CHCWHS312A Follow WHS safety procedures for direct care work
Assessment
Tasks Outcome
Unit:
|
Follow
WHS safety procedures for direct care work
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Student ID:
|
|
Student’s Name:
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Assessor’s Feedback
Assessors: Please return this cover sheet to the
student, along with the assessment results and feedback. A copy must be supplied to the office and
kept in the student’s file with the evidence.
Please complete the table above.
Tasks included in this assessment:
Assessment Tasks
|
Title
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Satisfactory/ Not yet
satisfactory
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Assessor’s Signature
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Date
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Re-submission Satisfactory/ Not
yet satisfactory
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Short-answer questions
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Assessment 1
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Case
Study
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Assessment 2
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Simulation
1
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Assessment 3
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Simulation
2
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Assessment 3
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Simulation
3
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Assessment 3
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||||
Simulation
4
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Assessment 3
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||||
Assessor’s
Feedback
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|||||
Assessor’s name:
Assessor’s signature:
CHCWHS312A
Follow WHS safety procedures for direct care work
Assessment
Instruction for Student:
To achieve a competent result for this unit, you must satisfactorily complete all the assessment
requirements listed below. Your trainer/assessor will give you the timelines
when these assessments need to be submitted.
Assessments for
this unit are as follows:
Assessment
Number
|
Type of
Assessment
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Description and
location
|
Assessment 1
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Short questions
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There are 43 short
questions found on this booklet.
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Assessment 2
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Case study
|
There is a case study in this booklet.
You are required to answer the questions that follow the case study.
|
Assessment 3
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Simulations
|
These simulations must be undertaken by
all face-to-face students. Online students can either attend this class in
any of our campuses or undertake a manual handling course in any RTO before
they can attend a work placement.
|
Assessment 4
|
Work placement
book
|
Each student is to complete a work placement
book while on clinical placements.
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Assessment 5
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Personal journal
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Each student is to keep a journal of their
daily activities while on clinical placements.
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Assessment 6
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Third-party
observation
|
Each student will be expected to cover some
aspects of this course at the workplace. Your assessor will give you more
details.
|
Assessment 1 – Short questions
Instructions
for student:
Please
read all the information given to you before you start answering. If you do not
understand any of the questions, please ask your trainer / assessor for
assistance.
You
must answer ALL the questions in your own words.
1. For work health and safety purposes, it is important to identify and
understand the implications of hazards and risks. Explain the following terms
in your own words.
a. Hazard
b. Risk
2. You will come across many manual handling hazards in the Aged Care and
Home and Community Care Industry. List five manual handling hazards that you
may be faced with in the industry.
3. List three ways that you can
control or eliminate risks involved when completing manual handling tasks.
4. It is important to identify the
risk of infection, should there be an outbreak of gastro (gastroenteritis) at
your facility.
a. Explain the term ‘Standard Precaution’.
b. Give two standard precautions used in delivering care to clients.
c. Briefly explain the purpose of additional standard precautions.
d. Would standard precautions be enough to protect you from infection? Explain
your answer.
e. List three additional
precautions you must adhere to in case of a gastroenteritis outbreak.
5. It is important to understand
that infection can be harboured in many different sources. Give
four examples of infection risks that you may need to identify and
respond to at your workplace.
6. List five ways that you can control or eliminate risks involved when
completing manual handling tasks.
7. In the event of fire or an
emergency at your workplace, list three things that you are expected to do.
8. Every organisation has its own
policy and procedures on risk management.
a. What would you do if you nearly tripped over a cord left lying on the
floor?
b. What documentation are you required to complete?
c. Whom should you report this
incident to?
9. Aged care legislation, industry regulations and codes of practice are
just guides. They do not need to be followed. True or False
10. Although fire, bomb threats and armed holdups
are unlikely, all staff should be trained and competent in evacuation
procedures. True or False
11. As an employee, you have many rights towards contributing to WHS (Work
Health and Safety). These rights also make up your employer’s responsibilities
towards you.
a. Name two employee’s rights.
b. Name two employer’s obligations
and responsibilities.
12. If you were to have an issue regarding WHS (Work Health and Safety),
who would be the person/s that you would report this to?
13. As an employee, you have many responsibilities with regards to WHS
(Work Health and Safety). List three employee’s responsibilities.
14. WHS Laws and Regulations vary between states. True or False
15. It is important to know the relevant state/territory Work Health and
Safety authority or department. True or
False
16. Carers should ensure that they are aware of the work health and safety
regulations of relevant state and territory. True or False
17. Below are the documents we frequently use in a workplace. Give the
purpose of these documents and state when we use these documents.
Documentation
|
Purpose of Document
|
When do we use this document
|
Care plan
(particularly the mobility assessment)
|
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Hazard Identification
|
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Policy and Procedure on use
of PPE
|
18.
Read the following information and answer the questions that follow. (Taken
from www.worksafe.sa.gov.au)
South
Australia passed the WHS Act on 1 November 2012 and became the seventh
jurisdiction to adopt the harmonised WHS laws. This brings SA in line with
Queensland, NSW, NT, ACT and the Commonwealth jurisdictions where the new laws
have already been implemented. Tasmania will be implementing the new laws on 1
January 2013 as will South Australia.
The South Australian WHS Act
closely follows the model laws but does contain some amendments. A summary of the amendments can be accessed here and a copy
of the Act can be accessed at SA government’s legislation web page.
The
current South Australian Occupational Health, Safety and Welfare Act
1986 will continue to be enforced until 1 January 2013 when it will be
replaced by the Work Health and Safety Act 2011. The WHS
regulations will also commence at the same time as the new Act in South
Australia. It is important to note that any significantly new requirements in
the regulations will have transitional periods to provide businesses with time
to prepare.
Western Australia. WA remains committed to
the harmonisation process and intends to adopt the model WHS laws but with some
amendments to the Act. In October of this year, the Government of Western
Australia issued a Consultation Impact Statement and Issues Paper to explore
the impact of the WHS model regulations and codes of practice for WA.
Australian Industry Group (Ai Group)’s response can be accessed here.
Victoria. The Victorian Government has stated publicly that they
will not sign up to the current proposal for harmonised legislation for
occupational health and safety, although they remain committed to
harmonisation. It is hoped that the Government will reconsider its position
once the harmonised laws have been reviewed in 2014. Meanwhile the current OHS
Act 2004 continues to apply in Victoria. The
key principles of the Work Health and Safety Act 2012 (SA) are
consistent with long-established and familiar occupational health and safety
standards. From 1 January 2013 the Act:
·
establishes health and safety
duties, including the primary duty to protect any person from exposure to
hazards and risks that arise from work;
·
provides for worker
representation, consultation and participation including through Health and
Safety Representatives and Health and Safety Committees;
·
enables compliance and enforcement through Safe Work SA, the
regulator; and
·
provides for the creation of regulations and Codes of
Practice.
From 1 January 2013, South Australia's work health
and safety legislation - which includes the Work Health and Safety Act 2012
(SA) and the Work Health and Safety Regulations 2012 (SA), supported by
Codes of Practice - will align with New South Wales, Queensland, Tasmania, the
Australian Capital Territory, the Northern Territory and the Commonwealth.
The Work Health and Safety Regulations 2012
(SA) identify the control measures that must be applied to specific work
activities and hazards, for example, machine guarding and noise exposure.
The Codes of Practice provide practical information,
or guidance, on how to meet the requirements of the regulations. The Codes are
not mandatory but provide information to help workplaces achieve safe systems
of work.
From
the information above, describe each of the following in the table:
Work Health and Safety Act 2012 (SA)
|
|
Work Health and Safety Regulations 2012 (SA)
|
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Manual Handling Codes of Practice
|
19. Understanding signs
and symbols is important when it comes to work health and safety. Explain in
the table below what the following symbols mean in your workplace.
Symbol
|
Meaning
|
20. You are working in a
client’s home. List three basic home fire safety knowledge you require to
ensure the safety of your client.
21. A carer should always provide support in implementing procedures to
control risks in accordance with their organisation’s policy and procedures. True or False
22. As a carer, it is important to follow accurately workplace procedures
and work
instructions for controlling risks with minimal supervision. True or False
23. As a carer, it is not necessary to work within the scope of
responsibilities and competencies in regards to workplace procedures for
dealing with incidents. True or False
24. It is important to handle,
package, label, store, transport and dispose of waste appropriately to minimise
potential for contact with the waste and reduce the risk to the environment and
clients of exposure. True or False
25. List four factors that influence the level of risk involved in manual
handling.
26. Provide three examples of manual handling tasks and activities in the
aged care sector.
27.
Identify three sources of risk to
personal safety during manual handling.
28. Select the correct answer. You should change
protective clothing:
a.
Daily
b.
After each client contact
c.
When appropriate
d.
All of the above depending on the situation
29. List three WHS issues which should be communicated to designated WHS
personnel.
30. Give three examples of protective clothing
and equipment you may use to comply with infection control policies and
procedures.
31. Briefly explain why PPE should
always be used in accordance with standard precautions.
32. You are working on a casual basis as a personal support worker. You are
employed by an agency to work at different nursing homes as required to meet
their operational needs.
a.
Identify the stress associated
with this employment arrangement.
b.
What would you do to reduce the
risks associated with this employment arrangement?
33. You have been given a short-term assignment where you provide care from
6:00 am to 10:00am. It is dark when you arrive at work. Briefly explain what
the risk would be in this particular scenario.
34. Manual Handling Code of Practice of Victoria directs that it is unsafe
to lift an adult person without assistance either from a mechanical aid or
another trained worker. True or False
35.
Different methods of reporting
hazards include participating in WHS committees, speaking to the supervisor,
WHS representative or officer, and filling in incident or accident reports
which contribute to effective participative arrangement for WHS management. True or False
36. While showering a client, you notice bruises on her wrists. You ask her
about these but she is unable to explain them. Explain the course of action you
should take.
37. One of the clients has experienced an episode of incontinence. As a
result, there is urine on the floor in the dining area. You are told to use a
cleaning product and hot water to clean the floor.
a.
What risks are associated with
using chemicals in this situation?
b.
Where can you get information
about using the cleaning chemical safely?
38. A client, John, is exhibiting behaviours of concern. You knock on
his door, introduce yourself and explain that you are there to help him shower.
He yells, ‘Who are you? Go away!’
a.
Why should you document John’s
behaviour?
b.
Where should you document
John’s behaviour?
39.
As
a HACC worker, one of your daily tasks may be taking the client out for
appointments or shopping. Identify a risk associated with driving and traveling
with clients at the workplace and the organisation’s procedures used to
minimise these risks.
40. As carers, it is our duty of
care to maintain work health and safety standards. A lack of understanding of WHS standards will affect our health,
workplace, economic and social sustainability. True or False
41.
Poor WHS management can impact
environmental sustainability. True or
False
42.
List
four examples of standard precautions
you could use to prevent the spread of infection.
43. You observe that a co-worker has flu. You also observe that after they
blow their nose, they discard the tissue on the floor. Explain how this act is
in breach of WHS regulations and how this affects workplace sustainability.
Assessment 2 – Case Study
Read the following case
study and answer the questions that follow.
You are a home
and community care worker. You have been
allocated a new client named Mrs Varda, and you have the following tasks to
carry out when you arrive at her home.
·
You must vacuum
her floor and clean her bathroom.
·
You must drive
her to the local supermarket to assist her with her weekly shopping.
·
You should help
her to unpack and put her shopping away.
·
You should assist
her to prepare her evening meal.
You arrive to
carry out your allocated tasks and set about to prepare the vacuum cleaner. You
plug in the vacuum cleaner, but before you plug it in, you notice that the cord
is frayed. You know that if you were to use the vacuum with the frayed cord, it
would pose a risk of electrocution, so you let Mrs Varda know that you are
unable to vacuum today because of the risk involved and you put the vacuum
away. According to the policies and procedures at your workplace, you must fill
in some documentation regarding the risk you have identified.
Now you are ready
to clean Mrs Varda’s bathroom. Mrs Varda shows you where the cleaning materials
are and you notice that there is bleach. Mrs Varda wants you to use this
because she says ‘it cleans better’. You remember that your organisation’s
policy regarding using cleaning materials says that under no circumstances are
bleach to be used. You explain this to Mrs Varda.
You then put on
gloves to continue cleaning Mrs Varda’s bathroom and toilet. When this is
complete, you put the cleaning equipment away and ask Mrs Varda if she is ready
to go the shopping centre to do her shopping. When you walk out to the car, you
notice that the pathway from the laundry to the clothesline is overgrown with weeds,
making it difficult to see the path clearly. This is definitely a high-risk
hazard, as the chance of tripping is high. You make a note to mention this to
your supervisor as soon as your finish your work. Mrs Varda has a walking frame
that she would like to use at the shopping centre, so you bring this to the car
and lift it carefully into the boot. It is heavy and difficult to lift because
of its size. When you put it into the boot, you carefully strap it down, so
that it does not move or become unstable whilst you are driving.
When you arrive
back from shopping, you assist Mrs Varda to put the shopping away in her
pantry. Some of the shelves are very high, so you use a small step so that you
don’t have to reach to put away the items. You notice that some of the food in
her fridge is out of date. The milk has spoilt and there is mould growing on
some of the food. You tell Mrs Varda that you are going to throw the spoilt
food away as it may cause her to become ill, and you make a note to report this
to your supervisor when you have finished work.
You now have to
assist Mrs Varda to prepare her evening meal, but whilst you are rinsing the
vegetables, you notice that Mrs Varda has forgotten what she was doing and is
getting upset. You ask her if she is okay, and she tells you that this is
happening often and she is becoming more and more forgetful. She tells you that
she can’t even remember what day it is sometimes and even forgets her
grandchildren’s names. You remember that from reading Mrs Varda’s care plan, it
makes no mention of her having trouble with her memory. You make another note
to let your supervisor know.
When you finish
at Mrs Varda’s house, you realise that you have a lot of things that you need
to document and to report to your supervisor!
1.
In the table
below, list three or more hazards you have identified and the risks that these
hazards could pose to either yourself or your client.
Hazard
Identified
|
Risk
Involved
|
Ex. Frayed cord on
vacuum
|
Risk of electrocution
|
2.
What PPE
(personal protective equipment) did you have to wear when working at Mrs Varda’s house?
3.
Why do we have to
wear PPE in certain situations?
4.
When you realised
that the shelves in Mrs Varda’s pantry were very high, what did you do to
minimise any risk?
5.
You have been
asked to go to Mrs Varda’s house and conduct a risk assessment based on the hazards
that you have identified. Fill in the following risk assessment, listing the
level of risk involved with each hazard and suggestions as to how the risk can
be controlled.
Hazard
Identified
|
Level of
Risk (high, medium, low)
|
Suggestion
for controlling the risk
|
Frayed cord on vacuum
|
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Overgrown path
|
||
Lifting the heavy
walking frame
|
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Spoilt food in fridge
|
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Mrs Varda’s
forgetfulness
|
Assessment 3 –
Simulation
Face-to-face students
must attend a skills workshop and satisfactorily complete the simulations below. Online students can either attend this class face
to face or undertake a manual handling course in any RTO so that they can have
a manual handling certificate to enable them to proceed for work placement.
Simulation
1 – Getting in and out of bed (CHCWHS312A)
This activity has to be done three times by
every student in class during the course of their study using the equipment
provided. The first and second time will be done by students individually.
Trainer will assess the student’s performance, which if not satisfactorily done
will have to be repeated. Another student will act as the client needing total
assistance to get in and out of bed, and the rest of the class will observe.
The third time will be carried out by two students doing the patient transfer
together. Partners will have to discuss how they are going to fulfil their
roles. The trainer will assess the students’ verbal communication skills.
Trainer/assessor will use the checklist below:
Did the student demonstrate the following skills in this class simulation?
|
1st time
|
2nd time
|
3rd time
|
·
Identifying job at hand
(getting the client in and out of bed)
|
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·
Identifying equipment
and resources to use for the client, which include:
Ø hoist
Ø wheel chair or commode
Ø sling
Ø if going to shower – all items and clothing
needed
|
-
|
||
·
Reading of client’s
care plan
|
-
|
||
·
Ability to explain to
the client the roles to be performed in a courteous and respective manner
Ø explains to the client the job to be done
Ø seeks client’s consent
Ø remains respectful and addresses the client according to their care
plan, for example, if client wants to be referred to as “Mrs”
|
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·
Teamwork in carrying out these
roles:
Ø equipment and resources required
Ø use of sling
Ø control of the equipment
|
|||
·
Proper manual handling
procedures,which include:
Ø no manual lifting
Ø proper turning in bed
Ø proper standing position
Ø proper bending position
|
|||
·
Evaluation of the outcome of the job
Ø reviewing the process and outcome of this task
Ø making suggestions for improvement
|
|||
Assessor’s
comments and signature
|
|||
Student’s
comments and signature
|
|||
Simulation
2 – Lifting activity (CHCWHS312A)
All students are to demonstrate to the assessor their ability to
perform the following tasks. If the student is not successful, they are to be
given two more chances to carry out the tasks correctly. The assessor is to
note ‘satisfactory’ or ‘not yet satisfactory’ in the table below. There is a
zero lifting policy in this organisation. Students are to seek assistance and
clarification where they don’t understand. The assessor is to watch out for the
following as the students carry out the tasks:
- Safety in doing the task, both for the client and the staff member
- Ability to operate the equipment
- Ability to follow policy and procedures of the organisation
Tasks to perform
|
Satisfactory/ Not Yet Satisfactory (S/NYS)
|
Assessor’s comments
|
|
Single
person assisted stand from a wheelchair
|
|||
Single
person transfer from chair to bed
|
|||
Two-person
assisted transfer from bed to chair
|
|||
Transfer
from bed to chair using hoist
|
|||
Two-person transfer from
floor to chair
|
|||
Ability to assess risk and
identify hazards
|
|||
The student’s performance was:
|
Not Satisfactoryq
|
Satisfactory q
|
|
Assessor’s signature
and date:
|
|||
Simulation 3 –
Making an Occupied Bed (CHCWHS312A)
Each student is to undertake this task
successfully. The assessor will observe the student do the task. If the student
does not carry out the task successfully, he/she will be given two more chances
to perform the task.
Student’s name
|
||||||
Assessor’s name
|
||||||
Unit of competency
|
||||||
Workplace
|
||||||
Date of assessment
|
||||||
Observation
Criteria
|
YES
|
NO
|
N/A
|
|||
Washes and dries hands
|
||||||
Introduces self to client
|
||||||
Explains procedure to client
|
||||||
Removes excess furniture, bed, table/cradle, etc.
|
||||||
Fetches clean linen
|
||||||
Positions chair for bed linen
|
||||||
Adjusts height of bed and checks brakes are on
|
||||||
Places pillow on chair, changes pillow cases if
soiled
|
||||||
Uses gloves to remove soiled bedding
|
||||||
Loosens bed linen
|
||||||
Removes each item of bed linen separately, folds
and places on chair
|
||||||
Crosses client’s arms, bends knee, rolls client
onto their side
|
||||||
Rolls dirty linen to the middle of the bed, then
places clean linen and kylie on the bed to the middle point in a rolled
/scrunched manner
|
||||||
Rolls client onto their back
|
||||||
Crosses client’s arms, bends knee, rolls client
onto their other side
|
||||||
Pulls dirty sheets out to the floor, then pulls
clean linen and kylie into place
|
||||||
Ensures linen is in correct place, no creases,
sheet evenly spread on bed allowing ample tuck-in
|
||||||
Rolls client back onto their back
|
||||||
Ensures
kylie is positioned 25 cm from head of bed
|
||||||
Tucks sheets in using hospital style corners
|
||||||
Places pillow under client’s head carefully, asks
client if they are comfortable
|
||||||
Gets top sheet, ensures it is positioned on the
bed and top turned over with 25cm flap, respecting client’s dignity
|
||||||
Replaces quilt/blanket, ensures top is turned
over with 25cm gap, tucks bottom of blanket in, mitres bottom corners
allowing linen to hang freely (don’t tuck in)
|
||||||
Readjusts height of
bed
|
||||||
Asks client if they
are comfortable
|
||||||
Places soiled linen
in container
|
||||||
Replaces any
furniture
|
||||||
Washes and dries
hands
|
||||||
Reports and documents blood stains on
sheets/blankets or other relevant information
|
||||||
The student’s performance was:
|
Not
Satisfactory q
|
Satisfactory q
|
||||
Feedback to student:
|
||||||
Assessor’s signature:
Name:
Position:
Telephone #:
|
||||||
Simulation 4 –
Manual handling techniques (CHCWHS312A)
CHCICS301B
Provide support to meet personal care needs
3.
Address personal support requirements
Correct
manual handling techniques comply with Work Health and Safety Regulations and
ensure personal and client safety. Every workplace should have a written
policy and procedures for manual handling.
Read a
workplace’s policy and procedures for safe manual handling, then role play
the following scenarios:
1.
Lifting a large box (not too heavy) to take to storage
2.
Assisting a client who cannot help themselves to stand and move from
chair/bed to chair
3.
Assisting a person to sit up from a lying position
|
||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
1. Lifting a
large box
|
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2. Transferring a client from chair/bed to
chair (no walking belt)
|
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