Human Services 2022 HSC exam pack

Students should:

• read the question carefully to ensure that they do not miss important components of the question
• have a clear understanding of key words in the question and recognise the intent of the question and its requirements
• relate to the question throughout the response rather than just at the beginning
• communicate ideas and information using relevant workplace examples and industry terms
• present a logical and cohesive response that answers the question.

Question 16

In better responses, students were able to:

• outline two distinct ways to communicate effectively with a client who has a hearing disability (a)
• clearly show how the skin helps regulate body fluids and electrolyte balance by making reference to sweat/perspiration (b)
• clearly outline characteristics of informed consent (c).

Areas for students to improve include:

• outlining two distinct ways to communicate effectively with a client who has a hearing disability (a)
• being aware of homeostatic functions of the body in regard to the regulation of body fluids and electrolyte balance (b)
• being aware of what is meant by informed consent as many students outlined characteristics of implied consent (c).

Question 17

In better responses, students were able to:

• outline two distinct infection prevention strategies using workplace examples
• use medical/industry terminology (a)
• clearly describe strategies to promote cultural competence in the workplace (b)
• use workplace examples to support their response (b)
• clearly relate the selected strategies to the workplace context (b).

Areas for students to improve include:

• using workplace examples to support their response (a)
• including more than one strategy (b)
• using medical/industry terminology to support their response.

Question 18

In better responses, students were able to:

• correctly identify four respiratory changes (a)
• demonstrate their understanding of relevant anatomy and physiology (a)
• show their understanding that the blood spill was a hazard and that PPE was required (b)
• understand that the leaking water required cleaned up, management including the placement of a wet floor sign (b)
• provide answers that had more than just informing the supervisor (b).

Areas for students to improve include:

• understanding that a change to heart rate or blood pressure does not relate to respiratory changes (a)
• understanding the signs and symptoms of respiratory changes (a)
• reading the question carefully, providing a response that addresses the hazard, not the client and their bleeding (b)
• answering with more than reference to informing the supervisor (b).

Question 19

In better responses, students were able to:

• connect a Health Care Worker’s value with how this may affect client care and service delivery (a)
• provide a relevant example to support their answer (a)
• outline two distinct lifestyle choices for a client with diabetes (b)
• state that they would complete a risk assessment (c)
• explain relevant examples and provide clear rationale for their use in their response (c)
• include reference to a potential risk of harm to both Health Care Workers and the client (c)
• connect their response to the scenario provided (c).

Areas for students to improve include:

• reading the question carefully, to provide a response that focuses on how personal values affect service delivery, rather than how they affect the Health Care Workers or the client (a)
• knowing the difference between a clinical care strategy, for example, to ensure they take their medication and make positive lifestyle choices such as having a healthy diet (b)
• mentioning the risk of potential harm to both the Health Care Workers and client (c)
• connecting their response to the scenario provided (c)
• explaining more than one strategy in their response (c)
• providing rationale with each strategy (c).

Question 20

In better responses, students were able to:

• explain the relationship and balance between duty of care and dignity of risk linked to scenario provided
• provide alternatives to care while still maintaining choice for Eddie
• identify client rights
• identify foreseeable harm.

Areas for students to improve include:

• understanding the relationship between dignity of risk and duty of care
• being aware of what is meant by dignity of risk as many students provided responses related to dignity.

In better responses, students were able to:

• clearly address all three areas in the question (Health Care Workers, client and facility)
• demonstrate an understanding of the potential implications of  inaccurate reporting
• provide relevant workplace examples
• use relevant industry terminology.

Areas for students to improve include:

• addressing all three areas (Health Care Workers, client and facility) in their response
• avoiding repetition of the question throughout their response.

Question 22

In better responses, students were able to:

• provide relevant options to describe what Ranjit could have done to prevent the development of osteoporosis (a)
• make valid reference to the scenario in their response (a)
• show an understanding of the medical terms dysphagia and hemiplegia (b)
• provide strategies with a rationale for their use including examples (b)
• provide responses that include both food and fluid intake (b)
• address both the emotional and psychological health with a rationale for the support applied and appropriate workplace examples (c).

Areas for students to improve include:

• relating to the scenario in the question (a)
• focusing on Ranjit rather than the Health Care Workers (a)
• focusing on osteoporosis rather than the fall (a)
• providing responses that include both food and fluid intake (b)
• providing a rationale for the support strategy instead of making a generalised statement (b)
• providing relevant examples (b and c).

Question 23

In better responses, students were able to:

• clearly describe a central nervous system disorder and make reference to a decrease in mobility (a)
• describe two relevant physical problems not referenced in the scenario (b)
• describe how an Allied Health worker can assist with the problems stated in their response (b)
• explain the link between Peter and outcomes for his health (c)
• make reference to members of the multidisciplinary team (c)
• use industry terminology and relevant workplace examples (c)
• focus on how a health care worker can demonstrate support for Peter rather than on Agnes (c)
• provide examples of both an 'in the hospital theory session' and in discharge planning (c). 

Areas for students to improve include:

• demonstrating knowledge of central nervous system disorders and their effects on the human body (a)
• being able to describe two alternative physical problems (b)
• using relevant industry terminology and workplace examples (c)
• focussing on Peter and how a health care worker can demonstrate support rather than with reference to Agnes (c)
• providing examples of both an 'in the hospital theory session' and in discharge planning (c)
• making reference to a multidisciplinary team (c).

Question 24

In better responses, students were able to:

• clearly describe a central nervous system disorder and relate it to an inability to carry out activities of daily living (a)
• describe two other physical problems that were not in scenario (b)
• describe how a health care worker can assist with these problems (b)
• explain the link between Leanne and the outcomes for her health (c)
• make reference to members of the multidisciplinary team (c)
• use industry terminology and relevant workplace examples (c)
• focus on how a health care worker can demonstrate support Leanne and rather than Agnes (c)
• provide examples of both in hospital and in planning for discharge home (c).

Areas for students to improve include:

• showing a knowledge of central nervous system disorders and their impacts (a)
• being able to describe two relevant physical problems other than what is included in the scenario (b)
• using industry terminology and workplace examples (c)
• focusing on Leanne and how a health care worker can demonstrate support rather than solely focusing on Barry (c)
• providing examples of both in the hospital care and in discharge planning (c)
• making reference to the multidisciplinary team (c).