HLTINF006 HLTWHS002 Knowledge Assessment.v1.0

Student Name:
d Ramandeep Kaur Gill
STUDENT
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?
No
X Yes
◻ ◻
Have you read and understood the RTO’s policies and procedures
related to reassessment?
X Yes No
◻ ◻
Do you understand the requirements of this assessment?
No
X Yes
◻ ◻
Do you agree to the way in which you are being assessed?
X 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
______________________________________________________ X No
____________
◻ ◻
Do you understand your rights to appeal the decisions regarding
assessment?
No
X Yes
Student Name: ___ Ramandeep Kaur Gill

_______________________________________________
Student Signature: ______ Ramandeep Kaur Gill
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_________________________________________ Date: _______________
Assessor Name: _________________________________________________
Assessor Signature: ______________________________________________ Date:

___15.04.2024____________
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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: Ramandeep Kaur Gill
Date of 15.04.2024
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 65
pages in
submission:
Assessor to complete
Satisfact Is this
ory/ a
Not reassessmen
Assessment Task Number and Title satisfactory Date t? Y/N
STUDENT DECLARATION
I ______ Ramandeep Kaur Gill
____________________________________________ 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: __ Ramandeep Kaur Gill

_____________________________________________ Date: ___15.04.2024____________
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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
TASK SUMMARY for this task.
RESOURCES AND ▪ Access to a computer.

EQUIPMENT
REQUIRED ▪ 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.
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▪ 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.
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QUESTION
a) In your own words, define hazard.
A hazard is a dangerous phenomenon, substance, human activity or condition. It may cause

loss of life, injury or other health impacts, property damage, loss of livelihoods and services,
social and economic disruption, or environmental damage.
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 F
A strained back T
Manual handling clients F
Showering client F
Lifting a box T
Working long hours T
Stress T
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
 Increased risk of accidents and injuries

 Legal consequences due to non-compliance with safety regulations
 Potential shutdown or penalties from regulatory bodies
▪ Care plans
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 Decreased quality of care for patients
 Increased risk of medical errors
 Legal consequences due to negligence or malpractice
▪ Manual handling
 Increased risk of musculoskeletal injuries

 Decreased efficiency and productivity
 Potential for damage to goods or equipment
▪ Using mobility equipment
 Increased risk of injury to both the user and others

 Damage to the equipment
 Potential legal consequences due to negligence
▪ Using personal protecting equipment
 Increased risk of exposure to hazardous substances or conditions

 Potential spread of infectious diseases
 Legal consequences due to non-compliance with safety regulations
▪ Duress alarm system
 Delayed response in emergency situations

 Increased risk to personal safety
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▪ Emergency procedures
 Increased risk of harm during emergency situations

 Chaos and confusion due to lack of coordination
▪ Incident procedures
 Inadequate response to incidents

 Increased risk of similar incidents in the future
 Legal consequences due to non-compliance with reporting regulations
▪ Infection control
 Spread of infectious diseases

 Increased risk of healthcare-associated infections
 Legal consequences due to non-compliance with health regulations
QUESTION
a) List a minimum of six things you would check when doing a fire safety check on a client’s home.
Smoke Detectors: Ensure that smoke detectors are installed on every level of the home,
in each bedroom, and outside sleeping areas. They should be tested monthly to ensure
they are working properly.
Fire Extinguishers: Check that there is at least one fire extinguisher in the home, and
that it is easily accessible. The fire extinguisher should be checked regularly to ensure it
is in good working condition.
Escape Routes: There should be at least two escape routes from each room. These
routes should be clear of any obstructions.
Electrical Equipment: All electrical equipment should be in good condition, with no

frayed cords or overloaded outlets.
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Flammable Materials: Check that flammable materials are stored safely away from heat
sources.
Fireplace and Heating Systems: If the home has a fireplace or heating system, ensure it
is properly maintained and cleaned regularly to prevent buildup of flammable materials.
b) List at least three groups that are at the highest risk of injury from fire in a home-based setting
Adults above the age of 60
Children below the age of 5
Differently abled people
c) List three behaviours that contribute to fire injury and fatalities in home-based settings
Lack of Fire Safety Awareness:
Absence of fire alarms
Inadequate exit plans and its practice
d) Describe where fire alarms must be placed and how they should be installed and maintained.
Fire Alarm Placement

