CHCCOM005
Communicate and work in health and community services
Learner Workbook
CHCCOM005
Communicate and work in health and community services
Learner Workbook
Table of Contents
Instructions to Learner 3
Assessment instructions 3
Assessment – CHCCCOM005 - Communicate and work in health or community services 6
Activities 7
Activity 1A 7
Activity 1B 8
Activity 1C 9
Activity 1D 10
Activity 1E 11
Activity 2A 12
Activity 2B 13
Activity 2D 14
Activity checklist (Activity 1a to 2c) – for assessor 15
Activity 3A 16
Activity 3B 17
Activity 3C 18
Activity 4A 19
Activity 4B 20
Activity 4C 21
Activity 4D 22
Activity checklist (Activity 3a to 4d) – for assessor 23
Activity 5A 24
Activity 5B 25
Activity 5C 25
Activity 5D 27
Activity 5E 27
Activity 6A 28
Activity 6B 30
Activity 6C 31
Activity 6D 32
Activity checklist (5a to 6d) – for assessor 32
Section-B 33
Skills, Knowledge and Performance Activity 33
Skills, Knowledge & Performance Activity Checklist – for assessor 39
Instructions to Learner
Assessment instructions
Overview
Prior to commencing the assessments, your trainer/assessor will explain each assessment task and the terms and conditions relating to the submission of your assessment task. Please consult with your trainer/assessor if you are unsure of any questions. It is important that you understand and adhere to the terms and conditions, and address fully each assessment task. If any assessment task is not fully addressed, then your assessment task will be returned to you for resubmission. Your trainer/assessor will remain available to support you throughout the assessment process.
Written work
Assessment tasks are used to measure your understanding and underpinning skills and knowledge of the overall unit of competency. When undertaking any written assessment tasks, please ensure that you address the following criteria:
· Address each question including any sub-points
· Demonstrate that you have researched the topic thoroughly
· Cover the topic in a logical, structured manner
· Your assessment tasks are well presented, well referenced and word processed
· Your assessment tasks include your full legal name on each and every page.
Active participation
It is a condition of enrolment that you actively participate in your studies. Active participation is completing all the assessment tasks on time.
Plagiarism
Plagiarism is taking and using someone else's thoughts, writings or inventions and representing them as your own. Plagiarism is a serious act and may result in a learner’s exclusion from a course. When you have any doubts about including the work of other authors in your assessment, please consult your trainer/assessor. The following list outlines some of the activities for which a learner can be accused of plagiarism:
· Presenting any work by another individual as one's own unintentionally
· Handing in assessments markedly similar to or copied from another learner
· Presenting the work of another individual or group as their own work
· Handing in assessments without the adequate acknowledgement of sources used, including assessments taken totally or in part from the internet.
If it is identified that you have plagiarised within your assessment, then a meeting will be organised to discuss this with you, and further action may be taken accordingly.
Collusion
Collusion is the presentation by a learner of an assignment as their own that is, in fact, the result in whole or in part of unauthorised collaboration with another person or persons. Collusion involves the cooperation of two or more learners in plagiarism or other forms of academic misconduct and, as such, both parties are subject to disciplinary action.
For further details about Academic Misconduct Policies and Procedures, please visit website at https://aibtglobal.edu.au/support/student-forms/academic-policies/
Competency outcome
There are two outcomes of assessments: S = Satisfactory and NS = Not Satisfactory (requires more training and experience).
Once the learner has Satisfactorily completed all the tasks for this unit including vocational placement and/or simulation tasks the learner will be awarded “Competent” (C) or “Not yet Competent” (NYC) for the relevant unit of competency.
For further details about Assessment Policy and Procedure, please visit at https://storage.googleapis.com/aibtglobal/2020/05/358bc8d7-assessment-policy-and-procedures-v.1.0-may-2020.pdf
Additional evidence
If we, at our sole discretion, determine that we require additional or alternative information/evidence in order to determine competency, you must provide us with such information/evidence, subject to privacy and confidentiality issues. We retain this right at any time, including after submission of your assessments.
Confidentiality
We will treat anything, including information about your job, workplace, employer, with strict confidence, in accordance with the law. However, you are responsible for ensuring that you do not provide us with anything regarding any third party including your employer, colleagues and others, that they do not consent to the disclosure of. While we may ask you to provide information or details about aspects of your employer and workplace, you are responsible for obtaining necessary consents and ensuring that privacy rights and confidentiality obligations are not breached by you in supplying us with such information.
Assessment appeals process
If you feel that you have been unfairly treated during your assessment, and you are not happy with your assessment and/or the outcome as a result of that treatment, you have the right to lodge an appeal. You must first discuss the issue with your trainer/assessor. If you would like to proceed further with the request after discussions with your trainer/assessor, you need to lodge your appeal to the course coordinator, in writing, outlining the reason(s) for the appeal.
Special needs
Candidates with special needs should notify their trainer/assessor to request any required adjustments as soon as possible. This will enable the trainer/assessor to address the identified needs immediately.
Observation/Demonstration
Throughout this unit, you will be expected to show your competency of the elements through observations or demonstrations. Your trainer/assessor will have a list of demonstrations you must complete or tasks to be observed. The observations and demonstrations will be completed as well as the activities found in this workbook.
An explanation of observations and demonstrations:
A demonstration will require:
· Performing a skill or task that is asked of you
· Undertaking a simulation exercise.
Your trainer/assessor will inform you about the tasks required to be done. The observation/demonstration will cover one of the unit’s elements.
The observation/demonstration will take place either in the simulated training environment.
Your trainer/assessor will ensure you are provided with the correct equipment and/or materials to complete the task. They will also inform you of how long you have to complete the task.
