Human Services 2019 HSC exam pack

Question 16

In better responses, students were able to:

• provide a range of care strategies, for example, checking skin, Waterlow assessments, air mattresses, repositioning (a)
• use medical terminology (a)
• include actions such as first aid management, reporting, recording and follow up medical care (b).

Areas for students to improve include:

• providing multiple strategies (a)
• including more depth in their response (b)
• understanding what a needlestick injury is (b)
• including immediate actions as well as long term (b). 

Question 17

In better responses, students were able to:

• correctly identify body mechanics, for example, feet placement, back straight, load close to body, not twisting (a)
• add depth by covering a variety of body mechanic principles (a)
• make reference to DRSABCD in relation to the scenario and PIT to manage a snake bite (b)
• provide an example for each benefit of conflict listed, for example, personal growth, team work, trust (c)
• make relevant links to the examples provided, such as improved patient care (c).

Areas for students to improve include:

• focus on body mechanics, (such as foot placement, back alignment, load close to body, no twisting) rather than manual handling equipment
• understanding the correct first aid for the management of snakebite which includes DRSABCD, pressure immobilisation bandage, immobilisation of limb, monitoring patient until medical aid arrives  (b)
• providing more depth in their response including some of the positive experiences that arise from conflict (c)
• addressing the positive rather than the negative (c).

Question 18

In better responses, students were able to:

• provide a relevant explanation of person-centred care (a)
• provide a good understanding of work health and safety standards for the workplace (b)
• make reference to workplace policies and procedures, legislation (b)
• have answers that were clear and related to the workplace (b)
• provide a variety of examples of standards and how they are met (b)
• provide detail on how the body systems operate cohesively to maintain fluid and electrolyte balance (c)
• correctly identify systems with hormones
• make reference to homeostasis as an overarching mechanism (c)
• use medical terminology, for example, diffusion (c)
• mention a range of body systems (c).

Areas for students to improve include:

• provide the definition of person-centred care rather than an example of what it is not (a)
• providing suitable and appropriate examples (a)
• demonstrating an understanding of work health and safety standards in a community services/healthcare workplace and providing some examples of the types of policies/procedures/legislation that are relevant (b)
• explaining the concept of how body systems maintain a fluid and electrolyte balance (c)
• not focusing on what a client can eat or drink (c)
• providing more detail in their responses (c)
• including more use of industry terminology (c). 

Question 19

In better responses, students were able to:

• give relevant details to support their response and were able to link their reason to another concept, for example, making sure there are no misunderstandings in the workplace which lead to safe care strategies for the client (a)
• ensure the response was about how the enhancement of a client’s wellbeing was achieved (b)
• link how a health care worker can show respect back to how this may enhance a client’s wellbeing (b)
• provide a detailed response supported with an industry example (b).

Areas for students to improve include:

• giving more than a basic reason (a)
• not responding with how a health care worker can show respect as this is not answering the question (b).

Question 20

In better responses, students were able to:

• link DRSABCD to the question on anaphylaxis
• explain in detail how to use an autoinjector / epipen
• give examples of both signs and symptoms, not just one or the other
• clearly lists signs and symptoms as separate entities rather than combining the 2 concepts
• identify the need for the patient to be referred to an emergency response team or to a hospital for the management of anaphylaxis.

Areas for students to improve include:

• answering both parts of the question, that is, the signs and symptoms of anaphylaxis and the management
• detailing the management of anaphylaxis including the use of an autoinjector/EpiPen and the urgent need for referral to medical aid
• providing the key signs and symptoms of anaphylaxis such as difficulty breathing, hives or redness of the skin, swollen face, lips, eyes, tongue or throat (signs), tingling in mouth, dizziness and weakness (symptoms).

In better responses, students were able to:

• explain and articulate clearly the rights and responsibilities for both the health care worker and the client
• link rights and responsibilities back to question as to why / how if effects standards of care
• use industry terminology such as “scope of practice”
• provide good depth and relevance
• refer to legislation that governed their work.

Areas for students to improve include:

• not repeating a concept
• providing a definition of rights and responsibilities and give examples of each for both the client and the community services/healthcare worker.

In better responses, students were able to:

• understand the meaning of a therapeutic relationship and not confuse it with care needed (a)
• use medical / industry terminology and understand the meaning (a)
• give examples from clinical placement to support their response (a)
• keep answers on track and not deviating from the question (a)
• highlight a variety of strategies, for example, knock on door, introduce self, use clients preferred name, a variety of communication strategies in detail, take client around room, don’t move items in room, talk though procedures, use of braille, speak calmly and clearly, appropriate touch (a)
• build on the scenario given and give detail across all three aspects, that is, safety, psychosocial and physical needs (b)
• provide a strong explanation and links to care that justify each strategy for this client (b)
• support with relevant workplace examples (b)
• provide a clear definition of team roles and how they came together to meet the client’s needs (b)
• link to legislation, policies and procedures (b)
• focus on both home and hospital, discharged home and associated needs, assessments, discharge planning (b)
• focus on care plans with examples of documentation, risk assessment, updating changes re client condition, reporting (b)
• expand vital signs with detailed descriptions and why they were important (b).

Areas for students to improve include:

• starting with the basics of a therapeutic relationship for example, introduce yourself (a)
• referring back to information given in the case study provided, for example, the client is blind, short of breath (a)
• including reference to care plans (b)
• focusing on more than just one aspect of need, for example, safety, needing to expand on the other areas mentioned in the question (b)
• providing detail on discharge planning and psychosocial needs (b)
• industry terminology and workplace examples to support their response (b)
• linking the response to the case scenario (b)
• including the whole health care team in the response (b)
• explaining how each of the strategies were applicable to the client (b).