CHCCCS011 Meet personal support needs

Safety consideration 1:

Safety consideration 2:

Barry is in his 50s. He has had a stroke, which has affected his right side and restricted his movement. He cannot use his right hand to grip. He can walk with a stick. His wife left him last year – she used to do all the cooking.

Barry is depressed and feels he can’t do anything for himself. His daughter tries to persuade him to do things for himself more.

He has personal care to get him up in the morning, shower him and get him a cup of tea. He has meals on wheels which he hates but is not able to make food for himself, or even a cup of tea.

Barry’s care has been reviewed and the occupational therapist visits Barry in the home and suggests she works with him to improve his ability to do his activities of daily living.

She arranges a microwave for him and shows him how to use it. She also arranges a tipper for the kettle so that he does not need to grip it.

The OT builds up his experience with the kettle and the microwave. As he gains confidence with this he also learns how to make simple dishes on the stove. A nutritionist visits to provide advice to Barry about the importance of good nutrition.

A friend visits after a month and is surprised when Barry dishes up sausages and mash and a big fresh salad for lunch washed down with a mug of tea. He notices that Barry seems a lot less depressed.

CASE STUDY:IRIS

Iris receives Home and Community Care Services to provide her with personal care services.

The HACC worker visits three times a week to shower Iris. She also has cleaning services once a week. The cleaners only do the bathroom and toilet as Iris has been able to manage vacuuming, dusting and general cleaning herself.

Iris has recently had a hip replacement. She is out of hospital and is now recovering at home. The HACC worker has called to discuss whether her services are now adequate.

She says that she doesn’t feel up to heavy work, but would still like to do as much cleaning as she is able to. She also finds standing at the stove to cook her meals difficult.

She has received some equipment from the hospital to help her – a raised toilet seat and a front-wheeled walker. Iris says that she is not sure how she will go in the shower because she feels a bit unsteady.

What do I need to hand in for this task?

Have I completed this?

Your answers to each question

o

Name:

Date of birth:

Student ID:

Unit:

CHCCCS011 Meet personal support needs

Student to complete

Assessor to complete

Assessment Task

Resubmission?

Y/N

Student initials

Sufficient/ insufficient

Date

Role play 1

Role play 2

Role play 3

Your assessor will be looking to see that you:

Check the client’s individual needs and confirm their needs for assistance

Identify risks to yourself and the client

For example, risks might include other vehicles moving in the area; reaching; moving; exertion of high force; clients who are unpredictable, resistive, uncooperative; client health/physical issues etc

Put steps in place to reduce risks identified

Assess the client’s ability to participate in the process

Prepare for the task by ensuring:

the vehicle is parked in an accessible position

the seat is in the correct position the seatbelt is accessible.

What do I need to hand in for Part 1 of this task?

Have I completed this?

You do not need to submit anything for this task

Your assessor will be looking to see that you:

Identify the client’s individual needs and confirm their needs for assistance

For example, their physical and sensory needs.

Identify risks to yourself and the client

For example, risks might include reaching; moving; exertion of high force; clients who are unpredictable, resistive, uncooperative; client health/physical issues; client not being able to see well; risk of slips, trips or falls; obstacles between the bed and the chair, etc Put steps in place to reduce risks identified

Assess the client’s ability to participate in the process

Prepare for the task by:

checking that the path between the bed and the chair is free of obstacles making sure the chair is in position and ready for the client.

Talk with the client to find out their preferences for support?

Communicate with the client throughout the process to let them know what is happening and provide them with instructions if needed?

For example, use reassuring language, ask if they are okay during the process, tell them what you are doing and what you are going to do next, etc.

Follow procedure to transfer the client from the bed to the chair

What do I need to hand in for Part 2 of this task?

Have I completed this?

You do not need to submit anything for this task

What do I need to hand in for Part 3 of this task?

Have I completed this?

You do not need to submit anything for this task

Your assessor and/or supervisor will be looking to see that you:

Correctly undertake each personal care support activity.

Check and confirm each client’s individual care plan to work out their needs. Make sure you are able to do the tasks.

Respond respectfully and appropriately to each client’s needs.

For example: Consider their culture – is it acceptable for you to assist with bathing, toileting and dressing; How is their hearing?; What is their vision like?; Are they able to speak?; What are they physically capable of doing (for example, they may be able to dry their upper body, but leaning down to dry their legs or feet could be painful or difficult); Does your client have dementia (for example, if the care activity is performed in the late afternoon, they may become agitated)?

Introduce yourself to each client on your arrival and talk to them about the personal care task you will be helping them with.

For example: Greet them warmly; Tell them your name; Tell them what you are there to do; Find out how they like to do the task or if they need something specific (for example, a client may have skin allergies/ sensitivities and needs a special type of soap or lotion).

Make sure your clients are comfortable with the process before you start.

