Design an advertisement that intends to communicate the benefits of a facial cream to family skin…

please go through assignment details. There are three activities to do i.e learner activity, knowledge activity and performance activity. All three activities need to be completed. For performance activity it requires scenario which is attached below in files performance activity. Write performance activity based on that scenario. CHCAGE005 Provide support to people living with dementia Learner Workbook Instructions to students: Assessment
View complete question please go through assignment details. There are three activities to do i.e learner activity, knowledge activity and performance activity. All three activities need to be completed. For performance activity it requires scenario which is attached below in files performance activity. Write performance activity based on that scenario. CHCAGE005 Provide support to people living with dementia Learner Workbook Instructions to students: Assessment instructions: Overview The purpose of this learner workbook, assessment workbook, simulation diary or logbook is to provide a guide of instruction and information in relation to the relevant assessment tasks. As a learner, you will be provided with information relating to your assessment, including how they are to be completed and submitted. Therefore, it is important that you fully understand the assessment instructions given by your trainer to avoid issues such as academic misconduct, submitting past the due date and providing incomplete assessments, which you will be required to resubmit. If you fail to understand or need more clarification on the assessments, you are required to contact your trainer/assessor for further information. Assessment Task The aim of assessments is to test your knowledge, skills and understanding in relation to the topics being taught within a given course. This will be done by using an assessment criterion which shows what you need to do to achieve the appropriate level of competency. For the purpose of completing a written assessment, you are required to: Complete each question, including any sub-questions; Provide in-depth research on the topic, using appropriate primary and secondary sources; Respond using a clear structure (e.g. Introduction, points of argument or fact, conclusion), including references to the sources used. All assessments required to be completed are compulsory as it is a required condition of your enrolment. Assessment requirements The assessments within this document can be completed through several approaches such as: Observation of real, indisputable actions as they occur; Written or oral task such as reports, role play, work samples etc; Portfolios; Questions, or third-party evidence, in which the relevant document (observation document is to be completed by the agreed third party. All documents relating the third-party observation is to be provided to your trainer/assessor as this will be used in determining your level of competency. Third-party evidence can be obtained from supervisors (e.g., from the workplace), or clients/customers. Please be informed that all assessments are to be typed up. Any handwritten assessments will not be permitted unless approved by the trainer/assessor. You must also comply with assessment policy and procedures at https://aibtglobal.edu.au/support/student-forms/policies/. Simulation diary (if required): You will do the simulation tasks as a part of your course in the designated simulated environment. During the simulation session, the student is required to meet the following requirements: Follow the dress standards -enclosed shoes, appropriate clothing (no shorts or skirts) Be aware of relevant procedures in case of accident, emergencies, evacuation Follow the start and finish times, breaks, work routines, etc. Follow the policies on personal phone calls and personal emails. The attendance for simulation sessions will be monitored as per AIBTGlobals Monitoring Student Attendance and Academic Progression policy and procedure. Students should follow the standards of behaviour and comply with AIBTGlobals Student Conduct Rules. Students should come prepared for the planned activities for simulation. Observation/demonstration/simulation (if required): You may be required to perform tasks/works/assessments through observations, simulation, or demonstrations. Your trainer/assessor will provide you with a list of demonstrations, logbooks, simulation diary or any other related documents for tasks/works/assessments. The observation, simulation or demonstration can occur in the workplace, or the training environment such as workshop, or simulation labs. During observation, demonstration or simulation, you will be provided with necessary information (e.g., timeframe) and equipment and/or materials to complete the task. You are required to perform the work, task or assessment in accordance with the required instructions. Competency outcome Upon completing the following assessments, your trainer will either mark the assessment indicating S for satisfactory or NS for not satisfactory (requires more training). If you, as a learner/trainee, receive satisfactory marks for all assessments within this module, you will be graded a C for Competent. In vice versa, NYC for Not yet Competent, in which your trainer will provide adequate feedback and give you a chance to resubmit. If your second submission of assessments is still NS, you may be required to (i) resubmit assessments on the third attempt or (ii) redo the course unit again, which requires re-enrolment. Please be aware that the third attempt of resubmission or re-enrolment to the course can result in additional costs/fees. Assessment appeals process As a learner, you have a right to appeal a decision or outcome of an assessment if you feel like it was made unfairly. However, this complaint must first be resolved with the trainer/assessor before lodging an appeal. If you are still dissatisfied with the outcome, then a written application of the appeal can be made to the course coordinator, outlining the grounds for the appeal in accordance with the complaints and appeals policy and procedures at https://aibtglobal.edu.au/support/student-forms/policies/. Special needs Learning adjustments can be made for any candidate who has special needs (e.g., a student with a disability). However, the trainer/assessor must be well informed about this so they can immediately implement the necessary adjustments and have it ready before commencement. Additional evidence If at any event during or after the assessment process, the trainer/assessor requests you to provide additional information or an alternative submission to establish your level of competency, then you are required to do so. However, you must do so in a way that avoids any issues of privacy or confidentiality. Confidentiality All information provided to us regarding your job, workplace and employer will be kept confidential in accordance with the relevant law. However, it is your responsibility to check that all information provided to us does not involve details unrelated or not agreed upon for disclosure. For example, information about your employer, colleagues and other related third parties who might be involved. Although we may require information about these other parties, it is your responsibility to check that valid consent has been given from these individuals before providing us with the requested information. This process of obtaining information from the relevant parties must also be done in accordance with the relevant law. Recognised prior learning Any candidate may apply for credit transfer which they wish to count towards their course credit following the application and assessment process of the credit transfer policy and procedure. Academic misconduct Academic Misconduct includes plagiarism, cheating and/or collusion, or any act or omission by a student which attempts to circumvent or defeat the integrity of the Colleges assessment process. Without limiting the scope of the definition of academic misconduct, examples of plagiarism, cheating and collusion are provided below: Plagiarism is defined as taking someone elses work or ideas and submitting it as their own. This may include acts such as, but not limited to: Copying the direct words of a sentence or paragraph presented in a source, without referencing it or giving it proper acknowledgement. This also extends to any structure used in completing the assignment; and Submitting the same assignment as another learner who either is currently or has previously completed it and presenting it as their own work. Cheating occurs when you behave dishonestly in an attempt to obtain an unfair advantage in any form of assessment. Examples of cheating include: Failing to adhere to examination conditions, for example, speaking or communicating with other candidates in an examination, bringing unauthorised material into the examination room, reading or attempting to read other students' answers, leaving the examination or test answer papers exposed to another students view; Impersonating another student or arranging for someone to impersonate a student in any assessment task; Purchasing assessment items from a contract cheating or ghost-writing service and presenting them as the students own work; Allowing others to complete any assessment task and/or submit an assessment task which is not the students own work; Fraudulent representation of any required documentation, for example, prior qualifications, or medical certificates. Collusion is defined where a learner collaborates with another learner currently enrolled or graduated to produce an assessment which is submitted as their own. This may involve two or more learners working together to produce the content of an assessment before submission. Plagiarism, cheating and/or collusion is a behaviour that is strictly prohibited, therefore, prior to completing your assessment it is advised that you refer to our Academic Misconduct policy and procedure at https://aibtglobal.edu.au/support/student-forms/policies/ to ensure relevant compliance. If you are found committing any of these acts, you will be investigated in which the appropriate disciplinary action will be taken. As a result, it is important that you raise any questions regarding plagiarism, cheating and collusion with your trainer before submitting the final assessment. Student Details Student ID:_____________________________________________________________ Name:_____________________________________________________________ Phone:_____________________________________________________________ Email:_____________________________________________________________ Declaration I declare that The content in this document is my own work, based on my own study and research and no part of it has been copied from any other source, except where acknowledgement/reference has been made. The content in this document is my own work and no part of the work has been copied from any other student who is currently studying or was graduated from the college. I have read and understood all instructions and requirements for the work, task, or assessment that is assessed by my trainers and/or assessors. The understanding includes the submission date and time. I will keep a copy of my submitted work (e.g., logbook, or assessment). I have read and understood the assessment policy and procedures, and academic misconduct policy and procedures: I will perform my work to the best of my ability. I will not commit academic misconduct stated in academic misconduct policy and procedures. Academic misconduct behaviour may result in not competent result of the unit of competency. I understand if I receive not satisfactory for my work/assessment/task, it will result in not competent result for the unit of competency. This can result in work/assessment/task resubmission and re-enrolment of the unit of competency which can incur additional costs/fees to me. I understand that any assessment/task/work deemed unsatisfactory will require me to undergo reassessment which may be different to the one originally submitted. I give permission for my assessment/task/work to be reproduced, communicated, compared, and archived for the purposes of detecting academic misconduct and to fulfil any related Colleges policy and procedures I am aware that if I disagree with the assessment/task/work result, I have the right to appeal the result. I will follow the complaints and appeals policy and procedures at https://aibtglobal.edu.au/support/student-forms/policies/. I