Fire alarms should be placed in strategic locations to maximize their effectiveness. Here are
some general guidelines:
 Bedrooms: Install a fire alarm in every bedroom.
 Hallways: If bedrooms are separated by a hallway, install a fire alarm in the hallway.
 Each Level of the House: Install a fire alarm on each level of the house, including
basements and attics.
 Near the Kitchen: Install a fire alarm at least 10 feet away from cooking appliances
to minimize false alarms.
 High Ceilings: Smoke rises, so install fire alarms on the ceiling or high on the wall.
Fire Alarm Installation
Fire alarm installation should be done according to the manufacturer's instructions. Here are
some general steps:
1. Choose the location for the fire alarm.
2. Mark the position on the ceiling or wall where the fire alarm will be installed.
3. Drill holes for the mounting screws.
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4. Attach the mounting bracket to the ceiling or wall.
5. Connect the fire alarm to the power source, if it's a hardwired model.
6. Attach the fire alarm to the mounting bracket.
Fire Alarm Maintenance
Regular maintenance is crucial to ensure that fire alarms are working properly. Here are
some maintenance tips:
 Test Regularly: Test fire alarms once a month by pressing the test button.
 Replace Batteries: Replace batteries at least once a year, or when the fire alarm
chirps to indicate low battery.
 Clean: Dust and debris can interfere with the fire alarm's operation, so clean it
regularly.
 Replace Old Alarms: Replace fire alarms every 10 years, or according to the
manufacturer's recommendation.
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?
1. Prevention of Accidents: The box in the corridor is a tripping hazard. By reporting it,
you can help prevent potential accidents that could result in injuries.
2. Identification of Recurring Issues: Reporting the hazard allows for the identification of
recurring issues. If the same problem keeps happening, there may be a larger systemic
issue that needs to be addressed.
3. Responsibility and Accountability: It's not your sole responsibility to ensure the safety
of the environment. By reporting the issue, you involve the responsible parties who can
take appropriate action.
4. Long-Term Solutions: Reporting the issue can lead to long-term solutions, such as
implementing new policies or procedures to prevent similar incidents in the future.
5. Legal Obligations: Depending on your location and the nature of the environment (e.g.,
a workplace), there may be legal obligations to report safety hazards.
QUESTION 5
Scenario
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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.
Jenny's solution to the problem of the dining room being too hot for the staff while serving meals
has been approved.
QUESTION 6
What possible solution could Jenny suggest?
Here are three ways she can put her solution into effect:
1. Install Fans: One of the simplest and most cost-effective solutions would be to install
ceiling fans or standing fans in the dining room. This would help circulate the air and cool
down the staff without making the residents feel too cold.
2. Implement Breaks: Another solution would be to implement regular breaks for the staff
during meal times. This would give them a chance to step out of the dining room, cool
down, and hydrate before returning to work.
3. Provide Cooling Accessories: Providing the staff with cooling accessories like cooling
towels, wristbands, or vests can also help them stay cool. These accessories can be
soaked in water and worn to provide a cooling effect.
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.
Once Jenny's solution has been approved, she can assist with its implementation in several
ways:
1. Communication: Jenny can help communicate the new procedures or changes to all
staff. This could be through meetings, emails, or signage.
2. Training: If the solution involves new procedures or equipment, Jenny could assist with
training staff on these changes.
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3. Monitoring: Jenny could help monitor the effectiveness of the changes, and report back
to management on their impact. This could involve regular checks or audits, and
gathering feedback from staff.
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?
Infection prevention and control uses a risk management approach to minimise or prevent the
transmission of infection. The two-tiered approach of standard and transmission-based
precautions provides a high level of protection to patients, healthcare workers and other people
in healthcare settings. Like handwashing techniques, using PPE kits, and transmission based
precautions.
What is your state/territory legislation relevant to infection control in health care? Outline the
standard precautions that must be implemented in your workplace.
The Public Health Act 2005, places responsibilities on the department to provide safeguards that
protect and promote the health of the Queensland public, including controlling the spread of
prescribed contagious conditions that may make children sick and then spread into the broader
community.
Standard precautions:
- Training/Induction
- Hand hygiene
- Respiratory hygiene
- Cleaning/disinfection
- Safe handling of sharps
- Waste management
- Laundry management
- PPE
What is the Australian Government body that developed Australian Guidelines for the Prevention
and Control of Infection in Healthcare?
The Australian Guidelines for the Prevention and Control of Infection in Healthcare (AICGs) was
jointly developed by the Commission and the NHMRC.
Describe the purpose of the Australian Guidelines for the Prevention and Control of Infection in
Healthcare
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The Guidelines, together with Commission guidance for specific organisms, provide healthcare
workers and health service organisations with support to develop tailored protocols and
processes for infection prevention and control at the local level.
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.
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?
The client should inform the worker the risk while she is not well
b) What rights and responsibilities does the worker have?
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Worker has the right to get themselves protected from the client and report it to the
supervisor.
c) What is the personal safety risk that you face as you care for the client?
The worker might also get infected.
QUESTION 11
What infectious disease do you think it is likely your client has?
Based on the symptoms described (stomach cramps, nausea, and diarrhea), it is likely that the
client has a gastrointestinal infection, possibly gastroenteritis, which is often caused by viruses
like norovirus or rotavirus.
QUESTION 12
What three things should be done to minimise the risk of this spreading to other people?
Report to the supervisor
Try to isolate the client from others
Use additional precautions
MERGEFORMAT 5
QUESTION 13
Why is this a risk for workers even though the client is in her own home?
Even though the client is in her own home, there are several reasons why this situation poses a
risk for workers:
 Surfaces (such as the toilet, kitchen, etc.) may be contaminated
 The home environment may not be as clean as a residential health care environment
QUESTION 14
List three things you can do to remain up to date with safe work practices.
- Attending training sessions
- Reading about laws
- Being aware of the surroundings
QUESTION 15
a) In your own words, outline the fundamentals of the musculoskeletal system.
The musculoskeletal system is made up of bones, muscles, joints, tendons and ligaments
which all work together to provide the body with support, protection, and movement. When
they are healthy, they provide support and stability and allow us to move about in our daily
life.
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 List a control measure for each risk
must include damage to
musculoskeletal system)
Omar is at risk of developing Omar should ensure that he takes regular breaks during
musculoskeletal disorders due to his driving periods to stretch and move his body. He
prolonged periods of driving. This should also adjust his car seat to ensure it provides
can lead to conditions such as lower adequate support, particularly for his lower back. Regular
MERGEFORMAT 5
List two risks (at least one risk List a control measure for each risk
must include damage to
musculoskeletal system)
back pain, neck strain, and exercise and maintaining a healthy weight can also help
repetitive strain injuries. to reduce the risk of musculoskeletal disorders.
The long hours of driving and the Omar should manage his schedule effectively to avoid
responsibility of visiting multiple overworking. This could include taking regular breaks,
clients can lead to fatigue and practicing stress management techniques such as
stress, which can affect Omar's mindfulness or meditation, and ensuring he gets enough
mental health and increase the risk sleep. It may also be beneficial for Omar to discuss his
of accidents while driving. workload with his manager to explore possible solutions,
such as sharing the workload with other team members
or using technology to conduct some visits remotely.
Kellie works transporting disabled clients to appointments, shops, and other locations.
List two risks List a control measure for each risk
The first risk that Kellie might To mitigate this risk, Kellie should:
encounter is the potential for
 Use appropriate assistive devices (like
physical injury to herself or her
wheelchairs, lifts, etc.) to help clients move safely.
clients. This could occur while
assisting clients in and out of the  Ensure the vehicle is well-maintained and safe for
vehicle, during transport, or due to use.
accidents.  Follow all traffic rules and drive cautiously.
 Provide seat belts and ensure they are used by
all passengers.
The second risk is health To control this risk, Kellie should:

emergencies. Clients may have
 Have basic first aid training and keep a first aid kit
medical conditions that could lead to
in the vehicle.
emergencies during transport.
 Be aware of the medical conditions of her clients
and know the necessary steps to take in case of
an emergency.
 Keep emergency contact numbers readily
available.
MERGEFORMAT 5
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?
This method of lifting produces less strain on musculoskeletal system because in this
method we tighten the stomach muscles rather than the back muscles and strains occurs
when muscles of the back are overused or overstretched. And standing puts less stress on
the back than bending the waist.
b) Describe the parts of the musculoskeletal system in the table below
Parts of Description
musculoskelet
al system
1. Skeleton this is the framework of the body. The adult human skeleton is made up of
206 bones.
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Parts of Description
musculoskelet
al system
2. Joints an area where 2 bones work together.
3. Cartilage is a cushioning that covers the ends of 2 bones.
4. Ligaments tough bands of tissue that join bones to other bones to strengthen joints.
5. Muscles there are more than 600 skeletal muscles in the human body. They help
the body move.
6. Tendons these are made of strong fibrous connective tissue and they attach muscles
to bones.
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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.
No, the employer did not show a duty of care to Jenny. The duty of care is a legal obligation that
requires a standard of reasonable care while performing any acts that could foreseeably harm
others. In this case, the employer should have ensured that Jenny was properly trained to use
the hoist before allowing her to operate it. Simply telling her to follow the instructions in the
manual, without verifying that she understood them or even had access to them, does not meet
the standard of care required.
QUESTION 18
Did Jenny fulfil her duty of care? Explain your answer.
Jenny also did not fulfil her duty of care. While it's true that her employer did not provide
adequate training, Jenny made the decision to operate the hoist without proper knowledge or
understanding of its operation. She should have informed her supervisor that she could not find
the manual and requested proper training before attempting to use the hoist.
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.
In Queensland, the authority responsible for workplace health and safety is Workplace Health
and Safety Queensland (WHSQ). Jenny can contact them to learn more about her
responsibilities under the Occupational Health and Safety Ac
QUESTION 20
Identify what the WHS signs indicate
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Emergency exit
Fire extinguisher
Fire blanket
Sharp objects
Poison
Radiation hazard
Hand washing
PPE kit
QUESTION 21
Explain the requirements of PPE under Regulation 44–47 of the Model WHS Regulations.
You can access the Regulations at http://www.safeworkaustralia.gov.au/sites/swa/about/publications/pages/
model-whs-regulations.)
MERGEFORMAT 5
The Model Work Health and Safety (WHS) Regulations outline the requirements for Personal
Protective Equipment (PPE) in regulations 44 to 47. These regulations stipulate that:
 Employers must provide PPE to workers at no cost.
 Employers must ensure that PPE is selected to minimize risk to health and safety.
 PPE must be maintained, replaced, and cleaned regularly.
 Workers must be trained on how to use and maintain PPE correctly.
 Employers must consult with workers when selecting PPE.
QUESTION 22
Complete the missing fields (hazard type or consequence) in the table below.
Hazard Potential harm/consequence
Loud noise Can cause hearing loss, tinnitus, stress, and sleep disturbances
Stress Can lead to mental health issues like depression, anxiety, and burnout
Manual tasks Can cause musculoskeletal disorders, including sprains and strains
Working from a If hit or caught, can cause fractures, bruises, dislocations, lacerations,
height serious injury or death
Infectious material Can cause respiratory infections or illness, cancer, acid burns or
dermatitis
QUESTION 23
In one short paragraph, explain the Australian Guidelines for the Prevention and Control of Infection in
Healthcare.
MERGEFORMAT 5
The Australian Guidelines for the Prevention and Control of Infection in Health Care provide
evidence-based recommendations about the critical aspects of infection prevention and control,
focusing on core principles and priority areas for action.
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 1. Covering your mouth and nose with a tissue when you cough or
and cough etiquette sneeze.
2. If a tissue isn't available, cough or sneeze into your elbow, not
your hands.
3. Dispose of used tissues in a lined trash bin.
4. Always wash your hands after coughing or sneezing.
Handling of waste 1. Wearing protective gear (gloves, masks) when handling waste.
2. Using designated waste bins for different types of waste.
3. Regularly emptying and cleaning waste bins.
4. Disposing of waste in a safe and approved manner.
Handling of 1. Wear gloves and aprons when handling dirty linen.

soiled/contaminated
2. Do not shake dirty linen to avoid spreading germs.
linen/work clothes
3. Wash linen at the highest temperature suitable for the fabric.
4. Store clean linen in a clean, dry area.
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Standard precaution How it is used to stop infection spreading
Aprons/gowns 1. Worn when there's a risk of contact with blood, body fluids,
secretions, or excretions.
2. Removed and disposed of properly after use.
3. Replaced immediately when they become soiled.
Not attending work Should not attend work when ill

when ill
Get the medical prescription that the worker is fit to join
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 1. Regular cleaning and disinfection of surfaces.

in the workplace
2. Proper waste management.
(i.e. housekeeping)
3. Regular hand hygiene.
4. Keeping personal items clean and separate
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Tasks Infection control methods
Cleaning up bodily 1. Wear protective gear.

