CHCAGE005 Student Assessment Booklet - AGE (ID 97114)

Student Assessment Booklet
CHCAGE005 Provide support to people

living with dementia
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Eduworks Resources is a division of RTO Advice Group Pty. Ltd.
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ASSESSMENT OVERVIEW
This Student Assessment Booklet includes all your tasks for assessment of CHCAGE005 Provide support to
people living with dementia.
ABOUT YOUR ASSESSMENTS

This unit requires that you complete six assessment tasks. You are required to complete all tasks to
demonstrate competency in this unit.
Assessment Task About this task
Assessment Task 1: Written questions You must correctly answer all 13 questions to show that you
understand the knowledge required of this unit.
Assessment Task 2: Case studies You are to read two case studies and complete the questions
for each.
Assessment Task 3: Role plays You are undertake two role plays.
Assessment Task 4: Behaviour You are to develop a behaviour management and review
management plan plan for the client from role play 2 in Assessment Task 3.
Assessment Task 5: Project – dementia You are to complete a research project on a range of
diseases dementia diseases.
Assessment Task 6: Working with clients This task has two parts:
with dementia Part A: Students are to monitor two clients with dementia for
three days and complete a journal for each client.
Part B: Students will be observed by their assessor as they
interact and support two clients with dementia.
Supporting resources
You may like to look at the following websites, books and documents for more information about the topics
related to this unit:
 Arnott, G 2011, The Disability Support Worker, Pearson Australia, Frenchs Forest, NSW.
 Croft, H 2013, The Australian Carer 3rd edn, Pearson Australia, Frenchs Forest, NSW.
How to submit your assessments

When you have completed each assessment task you will need to submit it to your assessor.
Instructions about submission can be found at the beginning of each assessment task.
Assessment Task Cover Sheet

At the beginning of each task in this booklet, you will find an Assessment Task Cover Sheet. Please fill it in for
each task, making sure you sign the student declaration.
Your assessor will give you feedback about how well you went in each task, and will write this on the back of
the Task Cover Sheet.
Make sure you photocopy your written activities before you submit them – your assessor will put the
documents you submit into your student file. These will not be returned to you.
Assessment appeals
You can make an appeal about an assessment decision by putting it in writing and sending it to us. Refer to
your Student Handbook for more information about our appeals process.
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CHCAGE005 Provide support to people living with dementia
Assessment plan
The following outlines the requirements of your final assessment for this unit. You are required to complete all
tasks to demonstrate competency in this unit.
Your assessor will provide you with the due dates for each assessment task. Write them in the table below.
Assessment Requirements Due date
1. Written questions
2. Case studies
3. Role play
4. Project
5. Project
6. Project
AGREEMENT BY THE STUDENT
Read through the assessments in this booklet before you fill out and sign the agreement below. Make sure
you sign this before you start any of your assessments.
Have you read and understood what is required of you in terms of assessment?  Yes  No
Do you understand the requirements of this assessment?  Yes  No
Do you agree to the way in which you are being assessed?  Yes  No
Do you have any special needs or considerations to be made for this assessment?  Yes  No
If yes, what are they?
__________________________________________________________________________________________
Do you understand your rights to appeal the decisions made in an assessment?  Yes  No
Student name: ______________________________________________________________________________________
Student signature: ______________________________________________________ Date: ________________________
Assessor name: _____________________________________________________________________________________
Assessor signature: _____________________________________________________ Date: ________________________
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ASSESSMENT TASK COVER SHEET – ASSESSMENT TASK 1
Students: Please fill out this cover sheet clearly and accurately for this task.
Make sure you have kept a copy of your work.
Name:
Date of birth: Student ID:
Unit:
 CHCAGE005 Provide support to people living with dementia
Student to complete Assessor to complete
Student
Resubmission? Sufficient/
Assessment Task Y/N initials insufficient Date
Written questions
STUDENT DECLARATION
I _________________________________________________________ declare that these tasks are my own work.
None of this work has been completed by any other person.
I have not cheated or plagiarised the work or colluded with any other student/s.
I have correctly referenced all resources and reference texts throughout these assessment tasks.
I understand that if I am found to be in breach of policy, disciplinary action may be taken against me.
Student signature: ___________________________________________________________________________________
Student name: ______________________________________________________________________________________
Date: ______________________________________________________________________________________________
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ASSESSOR FEEDBACK
Assessors: Please return this cover sheet to the student with assessment results and feedback.
A copy must be supplied to the office and kept in the student’s file with the evidence.
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Assessor signature: __________________________________________________________________________________
Assessor name: _____________________________________________________________________________________
Date: ______________________________________________________________________________________________
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ASSESSMENT TASK 1: WRITTEN QUESTIONS
TASK SUMMARY:
 This is an open book test – you can use the Internet, textbooks and other documents
to help you with your answers if required.
 You must answer all 13 questions correctly.
 Write your answers in the space provided.
 If you need more space, you can use extra paper. All extra pieces of paper must
include your name and the question number/s you are answering.
 You may like to use a computer to type your answers. Your assessor will tell you if
you can email them the file or if you need to print a hard copy and submit it.
WHAT DO I NEED IN ORDER TO COMPLETE THIS ASSESSMENT?