For example: ask clients if they have a preferred order in which to do things; Help the client pick out their clothes and lay them out in order before showering/bathing. Also consider ways in which to avoid embarrassment, fear, disempowerment and humiliation. This may include giving the client some privacy when requested, allowing them to wash certain parts of their body, encouraging them to do certain tasks (for example, put the toothpaste on the brush, dry their upper body, etc), not showing disgust when assisting with toileting or bathing, and so on.

Protect each client’s privacy and dignity.

For example: Knock before entering the client’s room; ask them if it is okay to come in; be respectful when assisting with toileting (for example, a client may have to use incontinence pads and may be embarrassed about this); allow the client to wash parts of their body if they do not want you to do so.

Assess the environment and the task to be performed for health and safety risks.

For example, risks might include: slips, trips and falls hazards (for example, when showering or bathing); skin injury (for example, when shaving); oral safety (for example, removal of dentures, tooth-brushing techniques); own personal safety (for example, use of gowns, gloves and other relevant PPE applicable to tasks you are assisting with, risk of slips, trips and falls); cleanliness of facilities being used (such as toilets, baths, showers, basins etc); condition of items being used (for example, are the toothbrush bristles in good condition, what do you do if the client drops the toothbrush on the floor, is there enough toilet paper, soap, towels and so on).

Talk to your supervisor about any risks you identify and what to do about them.

For example: ‘I saw that Rohit’s shower doesn’t have a non-slip mat. Has someone taken it, where do I get a new one?’; ‘The towels in the bathroom are damp, can I please have some clean and dry ones?’; ‘Geoff’s razor looks a bit blunt. Can I have please have a new one?’

§

Gather all equipment and aids you will need to do the task. Make adjustments as necessary.

For example: Showering: non-slip mat, towels, face washers, soap, shampoo and conditioner etc ; Grooming: razor, shaving cream, aftershave lotion etc; Oral care: floss, toothpaste, toothbrush, glass/tumbler, denture brush, soaking container, etc.

§

Communicate appropriately with each client during the activity.

For example: Use their name when you talk to them; explain what you are doing at each step ; encourage their participation to do tasks that are within their ability; observe their body language, reactions and the things they say; ask them if they are okay or if they need anything in particular; reassure them if they become agitated or concerned.

§

Use correct infection control techniques.

For example: Consider the health of your clients ; consider your own health; correct hand washing techniques; wear gloves or gowns as required; clean up bodily fluids immediately.

§

Use correct manual handling techniques.

For example: When helping clients out of bed; when helping clients on and off of the toilet; when helping clients in and out of the shower; when bending down or leaning; when doing repetitive movements ; using mechanical aids when required.

§

Talk to your supervisor about any issues you had with providing support and the impact that providing support can have on clients.

For example: One client resisted getting dressed because they decided that they didn’t like the clothing they chose earlier, and nothing else was good enough; a client with dementia became distressed and did not recognise themselves in the mirror; one client demanded to do a task that you know they were physically not capable of doing; one client was embarrassed because they had an accident and didn’t get to the toilet in time.

§

Complete all required documentation.

For example: Note in each client’s care plan the type of care provided ; note any observations made or issues encountered; sign and date all documents.

§

Store documentation in line with your workplace’s procedures.

For example: save documents on electronic file system; file hard copy documents.

What do I need to hand in for this task?

Have I completed this?

Your journal (if applicable)

o

Your supervisor’s confirmation report

Journal – Assessment Task 4

In the correct row, write down how you provided the care to your client/s

You must provide a detailed account of what you did, the steps you took, how you communicated with the client and made them feel at ease during the process.

Date

Which client did you provide this care for? (Refer to clients as ‘Client 1’, ‘Client 2’, ‘Client 3’ etc.)

Bed bathing

Showering

Journal – Assessment Task 4

In the correct row, write down how you provided the care to your client/s

You must provide a detailed account of what you did, the steps you took, how you communicated with the client and made them feel at ease during the process.

Date

Which client did you provide this care for? (Refer to clients as ‘Client 1’, ‘Client 2’, ‘Client 3’ etc.)

Oral hygiene

Grooming

Journal – Assessment Task 4

In the correct row, write down how you provided the care to your client/s

You must provide a detailed account of what you did, the steps you took, how you communicated with the client and made them feel at ease during the process.

Date

Which client did you provide this care for? (Refer to clients as ‘Client 1’, ‘Client 2’, ‘Client 3’ etc.)

Shaving

Dressing and undressing

Journal – Assessment Task 4

In the correct row, write down how you provided the care to your client/s

You must provide a detailed account of what you did, the steps you took, how you communicated with the client and made them feel at ease during the process.

Date

Which client did you provide this care for? (Refer to clients as ‘Client 1’, ‘Client 2’, ‘Client 3’ etc.)

