Human Services 2021 HSC exam pack

Question 16

In better responses, students were able to:

• provide appropriate workplace examples for Professional Development (a)
• provide an accurate reference to DRSABCD (b).

Areas for students to improve include:

• demonstrating an understanding of professional development rather than professional conduct, for example, professional development is the continuation of education and career training after entering the workforce, while professional conduct is the professional behaviour of an individual (a)
• understanding the correct management of falls, such as suspected spinal injuries (b).

Question 17

In better responses, students were able to:

• describe DRSABCD and give sugary/sweet food after sitting the person down, (a)
• provide diverse examples given for respectful behaviour and attitudes towards colleagues (b)
• use medical terminology to explain ethical issues lead by the use of social media, for example, privacy, confidentiality, breach, code of conduct, social media policies and procedures (c).

Areas for students to improve include:

• understanding hypoglycaemia as this was confused with other diagnoses, for example, hypertension, dehydration and hypothermia,
• knowing that hypoglycaemia is a deficiency of glucose in the bloodstream (a)
• showing an understanding of DRSABCD as part of a primary assessment/management for any first aid situation (a).

Question 18

In better responses, students were able to:

• identify mandatory reporting examples and describe the importance (a)
• recognise safety of the client and workers (a)
• describe the additional Personal Protective Equipment (PPE) to be used and give rationale for their use (b)
• demonstrate appropriate use of terminology, such as contact, droplet precautions and transmission (b).

Areas for students to improve include:

• understanding the term mandatory reporting, for example, mandatory reporting is when someone is required by law to report suspected child abuse and neglect to government authorities (a)
• distinguishing between additional and standard precautions (b).

Question 19

In better responses, students were able to:

• provide a variety of responsibilities
• reference lists of types of marginalised groups of people
• demonstrate an understanding of Equal Employment Opportunity (EEO).

Areas for students to improve include:

• focusing on employers not employees.

Question 20

In better responses, students were able to:

• identify the correct structures (a)
• describe the function of the cardiovascular system, including oxygenated and deoxygenated blood (b)
• describe the signs and symptoms of a cardiovascular disease without just describing a cardiovascular disease (c)
• use correct medical terminology to describe the signs and symptoms associated with cardiovascular disease (c).

Areas for students to improve include:

• demonstrating knowledge of a body structure
• describing the signs and symptoms associated with a cardiovascular disease, not just list or outline.

In better responses, students were able to:

• understand and explain more than one marginalised group
• provide appropriate workplace examples for providing care, such as, healthcare for people that live in rural and remote areas, the homeless and the unemployed
• link the example(s) to the client regarding how the identified support and care would be beneficial to them
• consider multiple strategies and apply them appropriately to different marginalised groups.

Areas for students to improve include:

• referencing care plans and the need for a link or application to the ‘marginalised groups’ chosen
• providing an explanation to the support and care provided
• providing answers that are more than a generalised support and care approach.

Question 22

In better responses, students were able to:

• understand the lack of cognitive ability and impact of Alzheimer’s disease on independence and wellbeing (a)
• describe the impact of declining cognitive ability in detail, for example, isolation and confusion (a)
• explain the importance and appropriateness of verbal and non-verbal communication with Dorothy (b)
• understand the value of effective communication, including pictures and gestures (b)
• provide a range of communication strategies for use with Dorothy and relevant examples (b)
• provide an understanding of person-centred care for an individual with Alzheimer’s disease (c)
• provide examples for physical and emotional health (c)
• link person-centred care for Dorothy and involve her, asking her preferences (c).

Areas for students to improve include:

• linking the impact of declining cognitive ability to the details in the scenario
• providing dementia specific workplace examples
• including care plans and their importance in care
• addressing physical, social and emotional needs.

Question 23

In better responses, students were able to:

• outline three relevant allied health professionals that will be involved in Mike’s initial rehabilitation and link to the scenario provided (a)
• write comprehensively about verbal and non-verbal communication strategies (b)
• link the response to the scenario provided (b)
• acknowledge the importance of Mike’s feelings (b)
• provide reasoning about the use of therapy chosen and how allied health workers promote Mike’s rehabilitation, enabling Mike to return home
• using relevant workplace examples (c).

Areas for students to improve include:

• knowing the roles of allied health professionals, for example, occupational therapist and physiotherapist
• linking the response to the scenario
• linking communication strategies back to Mike
• focusing on verbal or non-verbal communication strategies
• identify allied health professionals and describe their role in Mike’s rehabilitation
• explaining how therapies can be used to address issues in the scenario.

Question 24

In better responses, students were able to:

• provide a good understanding of the role of various disciplines (a)
• relate responses back to Magda’s condition (a)
• explore multiple verbal and non-verbal communication techniques including Culturally and Linguistically Diverse (CALD) (b)
• use relevant examples and medical terminology (c)
• incorporate all three aspects of physical, social and emotional support (c).

Areas for students to improve include:

• linking their response to the scenario about Magda
• focusing on personal care strategies.