Communicate And Work In Health Or Community Services
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
Assessment – CHCCCOM005 – Communicate and work in health or community services 7
Activity checklist (Activity 1a to 2c) – for assessor 17
Activity checklist (Activity 3a to 4d) – for assessor 25
Activity checklist (5a to 6d) – for assessor 35
Skills, Knowledge and Performance Activity 36
Skills, Knowledge & Performance Activity Checklist – for assessor 41
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.
It is a condition of enrolment that you actively participate in your studies. Active participation is completing all the assessment tasks on time.
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 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/
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.
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.
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: ____________@aibtglobal.edu.au
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:
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.
2. Explain how and when you may use non-verbal communication
3. Briefly explain Lasswell’s model of communication and how this differs with the Shannon and Weaver model of communication.
4. How should you demonstrate respect in your communications at work in the health and community services?
|
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.
2. How can networking help you within the workplace?
|
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?
|
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?
2. What are reflection skills?
3. What is motivational interviewing?
4. Why should you use collaboration over confrontation at work?
|
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)
2. |
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