Human Services 2025 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
• use the first page of the extended response answer booklet to develop a plan to assist in the logical sequencing of information
• engage with what the question is asking, rather than presenting a prepared response
• relate to the question throughout the response, rather than just at the beginning
• ensure each extended response answer is completed in a separate writing booklet
• demonstrate knowledge and understanding of the HSC content from the syllabus
• communicate ideas and information using relevant workplace examples and industry terminology
• be prepared to address a range of industry issues
• demonstrate knowledge of employability skills relevant to various situations
• include relevant annotations when providing a diagram
• present a logical and cohesive response that answers the question
• review their response to ensure that it addresses the question requirements.

Question 16 (a)

In better responses, students were able to:

• use a specific workplace example to outline the assessment of the workplace equipment’s safety, for example, a healthcare worker checking when the equipment was last serviced, or when a machine hoist will be serviced to meet regulations and that it is checked by a worker prior to use
• ensure that the response is specifically referring to an assessment for the safety of equipment.

Areas for students to improve include:

• demonstrating understanding of the key words of the question, for example, ‘assess’, not ‘access’
• using a specific workplace example.

Question 16 (b)

In better responses, students were able to:

• list two written documents a health worker could use to maintain a safe working environment, for example, any two of: a risk assessment, an incident report, work health and safety (WHS) policy and procedures
• ensure their response relates to a safe working environment.

Areas for students to improve include:

• demonstrating understanding that an electronic document is not a written document, for example, listing paper-based documents, rather than including an Electronic Medical Record (eMR) or other references to electronic records
• ensuring the documents listed relate to maintaining safety in the workplace environment.

Question 16 (c)

In better responses, students were able to:

• identify the two missing moments in the correct order of the ‘5 Moments of Hand Hygiene’.

Areas for students to improve include:

• demonstrating understanding that moment 3 has two components and identifying both, that is, after a procedure or body fluid exposure
• identifying all moments correctly and in order.

Question 17 (a)

In better responses, students were able to:

• label the anatomical structures on the diagram of the nervous system correctly
• apply an understanding of anatomy to provide correct labelling.

Areas for students to improve include:

• demonstrating understanding of the difference between a structure and a body system
• demonstrating understanding that the spine and spinal cord are 2 different structures
• labelling anatomical structures correctly.

Question 17 (b)

In better responses, students were able to:

• outline one function of the peripheral nervous system, for example, it helps an awareness of surroundings with sight or touch sending messages to the brain.

Areas for students to improve include:

• giving characteristics of a function of the peripheral nervous system
• understanding the physiology of the body and the basic functions of different body systems.

Question 17 (c)

In better responses, students were able to:

• outline how individuals can monitor and maintain a healthy lifestyle, for example, eating nutrient rich foods such as vegetables, grains, fruit, and exercising three times per week, getting regular check-ups from a doctor who may conduct or order tests.

Areas for students to improve include:

• providing information about both monitoring and maintaining a healthy lifestyle.

Question 18

In better responses, students were able to:

• explain effective teamwork benefits to the workplace, for example, reducing sick leave, lessening stress when working together, increasing productivity to benefit clients’ safety, security and confidence in the care they are receiving
• make connections between the benefits of workplace teamwork and positive client outcomes.

Areas for students to improve include:

• connecting and explaining clearly the benefits of effective teamwork for both the workplace and client outcomes.

Question 19 (a)

In better responses, students were able to:

• outline why industry currency is important, for example, so the healthcare worker can keep up with the latest treatment practices for a particular illness/condition which enables them to care for the patient properly
• link a community services/healthcare worker’s education to professional development.

Areas for students to improve include:

• learning terms used within the community services/health industry, such as industry currency.

Question 19 (b)

In better responses, students were able to:

• explain how a worker should respond to a request that is a breach of privacy and confidentiality
• link the response to relevant legislation, such as the Privacy Act
• demonstrate understanding that the request needs to be reported to a supervisor.

Areas for students to improve include:

• demonstrating understanding that sharing patient information without consent is not appropriate
• explaining that sharing patient information is a breach of legislation and workplace policies and procedures.

Question 19 (c)

In better responses, students were able to:

• provide an example of a type of consent that is achieved in the workplace, that is, verbal, written or implied consent and how it is sought, for example, asking a resident if they want help to be showered and asking if they will allow that help to be given
• link some elements that make consent valid and not coerced, for example, being informed, being of legal age and of good cognition.

Areas for students to improve include:

• demonstrating understanding of the three types of consent.

Question 20

In better responses, students were able to:

• explain a variety of relevant communication techniques to resolve conflict situation(s), for example, taking a relaxed, open stance and not invading the other person’s personal space, using open communication and active listening
• identify and explain the escalation process and when the conflict situation needs escalating to a manager or supervisor
• recognise the need to talk to the colleague
• recognise the possible need to attend conflict resolution training to learn how to resolve conflict.

Areas for students to improve include:

• explaining how problem-solving techniques could be applied to resolve the conflict, rather than describing the problem-solving techniques
• demonstrating understanding that an initial response is to try to resolve the conflict using problem solving techniques, rather than immediately escalating to the manager or supervisor, for example, listening to understand and using positive body language to respond, before asking the supervisor for help with the issue
• using relevant language to answer the question and understanding appropriate language for communicating in the scenario, for example, finding out what caused the misunderstanding, discussing ways to prevent it happening again.

Question 21 (a)

In better responses, students were able to:

• outline care in a rehabilitation unit to encourage independence for Doris, for example, the use of a four-wheel walker to move around
• outline support to encourage independence, for example, Doris still feeding herself but being offered help where and when needed
• outline a variety of support strategies that could encourage independence, for example, using motivational language and encouragement while mobilising or performing activities of daily living.

Areas for students to improve include:

• using relevant examples to outline the delivery of care the multidisciplinary team provide through an individualised care plan with SMART goals
• applying terms relating to both care and support.

Question 21 (b)

In better responses, students were able to:

• identify members of the multidisciplinary team (MDT) who could support Doris to encourage independence, and ways to deliver it, for example, developing a care plan with observations and assessments shared between the physiotherapist, registered nurse, and other members of the MDT
• describe how members of the multi-disciplinary team (MDT) can support the individualised plan of care for Doris, for example, a speech pathologist can assess Doris’s dysphagia and ensure her diet is safe.

Areas for students to improve include:

• linking responses to the client and her care
• applying terms specifically relating to how two different members of the multidisciplinary team could support the individualised plan of care for Doris, for example, the physiotherapist could assist with exercises to increase muscle strength which will improve mobility.

Question 21 (c)

In better responses, students were able to:

• link communication with allied health professionals, using tools, forms and other resources
• incorporate specific tools and resources, such as policies and procedures, care plans, behavioural charts
• provide an outcome, such as a delegation, a referral, or a progress note on a treatment plan, for example, if an Allied Health Assistant is walking a patient and the patient reports feeling faint, documenting this ensures all members of the healthcare team are aware, so nurses can check observations such as blood pressure, refer the patient for investigations if required, and the physiotherapist can adjust exercises accordingly.

Areas for students to improve include:

• naming the tools, forms and resources used to assist effective communication between an allied health assistant and the healthcare team, for example, feedback given from the allied health assistant to the healthcare team, forms for risk assessment, behavioural charts, observations charts
• describing how the use of tools, forms and other resources assist with effective communication between the allied health assistant and the healthcare team
• differentiating between tools of communication and equipment used for client care.

Question 22 (a)

In better responses, students were able to:

• provide examples of both care and support in the residential aged care facility that could be used to encourage independence, for example, Carl being provided with meals suitably textured for swallowing, but being encouraged to feed himself
• outline a variety of support strategies that could encourage independence, for example, using motivational language and encouragement when Carl is mobile or is performing activities of daily living.

Areas for students to improve include:

• addressing the terms of the question and providing supporting statements with relevant examples
• applying terms relating to both care and support.

Question 22 (b)

In better responses, students were able to:

• identify members of the multidisciplinary team and describe how they could support Carl’s individual care, for example, the physiotherapist could adapt exercise plans to Carl’s injury, the occupational therapist (OT) may arrange to alter Carl’s living environment for his comfort.

Areas for students to improve include:

• linking back to the client and applying terms relating to how two different members of the multidisciplinary team could support the individualised plan of care for Carl, for example, the physiotherapist could assist with exercises to increase muscle strength which will improve mobility.

Question 22 (c)

In better responses, students were able to:

• link communication with residential aged care health professionals, using tools, forms and other resources
• incorporate specific tools and resources, such as Identify, Situation, Background, Assessment and Recommendations (ISBAR) and Subjective, Objective, Assessment and Plans (SOAP)
• provide workplace examples of the use of communication and tools and resources to support their response, for example, observations of declining mobility for Carl shared on progress notes by the physiotherapist result in a wheelchair replacing Carl’s walker.

Areas for students to improve include:

• directly linking the healthcare assistant’s communication with the healthcare team, rather than referring to communication in general
• naming the tools, forms and resources used to assist with effective communication between the healthcare assistant and the healthcare team
• describing how the use of tools, forms and other resources assist with effective communication between the healthcare assistant and the healthcare team
• differentiating between the communication tools and the equipment used for client care.

Question 23 (a)

In better responses, students were able to:

• outline the delivery of care and support that should be provided to encourage independence for Elsie receiving treatment in a hospital ward
• outline both care and support that could be provided to encourage independence
• outline a variety of support strategies that could encourage independence, for example, using motivational language and encouragement when supervising Elsie’s mobilisation or performing activities of daily living.

Areas for students to improve include:

• directly addressing the question and supporting statements with relevant examples
• applying terms relating to both care and support.

Question 23 (b)

In better responses, students were able to:

• identify members of the multidisciplinary team and describe how they could support the individualised plan of care for Elsie, for example, shared observations and assessments between the physiotherapist, registered nurse and the rest of the multidisciplinary team.

Areas for students to improve include:

• linking the response back to the client and applying terms relating to how two different members of the multidisciplinary team could support the individualised plan of care for Elsie.

Question 23 (c)

In better responses, students were able to:

• use workplace examples to describe how the use of healthcare forms, tools and other resources can assist with effective communication
• link the health care assistant’s communication with the healthcare team, using tools, forms and other resources, for example, admission forms, tools such as mobility assessments, vision assessments, policies and procedures
• provide an outcome, for example, the healthcare assistant finds abnormal vital signs and records these in the eMR/SAGO chart for other members of the healthcare team to view and advise on care.

Areas for students to improve include:

• linking the healthcare assistant’s communication with the healthcare team, rather than communication between other staff in general
• naming the tools, forms and resources used to assist with effective communication between the healthcare assistant and the healthcare team, for example, care plans, progress notes, hourly rounding forms, Waterlow, FRAMP, handover sheets, ISBAR
• describing how the use of tools, forms and other resources assists with effective communication between the healthcare assistant and the healthcare team, rather than only naming the tools
• differentiating between tools of communication and the equipment used for client care.

Question 24

In better responses, students were able to:

• give clear guidelines on all three areas, first aid assessment, first aid management, and infection prevention and control measures
• provide a rationale the for first aid actions taken, for example, turning Sam’s body to the recovery position
• demonstrate understanding of the importance of giving a handover to the ambulance upon their arrival
• describe the acronym DRSABCD (danger, response, send for help, airway, breathing, CPR, defibrillator) in relation to the scenario.

Areas for students to improve include:

• demonstrating understanding of infection control principles for the responder
• providing first aid treatment for issues raised in the scenario
• providing detail for the acronym DRSABCD.