one sees him, and they only talk to him for his money. Tony's friend rang an
advocacy service as they felt that Tony was not receiving appropriate care and services.
When an advocate from the advocacy service contacted Tony, he disclosed that he had trouble
with his eyes and had requested help for an extended period, but nothing had been done. When
his friend visited Tony, Tony's clothes were threadbare and falling off him. Tony told his friend, ‘I
wouldn't say I like the food that gets delivered; it is for older people, not me; it is bland and tastes
like water.’ He also disclosed that he had left home several times and was returned by the police
each time, Tony has mild dementia and sometimes gets disoriented on his walks.
Explain what Tony is experiencing in the form of abuse, neglect, or exploitation.
Based on the case study, Tony is experiencing neglect. This is evident in several ways:
 Medical Neglect: Tony has reported issues with his eyes, but his requests for help have
been ignored.
 Physical Neglect: Tony's clothes are threadbare and falling off him, indicating that his
physical needs are not being adequately met.
 Nutritional Neglect: Tony is not satisfied with the food being delivered to him,
suggesting that his nutritional needs may not be met.
 Supervisory Neglect: Tony has mild dementia and has left home several times, only to
be returned by the police. This indicates a lack of appropriate supervision.
Neglect is a form of abuse where a caregiver fails to provide for a person's basic needs, which
seems to be the case for Tony.
QUESTION 22
a) In your own words, describe what constitutes a restrictive practice in residential aged care when working
with clients that have dementia.
Definition of Restrictive Practice

Restrictive practices in residential aged care refer to any action or procedure that limits the
rights or freedom of movement of a person with dementia. These practices are often
used to manage perceived challenging behaviors or to ensure the safety of the individual
or others. However, they can also infringe on the person's dignity, autonomy, and well-
being.
Types of Restrictive Practices
There are several types of restrictive practices, including:
 Physical restraint: This involves the use of devices or equipment to prevent, restrict,
or subdue a person's movement. Examples include bed rails, lap belts, or chairs that
prevent standing up.
 Chemical restraint: This refers to the use of medication to control a person's
behavior, not because of a diagnosed health condition, but to manage their behavior.
 Environmental restraint: This involves modifying the person's environment to limit
their movement or behavior. For example, locked doors or gates.
 Psychosocial restraint: This includes practices that limit a person's social
interaction or access to activities.
Ethical Considerations
Restrictive practices should be used as a last resort and only when necessary to prevent
harm. They should be:
 Based on a comprehensive assessment of the person's needs and behaviors.
 Part of an individualized care plan.
 Regularly reviewed to ensure they are still necessary and appropriate.
Legal Framework
In many jurisdictions, the use of restrictive practices is regulated by law. For example, in
Australia, the Aged Care Quality and Safety Commission oversees the use of restrictive
practices in aged care facilities. Providers must comply with the Aged Care Quality
Standards and the Charter of Aged Care Rights.
"The use of restrictive practices should always be a last resort, and the rights, dignity, and
well-being of the person with dementia should always be the primary consideration."
b) Complete the table about the regulated restrictive practices.
Regulated Provide a brief explanation and an example

restrictive practice
type
a) Seclusion Seclusion is a restrictive practice involving the sole confinement of a

person with disability in a room or physical space at any hour of the day
or night where voluntary exit is prevented, or not facilitated, or it is
implied that voluntary exit is not permitted.
Example - including in a space by themselves where their access to a
call bell or walker is limited, or imposing a 'time out'.
b) Chemical The most common classes of drugs used as chemical restraints

restraint are antipsychotics and benzodiazepines. These are potent and fast-
acting sedatives. Other drugs used for this purpose include mood
stabilizers and antidepressants.
Example- Sodium valproate prescribed to reduce self-harm behaviour is
for the primary purpose of influencing the person's behaviour.
c) Mechanical Mechanical restraint is the use of a device to prevent, restrict, or subdue

restraint a person's movement for the primary purpose of influencing a person's
behaviour.
Example- bed rails; • tray tables; • belts; • harnesses; restrictive clothing;
splints or gloves; • the use of straps to restrain any part of the body.
d) Physical restraint This is when someone stops you from moving a part of your body to stop
a behaviour.
Example- if someone holds your arm down to stop you from hitting
yourself.
e) Environmental Environmental restraint can include use of physical barriers, such as

restraint locks or padlocks, or enforceable limits or boundaries beyond normal
community practices to limit a person's access to items, activities, or
experiences, for the purpose of managing a risk or behaviour of concern.
Example- locking away cutlery, tea/coffee, or mobile phones, in
cupboards and/or drawers
QUESTION 23
a) Indicate true or false to the questions about restrictive practices below.
Question True or
False
Informed consent is required to use a restrictive practice in an emergency. False
Locking doors to keep clients safe is a restrictive practice. True