fluid spills
2. Use absorbent materials to soak up the spill.
3. Clean the area with a disinfectant.
4. Dispose of cleaning materials properly.
QUESTION 26
a) In your own words, explain what the pathogens are and outline the four types of pathogens.
A pathogen is simply defined as an organism that has the potential to cause infectious
diseases in its host. Most pathogens are able to avoid the immune responses of the host,
triggering associated illnesses. The pathogen then utilizes the host body’s resources to
replicate before exiting and spreading to a new host (like a virus).
Four most common types: viruses, bacteria, fungi, and parasites.
b) For each of the following pathogens, provide one example of the disease they can cause.
Pathogen Disease
Bacteria Diseases caused by bacteria include diphtheria, typhoid, cholera etc.
MERGEFORMAT 5
Pathogen Disease
Viruses Viral diseases are caused by viruses. These include both acute
and infectious diseases like the common cold, to chronic disease like AIDS.
Apart from these acute diseases, viruses are also responsible for mumps,
polio, rabies etc.
Protozoa Malaria and sleeping sickness are diseases caused by protozoa.
Fungi athlete’s foot, ringworm, etc
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.
Before and After Eating

Product to Use: Soap and Water
Washing hands before eating helps prevent the ingestion of harmful bacteria and viruses. After
eating, it's also important to wash hands to remove any food particles that could potentially
harbor bacteria.
After Using the Restroom

This is to remove any potential germs and bacteria that you may have come into contact with in
the restroom.
After Sneezing, Coughing, or Blowing Your Nose

Product to Use: Hand Sanitizer (if soap and water are not readily available)
These actions can spread germs quickly, so it's important to clean your hands afterwards to
prevent the spread of diseases.
After Handling Garbage or Cleaning

MERGEFORMAT 5
Garbage and cleaning materials can contain a variety of germs and bacteria, so it's crucial to
wash your hands after handling them.
Before and After Providing First Aid or Medical Care

Product to Use: Soap and Water or Hand Sanitizer (if soap and water are not readily available)
This is to prevent the spread of infections and diseases to the person you're providing care for,
and to protect yourself as well.
QUESTION 28
Using a step-by-step approach, explain how to wash and rub your hands properly.
1. Wet your hands with water.

2. Apply enough soap to cover your hands.
3. Rub your hands together.
4. Use one hand to rub the back of the other hand and clean in
between the fingers. Do the same with the other hand.
5. Rub your hands together and clean in between your fingers.
6. Grip the fingers of each hand together with the backs of your
fingers against the palms of your other hand. Rub your fingertips
together and rub the back of your fingers against your palms.
7. Rub one thumb using your other hand. Do the same with the other
thumb.
8. Rub the tips of your fingers on the palm of your other hand. Do the
same with other hand.
9. Rinse your hands with water.
10. Dry your hands completely with a disposable towel.
11. Use the disposable towel to turn off the tap.
QUESTION 29
Fill out the table below about the 5 moments for hand hygiene.
Moment When? Why?
Before touching a patient Immediately before touching To protect the patient against
the patient. harmful germs carried on your
hands.
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Before clean/aseptic Immediately before a To protect the patient against
procedure procedure. Once hand harmful germs, including the
hygiene has been performed, patient's own, from entering
nothing else in the patient's his or her body.
environment should be
touched prior to the procedure
starting.
After body fluid exposure risk Immediately after a procedure To protect the healthcare
or body fluid exposure risk. worker and the healthcare
environment from becoming
contaminated with the
patient's microorganisms.
to protect the healthcare

After touching a patient After touching a patient.
worker and the healthcare
patient’s microorganisms.
After touching anything in the

