Human Services 2024 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:

• outline the purpose of the Anti-Discrimination Act 1977 (NSW)
• outline information about the minority and/or vulnerable groups supported by the Anti-Discrimination Act 1977 (NSW)
• demonstrate an understanding of the Anti-Discrimination Act 1977 (NSW) on the workplace, for example, ‘to enhance safety and equality’ and ‘ensuring equal opportunity for all’.

Areas for students to improve include:

• providing detail about the purpose of the Anti-Discrimination Act 1977 (NSW)with minority/vulnerable groups.

Question 16(b)

In better responses, students were able to:

• describe assertive communication
• provide a relevant workplace example, such as, be respectful when talking to a client, using a calm tone and welcoming body language whilst saying important things.

Areas for students to improve include:

• having clarity between assertive communication and other communication styles, for example, aggressive or passive communication
• providing clear examples that demonstrate the concept of assertive communication, for example, ‘clear, direct and respectful’.

Question 16(c)

In better responses, students were able to:

• outline two positive effects of conflict, for example, positive effects on workplace operations and morale from more effective communication with co-workers that will also enhance client care.

Areas for students to improve include:

• addressing only one positive effect of conflict in the workplace.

Question 17(a)

In better responses, students were able to:

• understand a function of the lymphatic system
• describe a function of the lymphatic system, for example, the immune system provides antibodies to prevent infection.

Areas for students to improve include:

• understanding the function of the lymphatic system as a distinct body system that has different functions to the cardiovascular, digestive, endocrine, integumentary and nervous systems
• providing more than just relevant information on the lymphatic system.

Question 17(b)

In better responses, students were able to:

• distinguish between the consequences of a healthy and unhealthy diet with good linkages to the effect this has on bowel function. For example, a healthy diet of foods containing fibre, along with lots of fluids can help keep the bowel healthy and regular, protecting against problems like constipation
• demonstrate an understanding of the digestive process as it relates to the normal function of the bowel and the characteristics of healthy stools.

Areas for students to improve include:

• providing a description of a healthy bowel function and its relationship to diet.

Question 18(a)

In better responses, students were able to:

• define ethical practice in the workplace
• use appropriate workplace examples, for example, treating clients with professionalism, doing the right thing and taking responsibility for mistakes
• refer to appropriate policies and procedures such as code of conduct and scope of practice as part of ethical practice.

Areas for students to improve include:

• making a clear link between a workplace example and ethical practice
• defining ethical practice rather than ethics.

Question 18(b)

In better responses, students were able to:

• outline two work practices that can help maintain a safe working environment. For example, washing hands to prevent cross contamination and when transferring a client using the correct  manual handling techniques to prevent injury
• refer to safe work practices in the workplace to maintain safety.

Areas for students to improve include:

• referring to safe workplace practices that can maintain a safe working environment and to not refer to safety principles only.

Question 19(a)

In better responses, students were able to:

• demonstrate understanding of the order of priority for removing clients and visitors in the event of a fire within a facility
• refer to the evacuation of both clients and visitors first from the building. For example, all walking clients and visitors should evacuate first, then patients who have mobility issues, such as, becoming bed bound, in a wheelchair or needing assistance.

Areas for students to improve include:

• understanding of the order of priority for removing clients and visitors in the event of a fire within a facility
• referring to both clients and visitors in the response.

Question 19(b)

In better responses, students were able to:

• demonstrate understanding of first aid management for a casualty experiencing a seizure
• demonstrate understanding of DRSABCD discussing each element and how it applies to someone experiencing a seizure. For example, 'D’ for checking danger, ‘R’ for response by speaking to the person, 'S’ for sending for help by phoning 000, ‘A’ for airways by ensuring  airways are clear, ‘B’ for a breathing check, ‘C’ for cardiopulmonary resuscitation if necessary with chest compressions and rescue breathing and ‘D’ for defibrillator
• demonstrate understanding of the importance of time or the duration of the seizure as discussed with paramedics
• show understanding of safety aspects associated with providing care, for example, protecting the head from damage by ensuring there is something under it and not restricting the casualty
• provide information about the care of airways and monitoring breathing.

Areas for students to improve include:

• understanding the first aid management of a seizure
• expanding on the elements of DRSABCD and the first aid management for a casualty experiencing a seizure
• recognising the management of a seizure rather than a stroke or anaphylaxis.

Question 20

In better responses, students were able to:

• explain how human rights affect the way a community services/health worker provides care to the client
• link the response to two workplace examples to explain the effect of care provided to clients by a health care/community services worker
• relate human rights to the principles of dignity, quality and respect
• use further industry terminology associated with human rights, such as, dignity of risk and autonomy, for example, when caring for a client, allow them autonomy so they can make independent decisions about their life.

