Human Services 2023 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(a)

In better responses, students were able to:

• clearly identify possible behaviours of the relative that may result in a risk to the personal safety of a community services/health worker, for example, yelling, making threats, invading personal space.

Areas for students to improve include:

• reading the question and understanding it is not asking about the behaviour of the client that could result in a risk to the personal safety of a community services/health worker, rather the behaviour of the relative.

Question 16(b)

In better responses, students were able to:

• understand the meaning of the term incontinence which can include lack of voluntary control
• clearly outline strategies to manage the situation when a client becomes incontinent, for example, reassurance.

Areas for students to improve include:

• understanding not just stating that they will provide assistance, for example, washing the client after an episode of incontinence to ensure they are clean
• demonstrating an understanding of medical terminology and the term incontinence.

Question 16(c)

In better responses, students were able to:

• demonstrate an understanding of two strategies to manage stress and fatigue in their workplace, for example, consume a healthy diet, ensure you are getting enough sleep.

Areas for students to improve include:

• understanding various strategies to manage stress and fatigue, for example, regular exercise.

Question 17(a)

In better responses, students were able to:

• clearly label the two components of the endocrine system
• recognise the endocrine system structures, for example, thyroid gland, pancreas.

Areas for students to improve include:

• understanding the anatomy of the human body
• understanding the components of the endocrine system, for example, the adrenal glands, the parathyroid gland.

Question 17(b)

In better responses, students were able to:

• understand and correctly describe the function of endocrine system, for example, the endocrine system is responsible for controlling various bodily functions like metabolism, growth, development, blood pressure.

Areas for students to improve include:

• understanding the functions of the endocrine system, for example, described the immune or digestive system.

Question 17(c)

In better responses, students were able to:

• understand and clearly outline the role of one allied health professional who is involved in the care of a diabetic client, for example, a dietician who can offer advice on food and nutrition to assist a diabetic client to improve their health and wellbeing.

Areas for students to improve include:

• understanding who an allied health professional may be, for example, health professionals that are not part of the doctor, dental or nursing professions.

Question 18(a)

In better responses, students were able to:

• understand the concept of ‘continuous improvement’, knowing it is an ongoing effort to improve something
• provide relevant examples of continuous improvement strategies in the workplace, for example, a commitment to attend education sessions, offering improvement suggestions in a continuous improvement folder, reflective practices.

Areas for students to improve include:

• understanding the concept of continuous improvement and how this concept can be applied in the community services/health workplace.

Question 18(b)

In better responses, students were able to:

• provide a clear description, not just give a definition, of how a community services/health worker could apply the requirements, with rationale, of the code of conduct in their workplace
• include and describe relevant examples such as professional appearance as it impacts how clients view you professionally, adhering to policies and procedures to ensure safe practices are maintained, maintaining confidentiality and privacy as this is a legal requirement and the worker may lose their job if this is breached.

Areas for students to improve include:

• providing more than just a definition, describing how the code of conduct can be applied
• understanding the concept of a ‘code of conduct’.

Question 19(a)

In better responses, students were able to:

• provide relevant workplace examples in their answer, for example, use of interpreters and Aboriginal Liaison officers
• describe effective communication strategies to clients from diverse backgrounds, for example, non-verbal communication strategies such as facial expressions, body posture, verbal communication strategies such as voice tone and pitch.

Areas for students to improve include:

• providing relevant workplace examples in their responses
• describing how they could facilitate effective communication instead of listing.

Question 19(b)

In better responses, students were able to:

• describe the purpose of a handover report, for example, ensuring that relevant, accurate and current information about a client’s care is given to the right people, action is taken where necessary, so continuity of care is provided
• understand a handover report is a structured approach for safe communication about all clients.

Areas for students to improve include:

• describing the purpose of a handover report, not simply providing examples of what is included in a handover, for example, the day staff talk to the evening staff.