After touching patient To protect the healthcare
patient's surroundings when
surroundings worker and the healthcare
the patient has not been
touched or is not present.
patient’s microorganisms.
QUESTION 30
Research workplace requirements for hand care for each of the following and write down how you would
follow them.
Skin The skin on our hands is often exposed to various substances and conditions
that can cause dryness, irritation, or even injury. Here's how to take care of
your skin:
 Regularly moisturize your hands: Use a good quality hand cream or
lotion to keep your skin hydrated and prevent dryness and cracking.
 Use protective gloves: When handling harmful substances or
performing tasks that could injure your hands, always wear
appropriate protective gloves.
 Wash your hands properly: Regular and thorough hand washing is
MERGEFORMAT 5
crucial, especially in a pandemic situation. Use mild soap and warm
water, and dry your hands thoroughly afterwards.
Fingernails Proper care of fingernails is also important for maintaining hand hygiene and
preventing infections. Here's how to take care of your fingernails:
 Keep your nails short and clean: Long nails can harbor dirt and
bacteria, and can also be a safety hazard in some work environments.
Regularly trim your nails and keep them clean.
 Avoid nail biting: Nail biting can damage your nails and also spread
germs.
Jewellery/ Jewellery and watches can sometimes pose safety risks or hygiene concerns
watches in the workplace. Here's how to manage them:
 Remove jewellery and watches when necessary: In certain work
environments, such as healthcare or food preparation, jewellery and
watches should be removed to prevent the spread of germs or to
avoid getting caught in machinery.
 Clean your jewellery and watches regularly: Regular cleaning can
prevent the build-up of dirt and bacteria.
QUESTION 31
a) Provide an outline of routine surface cleaning procedures in a client care facility.
Routine surface cleaning is crucial in healthcare facilities to prevent the spread of infections.
Here is a general outline of the procedures:
1. Preparation
 Gather all necessary cleaning supplies. This typically includes disinfectant wipes or
sprays, gloves, and clean cloths or disposable wipes.
 Put on personal protective equipment (PPE) to protect yourself from potential
exposure to harmful substances.
2. Cleaning
 Start cleaning from the cleanest area and move towards the dirtiest to avoid
spreading dirt and germs.
 Use the disinfectant according to the manufacturer's instructions. This usually
involves applying it to the surface and letting it sit for a specified amount of time.
 Wipe surfaces in a systematic manner, usually from top to bottom and from left to
right, to ensure no areas are missed.
3. Disinfection
 After cleaning, disinfect surfaces using an EPA-registered disinfectant. Follow the
instructions on the product label for effective use.
 Pay special attention to high-touch surfaces such as doorknobs, light switches, and
MERGEFORMAT 5
medical equipment.
4. Waste Disposal
 Dispose of used cleaning materials properly. This may involve placing them in a
designated waste bin or bag.
 Remove your PPE and wash your hands thoroughly.
5. Documentation
 Record the cleaning activity, including the date, time, and areas cleaned. This helps
in tracking and maintaining a consistent cleaning schedule.
b) Provide an outline of enhanced cleaning procedures in a client care facility
The enhanced cleaning procedures in a client care facility are designed to prevent the
spread of infections and diseases. These procedures are more rigorous and frequent than
regular cleaning routines. Here is an outline of the enhanced cleaning procedures:
1. Develop a Cleaning Schedule
 Identify high-touch surfaces that need frequent cleaning, such as doorknobs, light
switches, bed rails, and medical equipment.
 Determine the frequency of cleaning based on the level of use and the risk of
contamination.
2. Use Appropriate Cleaning Supplies
 Use EPA-approved disinfectants that are effective against a broad range of
pathogens.
 Always follow the manufacturer's instructions for use, including the contact time (the
amount of time the surface should remain wet).
3. Implement Proper Cleaning Techniques
 Clean surfaces from the cleanest area to the dirtiest area to prevent the spread of
pathogens.
 Use a one-directional wiping technique to prevent recontamination of surfaces.
4. Train Staff
 All staff members should be trained on the proper use of cleaning supplies and
equipment.
 Staff should also be trained on the importance of personal protective equipment
(PPE) and hand hygiene.
5. Monitor and Evaluate
 Regularly monitor cleaning practices to ensure they are being followed correctly.
 Evaluate the effectiveness of the cleaning procedures and make necessary
adjustments.
MERGEFORMAT 5
QUESTION 32
Provide a step-by-step overview for disposing of needles/syringes into a sharps container.
Step 1 Put on disposable latex or vinyl gloves (if available). Gloves will not prevent the wearer
from being injured but will form a clean barrier between the hands and the syringe
Step 2 Bring your rigid-walled, puncture resistant, sealable, sharps container to the syringe
Step 3 Place the container on the ground or flat surface beside the syringe.
Step 4 Pick up the syringe by the middle of the barrel
Step 5 Place the syringe in the container sharp end first.
Step 6 Securely place the lid on the container and ensure it is sealed. Hold the container by the
top when carrying.
Step 7 Remove gloves carefully so any contaminated fluid on the glove does not come into
contact with your hand. Wash your hands with running water and soap.
QUESTION 33
a) Outline the following terms in your own words:
▪ Colonisation
▪ Infection
▪ Disease
MERGEFORMAT 5
Colonisation in the context of microbiology refers to the process where microorganisms
inhabit a host without causing disease. This is a normal part of the host-microbe interaction
and is often beneficial to the host.
1. Adherence: Microorganisms attach to the host tissues using adhesins.
2. Colonisation: Microorganisms multiply and establish themselves on the host tissues.
3. Persistence: Microorganisms maintain their presence on the host tissues.
Infection is the invasion and multiplication of pathogenic microbes in an individual or

population.
1. Invasion: Pathogens penetrate the host defenses and invade the tissues.
2. Multiplication: Pathogens multiply in the host tissues.
3. Spread: Pathogens spread to other tissues or individuals.
Disease is a pathological condition of the body that presents a group of clinical signs and
symptoms. It's the result of an infection where the pathogens cause damage to the host
tissues.
1. Incubation period: Time between the infection and the appearance of symptoms.
2. Prodromal period: Onset of general symptoms.
3. Illness: Appearance of the signs and symptoms characteristic of the disease.
4. Decline: Symptoms begin to subside.
5. Convalescence: Body returns to normal.
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.
MERGEFORMAT 5
Pathogen The pathogen (germ) that causes diseases. This can be a bacteria, virus,
parasite, fungi or protozoa. Infectious agents can enter the body through any
opening, like the nose or mouth, or cut or bites. Infectious agents can also
enter the body through a vector, like a mosquito or tick.
Reservoir Places in the environment where the pathogen lives (this includes people,
animals, birds and insects, medical equipment, and soil and water).
Portal of exit The way the infectious agent exits the reservoir (through open wounds,
aerosols, and splatter of body fluids including coughing, sneezing, and saliva).
Means of How the infectious agent can be passed on (through direct or indirect contact,
transmission ingestion, or inhalation).
Portal of The way the infectious agent can enter a new host (through broken skin, the
entry respiratory tract, mucous membranes, and catheters and tubes).
The Any person (to varying degrees of vulnerability, such as those who need
susceptible healthcare, are immunocompromised, or have invasive medical devices
host including lines, and airways).
MERGEFORMAT 5
QUESTION 34
Provide at least five risk factors that increase the susceptibility to infection.
Age
Immune system
Wounds and devices
Lifestyle factor
Poor nutrition
QUESTION 35
a) What does the label ‘single-use only’ and ‘single patient use’ mean?
A single-use device is used on an individual patient during a single procedure and then
discarded. It is not intended to be reprocessed and used again, even on the same patient
Single patient use means the medical device may be used for more than one episode of use
on one patient only; the device may undergo some form of reprocessing between each use.
MERGEFORMAT 5
b) Describe the process of reprocessing reusable equipment or instruments.
Reprocessing of reusable medical equipment or instruments involves a series of steps to