 Access to textbooks and other learning materials.
 Access to a computer and the Internet (if you prefer to type your answers).
WHEN DO I DO THIS TASK?

 You will do this task in your own time.
 Write in your due date as advised by your assessor: ____________________________________
WHAT DO I NEED TO DO IF I GET SOMETHING WRONG?
If your assessor marks any of your answers as incorrect, they will talk to you about resubmission. You will
need to do one of the following:
 Answer the questions that were incorrect in writing.
 Answer the questions that were incorrect verbally.
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QUESTION 1
a) Provide two reasons why older people with dementia are more vulnerable to abuse than those without
dementia.
b) List six signs of abuse that could occur with a person with dementia.
Sign 1:
Sign 2:
Sign 3:
Sign 4:
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Sign 5:
Sign 6:
c) What is the first thing you should do if you suspected that a family member was purposefully withholding
medication from a person with dementia?
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QUESTION 2
a) List two benefits of using ‘person-centered’ practice when caring for clients with dementia.
b) List three principles of a person-centred approach?
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QUESTION 3
a) Caring for people with dementia can be very frustrating and stressful. List two signs that you notice when
you are becoming stressed.
b) Identify two things you could do if you found your stress levels were interfering with your work.
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QUESTION 4
Wandering is a common behaviour of people with dementia.
a) Why is wandering a problem in an aged care residence? List two reasons.
b) What are two physical supports that could be put in place to assist people who are wandering?
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c) What are two social supports that could be put in place to assist people who tend to wander?
d) List two emotional issues that may be causing wandering.
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e) Why is it important to identify these issues?
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QUESTION 5
a) What are six communication techniques you should use when communicating with a person with
dementia?
b) How could you adjust the following sentences so they are more positive? The first has been completed for
you as an example.
Negative sentence Positive sentence
Don’t sit there – it is too Come over here and sit in the shade.
hot.
You are not allowed in

other people’s rooms.
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Negative sentence Positive sentence
You can’t go home – you

