Part 1
A: When working in the home and community, the best practice and current sector approaches to working with clients include:
using person-centred practice,
working in a consumer-directed care model, and
understanding the potential for empowerment versus disempowerment when supporting clients.
The care worker integrates these contexts into their support work on all levels.
Complete the table below by describing each approach and giving an example of how you might integrate this in your support work with a client:
B. Case Study. Read this case study and then answer the questions below.
Complete the table outlining:
Two areas where Mrs. Brady and Justin could target in a CDC package
What could be arranged for each area of support
How this would impact on Mrs. Brady's life for each area of support
C: Case Study
As a care support worker in home and community, you may be faced with situations where you identify that a client is disempowered, and may need to act upon this.
C1. Outline two areas where Mr. Jones' daughter had disempowered him? (100 words)
C2: Identify two actions Julie and/or Terri took to redress these areas so that Mr. Jones was empowered? (50 words for each action taken)
Establishing relationships in the home
Part 2 Case Study
As a care support worker in aged care and home and community, you will be required to establish relationships with clients and other people in their home.
In your own words, complete the questions below, drawing from the information on the scenario and on the information you have learned from this module.
A: How does Sue assure Margaret of her identity before entering the house? If Margaret has had another worker, is there another means by which to assure Margaret that Sue is her new support worker?
(50 words)
B: How does Sue ascertain consent from Margaret and provide her information on the purpose of her visit?
(30 words)
C: Margaret tells Sue she needs to buy new underwear but this has nothing to do with the washing task. Should Sue support Margaret to do this? Why or why not? (50-100 words)
D: Stan and Sue talk about his role as carer and how he is feeling about this. Is this appropriate for Sue to talk with Stan about this? Why or why not (50-100 words)
E: When they go the laundry area, Sue finds that there are animal feces over the floor and in a litter box in front of the washing machine. How can Sue comply with the duty of care requirements, in this case, infection control for both herself and for Margaret whilst demonstrating respect and sensitivity towards Margaret and her place of residence? (50-100 words)
F: One of the tasks that Sue is to attend is to support Margaret to wash her sheets. Margaret and Sue go to take the sheets off the bed and Margaret becomes embarrassed as the bedroom is very untidy with personal items, clothes, and papers spread all over the floor. How could Sue negotiate the task of the plan (in this case to strip the bed and wash the sheets) while respecting that this is Margaret's personal space? (50-100 words)
G: While they are hanging out washing Sue sees that Margaret has bruising on both of her upper underarms and around her elbows. Sue asks Margaret how it occurred and she tells her that Tony got angry recently as he wanted to watch the TV and he ‘frog-marched' her out of the room and put her in the garden. Stan wasn't home and Margaret said she was scared to tell him as there would be a hell of a fight about it. Margaret tells Sue not to worry about it. What should Sue do in relation to dealing with ethical dilemmas, behaviors of concern, possible abuse or neglect in accordance with policy and procedure? (50-100 words)
Providing support in the Clients’ home
Part 3
One key aspect of providing support to a client is determining the requirements of the individual client plan, which may also be called the care plan in some organizations. Using the individual plan allows the support worker to be prepared to support the client in ways that are individual to them and that provide safety for both the client and the worker. Read the extract from Margaret’s CareShore care plan attached in Appendix 1 (below) and answer the following questions.
A: In your own words, by referring to the individual plan, describe three pieces of equipment or supplies that Sue needs to take on her scheduled visit to Margaret.
B: Refer to the individual plan and in your own words, describe two goals that Margaret has and how Sue can support her with these (20-50 words each).
C: How can Sue confirm the purpose and time of her visit to Margaret? If Margaret does not seem to understand or remember, what should Sue do? (20- 50 words).
Appendix 1 page 1 of 3
Care Plan
The Care Plan shows who is involved in a Service User’s care, the main focus; agreed goals developed together, planned actions and who is responsible for each action.
Consent Checklist
Before developing this plan, ensure consent to share information has been obtained
P
Participants Involved in Care
List known persons currently contributing to the Service User’s care, including the individual and the carer/advocate and the key worker /care plan coordinator/facilitator (e.g. GP, health/community care providers, substitute decision maker, family members, volunteers or friends who provide assistance). Attach the sheet to specify any additional persons.
Emergency contacts and plan if client does not respond to scheduled visit
Expected Outcome: A risk management approach will be taken prioritizing the client's safety, should there be an emergency or the client does not respond to a scheduled home visit:
1st Contact: StanRelationship: Partner(0407 0500 001).
2nd Contact: Miriam PowellRelationship: Margaret’s sister in Perth (0417 2192085)
Specific instructions:
Appendix 1 page 2 of 3
The Person’s Story and Reason for the Plan
Care Plan
Appendix 1 page 3 of 3
Supporting Documentation including Alerts / Key Considerations
This may include social profile, assessments, service plans, support plans, GP plans, advance care plans, emergency management plans, screening or risk alerts. List appropriate documents and source or location.
Bibliography
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Edwards, R., Charani, E., Sevdalis, N., Alexandrou, B., Sibley, E., Mullett, D., Loveday, H.P., Drumright, L.N. and Holmes, A., 2012. Optimisation of infection prevention and control in acute health care by use of behaviour change: a systematic review. The Lancet infectious diseases, 12(4), pp.318-329.
Higgs, J., Croker, A., Tasker, D., Hummell, J. and Patton, N. eds., 2014. Health Practice Relationships. Rotterdam: Sense Publishers.
Howe, E., 2012. Informed consent, participation in research, and the Alzheimer’s patient. Innovations in clinical neuroscience, 9(5-6), pp.47-51.
Smebye, K.L., Kirkevold, M. and Engedal, K., 2016. Ethical dilemmas concerning autonomy when persons with dementia wish to live at home: a qualitative, hermeneutic study. BMC Health Services Research, 16(21), [online] Available at: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4717656/ [Accessed 27 January 2017].
Turcotte, M., 2016. Canadians with unmet home care needs. [online] Available at: http://www.statcan.gc.ca/pub/75-006-x/2014001/article/14042-eng.htm [Accessed 27 January 2017].