ensure that they are safe for use on patients. The process is designed to remove any
residual biological material, such as blood or tissue, and to kill any microorganisms that
might be present. Here is a general outline of the process:
1. Pre-cleaning: This is the initial cleaning process, which is usually done at the point of
use. It involves removing visible debris from the equipment or instrument.
2. Cleaning: This is a more thorough cleaning process, which may involve the use of
detergents or enzymatic cleaners. It can be done manually or with the use of
automated equipment.
3. Disinfection: This step involves the use of chemical disinfectants to kill any
remaining microorganisms. The level of disinfection (high, intermediate, or low)
depends on the intended use of the equipment or instrument.
4. Sterilization: This is the final step, which involves the use of heat, chemicals, or
radiation to kill any remaining microorganisms, including spores.
5. Storage: After sterilization, the equipment or instruments are stored in a manner that
maintains their sterility until they are used.
QUESTION 36
Explain the term “degree of pathogen exposure” and give an example
The term 'degree of pathogen exposure' refers to the amount or concentration of a pathogen to
which an organism is exposed. It is a crucial factor in determining the likelihood of an infection
occurring and the severity of the potential disease. The degree of exposure can vary greatly,
from a single bacterium or virus to millions of microorganisms.
Factors Influencing Degree of Pathogen Exposure
The degree of pathogen exposure can be influenced by several factors, including:
 Source of exposure: The source of the pathogen can significantly affect the degree of
exposure. For example, a sneeze from an infected person can contain millions of virus
particles.
 Duration of exposure: The length of time an individual is exposed to the pathogen can
also affect the degree of exposure. Prolonged exposure can increase the chance of
infection.
 Pathogen virulence: The virulence of the pathogen, or its ability to cause disease, can
also influence the degree of exposure. Highly virulent pathogens can cause infection
even at low exposure levels.
Example
An example of degree of pathogen exposure can be seen in the case of tuberculosis. If a person
is in close contact with a tuberculosis patient, they are exposed to a high degree of the
tuberculosis bacteria, Mycobacterium tuberculosis, especially if the patient is in the active stage
of the disease and is coughing or sneezing. This high degree of exposure increases the
likelihood of the person contracting the disease. Conversely, a person who is only briefly in the
MERGEFORMAT 5
same room as a tuberculosis patient is exposed to a lower degree of the pathogen and has a
lower risk of infection.
QUESTION 37
What are the steps for applying alcohol-based rub?
1. Apply handrub to palm of one hand.

2. Rub hands together covering all surfaces of hands and fingers.
3. Rub until handrub is absorbed.
QUESTION 38
Asepsis is the absence of bacteria, viruses, and other microorganisms.
How do you ensure asepsis in the workplace by correctly using PPE?
Ensuring asepsis in the workplace, especially in healthcare settings, involves the correct use of
Personal Protective Equipment (PPE). Here are some steps you can take:
1. Hand Hygiene
Before and after using PPE, always perform hand hygiene. This can be done using soap and
water or an alcohol-based hand sanitizer.
2. Correct Use of Gloves
 Wear gloves when you anticipate contact with blood, body fluids, mucous membranes,
non-intact skin, or contaminated equipment.
 Do not wash or reuse disposable gloves.
 Remove gloves immediately after use, before touching non-contaminated items and
surfaces, and before going to another patient.
3. Use of Gowns
 Wear a gown to protect skin and clothing during procedures or activities where contact
with blood or body fluids is anticipated.
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 Remove the gown and perform hand hygiene immediately after use.
4. Use of Masks, Eye Protection, and Face Shields
 Wear a mask and eye protection or a face shield to protect mucous membranes of the
eyes, nose, and mouth during procedures and patient-care activities that are likely to
generate splashes or sprays of blood or body fluids.
5. Respiratory Hygiene/Cough Etiquette
 Cover your mouth and nose with a tissue when coughing or sneezing.
 If a tissue isn't available, cough or sneeze into your elbow, not your hands.
6. Safe Injection Practices
 Use a new sterile syringe and needle for each injection.
 Do not administer medications from a syringe to multiple patients.
7. Proper Disposal
 Dispose of used PPE in designated containers.
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?
MERGEFORMAT 5
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
MERGEFORMAT 5
Students: Please fill out this cover sheet clearly and accurately. Make sure you have kept a copy of
your work.
Name: Ramandeep Kaur Gill
Date of 15.04.2024
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
Satisfact Is this
ory/ a
Not reassessmen
Assessment Task Number and Title satisfactory Date t? Y/N
STUDENT DECLARATION
I ____Ramandeep Kaur Gill______________________________________________ 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: _____ Ramandeep Kaur Gill

__________________________________________ Date: __15.04.2024________
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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______________________________________________________________________________________
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______________________________________________________________________________________
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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.
Read the case studies below and then answer the questions that follow.
TASK SUMMARY There are four case studies in this task.
RESOURCES AND
EQUIPMENT
▪ Access to a computer.
REQUIRED ▪ 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.
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.
MERGEFORMAT 5
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 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?
MRSA is usually spread by direct contact with an infected wound or from contaminated hands,
usually those of healthcare providers. Also, people who carry MRSA but do not have signs of
infection can spread the bacteria to others (i.e., people who are colonized).
QUESTION 1.2
Where will you find the procedures for working with a client who has an MRSA infection?
The procedures for working with a client who has Methicillin-resistant Staphylococcus aureus
(MRSA) infection can be found in various sources, including:
1. Healthcare guidelines: These are often provided by health organizations and
institutions. For instance, the Centers for Disease Control and Prevention (CDC)
provides comprehensive guidelines on how to manage MRSA in healthcare settings.
2. Medical literature: Scholarly articles and research papers often provide detailed
procedures and best practices for managing MRSA infections.
3. Hospital policies and procedures: Many hospitals have their own specific policies and
procedures for dealing with MRSA infections.
MERGEFORMAT 5
QUESTION 1.3
Do you use standard or additional precautions when working with Frances? Explain your answer.
When working with Frances, who has a MRSA infection, both standard and additional
precautions should be used. Standard precautions are the basic level of infection control that
should be used in the care of all patients all of the time. Additional precautions are used in
addition to standard precautions for patients who are known or suspected to have specific types
of infections.
QUESTION 1.4
Explain the handwashing procedure that you apply when working with Frances.
Hand hygiene is crucial in preventing the spread of MRSA. The procedure includes:
 Wetting hands with clean, running water (warm or cold), turning off the tap, and applying
soap.
 Lathering hands by rubbing them together with the soap. Be sure to lather the backs of
hands, between fingers, and under nails.
 Scrubbing hands for at least 20 seconds.
 Rinsing hands well under clean, running water.
 Drying hands using a clean towel or air dry them.
QUESTION 1.5
List the PPE that you have selected to use when working with Frances
The PPE selected for use when working with Frances includes:
 Gloves
 Gowns
 Eye protection (goggles or face shield)
 Face mask
QUESTION 1.6
Explain what you will do with the PPE after attending to Frances
MERGEFORMAT 5
After attending to Frances, the PPE should be carefully removed and disposed of in a
designated biohazard waste bin. Hands should be washed immediately after removing and
disposing of PPE.
QUESTION 1.7
What do you advise Frances and her visitors to do in terms of hand hygiene?
Frances and her visitors should be advised to wash their hands thoroughly before and after each
visit. They should also use hand sanitizer when handwashing facilities are not available.
QUESTION 1.8
How do you clean Frances’ room?
Frances' room should be cleaned using a hospital-grade disinfectant. All surfaces that are
frequently touched, such as bedrails, tables, and doorknobs, should be cleaned and disinfected
regularly.
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?
MERGEFORMAT 5
The report should include details about Frances' condition, the care provided, any changes in
her condition, and any concerns. This report should be submitted to the supervising nurse or
doctor.
QUESTION 1.10
What personal risks have you considered as you are working with Frances?
The main personal risk when working with Frances is the potential for contracting the MRSA
infection. This risk can be mitigated by following proper infection control procedures, including
the use of PPE and hand hygiene.
QUESTION 1.11
What further steps can be put in place to protect yourself or others?
Further steps to protect yourself and others could include regular training on infection control
procedures, ensuring that all staff are vaccinated against common infections, and monitoring
and responding to any potential symptoms of infection in staff.
QUESTION 1.12
What is your duty of care when working with Frances?
The duty of care when working with Frances is to provide safe and effective care, while also
taking all reasonable steps to prevent the spread of infection to Frances, yourself, and others.
This includes following all infection control procedures, using PPE correctly, and reporting any
concerns or changes in Frances' condition.
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
MERGEFORMAT 5
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.
To report this incident according to Banksia Care's policy and procedures for reporting WHS
incidents, you would need to:
1. Ensure safety: First, make sure that you and Richard are safe and that the situation is
under control.
2. Document the incident: Write a detailed report of the incident, including what led to it,
what happened, and the aftermath.
3. Notify your supervisor: Inform your supervisor about the incident as soon as possible.
4. Submit the report: Submit the incident report to the appropriate department or person in
charge
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?
The observations to record from this incident include:

 Richard's unusual anger and aggression
 His confusion about your purpose of visit
 His physical action of throwing the equipment
Recording these observations will assist in Richard's future care by:

 Providing insights into his behavioral changes, which could be related to his dementia.
 Helping to develop a more effective care plan that takes into account his behavioral
changes.
 Informing other caregivers about his potential aggression for their safety.
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?
The indicators noticed while attending to Richard's needs include:

 His wife's report of his unusual behavior
 His confusion about your purpose of visit
 His aggressive reaction to your attempt to change his dressings
QUESTION 2.4
Determine the level of risk to yourself in this incident. What is the level of risk?
The level of risk to yourself in this incident is high. This is due to Richard's aggressive behavior,
which could potentially lead to physical harm.
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?
Yes, the situation does add to the perceived or real risk. Being alone in Richard's home without
immediate access to help increases the risk in case of an escalation of his aggressive behavior.
QUESTION 2.6
What risk controls will you put in place to reduce the risk in future visits to Richard’s house?
MERGEFORMAT 5
To reduce the risk in future visits to Richard's house, you could:
 Arrange for a second caregiver to accompany you
 Inform Richard and his wife about your visit in advance
 Try to schedule visits at a time when Richard is usually calm and receptive
 Receive training on how to handle aggressive behavior in dementia patients
 Have a safety plan in place, such as having a direct line to emergency services.
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?
- its essential to determine the causes of stress of Richard.

- talking to Richard in a very empathetic way, so that he can become comfortable and talk freely.
- Involving Richard in some physical activity is another way help reduce stress
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.
MERGEFORMAT 5
▪ 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 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
Charlie Slip, trip, fall Likely Major Extrem Hilda uses her Limit toys to one room only.
e
leaving things crane to feel there Keep the area free from any obstacles
where Hilda is anything on the
can trip over floor in front of her
them
Charlie Cut, Burn, Unlikely Major Mediu Child proof locks on Ensuring all cabinets are locked.
m
accessing Poisoning all cabinets
dangerous
objects (for
example,
knives,
poisons)
Electrical power Electric Shock Unlikely Major Mediu Child proof protection Ensuring all points have a child proof
© 2023 EDUWORKS RESOURCES PAGE PAGE \* MERGEFORMAT
5
Risk Assessment Control Form – Banksia Care
points m on all power points

protector.
Reminding Hilda the importance of
monitoring that all power points are
covered
Fire Burn, Loss of Possible Severe Extrem Smoke detector Additional smoke detectors to be placed in
life e placed in the kitchen. bedrooms, hallway and lounge room. Batteries
Need to be more to be charged at least 6 monthly.
alarms fitted.
Battery level
Charlie’s Injection, fall, Possible Major High None- Charlie has Restrict Charlie’s movement to single room.
quietness, Hilda injury outgrown her Put a bell or other device on her which allows
cannot tell what previous play pen Hilda to hear where she is.
she is doing arrangements
Picking up Manual Possible Moderate High None Manual handling should be trained
Charlie (risk to handling injury
worker)
Charlie’s Infection Possible Moderate High None Lock toilet doors from outside. Put a bell or
attraction to other device on her which allows Hilda to hear
playing in the where she is.
toilet with her
toys
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
MEDIUM MEDIUM HIGH EXTREME EXTREME
Q (serious injury)
U
Moderate
E
(Lost time due to workplace LOW MEDIUM HIGH HIGH HIGH
N
injury)
C
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
Lack of Personal Spread of Likely Major Extrem Enforce strict PPE Providing training to the workers
Protective infections or flu e usage policy, provide
Equipment to other staff training on
(PPE) usage and residents importance of PPE
Lack of hand Spread of Likely Major Extrem Enforce strict hand Conduct regular audits to ensure compliance
hygiene infections or flu e hygiene policy, with infection control measures.
to other staff provide training on
and residents proper hand hygiene
Presence of flu- Spread of Likely Minor Mediu Enforce sick leave Review and update the Banksia Care Safety
like symptoms in infections or flu m policy, encourage and Risk Management Policy and Procedure to
staff to other staff staff to stay home ensure it adequately addresses infection
and residents when sick control.
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
MEDIUM MEDIUM HIGH EXTREME EXTREME
Q (serious injury)
U
Moderate
E
(Lost time due to workplace LOW MEDIUM HIGH HIGH HIGH
N
injury)
C
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?
Due to Sarah's lack of proper hygiene practices, several infections could potentially occur,
including:
 Influenza (Flu): As Sarah has been displaying flu-like symptoms, she could potentially
spread the virus to residents and other staff members.
 Gastrointestinal infections: These can be caused by bacteria, viruses, or parasites
found in food, and can be spread if Sarah handles food without washing her hands.
 Respiratory infections: These can be spread through droplets when Sarah coughs or
sneezes.
 Staphylococcus aureus infections: These bacteria can live on the skin and can cause
infections if they enter the body, for example, through a wound.
QUESTION 4.3
Provide three examples of initiatives/control measures that the service could take to avoid infection
outbreaks.
1. Strict enforcement of hygiene protocols: This includes hand washing, use of gloves,
and proper cleaning procedures.
2. Regular training and reminders: Staff should be regularly trained on the importance of
hygiene and infection control, and reminders should be placed around the facility.
3. Monitoring and supervision: Regular monitoring and supervision can ensure that all
staff members are adhering to the hygiene protocols.
QUESTION 4.4
What type of training would need to occur for better hand hygiene? Provide three examples.
MERGEFORMAT 5
1. Proper hand washing technique: Training on how to wash hands properly, including
scrubbing all parts of the hands and wrists for at least 20 seconds.
2. When to wash hands: Training on the key times to wash hands, such as before and
after handling food, after using the toilet, and after coughing or sneezing.
3. Use of gloves: Training on when and how to use gloves properly, including how to
remove them without contaminating the hands
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.
 Cover mouth and nose: When coughing or sneezing, Sarah should cover her mouth
and nose with a tissue or the crook of her elbow.
 Dispose of tissues properly: After using a tissue, Sarah should dispose of it in a lined
trash can.
 Hand hygiene: After coughing, sneezing, or blowing her nose, Sarah should immediately
wash her hands with soap and water, or use a hand sanitizer if soap and water are not
available.
 Wear a mask: If Sarah is in close contact with residents or other staff members, she
should wear a mask to prevent the spread of droplets.
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.

MERGEFORMAT 5
Date: Date: Date:

required level of competence for Comments Yes No Yes No Yes No
each of the following points?
Case Study 2

Marking Guide?

Case Study 3

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.
MERGEFORMAT 5
Date: Date: Date:

required level of competence for Comments Yes No Yes No Yes No
each of the following points?
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 2 Outcomes
Attempt Date Outcome Assessor Name Assessor Signature
◻
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
HL Task Outcomes
T
TI
W
NF
H Satisfactory (S)
00
S0 Not satisfactory Assessor
6
Assessment Tasks 02 (NS) Date initials
Assessor Name:
Assessor Signature: Date:
MERGEFORMAT 5

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Student Name:

d Ramandeep Kaur Gill

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

▪ 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: ___ Ramandeep Kaur Gill

Student Signature: ______ Ramandeep Kaur Gill

Assessor Name: _________________________________________________

Assessor Signature: ______________________________________________ Date:

Name: Ramandeep Kaur Gill

Cluster: Work Safely in Client Care

Assessment Task 1: Knowledge Questions

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

Student Signature: __ Ramandeep Kaur Gill

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

RESOURCES AND ▪ Access to a computer.

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

A hazard is a dangerous phenomenon, substance, human activity or condition. It may cause

Is this a hazard? True or False

Working with clients in their homes F

Manual handling clients F

Working long hours T

 Increased risk of accidents and injuries

 Increased risk of musculoskeletal injuries

▪ Using mobility equipment

 Increased risk of injury to both the user and others

▪ Using personal protecting equipment

 Increased risk of exposure to hazardous substances or conditions

▪ Duress alarm system

 Delayed response in emergency situations

 Increased risk of harm during emergency situations

 Inadequate response to incidents

 Spread of infectious diseases

Electrical Equipment: All electrical equipment should be in good condition, with no

Adults above the age of 60

Children below the age of 5

Differently abled people

Lack of Fire Safety Awareness:

Absence of fire alarms

Inadequate exit plans and its practice

Fire Alarm Placement