Eating and drinking

Using aids and equipment

Journal – Assessment Task 4

In the correct row, write down how you provided the care to your client/s

You must provide a detailed account of what you did, the steps you took, how you communicated with the client and made them feel at ease during the process.

Date

Which client did you provide this care for? (Refer to clients as ‘Client 1’, ‘Client 2’, ‘Client 3’ etc.)

Toileting and/or use of continence aids.

SUPERVISOR CONFIRMATION OF PERSONAL SUPPORT ACTIVITIES (ASSESSMENT TASK 4)

Student’s name:

Supervisor’s name:

Workplace:

Contact Number/s:

Dates that care activities were undertaken:

Area/ skills to be confirmed

Yes

(ü)

No

(ü)

Not able to confirm (ü)

Provide examples or comments on student’s skills and performance in this area

Did the student assist at least two clients with the following personal care activities:

Bed bathing

Showering

Oral hygiene

Grooming

Shaving

Dressing and undressing

Eating and drinking

SUPERVISOR CONFIRMATION OF PERSONAL SUPPORT ACTIVITIES (ASSESSMENT TASK 4)

Using aids and equipment – such as hoists, wheelchairs, walkers, lift chairs, motorised beds, crutches,

Toileting and/or use of continence aids.

For all clients:

Did the student correctly undertake each personal care support activity?

Did the student check and confirm each client’s individual care plan to work out their needs?

Did the student respond respectfully and appropriately to each client’s needs?

For example, did the student: consider their culture – was it acceptable for them to assist with bathing, toileting and dressing; how was the client’s hearing?; what was the client’s vision like?; was the client able to speak?; what was the client physically capable of doing?; did their client have dementia?

Did the student introduce themselves to each client upon arrival and talk to them about the personal care task they were going to do?

For example, did the student: greet clients warmly; tell them their name; tell them what they were there to do; ask how they like to do the task or if they needed something specific, etc?

Did the student make sure each client was comfortable with the process before they started?

For example, did the student: ask clients if they had a preferred order in which to do things; help the client pick out their clothes and lay them out in order before showering/bathing? Work in a way to avoid embarrassment, fear, disempowerment and/or humiliation of their clients. This may have included giving the client some privacy when requested, allowing them to wash certain parts of their body, encouraging them to do certain tasks, not showing disgust when assisting with toileting or bathing, and so on.

Did the student protect each client’s privacy and dignity during the tasks?

For example, did the student: knock before entering the client’s room; ask them if it was okay to come in; show respect when assisting with toileting; allow the client to wash parts of their body if they did not want the student to assist, etc.

SUPERVISOR CONFIRMATION OF PERSONAL SUPPORT ACTIVITIES (ASSESSMENT TASK 4)

Did the student assess the environment and the task to be performed for health and safety risks?

For example, risks might include: slips, trips and falls hazards, skin or bodily injury; oral safety; own personal safety; cleanliness of facilities being used; condition of items being used, etc.

Did the student talk to you about any risks they identified and what to do about them?

This may not be applicable if there were no risks in the area. However, you should confirm with the student that there are no risks (if this is the case). If there are risks and the student has not identified them, they must not proceed with the task until they are identified.

Did the student gather all equipment and aids needed to do the task? Did they make adjustments to equipment as necessary?

Equipment will vary depending on tasks. For example: non-slip mats, towels, face washers, soap, shampoo and conditioner ; razor, shaving cream, aftershave lotion;: floss, toothpaste, toothbrush, glass/tumbler, denture brush, soaking container, etc.

Did the student communicate appropriately with each client during the activity?

For example, did the student: use the name of the client when talking to them; explain what they were doing at each step; encourage the client’s participation to do tasks within their ability; observe body language, reactions and what is being said; ask if the client is okay or if they needed anything in particular; reassure them if they became agitated or concerned.

Did the student use correct manual handling techniques?

For example, when: helping clients out of bed; helping clients on and off of the toilet; helping clients in and out of the shower; bending down or leaning; doing repetitive movements ; using mechanical aids as required, etc.

Did the student talk to you about any issues with providing support and the impact that providing support can have on clients?

The student must talk to you about any issues encountered. If none were encountered, the student should still talk about how personal support activities can affect clients.

Did the student complete all required documentation correctly?

SUPERVISOR CONFIRMATION OF PERSONAL SUPPORT ACTIVITIES (ASSESSMENT TASK 4)

For example, did the student: note in each client’s care plan the type of care provided; note any observations made or issues encountered; sign and date all documents.

Did the student store documentation in line with workplace procedures?

For example, did the student: correctly save documents on electronic file system; file hard copy documents etc.

Please provide any further comments or observations you have made about the student’s performance in relation to the skills and activities required as above.

Supervisor’s signature:

Supervisor’s name: