{"id":6939,"date":"2021-02-26T21:41:18","date_gmt":"2021-02-26T10:41:18","guid":{"rendered":"https:\/\/casestudyhelp.com\/sample-questions\/?p=6939"},"modified":"2021-02-26T22:56:24","modified_gmt":"2021-02-26T11:56:24","slug":"hltwhs002-follow-safety-procedures-for-direct-client-work-case-study-answers","status":"publish","type":"post","link":"https:\/\/casestudyhelp.com\/sample-questions\/hltwhs002-follow-safety-procedures-for-direct-client-work-case-study-answers\/","title":{"rendered":"HLTWHS002 Follow Safety Procedures for Direct Client Work \u2013 Case Study Answers"},"content":{"rendered":"

CHCCCS011 Meet Personal Support Needs<\/strong><\/h2>\n

HLTWHS002 Follow Safety Procedures for Direct Client Work<\/strong><\/h2>\n
\n

Looking for HLTWHS002 Assignment Answers<\/strong><\/a>? 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<\/strong><\/a> and Case Study Assignment Help<\/strong><\/a> from Professional Expert at the best price? Acquire HD Quality research work with 100% Plagiarism free content.<\/p>\n<\/blockquote>\n

 <\/p>\n

\"Order<\/a><\/p>\n

Cluster 2 \u2013 Practical
\n<\/strong><\/h2>\n

Case study 1 – Mr. Jeffrey Green<\/h3>\n

Mr. Green is an 86 year old gentleman of Aboriginal Torres Strait Islander descent.\u00a0 You are required to use correct communication techniques when addressing him. You and your buddy will be taking care of him today.\u00a0 At handover you are reminded to fill in a behaviour chart at the end of your shift.\u00a0 He suffers from moderate dementia and has a history of falls and wandering.\u00a0 He has osteoporosis and has had a hip replacement and total knee replacement 10 years ago on his left knee\u00a0\u00a0 He suffers from short term memory loss.<\/p>\n

When you enter his room he asks you where he is and why he is here.\u00a0 He wants to know where his family are and says he has to go home to his country.\u00a0 Five minutes later he asks you the same question.\u00a0 Five minutes later, he asks you the same question again.<\/p>\n

You are to follow the care plan, attend to his cares and take him to breakfast in a wheelchair.\u00a0 You use a mechanical restraint in the wheelchair as he is a high falls risk.\u00a0 Mr. Green becomes distressed when he is restrained in the wheelchair and grabs your hand and bends your fingers back.<\/p>\n

Complete Mr. Green\u2019s cares and complete all documentation required.<\/p>\n

Tasks…<\/strong>\u2026<\/b><\/p>\n

 <\/p>\n

 <\/p>\n

Documentation…\u2026..<\/b><\/p>\n

 <\/p>\n

Case study 3 – Mr.\u00a0Henry Covino<\/h3>\n

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.\u00a0 He has a history of type 2 diabetes, constipation and hypertension which is controlled by medication.\u00a0 He is an obese gentleman who becomes aggressive and verbally abusive if he is not the first person to have a shower every morning.\u00a0 This morning you need to attend to another client first.<\/p>\n

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.\u00a0 A\u00a0 Bristol Stool Chart is to be completed at the end of every shift.\u00a0 You are required to take Mr. Covino\u2019s blood glucose levels before breakfast.<\/p>\n

Mr. Covino has a small bowel movement (black, hard pellets).\u00a0\u00a0 He has a red area on his sacrum the size of a 20c piece.<\/p>\n

Mr. Covino behaves aggressively towards you and says he wants to make a complaint about the service.<\/p>\n

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.<\/p>\n

Complete Mr. Covino\u2019s cares and complete all documentation required.<\/p>\n

Tasks…<\/strong>\u2026<\/b><\/p>\n

 <\/p>\n

Documentation…\u2026..<\/b><\/p>\n


\n<\/strong><\/p>\n

PART A \u2013 Practical Skills<\/span><\/strong><\/p>\n

 <\/p>\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
Observation Task 1 <\/strong>WORK HEALTH AND SAFETY CHECKLIST<\/strong>Working 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:<\/strong><\/td>\nAttempt 1<\/strong><\/td>\nAttempt 2<\/strong><\/td>\n<\/tr>\n
Y<\/strong><\/td>\nN<\/strong><\/td>\nY<\/strong><\/td>\nN<\/strong><\/td>\n<\/tr>\n
1.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Locate the Call Bell & Emergency Bell if available<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
2.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Locate Fire Extinguishers<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
3.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Locate Fire Reel \/ Hose<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
4.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Locate Fire Alarms<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
5.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Locate Emergency Exits<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
6.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Identify Evacuation Assembly Points<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
7.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Locate Emergency Policy & Procedure<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
8.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Locate the sharps containers<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
9.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Locate PPE \u2013 Gloves, aprons, goggles, masks.<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
10.\u00a0\u00a0\u00a0\u00a0\u00a0 Locate a copy of the Facility\u2019s Floor Plan<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
11.\u00a0\u00a0\u00a0\u00a0\u00a0 Participate in simulated emergency evacuation<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
Based on the criteria demonstrated above, the student performance was: <\/strong><\/td>\nS<\/strong><\/td>\nU<\/strong><\/td>\nS<\/strong><\/td>\nU<\/strong><\/td>\n<\/tr>\n
\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
Comments feedback (include date of observation):<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

 <\/p>\n\n\n\n\n\n\n\n\n\n\n\n\n
Observation Task 2\u00a0<\/strong>Individual assessment of APPLYING HAND SANITISING GEL.<\/strong>GEL. During\u00a0the demonstration of skills, did the student satisfactorily:<\/b><\/td>\nAttempt 1<\/strong><\/td>\nAttempt 2<\/strong><\/td>\n<\/tr>\n
Y<\/strong><\/td>\nN<\/strong><\/td>\nY<\/strong><\/td>\nN<\/strong><\/td>\n<\/tr>\n
1.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Ensure long sleeves are rolled up above elbow<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
2.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Keep own finger nails short, clean, no nail polish or artificial nails<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
3.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Cover any wounds<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
4.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Apply alcohol-based gel\u00a0 to\u00a0 the\u00a0 palm\u00a0 of\u00a0 the\u00a0 hand\u00a0 according\u00a0 to manufacturer\u2019s instruction<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
5.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Rub the gel over surfaces of both hands until gel dries.<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
Based on the criteria demonstrated above, the student performance was: <\/strong><\/td>\nS<\/strong><\/td>\nU<\/strong><\/td>\nS<\/strong><\/td>\nU<\/strong><\/td>\n<\/tr>\n
\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
Comments feedback (include date of observation):<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

 <\/p>\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
Observation Task 3\u00a0<\/strong>Individual assessment of HAND WASHING.<\/strong>WASHING. During\u00a0the demonstration of skills, did the student satisfactorily:<\/b><\/td>\nAttempt 1<\/strong><\/td>\nAttempt 2<\/strong><\/td>\n<\/tr>\n
Y<\/strong><\/td>\nN<\/strong><\/td>\nY<\/strong><\/td>\nN<\/strong><\/td>\n<\/tr>\n
1.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Remove all jewellery , except plain rings e.g. wedding band<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
2.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Ensure long sleeves are rolled up above elbow<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
3.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Keep\u00a0 finger nails short, clean, no nail polish or artificial nails<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
4.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Cover any wounds<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
5.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Wet hands and wrists thoroughly under running water<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
6.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Dispense liquid antiseptic or soap cleanser.<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
7.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Wash hands for 15 seconds<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
8.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Interlace fingers and thoroughly washing areas between fingers (front and back aspects), palm, back of hand and nails<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
9.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Rinse hands thoroughly under running water<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
10.\u00a0\u00a0\u00a0\u00a0\u00a0 Wash thumbs of both hands individually<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
11.\u00a0\u00a0\u00a0\u00a0\u00a0 Turn off taps using elbow or paper towel<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
Based on the criteria demonstrated above, the student performance was: <\/strong><\/td>\nS<\/strong><\/td>\nU<\/strong><\/td>\nS<\/strong><\/td>\nU<\/strong><\/td>\n<\/tr>\n
\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
Comments feedback (include date of observation):<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

 <\/p>\n\n\n\n\n\n\n
Knowledge Questions 1<\/strong><\/td>\nAttempt 1<\/strong><\/td>\nAttempt 2<\/strong><\/td>\n<\/tr>\n
Did the student provide a satisfactory answer to the following questions:<\/td>\nY<\/strong><\/td>\nN<\/strong><\/td>\nY<\/strong><\/td>\nN<\/strong><\/td>\n<\/tr>\n
1.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 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?<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
Student Response:<\/td>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

 <\/p>\n\n\n\n\n\n\n\n\n\n\n\n\n\n
Observation Task 5\u00a0<\/strong>Working in pairs demonstrate MAKING AN UNOCCUPIED BED\u00a0<\/strong>During the demonstration of skills, did the student satisfactorily:<\/strong><\/td>\nAttempt 1<\/strong><\/td>\nAttempt 2<\/strong><\/td>\n<\/tr>\n
Y<\/strong><\/td>\nN<\/strong><\/td>\nY<\/strong><\/td>\nN<\/strong><\/td>\n<\/tr>\n
1.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Wash hands<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
2.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Communicate activities as they are to be done with colleague<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
3.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Prepare equipment – Adjust bed height. Gather clean linen \u2013 2 sheets, blanket, quilt, 2 pillow cases and linen skip<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
4.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Remove linen piece by piece and checks for client\u2019s belongings \u2013 1\/3 fold down technique \u2013 and immediately place in appropriate skips.<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
5.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Tuck bottom sheet in at the top of the mattress first \u2013 full mitre fold at each corner of mattress \u2013 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\u2019s feet.<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
6.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Leave area clean, dry, and tidy. Wash hands<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
Based on the criteria demonstrated above, the student performance was: <\/strong><\/td>\nS<\/strong><\/td>\nU<\/strong><\/td>\nS<\/strong><\/td>\nU<\/strong><\/td>\n<\/tr>\n
\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
Comments feedback (include date of observation):<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

 <\/p>\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
Observation Task 6\u00a0<\/strong>Working in pairs demonstrate MAKING AN OCCUPIED BED\u00a0<\/strong>During the demonstration of skills, did the student satisfactorily:<\/strong><\/td>\nAttempt 1<\/strong><\/td>\nAttempt 2<\/strong><\/td>\n<\/tr>\n
Y<\/strong><\/td>\nN<\/strong><\/td>\nY<\/strong><\/td>\nN<\/strong><\/td>\n<\/tr>\n
1.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Wash hands<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
2.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Check the care plan and assesses special needs. Check bed change frequency\/schedule.<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
3.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Explain procedure to client and gains consent. Explain steps of procedure to colleague and client<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
4.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Prepare equipment \u2013 two sheets, 2 pillow cases, blanket +\/- quilt.<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
5.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Adjust bed height and checks bed brakes are engaged.<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
6.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Maintain privacy and warmth with blanket.<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
7.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 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.<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
8.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Roll client onto their other side, swapping roles with peer<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
9.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Remove the bottom sheet to the linen skip , continue making the bed by tucking in bottom sheet.<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
10.\u00a0\u00a0\u00a0\u00a0\u00a0 Top linen is\u00a0 placed on the client in order of sheet blanket and quilt cover and tucked in with mitred corners, ensuring no excessive pressure over feet<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
11.\u00a0\u00a0\u00a0\u00a0\u00a0 Leave area clean, dry and tidy. Wash hands<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
Based on the criteria demonstrated above, the student performance was: <\/strong><\/td>\nS<\/strong><\/td>\nU<\/strong><\/td>\nS<\/strong><\/td>\nU<\/strong><\/td>\n<\/tr>\n
\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
Comments feedback (include date of observation):<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

 <\/p>\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
Observation Task 7\u00a0<\/strong>Use of transfer aids – Working in pairs demonstrate TRANSFERRING A CLIENT USING\u00a0 SLIDE SHEETS <\/strong>During the demonstration of skills, did the student satisfactorily:<\/strong><\/td>\nAttempt 1<\/strong><\/td>\nAttempt 2<\/strong><\/td>\n<\/tr>\n
Y<\/strong><\/td>\nN<\/strong><\/td>\nY<\/strong><\/td>\nN<\/strong><\/td>\n<\/tr>\n
1.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Check care plan<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
2.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Wash hands<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
3.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Explain the task to the client, gaining consent,<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
4.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Adjust bed height. Check bed brakes are locked.<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
5.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Communicate correctly the order of activities<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
6.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Position self in a stable position for the task demonstrating correct body mechanics such as bending at hips, position of feet\u00a0 shoulder\u00a0 width apart,<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
7.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Position 1- 2 slide sheets under the client by rolling the client.<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
8.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Positions the grasp (using hand roll) at the position of the client\u2019s hip and shoulder holding the top slide sheet (or layer) only.\u00a0 Maintain normal alignment of wrist and forearm \u2013Slide client towards themselves.(At the same time, peer places the palm of their hand on the client\u2019s hip and shoulder and gentle pushes the client towards student).\u00a0 Coordination of the activities –\u00a0 one carer counting 1,2,3 or similar<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
9.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Demonstrate moving the client up the bed \u2013 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.<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
10.\u00a0\u00a0\u00a0\u00a0\u00a0 Demonstrate turning the client on to their side<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
11.\u00a0\u00a0\u00a0\u00a0\u00a0 Demonstrate safe removal of the slide sheet<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
12.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Check client\u2019s comfort e.g. uses pillow appropriately. Demonstrate or comments that they would leave call bell, water and personal items within reach.<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
13.\u00a0\u00a0\u00a0\u00a0\u00a0 Wash hands on completion<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n\n\n\n
Based on the criteria demonstrated above, the student performance was: <\/strong><\/td>\nS<\/strong><\/td>\nU<\/strong><\/td>\nS<\/strong><\/td>\nU<\/strong><\/td>\n<\/tr>\n
\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
Comments feedback (include date of observation):<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