Question 20

In better responses, students were able to:

• describe relevance and understanding of pain management strategies, for example, referring to registered nurse (RN) for assessment and possible pain medication, reposition for comfort, reassure clients so they feel valued and cared for, use distraction to try and ease their focus on their pain, apply pillows to support certain body parts, provide heat packs for muscle tension, and cold packs to decrease swelling
• describe the use of documentation and communication, for example, pain assessments, pain charts, progress notes, handover
• described altered vital signs that can reflect a client’s level of pain, for example, elevated heart rate.

Areas for students to improve include:

• understanding their scope of practice, for example, referral and escalation
• understanding that giving medications is out of an assistant in nursing’s scope of practice
• providing an in-depth response, for example, it is reported to the registered nurse, but responses did not identify what else the assistant in nursing can do to manage pain
• providing clear rationales for the identified strategies, for example, students mentioned they would change client’s position but did not write why this was important, for example, to provide client comfort.

In better responses, students were able to:

• describe clear obligations as a first aider, for example, address and discuss consent, cultural awareness, communication strategies, duty of care, safety, and handover
• describe correct sequence for first aid management strategies, provide detailed description of each step of the acronym Danger, Response, Send for help, Airway, Breathing, CPR, Defibrillation (DRSABCD)
• apply correct first aid management of protruding bone, bleeding, and shock, for example, responses for management of bleeding and protruding bone included applying a donut dressing, stabilisation of leg, using a splint using assorted items such as cardboard and sticks to keep the leg immobilised
• define primary assessment, secondary assessment and addressed pain
• clearly address shock from blood loss and provide management strategies such as reassurance, warm blanket/clothing, and foil space blanket
• demonstrate effective infection control management by using the casualty's own clothes, obtaining a first aid kit or using water to wash bleeding site.

Areas for students to improve include:

• understanding obligations of a first aider such as keeping everyone safe, gaining consent, cultural awareness, and handover.
• understanding correct first aid management for example, not applying a torniquet, not elevating the fractured leg when it should be stabilised
• providing detailed description for first aid management instead of just concepts, for example, addressing each stage of acronym Danger, Response, Send for help, Airway, Breathing, CPR, Defibrillation (DRSABCD) clearly.

Question 22(a)

In better responses, students were able to:

• identify three modes of transmission such as airborne, tuberculosis, droplet, influenza, direct contact, (touching a person and then your mucous membrane), indirect contact, (touching a common surface and then your mucous membrane)
• understand it was not necessary to provide a description of each mode of transmission.

Areas for students to improve include:

• understanding the three different modes of transmission
• understanding that two different examples of the same mode of transmission is not counted as two modes of transmission, for example, answering contact transmission and direct transmission is one mode of transmission.

Question 22(b)

In better responses, students were able to:

• describe additional precautions, for example, increased environmental cleaning, signage, additional use of personal protective equipment, isolation, negative pressure ventilation in a single room, keep door closed
• rationalise additional precautions, for example, signage to ensure staff and visitors do not enter the room without using appropriate personal protective equipment (PPE)
• identify the correct sequence for donning and doffing personal protective equipment (PPE).

Areas for students to improve include:

• understanding the difference between standard precautions and additional precautions, for example, identifying the need to use gloves is a standard precaution
• understanding the correct sequence for donning and doffing.

Question 22(c)

In better responses, students were able to:

• clearly explain the impact of the acute and chronic conditions for Lina, staff members and the organisation
• identify both positive impacts, for example, staff can spend more time with Lina and negative impacts, for example, staff shortages from staff becoming ill leading to added stress for staff
• provide workplace examples to support their answer, for example, the organisation needs to review policies and procedures on infection control to ensure better practices are followed
• use industry terminology to support their answer, for example, registered nurse, influenza.

Areas for students to improve include:

• explaining the impact of the condition on Lina, the staff members, and the organisation, not care strategies for Lina
• using both industry terminology and workplace examples, for example, Lina will feel isolated in a single room where visitors may be restricted, and this can have an impact on her mental health.

Question 23(a)

In better responses, students were able to:

• identify three modes of transmission, for example, airborne, tuberculosis, droplet, influenza, direct contact, (touching a person and then your mucous membrane), indirect contact, (touching a common surface and then your mucous membrane)
• understand it was not necessary to provide a description of each mode of transmission.

Areas for students to improve include:

• understanding the three different modes of transmission
• understanding that two different examples of the same mode of transmission is not counted as two modes of transmission, for example, answering contact transmission and direct transmission is one mode of transmission.

Question 23(b)

In better responses, students were able to:

• describe additional precautions, for example, increased environmental cleaning, signage, additional use of personal protective equipment, isolation, negative pressure ventilation in a single room, keep door closed
• rationalise additional precautions, for example, signage to ensure staff and visitors do not enter the room without using appropriate personal protective equipment (PPE)
• identify the correct sequence for donning and doffing personal protective equipment (PPE).

Areas for students to improve include:

• understanding the difference between standard precautions and additional precautions for example, identifying the need to use gloves is a standard precaution
• understanding the correct sequence for donning and doffing.

Question 23(c)

In better responses, students were able to:

• clearly explain the impact of the acute condition for Abdul, staff members and the organisation
• identify both positive impacts, for example, staff can spend more time with Abdul and negative impacts, for example, staff shortages from staff becoming ill leading to added stress for staff
• provide workplace examples to support their answer, for example, the organisation needs to review policies and procedures on infection control to ensure better practices are followed
• use industry terminology to support their answer, for example, registered nurse, influenza.

Areas for students to improve include:

• explaining the impact of the acute condition for Abdul, staff members and the organisation
• identifying both positive impacts, for example, staff can spend more time with Abdul, and negative impacts, staff shortages from staff becoming ill, so added stress for staff
• providing workplace examples to support their answer, for example, the organisation needs to review policies and procedures on infection control to ensure better practices are followed
• providing industry terminology to support their answer, for example, registered nurse, influenza.

Question 24(a)

In better responses, students were able to:

• identify three modes of transmission, for example, airborne, tuberculosis, droplet, influenza, direct contact (touching a person and then your mucous membrane), indirect contact (touching a common surface and then your mucous membrane)
• understand it was not necessary to provide a description of each mode of transmission
   
• link the answer to the disease of influenza provided in the scenario.

Areas for students to improve include:

• understanding the three different modes of transmission
• understanding two different examples of the same mode of transmission is not counted as two modes of transmission, for example, answering contact transmission and direct transmission is one mode of transmission.

Question 24(b)

In better responses, students were able to:

• describe additional precautions, for example, increased environmental cleaning, signage, additional use of personal protective equipment, isolation, negative pressure ventilation in a single room, keep door closed
• use rationale for the use of additional precautions, for example, signage to ensure staff and visitors do not enter the room without using appropriate personal protective equipment (PPE)
• identify the correct sequence for donning and doffing personal protective equipment (PPE)
• link the answer back to the disease influenza A mentioned in the scenario.

Areas for students to improve include:

• understanding the difference between standard precautions and additional precautions, for example, identifying the need to use gloves is a standard precaution
• understanding the correct sequence for donning and doffing.

Question 24(c)

In better responses, students were able to:

• clearly explain the impact of the acute and chronic conditions for Josie, staff members and the organisation
• identify both positive impacts, for example, staff can spend more time with Josie, and negative impacts, staff shortages from staff becoming ill leading to added stress for staff
• provide workplace examples to support their answer, for example, the organisation needs to review policies and procedures on infection control to ensure better practices are followed
• use industry terminology to support their answer, for example, Registered Nurse, influenza.

Areas for students to improve include:

• explaining the impact of the acute and chronic conditions for Josie, staff members and the organisation
• identifying both positive impacts, for example, staff can spend more time with Josie, and negative impacts, for example, staff shortages from staff becoming ill, so added stress for staff
• providing workplace examples to support their answer, for example, the organisation needs to review policies and procedures on infection control to ensure better practices are followed
• providing industry terminology to support their answer, for example, Registered Nurse, influenza.