Community Teaching Plan: Community Presentation

Based on the feedback offered by the provider, identify the best approach for teaching. Prepare a presentation based on the Teaching Work Plan and present the information to your community.

Options for Delivery

Select one of the following options for delivery and prepare the applicable presentation:

1. PowerPoint presentation – no more than 30 minutes
2. Pamphlet presentation – 1 to 2 pages
3. Audio presentation
4. Poster presentation

Selection of Community Setting

These are considered appropriate community settings. Choose one of the following:

1. Public health clinic
2. Community health center
3. Long-term care facility
4. Transitional care facility
5. Home health center
6. University/School health center
7. Church community
8. Adult/Child care center

Community Teaching Experience Approval Form

Before presenting information to the community, seek approval from an agency administrator or representative using the “Community Teaching Experience Approval Form.” Submit this form as directed in the Community Teaching Experience Approval assignment drop box.

General Requirements

While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

PLACE YOUR ORDER NOW

Community Teaching Work Plan Proposal

Primary Prevention/ Health Promotion

Planning Before Teaching

Identification of focus for Community Teaching

The selected topic is the prevention and risks of diabetes type 2. It is important to study and share knowledge regarding diabetes type 2 because it can cause a lot of troubles such as heart disease, amputations, and blindness. The most common is diabetes type-2, and people should be aware of all the disadvantages. The risks of all the other diseases can be reduced by controlling diabetes.

Epidemiological Rationale for Topic

According to CDC, about 1 in 10 and more than thirty-four (34) million Americans have diabetes, and more than 90% of the people have type-2 diabetes. Type-2 diabetes is mostly found in people over the age of 45, but now teenagers and children are also suffering from diabetes type 2 (CDC, 2021). According to Healthline, approximately 29 million people in the US have diabetes, and about 8 million people are not aware of their condition. The cases of diagnosed diabetes have an estimated cost of $245 billion in the United States. Besides this, 1 in 7 children has the chance of developing diabetes if their parents are also diagnosed with diabetes before age 50. Non-Hispanic Black people have more chance and higher risks of getting diabetes (13.2%). And Hispanics have a (12.8%) percent higher risk (Santos-Longhurst, 2020).

According to WOH World Health Organization, in 2019, an estimated 1.5 million deaths were caused by diabetes (WHO, 2021). Another research by the American Diabetes Association, the average medical expenditure of diabetic people is 2.3 times higher than the of other people (American Diabetes Association , 2021). People with a BMI body mass index of 25 and higher have more chances of getting diabetes type 2 (Salomon, 2021). According to Medical News Today, diabetes is the seventh (VII) leading cause of death in the United States. Approximately 50,000 Americans begin their treatment of Kidney failure due to diabetes cases (Berry, 2019). The research from Single Care presents that China has the highest number of diabetes cases, with 116 million people having diabetes globally. The American Journal of Managed Care shows that in every 17 seconds, an American is diagnosed with diabetes (Singlecare, 2021).

Nursing Diagnosis

Imbalanced nutrition can cause diabetes type 2; abnormal intake of calories can cause diabetes and abnormal body weight.

Readiness for Learning

The audience, including the young adults, will show their feelings and experience regarding diabetes type 2. They will ask questions about the risks associated with diabetes type 2 and how it can be prevented using specific measures. The young adults will get themselves engaged in conversations, and the body language of these people is also considered.  They will ask questions regarding the food choices and to clear their misconceptions.

Theory

The teach-back theory will be used because it is the only way to confirm that all the things have been explained to the patient. This method also helps the instructor by informing him that what is important for the learners or patients and the way in which the learner or the patient can easily understand the concept (Farris, 2015).

A small survey can be conducted by handing out the pamphlets to the target audience and asking them open-ended questions in which they can describe what they have learned in their own wordings. It is the best way of communicating with the patients and getting information from them. Before giving them pamphlets in which questions are asked, the brochures and notes regarding diabetes type 2 awareness are also shared to increase their understanding of diabetes.

Goal: The goal D-16 from HP2020 is considered to increase the prevention behaviours in persons that are at higher risk of diabetes with prediabetes (Healthy People 2020, 2021). People with age 18 or more than 18 years are at more risk for diabetes. They are engaged in activities such as losing weight and limiting the use of fats and the intake of calories.

Alma Ata’s Health for All Global Initiatives

According to these initiatives, there are health disparities in some countries, and the presence of health disparities in one country can become harmful for the countries as well. Therefore, it is essential to recognize the issues of healthcare and try to remove them (Maurer, 2013). The Healthy People 2020 D-16 goal helps to spread awareness and education for the prevention of disease in the people having diabetes with prediabetes. This goal can help to improve the quality of life and to reduce the number of people having diabetes.

Behavioral Objectives (Content, Strategies)

Creativity:

Creativity is used to attract the attention of the audience. The use of visuals and simple language on the brochure is the creativity to gain the attraction of all the people. The snacks are provided to the audience to determine whether they can classify the healthy and unhealthy food or not. The volunteers also worked to perform that how glucose level is checked and to deliver the handouts to the audience.

Planned Evaluation of Objectives:

At the end of the presentation, I will ask the audience to perform the glucose check and to perform the hand hygiene that helps in the prevention of diabetes. I will also ask random questions from the audience regarding healthy and unhealthy food.

Planned Evaluation of Goal:

I will come to see the audience 2 times a week for one month to check that if they have followed the teaching or not. I will see the food choices of these people for evaluation and assessment.

Planned Evaluation of Lesson and Teacher:

I will ask close-ended questions to evaluate that whether the students have understood all the things by my presentation or not. I will add the questions such as:

• Was the presentation easy to understand?
• Do you think that this presentation has met your expectations?
• Rate the presentation from 1 to 10.
• What improvements would you bring to this presentation?

Barriers:

• The inability of the audience to bring behavioural changes.
• Cognitive deficits.

Therapeutic Communication:

I will introduce myself first, and then I will discuss about diabetes and its facts. I will discuss the impact of diabetes on young adults. I will discuss the statistics of diabetes type 2 in worldwide and in the United States. I can also ask random questions to increase the attention of the audience. I will also use a real-life example by introducing a young adult having prediabetes, and I will ask him to share his experiences. I think that this will be the best strategy to increase the attention of the audience as they will be impressed more by the person of the same age as theirs. I will get help from the volunteers to help me distribute brochures and notes to increase the audience’s understanding. I will answer the questions of the people at the end of my presentation, and I will allow them to ask any question that comes to their mind regarding the topic discussed in the presentation.

References

American Diabetes Association . (2021). Statistics About Diabetes. Retrieved from American Diabetes Association : https://www.diabetes.org/resources/statistics/statistics-about-diabetes

Berry, J. (2019). Statistics and facts about type 2 diabetes. Retrieved from Medical News Today: https://www.medicalnewstoday.com/articles/322022

CDC. (2021). Type 2 Diabetes. Retrieved from CDC: https://www.cdc.gov/diabetes/basics/type2.html

Farris, C. (2015). The teach back method. . Home healthcare now, 33(6), 344-345.

Healthy People 2020. (2021). D-16. Retrieved from Healthy People 2020: https://www.healthypeople.gov/2020/topics-objectives/objective/d-16

Maurer, F. A. (2013). Community/Public Health Nursing Practice: Health for Families and Populations (5th ed). . St. Louis, Missouri: Elsevier Saunders.

Salomon, S. H. (2021). The Type 2 Diabetes Facts and Statistics You Need to Know. Retrieved from Everyday Health: https://www.everydayhealth.com/type-2-diabetes/facts-statistics-you-need-know/

Santos-Longhurst, A. (2020). Type 2 Diabetes Statistics and Facts. Retrieved from Healthline: https://www.healthline.com/health/type-2-diabetes/statistics#Worldwide

Singlecare. (2021). Diabetes statistics 2021. Retrieved from Singlecare: https://www.singlecare.com/blog/news/diabetes-statistics/

WHO. (2021). Diabetes. Retrieved from WHO: https://www.who.int/news-room/fact-sheets/detail/diabetes

PLACE YOUR ORDER NOW

Community And Nursing

1) Minimum 10 full pages  

                Part 1: Minimum 3 pages

                Part 2: Minimum 1 page

                Part 3: You must answer this part twice, at least on one page per “time”

                Part 4: You must answer this part twice, at least on one page per “time”

Part 5: Minimum 1 page

                Part 6: Minimum 1 page     

Submit 1 document per part

2)¨******APA norms, please use headers

All paragraphs must be narrative and cited in the text- each paragraphs

            Bulleted responses are not accepted

            Dont write in the first person 

Dont copy and pase the questions.

Answer the question objectively, do not make introductions to your answers, answer it when you start the paragraph

           Submit 1 document per part

3) It will be verified by Turnitin and SafeAssign

4) Minimum 9 references not older than 5 years

Part 1: minimum 3 references

Part 2: minimum 2 references

Part 3: minimum 2 references per part

Part 4: minimum 2 references  per part

5) Identify your answer with the numbers, according to the question.

Example:

Q 1. Nursing is XXXXX

Q 2. Health is XXXX

6) You must name the files according to the part you are answering: 

Example:

Part 1.doc 

Part 2.doc 

______________________________________________

Part 1:

1. Define case management and care management and compare the differences.
2. Mention and discuss the case management concepts into the clinical practice of community health nursing.
3. Give the definition of family, mention, and discuss the different types of families, mention, and discuss the model of care for families.
4. Describe strategies for moving from intervention at the family level to intervention at the aggregate level

Part 2:

1. Discuss what is complicated grieving.

2. Mention at least 3 clues for identifying complicated grief reaction

3. Explain the 3 clues for identifying complicated grief reaction  selected

Part 3:

You must answer the 3 questions posted 2 times.

You must submit 2 documents (each one 1 page)

Copy and paste will not be admitted.

You should address the questions with different wording, different references, but always, objectively answering the questions.

1) What are the challenges encountered in data collection as it applies to research?

2) What are the types of interview technique when interviewing participants?

3) List your preferences and tell us why?

Part 4

You must answer the 2 questions posted 2 times.

You must submit 2 documents (each one 1 page)

Copy and paste will not be admitted.

You should address the questions with different wording, different references, but always, objectively answering the questions.

Reviewing the Nursing as Caring Theory, we come to understand that humans are intrinsically motivated to care for others. Based on this theory:

1) How do you provide care for someone who is a criminal that needs care? (Example, a prisoner is brought to your unit for care, after being beaten for molesting a child).

The transitions theory incorporates intervention and comprehension of what has taken place.

2) How do you apply the transitions theory to your current nursing practice?

Part 5

1) Discuss how elimination complexities can affect the lives of patients and their families.

2) Discuss the nurse’s role in supporting the patient’s psychological and emotional needs. Provide an example.

Part 6

1Discuss how functional patterns help a nurse understand the current and past state of health for a patient.

2)Using a condition or disease associated with an elimination complexity, provide an example.)

PLACE YOUR ORDER NOW

COMMUNITY NURSING Course Reflection

PURPOSE

The purpose of this assignment is to provide the student an opportunity to reflect on selected RN-BSN competencies acquired through the NUR4636 course COMMUNITY NURSING.

COURSE OUTCOMES

This assignment provides documentation of student ability to meet the following course outcomes:

-The students will be able to recognize the different level of prevention and apply them in the community (ACCN Essential I, II, IV, V, VII; QSEN: safety, evidence-based practice, teamwork and collaboration, quality improvement, informatics, and patient-centered care).

-This course will enable the student to place in practice methods of health prevention, promotion and restoration in the communities (ACCN Essential I, II, IV, V, VII; QSEN: safety, evidence-based practice, and teamwork and collaboration, quality improvement, informatics, and patient.

-The students will be able to educate the communities about the different ways to prevent illness and promote health (ACCN Essential I, II, IV, V, VII; QSEN: safety, evidence-based practice, teamwork, and collaboration, quality improvement, informatics, and patient-centered care).

-The student will understand the different tools available to put in place and in the hands of the communities in order to keep them healthy (ACCN Essential I, II, IV, V, VII; QSEN: safety, evidence-based practice, teamwork and collaboration, quality improvement, informatics, and patient-centered care).

REQUIREMENTS

1. Original papers, “NO plagiarism”. The Course Reflection will be graded on quality of self-assessment, use of citations, use of Standard English grammar, sentence structure, and overall organization based on the required components as summarized in the directions and grading criteria/rubric.

2. Follow the directions and grading criteria closely (See Attachment). Any questions about your essay may be posted under the Q & A forum under the Discussions tab.

3. The length of the reflection is to be within three to four pages excluding title page and reference pages.

4. APA format is required with both a title page and reference page. Use the required components of the review as Level 1 headers (upper and lower case, centered):

Note: Introduction – Write an introduction but do not use “Introduction” as a heading in accordance with the rules put forth in the Publication manual of the American Psychological Association (2010, p. 63).

a. Course Reflection

b. Conclusion

PREPARING YOUR REFLECTION

The BSN Essentials (AACN, 2008) outline a number of healthcare policy and advocacy competencies for the BSN-prepared nurse. Reflect on the NUR4636 course readings, discussion threads, and applications you have completed across this course and write a reflective essay regarding the extent to which you feel you are now prepared to:

1. Demonstrate basic knowledge of healthcare policy, finance, and regulatory environments, including local, state, national, and global healthcare trends.

2. Describe how health care is organized and financed, including the implications of business principles, such as patient and system cost factors.

3. Compare the benefits and limitations of the major forms of reimbursement on the delivery of healthcare services.

4. Examine legislative and regulatory processes relevant to the provision of health care.

5. Describe state and national statutes, rules, and regulations that authorize and define professional nursing practice.

6. Explore the impact of socio-cultural, economic, legal, and political factors influencing healthcare delivery and practice.

7. Examine the roles and responsibilities of the regulatory agencies and their effect on patient care quality, workplace safety, and the scope of nursing and other health professionals’ practice.

8. Discuss the implications of healthcare policy on issues of access, equity, affordability, and social justice in healthcare delivery.

9. Use an ethical framework to evaluate the impact of social policies on health care, especially for vulnerable populations.

10. Articulate, through a nursing perspective, issues concerning healthcare delivery to decision makers within healthcare organizations and other policy arenas.

11. Participate as a nursing professional in political processes and grassroots legislative efforts to influence healthcare policy.

12. Advocate for consumers and the nursing profession.

13. Assess protective and predictive factors, including genetics, which influence the health of individuals, families, groups, communities, and populations.

14. Conduct a health history, including environmental exposure and a family history that recognizes genetic risks, to identify current and future health problems.

15. Assess health/illness beliefs, values, attitudes, and practices of individuals, families, groups, communities, and populations.

16. Use behavioral change techniques to promote health and manage illness.

17. Use evidence¬ based practices to guide health teaching, health counseling, screening, outreach, disease and outbreak investigation, referral, and follow-up throughout the lifespan.

18. Use information and communication technologies in preventive care.

19. Collaborate with other healthcare professionals and patients to provide spiritually and culturally appropriate health promotion and disease and injury prevention interventions.

20. Assess the health, healthcare, and emergency preparedness needs of a defined population.

21. Use clinical judgment and decision-making skills in appropriate, timely nursing care during disaster, mass casualty, and other emergency situations.

22. Collaborate with others to develop an intervention plan that takes into account determinants of health, available resources, and the range of activities that contribute to health and the prevention of illness, injury, disability, and premature death.

23. Participate in clinical prevention and population ¬focused interventions with attention to effectiveness, efficiency, cost-effectiveness, and equity.

24. Advocate for social justice, including a commitment to the health of vulnerable populations and the elimination of health disparities.

25. Use evaluation results to influence the delivery of care, deployment of resources, and to provide input into the development of policies to promote health and prevent disease.” (pp. 20-21, 24-25 SEE ATTACHMENT)

Reference:

American Association of Colleges of Nursing [AACN]. (2008). The essentials of baccalaureate education for professional nursing practice. Washington, DC: Author.

PLACE YOUR ORDER NOW

Directions and Grading Criteria

PLACE YOUR ORDER NOW

Discussion #3 – Jay-Z

Hello,

Attached is the reading, study guide and the questions are listed below. Questions needed to answered in paragraph form (4 to 6 sentences) with supporting details from the reading.

The questions to be answered:

-What is at least one of Giddings’ stated reasons for writing this essay?

-What is at least 2 arguments Giddings makes and how does he support (or not  support) same?

-Of the 4 Africanisms (oral, spiritual, communal, & matrifocal) argued to exist in Jay-Z’s work, which one is the most convincing to you that African Americans have an African cultural heritage; and how does Giddings support the claim?

-Have you ever witnessed these Africanisms, or cultural values, in action within a Black community; how so?

Complete list of question:

-What is at least one of Giddings’ stated reasons for writing this essay?
-What is at least 2 arguments Giddings makes and how does he support (or not support) same?
-Of the 4 africanisms (oral, spiritual, communal, & matrifocal) argued to exist in Jay-Z’s work,which one is the most convincing to you that African Americans have an African cultural heritage; and how does Giddings support the claim?
-Have you ever witnessed these africanisms, or cultural values, in action within a Black community; how so?
-After considering Jay-Z’s oeuvre, and that of other emcees, do you view Hip-hop as a strength or a challenge in African American communities; how so?
-What are you left wondering about; what questions remain unanswered in your mind? (required!)

Thanks

PLACE YOUR ORDER NOW

CHCDIS002 – Follow established person-centred behaviour supports

Hi, there are 11 questions in Learner activities and 13 questions in Knowledge activity.

Word limit of Learner activity questions is 50-100 words for each question.

No word limit of knowledge activity questions. Just need to answer with depth knowledge.

Need to answer each question in a same attached workbook file.

Table of Contents

Table of Contents. 2

Instructions to students: 3

Assessment instructions. 3

Assessment Task. 3

Assessment requirements. 3

Competency outcome. 4

Assessment appeals process. 5

Special needs. 5

Additional evidence. 5

Confidentiality. 5

Academic misconduct. 5

Learner Activities. 9

Learner Activity 1 to 11 Feedback– for assessor. 18

Knowledge Activity. 19

Knowledge Activity– for assessor. 20

Supplementary Oral Questions (optional) – for assessor. 21

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 ‘AIBTGlobal’s Monitoring Student Attendance and Academic Progression policy and procedure.’
• Students should follow the standards of behaviour and comply with ‘AIBTGlobal’s 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 College’s 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 else’s 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 student’s 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 student’s own work;
• Allowing others to complete any assessment task and/or submit an assessment task which is not the student’s 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 College’s 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 everyone’s 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:  ____________________________________________________________

Learner Activities

For this assessment, you need to write the answers to each of the following questions. You must give detailed answers for all questions. Answers should be between 50 to 100 words for each question.

Activity 1: Briefly outline the principles and practices of positive behaviour support.

Activity 2: What is the social model of disability?

Activity 3: What is social devaluation and how can it impact on an individual’s quality of life?

Activity 4: List and briefly discuss seven (7) positive lifestyle enhancement strategies.

Activity 5: Briefly outline organisation policies and procedures relating to the following:

1. Critical incidents
2. Accident and incident reporting
3. Restrictions on the use of aversive procedures

Activity 6: Outline the principles of effective communication.

Activity 7: How can you implement communication principles to minimise behaviours of concern?

Activity 8: What indicators might you notice that people have unmet needs?

Activity 9: Briefly discuss the following factors that may contribute to behaviours of concern:

1. Physical
2. Emotional
3. Environmental
4. Medications

Activity 10: What specialist services and referral options might you need to seek out?

Activity 11: Briefly discuss what the following legal and ethical considerations for working with people with disability are:

1. Codes of conduct
2. Dignity of risk
3. Duty of care
4. Human rights, including the united nations convention on the rights of persons with disabilities (UNCRPD)
5. Constraint/imprisonment
6. Abuse
7. Practice standards
8. Work safety and health

Learner Activity 1 to 11 Feedback– for assessor

This should be used by the trainer/assessor to document the learner’s 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.

Knowledge Activity

Objective: To provide you with an opportunity to show you have the required knowledge for this unit of competency

Answer each question in as much detail as possible, considering relevant aspects for each one.

1. How should you support the person to maintain their activities of daily living?
2. Why should you consider the person’s individual needs, strengths, capabilities and preferences?
3. What are five (5) issues with engaging or motivating the person?
4. Who might you seek assistance from?
5. How can you ensure you provide a safe environment for the person conducive to positive and adaptive responses?
6. What behaviours of concern might you recognise?
7. How should you record all observations?
8. How should you ensure safety of the person, self and other people?
9. How should you respond to critical incidents?
10. How can you monitor strategies to determine their effectiveness?
11. How can you identify and report changes in person’s needs and behaviours?
12. How should you comply with the organisation’s reporting requirements?
13. How should you maintain documentation?

Knowledge Activity– for assessor

This should be used by the trainer/assessor to document the learner’s 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.

Supplementary Oral Questions (optional) – for assessor

The below table is for you to document any supplementary verbal questions you have asked the learner to determine their competency. For example, if you are unsure of their answer to a question in the Learner Workbook, you may choose to ask them a supplementary question to clarify their understanding of the relevant criteria.

PLACE YOUR ORDER NOW