Controlling a behaviour using restrictive practices can trigger other behaviours of True
concern.
A diagnosed mental disorder that requires medication is chemical restraint. True
The use of a wheelchair for a client who cannot walk long distances is not a True
mechanical restraint.
Restrictive practices can be used to prevent physical harm to self or others. True
b) Identify the federal legislation that was updated to regulate and strengthen restrictive practice
arrangement and describe what these amendments aimed to do.
On 1 July 2021, amendments to the Aged Care Act 1997 and Quality of Care Principles
2014 came into effect. These were designed to regulate and strengthen restrictive
practices arrangements for Australian Government-funded (approved) residential aged
care providers.
c) Access the Banksia Care website and read SE5 Restrictive Practices Policy and Procedure. Summarise
when restrictive practices can be used.
Restrictive Practices Policy and Procedure

Restrictive practices are measures or actions that have the effect of restricting the rights or
freedom of movement of a person. They are used in certain circumstances in the care
sector, including in Banksia Care, to ensure the safety and well-being of individuals and
others. However, they are always used as a last resort and under strict guidelines.
When Restrictive Practices Can Be Used
According to Banksia Care's SE5 Restrictive Practices Policy and Procedure, restrictive
practices can be used in the following circumstances:
 When there is a risk of harm to the individual or others.
 When less restrictive alternatives have been tried and found to be ineffective.
 When the practice is proportionate to the risk of harm.
 When the practice is used for the shortest time possible.
 When the practice is part of a behaviour support plan that has been approved by a
human rights committee or similar body.
d) If a restrictive practice is used, explain where the practice is to be documented.
Documentation of Restrictive Practices

When a restrictive practice is used, it must be documented in the following places:
 Individual's Care Plan: The details of the restrictive practice, including the reasons
for its use and the duration, should be documented in the individual's care plan.
 Incident Report: An incident report should be completed whenever a restrictive
practice is used. This report should detail the incident that led to the use of the
practice, the type of practice used, and the outcome.
 Restrictive Practices Register: Banksia Care maintains a register of all restrictive
practices used. This register is regularly reviewed to ensure that practices are being
used appropriately and effectively.
QUESTION 24
List three positive strategies that can be utilised instead of using restrictive practices in residential aged care
against the restrictive type in the table below.
Restrictive Positive strategy

practice type
a) Chemical Positive Behavior Support (PBS)

restraint PBS is a comprehensive approach that uses evidence-based practices to improve
quality of life and decrease challenging behaviors. It involves understanding the
reasons for the behavior and teaching new skills to replace the challenging
behavior.
Understanding the behavior: This involves conducting a functional behavior

assessment to understand the purpose or function of the behavior.
Teaching new skills: This involves teaching the individual new skills that
serve the same function as the challenging behavior but are more
socially acceptable.
b) Physical De-escalation Techniques

restraint De-escalation techniques are strategies used to calm a situation and prevent it from
escalating further. These techniques can be particularly useful in managing
aggressive or violent behavior.
Active listening: This involves showing empathy and understanding towards the
individual's feelings and concerns.
Non-threatening body language: This involves maintaining a non-
threatening stance and avoiding any sudden movements that could
escalate the situation
c) Environmenta Person-Centered Planning

l restraint Person-centered planning is a process that focuses on the individual and their
unique needs, preferences, and goals. It involves working collaboratively with
the individual to develop a plan that promotes their autonomy and
independence.
Involving the individual in decision-making: This involves giving the individual a

voice in decisions that affect them.
Focusing on strengths and abilities: This involves focusing on the
individual's strengths and abilities, rather than their deficits or limitations.
QUESTION 25
a) Describe three legal issues that may arise when working with clients with dementia and suggest how to
deal with these.
Legal Issues in Working with Clients with Dementia
1. Informed Consent: People with dementia may have difficulty understanding complex
information, making it challenging to obtain informed consent for treatments or
research.
Solution: Use simplified language and visual aids to explain the information. Regularly check
the client's understanding and seek consent from a legally authorized representative if
necessary.
2. Confidentiality: Maintaining the privacy of a client with dementia can be difficult,
especially if they are unable to remember or understand the importance of
confidentiality.
Solution: Always respect the client's privacy and only share information with those who need
to know and have the client's (or their representative's) consent.
3. Abuse and Neglect: People with dementia are vulnerable to abuse and neglect,
which is a serious legal issue.
Solution: Regularly monitor the client's condition and report any signs of abuse or neglect to
the appropriate authorities
b) Describe three ethical issues that may arise when working with clients with dementia and suggest how to
deal with these.
Ethical Issues in Working with Clients with Dementia

1. Autonomy: Respecting the autonomy of clients with dementia can be challenging,
especially when they have difficulty making decisions.
Solution: Support the client's autonomy as much as possible. Involve them in decision-
making processes and respect their choices, even if they need assistance.
2. Beneficence and Non-maleficence: Balancing the principles of doing good
(beneficence) and avoiding harm (non-maleficence) can be difficult, especially when
treatments may have side effects or risks.
Solution: Always consider the potential benefits and risks of any treatment. Discuss these
with the client and their family to make an informed decision.
3. Justice: Ensuring fair treatment of clients with dementia can be challenging,
especially when resources are limited.
Solution: Advocate for the client's needs and rights. Ensure they have access to the
resources and services they need.
QUESTION 26
a) Explain the Universal Declaration of Human Rights.
The Universal Declaration of Human Rights (UDHR) is a milestone document in the history of
human rights. It was adopted by the United Nations General Assembly on December 10, 1948.
The UDHR is a comprehensive statement that outlines the rights and freedoms to which all
individuals are entitled, regardless of nationality, sex, ethnicity, religion, language, or any other
status.
The UDHR consists of a preamble and 30 articles, which have been elaborated in
subsequent international treaties, regional human rights instruments, national
constitutions, and laws. The Declaration encompasses civil, political, economic, social,
and cultural rights. Some of these rights include the right to life, freedom from torture, the
right to work in just and favorable conditions, and the right to education.
b) List four examples of holistic human needs.
Holistic human needs refer to the complete spectrum of needs required for human well-being,
encompassing physical, emotional, social, and spiritual aspects. Here are four examples:
1. Physical Needs: These are the most basic human needs and include food, water,
shelter, and health care.
2. Emotional Needs: These involve feelings and emotions and include needs such as
love, acceptance, and self-esteem.
3. Social Needs: These are needs for human interaction and community. They include
the need for companionship, belonging, and acceptance in social groups.
4. Spiritual Needs: These needs relate to the search for meaning and purpose in life.
They can be fulfilled through religion, meditation, nature, or other personal growth
activities.
QUESTION 27
In the following table, briefly describe each of the legal and ethical considerations, their importance in
working with people with dementia and one possible consequence for the breach of each.
Legal and Description Importance for Consequence of

ethical working with clients breach
consideration that have dementia
a) Duty of care This refers to the In dementia care, this is Breaching this duty can
responsibility of crucial as patients may lead to legal
healthcare professionals not be able to express consequences such as
to provide safe and their needs or protect lawsuits, and ethical
effective care themselves from harm. consequences such as
loss of trust and
professional reputation.
b) Dignity of This concept It's important in Ignoring this can lead
risk acknowledges the right dementia care as it to overprotection,
of individuals, including respects the autonomy which may limit the
those with dementia, to and independence of individual's freedom
take reasonable risks in the individual, promoting and cause feelings of
their lives. their self-esteem and frustration or
quality of life. depression.
c) Code of This is a set of rules In dementia care, a Breaching the code can
conduct outlining the code of conduct lead to disciplinary
responsibilities or ensures that healthcare action, including loss of
proper practices for an professionals act in the professional license,
individual or best interests of the and can damage the
organization. patient, respecting their trust between the
rights and dignity. healthcare provider and
the patient.
QUESTION 28
Employers and employees have differing responsibilities under the Work Health and Safety Legislation.
a) List four responsibilities of employers of staff that are working with people with dementia.
Responsibilities of Employers Working with People with Dementia

