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HLTWHS002 Follow Safety Procedures for Direct Client Work – Case Study Answers

CHCCCS011 Meet Personal Support Needs

HLTWHS002 Follow Safety Procedures for Direct Client Work

Looking for HLTWHS002 Assignment Answers? Get Case Study Answers on Follow Safe Work Practices for Direct Client Care Assessment & CHCCCS011 Meet Personal Support Needs? We Provide Nursing Assignment Help Services and Case Study Assignment Help from Professional Expert at the best price? Acquire HD Quality research work with 100% Plagiarism free content.

 

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Cluster 2 – Practical

Case study 1 – Mr. Jeffrey Green

Mr. Green is an 86 year old gentleman of Aboriginal Torres Strait Islander descent.  You are required to use correct communication techniques when addressing him. You and your buddy will be taking care of him today.  At handover you are reminded to fill in a behaviour chart at the end of your shift.  He suffers from moderate dementia and has a history of falls and wandering.  He has osteoporosis and has had a hip replacement and total knee replacement 10 years ago on his left knee   He suffers from short term memory loss.

When you enter his room he asks you where he is and why he is here.  He wants to know where his family are and says he has to go home to his country.  Five minutes later he asks you the same question.  Five minutes later, he asks you the same question again.

You are to follow the care plan, attend to his cares and take him to breakfast in a wheelchair.  You use a mechanical restraint in the wheelchair as he is a high falls risk.  Mr. Green becomes distressed when he is restrained in the wheelchair and grabs your hand and bends your fingers back.

Complete Mr. Green’s cares and complete all documentation required.

Tasks…

 

 

Documentation……..

 

Case study 3 – Mr. Henry Covino

Mr. Covino is a 79 year old gentleman in your care. He is Italian and refuses to follow any of the dietary requirements suggested by his doctor. You and your buddy will attend to his activities of daily living this shift.  He has a history of type 2 diabetes, constipation and hypertension which is controlled by medication.  He is an obese gentleman who becomes aggressive and verbally abusive if he is not the first person to have a shower every morning.  This morning you need to attend to another client first.

At handover you are informed Mr. Covino is booked for an abdominal ultrasound at 1115 and must be ready for transfer by ambulance at 1030.  A  Bristol Stool Chart is to be completed at the end of every shift.  You are required to take Mr. Covino’s blood glucose levels before breakfast.

Mr. Covino has a small bowel movement (black, hard pellets).   He has a red area on his sacrum the size of a 20c piece.

Mr. Covino behaves aggressively towards you and says he wants to make a complaint about the service.

Mr. Covino uses a stand up hoist and a wheelie walker for mobility, he needs assistance in the shower and to get dressed, especially to put on footwear and thrombo embolic deterrent (TED) stocking to Right leg.

Complete Mr. Covino’s cares and complete all documentation required.

Tasks…

 

Documentation……..


PART A – Practical Skills

 

Observation Task 1 WORK HEALTH AND SAFETY CHECKLISTWorking in groups of 3 or 4 locate the following Work Health and Safety items and demonstrate their location to the assessorDuring the demonstration of skills, did the student satisfactorily: Attempt 1 Attempt 2
Y N Y N
1.         Locate the Call Bell & Emergency Bell if available
2.         Locate Fire Extinguishers
3.         Locate Fire Reel / Hose
4.         Locate Fire Alarms
5.         Locate Emergency Exits
6.         Identify Evacuation Assembly Points
7.         Locate Emergency Policy & Procedure
8.         Locate the sharps containers
9.         Locate PPE – Gloves, aprons, goggles, masks.
10.      Locate a copy of the Facility’s Floor Plan
11.      Participate in simulated emergency evacuation
Based on the criteria demonstrated above, the student performance was: S U S U
Comments feedback (include date of observation):

 

Observation Task 2 Individual assessment of APPLYING HAND SANITISING GEL.GEL. During the demonstration of skills, did the student satisfactorily: Attempt 1 Attempt 2
Y N Y N
1.         Ensure long sleeves are rolled up above elbow
2.         Keep own finger nails short, clean, no nail polish or artificial nails
3.         Cover any wounds
4.         Apply alcohol-based gel  to  the  palm  of  the  hand  according  to manufacturer’s instruction
5.         Rub the gel over surfaces of both hands until gel dries.
Based on the criteria demonstrated above, the student performance was: S U S U
Comments feedback (include date of observation):

