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ASSESSMENT INFORMATION for students

Throughout your training we are committed to your learning by providing a training and assessment framework that ensures the knowledge gained through training is translated into practical on the job improvements.

You are going to be assessed for:

· Your skills and knowledge using written and observation activities that apply to your workplace.

· Your ability to apply your learning.

· Your ability to recognise common principles and actively use these on the job.

 

All of your assessment and training is provided as a positive learning tool. Your assessor will guide your learning and provide feedback on your responses to the assessment materials until you have been deemed competent in this unit.

 

How you will be assessed

The process we follow is known as competency-based assessment. This means that evidence of your current skills and knowledge will be measured against national standards of best practice, not against the learning you have undertaken either recently or in the past. Some of the assessment will be concerned with how you apply your skills and knowledge in your workplace, and some in the training room as required by each unit.

 

The assessment tasks have been designed to enable you to demonstrate the required skills and knowledge and produce the critical evidence to successfully demonstrate competency at the required standard.

 

Your assessor will ensure that you are ready for assessment and will explain the assessment process. Your assessment tasks will outline the evidence to be collected and how it will be collected, for example; a written activity, case study, or demonstration and observation.

 

The assessor will also have determined if you have any special needs to be considered during assessment. Changes can be made to the way assessment is undertaken to account for special needs and this is called making Reasonable Adjustment.

 

What happens if your result is ‘Not Yet Competent’ for one or more assessment tasks?

Our assessment process is designed to answer the question “has the desired learning outcome been achieved yet?” If the answer is “Not yet”, then we work with you to see how we can get there.

 

In the case that one or more of your assessments has been marked ‘NYC’, your trainer will provide you with the necessary feedback and guidance, in order for you to resubmit your responses.

 

What if you disagree on the assessment outcome?

You can appeal against a decision made in regards to your assessment. An appeal should only be made if you have been assessed as ‘Not Yet Competent’ against a specific unit and you feel you have sufficient grounds to believe that you are entitled to be assessed as competent. You must be able to adequately demonstrate that you have the skills and experience to be able to meet the requirements of units you are appealing the assessment of.

 

Your trainer will outline the appeals process, which is available to the student. You can request a form to make an appeal and submit it to your trainer, the course coordinator, or the administration officer. The RTO will examine the appeal and you will be advised of the outcome within 14 days. Any additional information you wish to provide may be attached to the appeal form.

 

What if I believe I am already competent before training?

If you believe you already have the knowledge and skills to be able to demonstrate competence in this unit, speak with your trainer, as you may be able to apply for Recognition of Prior Learning (RPL).

 

Assessor Responsibilities

Assessors need to be aware of their responsibilities and carry them out appropriately. To do this they need to:

· Ensure that participants are assessed fairly based on the outcome of the language, literacy and numeracy review completed at enrolment.

· Ensure that all documentation is signed by the student, trainer, workplace supervisor and assessor when units and certificates are complete, to ensure that there is no follow-up required from an administration perspective.

· Ensure that their own qualifications are current.

· When required, request the manager or supervisor to determine that the student is ‘satisfactorily’ demonstrating the requirements for each unit. ‘Satisfactorily’ means consistently meeting the standard expected from an experienced operator.

· When required, ensure supervisors and students sign off on third party assessment forms or third party report.

· Follow the recommendations from moderation and validation meetings.

 

How should I format my assessments?

Your assessments should be typed in a 11 or 12 size font for ease of reading. You must include a footer on each page with the student name, unit code and date. Your assessment needs to be submitted as a hardcopy or electronic copy as requested by your trainer.

 

How long should my answers be?

The length of your answers will be guided by the description in each assessment, for example:

Type of Answer	Answer Guidelines
Short Answer	4 typed lines = 50 words, or 5 lines of handwritten text
Long Answer	8 typed lines = 100 words, or 10 lines of handwritten text = of a foolscap page
Brief Report	500 words = 1 page typed report, or 50 lines of handwritten text = 1foolscap handwritten pages
Mid Report	1,000 words = 2 page typed report 100 lines of handwritten text = 3 foolscap handwritten pages
Long Report	2,000 words = 4 page typed report 200 lines of handwritten text = 6 foolscap handwritten pages

 

 

How should I reference the sources of information I use in my assessments?