Areas for students to improve include:

• explaining how human rights affect the way a community services/health worker provides care to a client
• linking and explaining how community services/health workers can affect the care provided to clients
• providing more than a definition of equality, respect and dignity, and supporting the response with the effect on the way a health care worker/community services worker cares for the client
• providing two workplace examples to support the response.

Question 21(a)

In better responses, students were able to:

• outline two or more healthy lifestyle choices and link to improving Malcolm’s health and wellbeing
• address all areas of health and wellbeing such as physical, emotional and cultural aspects
• provide examples which include a healthy diet, exercise, social engagement and cultural wellbeing. For example, Malcolm would need to be encouraged with a healthy diet, exercise regularly and engage in social clubs and activities.

Areas for students to improve include:

• providing links to the case study explaining healthy lifestyle choices and how this can improve Malcolm’s health and wellbeing
• using characteristics of diet and exercise to improve his lifestyle.

Question 21(b)

In better responses, students were able to:

• describe various workplace safety considerations required to care for Malcom’s health and wellbeing including manual handling, body mechanics, infection control, cleaning of equipment, staff training and cultural competence. For example, ensure proper manual handling principles are followed by the using correct body mechanics and completing a risk assessment when transferring and caring for Malcolm
• identify the correct policies and procedures, for example, the correct completion of incident reports or removal of faulty equipment and putting a label on it to prevent staff from using it
• use a variety of workplace examples to support the response.

Areas for students to improve include:

• providing workplace examples to support the response with various workplace safety considerations required to care for Malcom’s health and wellbeing
• providing descriptions of workplace safety considerations without linking them to the care Malcolm will receive.

Question 21(c)

In better responses, students were able to:

• provide links between the multi-disciplinary team and how they can work together to deliver care and support and enhance cross-cultural communications for Malcolm
• give examples of how the multi-disciplinary team work together, for example, the doctor, nurse, physiotherapist and dietician can have a case conference with Malcolm to discuss his care
• include and explain the importance of the Aboriginal Liaison Officer’s role in how the multi-disciplinary team could work together to ensure cultural competence
• demonstrate how the multi-disciplinary team could communicate to care for Malcolm, for example, care plans, handover and progress notes
• address all three areas of the question, for example, delivering care and support as well as enhancing cross-cultural communication
• provide examples of how cross-cultural communication connects to the multi-disciplinary team
• provide links between the physiotherapist and occupational therapist working together to support Malcolm.

Areas for students to improve include:

• identifying links between the multi-disciplinary team and how they can work together to deliver care and support and enhance cross-cultural communications for Malcolm
• clearly explaining how the multi-disciplinary team work together, not focusing on independent roles
• including the elements of the scenario in the response, for example, linking a physiotherapist for mobility with an Assistant in Nursing to perform activities
• ensuring all three aspects of the question are addressed, for example, delivering care and support as well as enhancing cross cultural communication
• focusing on more than one or two aspects of the multidisciplinary team
• using  workplace examples.

Question 22(a)

In better responses, students were able to:

• outline two or more healthy lifestyle choices and linking them to improving Malcolm’s health and wellbeing
• address all areas of health and wellbeing such as physical, emotional and cultural aspects
• provide examples which include a healthy diet, exercise, social engagement and cultural wellbeing. For example, Malcolm would need to be encouraged with a healthy diet, exercise regularly and engage in social clubs and activities.

Areas for students to improve include:

• providing links to the case study explaining healthy lifestyle choices that can improve Malcolm’s health and wellbeing
• using characteristics of diet and exercise to improve Malcolm’s lifestyle.

Question 22(b)

In better responses, students were able to:

• describe various workplace safety considerations required to care for Malcom’s health and well-being including manual handling, body mechanics, infection control, cleaning of equipment, staff training and cultural competence. For example, ensure proper manual handling principles are followed by the using correct body mechanics and completing a risk assessment when transferring and caring for Malcolm
• correctly identify policies and procedures, for example, the correct completion of incident reports or removal of faulty equipment and putting a label on it to prevent staff from using it
• use a variety of workplace examples to support their response.

Areas for students to improve include:

• providing workplace examples to support the response with various workplace safety considerations required to care for Malcom’s health and wellbeing
• providing descriptions of workplace safety considerations and linking them to the care Malcolm will receive.

Question 22(c)

In better responses, students were able to:

• provide clear links between the multidisciplinary team and how they can work together to deliver care and support and enhance cross-cultural communications for Malcolm
• give examples of how the multidisciplinary team could work together, for example, the doctor, nurse, physiotherapist and dietician can have a case conference with Malcolm to discuss his care
• include and explain the importance of the Aboriginal Liaison Officer’s role in how the multidisciplinary team could work together to ensure cultural competence
• demonstrate how the multidisciplinary team could communicate care for Malcolm, for example, care plans, handover and progress notes
• address all three areas of the question, for example, delivering care and support as well as enhancing cross-cultural communication
• provide clear examples of how cross-cultural communication are connected to the multi-disciplinary team
• provide clear links between the physiotherapist and occupational therapist working together to support Malcolm.

Areas for students to improve include:

• identifying links between the multidisciplinary team and how they can work together to deliver care and support and enhance cross-cultural communications for Malcolm
• clearly explaining how the multi-disciplinary team can work together not focusing on the independent roles
• including the elements of the scenario in the response, for example, linking a physiotherapist for mobility with an Assistant in Nursing to perform activities
• ensuring all three aspects of the question are addressed, for example, delivering care and support as well as enhancing cross cultural communication
• focusing on more than one or two aspects of the multidisciplinary team
• using workplace examples.

Question 23(a)

In better responses, students were able to:

• outline two or more healthy lifestyle choices and linking them to improving Malcolm’s health and wellbeing
• address all areas of health and wellbeing, such as, physical, emotional and cultural
• provide examples which include a healthy diet, exercise, social engagement and cultural wellbeing. For example, Malcolm would need to be encouraged with a healthy diet, exercise regularly and engage in social clubs and activities.

Areas for students to improve include:

• providing linkages to the case study explaining healthy lifestyle choices and how this can improve Malcolm’s health and wellbeing
• using  characteristics of diet and exercise to improve his lifestyle.

Question 23(b)

In better responses, students were able to:

• describe various workplace safety considerations required to care for Malcom’s health and well-being including manual handling, body mechanics, infection control, cleaning of equipment, staff training and cultural competence. For example, ensuring proper manual handling principles are followed by the using correct body mechanics and completing a risk assessment when transferring and caring for Malcolm
• correctly identify policies and procedures, for example, the correct completion of incident reports, or removal of faulty equipment and putting a label on it to prevent staff from using it
• use a variety of workplace examples to support the response.

Areas for students to improve include:

• providing workplace examples to support the response with various workplace safety considerations required to care for Malcom’s health and well-being
• providing descriptions of workplace safety considerations and linking them to the care Malcolm will receive.

Question 23(c)

In better responses, students were able to:

• provide clear links between the multidisciplinary team and how they can work together to deliver care and support and enhance cross-cultural communications for Malcolm
• give examples of how the multi-disciplinary team work together, for example, the doctor, nurse, physiotherapist and dietician can have a case conference with Malcolm to discuss his care
• include and explain the importance of the Aboriginal Liaison Officer’s role in how the multidisciplinary team could work together to ensure cultural competence
• demonstrate how the multidisciplinary team could communicate to care for Malcolm, for example, care plans, handover and progress notes
• address all three areas of the question, for example, delivering care and support as well as enhancing cross-cultural communication
• provide clear examples of how cross-cultural communication is connected with the multi-disciplinary team
• provide clear links between the physiotherapist and occupational therapist working together to support Malcolm.

Areas for students to improve include:

• identifying links between the multi-disciplinary team and how they can work together to deliver care and support and enhance cross-cultural communications for Malcolm
• clearly explaining how the multi-disciplinary team work together not focusing on the independent roles
• including the elements of the scenario in the response, for example, linking a physiotherapist for mobility with an Assistant in Nursing to perform activities
• ensuring all three aspects of the question is addressed, for example, delivering care and support as well as enhancing cross cultural communication
• focusing on more than one or two aspects of the multidisciplinary team
• using workplace examples.

In better responses, students were able to:

• explain stress and fatigue and the affect they have on the worker and subsequent, client and organisation, addressing each clearly
• refer to appropriate workplace examples on community services/health workers and client impacts, such as, neglect in care, incorrect medications given. For example, ‘a loss of care worker focus due to overwork and understaffing lead to errors which subsequently can affect the worker losing their registration and the client not receiving the correct care’
• refer to the impact on the organisation including a loss of reputation, losing license accreditation, staff shortages, low staff retention and possible fines
• demonstrate an understanding of the impact and effects of stress and fatigue by using specific industry terminology in responses
• provide specific workplace examples. For example, ‘a fatigued and stressed community services/health worker not doing their job properly resulting in a patient receiving a skin tear requiring treatment and an extended stay in care’
• follow a logical flow with minimal repetition.

Areas for students to improve include:

• explaining how stress and fatigue can affect the worker, and subsequently the client and organisation
• ensuring all three components of the question are addressed
• providing a logical and structured response instead of repeating the information or the question
• providing appropriate workplace examples in the response. For example, a vague response included ‘might result in an injury’
• using appropriate industry terminology in the response
• explaining effects rather than strategies or causes for stress and fatigue.