live here now.
You haven’t finished your

dinner again.
I wish you wouldn’t keep

hiding your underclothes.
Where have you put
them?
My name is Angela. I’ve

told you five times in the
last half hour.
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QUESTION 6
In the following table, suggest two appropriate care approaches that may be used to assist with each type of
challenging behaviour.
Behaviour Care approaches
Repetitive
behaviour
Paranoia
Aggression
Sundowning
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Behaviour Care approaches
Uninhibited sexual
behavior
Wanting to go
home
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QUESTION 7
In the following table suggest two appropriate care approaches when providing personal care assistance to
maximise independence for a person with dementia.
Personal care activities Care approaches to maximise independence
Eating
Bathing
Oral care
Dressing
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QUESTION 8
a) Explain in your own words what is meant by the ‘social model of devaluation’.
b) As a personal care worker, what are two simple things you can do to help clients with dementia feel
valued?
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QUESTION 9
Describe each of the following terms – give an example of each.
Term Description Example
Reality orientation
Validation
strategies
Reminiscences
Empathy
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Term Description Example
Acknowledgement
Younger onset
dementia
QUESTION 10
Maud wants to walk down to the town for a coffee like she always used to. Maud has the early stages of
dementia and has a reputation for getting lost.
What are three actions you could you take to make sure Maud is safe, balancing with her wish to be
independent and be able to take risks?
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QUESTION 11
Janice is up to her ears in paperwork. She has to check all the client care plans before the auditor comes
next week. She has client files all over her desk, on top of the cabinet and on the floor.
There is a big pile of loose papers that need to be filed, so she is doing that first.
Today is Friday. When it is time to go home for the weekend, Janice puts up a large sign in her office: ‘DO
NOT TOUCH ANY OF THESE FILES’.
She thinks she has done well to remember to do this as the cleaner comes in over the weekend and she
doesn’t want the cleaner moving things around otherwise she won’t know where she is up to.
a) Janice’s work practices are bad on many levels! What legislation is she breaking by her actions?
b) List two work practices that need to change. What is the consequence if they don’t change?
Practice 1:
Consequence:
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Practice 2:
Consequence:
QUESTION 12
In a paragraph each, discuss each of the following emotions that may be felt by a person with dementia or
their family members.
Depression
Loss and grieving
Anger
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Despair
Social
embarrassment
Isolation
Financial burden
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QUESTION 13
Dementia is a progressive neurological condition. Provide a brief description for each of the following
pathological features of dementia:
Amyloid plaques
Neurofibrillary tangles
What do I need to hand in for this task? Have I completed this?
Your answers to each question 
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Name:
Unit:
Student
Case study 1
Case study 2
STUDENT DECLARATION
Student signature: _____________________________________________________________________________________
Student name: ________________________________________________________________________________________
Date: _________________________________________________________________________________________________
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ASSESSOR FEEDBACK
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ASSESSMENT TASK 2: CASE STUDIES
TASK SUMMARY:
You are to read the case studies and complete the questions that follow.

 Access to textbooks and other learning materials
 Access to a computer and the Internet (if you prefer to type your responses).