take full responsibility for the correct submission of this assessment/task/work in the required place/channel with the correct cover sheet. Student Signature: ____________________________________________________________ Date: _____________________________________________________________ ONLY If assessment/task/work is required to be completed as part of a group or in pairs, details of the learners involved should be provided below: If you are NOT instructed to complete the assessment, work, or task in a group or in pairs, you or any other student will NOT fill or sign this section below and MUST NOT work in a group or in pairs. Failure to comply will result in not satisfactory result of required work, assessment, or task. The content of this work/task/assessment is completed by the students named below. All students acknowledge that the assessment, work, or task must be completed by everyones equal contribution and in accordance with the requirements. All students declare that no part of this assessment, task, or work is taken from or completed by any other student. If the assessment, work, or task cites or paraphrases information from other sources, reference and acknowledgement of those sources must be provided. Student 1: Student ID: ____________________________________________________________ Student Name: ____________________________________________________________ Student Signature: ____________________________________________________________ Student 2: Student ID: ____________________________________________________________ Student Name: ____________________________________________________________ Student Signature: ____________________________________________________________ Student 3: Student ID: ____________________________________________________________ Student Name: ____________________________________________________________ Student Signature: ____________________________________________________________ Student 4: Student ID: ____________________________________________________________ Student Name: ____________________________________________________________ Student Signature: ____________________________________________________________ Date: ___________________ Table of Contents Activities. 6 Activity 1A.. 7 Activity 1B.. 7 Activity 1C.. 8 Activity 1D.. 10 Activity 2A.. 11 Activity 2B.. 12 Activity 2C.. 13 Activity 3A.. 14 Activity 3B.. 15 Activity 3C.. 16 Activity 3D.. 17 Activity 1A to 3D checklist for assessor 18 Activity 4A.. 19 Activity 4B.. 20 Activity 4C.. 21 Activity 4D.. 22 Activity 5A.. 23 Activity 5B.. 24 Activity 6A.. 25 Activity 6B.. 26 Activity 3A to 6B checklist for assessor 27 Summative Assessments. 27 Knowledge Activity (Q & A) 28 Summative Assessments: Knowledge Activity (Q & A) checklist 29 Performance Activity. 30 Summative Assessments: Performance Activity checklist 30 Supplementary Oral Questions (optional) for assessor. 31 Competency record to be completed by assessor. 34 Activities Activity 1A Estimated Time 15 Minutes Objective To provide you with an opportunity to apply person-centred care approaches to all interactions with the person living with dementia. Activity Describe the person-centred approach including what Brookers (2007) acronym VIPS stands for. Activity 1B Estimated Time 20 Minutes Objective To provide you with an opportunity to interpret individualised plan and familiarise self with the specific needs and wants of the person living with dementia. Activity What can you find out from an individualised plan or care plan? (Give examples of the kind of information available). Give some examples of how you could help someone with dementia maintain a good quality of life. Activity 1C Estimated Time 15 Minutes Objective To provide you with an opportunity to identify and address persons needs for a stable and familiar environment. Activity Why is it important to maintain a stable environment for people with dementia? How can you address this in a residential environment?
Activity 1D Estimated Time 30 Minutes Objective To provide you with an opportunity to recognise signs consistent with financial, physical or emotional abuse or neglect of the person and report to an appropriate person. Activity How would you respond if you witnessed or knew an older person's rights were being violated? Define elderly abuse. How can it be identified? What are your organisation's guidelines for responding to elderly abuse cases? Activity 2A Estimated Time 15 Minutes Objective To provide you with an opportunity to use verbal and non verbal communication strategies to maximise engagement of the person with dementia. Activity What is active/empathic listening and how can it be used to help care for people with dementia?
Activity 2B Estimated Time 20 Minutes Objective To provide you with an opportunity to gain cooperation and provide reassurance as appropriate by using reality orientation. Activity Create a plan for reality orientation session. Detail what skills it aims to develop and who needs to be involved, as well as materials required.
Activity 2C Estimated Time 15 Minutes Objective To provide you with an opportunity to use a range of validation strategies to relieve distress and agitation in the person. Activity Write a role play for validation therapy between a dementia patient and a carer (different to the one outlined in the unit).
Activity 3A Estimated Time 15 Minutes Objective To provide you with an opportunity to organise activities which aim to maintain independence, using familiar routines and existing skills. Activity Create a list of ten suitable activities for someone who has limited mobility, dementia and lives in a residential care home. List at least two activities that can be used to bring back pleasurable memories to a client.
Activity 3B Estimated Time 15 Minutes Objective To provide you with an opportunity to ensure the safety and comfort of the person balanced with autonomy and risk taking. Activity What are some of the common risks associated with dementia patients? Activity 3C Estimated Time 15 Minutes Objective To provide you with an opportunity to access information about the persons reminiscences and routines with family and carers. Activity What information can you gather from family carers and significant others to help meet the care needs of dementia patients?
