Human Services 2017 HSC exam pack

Students should:

• respond correctly to the key words used, for example ‘explain’ and ‘distinguish’
• communicate using appropriate Human Services terminology
• make reference to relevant legislation
• present longer responses with logic and coherence
• provide relevant workplace examples.

Students should expect:

• questions to be of varying difficulty
• to be guided by the marks allocated for the depth of the response.

Students can prepare for this examination by:

• practising applying workplace examples
• knowing the appropriate application for relevant legislation
• using past HSC questions and marking guidelines to practise writing responses
• applying relevant human services operations gained from student experience on work placement
• knowing the employability skills that are relevant to various situations
• understanding relevant technology and its effects on human services.

General feedback

In better responses, students were able to:

• support arguments using relevant justifications or reasons
• accurately interpret the question, giving a clear and concise response
• communicate strategies linked to different human services issues
• integrate the rubric requirements into the extended response.

Question 16

In better responses, students were able to:

• include what first aid management was done, as well as a history of the incident
• address infection control principles of hand-washing, Personal Protective Equipment (PPE) and cleaning up after event.

Question 17

In better responses, students were able to:

• make reference to the improvement of staff members, identify strengths and weaknesses and how self-reflection improves patient outcomes.

Question 18

In better responses, students were able to:

• include concepts as dry cracked skin, skin conditions and rashes
• include measures such as moisturisers, gloves and specific hand-washing techniques
• identify separate roles within health care teams such as a podiatrist, a physiotherapist nurse and a doctor.

Question 19

In better responses, students were able to:

• address all three areas of facility, clients and health care team and include time off work, increased sickness to clients and bad reputation.

Question 20

In better responses, students were able to:

• make reference to legislation, for example, Work Health and Safety Act 2011, Work Health and Safety Regulation 2017, rules and regulations, compliance, audit, policies and procedures, guidelines. When responding to hazards and risks students mentioned risk assessment, new policies and duty of care
• make reference to parts of the acronym ‘RACE’ other than R and A (rescue/remove and alert)
• refer to evacuation plans, emergency plan/procedures, flip charts as well as some steps such as emergency exit, egress route, evacuation meeting point.

In better responses, students were able to:

• support arguments using relevant justifications or reasons
• accurately interpret the question, giving a clear, concise response
• communicate strategies linked to different human services issues
• integrate the rubric requirements into their extended response
• communicate good knowledge of musculoskeletal system and link the effects of a health condition (mobility, emotional well-being) to the type of care that could be provided
• consider multiple health care teams such as physiotherapist, occupational therapist and social worker
• discuss equipment such as mobility aids, pressure reliving devices.

Question 22–24(a)

In better responses, students were able to:

• define the dignity of risk, acknowledge the client has the right to make decisions despite the risks involved
• include examples of risks within the definition
• include informed decision making.

Question 22–24(b)

In better responses, students were able to:

• make references to physical, emotional, spiritual, financial wellbeing
• mention client centred care/personalised care/individualised care
• mention service plan, care plan and rehabilitation programs
• involve the multidisciplinary team, family and client to meet goals.

Question 22–24(c)

In better responses, students were able to:

• divide their answers into three groups to assist with the flow of the response; for example, the group:
  • client – includes aspects such as: independence; client centred care; empowerment; self-worth; motivation; sense of achievement; improve atmosphere; and positive relationship with staff
  • staff – includes aspects such as: a sense of achievement; increased wellbeing and health; less stress; increased learning and education; self-reflection; and improvement in atmosphere
  • organisation – includes aspects such as: improved reputation; positive feedback; increase in clients; government funding; resources; training and knowledge of staff; and resources.