CHCCCS011 Meet Personal Support Needs Assessments Samples

CHCCCS011 Meet Personal Support Needs Observation Final Assessments-3 Samples

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Final Assessments-3 SIMULATION OBSERVATION

Assessment method 3 – Observation

*Candidate’s Name:*
*Unit:*	*CHCCCS011 Meet personal support needs*
*Assessor’s Name:*
*Date of assessment:*
*Observation Assessment Instructions:*
· Read the scenario that typifies what occurs in an Aged Care Facility. When you believe you understand the system, you will be asked to role-play this with your fellow students. · Your assessor will provide you with further instructions before carrying this assessment · You must demonstrate appropriate behaviours to all the tasks to achieve a satisfactory result for this assessment. Refer to the observation sheet to get an understanding of what is required · If you do not achieve this you will be asked to redo the task · You should be able to complete this role play in 15 minutes

Role Play 1: Below is the attached Care Plan students to use as information regarding the patient (one student to act as patient and the other to act as a Nurse or Carer) and follow the interventions as stated in the care plan to complete the task.

Students are requested to attend personal hygiene activities for Robert Smith and trainer to observe the act and mark off student by using the Observation Marking form. Students should demonstrate Knowledge to interpret a personal care support plan, including terminology, basic understanding/knowledge of human body systems, goals, objectives, actions

Assist client, as required, with any of the following activities:

Showering
Bed bathing
shaving
dressing, undressing and grooming
toileting and the use of continence aids
oral hygiene
eating and drinking using appropriate feeding techniques
Mobility and transfer including in and out of the wheelchair, shower chair and

Role-Play 2: Primary Skill Assessment: Client Lifting

Role Play 3: Mr Smith is going for an appointment and you are required to transfer him in Car prior to the appointment and out of the car once he is back from an appointment. Students to form a group of 2-3 and act out the role-play:

Student 1: Mr Smith(Client) Student 2: Carer

Student 3: Carer

Aged Care Facility Nursing Care Plan		Name:		Robert
		Surname:		Smith		DOB	12/11/1945
		Section		C		Room No	13; BED: 1
		MRN/CRN		100434312
Diabetic
Communication
Preferred name: Mr Smith Care needs: Visual impairment Goal: (expected outcome) Effective vision is maintained
Vision			Hearing
Aids	glasses magnifying glasses Clean and fit glasses daily Prompt to clean your own glasses		Aids		hearing aids ( right /left ) Adjust volume daily Check batteries and clean aids daily
	Place objects in the range of vision Read aloud menus/letters/documents				Gain attention before speaking Speak loudly, clearly and directly Allow extra time for response Give step-by-step instructions

	Assist to write Assist to use the telephone				Use repetition when difficulty persists
Other			Other
Eye care required Observe for eye discharge			Ear care required
Speech and language			Comprehension issues (For example inappropriate responses)
Language/s spoken English
			Orientate Mr Smith to time and place
Speech disorder/s
	Translate for resident Take time to listen to Initiate conversation Use language cards Use picture cards
Other
Mobility
Care needs: Impaired mobility Goal: (expected outcome) To maintain safe movement
Ambulation (walking)			Transfers
	ambulant (able to walk) non-ambulant (unable to walk)		independent weight-bearing (able to stand) non-weight bearing (unable to stand) 1-staff assist 2-staff assist hip replacement knee replacement amputee ( left-right )
Aids	walking stick Zimmer frame wheelchair quad stick wheeled walker		Aids	bed rail slide sheet gait belt hoist standing hoist Hoist sling-type and position of the loop
Other						Other
		Provide direction Supervise movement Encourage to maintain mobility
Other
Toileting and continence Care needs: Urinary incontinence

Goal: (expected outcome) Mr Lewis remain dry at all times

Continence
Bladder control	a continent incontinent catheter ( occasionally frequently total incontinence )
Bladder management	fluid balance chart toilet (times 0800 1200 1600 2000 ) Other Prefers male care worker with toileting assistance
Bowel control	continent incontinent constipation colostomy ( occasionally frequently total incontinence )
Bowel management	high fibre diet encourage fluid intake aperients bowel chart
Continence aids	Day	Night
Toileting
Toileting aids	commode urinal Uridome kylie bedpan Other Urinal to be used at night
Toileting regime	independent supervise some assistance/prompt fully assist Adjust clothing Position on toiletEncourage self-care Clean perianal area Other Prefers male care worker to assist with toileting
Showering, dressing and grooming
Care needs: Inability to manage own shower and dressing Goal: (expected outcome) To maintain optimum hygiene levels
Shower and washing
	independent supervise some assistance/prompt fully assist shower bath spa bath bed sponge flannel wash Frequency Daily Preferred time 0800 Adjust water temperature Encourage to optimise self-care Other Prefers male care worker for showering assistance
Transfer	walk to shower wheelchair Other: Pelican Belt
Showering aids	bath trolley shower chair Other
Toiletries	normal soap deodorant aqueous cream moisturiser ( am 8 pm) Other
Haircare	wash in shower wash in bath Preferred days: 2nd daily


Dressing and undressing
	independent supervise some assistance/prompt fully assist callipers splints Other
Cultural dressing	N/A
Dressing assistance	bra singlet buttons belt zips stockings socks jewellery make-up shoes Assist with selecting clothing Other
Grooming
Haircare	independent supervise some assistance/prompt fully assist Hairdresser Facial hair wet shave dry shave Frequency Daily Hair removal Frequency
Nail/foot care	independent supervise some assistance/prompt fully assist Podiatry visits 6 weekly. Do not cut nails – RN or podiatrist only
Teeth	none some ( upper-lower ) all Cleaning routine Toothbrush and paste: in the morning after breakfast, in the evening before bed
Dentures	none partial full ( upper-lower ) Night in out Cleaning routine
Pressure area and skincare
Care needs: Goal: (expected outcome)
Norton Scale	Score [ ] low risk [ ] medium risk [ ] high risk
Pressure relief aids	bed cradle sheepskin cushion bedrail/protectors Other
Pressure area regime	Reposition in bed Reposition in chair Frequency special mattress (type ) personal chair Other/specific orders
Skincare	emollient cream to dry skin areas ( daily twice daily ) Preferred time/s 2000
Eating and drinking
Care needs: To maintain blood sugar at optimal levels Goal: (expected outcome) Blood sugar levels will be within the normal range for Mr Smith
Eating

	independent supervise some assistance/prompt fully assist right-handed left-handed
Preferred place to eat	dining room bedroom Other
Type of diet	normal soft modified soft (minced) puree
Special diet	high fibre diabetic enteral feeding (PEG/NGT)
Special instructions
Aids	modified crockery modified cutlery bowl lipped plate built-up cutlery clothing protector Other
Drinking
	independent supervise some assistance/prompt fully assist right-handed left-handed
Aids	a modified cup clothing protector
Thickened fluids	level 1 level 2 level 3 Type of thickener to be used
Sleep and settling routines
Care needs: Goal: (expected outcome)
	Usual time to rise 0700 Usual times to bed 2030 Rest time ( am 1 pm ) Preferred sleeping position Pillows required
Sleep Aids	massage music hot packs Other
Room	light on door open door closed bedrail/protectors Other
Night-time patterns
Other preferences (For example hot drinks or snacks)
Night checks	every hour every 2 hours Other
Specialised care plans
Refer to specialised care plans for	[X] Medications [ ] Pain management [ ] Wound care [ ] Therapy [ ] Restraint management
Social and human needs/activities
Care needs: Goal: (expected outcome)

Frequency of visit/contact by family/friends Family visit every weekend. Frequent visits by friends intermittently during the week also. Religion beliefs/practices Anglican Pastoral requirements Attend a place of worship (attends Anglican service at Care Plus Aged Care Facility) Cultural needs Hobbies/interests Reading, chess, classical music Employment history Retired Bank Manager
Behaviour
Care needs: Episodes of short term memory loss and confusion related to the diagnosis of dementia Goal: (expected outcome) To reduce periods of confusion
Forgets meal times Orientate Mr Smith to time and place Gain attention before speaking Speak loudly, clearly and directly Allow extra time for response Give step-by-step instructions Use repetition when difficulty persists
Additional comments (For example special needs, restraint, routines, pain, palliative care, pacemaker) Terminal care recorded Yes No
Date care plan evaluated (document in progress notes)			Signature
Interventions current and effective, nil changes made to care plan			Date: ……/……. /…….




Care Plus Aged Care Facility use only
Entered in progress notes		Date
Signed Review date every 3 months	Print name			Position title

Practical Activities

a) You are required to demonstrate the correct hand washing technique, in accordance with infection control and organisational procedures.

Hand washing (Knowledge & Skills Demonstration)
Instructions for demonstration
You are required to demonstrate the correct hand washing technique, in accordance with infection control and organisational procedures.
Materials and equipment Hand basin, Paper towel dispenser & cleansing agent as per organisational procedures
Observation
During the demonstration of skills, did the candidate:	Yes	No	Assessor’s Comments
· Organise the equipment and environment?	o	o
· Remove all jewellery from hands and/or wrists	o	o
· Turn taps on, and adjust water temperature and flow rate?	o	o
· Wet hands and wrists prior to applying cleaning solution?	o	o
· Ensure hands are positioned higher than the elbow and fingers upwards at all times?	o	o
· Apply a generous amount of cleansing agent?	o	o
· Lather soap using a rotary motion on hands for 30 seconds?	o	o
· Washback and front of both hands?	o	o
· Clean between and around each individual finger?	o	o
· Clean each fingernail?	o	o
· Ensure wrists were the last part to be cleansed before rinsing?	o	o
· Avoid touching sink or taps throughout the procedure?	o	o
· Rinse hand and wrists thoroughly ensuring hands are above elbows at all times?	o	o

· Turn off tap without contaminating hands	o	o
· Pat hands completely dry with a paper towel in a downward motion from fingertips to wrists to avoid recontamination of hands & wrists?	o	o
· Discard towel appropriately?	o	o
The candidate’s overall performance met the required standard: Yes q No q
ORAL ASSESSMENT Answered Appropriately: Yes No
Why do you wash your hands? Assessor to note answer given:			o	o
Comments/observations/feedback:
Student signature:
Assessor signature:
Date:

b) You are required to demonstrate the correct procedure for transferring a client from bed to chair using the assistance of a mechanical lifter, in accordance with your organisational procedures Work Health and Safety procedures.

MANUAL HANDLING: USE OF A MECHANICAL LIFTER (KNOWLEDGE & SKILLS DEMONSTRATION)
Instructions for demonstration
Materials and equipment Mechanical lifter (also known as Stand Aid lifter, pixel lifter, &/or patient hoist), Patient, Bed, Chair, and assistant if required.
PLEASE INDICATE TYPE OF MECHANICAL LIFTER USED:
Observation
During the demonstration of skills, did the candidate:	Yes	No	Assessor’s Comments
· Check the client care plan and select appropriate lift type?	o	o
· Explain how you identify the appropriate sling to use	o	o
· Use an assistant at all times throughout the procedure?	o	o
· Wash hands as per infection control procedures?	o	o
· Introduce himself or herself to the client?	o	o
· Organise equipment & ensure the surrounding environment is uncluttered?	o	o
· Explain the procedure to the client &/or assistant?	o	o
· Ensure the client has given consent to the procedure?	o	o
· Provide privacy and dignity throughout the procedure?	o	o
· Adjust the bed to the correct height before commencing?	o	o
· Maintain Manual Handling principles at all times throughout the procedure; i.e. Bent knees, straight back, load close?	o	o
· Check the working order of lifter prior to lifting?	o	o

· Place the mechanical lifter sling on the client correctly?	o	o
· Co-ordinate the transfer and instructions with the client & assistant throughout the procedure?	o	o
· Respond to the client’s needs throughout the procedure?	o	o
· Reassure the client throughout the procedure?	o	o
· Leave the client comfortable at the end of the procedure?	o	o
· Wash hands according to infection control procedures?	o	o
· Remove and store equipment appropriately on completion of the procedure?	o	o
· Report any appropriate changes in client’s condition?	o	o
ORAL ASSESSMENT Answered appropriately: Yes No
1. Give an example of a mechanical lifting device other than the one you have used today, and give an example of a situation in which you would need to use it. *Assessor to note answer given*			q	q
2. Give an example of another situation where you might require the equipment you have used today? *Assessor to note answer given*			q	q
3. If you noticed the mechanical lifter was broken what would you do? *Assessor to note answer given*			q	q
The candidate’s overall performance met the required standard: Yes q No q
Comments/observations/feedback:
Student signature:

c) You are required to demonstrate the correct procedure in showering a client who requires assistance with Showering and other Activities of Daily Living.

Showering (Knowledge & Skills Demonstration)
Instructions for demonstration
Materials and equipment Towels, clients clothing, face washer, toiletries, Shower cubicle, commode chair (if applicable), and personal items.
Observation
During the demonstration of skills, did the candidate:	Yes	No	Assessor’s Comments
· Check the client care plan for client capability and/or specific needs required?	o	o
· Wash hands as per infection control procedures?	o	o
· If there is a risk of exposure to bodily fluids wear gloves, wash hands, and remove waste as per infection control policy?	o	o
· Introduce himself or herself to the client and explain status (i.e. AIN)?	o	o
· Organise appropriate equipment?	o	o
· Explain the procedure to the client?	o	o
· Ensure the client has given informed consent to the procedure?	o	o
· Involve the client in the procedure by offering choice and encouraging independence throughout?	o	o
· Provide privacy and dignity throughout the procedure?	o	o
· Ask for assistance from another colleague if required for lifts or transfer as per Manual Handling policy?	o	o

· Assist client to shower cubicle appropriately, whilst maintaining dignity and privacy?	o	o
· Communicate appropriately with the client throughout the procedure?	o	o
· Ensure water is at an appropriate temperature, and comfortable for the resident before using?	o	o
· Sets up client appropriately for a shower?	o	o
· Respond to the client’s needs throughout the procedure and maintain client safety at all times?	o	o
· Ensure that independence was encouraged at all times?	o	o
· Observe client for skin breakdown and reports any changes to appropriate person where applicable?	o	o
· Shower client according to assistance required commencing from the face and washing groin areas last?	o	o
· Towel dry client completely before dressing as per assistance required?	o	o
· Dress inappropriate clothing according to client choice, and weather conditions?	o	o
· Allow resident to assist with own activities of daily living including grooming, brushing teeth/dentures, make-up?	o	o
· Leave the client comfortable at the end of the procedure?	o	o
· Wash hands according to infection control procedures?	o	o
· Return &/or discard bed linen correctly and store client personal belongings & toiletries at end of the procedure?	o	o
· Report any appropriate changes in client’s condition?	o	o
ORAL ASSESSMENT Answered Appropriately: Yes No

1. Why might you not leave a client alone in the shower? Assessor to note answer given.	q	q
2. A client who has suffered from a stroke is asking for the water to be hotter. When you check the water you notice that it is already really hot, and would possibly burn them if turned up. What is your response and why? Assessor to note answer given.	q	q
The candidate’s overall performance met the required standard: Yes q No q
Comments/observations/feedback
Student signature:
Assessor signature: Date:

d) The candidate is required to set up and assist the resident with feeding.

Feeding a Resident
Instructions for demonstration
Observation
During the demonstration of skills, did the candidate:	Yes	No	Assessor’s Comments
· Review resident records to check the type of diet(i.e. Pureed, cutup etc) and level of assistance needed prior to commencement	o	o
· Wash hands as per infection control procedures?	o	o
· Introduce himself or herself to the resident?	o	o
· Gives clear & relevant explanation to the resident?	o	o
· Positions resident appropriately?	o	o
· Ensures residents clothing is protected appropriately?	o	o

· Facilitates independent effort by the resident?		o	o
· Places tray and food within easy reach (where appropriate)?		o	o
· Ensures food temperature is appropriate		o	o
· Sits with a resident?		o	o
· Paces procedure to suit the resident?		o	o
· Cuts food into bite-size pieces (where appropriate diet type)		o	o
· Leaves resident clean & tidy?		o	o
· Re-positions resident appropriately?		o	o
· Ends encounter appropriately?		o	o
· Returns tray to mobile trolley or kitchen area?		o	o
· Washes hands?		o	o
· Report observations to RN?		o	o
· Documents accurately in resident notes		o	o
	ORAL ASSESSMENT Answered Appropriately: Yes No
1. Why is it important that a client’s fluid and nutritional intake are monitored daily? *Assessor to note answer given.*				q	q
2. How can you encourage fluid/food intake? *Assessor to note answer given.*				q	q
3. If a resident’s family member or carer asked you if they could feed them, how would you respond? *Assessor to note answer given.*				q	q
The candidate’s overall performance met the required standard: Yes q No q

e) You are required to choose a client/s and record their urine and bowel output for one day and complete this activity.

Continence Assessment Chart
Continence Record
	Resident name/ID					Facility ID
ACFI appraiser identification details
	Appraiser name					Appraiser profession
	Signature					Date
Code Description 1 incontinent of urine 2 Pad change for incontinence of urine 3 Pad has increased wetness 4 Passed urine during scheduled toileting 5 Incontinent of faeces 6 Pad change for incontinence of faeces 7 bowel open during scheduled toileting
Hour Starting @		Urinary Record Date			Hour starting @		Bowel Record Date
0600		/ /	/ /	/ /	0600	/ /	/ /	/ /	/ /	/ /	/ /
0700				0600	0700
0800				0700	0800
0900				0800	0900
1000				0900	1000
1100				1000	1100
1200				1100	1200
1300				1200	1300
1400				1300	1400
1500				1400	1500
1600				1500	1600
1700				1600	1700
1800				1700	1800
1900				1800	1900
2000				190 0	2000
2100				200 0	2100

2200	210	2200
	0
2300	220	2300
	0
f episodes	230 0	# of episodes des
	# of
	epis
	odes

f) For this activity, you will be required to demonstrate your communication skills when dealing with a client who has dementia. You are able to choose a resident on clinical experience to complete this activity Your assessor will use the following checklist to ensure you meet the requirements. clinical experience to complete this activity with. Your assessor will use the following

Dementia Communication Skills Demonstration
Observation
During the demonstration of skills, did the candidate:	Yes	No	Assessor’s comments
Introduce themselves to the client?	o	o
Maintain appropriate eye contact throughout the conversation?	o	o
Ensure the environment was safe and comfortable for the resident and self during the interaction?	o	o
Maintain a relaxed and friendly approach during the interaction?	o	o
Maintain appropriate body language at all times?	o	o
Gain the resident’s trust appropriately prior to and during the conversation?	o	o
Encourage appropriate conversation throughout interaction?	o	o
Re-orientate the resident as required throughout interaction?	o	o
Face resident throughout interaction?	o	o
Respond to resident appropriately?	o	o
Minimise distractions throughout the conversation?	o	o
Ensure resident was comfortable at the completion of interaction?	o	o
Use simple, clear instructions &/or conversation during the interaction?	o	o
Relieve any signs of distress or agitation using appropriate strategies?	o	o

Show empathy towards client throughout interaction?	o	o
Provide reassurance to the client throughout conversation where required?	o	o
Leave the resident comfortable and safe at the completion of interaction?	o	o
The candidate’s overall performance met the required standards: Yes o No o
Feedback to the student:
Student’s signature:
Assessor’s signature:
Date:

Role-Play 2: Primary Skill Assessment: Client Lifting

Candidate name:
Assessor name:
Primary Skill:	Transferring the Person Using a Mechanical Lift
Place of Assessment:
Date of assessment:	1st	2nd
Time of Assessment:	1st	2nd
Instructions As you progress through this Primary Skill assessment you will need to read each of the items in the left-hand column to make sure you complete the task correctly. Your assessor will place a C or NYC in the boxes next to each part of the task during the assessment. The assessor will complete the column on the right-hand side listing any procedures/settings considered not being competently adhered to. These steps are critical to the performance of each task
Before you begin you will need to confirm that you understand the following safety alert;

Transferring Persons

The person wears non-skid footwear for transfers. Such footwear protects the person from falls. Slipping and sliding are prevented. Remember to securely tie shoelaces. Otherwise, the person can trip and fall. The bed wheels must be locked. And wheelchair and shower chair brakes must be on. Both measures prevent the bed, wheelchair, or shower chair from moving during the transfer. Otherwise, the person can fall. You are also at risk for injury.

Mechanical Lifts

Mechanical lifts vary among manufacturers. Also, manufacturers have different models. Knowing how to use one lift does not mean that you know how to use others. Always follow the

manufacturer’s instructions. If you have questions, ask the nurse. If you have not used a certain lift before, ask the nurse to show you how to use it safely. Also, ask the nurse to help you use it the first time and until you are comfortable using it.

I can confirm that I understand the above safety alert and will apply it to the best of my abilities:

Candidate Signature:

Assessor Signature:

Pre-Procedure
1 Follow Delegation Guidelines: Transferring Persons. See Safety Alerts: · Transferring Persons. · Mechanical Lifts.
2 Ask a co-worker to help you.
3 Explain the procedure to the person.
4 Collect: · Mechanical lift · Armchair or wheelchair · Footwear · Bath blanket or cushion · Lap blanket
5 Practice hand hygiene.
6 Identify the person. Check the ID bracelet against the assignment sheet. Call the person by name.
7 Provide for Privacy.
Procedure
8 Raise the bed for body mechanics. Bed rails are up if used.
9 Lower the head of the bed to a level appropriate for the person. It is as flat as possible.
10 Stand on one side of the bed. Your co-worker stands on the other side.

11. Centre the sling under the person. To position the sling, turn the person from side to side as if making an occupied bed. Position the sling according to the manufacturer’s instructions.
12. Position the person in semi-Fowler’s position.
13. Place the chair at the head of the bed. It should be even with the headboard and about 1 foot away from the bed. Place a folded bath blanket or cushion in the chair.
14 Lock the bed wheels. Lower the bed to its lowest position.
15 Raise the lift so you can position it over the person.
16 Position the lift over the person
17 Lock the lift wheels in position.
18 Attach the sling to the swivel bar
19 Raise the head of the bed to a sitting position.
20 Cross the person’s arms over the chest. He or she can hold onto the straps or chains but not the swivel bar.
21 Raise the lift high enough until the person and sling are free of the bed
22 Have your co-worker support the person’s legs as you move the lift and person away from the bed
23 Position the lift so that the person’s back is toward the chair.

24 Position the chair so you can lower the person into it.
25 Lower the person into the chair. Guide the person into the chair
26 Lower the swivel bar to unhook the sling. Leave the sling under the person unless otherwise indicated.
27 Put footwear on the person. Position the person’s feet on wheelchair footplates.
28 Cover the person’s lap and legs with a lap blanket. Keep it off the floor and wheels.
29 Position the chair as the person prefers. Lock the wheelchair wheels or keep them unlocked according to the care plan.
Post-Procedure
30 Place the signal light and other needed items within reach.
31 Unscreen the person.
32 Complete a safety check of the room.
33 Decontaminate your hands.
34 Report and record your observations.
35 Reverse the procedure to return the person to bed.
Feedback:	§ Is this activity clear to you? § Do you need any assistance to undertake this activity?	o YES o NO o YES o NO
	Please, notify your trainer/assessor of your need for assistance immediately after you have read this task.

Role Play 3: Mr Smith is going for an appointment and you are required to transfer him in

Car prior to the appointment. Students to form a group of 2-3 and act out the role-play: Student 1: Mr Smith(Client)

Student 2: Carer

Student 3: Carer

Primary Skill Assessment: Transfer of person in the Car from wheelchair (if required)

It is important to be aware of manual handling hazards prior to undertaking any movement. The following steps involve a safety procedure of transferring a person in the car from the wheelchair (if required)

Pre-Procedure
1 Follow Delegation Guidelines: Transferring Persons. See Safety Alerts: · Transferring Persons. · Body Mechanics
2 Ask a co-worker to help you.
3 Explain the procedure to the person.
4 Collect: · Wheelchair if required · Transfer belt / Gait belt / Pelican belt
5 Consider infection control precautions (wash hands, apply appropriate PPE if needed)
6 Identify the person. Check the ID bracelet against the assignment sheet. Call the person by name.
7 Prepare the environment and remove obstructions.

8 Communicate clear instructions at each stage to the person
Procedure
9 Position the chair or wheelchair so the distance of the transfer is minimum. Or If the person is walking ensure safe mobility and uses a pelican belt to transfer safely onto a Car seat.
10 Ensure the brakes are on and any footplates are taken off or swung away if using a wheelchair.
11 Position the feet under the edge of the wheelchair and ensure to remove or move the plates to a side if using a wheelchair.
12 Ask the person to lean forward and if possible position their hands on the armrest if using the wheelchair
13 Stand in front of the person and grasp the handles on either side of the transfer belt or pelican belt to support the person to safely transfer onto a car seat.
14 When ready, guide the person forwards and upwards.
15 Give a command such as 1, 2, 3 for coordination.
16 Slowly guide the person to the car seat
17 Ensure safety throughout the transfer, take precaution so that the person doesn’t hit his head to the car roof while transferring onto the car seat.
18 Gently lower themselves to a seated position.

19 Ensure seat belt is strapped properly around the person’s body.
20 Ensure blankets if needed.
Post-Procedure
21 Ensure the child lock is on and notify the driver that the person is settled.
22 Complete a safety check.
23 Decontaminate your hands.
24 Report and record your observations.
Feedback:	§ Is this activity clear to you? § Do you need any assistance to undertake this activity?	o YES o NO o YES o NO

	Please, notify your trainer/assessor of your need for assistance immediately after you have read this task.

Role Play 4: Mr Jones has been to an appointment and you are required to transfer him out of the car once he is back from an appointment. Students to form a group of 2-3 and act out the role-play:

Student 1: Mr Jones (Client) Student 2: Carer

Student 3: Carer

Primary Skill Assessment: Transfer of person out of the car into the wheelchair (if required)

It is important to be aware of manual handling hazards prior to undertaking any movement. The following steps involve a safety procedure of transferring a person out of the car into the wheelchair

Pre-Procedure
1 Follow Delegation Guidelines: Transferring Persons. See Safety Alerts: · Transferring Persons. · Body Mechanics
2 Ask a co-worker to help you.
3 Collect: · Wheelchair if required · Transfer belt / Gait belt / Pelican belt
4 Consider infection control precautions (wash hands, apply appropriate PPE if needed)
5 Identify the person. Check the ID bracelet against the assignment sheet. Call the person by name.
6 Prepare the environment and remove obstructions.
7 Communicate clear instructions at each stage to the person
Procedure
8 Ensure the vehicle is completely stopped and parked in a safe parking area.
9 Make sure there is enough space accessible for the transfer most especially if it requires transfer to a wheelchair.
10 Introduce self to the client and the purpose of the procedure
11 Remove seat belt.

12 Ask the client to lean forward and apply the gait/walk/ pelican belt properly around the waist area.
13 Guide the client through the car opening, ensure the feet is in the proper position for balance.
14 Give a command such as 1, 2, 3 for coordination.
13 Grasp the handles on either side of the transfer belt or pelican belt to support the person to stand up, mind your body mechanics
15 Ensure safety throughout the transfer, take precaution so that the person doesn’t hit his head to the car roof while transferring
Post-Procedure
16 Ensure the client is safe to mobilise, note any signs of dizziness from motion sickness.
17 Complete a safety check.
18 Decontaminate your hands.
19 Report and record your observations.
Feedback:	§ Is this activity clear to you? § Do you need any assistance to undertake this activity?	o YES o NO o YES o NO

	Please, notify your trainer/assessor of your need for assistance immediately after you have read this task.

Delegation Guidelines:

Transferring Persons

When delegated transferring procedures, you need this information from the nurse and the care plan:

· What procedure to use:

– Transferring the Person to a Chair or Wheelchair

– Transferring the Person from a Chair or Wheelchair to Bed

– Transferring the Person Using a Mechanical Lift

– Transferring the Person to and from a Toilet

– Transferring the person to and from a Car

· Areas of weakness. For example, if the person’s arms are weak, the person cannot hold the side of the mattress for support. If the person has a weak left side, he or she gets out of bed on the stronger right side. The person can use the right arm to help move from the lying to sitting position.

· What equipment is needed – transfer belt, wheelchair, mechanical lift, positioning devices, wheelchair cushion, and so on.

· The amount of help the person needs

· How many co-workers need to help you

· What observations to report and record:

– Pulse rate before and after transfer

– Complaints of light-headedness, pain, discomfort, difficulty breathing, weakness, or fatigue

– The amount of help needed to transfer the person

– How the person helped with the transfer

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CHCCCS011 Meet Personal Support Needs Case Study Assessment Homework Help