Include a reference list at the end of your work on a separate page. You should reference the sources you have used in your assessments in the Harvard Style. For example:

Website Name – Page or Document Name, Retrieved insert the date. Webpage link.

For a book:

Author surname, author initial Year of publication, Title of book, Publisher, City, State

assessment guide

The following table shows you how to achieve a satisfactory result against the criteria for each type of assessment task.

Assessment Method	Satisfactory Result	Non-Satisfactory Result
You will receive an overall result of Competent or Not Yet Competent for the unit. The assessment process is made up of a number of assessment methods. You are required to achieve a satisfactory result in each of these to be deemed competent overall. Your assessment may include the following assessment types.
Questions	All questions answered correctly	Incorrect answers for one or more questions
	Answers address the question in full; referring to appropriate sources from your workbook and/or workplace	Answers do not address the question in full. Does not refer to appropriate or correct sources.
Third Party Report	Supervisor or manager observes work performance and confirms that you consistently meet the standards expected from an experienced operator	Could not demonstrate consistency. Could not demonstrate the ability to achieve the required standard
Written Activity	The assessor will mark the activity against the detailed guidelines/instructions	Does not follow guidelines/instructions
	Attachments if requested are attached	Requested supplementary items are not attached
	All requirements of the written activity are addressed/covered.	Response does not address the requirements in full; is missing a response for one or more areas.
	Responses must refer to appropriate sources from your workbook and/or workplace	One or more of the requirements are answered incorrectly. Does not refer to or utilise appropriate or correct sources of information
Observation	All elements, criteria, knowledge and performance evidence and critical aspects of evidence, are demonstrated at the appropriate AQF level	Could not demonstrate elements, criteria, knowledge and performance evidence and/or critical aspects of evidence, at the appropriate AQF level
Case Study	All comprehension questions answered correctly; demonstrating an application of knowledge of the topic case study.	Lack of demonstrated comprehension of the underpinning knowledge (remove) required to complete the case study questions correctly. One or more questions are answered incorrectly.
	Answers address the question in full; referring to appropriate sources from your workbook and/or workplace	Answers do not address the question in full; do not refer to appropriate sources.

 

Assessment cover sheet

Assessment Cover Sheet
Student’s name:
Assessors Name:		Date:
Is the Student ready for assessment?	Yes	No
Has the assessment process been explained?	Yes	No
Does the Student understand which evidence is to be collected and how?	Yes	No
Have the Student’s rights and the appeal system been fully explained?	Yes	No
Have you discussed any special needs to be considered during assessment?	Yes	No
The following documents must be completed and attached
Written Activity Checklist The student will complete the written activity provided to them by the assessor. The Written Activity Checklist will be completed by the assessor.	S	NYS
Observation / Demonstration The student will demonstrate a range of skills and the assessor will observe where appropriate to the unit. The Observation Checklist will be completed by the assessor.	S	NYS
Questioning Checklist The student will answer a range of questions either verbally or written. The Questioning Checklist will be completed by the assessor.	S	NYS
I agree to undertake assessment in the knowledge that information gathered will only be used for professional development purposes and can only be accessed by the RTO:
Overall Outcome Competent Not yet Competent
Student Signature:	Date:
Assessor Signature:	Date:

 

 

 

written activity

For this assessment you will need to complete the following and submit in a professional, word processed, format. For the questions you are required to provide long answers of approximately 8 typed lines which equals 100 words

 

1. Mavis has severe dementia

Your client Mavis suffers from severe dementia. Prior to her diagnosis, she participated in many social activities including the country women’s group, line dancing, and regularly attending church. But after the diagnosis, her condition worsened to the point that she could no longer live in her own home and she now lives in an assisted living facility. She regularly forgets what day it is and gets frustrated over her unfamiliarity with time.

a. In what ways could you assist to make the transition from home to the assisted living facility easier for Mavis?

 

b. How can you find out more information about Mavis?

 

c. Give two examples of how you would ensure person-centred practice in this scenario.

 

d. When communicating with Mavis, what are some communication strategies you can use in order to gain her trust

 

e. Describe what activities you could arrange for Mavis in order to enhance her self-esteem as well as allow her to maintain as much independence as possible.

 

f. In what ways could you address any possible stigma in relation to this scenario?

 

 

2. Beth goes for a check up

Beth is your 67-year-old client who you are taking to the GP for a medical check-up. You arrive at the house to find her in the backyard arguing and hitting her husband with her hand and then with a newspaper. She is accusing him of having a lady friend staying in the house. She appears confused and aimlessly wandering in the garden, incessantly moving pot plants around and accusing the next door neighbour of stealing them.

a. List the behaviours of concern exhibited by Beth.

 

b. Which behaviours if exhibited by Beth would you consider a risk to yours and other’s personal safety?

 

c. Using your workplace procedures as a guide, discuss the management strategies you have used to manage behavior of concern with a client with dementia. Include in your answer:

· Its effectiveness

· Any assistance provided before during or after

· Evaluation of the management strategy

· Future plans

· Refer to the needs driven behavior model

 

d. What could the potential triggers for these behaviors of concern have been?

 

e. In what ways could the other members of your team be of value when caring for clients with dementia?

 

f. In what ways could you provide support to Beth’s husband in this instance?

 

g. Following your workplace procedures, what reports or documentation would need to be completed following care of Beth on this day?

 

h. Detail how you would complete the documentation in line with your organisation’s procedures relating the collection storage and dissemination of information.

 

i. What possible impacts could Beth’s illness have on Syd or other family members?

 

 

 

3. Peter moves in with family

After experiencing a number of health problems, Peter (85 years old) has recently moved in with his son Joe and daughter-in-law Alyssa in an up-and-coming subdivision just outside of the city. In recent months, Peter has experienced a number of health concerns, including some falls and frequent problems remembering things. Doctors think Peter might be showing signs of dementia.

Lately, Peter has noticed that he has not been receiving his mail as he did when he lived by himself. Peter asked Joe if he has noticed anything about the missing mail. Joe assures him that when the mail is delivered to the mailbox at the end of their road, he makes sure to collect and open all of Peter’s mail to ensure it is handled promptly. This makes Peter uneasy. He feels he is completely capable of dealing with his own mail and does not feel that Joe needs to do it for him. However since he has recently moved in with Joe and is relying on Joe to help him with some of his day-to-day tasks, Peter is fearful of confronting his son and hurting his new living arrangement.

a. Do you see any signs of possible abuse? If so, what types of abuse?

 

b. How should you provide support services to an older person when suspected or confirmed abuse is occurring?

 

c. How should you provide services to the client when the alleged perpetrator is integral to the older person’s life?

 

d. Detail the strategies you have in place to monitor how stressful situations have a personal impact on you as a worker.

 

e. In what ways can you ensure that you can de-stress following incidents like those listed above?

 

 

 

 

4. Research

a. Source recent research on dementia. Provide a short summary on:

· The common indicators and symptoms of dementia,

· The pathological features of dementia,

· Any other conditions that might correlate with the onset of dementia.

 

Questions

The following questions may be answered verbally with your assessor or you may write down your answers. Please discuss this with your assessor before you commence. Short Answers are required which is approximately 4 typed lines = 50 words, or 5 lines of handwritten text.

Your assessor will take down dot points as a minimum if you choose to answer them verbally.

 

Answer the following questions either verbally with your assessor or in writing.

1. Give a brief summary of your understanding of dementia, including the symptoms, causes, and treatments.

 

2. What are the principles of person-centred practice?

 

3. What are the five major needs of people with dementia which shape person-centred care?

 

4. List two examples of each of the following: Neglect, physical abuse, sexual assault, psychological and emotional abuse

 

5. What appropriate communication strategies can you use to communicate with people with dementia? Give examples of each strategy.

 

6. What factors must you consider when organising activities for people with dementia?

 

7. How can you assist a person with dementia to stay safe and happy whilst still having a level of independence?

 

8. In what ways can you collect information relevant to your care of a person with dementia?

 

9. Give a detailed example of a way in which you can assist the family or carer of a client.

 

10. What impacts can caring for a person with dementia have on a family? Provide an example of each.

 

11. What are the typical behaviours of concern related to dementia? Give an example of what could cause these behaviours.

 

12. List four tips for making the home a safe environment for a person with dementia.

 

13. Discuss the documentation you use in your workplace when providing care for people with dementia, and the storage requirements for them.

 

14. In what instances are you required to report to your supervisor regarding clients with dementia?

 

15. In what ways can you monitor your stress levels to ensure the highest possible service continues whilst working with clients with dementia?

 

16. What can you do to ensure that you look after your own health and wellbeing while working to provide support to people living with dementia?

 

17. Why is it important to maintain an unchanging environment as much as possible for a person with dementia?

 

18. In what ways does your workplace provide for collaboration or debriefing regarding client care? Can you identify any improvements that could be made?

 

19. How could you address the stigma associated with dementia?

 

 

Developed by Enhance Your Future Pty Ltd 1 CHCAGE005 – Provide support to people living with dementia Version 1.1 Course code and name

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Respond to this discussion post. Do not argue. Just add points to either agree or disagree to the already made points. Do not repeat what is already said. 1 page is good. Learning materials and instructions for the discussion is below the discussion. 

DISCUSSION POST.
Biological (Genetic & Neuroscientific) Factors that Influence the Development of Psychopathology   Biological factors greatly influence the development of psychopathology. One main biological factor is the role of neurotransmitters. Neurotransmitters are used in chemical intraneuronal communication. Neurotransmitters influence thoughts, feelings, and behaviors. Another biological factor is the role of genetics. Genetic factors have been implicated in the etiology of schizophrenia, alcoholism, anxiety disorder, and attention deficit disorder (Nicol & Erlenmeyer-Kimling, 2010). For example, patients who have first-degree relatives that have schizophrenia are three times more likely to develop schizophrenia. Another example of how biological factors influences psychopathology is neurodevelopmental disorders such as Autism. There is clear evidence that the biology of the brain has alterations in specific cellular and molecular neurodevelopmental pathway that cause this disorder (Sadock et al., 2015).  Psychological, Social, Cultural & Interpersonal Factors that Influence the Development of Psychopathology   According to Dr. Kalin, (2020), during early life development, environmental influences affect rapid brain development that can change behavioral, emotional, and cognitive abilities. For example, when individuals are exposed to adversity and trauma, they are at greater risk of developing a form of psychopathology (Kalin, 2020). Social, cultural, and interpersonal factors can influence the development of psychopathology. Studies have shown that certain psychopathology surrounds a certain gender, sexual orientation, and migration process because there is an increase in vulnerability and are often exposed to higher psychological distress (Moleiro, 2018). For example, when individuals face socio-economic adversities such as poverty, they have low life satisfaction leading to the onset of psychopathology. Another social or interpersonal influence that aids in the development of psychopathology is negative peer interactions. Bullying and harassment from peers increase an individual’s risk of drug use, behavioral and mental health problems.  Conclusion   In conclusion, the development of psychopathology is a product of complex neurobiological processes that are influenced by a wide variety of biological factors, physical and social environmental factors, and psychological factors. From brain development to sleep and nutrition, all factors of an individual’s life can change the way an individual thinks, feels, and behaves. As a nurse practitioner, it’s important to understand how all these factors shape an individual’s development so that treatment can be individually tailored.       References  Kalin, N. H. (2020). Early-life environmental factors impacting the development of  psychopathology. American Journal of Psychiatry, 177(1), 1–3. https://doi.org/10.1176/appi.ajp.2019.19111181  Moleiro, C. (2018). Culture and psychopathology: new perspectives on research, practice, and  clinical training in a globalized world. Frontiers in Psychiatry, 9. https://doi.org/10.3389/fpsyt.2018.00366  Nicol, S. E., & Erlenmeyer-Kimling, L. (2010). Genetic factors in psychopathology. Handbook  of Prevention, 21–41. https://doi.org/10.1007/978-1-4684-5044-6_2  Sadock, B. J., Sadock, V. A., & Ruiz, P. (2015). Kaplan & Sadock’s synopsis of psychiatry (11th  ed.). Wolters Kluwer

Week 1:   History and Theories of Psychopathology  The history of the diagnosis of mental disorders is fraught with examples of how cultural norms and prejudices interfere with and warp a diagnosis. The result is that normal behavior and orientations have been pathologized as an illness or disease. An example of this would be the story of Alan Turing, the famous British computer scientist of the 20th century, who was instrumental in inventing modern computers and deciphering German code in World War II. He was convicted in 1952 in England of gross indecency for being gay. Turing was forced by the courts to undergo 12 months of hormone therapy and could no longer work for the British government. At the time, homosexuality was pathologized as a mental disorder in the Diagnostic and Statistical Manual of Mental Disorders and was criminalized in most Western countries. It was not until 1973 that the American Psychiatric Association (APA) finally removed homosexuality from the DSM.  Historically, the process of rendering a diagnosis has been used to pathologize those who fell outside what was considered the cultural norm of human behavior. This process often marginalized diagnosed populations and prevented individuals from receiving appropriate care. It is of utmost importance to consider cultural issues that influence how you as a clinician interpret a client’s behavior and how cultural issues influence how a client may express behavior. This week, you explore the history of psychopathology and the evolution of theoretical perspectives in the field.     Learning Objective  Students will:   Analyze historical and currently recognized biological, psychological, and sociocultural factors that inform the expression, course, and prevalence of psychopathology

Discussion: Factors That Influence the Development of Psychopathology  In many realms of medicine, objective diagnoses can be made: A clavicula is broken.  An infection is present. TSH levels meet the diagnostic criteria for hypothyroidism. Psychiatry, on      the other hand, deals with psychological phenomena and behaviors. Can these, too, be “defined objectively and by scientific criteria (Gergen, 1985), or are they social constructions?” (Sadock et al., 2015).      Thanks to myriad advances during recent decades, we know that psychopathology is caused by many interacting factors. Theoretical and clinical contributions to the field have come from the neural sciences, genetics, psychology, and social-cultural sciences. How do these factors impact the expression, classification, diagnosis, and prevalence of psychopathology, and why might it be important for a nurse practitioner to take a multidimensional, integrative approach?  To Prepare:  Review this week’s Learning Resources, considering the many interacting factors that contribute to the development of psychopathology.  Consider how theoretical perspective on psychopathology impacts the work of the PMHNP.   By Day 3 of Week 1  Explain the biological (genetic and neuroscientific); psychological (behavioral and cognitive processes, emotional, developmental); and social, cultural, and interpersonal factors that influence the development of psychopathology.   Reading:      Sadock, B. J., Sadock, V. A., & Ruiz, P. (2015). Kaplan & Sadock’s synopsis of psychiatry (11th ed.). Wolters Kluwer.    Chapter 1, Neural Sciences     Chapter 2, Contributions of the Psychosocial Sciences    Chapter 3, Contributions of the Sociocultural Sciences    Chapter 4, Theories of Personality and Psychopathology    Chapter 31.17c, Child Psychiatry: Other Conditions: Identity Problem

Butcher, J. N., & Kendall, P. C. (2018). Introduction to childhood and adolescent psychopathology. In J. N. Butcher & P. C. Kendall (Eds.), APA handbook of psychopathology: Child and adolescent psychopathology., Vol. 2. (pp. 3–14). American Psychological Association. https://doi-org.ezp.waldenulibrary.org/10.1037/0000065-001    Cheung, F. M., & Mak, W. W. S. (2018). Sociocultural factors in psychopathology. In J. N. Butcher & J. M. Hooley (Eds.), APA handbook of psychopathology:    Psychopathology: Understanding, assessing, and treating adult mental disorders., Vol. 1. (pp. 127–147). American Psychological Association. https://doi-org.ezp.waldenulibrary.org/10.1037/0000064-006    Jackson, C. E., & Milberg, W. P. (2018). Examination of neurological and neuropsychological features in psychopathology. In J. N. Butcher & J. M. Hooley (Eds.), APA handbook of psychopathology: Psychopathology: Understanding, assessing, and treating adult mental disorders., Vol. 1. (pp. 65–90). American Psychological Association. https://doi-org.ezp.waldenulibrary.org/10.1037/0000064-004    Masten, A. S., & Kalstabakken, A. W. (2018). Developmental perspectives on psychopathology in children and adolescents. In J. N. Butcher & P. C. Kendall (Eds.), APA handbook of psychopathology: Child and adolescent psychopathology., Vol. 2. (pp. 15–36). American Psychological Association. https://doi-org.ezp.waldenulibrary.org/10.1037/0000065-002

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