You should be able to demonstrate the skills, knowledge and performance criteria required for competency in this unit, as seen in the Learner Guide.
Candidate Details
Assessment – CHCCCOM005 - Communicate and work in health or community services
Please complete the following activities and hand in to your trainer/assessor for marking.
This forms part of your assessment for CHCCCOM005 - Communicate and work in health or community services
Student Full Name: _________________________________
Student Number: __________________________________
Email:
[email protected] Declaration
I declare that no part of this assessment has been copied from another person’s work with the exception of where I have listed or referenced documents or work and that no part of this assessment has been written for me by another person. I also understand the assessment instructions and requirements and consent to being assessed.
Signed: Date:
Activities
Activity 1A
Objective
To provide you with an opportunity to use verbal and non-verbal communication to enhance understanding and demonstrate respect.
Activity
1. List three attributes of both verbal and non-verbal communication.
The thre attributes of verbal communication are tone, speed and use of clear words to convery the message. The nonverbal communication takes facial expressions, gestures and sign language as the three attributes.
2. Explain how and when you may use non-verbal communication
In case when the information has to be shared with dsbaled people, nonverbal is one of the techniques. When remote communication norms are to be established, it is again a technique that is useful.
3. Briefly explain Lasswell’s model of communication and how this differs with the Shannon and Weaver model of communication.
Lasswell aprpaochses communication from the technical point of view and it differs from the other two modles in the sense that their approach is more relied on individualistic instead of depending over the techniques and concepts.
4. How should you demonstrate respect in your communications at work in the health and community services?
By maintaining the dignity and prinvacy of the patients and their families, by giving them proper recognition and building initial rapport are the best techniques here.
Activity 1B
Objective
To provide you with an opportunity to communicate service information in a manner that is clear and easily understood.
Activity
1. Give an example of a situation at work where you have communicated service information to another person. What was the information and how you made the information clear so this could be understood.
An example of this can be shared as sending the email to a fellow regarding the new updates at workplace and how he can adjust with the same. The detailing of all updates was done in the email and at the end of it, it was asked that if everything was clear, an acknowledged mail would be expcted on his behalf.
2. How can networking help you within the workplace?
Networking makes it possible for us to align the objectives of work with the colleagues. It assists in knowing the extact number of employees in the organization which further leads to the precise making of the policies for the wellbeing of the organization as well.
Activity 1C
Objective
To provide you with an opportunity to confirm the person’s understanding.
Activity
Case study
You are working in a nursing home as a formal caregiver. The client you are assigned to is William Kerr, who has hearing loss, reduced level of attention and repeated reports of falls. One of the prescriptions of Dr Stewart who is a neurologist in the nursing home is Falls Prevention Program. You were asked to inform Henry that he needs to attend the physiotherapy ward three days per week to participate in their Falls Prevention Program. You go to Henry’s room and explain that he needs to participate in the program due to the falls incidents that he experienced recently. Henry nods his head confirming that he understood what you meant. However, you know that Henry has hearing loss and reduced level of attention. Therefore, you need to use other strategies to ensure Henry has completely understood you. How can you confirm a person has understood you?
I will use the nonverbal techniques lke sign language and gestures to make sure that Kerr has understood the entire process well. I would also like to ask a series of prior questions before the therapy begins and upon confirming that Kerr has given correct answers, I will ensure that he has really got the meaning of the entire instructions.
Activity 1D
Objective
To provide you with an opportunity to listen to requests, clarify meaning and respond appropriately.
Activity
1. What are the methods of listening to the request of your clients?
Listening to the requests have tow main methods which are irect respeosnes and indirect responses. In direct responses, the client can make requests straight to the caregiver while indirect responses source from the other members like the family or friend.
2. What are reflection skills?
Reflection skills are subjected to the personal analysis of the condition or the event that individuals view in their daily routine.
3. What is motivational interviewing?
Motivational nterviewing pertains to uplift the spirits of the person who is interviewed through asking tactful questions.
4. Why should you use collaboration over confrontation at work?
Collaboration leads to better coordination at workplace especially in the hospital settings; the caregivers have tocollaborate in order to work as a team and give better results.
Activity 1E
Objective
To provide you with an opportunity to exchange information clearly in a timely manner and within confidentiality procedures.
Activity
1. What precautions can you take to ensure confidentiality is kept during communication. (at least four precautions)
Confidentiality can be kept by ensuring that there are no trespassing in the room when such matters are carried out. The documented material of the statements are to be kept with security so that limited access to others—only to those who are involved in the care process—is ensured.
2. Briefly describe a situation where you have exchanged information in the workplace, provide details of the timeframes and the confidentiality requirements that were needed.
In a situation at workplace, I had to handle the HIV patient who had family history of the same. I mentioned this in the record and through secure serve passing of the information, I carried out the information from one end to the other with regard to keep patient’s condition confidential.
Activity 2A
Objective
To provide you with an opportunity to listen to, clarify and agree timeframes for carrying out workplace instructions.
Activity
1. What information should you retain when receiving instructions?
I am supposed to retain the valuable information that enlightens my way of working and helps me in knowing the condition of the patients in a better way. Flteirng is one of the important procedures that clinical professionals must keep in mind.
2. What information should you write down hen receiving a message?
When receiving a message, the content should be analysed in the light of the material provided by the message. Listening carefully and taking up notes to structure to do list are the parts of this process.
3. Case study- You are working as a new individual support worker in an aged care facility. You supervisor who is a registered nurse asks you to support Mary in balance recovery program. However, you have never been trained for this program. How do you communicate this with your supervisor to adhere ethical and legal considerations?
I would like to send an email first, detailing the issue that I have in dealing with the case. In the same email, I would request to meet the supervisor in person...