If your assessor marks any of your answers as incorrect, they will talk to you about resubmission. You will
need to do one of the following:
 Answer the questions that were incorrect in writing.
 Answer the questions that were incorrect verbally.
INSTRUCTIONS:
CASE STUDY 1: CHEN
Chen is 95 years old. He migrated from China many years ago but has lived largely in the Chinese
community.
Chen has dementia and is unable to remember any English words. Chen is now in residential care as he is
unable to look after himself.
Chen has two daughters and a son who come to see him frequently. They feel guilty that they cannot look
after Chen at home but they each have jobs and do not feel able to look after him.
There is one Chinese worker (Mei) who speaks Mandarin – Chen’s first language.
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1. How do you think Mei’s involvement in Chen’s care team will benefit Chen?
2. List three types of information that Chen’s family could provide to help staff understand Chen’s individual
preferences and practices.
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You are member of Chen’s care team. You do not speak Chinese. You find out from the family that Chen
liked playing Mahjong, but he no longer remembers how to play.
They bring a mah-jong set in for him and you notice he likes to play with the pieces and look at the
symbols. He rubs the pieces between his fingers and sets them out in front of him on his table.
3. Why do you think Chen gets pleasure from the mah-jong set, even though he can no longer remember
how to play?
4. Mei isn’t always on shift. List two things you could do to interact with Chen using the mah-jong game as a
resource.
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5. Describe two ways in which you can communicate with Chen when there is no one available who speaks
Chinese.
6. Respect is a very important thing in the Chinese culture. Lists two ways in which you could demonstrate
your respect of Chen.
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He is usually quite a happy person. Today he is distressed, restless and agitated. He gets up, then sits
down, then gets up again. He is wringing his hands and saying the same thing over and over. He does not
seem to notice you.
7. What action should you take?
Mei is brought in to talk to Chen. Apparently he is very distressed as he thinks his children should be
looking after him. He thinks they have deserted him for good – he has forgotten they visited yesterday and
will be coming again tomorrow to see him.
8. What support can Mei give to Chen?
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Chen’s family are very distressed that he was so upset and thought that they had deserted him. They would
never do that and feel very guilty that they have put him into care.
They have asked that, should he get distressed again, the facility should ring them and one of them will
come straight over.
They ask about how the dementia is likely to progress and what will happen to their father.
9. What action should be taken so everyone knows to call the family if Chen gets distressed?
10. What support can you give to Chen’s family to help them deal with their guilt?
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11. List two places where Chen’s family could find information about dementia and how it is likely to progress.
Your answers to this case study 
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CASE STUDY 2: FRANCESCA
Francesca is 43 years old. She has young onset dementia caused by a lifetime of alcohol and drug abuse.
Francesca lives at home with her sister and care workers visit once a week at check how Francesca is.
Today her sister tells the carer that she is worried about Francesca. She has a new boyfriend who is known
to be a heavy drug user. He comes round often and hangs around with Francesca. Francesca is happy to
have the attention and has started dressing very promiscuously.
There is money disappearing from Francesca’s bank account. When Francesca’s sister asks her about it,
she can’t remember where the money has gone. She suspects that the boyfriend is conning it out of her so
he can support his drug habit.
She is also afraid that he is giving her drugs as she often seems very spaced out after he has been to visit.
She suspects they may be date rape drugs. She understands that Francesca is entitled to her own personal
life, but is very concerned about what is happening.
1. List two types of abuse that may be occurring here.
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2. What actions must the worker take to report the suspected abuse?
Your answers to this case study 
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Name:
Unit:
Student
Role play 1
Role play 2
STUDENT DECLARATION
Student name: ______________________________________________________________________________________
Date: ______________________________________________________________________________________________
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ASSESSOR FEEDBACK
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ASSESSMENT TASK 3: ROLE PLAYS
TASK SUMMARY:
You will need to undertake both role plays.

 Chair to settle client into
 Chair for student
 Photo album
 Radio.
Role play 2:
 At least three colleagues from your workplace to participate in the discussion.
WHEN DO I DO THIS ASSESSMENT?

 You will do this task in your workplace during your assessor’s workplace visit.
 Write in the date of your assessor’s workplace visit: _____________________________________
If your assessor sees that you have not shown appropriate skills or knowledge, they will give you some
feedback and you will need to do the specific task again.
ROLE PLAY 1: WORKING WITH A CLIENT WITH DEMENTIA (SUNDOWNING)
Clients with dementia can experience sundowning, the apparent worsening of confusion in the late
afternoon or early evening. Their behaviour may worsen and they may experience heightened feelings of
disorientation, confusion, anxiety and agitation.
For this role play, you are required to participate in a one-on-one role play with your assessor, or another
person nominated to play the part of the client. This will be done in your workplace.
The role play participant will be demonstrating symptoms of a client who is sundowning. You will be
required to demonstrate your ability to calm the client and demonstrate appropriate communication and
support to settle the client for the evening.
The client’s care plan states the following:
 Client is subject to sundowning when she becomes agitated, confused and sometimes aggressive
 When sundowning the client will pace, trying to find the way back home
 Client does not like to be touched while agitated. This seems to resolve once calm.
 Music and reminiscing has been found to be calming
 Client usually has a cup of herbal tea in the evening before bed – she is able to drink unassisted.
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Your assessor will be looking to see that you:
 Respond appropriately to behaviours of concern and recognise potential triggers
 Show person-centred care when supporting the client
For example, work according to the care plan; treat the client as an individual; stay calm and be reassuring; etc
 Use the information from the client’s care plan to address the client’s needs
 Use effective communication and interpersonal skills to gain cooperation
For example, be calm and reassuring; be always pleasant; use friendly, approachable and non-threatening body
language; etc
 Allow the client to demonstrate their distress

 Ensure the safety and comfort of the client
For example, help them to their chair safely; make sure the chair is comfortable for them; make sure they feel safe and
secure.
 Use appropriate strategies to calm the client.