 

Observation Task 3 Individual assessment of HAND WASHING.WASHING. During the demonstration of skills, did the student satisfactorily: Attempt 1 Attempt 2
Y N Y N
1.         Remove all jewellery , except plain rings e.g. wedding band
2.         Ensure long sleeves are rolled up above elbow
3.         Keep  finger nails short, clean, no nail polish or artificial nails
4.         Cover any wounds
5.         Wet hands and wrists thoroughly under running water
6.         Dispense liquid antiseptic or soap cleanser.
7.         Wash hands for 15 seconds
8.         Interlace fingers and thoroughly washing areas between fingers (front and back aspects), palm, back of hand and nails
9.         Rinse hands thoroughly under running water
10.      Wash thumbs of both hands individually
11.      Turn off taps using elbow or paper towel
Based on the criteria demonstrated above, the student performance was: S U S U
Comments feedback (include date of observation):

 

Knowledge Questions 1 Attempt 1 Attempt 2
Did the student provide a satisfactory answer to the following questions: Y N Y N
1.          Provide 1 reason why it is important to wash your hands or use antiseptic gel after caring to one client and before providing any cares to the next client?
Student Response:

 

Observation Task 5 Working in pairs demonstrate MAKING AN UNOCCUPIED BED During the demonstration of skills, did the student satisfactorily: Attempt 1 Attempt 2
Y N Y N
1.         Wash hands
2.         Communicate activities as they are to be done with colleague
3.         Prepare equipment – Adjust bed height. Gather clean linen – 2 sheets, blanket, quilt, 2 pillow cases and linen skip
4.         Remove linen piece by piece and checks for client’s belongings – 1/3 fold down technique – and immediately place in appropriate skips.
5.          Tuck bottom sheet in at the top of the mattress first – full mitre fold at each corner of mattress – keep sheet tight (wrinkle free)Tuck top sheet, blanket and quilt at the same time at the foot of the bed allowing space for free movement of the client’s feet.
6.         Leave area clean, dry, and tidy. Wash hands
Based on the criteria demonstrated above, the student performance was: S U S U
Comments feedback (include date of observation):

 

Observation Task 6 Working in pairs demonstrate MAKING AN OCCUPIED BED During the demonstration of skills, did the student satisfactorily: Attempt 1 Attempt 2
Y N Y N
1.         Wash hands
2.         Check the care plan and assesses special needs. Check bed change frequency/schedule.
3.          Explain procedure to client and gains consent. Explain steps of procedure to colleague and client
4.          Prepare equipment – two sheets, 2 pillow cases, blanket +/- quilt.
5.         Adjust bed height and checks bed brakes are engaged.
6.         Maintain privacy and warmth with blanket.
7.          Participate in the activity of rolling client onto the their side maintaining correct body posture and client safety Push the linen toward centre of bed while peer supports the client. Place bottom sheet and tuck in one side, ensuring no creases and mitred corners.
8.         Roll client onto their other side, swapping roles with peer
9.         Remove the bottom sheet to the linen skip , continue making the bed by tucking in bottom sheet.
10.      Top linen is  placed on the client in order of sheet blanket and quilt cover and tucked in with mitred corners, ensuring no excessive pressure over feet
11.      Leave area clean, dry and tidy. Wash hands
Based on the criteria demonstrated above, the student performance was: S U S U
Comments feedback (include date of observation):

 

Observation Task 7 Use of transfer aids – Working in pairs demonstrate TRANSFERRING A CLIENT USING  SLIDE SHEETS During the demonstration of skills, did the student satisfactorily: Attempt 1 Attempt 2
Y N Y N
1.         Check care plan
2.         Wash hands
3.         Explain the task to the client, gaining consent,
4.          Adjust bed height. Check bed brakes are locked.
5.         Communicate correctly the order of activities
6.          Position self in a stable position for the task demonstrating correct body mechanics such as bending at hips, position of feet  shoulder  width apart,
7.          Position 1- 2 slide sheets under the client by rolling the client.
8.          Positions the grasp (using hand roll) at the position of the client’s hip and shoulder holding the top slide sheet (or layer) only.  Maintain normal alignment of wrist and forearm –Slide client towards themselves.(At the same time, peer places the palm of their hand on the client’s hip and shoulder and gentle pushes the client towards student).  Coordination of the activities –  one carer counting 1,2,3 or similar
9.         Demonstrate moving the client up the bed – ask client to participate by putting feet flat on the bed and pushing upwards on the count of three. This helps maintain client independence as well as assisting with move.
10.      Demonstrate turning the client on to their side
11.      Demonstrate safe removal of the slide sheet
12.       Check client’s comfort e.g. uses pillow appropriately. Demonstrate or comments that they would leave call bell, water and personal items within reach.
13.      Wash hands on completion
Based on the criteria demonstrated above, the student performance was: S U S U
Comments feedback (include date of observation):

 

Observation Task 8 Working in pairs demonstrates: GIVES THE CLIENT A BEDBATH/SPONGE including perineal  care and REPLACESCONTINENCEAID (tab pad)During the demonstration of skills, did the student satisfactorily: Attempt 1 Attempt 2
Y N Y N
1.         Check care plan and assess special needs e.g. culture, communication, wound dressings/bandages, need for assistance or to encourage independence
2.          Explain procedure to client gaining consent. Reassure client throughout the procedure, maintaining privacy and dignity throughout the procedure.
3.         Discuss any cultural requirements (e.g.  choice of clothes.)
4.          Discuss tasks with colleague as they occur
5.         Wash hands and put on gloves
6.          Collect and prepare equipment and resources:(e.g. client’s toiletries, bed linen, towels, cleaning lotion and linen skips)Raise bed. Check bed brakes are locked
7.          Assist client into comfortable position; observing safety. Remove unnecessary pillows.
8.         Identify bathing and clothing preferences (e.g. soap on face)
9.         Demonstrate flexibility within safe, acceptable parameters
10.      Wear disposable gloves when likely to come in contact with bodily fluids and discard them after procedure
11.       Wash and dry client in the following order: Eyes first, tear duct to outer edge of eye, different section of washer for each eye; then face; chest, under breasts, abdomen, arms, legs, feet, upper inner thigh, groin and pubic area (labia majora/minora), or penile/scrotal areas. Discard cloth
12.      Roll client onto side (lateral) – using a clean cloth  wash then dry shoulder, back, buttocks.
13.      Check for pressure injuries of all susceptible areas
14.      Apply continence aid (Tab pad)
15.      Dress client according to their preference
16.       Provide a mouth toilet Use lightly moistened mouth swabs-               clean external lips-               inside of lips – upper and lower

–               gums top and bottom/outer and inner aspects

–               hard palate and tongue (avoid stimulating the gag reflex)

Discard mouth swabs in the bin

17.       Use appropriate linen skips  to discard  clothing and linen
18.       Leave area in a clean and tidy and lower bed to appropriate, safe height
Based on the criteria demonstrated above, the student performance was: S U S U
Comments feedback (include date of observation):

 

Knowledge Questions Attempt 1 Attempt 2
Did the student provide a satisfactory answer to the following questions: Y N Y N
1.          What PPE would you use when disposing of soiled linen
Student Response:
2.          Describe what  a stage 1 pressure injury would look like
Student Response:
3.          Describe 2 strategies that could be implemented to reduce or minimise the risk of getting a pressure injury
Student Response:

 

Observation Task 9 Assess students working in pairs ASSISTING A CLIENT WITH THE USE OF CONTINENCE AIDS AND URINAL During the demonstration of skills, did the student satisfactorily: Attempt 1 Attempt 2
Y N Y N
1.         Explain the task to the client, gains consent. Encourage client to assist to promote independence.
2.         Maintain privacy and safety e.g. check  brakes are on
3.         Communicate scheduling of activities with colleague
4.          Wash hands.  Apply gloves
5.         Gather required continence aid (Urinal) and cover
6.          Assist a male client to put the urinal in place
7.          Check client’s comfort leaving call bell, water and personal items within reach
ASSISTING CLIENT WITH TOILETING        
1.         Check care plan
2.         Assist mobilising to toilet
3.         Assist client with clothing and sit on toilet
4.         Leave client if safe to do so to ensure privacy
5.         Check client and apply gloves if necessary to assist with wiping.
6.         Ensure client has wiped and assist to stand and adjust clothes, assist client to wash hands
Based on the criteria demonstrated above, the student performance was: S U S U
Comments feedback (include date of observation):

 

Observation Task 10 Use of  transfer aids – Working in pairs demonstrate TRANSFERRING A CLIENT USING A STANDING HOIST During the demonstration of skills, did the student satisfactorily: Attempt 1 Attempt 2
Y N Y N
1.         Check care plan
2.         Explain the task to the client, gaining consent, and promoting client’s independence through the move.
3.         Communicate correct order of activities with colleague
4.          Check weight and height limits of hoist and sling Check the hoist and sling are in good working order before use. (e.g. tests the up/ down action of the hoist, no frayed edges on sling) Check the battery is charged
5.         Adjust bed height. Check bed brakes are locked
6.          Plan the transfer. Modify the environment as needed.
7.          Sit client up on the side of the bed / chair.
8.         Apply the sling correctly above waist with arms outside the sling. Check attachment for sling is correct for client’s height
9.         Place client’s feet in full contact with the footplate
10.      Attach sling to the hoist safely
11.      Ensure client has their hands on horizontal bar of hoist, avoiding pressure on the client’s knees as they stand.
12.      Move the hoist a short distance to a chair, bed, toilet
13.      Gently and slowly lower the client to sitting position, encourage client to use own muscles to participate in the procedure and maintain muscle strength.
14.      Detach the sling from the hoist and then gently removes the sling from the client.
15.      Return all equipment to the appropriate area after use. Put hoist battery on charge.
16.      Report to the supervisor any adverse effects of the transfer.
17.      Check care plan
18.  Explain the task to the client, gaining consent, and promoting client’s independence throught the move.
19.  Communicate correct order of activities with colleague
Based on the criteria demonstrated above, the student performance was: S U S U
Comments feedback (include date of observation):

 

Observation Task 11 Using transfer aids: Working in pairs TRANSFER A CLIENT FROM A BED TO A CHAIR USING A FULL SLING HOIST/CEILING HOISTDuring the demonstration of skills, did the student satisfactorily: Attempt 1 Attempt 2
Y N Y N
1.         Wash hands
2.         Check care plan ensuring that this activity is a care support strategy scheduled for this client
3.          Explain the task to the client, gaining consent, Encourage client participation/assisting if possible
4.          Communicate correct order of activities with colleague
5.         Check weight and height limits of hoist sling and compatibility with client weight -Check the battery is charged
6.          Adjust bed height, checking bed brakes are locked
7.          Plan the transfer, modifying the environment if necessary.
8.          Position the sling under the client using rolling technique. Maintain good body mechanics during procedure
9.         Attach sling to the hoist safely, checking position/balance of client in the sling
10.       Unlock hoist brakes when lifting client from bed. Recheck the attachments as tension increases and client is raised.
11.      Transfer the client as planned, minimising swing, protecting feet and legs, head and face in particular. (One student moves the hoist and the assistant guides and reassures the client)
12.      Detach the sling and remove the hoist and  the sling from bedside to safe location
13.      Return all equipment to the appropriate area after use. Put hoist battery onto charge.
14.      Report to the supervisor any adverse effects of the transfer
Based on the criteria demonstrated above, the student performance was: S U S U
Comments feedback (include date of observation):

 

Observation Task 12 – FALLS RECOVERY Using transfer aids: Working in pairs TRANSFER A CLIENT FROM THE FLOOR TO A CHAIR USING A FULL SLING HOIST During the demonstration of skills, did the student satisfactorily: Attempt 1 Attempt 2
Y N Y N
1.          Perform immediate first aid
2.          Call for Supervisor/RN to check client for injury
3.          Follow directions from supervisor/RN
4.          Explain the task to the client, gaining consent, providing reassurance Encourage client participation/assisting if possible
5.          Communicate correct order of activities with colleague
6.          Check weight and height limits of hoist sling and compatibility with client weight -Check the battery is charged
7.          Plan the transfer, modifying the environment if necessary.
8.          Position the sling under the client using rolling technique. Maintain good body mechanics during procedure
9.          Attach sling to the hoist safely, checking position/balance of client in the sling. Ensure  hoist brakes are unlocked when lifting client from floor
10.       Recheck the attachments as tension increases and client is raised.
11.       Transfer the client as planned, minimising swing, protecting feet and legs, head and face in particular. (One student moves the hoist and the assistant guides and reassures the client)
12.       Detach the sling and remove the hoist and  the sling from chair to safe location
13.       Ensure client is left safely in chair or bed
14.       Return all equipment to the appropriate area after use. Put hoist battery onto charge.
15.       Report to the supervisor any adverse effects of the transfer
Based on the criteria demonstrated above, the student performance was: S U S U
Comments feedback (include date of observation):

 

Knowledge Questions Attempt 1 Attempt 2
Did the student provide a satisfactory answer to the following questions: Y N Y N
1.          Explain two reasons why transfer aids are used to transfer clients from beds to chairs?
Student Response:

 

Observation Task 13Working in pairs SHOWER AND GROOM A CLIENT INCLUDING SHAVINGDuring the demonstration of skills, did the student satisfactorily: Attempt 1 Attempt 2
Y N Y N
1.          Check care plan and special requirements (e.g. level of independence, if client can be left unattended, cultural needs)
2.          Explain procedure to client, gaining consent
3.          Wash hands and apply appropriate PPE.
4.          Prepare equipment and bathroom/shower including –skip, continence bin, towels washers, fresh clothing toiletries(Put continence aid into plastic bag and then bin).
5.          Prompt client to use safety aids (e.g. grab rails, shower chair, non-slip floor mat, hand-held shower rose) and to participate as much as possible throughout procedure.
6.          Ensure client’s privacy, dignity, safety and comfort throughout procedure, encourage client to do as many tasks as they can to promote independence
7.          Assist client with disrobing and redressing
8.          Sit client down for shower and use correct transfer procedures
9.          Adjust temperature of water to client’s preference, turning cold water on first then hot water.
10.       Apply principles of clean to dirty:– eyes first, tear duct to outer edge of eye, different section of washer for each eye; then face. Each arm–hand to axilla, using long gentle upward strokes and rinse well. (firm strokes used if skin not fragile to assist circulation in arms and legs)Chest; skin folds–under breasts, abdominal folds. Legs (ankle to knee to thigh then feet).Knees separated, if possible, for groin and upper inner thigh, pubic area (labia majora/minora), or penile/scrotal areas.Clean section of washer for each stroke – clean to dirty i.e. female urethra toward anal area. Rinse well. Discard washer.

Shoulder, back, buttocks and upper thighs; perineum last – Discard washer.

1.          Rinse and pat-dry skin thoroughly, including skin folds e.g. between toes, under breasts, between buttocks Put towel around shoulder while drying other parts of body.
2.          Comply with orders/needs for applications of creams e.g. moisturizer to arms, legs, back.
3.          Clean teeth/ dentures – ask client to remove dentures or assist with this by breaking the seal on outside of dentures. NEVER put your fingers inside a client’s mouth. Put dentures in bowl and take to basin, place a cloth inside basin to prevent dentures breaking if dropped. Clean with paste (whatever the client uses) and brush, rinse. While dentures are out assist the client to rinse mouth. If client has own teeth, take to the basin or bring a bowl to client in bed. Place SMALL amount of toothpast on brush and assist to clean if necessary. Encourage to rinse and spit.Wipe mouth and dispose of utensils.
4.          Assist client to brush their hair
5.          Simulate shaving the male client using a disposable razor,  disposing of the razor into the sharps container on completion
6.          Leave area clean and tidy, ensuring client is comfortable
Based on the criteria demonstrated above, the student performance was: S U S U
Comments feedback (include date of observation):

 

Knowledge Questions Attempt 1 Attempt 2
Did the student provide a satisfactory answer to the following questions: Y N Y N
1.          Provide two reasons why it is important to assist the client to maintain their independence
Student Response:
2.          Provide two reasons why it is important to maintain correct manual handling techniques and body posture when showering a client
Student Response:
3.          Your client wants to stand up in the wet shower area. Describe two strategies you could implement to reduce/minimise the risk of falls.
Student Response:
4.          Provide 2 reasons why it is important to allow your client to choose their own clothing.
Student Response:

 

Observation Task 14 Working in pairs DEMONSTRATE PROVIDING NUTRITION ANDHYDRATION TO ACLIENT During the demonstration of skills, did the student satisfactorily: Attempt 1 Attempt 2
Y N Y N
1.          Explain procedure to the client and gains consent Explain food and fluid to the client when necessary
2.          Check and follow the care plan and the client’s level of ability to assist (e.g. range of movement, nutritional aids used, food and fluid consistency required, cultural preferences)Ensure correct position for eating and drinking
3.          Wash hands
4.          Position themselves sitting next to the client
5.          Support use of  assistive aids as outlined in care plan (eg: by placing their hand over the client’s hand)Encourage client to participate to maintain dignity and independence
6.          Assist with eating and drinking at client’s pace, checking  mouth for pooling or for swallowing difficulty
7.          Discard left-over food and utensils appropriately.
Based on the criteria demonstrated above, the student performance was: S U S U
Comments feedback (include date of observation):

 

Knowledge Questions Attempt 1 Attempt 2
Did the student provide a satisfactory answer to the following questions: Y N Y N
1.          Provide two reasons why it is important to record changes in residents condition in progress notes
Student Response:
2.          Describe appropriate actions to ensure client safety if they started coughing or gagging when you were assisting them with their meal?
Student Response:
3.          Name the allied health person responsible for assessing the client’s swallowing ability and allocating the fluid and diet consistency for each client.
Student Response:
4.          List 6 variations of food and fluid consistencies available to assist the older person with swallowing difficulties.
Student Response:

 

Observation Task 15 Working in pairs demonstrate ability to use WHEEL CHAIRS During the demonstration of skills, did the student satisfactorily: Attempt 1 Attempt 2
Y N Y N
1.          Open out the wheel chair
2.          Place the foot plates  in both positions and remove/replace them
3.          Remove and replace the handles of the chair
4.          Safely push client in the wheel chair, avoiding walls and furniture, communicating appropriately to client throughout.Ensure the environment was safe
5.          Fold the wheel chair up on completion
Based on the criteria demonstrated above, the student performance was: S U S U
Comments feedback (include date of observation):

 

Observation Task 16 Role play – ASSIST A CLIENT TO GET IN AND OUT OF A CARDuring the demonstration of skills, did the student satisfactorily: Attempt 1 Attempt 2
Y N Y N
1.          Communicate with client explaining task and gaining consent Encourage client to assist as much as possible, maintaining independence
2.          Ensure safety of client
3.          Use correct body techniques
4.          Manage WHS issues as required
Based on the criteria demonstrated above, the student performance was: S U S U
Comments feedback (include date of observation):

 

Observation Task 17 EMPTIED A NIGHT CATHETER BAG AND CHANGE TO LEG BAG.During the demonstration of skills, did the student satisfactorily: Attempt 1 Attempt 2
Y N Y N
1.          Communicate with client explaining task and gaining consent
2.          Gather resources measuring jug, towel
3.          Manage WHS issues
4.          Empty contents of catheter bag into a jug
5.          Simulate placing the jug into the hopper (Pan cleaning machine)
6.          Record the output in notebook
7.          Changes to day bag, ensuring correct infection control measures
8.          Leave area clean and tidy
Based on the criteria demonstrated above, the student performance was: S U S U
Comments feedback (include date of observation):

 

PART B – Case studies

 

Instructions to students

You will be allocated two (2) case studies, along with their Individual Manual Handling care plans. You must listen to the Handover for your client, take notes and care for your client. You will be given 30 minutes to care for each client, then you must complete all documentation required for that client.

Case Studies

CLIENT 1-
Tasks required(student to complete task list for case study)
1.         Determine personal support requirements. This could include review existing plans and equipment, considering cultural, physical and sensory needs of the person, and identifying risks associated with service delivery.
2.         Maximise client participation. This could include discussing a person’s own preferences, evaluating a person’s level of participation, and providing a person with information to assist them in making more informed choices.
3.         Complete reporting and documentation. This could include reporting to a relevant supervisor, and maintaining and storing documents according to organisational policy and protocols.
Documentation required(student to identity as per case study given)
Student completed all required documentation for client.
Comments

 

CLIENT 2
Tasks required(student to complete task list for case study)
1.         Determine personal support requirements. This could include review existing plans and equipment, considering cultural, physical and sensory needs of the person, and identifying risks associated with service delivery.
2.         Maximise client participation. This could include discussing a person’s own preferences, evaluating a person’s level of participation, and providing a person with information to assist them in making more informed choices.
3.         Complete reporting and documentation. This could include reporting to a relevant supervisor, and maintaining and storing documents according to organisational policy and protocols.
Documentation required(student to identity as per case study given)
Student completed all required documentation for client.
Comments

 

 

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