HLTINF006 HLTWHS002 Knowledge Assessment.v1.0

STUDENT
Student Name:
ASSESSMENT BOOKLET
CHC33021 CERTIFICATE III IN INDIVIDUAL
SUPPORT
WORK SAFELY IN CLIENT CARE
HLTINF006 APPLY BASIC PRINCIPLES AND PRACTICES OF INFECTION
PREVENTION AND CONTROL
HLTWHS002 FOLLOW SAFE WORK PRACTICES FOR DIRECT CLIENT CARE

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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 7
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: Task 1 41
Assessment Task 2: Case Studies
Assessment Checklist: Task 2 60
Assessment Overview
This Student Assessment Booklet includes all of your assessment tasks for Work Safely in Client Care:
▪ HLTINF006 Apply basic principles and practices of infection prevention and control
▪ HLTWHS002 Follow safe work practices for direct client care.
Assessment Task Summary

This cluster requires you to complete two assessment tasks. You must satisfactorily complete all tasks to
achieve satisfaction for the units in this cluster.
Required Additional Documents

The following additional documents support this Student Assessment Booklet and form part of the
assessment tool for this cluster. You will require them to complete the assessments for this cluster.
▪ Work Safely in Client Care – Meeting Agenda and Minutes STUDENT DIS
▪ The following documents provided via the Banksia Care website:
– Banksia SD – AP1 Safety and Risk Management Policy and Procedure

– Banksia SD – AP5 Management of Falls Policy and Procedure
– Banksia SD – PC1 Infection Control Policy and Procedure
– Banksia SD – PC2 Incident, Injury, Trauma and Illness Policy and Procedure
– Banksia SD – SE3 Duty of Care Policy and Procedure
– Banksia SD – SE4 Workplace Health and Safety Policy and Procedure
– Banksia SD – PC T1 Incident, Injury, Trauma and Illness Record
– Banksia SD – SE T1 Hazard Report Form Template
– Banksia SD – SE7 Emergency Management Policy and Procedure
– Banksia SD – SE SD1 Emergency Management Plan
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
FILENAME \* MERGEFORMAT WORK SAFELY IN CLIENT CARE - STUDENT ASSESSMENT BOOKLET DIS V1.0 (ID 204065)
© 2023 EDUWORKS RESOURCES PAGE PAGE \*
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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.
Assessment Outcome Summary

The Assessment Outcome Summary records the task and overall unit results for the units of
competency in this cluster. The results for each attempt at each task must be recorded in the Assessment
Outcome Summary. For clustered assessments, the summary indicates which tasks relate to each unit in the
cluster.
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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.
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.
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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.
▪ 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
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– 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.
▪ Define – This means you should explain the meaning or interpretation of a term or concept in your
own words, including any qualities which are essential to understanding.
▪ Describe – This means you should outline the most noticeable qualities or features of an idea, topic
or the focus of the question.
▪ Discuss – This means you must point out the important issues or features, key points, possible
interpretations, and debate through argument. You should provide reasons for and against.
▪ 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.
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▪ 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.
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Assessment Plan
The following outlines the assessment requirements for this cluster. You are required to complete all
assessment requirements outlined below to achieve competency for this all units in this cluster.
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: Case Studies
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: __________________________________________________
Student Signature: _______________________________________________ Date:

_______________
Assessor Name: _________________________________________________
Assessor Signature: ______________________________________________ Date:

_______________
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Students: Please fill out this cover sheet clearly and accurately. Make sure you have kept a copy of
your work.
Name:
Date of
observation/
submission:
Cluster: Work Safely in Client Care
Units: HLTINF006 Apply basic principles and practices of infection prevention and control
HLTWHS002 Follow safe work practices for direct client care
No. of
pages in
submission:
Assessor to complete
Is this
Satisfact a
ory/ reassessment?
Assessment Task Number and Title Not satisfactory Date Y/N
STUDENT DECLARATION
I __________________________________________________ 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.

_______________
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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:
________________________________________________________________________
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Date: _______________
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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 for this
TASK SUMMARY task.
RESOURCES AND ▪ Access to a computer.

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

TASK
INSTRUCTIONS ▪ You must answer all questions and their parts correctly to achieve a
Satisfactory outcome for this task.
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QUESTION
a) In your own words, define hazard.
b) Which of the following are hazards? Indicate true or false to the scenarios below.
Is this a hazard? True or False
Working with clients in their homes
A strained back
Manual handling clients
Showering client
Lifting a box
Working long hours
Stress
QUESTION
List a consequence for each area below that could occur if you did not follow your workplace’s policies and
procedures correctly.
▪ Hazard management
▪ Care plans
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▪ Manual handling
▪ Using mobility equipment
▪ Using personal protecting equipment
▪ Duress alarm system
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▪ Emergency procedures
▪ Incident procedures
▪ Infection control
QUESTION
a) List a minimum of six things you would check when doing a fire safety check on a client’s home.
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b) List at least three groups that are at the highest risk of injury from fire in a home-based setting
c) List three behaviours that contribute to fire injury and fatalities in home-based settings
d) Describe where fire alarms must be placed and how they should be installed and maintained.
QUESTION
Scenario
You notice that a box of rubbish has been left in the corridor again.
You nearly tripped over a similar box last week, and you moved it outside to the rubbish bin – where it
should have been placed.
Now someone has done the same thing again!
Why is it important that you report this particular hazard rather than just moving it out to the bin like you did
last time?
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QUESTION 5
Scenario
Some of the residents have put in a complaint that the dining room is too cold. Management has now
forbidden the use of the air conditioners in the dining room.
Jenny is concerned that this makes the environment unsafe for the workers. The staff all get extremely hot
while serving the meals. It is always a very busy time, and they run around getting the residents in place,
serving meals, assisting with feeding, packing up the dishes, etc.
Jenny notices that some of the staff are getting uncomfortable. Ian had sweat pouring off him yesterday,
and Rebecca was bright red in the face.
By the end of mealtimes, they are all hot and bothered.
Should Jenny report this issue to management? Explain your answer.
QUESTION 6
What possible solution could Jenny suggest?
QUESTION 7
Jenny’s solution (see your response above) has been approved. She has been asked to assist with putting
her solution into effect. Suggest at least three ways that she can do this.
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QUESTION 8
Complete the questions in the table below regarding standard infection prevention and control precautions.
What are standard infection prevention and control precautions, and when should they be used?
What is your state/territory legislation relevant to infection control in health care? Outline the standard
precautions that must be implemented in your workplace.
What is the Australian Government body that developed Australian Guidelines for the Prevention and
Control of Infection in Healthcare?
Describe the purpose of the Australian Guidelines for the Prevention and Control of Infection in Healthcare
QUESTION 9
Complete the questions in the table below regarding additional precautions.
Additional precautions
a) What are additional precautions, and when should they be used?
b) Research state and territory legislation where you intend to work and provide at least three
additional precautions that could be used to prevent the spread of infectious disease.
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Scenario
While you are on a home visit, a client tells you she is feeling unwell. She has stomach cramps, feels very
nauseous and has bad diarrhoea.
She tells you she must have picked it up from her grandson who visited yesterday, as he was unwell when he
was visiting and had to rush off to use her toilet.
QUESTION 10
a) What rights and responsibilities does the client have?
b) What rights and responsibilities does the worker have?
c) What is the personal safety risk that you face as you care for the client?
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QUESTION 11
What infectious disease do you think it is likely your client has?
QUESTION 12
What three things should be done to minimise the risk of this spreading to other people?
QUESTION 13
Why is this a risk for workers even though the client is in her own home?
QUESTION 14
List three things you can do to remain up to date with safe work practices.
QUESTION 15
a) In your own words, outline the fundamentals of the musculoskeletal system.
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b) Fill out the table after each scenario.
Scenario
Omar works in a rural location. His job is to visit clients in their homes. Due to the large area he services,
Omar spends many hours of the day driving to different properties to see his clients.
List two risks (at least one risk must List a control measure for each risk
include damage to musculoskeletal
system)
Kellie works transporting disabled clients to appointments, shops, and other locations.
List two risks List a control measure for each risk
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QUESTION 16
Source: http://www.thesafeness.com/manual-material-handling.php
a) Look at the diagram above.

Why does this method of lifting produce less strain on the musculoskeletal system than bending at the
waist?
b) Describe the parts of the musculoskeletal system in the table below
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Parts of Description
musculoskeletal
system
1. Skeleton
2. Joints
3. Cartilage
4. Ligaments
5. Muscles
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Parts of Description
musculoskeletal
system
6. Tendons
Scenario
Jenny was injured at work when using a portable hoist to transfer a client with a disability.
The injury occurred because Jenny was not trained in how to use the equipment.
Jenny’s supervisor had told her to follow the instructions in the manual – Jenny couldn’t find the manual,
so she decided to figure it out herself.
QUESTION 17
Did the employer show a duty of care to Jenny? Explain your answer.
QUESTION 18
Did Jenny fulfil her duty of care? Explain your answer.
QUESTION 19
If you were in Jenny’s role, consider the State/Territory where you live and intend to work. Where would you
look to learn more about hazardous manual tasks and safety procedures? Provide the link to relevant
information.
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QUESTION 20
Identify what the WHS signs indicate
QUESTION 21
Explain the requirements of PPE under Regulation 44–47 of the Model WHS Regulations.
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You can access the Regulations at http://www.safeworkaustralia.gov.au/sites/swa/about/publications/pages/
model-whs-regulations.)
QUESTION 22
Complete the missing fields (hazard type or consequence) in the table below.
Hazard Potential harm/consequence
Loud noise
Can cause shock, burns, fire or even death
Stress
Can cause respiratory infections or illness, cancer, acid burns or dermatitis
Manual tasks
Working from a height
If hit or caught, can cause fractures, bruises, dislocations, lacerations, serious

injury or death
Infectious material
QUESTION 23
In one short paragraph, explain the Australian Guidelines for the Prevention and Control of Infection in
Healthcare.
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QUESTION 24
Describe how each standard precaution is used to prevent infectious agents from spreading from one person
to another.
Standard precaution How it is used to stop infection spreading
Respiratory hygiene and

cough etiquette
Handling of waste
Handling of
soiled/contaminated
linen/work clothes
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Standard precaution How it is used to stop infection spreading
Aprons/gowns
Not attending work

when ill
Personal hygiene
▪ Personal Care and hygiene
▪ Use of clean clothing or uniform
▪ Management and laundering of work clothing
QUESTION 25
Provide at least three infection control methods you can use at work for each of the following.
Tasks Infection control methods
General cleanliness in
the workplace
(i.e. housekeeping)
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Tasks Infection control methods
Cleaning up bodily fluid

spills
QUESTION 26
a) In your own words, explain what the pathogens are and outline the four types of pathogens.
b) For each of the following pathogens, provide one example of the disease they can cause.
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Pathogen Disease
Bacteria
Viruses
Protozoa
Fungi
QUESTION 27
Provide at least five examples of when you should wash your hands in the workplace. For each example,
identify the correct hand hygiene product that you should use.
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QUESTION 28
Using a step-by-step approach, explain how to wash and rub your hands properly.
QUESTION 29
Fill out the table below about the 5 moments for hand hygiene.
Moment When? Why?
Before touching a patient
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Before clean/aseptic procedure
After body fluid exposure risk
After touching a patient
After touching patient

surroundings
QUESTION 30
Research workplace requirements for hand care for each of the following and write down how you would
follow them.
Skin
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Fingernails
Jewellery/watches
QUESTION 31
a) Provide an outline of routine surface cleaning procedures in a client care facility.
b) Provide an outline of enhanced cleaning procedures in a client care facility
QUESTION 32
Provide a step-by-step overview for disposing of needles/syringes into a sharps container.
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QUESTION 33
a) Outline the following terms in your own words:
▪ Colonisation
▪ Infection
▪ Disease
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b) Explain the process of colonisation, infection and disease using the following elements:
▪ Pathogen
▪ Reservoir
▪ Portal of exit
▪ Means of transmission
▪ Portal of entry
▪ The susceptible host.
You may draw a diagram to help explain your response (attach it to this page) or fill out the table below.
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Pathogen
Reservoir
Portal of exit
Means of
transmission
Portal of entry
The
susceptible
host
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QUESTION 34
Provide at least five risk factors that increase the susceptibility to infection.
QUESTION 35
a) What does the label ‘single-use only’ and ‘single patient use’ mean?
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b) Describe the process of reprocessing reusable equipment or instruments.
QUESTION 36
Explain the term “degree of pathogen exposure” and give an example
QUESTION 37
What are the steps for applying alcohol-based rub?
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QUESTION 38
Asepsis is the absence of bacteria, viruses, and other microorganisms.
How do you ensure asepsis in the workplace by correctly using PPE?
ASSESSMENT CHECKLIST: 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.
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Assessment Task 1 Outcomes
Attempt Date Outcome Assessor Name Assessor Signature
◻
Attempt 1
Satisfactory
◻ Not Satisfactory
◻
Attempt 2
Satisfactory
◻
Attempt 3
Satisfactory
MERGEFORMAT 5
Students: Please fill out this cover sheet clearly and accurately. Make sure you have kept a copy of
your work.
Name:
Date of
observation/
submission:
Cluster: Work Safely in Client Care
Units: HLTINF006 Apply basic principles and practices of infection prevention and control
HLTWHS002 Follow safe work practices for direct client care
No. of
pages in
submission:
Assessor to complete
Is this
Satisfact a
ory/ reassessment?
Assessment Task Number and Title Not satisfactory Date Y/N
STUDENT DECLARATION
I __________________________________________________ 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.

_______________
MERGEFORMAT 5
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:
________________________________________________________________________
MERGEFORMAT 5
Date: _______________
MERGEFORMAT 5
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.
TASK SUMMARY
Read the case studies below and then answer the questions that follow. There are
four case studies in this task.
RESOURCES AND
EQUIPMENT
REQUIRED
▪ Access to a computer.
▪ You may use your learning materials as a reference if required.
WHERE AND
WHEN THIS TASK
WILL BE
COMPLETED ▪ You must complete this task in your own time or at a time allocated by your
trainer/assessor.
▪ Your assessor will provide you with the due date for this assessment task.
WHAT HAPPENS IF
YOU GET
SOMETHING If this task is marked as Not Satisfactory (N/S), your assessor will provide you with
WRONG? feedback about which parts of the task were deemed unsatisfactory or insufficient.
You may need to submit the whole task again or only the parts of the task that were
deemed unsatisfactory – your assessor will advise you. Your assessor will provide
you with a due date by which you must resubmit. You have up to three attempts to
achieve a Satisfactory outcome.
SUBMISSION
REQUIREMENTS ◻ Your answers to all the questions for each case study.
MERGEFORMAT 5
▪ 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 1
Dealing with Infection

You are working in a residential care service. One of the residents, Frances, recently had surgery on her
leg. Unfortunately, she has returned from hospital with a methicillin-resistant staphylococcus aureus
(MRSA) infection.
You are one of the workers who care for Frances. You and your colleagues must work within the infection
control procedures to prevent the spread of MRSA to other residents or staff.
QUESTION 1.1
What is MRSA’s mode of transmission?
QUESTION 1.2
Where will you find the procedures for working with a client who has an MRSA infection?
QUESTION 1.3
Do you use standard or additional precautions when working with Frances? Explain your answer.
MERGEFORMAT 5
QUESTION 1.4
Explain the handwashing procedure that you apply when working with Frances.
QUESTION 1.5
List the PPE that you have selected to use when working with Frances
QUESTION 1.6
Explain what you will do with the PPE after attending to Frances
QUESTION 1.7
What do you advise Frances and her visitors to do in terms of hand hygiene?
MERGEFORMAT 5
QUESTION 1.8
How do you clean Frances’ room?
QUESTION 1.9
You are required to complete and submit a report about care routines completed for Frances. What do you
include in the report and who do you submit it to?
QUESTION 1.10
What personal risks have you considered as you are working with Frances?
QUESTION 1.11
What further steps can be put in place to protect yourself or others?
MERGEFORMAT 5
QUESTION 1.12
What is your duty of care when working with Frances?
CASE STUDY 2
Behavioural Issue
Richard is an 82-year-old person with the onset of dementia. In addition, Richard lost one of his legs from
the thigh down due to an injury he sustained when he was younger. He lives at home with his wife. You
are required to visit Richard in his home to assist with his care.
He has recently cut himself, and his dressings need to be changed. When you arrive, his wife tells you
that he hasn’t been himself today and is quite angry. You find this unusual – he is usually a gentle person.
You go inside and say hello to Richard. You explain who you are and that you are there to change his
dressings.