Activity 3D Estimated Time 20 Minutes Objective To provide you with an opportunity to provide support and guidance to family, carers and/or significant others where appropriate. Activity What kinds of problems can affect carers, family or significant others? How can you help to address these? Activity 1A to 3D checklist for assessor This should be used by the trainer/assessor to document the learners skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required. Learners name Assessors name Unit of Competence (Code and Title) Date(s) of assessment Has the activity been answered and performed fully, as required to assess the competency of the learner? Yes No (Please circle) Has sufficient evidence and information been provided by the learner for the activity? Yes No (Please circle) The learners performance was: Not yet satisfactory Satisfactory If not yet satisfactory, date for reassessment: Feedback to learner: Learners signature Assessors signature Activity 4A Estimated Time 30 Minutes Objective To provide you with an opportunity to implement strategies which minimise the impact of behaviours of concern. Activity What behaviours are of a concern for those with dementia? What situations can be responsible for behaviours of concern? How should you not react to behaviour of concern? Activity 4B Estimated Time 30 Minutes Objective To provide you with an opportunity to contribute to team discussions on support planning and review. Activity What types of matters might you discuss at a team discussion for someone with dementia? Create a draft agenda for such a meeting. Activity 4C Estimated Time 15 Minutes Objective To provide you with an opportunity to take action to minimise the likelihood of and reduce the impact of behaviours on the person and others. Activity Outline five psychosocial strategies and their methodology. Activity 4D Estimated Time 15 Minutes Objective To provide you with an opportunity to evaluate implemented strategies with support planning team to ensure effectiveness in minimising behaviours. Activity In an event sample observation, what information should you record? What is the ABC method for analysing behaviour? Activity 5A Estimated Time 15 Minutes Objective To provide you with an opportunity to comply with the organisations reporting requirements, including reporting observations to supervisor. Activity What are your organisations reporting requirements for both written and verbal reports?
Activity 5B Estimated Time 15 Minutes Objective To provide you with an opportunity to complete, maintain and store documentation according to organisation policy and protocols. Activity How can you complete and maintain documentation? How can you make records identifiable? Activity 6A Estimated Time 30 Minutes Objective To provide you with an opportunity to monitor own stress level in relation to working with people with dementia. Activity What are the ten signs of stress in caregivers and how can you manage them?
Activity 6B Estimated Time 15 Minutes Objective To provide you with an opportunity to use appropriate self care strategies and seek support if required. Activity What self-care strategies could you employ to minimise the development of stress and manage any that surfaces? Activity 3A to 6B checklist for assessor This should be used by the trainer/assessor to document the learners skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required. Learners name Assessors name Unit of Competence (Code and Title) Date(s) of assessment Has the activity been answered and performed fully, as required to assess the competency of the learner? Yes No (Please circle) Has sufficient evidence and information been provided by the learner for the activity? Yes No (Please circle) The learners performance was: Not yet satisfactory Satisfactory If not yet satisfactory, date for reassessment: Feedback to learner: Learners signature Assessors signature Summative Assessments The summative assessments are the major activities designed to assess your skills, knowledge and performance, as required to show competency in this unit. These activities should be completed after finishing the Learner Guide. You should complete these as stated below and as instructed by your trainer/assessor. Knowledge Activity (Q & A) Objective: To provide you with an opportunity to show you have the required knowledge for this unit. Answer each question in as much detail as possible, considering your organisational requirements for each one. All answers will vary depending on the learner and the organisation they work for but the learner should be able to answer each question competently. List all of the different manifestations of dementia. Describe dementia as a progressive neurological condition and the pathological features of amyloid plaques, neurofibrillary tangles and the loss of connection between cells and cell death. What are the common indicators and symptoms of dementia? Explain the different behaviours of concern. What kind of impact can the disease have on the patient and their family? What are the principles of person-centred support? What are some activities that enhance a persons self-esteem and help to bring pleasure to a patients life? Explain the need for and list the different types of verbal and non-verbal communications strategies.
Summative Assessments: Knowledge Activity (Q & A) checklist This should be used by the trainer/assessor to document the learners skills, knowledge and performance as relevant to the summative assessment. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required. Learners name Assessors name Unit of Competence (Code and Title) Date(s) of assessment Has the activity been answered and performed fully, as required to assess the competency of the learner? Yes No (Please circle) Has sufficient evidence and information been provided by the learner for the activity? Yes No (Please circle) The learners performance was: Not yet satisfactory Satisfactory If not yet satisfactory, date for reassessment: Feedback to learner: Learners signature Assessors signature Performance Activity Objective: To provide you with an opportunity to demonstrate the required performance elements for this unit. Where applicable, a signed observation by either an approved third party or the assessor will need to be included in these activities as proof of completion. This activity will enable you to demonstrate the following performance evidence: Provided support to 2 different people living with dementia: using a person-centred approach to support using appropriate communication strategies assisting in implementing a range of suitable activities th

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