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Observation Task 8\u00a0<\/strong>Working in pairs demonstrates: GIVES THE CLIENT A BEDBATH\/SPONGE<\/strong> including perineal\u00a0 care and REPLACESCONTINENCEAID<\/strong> (tab pad)During the demonstration of skills, did the student satisfactorily:<\/strong><\/td>\nAttempt 1<\/strong><\/td>\nAttempt 2<\/strong><\/td>\n<\/tr>\n
Y<\/strong><\/td>\nN<\/strong><\/td>\nY<\/strong><\/td>\nN<\/strong><\/td>\n<\/tr>\n
1.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Check care plan and assess special needs e.g. culture, communication, wound dressings\/bandages, need for assistance or to encourage independence<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
2.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Explain procedure to client gaining consent. Reassure client throughout the procedure, maintaining privacy and dignity throughout the procedure.<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
3.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Discuss any cultural requirements (e.g.\u00a0 choice of clothes.)<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
4.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Discuss tasks with colleague as they occur<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
5.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Wash hands and put on gloves<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
6.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Collect and prepare equipment and resources:(e.g. client\u2019s toiletries, bed linen, towels, cleaning lotion and linen skips)Raise bed. Check bed brakes are locked<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
7.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Assist client into comfortable position; observing safety. Remove unnecessary pillows.<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
8.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Identify bathing and clothing preferences (e.g. soap on face)<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
9.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Demonstrate flexibility within safe, acceptable parameters<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
10.\u00a0\u00a0\u00a0\u00a0\u00a0 Wear disposable gloves when likely to come in contact with bodily fluids and discard them after procedure<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
11.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 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<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
12.\u00a0\u00a0\u00a0\u00a0\u00a0 Roll client onto side (lateral) \u2013 using a clean cloth\u00a0 wash then dry shoulder, back, buttocks.<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
13.\u00a0\u00a0\u00a0\u00a0\u00a0 Check for pressure injuries of all susceptible areas<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
14.\u00a0\u00a0\u00a0\u00a0\u00a0 Apply continence aid (Tab pad)<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
15.\u00a0\u00a0\u00a0\u00a0\u00a0 Dress client according to their preference<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
16.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Provide a mouth toilet Use lightly moistened mouth swabs-\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 clean external lips-\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 inside of lips \u2013 upper and lower<\/p>\n

–\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 gums top and bottom\/outer and inner aspects<\/p>\n

–\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 hard palate and tongue (avoid stimulating the gag reflex)<\/p>\n

Discard mouth swabs in the bin<\/td>\n

\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
17.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Use appropriate linen skips\u00a0 to discard\u00a0 clothing and linen<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
18.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Leave area in a clean and tidy and lower bed to appropriate, safe height<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
Based on the criteria demonstrated above, the student performance was: <\/strong><\/td>\nS<\/strong><\/td>\nU<\/strong><\/td>\nS<\/strong><\/td>\nU<\/strong><\/td>\n<\/tr>\n
\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
Comments feedback (include date of observation):<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

 <\/p>\n\n\n\n\n\n\n\n\n\n\n
Knowledge Questions<\/strong><\/td>\nAttempt 1<\/strong><\/td>\nAttempt 2<\/strong><\/td>\n<\/tr>\n
Did the student provide a satisfactory answer to the following questions:<\/td>\nY<\/strong><\/td>\nN<\/strong><\/td>\nY<\/strong><\/td>\nN<\/strong><\/td>\n<\/tr>\n
1.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 What PPE would you use when disposing of soiled linen<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
Student Response:<\/td>\n<\/td>\n<\/tr>\n
2.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Describe what\u00a0 a stage 1 pressure injury would look like<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
Student Response:<\/td>\n<\/td>\n<\/tr>\n
3.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Describe 2 strategies that could be implemented to reduce or minimise the risk of getting a pressure injury<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
Student Response:<\/td>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

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Observation Task 9\u00a0<\/strong>Assess students working in pairs ASSISTING A CLIENT WITH THE USE OF CONTINENCE AIDS AND URINAL\u00a0<\/strong>During the demonstration of skills, did the student satisfactorily:<\/strong><\/td>\nAttempt 1<\/strong><\/td>\nAttempt 2<\/strong><\/td>\n<\/tr>\n
Y<\/strong><\/td>\nN<\/strong><\/td>\nY<\/strong><\/td>\nN<\/strong><\/td>\n<\/tr>\n
1.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Explain the task to the client, gains consent. Encourage client to assist to promote independence.<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
2.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Maintain privacy and safety e.g. check\u00a0 brakes are on<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
3.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Communicate scheduling of activities with colleague<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
4.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Wash hands.\u00a0 Apply gloves<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
5.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Gather required continence aid (Urinal) and cover<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
6.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Assist a male client to put the urinal in place<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
7.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Check client\u2019s comfort leaving call bell, water and personal items within reach<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
ASSISTING CLIENT WITH TOILETING<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n<\/tr>\n
1.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Check care plan<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
2.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Assist mobilising to toilet<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
3.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Assist client with clothing and sit on toilet<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
4.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Leave client if safe to do so to ensure privacy<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
5.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Check client and apply gloves if necessary to assist with wiping.<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
6.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Ensure client has wiped and assist to stand and adjust clothes, assist client to wash hands<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
Based on the criteria demonstrated above, the student performance was: <\/strong><\/td>\nS<\/strong><\/td>\nU<\/strong><\/td>\nS<\/strong><\/td>\nU<\/strong><\/td>\n<\/tr>\n
\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
Comments feedback (include date of observation):<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

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Observation Task 10\u00a0<\/strong>Use of\u00a0 transfer aids – Working in pairs demonstrate TRANSFERRING A CLIENT USING A STANDING HOIST <\/strong>During the demonstration of skills, did the student satisfactorily:<\/strong><\/td>\nAttempt 1<\/strong><\/td>\nAttempt 2<\/strong><\/td>\n<\/tr>\n
Y<\/strong><\/td>\nN<\/strong><\/td>\nY<\/strong><\/td>\nN<\/strong><\/td>\n<\/tr>\n
1.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Check care plan<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
2.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Explain the task to the client, gaining consent, and promoting client\u2019s independence through the move.<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
3.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Communicate correct order of activities with colleague<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
4.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 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<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
5.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Adjust bed height. Check bed brakes are locked<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
6.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Plan the transfer. Modify the environment as needed.<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
7.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Sit client up on the side of the bed \/ chair.<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
8.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Apply the sling correctly above waist with arms outside the sling. Check attachment for sling is correct for client\u2019s height<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
9.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Place client\u2019s feet in full contact with the footplate<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
10.\u00a0\u00a0\u00a0\u00a0\u00a0 Attach sling to the hoist safely<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
11.\u00a0\u00a0\u00a0\u00a0\u00a0 Ensure client has their hands on horizontal bar of hoist, avoiding pressure on the client\u2019s knees as they stand.<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
12.\u00a0\u00a0\u00a0\u00a0\u00a0 Move the hoist a short distance to a chair, bed, toilet<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
13.\u00a0\u00a0\u00a0\u00a0\u00a0 Gently and slowly lower the client to sitting position, encourage client to use own muscles to participate in the procedure and maintain muscle strength.<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
14.\u00a0\u00a0\u00a0\u00a0\u00a0 Detach the sling from the hoist and then gently removes the sling from the client.<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
15.\u00a0\u00a0\u00a0\u00a0\u00a0 Return all equipment to the appropriate area after use. Put hoist battery on charge.<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
16.\u00a0\u00a0\u00a0\u00a0\u00a0 Report to the supervisor any adverse effects of the transfer.<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
17.\u00a0\u00a0\u00a0\u00a0\u00a0 Check care plan<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
18.\u00a0 Explain the task to the client, gaining consent, and promoting client\u2019s independence throught the move.<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
19.\u00a0 Communicate correct order of activities with colleague<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
Based on the criteria demonstrated above, the student performance was: <\/strong><\/td>\nS<\/strong><\/td>\nU<\/strong><\/td>\nS<\/strong><\/td>\nU<\/strong><\/td>\n<\/tr>\n
\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
Comments feedback (include date of observation):<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

 <\/p>\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
Observation Task 11\u00a0<\/strong>Using transfer aids: Working in pairs TRANSFER A CLIENT FROM A BED TO A CHAIR USING A FULL SLING HOIST\/CEILING HOIST<\/strong>During the demonstration of skills, did the student satisfactorily:<\/strong><\/td>\nAttempt 1<\/strong><\/td>\nAttempt 2<\/strong><\/td>\n<\/tr>\n
Y<\/strong><\/td>\nN<\/strong><\/td>\nY<\/strong><\/td>\nN<\/strong><\/td>\n<\/tr>\n
1.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Wash hands<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
2.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Check care plan ensuring that this activity is a care support strategy scheduled for this client<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
3.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Explain the task to the client, gaining consent, Encourage client participation\/assisting if possible<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
4.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Communicate correct order of activities with colleague<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
5.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Check weight and height limits of hoist sling and compatibility with client weight -Check the battery is charged<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
6.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Adjust bed height, checking bed brakes are locked<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
7.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Plan the transfer, modifying the environment if necessary.<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
8.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Position the sling under the client using rolling technique. Maintain good body mechanics during procedure<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
9.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Attach sling to the hoist safely, checking position\/balance of client in the sling<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
10.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Unlock hoist brakes when lifting client from bed. Recheck the attachments as tension increases and client is raised.<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
11.\u00a0\u00a0\u00a0\u00a0\u00a0 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)<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
12.\u00a0\u00a0\u00a0\u00a0\u00a0 Detach the sling and remove the hoist and\u00a0 the sling from bedside to safe location<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
13.\u00a0\u00a0\u00a0\u00a0\u00a0 Return all equipment to the appropriate area after use. Put hoist battery onto charge.<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
14.\u00a0\u00a0\u00a0\u00a0\u00a0 Report to the supervisor any adverse effects of the transfer<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n\n\n\n
Based on the criteria demonstrated above, the student performance was: <\/strong><\/td>\nS<\/strong><\/td>\nU<\/strong><\/td>\nS<\/strong><\/td>\nU<\/strong><\/td>\n<\/tr>\n
\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
Comments feedback (include date of observation):<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

 <\/p>\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
Observation Task 12 \u2013 FALLS\u00a0<\/strong>RECOVERY Using\u00a0<\/b>transfer aids: Working in pairs TRANSFER A CLIENT FROM THE FLOOR TO A CHAIR USING A FULL SLING HOIST <\/strong>During the demonstration of skills, did the student satisfactorily:<\/strong><\/td>\nAttempt 1<\/strong><\/td>\nAttempt 2<\/strong><\/td>\n<\/tr>\n
Y<\/strong><\/td>\nN<\/strong><\/td>\nY<\/strong><\/td>\nN<\/strong><\/td>\n<\/tr>\n
1.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Perform immediate first aid<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
2.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Call for Supervisor\/RN to check client for injury<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
3.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Follow directions from supervisor\/RN<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
4.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Explain the task to the client, gaining consent, providing reassurance Encourage client participation\/assisting if possible<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
5.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Communicate correct order of activities with colleague<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
6.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Check weight and height limits of hoist sling and compatibility with client weight -Check the battery is charged<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
7.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Plan the transfer, modifying the environment if necessary.<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
8.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Position the sling under the client using rolling technique. Maintain good body mechanics during procedure<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
9.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Attach sling to the hoist safely, checking position\/balance of client in the sling. Ensure\u00a0 hoist brakes are unlocked when lifting client from floor<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
10.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Recheck the attachments as tension increases and client is raised.<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
11.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 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)<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
12.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Detach the sling and remove the hoist and\u00a0 the sling from chair to safe location<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
13.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Ensure client is left safely in chair or bed<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
14.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Return all equipment to the appropriate area after use. Put hoist battery onto charge.<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
15.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Report to the supervisor any adverse effects of the transfer<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n\n\n\n
Based on the criteria demonstrated above, the student performance was: <\/strong><\/td>\nS<\/strong><\/td>\nU<\/strong><\/td>\nS<\/strong><\/td>\nU<\/strong><\/td>\n<\/tr>\n
\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
Comments feedback (include date of observation):<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

 <\/p>\n\n\n\n\n\n\n
Knowledge Questions<\/strong><\/td>\nAttempt 1<\/strong><\/td>\nAttempt 2<\/strong><\/td>\n<\/tr>\n
Did the student provide a satisfactory answer to the following questions:<\/td>\nY<\/strong><\/td>\nN<\/strong><\/td>\nY<\/strong><\/td>\nN<\/strong><\/td>\n<\/tr>\n
1.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Explain two reasons why transfer aids are used to transfer clients from beds to chairs?<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
Student Response:<\/td>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

 <\/p>\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
Observation Task 13<\/strong>Working in pairs SHOWER AND GROOM A CLIENT INCLUDING SHAVING<\/strong>During the demonstration of skills, did the student satisfactorily:<\/strong><\/td>\nAttempt 1<\/strong><\/td>\nAttempt 2<\/strong><\/td>\n<\/tr>\n
Y<\/strong><\/td>\nN<\/strong><\/td>\nY<\/strong><\/td>\nN<\/strong><\/td>\n<\/tr>\n
1.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Check care plan and special requirements (e.g. level of independence, if client can be left unattended, cultural needs)<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
2.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Explain procedure to client, gaining consent<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
3.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Wash hands and apply appropriate PPE.<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
4.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Prepare equipment and bathroom\/shower including \u2013skip, continence bin, towels washers, fresh clothing toiletries(Put continence aid into plastic bag and then bin).<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
5.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 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.<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
6.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Ensure client’s privacy, dignity, safety and comfort throughout procedure, encourage client to do as many tasks as they can to promote independence<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
7.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Assist client with disrobing and redressing<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
8.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Sit client down for shower and use correct transfer procedures<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
9.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Adjust temperature of water to client’s preference, turning cold water on first then hot water.<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
10.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Apply principles of clean to dirty:\u2013 eyes first, tear duct to outer edge of eye, different section of washer for each eye; then face. Each arm\u2013hand 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\u2013under 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 \u2013 clean to dirty i.e. female urethra toward anal area. Rinse well. Discard washer.<\/p>\n

Shoulder, back, buttocks and upper thighs; perineum last – Discard washer.<\/td>\n

\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n\n\n\n\n\n\n\n\n\n
1.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 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.<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
2.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Comply with orders\/needs for applications of creams e.g. moisturizer to arms, legs, back.<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
3.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Clean teeth\/ dentures \u2013 ask client to remove dentures or assist with this by breaking the seal on outside of dentures. NEVER put your fingers inside a client\u2019s 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.<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
4.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Assist client to brush their hair<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
5.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Simulate shaving the male client using a disposable razor,\u00a0 disposing of the razor into the sharps container on completion<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
6.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Leave area clean and tidy, ensuring client is comfortable<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
Based on the criteria demonstrated above, the student performance was: <\/strong><\/td>\nS<\/strong><\/td>\nU<\/strong><\/td>\nS<\/strong><\/td>\nU<\/strong><\/td>\n<\/tr>\n
\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
Comments feedback (include date of observation):<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

 <\/p>\n\n\n\n\n\n\n\n\n\n\n\n\n
Knowledge Questions<\/strong><\/td>\nAttempt 1<\/strong><\/td>\nAttempt 2<\/strong><\/td>\n<\/tr>\n
Did the student provide a satisfactory answer to the following questions:<\/td>\nY<\/strong><\/td>\nN<\/strong><\/td>\nY<\/strong><\/td>\nN<\/strong><\/td>\n<\/tr>\n
1.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Provide two reasons why it is important to assist the client to maintain their independence<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
Student Response:<\/td>\n<\/td>\n<\/tr>\n
2.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Provide two reasons why it is important to maintain correct manual handling techniques and body posture when showering a client<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
Student Response:<\/td>\n<\/td>\n<\/tr>\n
3.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Your client wants to stand up in the wet shower area. Describe two strategies you could implement to reduce\/minimise the risk of falls.<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
Student Response:<\/td>\n<\/td>\n<\/tr>\n
4.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Provide 2 reasons why it is important to allow your client to choose their own clothing.<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
Student Response:<\/td>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

 <\/p>\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
Observation Task 14\u00a0<\/strong>Working in pairs DEMONSTRATE PROVIDING NUTRITION ANDHYDRATION TO ACLIENT <\/strong>During the demonstration of skills, did the student satisfactorily:<\/strong><\/td>\nAttempt 1<\/strong><\/td>\nAttempt 2<\/strong><\/td>\n<\/tr>\n
Y<\/strong><\/td>\nN<\/strong><\/td>\nY<\/strong><\/td>\nN<\/strong><\/td>\n<\/tr>\n
1.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Explain procedure to the client and gains consent Explain food and fluid to the client when necessary<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
2.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Check and follow the care plan and the client\u2019s 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<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
3.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Wash hands<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
4.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Position themselves sitting next to the client<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
5.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Support use of\u00a0 assistive aids as outlined in care plan (eg: by placing their hand over the client\u2019s hand)Encourage client to participate to maintain dignity and independence<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
6.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Assist with eating and drinking at client’s pace, checking\u00a0 mouth for pooling or for swallowing difficulty<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
7.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Discard left-over food and utensils appropriately.<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
Based on the criteria demonstrated above, the student performance was: <\/strong><\/td>\nS<\/strong><\/td>\nU<\/strong><\/td>\nS<\/strong><\/td>\nU<\/strong><\/td>\n<\/tr>\n
\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
Comments feedback (include date of observation):<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

 <\/p>\n\n\n\n\n\n\n\n\n\n\n\n\n
Knowledge Questions<\/strong><\/td>\nAttempt 1<\/strong><\/td>\nAttempt 2<\/strong><\/td>\n<\/tr>\n
Did the student provide a satisfactory answer to the following questions:<\/td>\nY<\/strong><\/td>\nN<\/strong><\/td>\nY<\/strong><\/td>\nN<\/strong><\/td>\n<\/tr>\n
1.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Provide two reasons why it is important to record changes in residents condition in progress notes<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
Student Response:<\/td>\n<\/td>\n<\/tr>\n
2.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Describe appropriate actions to ensure client safety if they started coughing or gagging when you were assisting them with their meal?<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
Student Response:<\/td>\n<\/td>\n<\/tr>\n
3.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Name the allied health person responsible for assessing the client\u2019s swallowing ability and allocating the fluid and diet consistency for each client.<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
Student Response:<\/td>\n<\/td>\n<\/tr>\n
4.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 List 6 variations of food and fluid consistencies available to assist the older person with swallowing difficulties.<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
Student Response:<\/td>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

 <\/p>\n\n\n\n\n\n\n\n\n\n\n\n\n
Observation Task 15\u00a0<\/strong>Working in pairs demonstrate ability to use WHEEL CHAIRS <\/strong>During the demonstration of skills, did the student satisfactorily:<\/strong><\/td>\nAttempt 1<\/strong><\/td>\nAttempt 2<\/strong><\/td>\n<\/tr>\n
Y<\/strong><\/td>\nN<\/strong><\/td>\nY<\/strong><\/td>\nN<\/strong><\/td>\n<\/tr>\n
1.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Open out the wheel chair<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
2.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Place the foot plates\u00a0 in both positions and remove\/replace them<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
3.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Remove and replace the handles of the chair<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
4.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Safely push client in the wheel chair, avoiding walls and furniture, communicating appropriately to client throughout.Ensure the environment was safe<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
5.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Fold the wheel chair up on completion<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
Based on the criteria demonstrated above, the student performance was: <\/strong><\/td>\nS<\/strong><\/td>\nU<\/strong><\/td>\nS<\/strong><\/td>\nU<\/strong><\/td>\n<\/tr>\n
\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
Comments feedback (include date of observation):<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

 <\/p>\n\n\n\n\n\n\n\n\n\n\n\n
Observation Task 16\u00a0<\/strong>Role play – ASSIST A CLIENT TO GET IN AND OUT OF A CAR<\/strong>During the demonstration of skills, did the student satisfactorily:<\/strong><\/td>\nAttempt 1<\/strong><\/td>\nAttempt 2<\/strong><\/td>\n<\/tr>\n
Y<\/strong><\/td>\nN<\/strong><\/td>\nY<\/strong><\/td>\nN<\/strong><\/td>\n<\/tr>\n
1.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Communicate with client explaining task and gaining consent Encourage client to assist as much as possible, maintaining independence<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
2.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Ensure safety of client<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
3.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Use correct body techniques<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
4.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Manage WHS issues as required<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
Based on the criteria demonstrated above, the student performance was: <\/strong><\/td>\nS<\/strong><\/td>\nU<\/strong><\/td>\nS<\/strong><\/td>\nU<\/strong><\/td>\n<\/tr>\n
\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
Comments feedback (include date of observation):<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

 <\/p>\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
Observation Task 17\u00a0<\/strong>EMPTIED A NIGHT CATHETER BAG AND CHANGE TO LEG BAG.<\/strong>During the demonstration of skills, did the student satisfactorily:<\/strong><\/td>\nAttempt 1<\/strong><\/td>\nAttempt 2<\/strong><\/td>\n<\/tr>\n
Y<\/strong><\/td>\nN<\/strong><\/td>\nY<\/strong><\/td>\nN<\/strong><\/td>\n<\/tr>\n
1.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Communicate with client explaining task and gaining consent<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
2.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Gather resources measuring jug, towel<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
3.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Manage WHS issues<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
4.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Empty contents of catheter bag into a jug<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
5.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Simulate placing the jug into the hopper (Pan cleaning machine)<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
6.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Record the output in notebook<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
7.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Changes to day bag, ensuring correct infection control measures<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
8.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Leave area clean and tidy<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
Based on the criteria demonstrated above, the student performance was: <\/strong><\/td>\nS<\/strong><\/td>\nU<\/strong><\/td>\nS<\/strong><\/td>\nU<\/strong><\/td>\n<\/tr>\n
\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
Comments feedback (include date of observation):<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

 <\/p>\n

PART B \u2013 Case studies<\/strong><\/h2>\n

 <\/p>\n

Instructions to students<\/strong><\/p>\n

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.<\/p>\n

Case Studies<\/strong><\/h3>\n\n\n\n\n\n\n\n
CLIENT 1- <\/strong><\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
Tasks required(student to complete task list for case study)<\/em><\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
1.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 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.<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
2.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Maximise client participation. This\u00a0could include discussing a person\u2019s own preferences, evaluating a person\u2019s level of participation, and providing a person with information to assist them in making more informed choices.<\/em><\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
3.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Complete reporting and documentation.\u00a0This\u00a0could include reporting to a relevant supervisor, and maintaining and storing documents according to organisational policy and protocols.<\/em><\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n\n\n\n
Documentation required(student to identity as per case study given)<\/em><\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
Student completed all required documentation for client.<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
Comments<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

 <\/p>\n\n\n\n\n\n\n\n\n
CLIENT 2<\/strong><\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
Tasks required(student to complete task list for case study)<\/em><\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
1.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 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.<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
2.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Maximise client participation.\u00a0This could include discussing a person\u2019s own preferences, evaluating a person\u2019s level of participation, and providing a person with information to assist them in making more informed choices.<\/em><\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
3.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Complete reporting and documentation.\u00a0This could include reporting to a relevant supervisor, and maintaining and storing documents according to organisational policy and protocols.<\/em><\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
Documentation required(student to identity as per case study given)<\/em><\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n\n\n
Student completed all required documentation for client.<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n\u2610<\/td>\n<\/tr>\n
Comments<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

 <\/p>\n

 <\/p>\n