Richard tells you to go away because he doesn’t want any milk today. You explain again that you are
there to change his dressings. You get prepared to do this.
Richard becomes very angry and throws all your equipment on the ground. He yells at you not to touch
him.
QUESTION 2.1
Review Banksia Care’s policy and procedures for reporting WHS incidents. Describe how you report this
incident.
QUESTION 2.2
What observations from this incident will you record, and how will the recording of your observations assist in
Richard’s future care?
MERGEFORMAT 5
QUESTION 2.3
Several warning signs led you to assess Richard’s demeanour today. What indicators did you notice as you
attended to his needs?
QUESTION 2.4
Determine the level of risk to yourself in this incident. What is the level of risk?
QUESTION 2.5
Considering that you are attending to Richard in his home and you do not have other colleagues close by to
help, does the situation add to any perceived or real risk?
MERGEFORMAT 5
QUESTION 2.6
What risk controls will you put in place to reduce the risk in future visits to Richard’s house?
QUESTION 2.7
Situations like this are stressful, especially considering Richard’s behaviour is not normal. What will you do to
address your levels of stress following this incident?
CASE STUDY 3
Home Safety
Hilda is a single mother of an 18-month-old girl, Charlie. Hilda is blind.
She lives at home and has done a good job of caring for her daughter since Charlie’s birth. She is,
however, concerned that Charlie is now mobile and running around. Last week she found Charlie playing
in the toilet bowl with her toys. Hilda expresses concern about fire safety now there is a toddler running
around.
Hilda needs help to care for her daughter.
▪ Hilda’s home is on one level.
▪ Furniture has been arranged so it is easy for Hilda to get around.
▪ Hilda uses a cane.
▪ In the past, Hilda has been able to confine Charlie to one area for play activities. Now there are
toys all over the place.
▪ Hilda can provide meals for herself and Charlie.
▪ All cupboards have child safety locks, but the drawers do not.
▪ There are safety protectors on all power points.
▪ There is one smoke alarm in the kitchen – the battery was last changed 12 months ago.
▪ Charlie has learned that if she is very quiet, Hilda can’t tell what she is doing – this is how she was
MERGEFORMAT 5
able to play in the toilet without being detected.
▪ Charlie can move around the space much faster and easier than Hilda.
▪ Charlie is a big child for her age.
▪ Charlie likes to be picked up a lot and often asks Hilda’s carers to pick her up and play with her.
▪ As Hilda has vision impairment finds it difficult to locate Charlie, and Charlie sometimes falls and
cries for Hilda to pick her up.
Today you are visiting Hilda to do a safety assessment of her home.
Refer to Banksia SD – AP1 Safety and Risk Management Policy and Procedure. Fill in the table below,
indicating the potential hazards and then complete the rest of the form using the risk rating table provided.
Hazards can be to yourself (carer), the client or the client’s child. You will need to identify at least one
possible hazard that can lead to:
▪ infection
▪ manual handling
▪ injury
Ensure you identify the designated staff you provide the report and write their name in the form.
MERGEFORMAT 5
Risk Assessment Control Form – Banksia Care
Site supervisor/manager Date
Name of person completing risk assessment
Hazard Identification and Initial Risk Rating Control Measures and Actions
Likelihood of Consequence Risk level Current control measures

Hazard Potential harm harm occurring level rating and effectiveness Further action/controls required
© 2023 EDUWORKS RESOURCES PAGE PAGE \* MERGEFORMAT
5
RISK ASSESSMENT RATING MATRIX
Use this table to determine the current risk for each identified hazard.
LIKELIHOOD
Rare Unlikely Possible Likely Almost certain
The event will only The event is not likely The event may occur The event is likely to The event is almost
occur in exceptional to occur in a year within a year occur within a year certain to occur within a
circumstances year
C Severe/Catastrophic
O (Accidental death/ MEDIUM HIGH EXTREME EXTREME EXTREME
N serious injury)
S
E Major
Q MEDIUM MEDIUM HIGH EXTREME EXTREME
(serious injury)
U
E
Moderate
N
(Lost time due to workplace LOW MEDIUM HIGH HIGH HIGH
C
injury)
E
Minor
(Minor workplace injury – LOW LOW MEDIUM MEDIUM MEDIUM
no lost time)
Minimal
LOW LOW LOW LOW LOW
(no injury)
Risk Levels
Resolution at each level involves reducing the risk level to a lower level of risk:
▪ Extreme – requires immediate assessment with management consideration. A detailed plan, regular monitoring and reporting is required, with a target
resolution within a one-month timeframe.
▪ High – requires immediate assessment with senior staff consideration, planning and reporting. Target resolution should ideally be within three months.
▪ Medium – reviewing of existing controls and planning required. The resolution timeframe should be within one year.
▪ Low – the risk may be tolerable and controlled if managed with high-quality processes and procedures.
5
CASE STUDY 4
Hygiene Practices
Sarah has just started her new role as a disability support worker at Banksia Care, a local residential
disability care service. The managing director, Michelle, received a referral from a friend to hire Sarah to
fill a maternity leave position.
Sarah has the necessary qualification and experience in the field. As the residence is quite busy, Michelle
decides to consider Sarah to work on a one-month probationary trial period.
It has been nearly a month since Sarah started working at the residential facility. Michelle has recently
been informed by another support worker that, on several occasions, while tending to the patients, Sarah
does not wear the required gloves when administering medication and performing cleaning duties. She
has also been reported because she does not wash her hands.
This news is particularly concerning as Sarah has been coughing and sniffing over the last few days,
displaying the onset of flu-like symptoms. Some staff aware of this issue are concerned about infections or
the flu spreading, especially since the residence is rather small and close contact with each other is quite
likely.
Michelle is quite surprised by this news as the residence has very strict guides on hand hygiene policy,
which must always be followed. There have been a few small posters put up around the residence as
reminders, and hand sanitiser solution in every room – although there has been no sure way of monitoring
that all staff are adhering to this process.
Now, one month into Sarah’s role, Michelle decides to observe Sarah treating her next patient directly.
Sarah is on duty for her next client, with Michelle directly observing. Michelle notes down the following
during her observation:
Sarah did not wear the required gloves when feeding the client, nor did she follow proper clean-up
procedures. The client was given their medication and put to bed; however, Sarah did not change the
client’s linen as scheduled. Sarah did not wash her hands once during the observation. ‘
Through direct observation, Michelle has now confirmed that Sarah did not follow the correct hand
hygiene or clean-up procedures.
QUESTION 4.1
Refer to Banksia Care Safety and Risk Management Policy and Procedure. Complete the Risk Assessment
Control form provided below. Identify the hazards and the associated risks caused by the breach of infection
control and management requirements.
Ensure you identify the designated staff you provided the report and suggested further control measures,
and write their name in the form.
MERGEFORMAT 5
Risk Assessment Control form – Banksia Care
Site supervisor/manager Date
Name of person completing risk assessment
Hazard Identification and Initial Risk Rating Control Measures and Actions
Likelihood of Consequence Risk level Current control measures

Hazard Potential harm harm occurring level rating and effectiveness Further action/controls required
5
RISK ASSESSMENT RATING MATRIX
Use this table to determine the current risk for each identified hazard.
LIKELIHOOD
Rare Unlikely Possible Likely Almost certain
The event will only The event is not likely The event may occur The event is likely to The event is almost
occur in exceptional to occur in a year within a year occur within a year certain to occur within a
circumstances year
C Severe/Catastrophic
O (Accidental death/ MEDIUM HIGH EXTREME EXTREME EXTREME
N serious injury)
S
E Major
Q MEDIUM MEDIUM HIGH EXTREME EXTREME
(serious injury)
U
E
Moderate
N
(Lost time due to workplace LOW MEDIUM HIGH HIGH HIGH
C
injury)
E
Minor
(Minor workplace injury – LOW LOW MEDIUM MEDIUM MEDIUM
no lost time)
Minimal
LOW LOW LOW LOW LOW
(no injury)
Risk Levels
Resolution at each level involves reducing the risk level to a lower level of risk:
▪ Extreme – requires immediate assessment with management consideration. A detailed plan, regular monitoring and reporting is required, with a target
resolution within a one-month timeframe.
▪ High – requires immediate assessment with senior staff consideration, planning and reporting. Target resolution should ideally be within three months.
▪ Medium – reviewing of existing controls and planning required. The resolution timeframe should be within one year.
▪ Low – the risk may be tolerable and controlled if managed with high-quality processes and procedures.
5
QUESTION 4.2
What infections could potentially occur?
QUESTION 4.3
Provide three examples of initiatives/control measures that the service could take to avoid infection
outbreaks.
QUESTION 4.4
What type of training would need to occur for better hand hygiene? Provide three examples.
MERGEFORMAT 5
QUESTION 4.5
Sarah was suffering from seasonal allergies and was observed sneezing and with a runny nose. Explain the
procedures for respiratory hygiene and cough etiquette in this situation.
Date: Date: Date:

required level of competence for
each of the following points? Comments Yes No Yes No Yes No
Case Study 1
Did the student answer all questions in

the case study correctly in line with the
Marking Guide?
Please note which questions were answered
incorrectly below, where applicable.

Case Study 2

Marking Guide?

Case Study 3
MERGEFORMAT 5
Date: Date: Date:

required level of competence for Comments Yes No Yes No Yes No
each of the following points?
Marking Guide?

Case Study 4

Marking Guide?

Where any items above are marked ‘No’, outline the gaps below. Ensure feedback is provided to the student on their
Assessment Task Cover Sheet. Document the actions the student must take to address 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.
Attempt Date Outcome Assessor Name Assessor Signature
MERGEFORMAT 5
◻
Attempt 1
Satisfactory
◻
Attempt 2
Satisfactory
◻
Attempt 3
Satisfactory
MERGEFORMAT 5
Assessment Outcome Summary
This section records the outcome of each task so that the final assessment outcome can be determined.
The following units are included in this cluster:
▪ HLTINF006 Apply basic principles and practices of infection prevention and control
▪ HLTWHS002 Follow safe work practices for direct client care
The Assessment Outcome Summary Table shows all the assessment tasks required for this cluster.
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’.
You must tick the column for each unit that a task has been mapped to (i.e. a written questions task will more
than likely have ticks in each unit column).
MERGEFORMAT 5
Assessment Outcome Summary Table: Work Safely in Client Care
HL Task Outcomes
HL
T
TI
W
NF Satisfactory (S)
H
00 Not satisfactory Assessor
S0
Assessment Tasks 6 (NS) Date initials
02
Assessor Name:
Assessor Signature: Date:
MERGEFORMAT 5

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STUDENT

HLTWHS002 FOLLOW SAFE WORK PRACTICES FOR DIRECT CLIENT CARE

▪ HLTWHS002 Follow safe work practices for direct client care.

Assessment Task Summary

Required Additional Documents

▪ The following documents provided via the Banksia Care website:

– Banksia SD – AP1 Safety and Risk Management Policy and Procedure

Assessment Task Cover Sheet

The Assessment Process and Your Rights

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

Principles of Assessment and Rules of Evidence

‘Assessment is flexible to the individual learner by:

Glossary of Instructional Task Words

Assessment Tasks Due Date

1. Assessment Task 1: Knowledge Questions

2. Assessment Task 2: Case Studies

AGREEMENT BY THE STUDENT

Student Name: __________________________________________________

Student Signature: _______________________________________________ Date:

Assessor Name: _________________________________________________

Assessor Signature: ______________________________________________ Date:

Cluster: Work Safely in Client Care

Assessment Task 1: Knowledge Questions

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

Student Signature: _______________________________________________ Date:

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

RESOURCES AND ▪ Access to a computer.

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

Is this a hazard? True or False

Working with clients in their homes

Manual handling clients

Working long hours

▪ Using mobility equipment

▪ Using personal protecting equipment

▪ Duress alarm system

Should Jenny report this issue to management? Explain your answer.

a) What are additional precautions, and when should they be used?

b) What rights and responsibilities does the worker have?

List two risks List a control measure for each risk

a) Look at the diagram above.

b) Describe the parts of the musculoskeletal system in the table below

Hazard Potential harm/consequence

Can cause shock, burns, fire or even death

Can cause respiratory infections or illness, cancer, acid burns or dermatitis

Working from a height

If hit or caught, can cause fractures, bruises, dislocations, lacerations, serious

Standard precaution How it is used to stop infection spreading

Respiratory hygiene and

Not attending work

▪ Use of clean clothing or uniform

▪ Management and laundering of work clothing

Tasks Infection control methods

Cleaning up bodily fluid

Moment When? Why?

Before touching a patient

After body fluid exposure risk

After touching a patient