HLTINF006 HLTWHS002 Knowledge Assessment

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APEX Institute of Education *

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Management

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Feb 20, 2024

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STUDENT ASSESSMENT BOOKLET CHC33021 C ERTIFICATE III IN I NDIVIDUAL S UPPORT W ORK S AFELY IN C LIENT C ARE HLTINF006 A PPLY BASIC PRINCIPLES AND PRACTICES OF INFECTION PREVENTION AND CONTROL HLTWHS002 F OLLOW SAFE WORK PRACTICES FOR DIRECT CLIENT CARE Student Name:

Table of Contents Assessment Overview 5 Assessment Task Summary 5 Assessment Documents 5 Required Additional Documents 5 Assessment Task Cover Sheet 6 The Assessment Process and Your Rights 6 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 8 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 11 Assessment Task Cover Sheet – Assessment Task 1 13 Assessment Task 1: Knowledge Questions 15 Assessment Checklist: Task 1 41 Assessment Task Cover Sheet – Assessment Task 2 43 Assessment Task 2: Case Studies 45 Assessment Checklist: Task 2 60

FILENAME \* MERGEFORMAT W ORK S AFELY IN C LIENT C ARE - S TUDENT A SSESSMENT B OOKLET DIS V1.0 (ID 204065) © 2023 E DUWORKS R ESOURCES P AGE PAGE \* MERGEFORMAT 5 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. Assessment Task Assessment Method Task Summary Assessment Task 1: Knowledge Questions Knowledge Questions Answer knowledge questions in an open book written assessment. Assessment Task 2: Case Studies Case Study Read the four case studies and then answer the questions that follow. Assessment Documents 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.

FILENAME \* MERGEFORMAT W ORK S AFELY IN C LIENT C ARE - S TUDENT A SSESSMENT B OOKLET DIS V1.0 (ID 204065) © 2023 E DUWORKS R ESOURCES P AGE PAGE \* MERGEFORMAT 5 Your assessor will give you feedback about how well you went in each task and will write this on the back of the Task Cover Sheet. The Assessment Process and Your Rights Submitting your Assessment Tasks When you have completed your assessment tasks, you will need to submit them, according to the instructions provided to you by your assessor or RTO. If you are provided with a due date, you must make sure you submit your tasks in accordance with it. You may be required to apply for an extension if you require extra time, according to your RTO’s policies and procedures. Instructions about submission can be found at the beginning of each assessment task. Make sure you keep a copy of your tasks before you submit them. Your RTO will need to keep them as evidence and may not be able to return them to you. Assessment Attempts and Resubmissions You have up to three attempts to complete each assessment tasks satisfactorily. If after the third attempt, you have not completed a task satisfactorily, your assessor will make alternative arrangements for assessment, which may involve additional training and time to consolidate your skills and knowledge. When you are required to resubmit, you may be required to: ▪ Resubmit incorrect answers to questions (such as written tasks and case studies) ▪ Resubmit part or all of a project, depending on how the error impacts on the total outcome of the task ▪ Redo a role play after being provided with appropriate feedback about your original performance ▪ Being observed a second (or third time) undertaking any tasks/activities that were not satisfactorily completed the first time, after being provided with appropriate feedback When you are required to resubmit, you’ll be given a due date for your resubmission. For example, you may: ▪ Be given 30 days in which to resubmit incorrect responses to written tasks, projects and so on ▪ Be provided with feedback about your performance in a role play and then being required to complete the role play again at a future meeting with your assessor ▪ Need to complete workplace-based tasks again during the same workplace visit or additional workplace observations may need to be scheduled (as applicable) All re-submissions will be conducted in accordance with the RTO’s policies and procedures. Assessment Outcomes Each assessment task will be given an outcome of either Satisfactory (S) or Not Satisfactory (NS). You must complete all tasks satisfactorily to achieve an overall outcome of Competent (C) for a unit. If one or more of tasks are assessed as Not Satisfactory, you will be given an outcome for the unit of Not Yet Competent (NYC). You will be given a total of three attempts to complete each task and achieve a Satisfactory outcome. In the case of resubmission, you will be given a date by which you will need to resubmit, and you’ll be given feedback about what needs to be addressed in your resubmission.

FILENAME \* MERGEFORMAT W ORK S AFELY IN C LIENT C ARE - S TUDENT A SSESSMENT B OOKLET DIS V1.0 (ID 204065) © 2023 E DUWORKS R ESOURCES P AGE PAGE \* MERGEFORMAT 5 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. 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] 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 .

FILENAME \* MERGEFORMAT W ORK S AFELY IN C LIENT C ARE - S TUDENT A SSESSMENT B OOKLET DIS V1.0 (ID 204065) © 2023 E DUWORKS R ESOURCES P AGE PAGE \* MERGEFORMAT 5 Please discuss with your assessor if you believe a reasonable adjustment to an assessment task, method or process needs to be made on the basis of disability. Information about Assessment Dimensions of Competency To be competent, you must show your ability to perform effectively in a broad capacity. The dimensions of competency ensure the person being assessed has the skills to perform competently in a variety of different circumstances. To be competent, you must demonstrate the following: ▪ Task Skills: The skills needed to perform a task at an acceptable level. They include knowledge and practical skills, and these are usually described in the performance criteria. ▪ 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:

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