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CLASS ACTIVITIES - STUDENT

CHCCOM005
Communicate and work in health or community
Class Activities: Version 3.0 services
Effective Date:
06/04/2023
Review Date:
01/06/2026
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 CHCCOM005 - Communicate and work in health or community services

Question 1: List ten (10) examples of tasks that care workers may perform.

The ten examples of tasks that care workers may perform are
as follows;

1. Showering.
2. Shaving.
3. Oral hygiene and dressing
4. Administering medication under the supervision of
medical personnel
5. Monitoring health and wellbeing.
6. Maintaining records and reporting any changes.
7. Assisting with meal preparation.
8. Providing mental and emotional support.
9. Changing bed linen and making beds.
10. Organising recreational activities for the client.

Question 2: Define verbal communication.

Verbal communication is a type of communication where

we use spoken and written words to get our message
and information across to the other person.

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 Question 3: Define non-verbal communication.

Nonverbal communication is the transfer of information

through body language, facial expressions, gestures, created
space and more.

Question 4: List four (4) methods care workers may use to confirm client
understanding.

The four methods care workers may use to confirm client

understanding are as follows;

1. Use pictograms or visuals to explain a difficult concept

and get a point across.
2. Double-check if the person has understood.
3. Observe the body language for clues.
4. Encourage people to ask questions or request further
information.

Question 5: What are some common barriers to positive communication? List eight (8).

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 Good communication can positively influence professional
relationships, while bad communication can destroy
relationships. Positive client-focused communication with
those in a care setting is particularly imperative.

The common barriers to positive communication are as

follows;

 No common grounds, different expectations, and lack of

respect among communication parties

 Stress and elevated negative emotion

 Lack of focus

 Negative or inconsistent body language

 Personal bias and prejudice

 Background noise or other distractions

 Cultural differences

 Poor listening skills

Question 6: Explain three (3) different types of communication that are used to interact
with clients.

The three different types of communication that are

used to interact are as follows;
1. Verbal Communication; Care workers need to be
able to communicate verbally in order to respond

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 to questions, find out about patients' problems or
needs, and to draw out all the information they
need from a service user as they can come across
barriers.
2. Non- Verbal Communication; Nonverbal behaviours
include well known skills like eye contact, facial
expression, body language and how fast or slow we
speak. Show interest in what the patient is saying and
avoids tapping your fingers, gazing out of the window,
looking at the clock, yawning, and other nonverbal
actions that might indicate that you're bored or in a
hurry.
3. Written Communication; This includes
communication that is written, such as letters and
reports. It is important to use clear and concise
language when writing, and to make sure that you
are using proper grammar and punctuation.

Question 7: Explain why it is important to follow organisational communication protocols.

It is important to follow organisational communication

protocols because the implementation of communication
protocols in the workplace assists to set expectations and
prioritises open and frequent communication between all
staff. Communication protocols also represent commitment to
organisational values such as teamwork.

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 Question 8: What is the maximum time framework for reporting an incident in home and community
care settings?

The maximum time framework for reporting an incident in

home and community care settings is within 24 hours.

Question 9: List eight (8) general requirements for good quality documentation in health and
community services.

The eight (8) general requirements for good quality

documentation in health and community services are as
follows;

• Monitoring of the needs and recording information

about your clients to enable arrangement, to
understand and provide personalized care.

• Recording the actions taken or that should be

taken.

• Clarifying why we did something.

• Helping us to remember what we must do.

Reporting occurrences, for example, falls and

recording any subsequent activities.

• Referring clients.

• Providing information to third parties and external

organizations, e.g. a law enforcement organization.

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 • Arranging work or program.

• Encouraging communication between employees.

Question 10- What are the benefits of continuous improvement in an organisation? List three (3).

The benefits of continuous improvement in an organisation

are as follows;

1. Employee satisfaction and teamwork.

2. Improved product quality.
3. Cost saving.

Question 11: What are some early signs that a difficult and challenging situation may be arising in a
workplace?

There are some early signs that a difficult and challenging

situation may be arising in a workplace are ;

1. Body language.
2. Behavioural Change.
3. A lack of tolerance.
4. Negative feedbacks.
5. Sickness levels start to creep up.

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 Question 12: If a person is getting agitated and is saying that you are not listening or understanding,
what strategies can you use to defuse the situation?

Ask them what you can do to resolve the situation. Try not to
get angry yourself. Stay calm, speak slowly, and use non-
threatening body language. A calm, rational response can go
a long way toward calming angry people down.

Question 13: List ten (10) strategies or techniques that can be used to resolve constraints with
regard to communication with clients.

The ten strategies or techniques that can be used to resolve

constraints with regard to communication with clients are;
1. Know our product or service inside and out.
2. Be consistent.
3. Make things easy for them.
4. Be a good listener; Listen to their needs and expectations.
5. Be clear.
6. Add a personal touch.
7. Use the right channels.
8. Ask questions and show genuine interest.
9. Be opening minded.
10. Prompt follows up.

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 Class Activities
Activity 1:
Roleplay – divide the class into groups of three or four. One student plays the client, one student
plays the carer, and one student is the observer. The carer needs to introduce themself, and inform
the client that he/she will be prepared for a shower. The client is an elderly person who is frail and
has got hearing problems. The observer will provide feedback with regards to the communication
process used.

1. Hi, my name is Prateeka Thapa. Now “It’s time for a shower.”

Shower helps us to feel clean and fresh. It's also a good time
to check our skin for sores or rashes, while talking eye
contact face the hearing-impaired person directly, on the
same level and in good light whenever possible. Do not talk
from another room. Speak clearly, slowly, distinctly, but
naturally, without shouting or exaggerating mouth
movements. Maintain privacy.
2. I am gatherings instruments that is Face cloths or bath
sponges, Towels, A bar of soap or liquid soap, Tear-free
shampoo or no-rinse shampoo, Body lotion that is especially
for dry skin, a removable showerhead with a long hose. Set
up the shower chair or bench. Help the client onto the chair if
they need help. Let the client take off the robe, but give help
if they need it. Remember to use the back of our hand to test
the water to make sure it's not too hot or cold.

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 Activity 2:
Activity 2.1: Follow the link below and discuss the terminologies related to health and community
services with the students/learners
https://www.myagedcare.gov.au/glossary .
Activity 2.2- Discuss in groups, why is it necessary to use and understandindustry-
specificterminology

2.2 Industry-specific terminology plays a critical role in

effective communication within an industry. It enables
professionals to communicate effectively with each other and
share knowledge. However, it can also create challenges
when communicating with those outside of the industry.

Activity 3:
Activity 3.1: Divide the class into a group of students and discuss possible difficult situations (case
scenarios) in health and community services settings.
Activity 3.2- Discuss strategies to deal with difficult situations and the communication skills that may
defuse a situation.

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 3.1 The difficult situations (case scenarios) in health and
community services settings.
A. Being unable to help someone.
B. Being required doing something that they did not agree
with.
C. Working with people with challenging behavior.
D. Witnessing unprofessional behavior.
E. Feeling that they were being unfairly judged or treated
unfairly.

3.2 The strategies to deal with difficult situations and the

communication skills that may defuse a situation are as
follows;

1. Show care and concern.

2. Ask open ended question.
3. Show curiosity and vulnerability.
4. Practice Active Listening.
5. Engage for the long term.

Activity 4:
The Learner Guide lists the Commonwealth Acts that are applicable to the Health and Community
Services Industries. Work in pairs and list the State/Territory Legislation and Regulations that are
applicable to your role.

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Class Activities: Version 3.0 Effective Date: Review Date:
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 Activity 5:
5.1 Work individually or in a group. What are the professional development and/or training
opportunities after you have completed your current training? What are the costs? Is there any
funding or scholarships that you may be eligible for?

5.2 Write an email to your workplace manager (your trainer) and outline the training and
professional development that you would like to pursue.

5.1 Professional development is the continuous process of

enhancing your skills, knowledge, and competencies in your
career. It can take various forms, such as: Completing
training programs.

Activities 1-5
Answers may vary butstudents must address the questions according to the following resources:

 Learner Guide
 PowerPoint presentation
 Self-study Guide
 Livetraining sessions and discussions with trainers/assessors

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