Employers who have staff working with people with dementia have several key
responsibilities to ensure the safety, well-being, and effectiveness of their employees and
the individuals they serve. Here are four primary responsibilities:
1. Training and Education: Employers must provide adequate training and education
to their staff about dementia, its symptoms, progression, and management strategies.
This includes understanding the unique needs and challenges of people with
dementia.
Example: Regular workshops, seminars, or online courses about dementia care.
2. Safe and Supportive Work Environment: Employers are responsible for creating a
safe and supportive work environment. This includes physical safety measures, as
well as psychological support to help staff manage the emotional challenges of
working with dementia patients.
Example: Regular staff meetings to discuss challenges, concerns, and solutions.
3. Provision of Necessary Resources: Employers should provide necessary
resources such as appropriate medical equipment, personal protective equipment
(PPE), and access to professional support services.
Example: Providing access to medical supplies, PPE, and professional counseling services.
4. Compliance with Laws and Regulations: Employers must ensure that they are in
compliance with all relevant laws and regulations related to healthcare, employment,
and the rights of people with dementia.
Example: Adhering to the guidelines set by healthcare regulatory bodies and labor laws.
b) List three responsibilities of employees that are working with people with dementia.
Working with people with dementia requires a high level of understanding, patience, and empathy.
Here are the four primary responsibilities of employees in this role:
1. Understanding and Respect: Employees must have a deep understanding of
dementia and its effects on individuals. They should respect the dignity and
individuality of each person with dementia, acknowledging their unique experiences
and needs.
2. Communication: Effective communication is crucial when working with people with
dementia. Employees should use clear, simple language and non-verbal cues to
ensure understanding. They should also be good listeners, providing reassurance
and comfort.
3. Safety and Well-being: Ensuring the safety and well-being of people with dementia
is a key responsibility. This includes providing a safe environment, monitoring health,
and assisting with daily activities as needed.
4. Advocacy: Employees should advocate for the rights and needs of people with
dementia, ensuring they receive appropriate care and support. This may involve
liaising with family members, healthcare professionals, and social services.
QUESTION 29
a) Provide three examples of proactive strategies and three examples of potential interventions to address
the identified behaviours that are caused by both, physical and social environment.
Proactive Strategies-
1. Preventative Measures: This involves identifying potential unmet needs before they become
a problem and taking steps to address them. This could involve regular check-ins,
assessments, or screenings.
Example:
Regular health screenings can help identify potential physical needs before they become a
problem.
2. Education and Training: Providing education and training can help individuals
understand their own needs and how to meet them. This could involve workshops,
courses, or one-on-one training.
Example:
A workshop on healthy eating can help individuals understand their nutritional needs and
how to meet them.
3. Creating a Supportive Environment: This involves creating an environment that
supports the individual's needs. This could involve physical changes (like creating a
quiet space for relaxation) or social changes (like fostering a supportive community).
Example:
Creating a quiet, relaxing space can help meet the need for relaxation and stress relief.
Potential Interventions-
1. Individualized Care Plan: This involves creating a personalized plan that addresses the
specific unmet needs of the individual. This could include physical needs (like food and
shelter), emotional needs (like companionship and validation), or mental needs (like
stimulation and challenge).
Example:
If a person is acting out due to loneliness, the care plan might involve regular social activities
or companionship.
2. Counseling or Therapy: Professional help can be beneficial in addressing unmet
needs. This could involve individual therapy, group therapy, or family therapy,
depending on the situation.
Example:
If a person is struggling with unmet emotional needs, therapy can provide a safe space to
express and process these feelings.
3. Referral to Specialist Services: In some cases, the individual might need more
specialized help than a general worker can provide. This could involve referring them
to a specialist service, such as a dietician, a psychiatrist, or a social worker.
Example:
If a person has unmet nutritional needs, a referral to a dietician could be beneficial.
b) The environment in which a person lives can have a significant impact on their ability to interact and
engage with others. There are several ways in which the environment can support or obstruct interaction
and engagement. Provide two examples.
The environment in which a person lives can indeed have a significant impact on their ability to
interact and engage with others. This can be seen in both physical and social environments. Here
are two examples:
Physical Environment
The physical environment includes the tangible aspects of a person's surroundings. This can
include the layout of a room, the noise level, and the availability of comfortable seating.
 Supportive Physical Environment: A well-lit, quiet room with comfortable seating
and a round table can encourage interaction and engagement. The round table
allows everyone to see each other, promoting open communication. The comfortable
seating and quiet atmosphere can make people feel relaxed and open to
conversation.
 Obstructive Physical Environment: On the other hand, a noisy, crowded, or poorly
lit environment can hinder interaction and engagement. People may have difficulty
hearing each other, the crowded space can make it difficult to move or feel
comfortable, and poor lighting can strain eyes and cause discomfort.
Social Environment
The social environment refers to the cultural and social norms, attitudes, and behaviors that
surround a person.
 Supportive Social Environment: A social environment that values open
communication, respect for others, and inclusivity can foster interaction and
engagement. People feel safe to express their thoughts and feelings, and are more
likely to engage in meaningful conversations.
 Obstructive Social Environment: Conversely, a social environment that is hostile,
discriminatory, or dismissive of others can obstruct interaction and engagement.
People may feel unsafe or unwelcome, and thus be less likely to participate in
discussions or social activities.
In conclusion, both the physical and social environments can significantly impact a person's
ability to interact and engage with others. It's important to create supportive environments
to foster healthy and productive interactions.
ASSESSMENT CHECKLIST: ASSESSMENT TASK 1 Attempt 1 Attempt 2 Attempt 3
Date: Date: Date:

Did the student demonstrate the
required level of competence for
each of the following points? Comments Yes No Yes No Yes No
Did the student answer all written

questions correctly in line with the
decision-making rules provided in the
Marking Guide?
If ‘no’ to the above, have arrangements

been made for re-assessment?
Where any items above are marked ‘No’, outline the gaps below. Ensure feedback is provided to the student on their
Assessment Task Cover Sheet. Note actions that will be taken to correct the gaps.
Comments: What did you observe? Are there any gaps? What did the student do to demonstrate competence?
Please outline any reasonable adjustments made for this task here.
Assessment Task 1 Outcomes
Attempt Date Outcome Assessor Name Assessor Signature
◻
Attempt 1
Satisfactory
◻ Not Satisfactory
◻
Attempt 2
Satisfactory
◻
Attempt 3
Satisfactory
your work.
Name: Aryan
Date of
23/032024
submission:
No. of Pages in
65
Submission:
Is this
Satisfact a
STUDENT DECLARATION
I _____________Aryan_____________________________________ declare that these tasks are
my own work.
work.
against me.
Student Signature: ____________Aryan___________________________________ Date:

___23/03/2024____________
ASSESSOR FEEDBACK
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
Assessor Signature:
_____________________________________________________________________
Assessor Name:
________________________________________________________________________
Date: _______________
For this task, you are required to respond to questions from a provided case
study to demonstrate your applied knowledge of restrictive practice use in
TASK SUMMARY residential aged care.
▪ Access to a computer.
▪ You may use your learning materials as a reference if required.

RESOURCES AND
EQUIPMENT ▪ Supporting document (accessible from the Banksia Care website):
REQUIRED
– SE5 Restrictive Practices Policy and Procedure.
▪ You must complete this task in your own time or at a time allocated
WHERE AND by your trainer/assessor.
WHEN THIS TASK
WILL BE ▪ Your assessor will provide you with the due date for this assessment
COMPLETED task.
If this task is marked as Not Satisfactory (N/S), your assessor will provide
you with feedback about which parts of the task were deemed unsatisfactory
or insufficient. You may need to submit the whole task again or only the
WHAT HAPPENS IF parts of the task that were deemed unsatisfactory – your assessor will
YOU GET advise you. Your assessor will provide you with a due date by which you
SOMETHING must resubmit. You have up to three attempts to achieve a Satisfactory
WRONG? outcome.
SUBMISSION
REQUIREMENTS ◻ Your answers to all the questions for each case study.
▪ For this task, begin by reading the case studies and then provide
detailed answers to the questions that follow.
TASK ▪ You must answer all questions and their parts correctly to achieve a
INSTRUCTIONS Satisfactory outcome for this task.
Case Study: Edna
Edna has dementia and lives at Banksia Care. Edna often refuses personal care, including after
episodes of faecal incontinence. There have been complaints from her family and other
consumers about her hygiene. To provide care, support staff have started to hold her arms to
prevent her from hitting while another staff member washes and changes her. Edna resists this
and finds it distressing, often triggering more challenging behaviours, especially when getting
dressed after the personal care activities have been done.
QUESTION 1.1
Using the Banksia Care policy and procedure for restrictive practices, identify the restrictive practice used
and explain your answer.
The restrictive practice used in the case study is physical restraint. This is evident as the
support staff hold Edna's arms to prevent her from hitting while another staff member performs
personal care. This action restricts her freedom of movement and is considered a restrictive
practice under the Banksia Care policy and procedure for restrictive practices. Edna's resistance
and distress, along with the triggering of more challenging behaviors, further indicate that this
practice is not only restrictive but also potentially harmful to her well-being.
QUESTION 1.2
List three alternative strategies that the support staff can use as methods to identify Edna’s triggers before
the Behaviour Support Plan is reviewed.
Identifying triggers before reviewing the Behaviour Support Plan can help in managing Edna's challenging
behaviours. Here are three alternative strategies:
1. Observation and Documentation: Staff can observe Edna's behaviour closely and
document any patterns or triggers. This could include noting the time of day, the activity
being performed, or the people present when Edna becomes distressed.
2. Communication: Staff can try to communicate with Edna more effectively. This could
involve using simple, clear language, or trying non-verbal communication methods such
as visual aids or body language.
3. Environmental Changes: Staff can make changes to Edna's environment to make her
feel more comfortable. This could involve adjusting the lighting, reducing noise levels, or
introducing familiar objects or music.
QUESTION 1.3
List three behaviour changes the support staff should look to see in Enda once the alternative strategies are
put in place the next time they come to attend to her personal care.
Edna should be calmer than before when see staff

