CHCCOM005 - Knowledge Learner

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University of Texas *

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52455

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Business

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May 9, 2024

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docx

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21

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CHCCOM005 – Knowledge Assessment Learner Unit code: CHCCOM005 Unit title: Communicate and work in health and community services Learner Name: Kunrudee Numtong -Betty Learner Phone: 0481199086 Location/ Workplace: ATS Caboolture Declaration: The attached assessment is my own work. I have kept a copy of this assessment for future records. Learner signature: Betty Date submitted: 17 Aug 2022 START DATE: (When you start working on the unit) 17 Aug 2022 Each time you work on your unit, you MUST record the details below. Date Start Time End Time Training Tick ( ) (Includes Face to face, DVD’s, Zoom, Reading, Phone Support) Assessment Tick ( ) (Knowledge and Application) 17 Aug 2022 09.00 11.30 / / Assessor name: Comments: Outcome : Satisfactory Not Yet Satisfactory (Resubmit Required) Assessor signature: Date: CHCCOM005 Knowledge Assessment (Learner) V12 June 2020 © Aspire to Succeed Pty Ltd Page 1 of 21
CHCCOM005 Knowledge Assessment (Learner) V12 June 2020 © Aspire to Succeed Pty Ltd Page 2 of 21
Important Information Resource and Assessment Information Resources and Assessments are written and designed by Aspire to Succeed Pty Ltd and include a range of the types of scenarios, templates and checklists an Industry Based organisation might use as part of its Quality Systems. These include documents that form part of a framework for compliance and/or operational policies and procedures. Copyright and Trademark Statement The Copyright Act 1968 (Commonwealth) protects this material. Requests and enquiries concerning this material should be directed in writing to: Aspire to Succeed Pty Ltd PO Box 637 © Aspire to Succeed Pty Ltd CABOOLTURE QLD 4510 admin@aspiretosucceed.com.au Disclaimer This product has been prepared by Aspire to Succeed Pty Ltd using their best endeavour to ensure contents are correct and accurate at time of release. Aspire to Succeed Pty Ltd does not give any warranty nor accept any liability in relation to the contents or information added by parties during contextualisation and use. If any law prohibits the exclusion of such liability, Aspire to Succeed Pty Ltd limits its liability to the extent permitted by law. Continuous Improvement Aspire to Succeed Pty Ltd is committed to the standard of products it provides and we welcome feedback from learners and users of our materials. Occasionally during review, we are alerted to minor errors or mistypes. If you see any, please let us know at admin@aspiretosucceed.com.au Important Information about this unit Unit Level This unit/s have been written in alignment with the requirements found in the CHC Training Package. All up to date Versions of this unit can be found at - https://training.gov.au/ This unit is delivered at AQF – level 3. Therefore the unit is written and assessed at the level to ensure that students gain the knowledge and skills to the unit outcome. Employment Outcomes applicable to this unit Level 3 Accommodation Support Worker Care Assistant Care Service Employee Care Worker Client Assistant Community - Access Coordinator - Care Worker - House Worker Disability Service Officer Family Support Worker Field Officer (Community Services) Food Services Deliverer Home care assistant In Home Respite Worker Nurse’s Aide Planned Activity Assistant Residential Aide Residential Care Worker Residential Support Worker Senior Personal Care Assistant School Support Officer (Disability) Transport Support Worker CHCCOM005 Knowledge Assessment (Learner) V12 June 2020 © Aspire to Succeed Pty Ltd Page 3 of 21
Learner Instructions Resources to complete this unit of competency may include: To establish overall competency for this unit you may utilise workplace resources such as the ones listed below. You are not limited to, the following resources: Legislation Residential Care Manual Aged Care Act Disability Act Mental Health Act Industry and organisation service standards Industry and organisation codes of practice/ethics Accreditation standards International and national charters Organisation policy and procedure Residents/resident/clients/consumers Workplace documents Workplace Industry – web Hints and Tips Attend all training sessions as this will assist with your knowledge and understanding of the unit requirements. If you need assistance please contact your trainer/assessor and ask for it Visual materials may be provided to support your learning experience. In some cases the DVD may not have been recorded in the specific environment in which you are training in, the content is considered to be transferrable and relevant to the overall application of skills within the community sector. Learner Assessment Instructions Assessment Process for the Learner If you feel you can demonstrate or have prior skills for this unit, it is recommended that you inform your assessor and apply for R ecognition of P rior L earning (RPL) for this. Overall Assessment As a learner you are required to demonstrate competency for each unit within your chosen qualification. To achieve competency, follow the steps below: 1. Knowledge Assessment – Written questions and Case Studies. 2. Complete the minimum 120 hours of workplace requirements. Additional Assessment 1. WHS and workplace practices will continue to be assessed throughout the course. Conditions of Assessment All work submitted must be your own work. Should you add content from other sources, please make sure this is referenced in your assessment. Assessor Assessment Instructions Overall Assessment Your learners are required to demonstrate competency for each unit within their chosen qualification. Competency will need to be demonstrated through the following methods: 1. Knowledge Assessment – Written questions and Case Studies. 2. Workplace application. 3. Completed assessor confirmation Note: should the learner be required to re-submit or repeat the assessment, a new assessment (full or partial) is to be provided to the learner with a new assessment cover sheet. CHCCOM005 Knowledge Assessment (Learner) V12 June 2020 © Aspire to Succeed Pty Ltd Page 4 of 21
Part A – Written Questions 1. List the six broad areas of service delivery in the community services sector. S NS 1 Housing/residential accommodation 2 Community health 3 Family/child support 4 Social/home support 5 Community action/development 6 Labour market programs 2. List three (3) stakeholders in the community services sector. S NS 1 Government representatives 2 Consumer/consumer groups 3 Psychologists 3. List three (3) community service systems. S NS 1 Funding Bodies 2 Community services organisations 3 Private Organisations 4. List three (3) community models. S NS 1 Community development 2 Community Education 3 Working with families 5. List the five (5) most common service models in the community. S NS 1 Aged care 2 Community Care Services 3 Disability Services 4 Youth Services 5 Child Protection Services CHCCOM005 Knowledge Assessment (Learner) V12 June 2020 © Aspire to Succeed Pty Ltd Page 5 of 21
6. What does PANEL stand for in relation to rights-based delivery. S NS P articipation A ccountability N on-discrimination and equality E mpowerment L egality 7. List three (3) rights an older person has. S NS 1 long term care, healthcare and palliative care 2 ageing in a place of choice, including support for independent living and housing 3 freedom from violence, abuse and neglect 8. List three (3) reasons why a rights-based approach to health and social care is considered best practice in disability. S NS 1 supports health and social care staff in meeting their professional ethical obligations 2 leads to more meaningful participation and engagement of people with disabilities in the design and delivery of health and social care services 3 reduces complaints and litigation 9. List three (3) reasons people with mental health are entitled to fair treatment. S NS 1 Be treated with respect and dignity 2 Have their privacy protected 3 Receive services appropriate for their age and culture 10. What is the main right of children and youth? S NS Children in street situations have many of their rights violated. We need to start thinking about our work with children in street situations in terms of ‘rights’ rather than ‘needs’ and how we can bring the two sides of the rights-holder / duty-bearer arch together. Children in street situations - the same as all children, be they middle class, rural, disabled, rich or from ethnic minorities - are above all individual human beings. Adopting a child rights-based approach to working with children in street situations helps us to recognise this and to treat them as people rather than as pawns. This approach means that we must consider their rights to life, survival and development, non-discrimination, best interests, resources and participation in all actions, activities, policies and programmes. 11. What does a consumer centred approach assume? S NS CHCCOM005 Knowledge Assessment (Learner) V12 June 2020 © Aspire to Succeed Pty Ltd Page 6 of 21
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