Human Services 2020 HSC exam pack

Question 16

In better responses, students were able to:

• identify benefits to the worker, such as a safer work environment (a)
• demonstrate an understanding of secondary assessment with an example such as managing other injuries or illnesses (b)
• identify how an emerging technology can support a worker not the client (c).

Areas for students to improve include:

• focusing on the worker not the facility or client (16a,c)

Question 17

In better responses, students were able to:

• distinguish clearly between legal and ethical practice (a)
• outline the strategies that a worker would implement to address feedback such as seeking clarification and implementing suggestions (b)
• provide a good description of a breach of duty of care using an example such as leaving a client who needs supervision.

Areas for students to improve include:

• being aware of the difference in legal and ethical practice and how it relates to the community services/ health care industry (a)
• reading the question carefully to be aware of the focus for the answer, that is the worker or manager (b).

Question 18

In better responses, students were able to:

• explain Equal Employment Opportunity (EEO) principles and identify multiple examples (a)
• mention appropriate legislation/policies (Anti-Discrimination Act, Duty of care, Diversity)
• demonstrate strong knowledge of anatomy, physiology and appropriate examples of the endocrine system (b)
• include detailed examples such as the pancreas excreting insulin(b)
• expand on understanding of this system by often linking it with other systems during the example (b).

Areas for students to improve include:

• knowing the definition and concept of EEO (a)
• understanding of the body systems (b).

Question 19

In better responses, students were able to:

• provide relevant examples of communication and balance strategies (a)
• include non-verbal and verbal communication techniques (a)
• include a wide range of examples such as mobility aids, medications, mobility assistance, assist with ADLs, reporting to team, documentation (a)
• explain in detail examples of the relationship between the two body systems (b)
• outline the structures and functions of each system, then explain their relationship (b).

Areas for students to improve include:

• providing more detailed answers (a)
• understanding of anatomy and physiology of each system (b).

Question 20

In better responses, students were able to:

• demonstrate evidence of knowledge of cultural safety in health care systems with examples of strategies such as the Respect the Difference training program
• provide a diverse range of examples of how the health care systems meet health care needs.

Areas for students to improve include:

• improving their understanding of strategies to improve the health care of Aboriginal and Torres Strait Islander peoples
• remaining focused on responding to the question and not being repetitive.

In better responses, students were able to:

• use references to policies and procedures, and examples of legislation in their answers such as Anti-Discrimination Act, Duty of care, Advocacy
• provide diverse examples for each of the three categories (client, Health Care Worker and facility)
• use appropriate terminology regarding cultural competence, beliefs, values and ethics
• demonstrate a wide knowledge of the effects of cultural competence.

Areas for students to improve include:

• correctly interpreting the question
• focussing on how to maintain diversity rather than examples of diversity.

In better responses, students were able to:

• keep answers directly on the question
• highlight a variety of strategies
• build on the scenario given and provide examples of both the multi-disciplinary team and community services and how they can plan for discharge
• support their response with relevant workplace examples
• explain relevant risk assessment tools (b)
• focus on more than communication as a strategy to encourage Bill to work toward discharge
• include Bill in the decision-making process (a)
• use a holistic approach in their answer (b).

Areas for students to improve include:

• referencing both the multi-disciplinary team and community services (c)
• including risk assessment tools, for example, falls risk assessment) (b)
• developing rationales and depth in their responses
• being aware of multi-disciplinary team members.