Edna probably would not fight much
Edna probably be happier when attending cares
QUESTION 1.4
Explain what Banksia Care must report to the Aged Care Quality Commission to use a restrictive practice in
the facility.
The Banksia care must report-

The ACQSC gathers and assesses information on the use of restrictive practices to ensure approved
providers are using restrictive practices in line with:
 legislative obligations.
 the Charter of Aged Care Rights.
 the Aged Care Quality Standards.
Case study continued

Edna is 92 years old and has had dementia for fifteen years. She has lived at Banksia Care for
the past seven years.
Edna has been waking up during the night and wandering around the facility, she gets lost and
disorientated and displays aggression when the staff try to re-direct her back to her room and
bed.
Because Edna is distressed and aggressive, Banksia Care staff request the assistance of
available behaviour support resources and assistance from the family, to reassure her and give
staff strategies to help her settle at night.
Edna’s GP is also asked to help. They assess her and suggest that a low dose of risperidone in
the short-term might help with the behaviour. Edna’s son (who is her authorised representative)
agrees and gives his informed consent. Edna is calmer. She is monitored for side effects such
as drowsiness and there is a clear plan to document her behaviour and to review the need for
the risperidone in the following weeks.
QUESTION 1.5
Reading through the case study, identify if a restrictive practice has been used by the Banksia Care staff and
what the Banksia staff are required to document.
Restrictive Practice
From the case study, it does not appear that a restrictive practice has been used by the Banksia
Care staff. Restrictive practices are actions or procedures that limit the rights or freedom of a
person. In this case, the staff have sought assistance from behaviour support resources and the
family, and have consulted with Edna's GP. The use of risperidone was agreed upon by Edna's
son, who is her authorised representative, and is being monitored for side effects.
Documentation
The Banksia staff are required to document the following:
 Edna's behaviour, particularly any instances of distress, aggression, or wandering during
the night.
 The strategies used to help Edna settle at night, including the use of behaviour support
resources and family assistance.
 The consultation with Edna's GP and the decision to use risperidone.
 The informed consent given by Edna's son for the use of risperidone.
 The monitoring of Edna for side effects from the risperidone.
 The plan to review the need for risperidone in the following weeks.
QUESTION 1.6
a) What is your duty of care as a personal support worker to Edna?
Duty of Care to Edna

As a personal support worker, your duty of care to Edna includes:
 Ensuring her safety and well-being.
 Respecting her rights and dignity.
 Providing appropriate care and support, in line with her care plan.
 Monitoring her health and behaviour, and reporting any concerns.
 Working with other members of the care team, including her GP and family, to
manage her behaviour and meet her needs.
b) What is your duty of care as a personal support worker to Edna’s son?
Duty of Care to Edna's Son

As a personal support worker, your duty of care to Edna's son includes:
 Keeping him informed about Edna's condition and care.
 Respecting his role as Edna's authorised representative.
 Seeking his input and consent for decisions about Edna's care.
 Providing him with support and information to help him in his role.
Date: Date: Date:

Case Study 1: Edna
Did the student answer all questions in

the case study correctly in line with the
decision-making rules provided in the
Marking Guide?
Please note which questions were answered
incorrectly below, where applicable.
If ‘no’ to the above, have arrangements

been made for re-assessment?
Assessment Task Cover Sheet. Document the actions the student must take to address the gaps.
◻
Attempt 1
Satisfactory
◻
Attempt 2
Satisfactory
◻
Attempt 3
Satisfactory
your work.
Name: Aryan
Date of
observation/ 23/03/2024
submission:
No. of Pages in
66
Submission:
Is this
Satisfact a
STUDENT DECLARATION
I _____________Aryan_____________________________________ declare that these tasks are
my own work.
work.
against me.
Student Signature: _______________Aryan________________________________ Date:

__23/03/2024_____________
ASSESSOR FEEDBACK
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
Assessor Signature:
_____________________________________________________________________
Assessor Name:
________________________________________________________________________
Date: _______________
For this task, you will be observed participating in a role play to confirm you
can perform to industry standards and expectations when recognising signs
of abuse.
TASK SUMMARY You will play the part of Casey Reilly.
There will be two other people working with you.
Role play should take approximately 15 minutes.
Complete your documentation after your role play.
▪ Simulated environment which includes access to a meeting room that

has a door to maintain privacy.
RESOURCES AND ▪ Workplace documents and the normal range of conditions and situations
EQUIPMENT that would occur in an industry workplace.
REQUIRED
▪ Supporting documents (accessible from the Banksia Care website):
– PC2 Incident, Injury, Trauma and Illness Policy and Procedure

– DC3 Privacy and Confidentiality Policy and Procedure
– DC SD1 Code of Ethics
– PC T5 Case Note Template
– PC T1 Incident, Injury, Trauma and Illness Record.
▪ If being assessed online, you will need access to the following:
– computer, tablet, or phone

– internet
– video conferencing software, such as Zoom, Teams.
▪ A role play assistant to play Edith.
▪ You will complete this task with your assessor in class or online if
applicable.
WHERE AND ▪ Your assessor will advise you the date on which you will be required to
WHEN THIS TASK complete the role play.
WILL BE
COMPLETED ▪ If your assessor is unable to directly observe you at the time of the
assessment, arrangements will be made for you to video record yourself
performing the tasks required and submit to your assessor online.
If your performance in the role play is deemed Not Satisfactory (N/S) or your
assessor is unable to see all required observable items, your assessor will
make arrangements to observe your performance again on another
occasion. Your assessor will only need to see the items that were not able to
WHAT HAPPENS IF
be observed at the original assessment or that were Not Satisfactory.
YOU GET
SOMETHING For items that were Not Satisfactory, your assessor will provide you with
WRONG? feedback. You have up to three attempts to achieve Satisfactory
performance.
◻ Completed Case Notes.
◻ Completed Incident Report.

SUBMISSION
If your assessor is unable to observe you during the role play, video evidence
REQUIREMENTS
must be submitted.
STEP 1
Scenario
Edith Jones is a 77-year-old petite lady who has been suffering with Alzheimer’s for the last five
years. She has been widowed for eight years and requires assistance with getting changed and
showering. For Christmas, Edith has gone to her son Garth’s residence to celebrate for a few
days. It is the 30 December and Casey Reilly, a Personal Care Worker, has arrived to
commence her shift and sees that the Registered Nurse on duty with her today is Nurse Smith.
Edith returned four days after Christmas. Edith is assigned to Casey’s care on her shift the day
after she comes back from staying with her family. Casey makes light chatter with Edith and
asks how Edith’s time spent with Garth and the rest of the family was. Edith’s behaviour
changes and becomes fearful and anxious and at first doesn’t want to talk about her time with
Garth. While attending to Edith’s personal care duties, she winces when she moves her arm out
of the hole of her pyjamas and Casey notices bruising around her arms and down the back left
hand side of her chest area.
Roles:
▪ Casey Reilly: You are a Personal Care Worker who has been employed with Banksia Care in the
Aged Residential section for 18 months.
▪ Edith Jones: Petite, widowed, 77-year-old lady who needs assistance with dressing and showering.
Has just come back from seeing her family for Christmas.
▪ Nurse Smith: Is the Registered Nurse that is on shift with Casey, she is a busy lady but will always
make time to talk with the Personal Care Workers about any concerns.
During the role play, your assessor will be looking to see that you can:
▪ recognise the signs of abuse that Edith has encountered by observing Edith’s behaviour
▪ communicate with others in a supportive manner to display respect and uphold their dignity
▪ recognise and referred the situation to supervisor.
STEP 2
Once you have completed the role play, you will need to complete the incident record and complete your
case notes.
Date: Date: Date:

◻ Recognise the signs of abuse

that Edith has encountered by
observing Edith’s behaviour.
◻ Communicate with others in a

supportive manner to display
respect and uphold their
dignity.
◻ Recognise and referred the

situation to supervisor.
◻ Completed the date field in the

case notes.
Date: Date: Date:

required level of competence for Comments Yes No Yes No Yes No
each of the following points?
◻ Completed the initial field in

the case notes.
◻ Completed the notes field in

the case notes.
◻ Completed the reported field in

the case notes.
◻ Completed the incident,

illness, trauma, or injury
sustained description on the
injury report form.
◻ Completed the description of

exactly what happened on the
injury report form.
Date: Date: Date:

◻ Completed the physical injury

type and location on the injury
report form.
◻ Completed the certification

section on the injury report
form.
◻ Completed report details.
Assessment Task Cover Sheet. Document the actions that must be taken by the student to address the gaps.
Date: Date: Date:

◻
Attempt 1
Satisfactory
◻
Attempt 2
Satisfactory
◻
Attempt 3
Satisfactory
This section records the outcome of each task so that the final assessment outcome can be determined.
The Assessment Outcome Summary Table shows all the assessment tasks required for this unit.
Task Outcomes
For each attempt at each task, fill in the Task Outcome, either Satisfactory or Not Satisfactory, insert the date
of the decision and your initials. Fill in the task outcome for each attempt.
Students must receive a Satisfactory outcome for each task that relates to a unit, to be marked Competent
for the unit.
Unit Assessment Results
When a student has attempted all tasks, but one or more tasks are marked as Not Satisfactory, a Not Yet
Competent unit result must be entered in the Unit Assessment Results section.
Once the student has satisfactorily completed all tasks, enter a unit result of ‘Competent’.
Assessment Outcome Summary Table: CHCAGE011 Provide support to people
living with dementia
Task Outcomes
Satisfactory (S)
Not satisfactory Assessor
Assessment Tasks (NS) Date initials
Unit Result Assessor

Unit Assessment Results (C/NYC) Date initials
CHCAGE011 Provide support to people living with dementia
Assessor Name:
Assessor Signature: Date:

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Student Name: Aryan

Assessment Task Summary

Required Additional Documents

▪ DC3 Privacy and Confidentiality Policy and Procedure

▪ G4 Record Keeping Policy and Procedure

▪ PC6 Referrals Policy and Procedure

▪ SE5 Restrictive Practices Policy and Procedure

▪ PC2 Incident, Injury, Trauma and Illness Policy and Procedure

▪ DC SD1 Code of Ethics

▪ PC T5 Case Note Template

▪ PC T1 Incident, Injury, Trauma and Illness Record.

Assessment Task Cover Sheet

The Assessment Process and Your Rights

Submitting your Assessment Tasks

Assessment Attempts and Resubmissions

Assessment Outcome Summary

Plagiarism, Cheating and Collusion

▪ Collusion – unauthorised collaboration between students.

▪ The views of the student

▪ The potential effect of the adjustment on the student and others

▪ The costs and benefits of making the adjustment

Information about Assessment

Principles of Assessment and Rules of Evidence

‘Assessment is flexible to the individual learner by:

‘The individual learner’s needs are considered in the assessment process.

Glossary of Instructional Task Words

Assessment Tasks Due Date

1. Assessment Task 1: Knowledge Questions

2. Assessment Task 2: Assist Edna

3. Assessment Task 3: Recognise Signs of Abuse

AGREEMENT BY THE STUDENT

Have you read and understood what is required of you in terms of ◻ ◻

Do you understand the requirements of this assessment? ◻ ◻

Do you agree to the way in which you are being assessed? ◻ ◻

Do you have any special needs or considerations that must be made in ◻ ◻

Do you understand your rights to appeal the decisions regarding ◻ ◻

Student Name: ______________Aryan____________________________________

Student Signature: ____________Aryan___________________________________ Date:

Assessor Name: _________________________________________________

Assessor Signature: ______________________________________________ Date:

Unit: CHCAGE011 Provide support to people living with dementia

Assessment Task 1: Knowledge Questions

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

Student Signature: _________Aryan______________________________________ Date:

In this task, you will demonstrate your knowledge by answering a series of

▪ Supporting documents (accessible from the Banksia Care website):

▪ You may use your learning materials as a reference if required.

▪ Answer all questions below by indicating your response to each

TASK ▪ You may use your learning materials as reference if required.

Dementia type Functional changes

c) Lewy bodies Description:

e) Fronto temporal Description:

SAB DEMENTIA CHC33015 CERTIFICATE III IN INDIVIDUAL

f) Huntington’s Description:Neurologicaly condition caused by an inherited altered gene

SAB DEMENTIA CHC33015 CERTIFICATE III IN INDIVIDUAL

h) Younger onset Description-

Current Australian Research on Alzheimer's Disease

Here are some of the key areas of focus:

b) List three principles of a person-centred approach.

Blocking Neuron Communication: The amyloid plaques are deposited in

Methods of Description of how these methods can be implemented when

h) Accepting Ask Simple, Answerable Questions: Instead of open-ended questions,

i) Reminiscence Repeat Information: If the person is struggling to understand, don't

Student Name: Aryan______________________

Student Signature: Aryan_______________________ Date:

Student Signature: _Aryan______________________________ Date: