ASSESSMENT TASK 2 – CASE STUDY

Student Details

☐ I have read and understand unit information and assessment instruction

Student ID Date

Student Name

Conditions of • For this assessment, the student will have access to the relevant learning
Assessment resources, listed under the learning resource of this document.
• Role Play will be completed during class time as outlined in the unit delivery and
assessment plan.
• The assessment is conducted in the SCEI simulated environment that reflects
workplace conditions.
• The students must be directly observed by the trainer/assessor during the
assessment process in a safe and competent manner.
Student Instructions
• Students are to read the provided role play scenario.
for completion
• Individual preparation time: 15 to 20 minutes.
• Duration of the role play: between 8 – 10 minutes.
• Role play is to be performed in a group of three (3) students. For this role play,
you will be assessed in the role of Welfare worker as described below in the SCEI
simulated environment that reflects workplace conditions.
• You are required to submit all preparation material as well as evaluation report as
evidence.
• This assessment requires you to meet ALL requirements (outlined in the
assessment requirements section below) during the role play to receive a
satisfactory outcome for this assessment task.
• The schedule/roster for the assessment will be provided to you prior to the
assessment day. You must follow your allocated schedule to attend this
assessment.
• Attendance for this skills assessment is mandatory. A medical certificate must be
presented to be absent from this skills assessment.
• You may have up to three (3) attempts to be deemed Satisfactory outcome with
this assessment.
• Failure to receive the Satisfactory outcome after the three (3) attempts, the result
for the unit will be deemed Not Yet Satisfactory, and you must re-enroll and
repeat the unit to be eligible to be assessed again.
• You must upload the scanned copy of the marked observation checklist into
Moodle within 24 hours after the assessment was conducted.
• The written assessment standards (8.2) outlined in the PP77 Assessment Policy
and Procedure apply to this assessment task.

Explanation of the • List / identify / state / give = present in brief form

common command • Outline = provide the main facts about something, more than naming, but not a
words used in the detailed description
Assessment Task • Describe = Provide full details of characteristics and/or features, more needed
than an outline or than a list
 • Explain / Discuss = Provide a reasonable argument to discuss cause and effect
and/or make links between things clear in your own words
• Analyse = Identify parts, the relationship between them, and their relationships
with the whole. Draw out and relate implications
• Demonstrate = Present, show or illustrate through example or action

Assessment
• You will be provided with a briefing on the assessment and the opportunity to
Procedure
seek clarification on the conduct of the assessment.
• You may seek clarification at any point in time during the assessment task. If you
feel you need more time to complete the assessment, you must negotiate the
time needed with the assessor prior to the assessment due date.
• Following the assessment, your responses are to be assessed and marked as
appropriate. Where responses have been assessed in one (1) or more questions
as unsatisfactory, students will be required to resubmit these questions. For
more information, detailed information can be found in PP77 Assessment Policy
and Procedure

Due Date  The trainer/assessor will provide a date and time for this assessment schedule on
the first day of the unit delivery.
Student responses for all questions will be in-line with, but not be limited to the following suggested
responses:

1. Other than Dementia, identify at least three (3) pathophysiological disorders that Gladys has had,
provide a brief explanation of how those disorders affect her and her family or carer.
2. Identify the psychosocial needs of Gladys and her family / carer. Consider the psychological, social and
spiritual dimensions of their quality of life.
● Psychological needs (list at least two (2) needs):
 ● Social needs (list at least two (2) needs) :

● Spiritual needs (list at least two (2) needs):

3. List ten (10) assessment tools that you can use to assess Gladys's health status in collaboration with the
RN.
4. List five (5) effective communication strategies you will implement while caring for Gladys who has
sensory impairments.

5. Gladys has poor mobility, incontinence and CVA (Cerebrovascular accident). List five (5) preventative
health assessments you will apply to identify her needs in ameliorate care.
 While meeting the ADL needs of Gladys, you noticed that she has halitosis, bleeding gums and poor fitted
dentures

6. Provide the responses for the following

a) State the two (2) oral screenings required to identify Gladys's oral health problems.

b) List three (3) signs that indicate oral health problems.

7. Identify at least two (2) actual problems and formulate a nursing care plan for Gladys. Use the Nursing
care plan template (1) from the Clinical Skills Logbook and the organisational policies and procedure to
formulate the plan.
Nursing Care Plan Template (1)
Nursing Potential Desired Nursing Rationale Timeframe for
diagnoses risks outcomes interventions evaluation
8. Gladys is very keen to go back home. How do you assist Gladys and her family to identify her abilities
and limitations in capacity for self-care/ independence at home? Provide at least three (3) measures you
would use.

9. Maureen approached you in the nurse’s station and asked about the community services available for
Gladys if she gets discharged to home. Outline the relevant information you will provide to Maureen on
available primary health care services and the community services for both Gladys and her carer.

10. Alzheimer's Disease is the most common form of dementia that is an age-related pathophysiological
disorder. It includes three stages and its impact on the person’s capacity to perform daily living activities
 varies depending on stage. Maureen wants to better understand the impacts of dementia on Gladys’s
ability to perform ADLs, that helps her to make a decision whether she is capable of caring for Gladys at
home. You are required to provide the following information for her.
a) Outline the impacts of the three stages of dementia on Gladys's ADLs that you would like to discuss
with Maureen.

b) Identify which stage of dementia Gladys is in, according to her current ADLs ability.

Due to advanced Dementia and Maureen, her daughter’s inability to care for her mother any longer, it was
decided by the family and GP, that Gladys go into an Aged Care Facility.
11. Moving an aged care facility is a good option for Gladys and her family. It is your responsibility to provide
the relevant information and help Gladysand Maurren make a smooth transition to the Facility. Provide at
least two (2) things you would like to tell Gladys and Maureen.

12. You observed that Gladys is getting very distressed, disoriented, and agitated after she moved into the
aged care facility. Identify at least two (2) relevant environmental factors and triggers contributing to
Gladys's responsive behaviours that you will document in her care plan.

13. Gladys's responsive behaviour will impact on herself and others. As an EN, you should consider those
potential impacts in determining an appropriate response.
 a) Identify two (2) potential impacts that Gladys's responsive behaviour has on herself and other
residents in the facility

b) Reflecting on knowledge of theories of ageing and applying best practice care guidelines, list three
(3) best practice strategies you will implement to minimise those impacts in consultation with RN as
per organisational policies.

14. Gladys has been experiencing urinary incontinence. List two (2) strategies including using appropriate
continence aids that you could put in place to reduce her episodes of incontinence.
 Gladys's medication regime has changed with her admission to the facility due to taking too many
medications a day. Following a review of pharmacy and responses to nursing interventions, she has had a
number of medications ceased including a night time sedative which was increasing her risk of falls

15. Provide a response to the following:

a. Research the drug prescription rules for older persons and identify three (3) possible age related
effects of drugs and medications on Gladys.

b. As an EN, you should document persons’ responses to nursing interventions, and report changes
and concerns to a registered nurse. Outline how you would document and report Gladys's
medications changes and make adjustments as required in consultation with the RN.

16. Explain briefly the importance of providing a safe, physical, social and emotional environment for Gladys
and staff members in a dementia specific area.
17. Gladys has an Advanced Directive documented in her care plan. Explain briefly the difference between
the palliative care and end of life care plan.

Gladys's daughter Maureen is feeling extremely guilty about placing her mother into care. But she was
exhausted and could not go on any longer trying to cope by herself.
18. Identify three (3) community care environments, counselling and/or support services which are available
to Maureen, to meet her psychosocial needs and role as a carer.

19. List three (3) strategies you would develop and implement to ensure companionship and social inclusion
for Gladys in consultation with her in the residential aged care facility.

20. In order to accomplish social inclusion for Gladys who has dementia, you have decided to plan some
activities for her. List at least three (3) activities you may plan as appropriate for Gladys, considering her
gender, culture and age, and reflecting her likes and dislikes within your scope of practice.