For example, reminiscing; validation; talking to the client about their photos, etc
You do not need to submit anything for this task
ROLE PLAY 2: MARTIN
Martin has dementia and requires assistance with personal care. He often displays inappropriate sexual
behaviour. He makes lewd comments when the staff are getting him ready for his shower and often tries to
touch the female staff members when they are showering him.
He always pretends that he is not able to wash himself so that the carers will do it for him.
Martin is able to wash himself, but requires someone with him in the shower to provide assistance.
This role play involves you taking on the role of one of Martin’s carers.
You will need to ask three people from your wokrplace to participate in this role play as Martin’s other carers.
In your group, you will need to discuss strategies for dealing with Martin’s behaviour. You are all members of
Martin’s care team and have all experienced his behaviour. You now need to work out what to do.
In Assessment Task 4 you will need to complete to beahviour management and review plan for Martin. You
should take notes during your team’s discussion.

 Discuss with your team Martin’s behaviours of concern and his possible triggers
 Contribute to your team’s discussion about Martin’s care planning and review
For example, put forward your own suggestions and discuss options.
 Discuss with your team how to plan a person-centred approach with the aim of minimising the
behaviours of concern and reduce the impact on client and care staff.
You do not need to submit anything for this task 
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Name:
Unit:
Student
Project – Behaviour Management and Review Plan
STUDENT DECLARATION
Student name: ______________________________________________________________________________________
Date: ______________________________________________________________________________________________
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ASSESSOR FEEDBACK
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ASSESSMENT TASK 4: PROJECT – BEHAVIOUR MANAGEMENT AND REVIEW PLAN
TASK SUMMARY:
You are to complete a Behaviour Management and Review Plan based on Martin from
Assessment Task 3, role play 2.

 Behaviour Management and Review Plan (see end of this task)
 Notes taken during Assessment Task 3, role play 2.

If your assessor identifies that you did not complete all parts of the template correctly, you will be asked to fix
the parts that are wrong and resubmit.
INSTRUCTIONS:
This task carries on from Assessment Task 3, role play 2 (Martin).
You are required to complete a Behaviour Management and Review Plan for Martin Granson. A template has
been provided for this purpose at the end of this task.
You must complete the template to include the two strategies you think would be the most effective and
provide a review plan to assess the success of the strategies.
Your response should be based on your discussions in Assessment Task 3, role play 2, but you should use
your own opinion of what strategies, implementation and review would be the most effective.
You can refer to the notes you took during Assessment Task 3, role play 2.
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BEHAVIOUR MANAGEMENT AND REVIEW PLAN
Name of carer:
Name of client:
Date:
Nature of behaviour of concern:
Possible reasons or triggers for behaviour:
Behaviour management strategy 1 (please describe strategy in detail):
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Behaviour management strategy 2 (please describe strategy in detail):
How will strategy 1 be implemented?
How will strategy 2 be implemented?
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How will strategy 1 be reviewed?
How will strategy 2 be reviewed?
Completed Behaviour Management and Review 

Plan
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Name:
Unit:
Student
Project – Dementia diseases
STUDENT DECLARATION
Student name: ______________________________________________________________________________________
Date: ______________________________________________________________________________________________
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ASSESSOR FEEDBACK
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ASSESSMENT TASK 5: PROJECT – DEMENTIA DISEASES
TASK SUMMARY:
You are to complete a research project about dementia diseases.

 Access to a computer with the Internet and Microsoft Word (if students prefer to type their answers).
 Textbooks and other relevant reference materials.

If your assessor identifies that you did not complete all requirements of this task correctly, they will give you
some feedback and you will need to redo the incorrect part/s again.
INSTRUCTIONS:
For this task you are required to conduct research on seven different dementia conditions:
 Alzheimer’s disease
 Multi-infarct dementia
 Huntington’s disease
 Pick’s disease
 Dementia with Lewy Bodies
 Korsakov syndrome
 Parkinson’s disease.
You must complete the following template.
For each disease you will need to research:
 Its description
 Symptoms
 Usual age range of onset
 Changes to the brain
 How it typically progresses
 Current research.
You may either compete the template in handwriting, or you may type your responses using Microsoft Word
or a similar program.
Your answers may be provided in full sentences or in a series of dot points.
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ALZHEIMER’S DISEASE
Description:
Symptoms:
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Usual age range of onset:
Changes that occur in the brain:
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How the disease typically progresses
What current research is being done?
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MULTI-INFARCT DISEASE
Description:
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Symptoms:
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HUNTINGTON’S DISEASE
Description:
Symptoms:
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PICK’S DISEASE
Description:
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PICK’S DISEASE
Symptoms:
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PICK’S DISEASE
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PICK’S DISEASE
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DEMENTIA WITH LEWY BODIES
Description:
Symptoms:
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PARKINSON’S DISEASE
Description:
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Symptoms:
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Completed template 
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Name:
Unit:
Student
Project – Working with clients with dementia
STUDENT DECLARATION
Student name: ______________________________________________________________________________________
Date: ______________________________________________________________________________________________
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ASSESSOR FEEDBACK
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ASSESSMENT TASK 6: WORKING WITH CLIENTS WITH DEMENTIA
TASK SUMMARY:
Part A – Workplace Project: Students are to monitor two clients with dementia in their
workplace on a daily basis and complete journal entries about their experiences.
Part B – Observation: Students will be observed by their assessor as they interact and
support two clients with dementia.
PART A: WORKPLACE PROJECT

 Access to your workplace
 Two clients with dementia and their carer/family with which to work
 Approval from supervisor (see permission form at end of this task)
 Client care plans for each client.

 You will need to do this task in your workplace.
If your assessor identifies that you did not complete parts of the journal correctly, your assessor will ask you to
redo that requirement again.
INSTRUCTIONS:
You are required to work with two clients with dementia for a period of at least three days each. The days may
be consecutive (one after the other) but do not have to be.
You must obtain permission from your supervisor to work with these clients for a period of three days each.
Use the permission form at the end of this task. You will be supervised at all times during your work with these
clients.
You will need to:
 Identify two clients in your workplace service who have dementia
 Have a discussion with each client’s family/carer, to inform them that you will be working with them and
gather some general background information about the client
 Work with your chosen clients over a period of three days
 Complete your journal (see the next page for the journal template)
 Ask your supervisor to sign each of your journal entries as a true account
Completed journal for each client 
Completed client permission forms 
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Working with Clients with Dementia – Permission Form
Supervisor’s approval
I, ___________________________________________________________________________________________,
<Supervisor’s name> approve _________________________________________________________________
<student’s name> to undertake this project with _________________________________________________
<Client’s name>.
Approval is dependent on the following conditions:

 The student must be supervised at all times when working with the client.
 The client or their family may request that this project be stopped at any point. In this case, other
arrangements will be made in consultation with the student, the student’s assessor and myself.
Supervisor’s name: ___________________________________________________________________________
Signature:____________________________________________________________________________________
Date: ___________________________
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ASSESSMENT TASK 6: WORKING WITH CLIENTS WITH DEMENTIA
Complete this journal for each of the clients that you work with. You must work with each client for at least three days. You must complete each part of the journal.
As you complete the tasks, ask your supervisor to sign off each entry to indicate that it is a true account and that you followed workplace policies and procedures.
Your assessor may ask you questions about your journal entries during a workplace visit.
CLIENT 1
Observation Date 1: Observation Date 2: Observation Date 3:
Comments Supervisor initials
What was the outcomes of your

discussions with the client’s family
and/or carers?
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CLIENT 1
Describe the client’s dementia

conditions, including indicators and
symptoms.
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CLIENT 1
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CLIENT 1
List the daily care that you provided

or observed for the client.
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CLIENT 1
What communication strategies

work well when working with this
client?
Include use and appropriateness of:
 Reality orientation
 Reminders of day, time,
relationships and so on
 Validation
 Acceptance of person’s reality
 Reminiscing.
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CLIENT 1
Are there cultural practices that are

important to this client? How are
these supported by the facility?
85
CLIENT 1
What activities does this client enjoy

doing? How are these activities
beneficial to the client?
86
CLIENT 1
Does the client have any behaviours

of concern? What strategies are
used to reduce the likelihood and
impact of these?
87
CLIENT 1
In what way is the client provided

with a stable and familiar
environment?
88
CLIENT 1
Meet with your supervisor and/or

the client’s care team.
Discuss the support strategies
currently in place to support this
client. Are they working? Are they
effective in minimising behaviours?
89
CLIENT 1
Write three daily observations for the Date: ______________________________

client in relation to their dementia.
90
CLIENT 1
Date: ______________________________
91
CLIENT 1
Date: ______________________________
SUPERVISOR SIGN OFF
I confirm that the student’s journal is an accurate account.
92
Supervisor name:
Supervisor signature: Date:
93
CLIENT 2
What was the outcomes of your

discussions with the client’s family
and/or carers?
94
CLIENT 2
Describe the client’s dementia

conditions, including indicators and
symptoms.
95
CLIENT 2
List the daily care that you provided

or observed for the client.
96
CLIENT 2
What communication strategies

work well when working with this
client?
Include use and appropriateness of:
 Reality orientation
 Reminders of day, time,
relationships and so on
 Validation
 Acceptance of person’s reality
 Reminiscing.
97
CLIENT 2
Are there cultural practices that are

important to this client? How are
these supported by the facility?
98
CLIENT 2
What activities does this client enjoy

doing? How are these activities
beneficial to the client?
99
CLIENT 2
Does the client have any behaviours

of concern? What strategies are
used to reduce the likelihood and
impact of these?
100
CLIENT 2
In what way is the client provided

with a stable and familiar
environment?
101
CLIENT 2
Write three daily observations for the Date: ______________________________

client in relation to their dementia.
102
CLIENT 2
Date: ______________________________
103
CLIENT 2
Date: ______________________________
SUPERVISOR SIGN OFF
I confirm that the student’s journal is an accurate account.
Supervisor name:
104
Supervisor signature: Date:
105
PART B: WORKPLACE OBSERVATIONS
WHAT DO STUDENTS NEED IN ORDER TO COMPLETE THIS ASSESSMENT?

 Access to a workplace and workplace
 Access to workplace documentation, including policies and procedures
 Access to at least two clients with dementia
 Approval from each client/family/carer and their work placement supervisor to work with each client
 Access to each client’s individual plan, and any equipment outlined in the plan
 Access to a qualified aged care worker (for example, their supervisor)
WHEN AND WHERE DO STUDENTS NEED TO DO THIS?

 Students will do this task during your visit to their work placement service.
 Provide students with the date of your work placement visit so they can write it in their Student
Assessment Booklet.
WHAT DO STUDENTS HAVE TO SUBMIT?

 Client permission forms
INSTRUCTIONS TO STUDENTS:
For this task you must provide care and support for at least two clients living with dementia, as set out in
their individualised care plans. Your assessor will observe you as you work with the two clients.
Your assessor will also ask you some verbal questions at the end of the observation.
Note: you will need to obtain permission from your clients and work placement supervisor for your
assessor to observe you doing these activities.
 Apply person-centred care
For example, encourage the client to make decisions they are capable of, discuss what you are doing with the client, show respect for the client’s
individuality, use the clients name and refer to things in their lives, converse with the client in a respectful manner.
 Identify each clients’ needs and wants

For example, read and interpret the client’s care plan, familiarise yourself with specific needs and wants, access information on routines with family
and carers, ensure a stable and familiar environment for the client by following routines and care plans.
 Use verbal and non-verbal communication strategies to maximise each client’s engagement
For example, smile and make eye contact with the client as you talk to them, use gentle gestures and facial expressions, speak clearly and with
enthusiasm, use encouraging words, use a calm and warm tone of voice, use the clients name.
 Use reality orientation to gain cooperation and provide reassurance

For example, talk to the client about the time of day, refer to clocks and calendars, use the client’s name frequently, discuss current events, talk
about what is happening that day, ask the client about their photos or other special items.
 Use validation strategies to relieve each client’s stress and agitation

For example, show empathy, use reassurance, ask questions and encourage the client to talk about past experiences or people, do not judge,
reman respectful, use empathetic statement such as ““You miss him,” “You were close,” “You want to be back in your house. What would you do
there?”
 Organise and assist the client with appropriate activities which maintain independence
For example, follow familiar routines, encourage client to use their existing skills (such as arts or crafts, reading, simple cooking), ensure that the
client’s cultural likes and dislikes are considered, assist the client with autonomy
 Ensure the safety and comfort of each client whilst encouraging autonomy
For example, do a visual check for hazards and potential risks, supervise the client, encourage the client to take safe risks, encourage the client to
do things themselves where appropriate.
106
 Complete documentation according to workplace procedures
For example, report observations to supervisor, complete and store documentation (care plan, incident reports etc) according to policies and
procedures
Your assessor will ask you some verbal questions relating to:
 Monitoring your own stress levels
 Self-care strategies
 Seeking support
 Providing support to client’s family and carers
107

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What is the purpose of the assessment tasks?

What is the purpose of the assessment tasks?

What are some communication strategies mentioned to engage with clients?

What are some communication strategies mentioned to engage with clients?

Student Assessment Booklet

CHCAGE005 Provide support to people

Eduworks Resources is a division of RTO Advice Group Pty. Ltd.

ABOUT YOUR ASSESSMENTS

Assessment Task About this task

How to submit your assessments

Assessment Task Cover Sheet

Assessment Requirements Due date

AGREEMENT BY THE STUDENT

Do you understand the requirements of this assessment?  Yes  No

Student name: ______________________________________________________________________________________

Student signature: ______________________________________________________ Date: ________________________

Assessor name: _____________________________________________________________________________________

Assessor signature: _____________________________________________________ Date: ________________________

Date of birth: Student ID:

Student to complete Assessor to complete

I _________________________________________________________ declare that these tasks are my own work.

None of this work has been completed by any other person.

Student signature: ___________________________________________________________________________________

Student name: ______________________________________________________________________________________

Assessor signature: __________________________________________________________________________________

Assessor name: _____________________________________________________________________________________

WHAT DO I NEED IN ORDER TO COMPLETE THIS ASSESSMENT?

WHEN DO I DO THIS TASK?

WHAT DO I NEED TO DO IF I GET SOMETHING WRONG?

b) List three principles of a person-centred approach?

a) Why is wandering a problem in an aged care residence? List two reasons.

d) List two emotional issues that may be causing wandering.

Negative sentence Positive sentence

You are not allowed in

You can’t go home – you

You haven’t finished your

I wish you wouldn’t keep

My name is Angela. I’ve

Behaviour Care approaches

Personal care activities Care approaches to maximise independence

Term Description Example

Loss and grieving

What do I need to hand in for this task? Have I completed this?

Your answers to each question 

Date of birth: Student ID:

Student to complete Assessor to complete

I _________________________________________________________ declare that these tasks are my own work.

None of this work has been completed by any other person.

Student signature: _____________________________________________________________________________________

Student name: ________________________________________________________________________________________

Assessor signature: __________________________________________________________________________________

Assessor name: _____________________________________________________________________________________

WHAT DO I NEED IN ORDER TO COMPLETE THIS ASSESSMENT?

WHEN DO I DO THIS TASK?

WHAT DO I NEED TO DO IF I GET SOMETHING WRONG?

CASE STUDY 1: CHEN

7. What action should you take?

8. What support can Mei give to Chen?

What do I need to hand in for this task? Have I completed this?

Your answers to this case study 

Student signature: ______________________________ Date:

Assessor signature: _____________________________ Date: