HLT54115 Diploma of Nursing

HLT54115 Diploma of Nursing
CHCDIV001 – Version 2.0 – October 2019
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Student Assessment Student Assessment
Assessor Guide
CHCDIV001 Work with Diverse People
HLT54115 Diploma of Nursing

Student Name: Student ID:
Summary of evidence gathering techniques used for this assessment:
O Research Task O Project Report
O Observation 1 O Observation 2 O Observation 3
O SCEI Work Placement Supervisor Observation, Report and Student’s Own Reflection
The evidence presented is:
O Valid O Sufficient O Authentic O Current
Unit Result:Competent O Not Competent O
The student has been provided with feedback and informed of the assessment result and the reason for the
decision.
Assessor Name Assessor Date
Assessor Signature
SCEI Contact: [email protected]

Student declaration on assessment outcome

I have been provided with feedback on the evidence I have provided. I have been informed of the assessment result
and the reason for the decision.
Student Name: Date
Student Signature:

Student Assessment
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CHCDIV001 – Version 2.0 – October 2019
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Assessor Guide

Reasonable Adjustment
Was reasonable adjustment applied to any of the assessment tasks? (please tick) Yes O No O
If yes, tick which assessment task(s) it was applied to.
O Research Task O Project Report
O Observation 1 O Observation 2 O Observation 3
O SCEI Work Placement Supervisor Observation, Report and Student’s Own Reflection
Provide a description of the adjustment applied and why it was applied.
Assessor Name Assessor Signature
Student Name Student Signature
Student Declaration
Plagiarism constitutes extremely serious academic misconduct and severe penalties are associated with it. By
signing below, you are declaring that the attached work is entirely your own (or where submitted to meet the
requirements of an approved group assessment, is the work of the group).
I certify that
➢ I have read and understood the Southern Cross Education Institute’s PP77 Assessment and
submission policy and procedures.
➢ This assessment is all my own work, and no part of this assessment has been copied from another
person.
➢ I have not allowed my work to be copied by another person.
➢ I have a copy of this work and will be able to reproduce within 24 hours if requested.
I give my consent for Southern Cross Education Institute to examine my work electronically by relevant
plagiarism software programs.
Student signature: …………………………………………………. Date: ……../………./…………….

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Assessor Guide
ASSESSMENT OUTCOME SUMMARY AND FEEDBACK
Assessment Task 1 – Research Task

Submission No Result Date Assessed Assessor Name Assessor Signature
O First submission O S O NS
O Re-submission 1 O S O NS
O Re-submission 2 O S O NS
Feedback to the Student:

Assessment Task 2 – Project Report

Submission No Result Date Assessed Assessor Name Assessor Signature
O First submission O S O NS
O Re-submission 1 O S O NS
O Re-submission 2 O S O NS
Feedback to the Student:

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CHCDIV001 – Version 2.0 – October 2019
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Assessor Guide
Assessment Task 3 – Observation 1

Submission No Result Date Assessed Assessor Name Assessor Signature
O First submission O S O NS
O Re-submission 1 O S O NS
O Re-submission 2 O S O NS
Feedback to the Student:

Assessment Task 4 – Observation 2

Submission No Result Date Assessed Assessor Name Assessor Signature
O First submission O S O NS
O Re-submission 1 O S O NS
O Re-submission 2 O S O NS
Feedback to the Student:

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CHCDIV001 – Version 2.0 – October 2019
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Assessor Guide
Assessment Task 5 – Observation 3

Submission No Result Date Assessed Assessor Name Assessor Signature
O First submission O S O NS
O Re-submission 1 O S O NS
O Re-submission 2 O S O NS
Feedback to the Student:

Assessment Task 6 – SCEI Work Placement Supervisor Observation, report and Student’s
Own Reflection

Submission No Result Date Assessed Assessor Name Assessor Signature
O First submission O S O NS
O Re-submission 1 O S O NS
O Re-submission 2 O S O NS
Date industry work placement completed:
Feedback to the Student:

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CHCDIV001 – Version 2.0 – October 2019
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Assessor Guide
Table of contents
Introduction 7
Assessment Overview 7
Resource Requirements 8
Assessment Task 1: Research Task 11
Assessment Task 2: Project Report 20
Assessment Task 3: Observation 1 24
Assessment Task 4: Observation 2 32
Assessment Task 5: Observation 3 40
Assessment Task 6: SCEI Work Placement Supervisor Observation, 48
Report and Student’s Own Reflection
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Assessor Guide
INTRODUCTION
This Assessor Instructions and mapping document outlines the requirements for the assessment of
CHCDIV001 – Work with diverse people. This unit is part of the HLT54115 Diploma of Nursing
(Release 1) https://training.gov.au/Training/Details/CHCDIV001
Assessment Overview

Assessment
Number
Assessment
Method
Assessment Description
1. Research TaskThis task requires the student to complete a written response knowledge
assessment.
2.Project ReportThis task requires the student to undertake a self-assessment on the tool
provided and reflect on their perspectives on diversity and identify ways
to improve their self and social awareness.
3. Observation 1The student is required to demonstrate supporting Mr Wong, 89 years of
age with a Chinese background, who speaks very little English
4. Observation 2The student is required to demonstrate supporting Carmen, 72 years of
age with getting dressed and applying her day makeup.
5. Observation 3The student is required to demonstrate supporting Muhammad, a strict
religious man of Islamic faith, who engages in prayer five times per day.
6.SCEI Work
Placement
Supervisor
Observation,
Report and
Student’s Own
Reflection
 Part A – This task requires the student to be observed providing
support to a minimum of three clients from diverse social and
cultural backgrounds. During these observation, students will need to
demonstrate a range of skills related to recognizing and respecting
the needs of clients.
 Part B – The assessor will engage with students in the workplace to
obtain evidence whether students have demonstrated behaviours and
skills and performed them consistently over the period of the work
placement.
 Part C – In student’s reflection they are required to address all
questions based on their real work placement experience. Students
are advised to give an accurate reflection of their social and cultural
perspectives and biases that they observed during their work
placement.

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Please note: The student must demonstrate a satisfactory result in all assessment activities to be
assessed as competent in the unit of competency. Final assessment results are to be recorded on the
Assessment Summary Report.
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Assessor Guide
RESOURCE REQUIREMENT
The following facilities and resources are to be available specifically for the assessment:

Resources
Assessors that satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF’s mandatory
competency requirements for assessors.
The Assessor Instructions and Mapping (this document)
Prescribed Resources / Textbooks:
Scott, K, Webb, M and Sorrentino S (2011). Long-Term Caring (2nd Edition). Australia: Elsevier
DVD/Videos/Films/Websites/ Documents
Concord Media. (2013). Cultural Diversity in Aged Care (accessed October 2019)
https://www.youtube.com/watch?v=qu0lkKfw3p4
Australian Government Attorney-General’s Department. (2015). Human Rights. (accessed October 2019)
http://www.ag.gov.au/RightsAndProtections/HumanRights/Pages/default.aspx
Horton, D.R. (2012). Unity and diversity: The history and culture of Aboriginal Australia.
http://www.abs.gov.au/Ausstats/[email protected]/0/75258e92a5903e75ca2569de0025c188?OpenDocument
The Importance of Diversity in Nursing; Breaking down stereotypes and inclusivity barriers (accessed
October 2019)
https://www.medpagetoday.com/nursing/nursing/76623
New perspectives on understanding cultural diversity in nurse–patient communication (accessed October
2019) https://www.sciencedirect.com/science/article/abs/pii/S1322769615000785
Video – Speak First. (2009). Cultural diversity: Tips for communicating with cultural awareness. (accessed
October 2019)
https://www.youtube.com/watch?v=ZDvLk7e2Irc&app=desktop
Video Beyond Blue. (2014). ‘The invisible discriminator’ – Stop. Think. Respect (accessed October 2019)
https://www.youtube.com/watch?v=089T-SDfsf0
Strategies for Effective Cross-Cultural Communication within the Workplace (accessed October 2019)
https://trainingindustry.com/blog/performance-management/strategies-for-effective-cross-cultural
communication-within-the-workplace/
Body Language in the Workplace (accessed October 2019)
https://study.com/academy/lesson/body-language-in-the-workplace.html
Communication and Diversity in the Workplace (accessed October 2019)
https://smallbusiness.chron.com/communication-diversity-workplace-11389.html

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Human rights and anit-discrimination (accessed October 2019)
http://www.ag.gov.au/RightsAndProtections/HumanRights/Pages/default.aspx
Understanding Transgender Basics (accessed October 2019)
https://www.youtube.com/watch?v=IOTiPb50R_s
Victorian Government Department of Health. (2015). Diversity Planning and Practice (accessed October
2019) http://www.health.vic.gov.au/hacc/projects/diversity_framework.htm
Age Discrimmination Act (accessed October 2019)
https://www.legislation.gov.au/Details/C2019C00132
Sex Discrimination Act (accessed October 2019)
https://www.legislation.gov.au/Details/C2018C00499
Racial Discrimination Act (accessed October 2019)
https://www.legislation.gov.au/Details/C2016C00089
Diversity Council of Australia (accessed October 2019)
https://www.dca.org.au/topics/inclusion
Work Placement
Residential Care facilities, (aged care, home and community, disability or community service
organisation) for work placement
SCEI Simulated Setting
● Lifting equipment for bed to chair move. i.e. hoist.
● Equipment for assistance with denture cleaning, i.e. toothbrush, paste, water, PPE etc.
● Women clothing. i.e. Dress, skirt, blouse etc.
● Basic makeup such as lipstick, foundation, eyeshadow and blush
● Mobility aid such as frame, walking stick etc.
● Prayer room

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CHCDIV001 – Version 2.0 – October 2019
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Assessor Guide
ASSESSMENT TASK 1 – RESEARCH TASK

Condition of
Assessment
 For this assessment, the student will have access to the relevant learning resources,
listed under the learning resource of this document.
 Responses to the questions must be typed.
Student
Instructions
for
completion
Assessment
Task 1 –
Research
Task
 Students are required to complete a written response to knowledge questions in
Assessment Task 1. The trainer will advise students of the allocated time to complete
this task. Student must answer all questions correctly to complete this assessment
with the satisfactory result and student may utilise the relevant learning resources
related to this assessment.
 The questions within this assessment relate directly to the integrated knowledge
contained within the unit of competencies which are fundamental for students.
 Use of correct grammar and spelling is required in order to demonstrate foundation
skills, so please ensure that students proofread their answers prior to submission
 APA referencing must be used where original sources have been used. Do not copy
and paste text from any of the online sources. SCEI has a strict plagiarism policy and
students who are found guilty of plagiarism, will be penalised. Please refer to APA
referencing guide:
http://www.flinders.edu.au/slc_files/Documents/Blue%20Guides/APA%20Referencing.pdf
 Write your name, student ID, the assessment task and the name of the unit of
competency on each piece of paper you attach to this assessment document.
Assessment
Procedure
 Students will be provided a briefing on the assessment and the opportunity to seek
clarification on the conduct of the assessment.
 Students may seek clarification at any point in time during the assessment task. Should
students feel they need more time to complete the assessment, they must negotiate
the time needed with the assessor prior to the assessment due date.
 Following the assessment, responses are to be assessed and marked as appropriate.
Where responses have been assessed in one (1) or more tasks as unsatisfactory,
students will be required to resubmit these tasks. For more information, detailed
information can be found in PP77 Assessment Policy and Procedure.
Resource
Requirements
 Scott, K, Webb, M and Sorrentino S (2011). Long-Term Caring (2nd Edition). Australia:
Elsevier

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Assessor Guide

 Alzheimer’s Australia, Summary of dementia statistics in Australia
https://www.dementia.org.au/statistics
 YouTube Clip, Experience 12 Minutes In Alzheimer’s Dementia
https://www.youtube.com/watch?v=LL_Gq7Shc-Y
 Alzheimer’s Australia, Dementia Care in the Acute Hospital Setting: Issues and Strategies
 Australian Government Department of Social Services, My Aged Care, Caring for
Someone with dementia
http://www.myagedcare.gov.au/caring-someone-particular-need/caring-someone
dementia
Due Date  The trainer/assessor will inform you of the due date.

The Assessment Task
This task requires the student to complete a written response knowledge assessment involving
response questions. The student is expected to respond to all aspects of each question and case
study. In some cases, direction is provided on the expected length of the response. These
assessments will require a Short, Medium or Long response.
The following is a guide to the expected number of words for each of these categories:

Direct Questions/ Definitions Word limit not applicable
Short 50+ words
Medium 150+ words
Long 300+ words

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Assessment Task 1: Research Task
1. Provide a definition of the concept of diversity (Short)
2. Diversity means more than just acknowledging and/or tolerating difference. Identify and briefly explain
three (3) characteristics of someone who is implementing the conscious practice of diversity into their
work practices (Short)
3. Provide a description of the following: (Short)
a. cultural awareness
b. cultural safety and
c. cultural competence
4. Explain how cultural awareness, cultural safety and cultural competence impact the role of Registered
Nurse/Residential Care Worker when working with a service with people, including clients, co-workers
and external agency staff, from diverse social and cultural backgrounds. (Medium)
5. Answer the following questions about political and economic diversity in Australia and how this can
impact different areas of work and life. (Short)
a. How does the Australian Domestic Policy affect the work environment?
b. What impact on the community do political leaders have when making public statements about
diversity in Australia? Particularly when different political figures hold such varying opinions.
c. How has immigration contributed to economic diversity in Australia?
6. Answer the following questions about social and cultural diversity in Australia and how this impact
different areas of work and life (Short)
a. How has immigration changed the cultural makeup of Australia over the past 3 decades?
b. How has the population diversity impacted workforce and care services in Australia?
7. Answer the following questions relating to working with Aboriginal and Torres Strait Islander people.
(Long)
a. How has the impact of European settlement potentially affected Aboriginal and/or Torres Strait
Islander people’s engagement with community services or health systems?
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b. How has loss of land and culture potentially affected Aboriginal and/or Torres Strait Islander
people’s engagement with community services or health systems?
c. Identify two economic issues commonly facing Aboriginal and/or Torres Strait Islander people and
how these impact on engagement with community services or health systems.
d. Describe how modern-day culture and western influences might have impacted on the way
Aboriginal and/or Torres Strait Islander people engage with community services or health systems.

8. Thinking about the legal and ethical context of discrimination, answer the following questions:
(Medium)

a. How do you ensure as a Registered Nurse/Residential Care Worker you do not discriminate against
the client?
b. Briefly describe discrimination in the following contexts; age, disability, racial, sex.
c. What legislation exists, both nationally and state/territory based to help protect people from
discrimination?
d. What strategies should you adopt when facilitating an individual support plan to ensure you do not
discriminate?
e. What are the consequences to you as an individual worker if you discriminate (intentionally or
unintentionally) against a client?
9. Describe what the Universal Declaration of Human Rights is and how it relates to people requiring
support. (Short)
10. What is the relationship between human needs and human rights? (Short)
11. How does a person-centred approach in a residential care environment relate to human rights and
various legislation in Australia? (Short)
12. Australia is a party to the seven major human rights treaties (Medium)
a. List these treaties in the Australian Human Rights Frameworks.
b. List three different approaches or instruments used in the workplace that helps ensure people
human rights or needs are being accounted for.
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13. Answer the following questions around the rights and responsibilities of the following parties. List two
rights and two responsibilities for the following stakeholders; (Medium)
a. Nurses
b. The employer
c. The client
d. What are the appropriate actions when rights are being infringed or responsibilities not being carried
out by any of the parties listed above?
14. Provide a description of the characteristics for the key areas of diversity

Key areas of diversity Characteristics
a. Culture, race, ethnicity
b. Disability
c. Religious or spiritual beliefs
d. Gender, including transgender
e. Intersex
f. Generational
g. Sexual orientation /sexual identity including
● lesbian,
● gay,
● bisexual,
● heterosexual

15. In the context of Nursing/Residential Care what resources can an organisation provide their staff to help
embrace diversity. Provide an example for each key area of diversity.

Key areas of diversity Characteristics
a) Culture, race, ethnicity
b) Disability

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c) Religious or spiritual beliefs
d) Gender, including transgender
e) Intersex
f) Generational
g) Sexual orientation /sexual identity
including
● lesbian,
● gay,
● bisexual,
● heterosexual

16. Answer the following questions about marginalised groups in Australia. (Medium)
a. What are the five domains of disadvantage?
b. What are the indicators of these domains that contribute to marginalisation?
c. What are the potential impacts on an individual who experiences any of the following; discrimination,
trauma, exclusion and negative attitudes
d. When assisting marginalised Australians who have entered care, what addition considerations need
to be taken into account in regard to physical, mental and emotional health issues?
e. Marginalised Australians have specific needs which relate to a sense of security. Name two (2)
protective factors (e.g.: structured access to free education primary education) which assist a
marginalised person in Australia to feel included in Society?
17. Provide two (2) examples of resources that support individuals and organisations to embrace and
respond to diversity. (Short)
18. Describe how the use of imagery in the workplace, increases an appreciation of diversity? (Short)
19. Explain what a language interpreter is and under what circumstances your organisation would use one
for language and cultural purposes? (Short)
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20. Answer the following questions about what impact the increase in population diversity can have on a
person’s; (Short)
a. personal behaviour,
b. interpersonal relationships,
c. perception and social expectations of others in the workplace
21. Following question requires you to read the following information and then complete the table below on
self-reflection on social and cultural perspectives and biases. (Medium)
a. Try to think of two (2) types of people / situations that you may feel awkward/uncomfortable?
Note: There can be many reasons why we might feel awkward around people in a healthcare setting. You
might not be accustomed to being around certain groups of people, or you may even have grown up in a
family/school/community that brought you into conflict with people who were different in some way.
Remember that there are many areas of life where differences can be expressed. You may want to spend
some time thinking about how those differences have made you feel uncomfortable in the past.
Sometimes it is difficult to identify assumptions because we think of them as true, or pay little attention
to the way we think. This may not be an easy task, but it can be valuable to identify preconceptions that
you didn’t realise you had).

Characteristics Example 1
Type of person / situation you feel
uncomfortable around.
How are they different from you?
Why do you think you feel uncomfortable
around them?
Do you think you feel this way as a result of the
impact of the diverse practices or personal
experiences?
List some similarities between yourself and this
group of people.

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b. Mention one (1) method that you could use to understand these people better and feel more
comfortable around them? What could you do?
22. In the Nursing profession/Residential Care it is likely that you will encounter people of different race,
gender and sexual orientation. As such it is important to have an understanding of these different
terminology so you can accept and understand the diversity of human nature. Please provide a definition
for each term listed in the table below? (Medium)

Terminology Definition
Culture race and ethnicity
Disability
Religious or spiritual beliefs
Gender (including transgender)
Intersex
Generational
Sexual orientation (define each of
these lesbian, gay, bisexual,
heterosexual)

23. The western system and structures can impact on Aboriginal and Torres Strait Islander people in both a
negative and positive aspects in relation to accessing services in the community (for example, healthcare).
Please discuss the importance of engagement between western system and structure and the impact on
indigenous populations in Australia? (Short)
24. Language barriers are commonly encountered in the ageing support profession and it is important to
have strategies to help deal with this. Please describe how imagery may be used to assist a language
barrier? (Short)
25. In the following question please describe how each of the acts in the table below impact on: (Long)


Identify the impact on Nurses;
State at least one example of violation of these Acts/Declaration

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Act Impact on individual workers Consequences of breaching these
Acts
The Racial Discrimination Act
1975
The Sex Discrimination Act 1984
Australian Human Rights
Commission Act 1986
The Disability Discrimination Act
1992
Racial Hatred Act 1995
Age Discrimination Act 2004
Equal Opportunity for Women in
the Workplace 1999
Universal Declaration of Human
Rights

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ASSESSMENT TASK 2 – PROJECT REPORT

Condition of
Assessment
 The student will have access to the relevant learning resources, listed under the
learning resource of this document, for this assessment.
 Responses to the questions must be typed
Student
Instructions for
completion
Assessment Task
2 – Project
Report
 Trainer will advise students of the allocated time to complete the task. Students are
must answer all questions correctly in this task and comply with the instructions above
in order to achieve a satisfactory outcome for this assessment task.
 The questions within this assessment relate directly to the integrated knowledge
contained within the unit of competencies and are fundamental to the student’s Use of
correct grammar and spelling are required to demonstrate foundation skills, so please
ensure to proofread your answers prior to submission
 Use of correct grammar and spelling is required in order to demonstrate foundation
skills, so please ensure that students proofread their answers prior to submission
 APA referencing must be used where original sources have been used. Do not copy
and paste text from any of the online sources. SCEI has a strict plagiarism policy and
students who are found guilty of plagiarism, will be penalised. Please refer to APA
referencing guide:
http://www.flinders.edu.au/slc_files/Documents/Blue%20Guides/APA%20Referencing.pdf
 Write your name, student ID, the assessment task and the name of the unit of
competency on each piece of paper you attach to this assessment document.
Assessment
Procedure
 Students will be provided a briefing on the assessment and the opportunity to seek
clarification on the conduct of the assessment.
 Students may seek clarification at any point in time during the assessment task. Should
students feel they need more time to complete the assessment, they must negotiate the
time needed with the assessor prior to the assessment due date.
 Following the assessment, responses are to be assessed and marked as appropriate.
Where responses have been assessed in one (1) or more tasks as unsatisfactory,
students will be required to resubmit these tasks. For more information, detailed
information can be found in PP77 Assessment Policy and Procedure.
Resource
Requirements
 Australian Government Attorney-General’s Department. (2015). Human Rights.
http://www.ag.gov.au/RightsAndProtections/HumanRights/Pages/default.aspx

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 Horton, D.R. (2012). Unity and diversity: The history and culture of Aboriginal
Australia.
http://www.abs.gov.au/Ausstats/[email protected]/0/75258e92a5903e75ca2569de0025c
188?OpenDocument
 Video – Speak First. (2009). Cultural diversity: Tips for communicating with cultural
awareness.
 https://www.youtube.com/watch?v=ZDvLk7e2Irc&app=desktop
 Catering to diversity (Early Childhood Australia)
http://www.earlychildhoodaustralia.org.au/our-publications/every-child-magazine/every
child-index/every-child-vol-17-2-2011/catering-diversity-free-article/
Due Date  The trainer/assessor inform student due date

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The Assessment Task
This task requires the student to undertake a self-assessment on the tool provided and reflect on their
perspectives on diversity and identify ways to improve their self and social awareness.
Self-Assessment Tool

Awareness Questions / Reflection Never Sometimes
/Occasionally
Fairly
Often/
Pretty
Well
Always/
Very
Well
Value
Diversity
I view human difference as positive
and a cause for celebration
Know myself I have a clear sense of my own
ethnic, cultural and racial identity
Share my
culture
I am aware that in order to learn
more about others I need to
understand and be prepared to
share my own culture
Be aware of
areas of
discomfort
I am aware of my discomfort when I
encounter differences in race,
colour, religion, sexual orientation,
language, and ethnicity.
Check my
assumptions
I am aware of the assumptions that I
hold about people of cultures
different from my own.
Challenge my
stereotypes
I am aware of my stereotypes as
they arise and have developed
personal strategies for reducing
the harm they cause.
Reflect on how
my culture
informs my
judgement
I am aware of how my cultural
perspective influences my judgement
about what is ‘appropriate’, ‘normal’,
or ‘superior’ behaviours, values, and
communication styles.
Accept
ambiguity
I accept that in cross-cultural
situations there can be uncertainty
and that uncertainty can make me
anxious. It can also mean that I do
not respond quickly and take the
time needed to get more
information.
Be curious I take any opportunity to put myself
in places where I can learn about
difference and create
relationships

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Aware of my
privilege if I
am
White
If I am a White person working
with an Aboriginal person or
Person of Colour, I understand that
I will likely be perceived as a
person with power and racial
privilege and that I may not be
seen as ‘unbiased’ or as an ally.
*Adapted from La Crosse Medical Health Science Consortium

After undertaking the self-assessment, the student should use these responses to answer the following
questions;
a. Provide a summary of the results from the self-assessment tool.

Never Sometimes
/Occasionally
Fairly Often/
Pretty Well
Always/ Very
Well
Number of responses

b. Do you think this is an accurate reflection of your social and cultural perspectives and biases?
Why or Why not.
c. Reflect on the statements that were allocated a “Never or Sometimes/Occasionally” response.
What are the themes where your ‘self and social awareness’ may be limited?
d. What strategies can you implement to improve your own self and social awareness, to move
your responses from “Never or Sometimes/Occasionally” to a “Fairly often/Pretty Well or
Always/very well.”
e. How can these strategies improve your ability to work inclusively and with an understanding of
others?
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Student Assessment
ASSESSMENT TASK 3 – OBSERVATION 1

Condition of
Assessment
 The student must complete this assessment in a SCEI simulated environment directly
observed by their trainer and assessor.
 Students will be provided the role play scenario in class on the day of the assessment.
 The assessment will typically require a minimum of 25 minutes to complete with
additional 15 – 20 minutes for individual student preparation.
Student
Instructions for
completion
Assessment
Task 3 –
Observation 1
 This task consists of two parts:
o Part 1 – The trainer and assessor will provide students with a role play and
students will be required to be directly observed performing work tasks with
people from diverse social and cultural backgrounds in Nursing/Residential
Care setting (SCEI simulated work environment) that provides the same
equipment, resources and operating conditions as a workplace.
o Part 2 – Students will write a reflection of their role play based on the
questions provided in part 2. Student must address all the questions
 To successfully complete this assessment task you must achieve satisfactory results for
both Part 1 and Part 2 of the assessment task and you may utilise the relevant learning
resources related to this assessment.
 Use of correct grammar and spelling is required to demonstrate foundation skills, so
please ensure to proofread your answers prior to submission
 APA referencing must be used where original sources have been used. Do not copy
and paste text from any of the online sources. SCEI has a strict plagiarism policy and
students who are found guilty of plagiarism, will be penalised. Please refer to APA
referencing guide
http://www.flinders.edu.au/slc_files/Documents/Blue%20Guides/APA%20Referencing.pdf
 Write your name, student ID, the assessment task and the name of the unit of
competency on each piece of paper you attach to this assessment document.
Assessment
Procedure
 Students will be provided a briefing on the assessment and the opportunity to seek
clarification on the conduct of the assessment.
 Students may seek clarification at any point in time during the assessment task. Should
students feel they need more time to complete the assessment, they must negotiate
the time needed with the assessor prior to the assessment due date.

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Student Assessment

 Following the assessment, responses are to be assessed and marked as appropriate.
Where responses have been assessed in one (1) or more tasks as unsatisfactory,
students will be required to resubmit these tasks. For more information, detailed
information can be found in PP77 Assessment Policy and Procedure.
Resource
Requirements
 Student Instructions, Marking Guide
 SCEI simulated work environment.
 Australian Government Attorney-General’s Department. (2015). Human Rights.
http://www.ag.gov.au/RightsAndProtections/HumanRights/Pages/default.aspx
 Horton, D.R. (2012). Unity and diversity: The history and culture of Aboriginal
Australia.
http://www.abs.gov.au/Ausstats/[email protected]/0/75258e92a5903e75ca2569de0025c
188?OpenDocument
 Video – Speak First. (2009). Cultural diversity: Tips for communicating with cultural
awareness.
https://www.youtube.com/watch?v=ZDvLk7e2Irc&app=desktop
 Catering to diversity (Early Childhood Australia)
http://www.earlychildhoodaustralia.org.au/our-publications/every-child-magazine/every
child-index/every-child-vol-17-2-2011/catering-diversity-free-article/
Due Date  The trainer/assessor inform student due date

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Student Assessment
Assessment Task 3 Part 1: Role Play Scenario

The student is required to demonstrate effective interaction skills (e.g: communication skills in line
with cultural diversity awareness), when supporting Mr Wong, who is 89 years of age with a Chinese
background.
Mr Wong has recently joined the residential facility and he speaks very little English. Mr Wong requires
help with some personal support tasks, including transfer from bed to chair. Mr Wong is very timid
around strangers and doesn’t respond well to them. He does not like the hoist and tries to move by
himself. This increases the risk of falls. Support workers need to gently and calmly get him to
participate in the implementation of the care plan; helping him where necessary, for his own safety

The assessor will be looking for the student to demonstrate;
a) Recognising Mr Wong’s overall needs, respecting communication barriers (limited English) and
making an effort to support him.
b) Use effective strategies to communicate in the most efficient way possible, including using
respectful verbal and non-verbal communication.
c) Establish, develop and maintain effective relationships, mutual trust and confidence.
d) Try to sensitively resolve communication differences if the arise throughout the support task.
e) Use work practices that make environments safe for all and seek assistance when required.
The skills within this assessment relate directly to the integrated knowledge contained within the units of
competency and are fundamental to the student’s ability to perform workplace tasks correctly. The
assessment will be directly supervised by the assessor and typically require a minimum of 25 minutes to
complete. The student must demonstrate all skills to satisfactorily complete this assessment.

Instructions for the person playing Mr.Wong
● Wong is of Chinese background, who speaks very little English. He uses broken English only,
he also only understands key words. Make the student use visual cues and rephrase their
sentences before understanding what they are trying to communicate.
● Mr Wong is very timid around strangers and doesn’t respond well to them. Ensure the student
is made to work for his trust. Resist their first offer of help.
● Mr Wong does not like the hoist and tries to move himself. This always ends in a fall. If the
student allows Mr Wong to attempt his own move, fall on the floor and stay down.

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Student Assessment

Instruction for Student (playing the Carer)
● Encourage Mr Wong to use the hoist without being forceful – perform the ‘2-person lift’
● Make Mr Wong feel respected and culturally safe through use of appropriate communication
strategies (verbal and non-verbal)
● Be respectful towards Mr Wong’s cultural and social norms

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Student Assessment
Assessment Task 3 Part 1: Role Play Scenario
To be complete by the Trainer and Assessor Only
Assessment Marking Record

Assessment Task 3 Part 1: Role Play Scenario
Criteria Did the student…. Yes No Assessor
Comment or
Observation
a.● Recognise Mr Wong’s overall needs and communication
barriers by demonstrating at least three (3) of the
following (tick the boxes which were observed):
 Ask Mr Wong if he is ready to use the hoist
for safe transfer from bed to chair
Assessors are to
record their
observations in
sufficient detail
to demonstrate
their judgement
of the student’s
performance
against the
standard
required.
 Speak slowly and clearly, using short and
simple sentences
 Give clear sequenced instructions to Mr
Wong to avoid confusion,
 Use a variety of language and gestures to
encourage him to use the hoist
 Allow Mr Wong to initiate action himself
before assisting him
b.● Use verbal communication strategies by applying at least
three (3) of the following (tick the boxes which were
observed):
 Use short and simple sentences
 Speak slowly and clearly
 Use reasonable volume and tone
 Use different words to express the same
idea
 Give clear sequenced instructions to Mr
Wong to avoid confusion
 Respond appropriately to expressed
emotions
 Offer the use of an interpreter / language
aide
● Use positive non-verbal communication strategies by
applying at least three (3) of the following body
language cues (tick the boxes which were observed):

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Student Assessment

 Use of hands (expression/gestures
 Use of hands (touch)
 Nodding
 Smiling
 Attentive eye contact
c.● Establish, develop and maintain an effective relationship,
mutual trust and confidence by demonstrating at least
three (3) of the following (tick the boxes which were
observed)
 Greet Mr Wong respectfully
 Patiently wait for a response
 Clearly state the task to be performed
 Ask or encourage Mr Wong to complete the
task within the care plan
 Ask Mr Wong how he is feeling today
d.● Resolve communication differences by using at least
two (2) of the following (tick the boxes which were
observed):
 Politely ask Mr Wong to repeat what he said
for clarification
 Identify Mr Wong’s non-verbal messages e.g.
“I can see from your crossed arms that you
might be feeling a little hesitant about this
task”
 Provide appropriate responses to Mr Wong’s
attempt to communicate, e.g. – “Oh yes, I
understand what you mean, that is great”.
 Offer the use of an interpreter / language
aide
e.● Use practices which promoted a safe environment (in the
context of diversity) by using at least two (2) of the
following (tick the boxes which were observed):
 Use a non-judgemental attitude and language
towards Mr Wong’s communication
attempts, e.g. – “Take your time to explain”
 Accept and praise Mr Wong’s participation /
engagement

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Student Assessment

 Acknowledge Mr Wong’s privacy and dignity
– e.g. – “How would you like to perform the
lift?”
Use the lifting procedure and the falls prevention strategy:
 Select equipment to be used in this task
 Ask another staff member to assist in the ‘2
person lift’ steps
 Complete the ‘2 person lift’
Assessor’s general Comments/ Observations:
Assessor’s Name: Assessor’ Signature:
Date: Outcome
(Please circle)
S
(Satisfactory)
NS
(Not
Satisfactory)

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Student Assessment
Assessment Task 3 Part 2: Role Play Reflection Questions
Points to be covered in Students’ reflection report:
f. Explain how you respond appropriately to a situation where misunderstandings have raised from
social and cultural diversity. When should you seek assistance?
g. Explain how you can contribute to the development of workplace and professional relationships
based on appreciation of diversity and inclusiveness, in particular for people with English as a
second language or unable to speak much English.
h. If the communication need warrants assistance from an interpreter, but one is not available,
explain what you could do to continue to provide support.
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Student Assessment
ASSESSMENT TASK 4 – OBSERVATION 2

Condition of
Assessment
 The student must complete this assessment in a SCEI simulated environment directly
observed by their trainer and assessor.
 Students will be provided the role play scenario in class on the day of the assessment.
 The assessment will typically require a minimum of 25 minutes to complete with
additional 15 – 20 minutes for individual student preparation.
Student
Instructions for
completion
Assessment
Task 4 –
Observation 2
 This task consists of two parts:
o Part 1 – The trainer and assessor will provide students with a role play and
students will be required to be directly observed performing work tasks with
people from diverse social and cultural backgrounds in Nursing/Residential
Care setting (SCEI simulated work environment) that provides the same
equipment, resources and operating conditions as a workplace.
o Part 2 – Students will write a reflection of their role play based on the
questions provided in part 2. Student must address all the questions
 To successfully complete this assessment task you must achieve satisfactory results for
both Part 1 and Part 2 of the assessment task and you may utilise the relevant learning
resources related to this assessment.
 Use of correct grammar and spelling is required to demonstrate foundation skills, so
please ensure to proofread your answers prior to submission
 APA referencing must be used where original sources have been used. Do not copy
and paste text from any of the online sources. SCEI has a strict plagiarism policy and
students who are found guilty of plagiarism, will be penalised. Please refer to APA
referencing guide
http://www.flinders.edu.au/slc_files/Documents/Blue%20Guides/APA%20Referencing.pdf
 Write your name, student ID, the assessment task and the name of the unit of
competency on each piece of paper you attach to this assessment document.
Assessment
Procedure
 Students will be provided a briefing on the assessment and the opportunity to seek
clarification on the conduct of the assessment.
 Students may seek clarification at any point in time during the assessment task. Should
students feel they need more time to complete the assessment, they must negotiate
the time needed with the assessor prior to the assessment due date.

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Student Assessment

 Following the assessment, responses are to be assessed and marked as appropriate.
Where responses have been assessed in one (1) or more tasks as unsatisfactory,
students will be required to resubmit these tasks. For more information, detailed
information can be found in PP77 Assessment Policy and Procedure.
Resource
Requirements
 Student Instructions, Marking Guide Record
 SCEI simulated work environment.
 Australian Government Attorney-General’s Department. (2015). Human Rights.
http://www.ag.gov.au/RightsAndProtections/HumanRights/Pages/default.aspx
 Horton, D.R. (2012). Unity and diversity: The history and culture of Aboriginal
Australia.
http://www.abs.gov.au/Ausstats/[email protected]/0/75258e92a5903e75ca2569de002
5c188?OpenDocument
 Video – Speak First. (2009). Cultural diversity: Tips for communicating with cultural
awareness.
https://www.youtube.com/watch?v=ZDvLk7e2Irc&app=desktop
 Catering to diversity (Early Childhood Australia)
http://www.earlychildhoodaustralia.org.au/our-publications/every-child-magazine/every
child-index/every-child-vol-17-2-2011/catering-diversity-free-article/
Due Date  The trainer/assessor inform student due date

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Student Assessment
Assessment Task 4 Part 1: Role Play Scenario

he student is required to demonstrate effective interaction skills (e.g.: communication skills in line with
cultural diversity awareness), when supporting Carmen, 72 years of age personal care including
grooming (dressing and make up application).
Carmen is a transgender woman who has recently had a mild stroke and now experiences some minor
speech difficulty. Carmen also experiences some mobility impairment (as a result of her stroke) when
using her right arm, which interferes with her capacity to apply her makeup to her usual level of detail.
Carmen has been taking hormones for a number of years (even prior to entering residential care) to
enhance her feminine appearance. She has not had any gender reassignment surgeries to complete the
transition.
Carmen has mentioned that she has recently struggled with her identity after being bullied by a fellow
resident. The fellow resident made some derogatory remarks about “Men who dress like girls”. It is
important to Carmen that she goes back to wearing her favourite eyeshadow and lipstick, because it
makes her feel ready for the day’s activities and challenges.

The assessor will be looking for the student to demonstrate;
a. Recognising and respecting the needs of Carmen, including the communication barriers that exist
(her speech impairment) and her need for social acceptance.
b. Use effective strategies to communicate in the most efficient way possible, including using
respectful verbal and non-verbal communication.
c. Establish, develop and maintain effective relationships, mutual trust and confidence.
d. Try to sensitively resolve communication differences if the arise throughout the support task.
e. Use work practices that make environments safe for all and seek assistance when required.
The skills within this assessment relate directly to the integrated knowledge contained within the units of
competency and are fundamental to the student’s ability to perform workplace tasks correctly. The
assessment will be directly supervised by the assessor and typically require a minimum of 25 minutes to
complete. The student must demonstrate all skills to satisfactorily complete this assessment.
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Student Assessment

Instructions for the person playing Carmen
● Carmen is a transgender woman who had a mild stroke and has some minor speech difficulty
and numbness down her right side.
● Carmen can only communicate slowly and gets very frustrated and emotional at her lost speech.
Pause often, get frustrated and upset often. Make the student use visual cues and make them
try and guess what Carmen is trying to say. I.e. Carmen would like pink lipstick
● Carmen has trouble using her right arm after the stroke and cannot apply her makeup to her
usual level of detail. She can however use her left arm/hand but is not as steady. If the student
encourages Carmen to use her left hand, then comply at first and then start to fail.
● Carmen should get visibly upset when the bullying incident is brought up to prompt the student
about Carmen’s rights to a safe environment, the compliant options etc.
Instruction for Student (playing the Carer)
● Comfort Carmen by recognising and respecting her needs as a transgender woman
● Apply Carmen’s makeup in consideration of her sensitivities – be mindful that the needs to
present herself a certain way to feel confident and socially accepted
● Use verbal and non-verbal communication to make her feel safe and accepted

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Student Assessment
Assessment Task 4 Part 1: Role Play Scenario
To be complete by the Trainer and Assessor Only
Assessment Marking Record

Assessment Task 4 Part 1: Role Play Scenario
Criteria Did the student…. Yes No Assessor
Comment or
Observation
a. Recognise and respect the needs of Carmen, including the
communication barriers that exist (her speech
impairment) and her need for social acceptance, making
an effort to support her with the following (tick at least
three (3) of the following which were observed):
 Ask Carmen if she is ready to start her care
plan
Assessors are to
record their
observations in
sufficient detail
to demonstrate
their judgement
of the student’s
performance
against the
standard
required.
 Ask Carmen what her preferred gender
pronoun is (e.g. she, he, they)
 Speak slowly and clearly, using short and
simple sentences
 Give clear sequenced instructions to Carmen
 Ask Carmen for clarification on her
communications and patiently wait for her
response
 Allow Carmen to initiate action herself
before assisting (e.g. letting her gesture / tell
you that she is ready to apply her makeup)
b.● Use verbal communication strategies by applying at least
three (3) of the following (tick the boxes which were
observed):
 Use short and simple sentences
 Speak slowly and clearly
 Use reasonable volume and tone
 Use different words to express the same
idea
 Give clear sequenced instructions to Carmen
 Respond appropriately to expressed
emotions
 Repeat back what Carmen communicated for
confirmation

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Student Assessment

● Use positive non-verbal communication strategies by
applying at least three (3) of the following body
language cues (tick the boxes which were observed):
 Use of hands (expression/gestures
 Use of hands (touch)
 Nodding
 Smiling
 Attentive eye contact
c.● Establish, develop and maintain an effective relationship,
mutual trust and confidence by demonstrating at least
three (3) of the following (tick the boxes which were
observed)
 Greet Carmen respectfully
 Patiently wait for a response
 Clearly state the task to be performed
 Ask or encourage Carmen to complete the
task within the care plan
 Ask Carmen how she likes her makeup
applied
 Ask Carmen how he is feeling today
d.● Resolve communication differences by using at least
two (2) of the following (tick the boxes which were
observed):
 Politely ask Carmen to repeat what he said
for clarification
 Identify Carmen’s non-verbal messages e.g. “I
can see from your crossed arms that you
might be feeling a little hesitant about this
task”
 Provide appropriate responses to Carmen’s
attempt to communicate, e.g. – “Oh yes, I
understand what you mean, that is great”.
 Ask Carmen questions which requires
shorter responses – ‘yes/no’ questions
e.● Use practices which promoted a safe environment (in the
context of diversity) by using at least two (2) of the
following (tick the boxes which were observed):

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Student Assessment

 Ask Carmen about her bullying concerns,
allowing her to feel safe and heard
 Ask the supervisor what the appropriate
words to use to make Carmen feel most
comfortable with her feminine identity, which
allows the support worker to make Carmen
feel socially accepted
 Assist Carmen to apply her make-up
 Explain to Carmen the hygiene and infection
control standards (employed for putting on
her makeup)- advising that they are not
exclusive to her only
 Assist Carmen to make a formal complaint
Assessor’s general Comments/ Observations:
Assessor’s Name: Assessor’ Signature:
Date: Outcome
(Please circle)
S
(Satisfactory)
NS
(Not
Satisfactory)

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Student Assessment
Assessment Task 4 Part 2: Role Play Reflection Questions
Points to be covered in Students’ reflection report:
f. Explain how you respond appropriately to a situation where misunderstandings have raised from
social and cultural diversity. When should you seek assistance?
g. Explain how you can contribute to the development of work place and professional relationships
based on appreciation of diversity and inclusiveness, in particular for people who are
transgender.
h. What protecting mechanisms did you implement to minimise the bulling (discrimination and
negative attitude) showed towards Carmen by fellow resident? What strategies did you
implement to minimise the mental, physical and emotional impacts on Carmen’s health due to
fellow resident’s behaviour.
i.
a. Give examples of the potential impacts on Carmen, who has experienced
discrimination, trauma, exclusion and negative attitudes towards her:
b. Give examples of the protective mechanisms/behaviours Carmen might enact as a
result of her experience:
c. Give examples of ways that Carmen’s physical, mental and emotional health issues
(as a resident experiencing marginalisation) can be minimised:
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Student Assessment
ASSESSMENT TASK 5 – OBSERVATION 3

Condition of
Assessment
 The student must complete this assessment in a SCEI simulated environment directly
observed by their trainer and assessor.
 Students will be provided the role play scenario in class on the day of the assessment.
 The assessment will typically require a minimum of 25 minutes to complete with
additional 15 – 20 minutes for individual student preparation.
Student
Instructions
for
completion
Assessment
Task 5 –
Observation
3
 This task consists of two parts:
o Part 1 – The trainer and assessor will provide students with a role play and
students will be required to be directly observed performing work tasks with
people from diverse social and cultural backgrounds in Nursing/Residential
Care setting (SCEI simulated work environment) that provides the same
equipment, resources and operating conditions as a workplace.
o Part 2 – Students will write a reflection of their role play based on the
questions provided in part 2. Student must address all the questions
 To successfully complete this assessment task you must achieve satisfactory results for
both Part 1 and Part 2 of the assessment task and you may utilise the relevant learning
resources related to this assessment.
 Use of correct grammar and spelling is required to demonstrate foundation skills, so
please ensure to proofread your answers prior to submission
 APA referencing must be used where original sources have been used. Do not copy
and paste text from any of the online sources. SCEI has a strict plagiarism policy and
students who are found guilty of plagiarism, will be penalised. Please refer to APA
referencing guide
http://www.flinders.edu.au/slc_files/Documents/Blue%20Guides/APA%20Referencing.pdf
 Write your name, student ID, the assessment task and the name of the unit of
competency on each piece of paper you attach to this assessment document.
Assessment
Procedure
 Students will be provided a briefing on the assessment and the opportunity to seek
clarification on the conduct of the assessment.
 Students may seek clarification at any point in time during the assessment task. Should
students feel they need more time to complete the assessment, they must negotiate
the time needed with the assessor prior to the assessment due date.

HLT54115 Diploma of Nursing
CHCDIV001 – Version 2.0 – October 2019
41
Student Assessment

 Following the assessment, responses are to be assessed and marked as appropriate.
Where responses have been assessed in one (1) or more tasks as unsatisfactory,
students will be required to resubmit these tasks. For more information, detailed
information can be found in PP77 Assessment Policy and Procedure.
Resource
Requirements
 Student Instructions, Marking Guide Record
 SCEI simulated work environment.
 Australian Government Attorney-General’s Department. (2015). Human Rights.
http://www.ag.gov.au/RightsAndProtections/HumanRights/Pages/default.aspx
 Horton, D.R. (2012). Unity and diversity: The history and culture of Aboriginal
Australia.
http://www.abs.gov.au/Ausstats/[email protected]/0/75258e92a5903e75ca2569de002
5c188?OpenDocument
 Video – Speak First. (2009). Cultural diversity: Tips for communicating with cultural
awareness.
https://www.youtube.com/watch?v=ZDvLk7e2Irc&app=desktop
 Catering to diversity (Early Childhood Australia)
http://www.earlychildhoodaustralia.org.au/our-publications/every-child-magazine/every
child-index/every-child-vol-17-2-2011/catering-diversity-free-article/
Due Date  The trainer/assessor inform student due date

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Student Assessment
Assessment Task 5 Part 1: Role Play Scenario

The student is required to demonstrate supporting Muhammad, a strict religious man of Islamic faith,
who engages in prayer five times per day.
Muhammad is a new short stay resident to the care service and he has some minor mobility issues due
to a motorcycle accident. Muhammad has complained because, earlier in the day, he had been
prevented from undertaking his prayers due to a schedule conflict with an occupational therapy
session. Using broken English only, Muhammad communicated his religious requirements and
emphasised his need for his support worker to assist with transporting him to the prayer room. The
support worker was hesitant to assist, as they had other duties related to the occupational therapy
session to attend to. Muhammad became agitated and the supervisor needed to get involved. With
the supervisor nearby, the support worker allowed Muhammad to communicate (through any means
possible) why it is important for him to participate in his religion and, with this understanding, they
came to a mutual agreement. In resolution, the residential service agreed to ensure Muhammed would
be able to attend his five daily prayers.
It is later on in the day, and Muhammad needs to attend his prayers. This is the first prayer session
after the heated exchange; therefore Muhammad is still feeling apprehensive.

The assessor will be looking for the student to demonstrate;
a. Recognising and respecting the needs of Muhammad, including the communication barrier that
exists (English as a second language) and his need for cultural acceptance.
b. Use effective strategies to communicate in the most efficient way possible, including using
respectful verbal and non-verbal communication.
c. Establish, develop and maintain effective relationships, mutual trust and confidence.
d. Try to sensitively resolve communication differences if the arise throughout the support task.
e. Use work practices that make environments safe for all and seek assistance when required.
The skills within this assessment relate directly to the integrated knowledge contained within the units of
competency and are fundamental to the student’s ability to perform workplace tasks correctly. The
assessment will be directly supervised by the assessor and typically require a minimum of 25 minutes to
complete. The student must demonstrate all skills to satisfactorily complete this assessment.
HLT54115 Diploma of Nursing
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Student Assessment

Instructions for the person playing Muhammad
● Muhammad is agitated and will start off very non-compliant due to the misunderstanding.
● Muhammad uses broken English only, he also only understands key words. Make the student
use visual cues and rephrase their sentences before understanding what they are trying to
communicate.
● Muhammad has minor mobility issues after a motorcycle accident. This means he is slow at
moving around and requires a mobility aid for balance or a wheelchair. The student will need to
assist in transporting him to the prayer room.
Instructions for the person playing support worker
● Muhammad has made a complaint that you did not assist him in getting to prayers – remain a
little reluctant to accept change
● After the Supervisor discusses this with you, accept that Muhammad needs help getting to all
five prayer sessions
Instructions for the student (playing Supervisor)
● The supervisor needs to attempt to calm Muhammad down, as he will come to you very agitated
and upset. He uses broken English only and can only understand key words – use both verbal
and non-verbal communication strategies.
● Explain to the support worker why it is important that Muhammad feels safe and culturally
accepted
● Muhammad needs to feel culturally safe and heard – the Supervisor needs to encourage mutual
understanding between the support worker and Muhammad to ensure he is able to attend his
prayers
● Assist Muhammad in attending his prayers – assist the support worker as it is the first time he
is going to prayers since the misunderstanding occurred

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Student Assessment
Assessment Task 5 Part 1: Role Play Scenario
To be complete by the Trainer and Assessor Only
Assessment Marking Record

Assessment Task 5 Part 1: Role Play Scenario
Criteria Did the student…. Yes No Assessor
Comment or
Observation
a.● Recognise and respect the needs of Muhammad, including
the communication barrier that exists (English as a second
language) and his need for cultural acceptance, making an
effort to support with the following (tick at least three
(3) of the boxes which were observed):
 Ask Muhammad when he needs support
getting to the prayer room
Assessors are to
record their
observations in
sufficient detail
to demonstrate
their judgement
of the student’s
performance
against the
standard
required.
 Speak slowly and clearly, using short and
simple sentences
 Use a variety of language and gestures when
communicating with Muhammad
 Allow Muhammad time to attend prayers
 Address Muhammad’s right to complain – e.g.
– “Is there anything you would like to talk to
me about?”
b.● Use verbal communication strategies by applying at least
three (3) of the following (tick the boxes which were
observed):
 Use short and simple sentences
 Speak slowly and clearly
 Use reasonable volume and tone
 Use different words to express the same
idea
 Respond appropriately to expressed
emotions
 Offer the use of an interpreter/language aide
● Use positive non-verbal communication strategies by
applying at least three (3) of the following body
language cues (tick the boxes which were observed):
 Use of hands (expression/gestures

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 Use of hands (touch)
 Nodding
 Smiling
 Attentive eye contact
c.● Establish, develop and maintain an effective relationship,
mutual trust and confidence by demonstrating at least
three (3) of the following (tick the boxes which were
observed)
 Greet Muhmamad respectfully
 Patiently wait for a response
 Clearly state when you will assist in
transporting him to prayers
 Ask Muhammad how he is feeling now that
the issue is resolved
 Ask Muhammad if there are any other
religious requirements that you should be
aware of
d.● Resolve communication differences by using at least
two (2) of the following (tick the boxes which were
observed):
 Politely ask Muhammad to repeat what he
said for clarification
 Identify Muhammad’s non-verbal messages
e.g. “I can see from your crossed arms that
you might be feeling a little hesitant about
this task”
 Provide appropriate responses to
Muhammad’s attempt to communicate, e.g. –
“Oh yes, I understand what you mean, that is
great”.
 Offer the use of an interpreter/language aide
e.● Use practices which promoted a safe environment (in the
context of diversity) by using at least two (2) of the
following (tick the boxes which were observed):
 Check Muhammad’s bedroom to ensure he
can freely move around
 Check main walkway between bedroom and
prayer room is free from hazards

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 Use mobility support practices with
Muhammad, to ensure he arrives safely at the
prayer room
Assessor’s general Comments/ Observations:
Assessor’s Name: Assessor’ Signature:
Date: Outcome
(Please circle)
S
(Satisfactory)
NS
(Not
Satisfactory)

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Assessment Task 5 Part 2: Role Play Reflection Questions
Points to be covered in Students’ reflection report:
f. Explain how you respond appropriately to a situation where misunderstandings have raised from
social and cultural diversity. When should you seek assistance?
g. Explain how you can contribute to the development of workplace and professional relationships
based on appreciation of diversity and inclusiveness, in particular for people with English as a
second language or unable to speak much English.
h. If the communication need warrants assistance from an interpreter, but one is not available,
explain what you could do to continue to provide support.
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ASSESSMENT TASK 6 – SCEI WORK
PLACEMENT SUPERVISOR OBSERVATION,
REPORT AND STUDENT’S OWN
REFLECTION

Condition of
Assessment
 The practical assessment will take place in a regulated Nursing/Residential Care Work
placement where the student will need to demonstrate a series of practical skills
 SCEI Work Placement Supervisor would provide an objective evaluation of student’s
work placement performance.
 Student will submit a written reflection based on the questions provided in Part C.
Student
Instructions for
completion
Assessment
Task 6 – SCEI
Work
Placement
Supervisor
Observation,
Report and
Student’s own
Reflection
 This task consists of three parts:
o Part A – This task requires the student to be observed providing support to a
minimum of three clients from diverse social and cultural backgrounds.
During these observation, the students will need to demonstrate a range of
skills related to recognizing and respecting the needs of clients.
o Part B – The assessor will engage with students in the workplace to obtain
evidence whether students have demonstrated behaviours and skills and
performed them consistently over the period of the work placement
o Part C – In student’s own reflection, they are required to address all questions
based on their real work placement experience. Students are advised to give
an accurate reflection of their social and cultural perspectives and biases that
they observed during their work placement.
 To successfully complete Part C you may utilise the relevant learning resources related
to writing reflection.
 Use of correct grammar and spelling is required to demonstrate foundation skills, so
please ensure to proofread your answers prior to submission
 APA referencing must be used where original sources have been used. Do not copy
and paste text from any of the online sources. SCEI has a strict plagiarism policy and
students who are found guilty of plagiarism, will be penalised. Please refer to APA
referencing guide
http://www.flinders.edu.au/slc_files/Documents/Blue%20Guides/APA%20Referencing.pdf

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 Write your name, student ID, the assessment task and the name of the unit of
competency on each piece of paper you attach to this assessment document
Assessment
Procedure
 Students will be provided a briefing on the assessment and the opportunity to seek
clarification on the conduct of the assessment.
 Students may seek clarification at any point in time during the assessment task. Should
students feel they need more time to complete the assessment, they must negotiate
the time needed with the assessor prior to the assessment due date.
 Following the assessment, responses are to be assessed and marked as appropriate.
Where responses have been assessed in one (1) or more tasks as unsatisfactory,
students will be required to resubmit these tasks. For more information, detailed
information can be found in PP77 Assessment Policy and Procedure.
Resource
Requirements
 Student Instructions, Marking Guide Record
 Australian Government Attorney-General’s Department. (2015). Human Rights.
http://www.ag.gov.au/RightsAndProtections/HumanRights/Pages/default.aspx
 Horton, D.R. (2012). Unity and diversity: The history and culture of Aboriginal
Australia.
http://www.abs.gov.au/Ausstats/[email protected]/0/75258e92a5903e75ca2569de002
5c188?OpenDocument
 Video – Speak First. (2009). Cultural diversity: Tips for communicating with cultural
awareness.
https://www.youtube.com/watch?v=ZDvLk7e2Irc&app=desktop
 Video Beyond Blue. (2014). ‘The invisible discriminator’ – Stop. Think. Respect.
https://www.beyondblue.org.au/who-does-it-affect/the-invisible-discriminator
Due Date  The trainer/assessor inform student due date

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Assessment Task 6 Part A: SCEI Work Placement Supervisor Observation
Observation Procedure
The practical assessment will take place in a regulated Nursing/Residential Care Work placement facility
where the student will need to demonstrate a series of practical skills by providing support to a minimum
of three clients from diverse social and cultural backgrounds.
During the work placement all the students need to demonstrate a range of skills related to recognizing
and respecting the needs of people (from diverse social and cultural backgrounds).
The learner will be required to contribute positively to the environment (a regulated Nursing/Residential
Care facility) and work as directed by their supervisor.
In addition, they need to be observed undertaking appropriate verbal and non-verbal communication
when dealing with patients.
Furthermore, students will need to be able to recognise situations where misunderstandings may arise
from patients with diverse backgrounds and work with them to clarify these misunderstandings.
The student will also be observed in the work placement in the skills listed in the observation checklist,
which covers the following criteria:
1. Appreciate diversity and inclusiveness and their benefits, for the people and the environment in a
regulated Residential Care facility.
2. Communicate appropriately with people from diverse backgrounds and situations in a regulated
Residential Care facility.
3. Demonstrate skills and commitment to promote understanding across diverse groups in a
regulated Residential Care facility.
Instruction to Assessor: The assessor must see the student interact with a minimum of three (3)
clients from diverse social and cultural backgrounds. The practical observation checklist skills consists of
not just the observation but also the expected skills linked to these observations that the learner should
demonstrate. The details below are for the assessor to utilise in order to determine if the learner is
competent in demonstrating the skills outlined in the checklist.
The assessor will stop the assessment if the student’s actions are unsafe, impractical or
threatens the dignity of the clients.
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Assessment Task 6 Part A: SCEI Work Placement Supervisor Observation (1 of 3)
To be complete by the SCEI Work Placement Supervisor
Assessment Marking Record

Assessment Task 6 Part A: SCEI Work Placement Supervisor Observation (1 of 3)
Criteria During this task, did the student demonstrate at
least three (3) of the following:
Yes No Observation –
Examples of
what to look for:
1.● Greet client respectfully regardless of race, colour,
religion, sexual preference or culture
Assessors are to
record their
observations in
sufficient detail
to demonstrate
their judgement
of the student’s
performance
against the
standard
required.
● Listen to clients
● Use culturally / socially appropriate responses to
emotions expressed by the client, e.g.: accepting that they
may not want to be touched, or that they may not want
to make direct eye contact (as it may be seen as
disrespectful)
● Invite clients with a range of diverse backgrounds to
participate in organised activities
● Ask the supervisor for clarification on the workplace
policies surrounding diversity and inclusiveness (in a
regulated childcare service)
2.● Identify when language barriers are present
● Identify whether the language barrier requires an
interpreter
● Use facial expressions that are pleasant and welcoming
● Use imagery techniques where required
● Speak slowly and clearly
● Seek clarification from the client’s
● Ask open-ended questions to provide clarification about
the client’s overall needs
● Use active listening skills when communicating with client
(e.g. – repeating back what the client said)
● Use appropriate gestures
● Maintaining appropriate eye contact
● Use appropriate body posture that is relaxed
● Ask the client to voice their grievances if a conflict occurs
3.● Remain professional and non-emotive

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● Keep calm and empathetic
● Encourage communication of the staff to ensure that
triggers and miscommunications do not occur
● Use neutral language such as ‘I understand your
perspective’ or ‘you could be right’ when
miscommunication occurs
● Ask the staff what causes misunderstandings across
different cultural / social groups
● Ask for advice (from supervisor) on how to speak to
different social / cultural groups
● Ask the supervisor how the client prefers to be
communicated with and what their social /cultural norms
are
Assessor’s general Comments/ Observations:
Assessor’s Name: Assessor’ Signature:
Date: Outcome
(Please circle)
S
(Satisfactory)
NS
(Not
Satisfactory)

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Assessment Task 6 Part A: SCEI Work Placement Supervisor Observation (2 of 3)
To be complete by the SCEI Work Placement Supervisor
Assessment Marking Record
The following Skills lists should be observed by the assessor in in a regulated Nursing/Residential Care
Work placement
The assessor will be looking to see if the student;

Assessment Task 6 Part A: SCEI Work Placement Supervisor Observation (2 of 3)
Criteria During this task, did the student demonstrate at
least three (3) of the following:
Yes No Observation –
Examples of
what to look for:
1.● Greet client respectfully regardless of race, colour,
religion, sexual preference or culture
Assessors are to
record their
observations in
sufficient detail
to demonstrate
their judgement
of the student’s
performance
against the
standard
required.
● Listen to clients
● Use culturally / socially appropriate responses to
emotions expressed by the client, e.g.: accepting that
they may not want to be touched, or that they may not
want to make direct eye contact (as it may be seen as
disrespectful)
● Invite clients with a range of diverse backgrounds to
participate in organised activities
● Ask the supervisor for clarification on the workplace
policies surrounding diversity and inclusiveness (in a
regulated childcare service)
2.● Identify when language barriers are present
● Identify whether the language barrier requires an
interpreter
● Use facial expressions that are pleasant and welcoming
● Use imagery techniques where required
● Speak slowly and clearly
● Seek clarification from the client’s
● Ask open-ended questions to provide clarification about
the client’s overall needs
● Use active listening skills when communicating with
client (e.g. – repeating back what the client said)
● Use appropriate gestures
● Maintaining appropriate eye contact

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● Use appropriate body posture that is relaxed
● Ask the client to voice their grievances if a conflict
occurs
3.● Remain professional and non-emotive
● Keep calm and empathetic
● Encourage communication of the staff to ensure that
triggers and miscommunications do not occur
● Use neutral language such as ‘I understand your
perspective’ or ‘you could be right’ when
miscommunication occurs
● Ask the staff what causes misunderstandings across
different cultural / social groups
● Ask for advice (from supervisor) on how to speak to
different social / cultural groups
● Ask the supervisor how the client prefers to be
communicated with and what their social /cultural
norms are
Assessor’s general Comments/ Observations:
Assessor’s Name: Assessor’ Signature:
Date: Outcome
(Please circle)
S
(Satisfactory)
NS
(Not
Satisfactory)

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Assessment Task 6 Part A: SCEI Work Placement Supervisor Observation (3 of 3)
To be complete by the SCEI Work Placement Supervisor
Assessment Marking Record
The following Skills lists should be observed by the assessor in in a regulated Nursing/Residential Care
Work placement
The assessor will be looking to see if the student;

Assessment Task 6 Part A: SCEI Work Placement Supervisor Observation (3 of 3)
Criteria During this task, did the student demonstrate at
least three (3) of the following:
Yes No Observation –
Examples of
what to look for:
4.● Greet client respectfully regardless of race, colour,
religion, sexual preference or culture
Assessors are to
record their
observations in
sufficient detail
to demonstrate
their judgement
of the student’s
performance
against the
standard
required.
● Listen to clients
● Use culturally / socially appropriate responses to
emotions expressed by the client, e.g.: accepting that
they may not want to be touched, or that they may not
want to make direct eye contact (as it may be seen as
disrespectful)
● Invite clients with a range of diverse backgrounds to
participate in organised activities
● Ask the supervisor for clarification on the workplace
policies surrounding diversity and inclusiveness (in a
regulated childcare service)
5.● Identify when language barriers are present
● Identify whether the language barrier requires an
interpreter
● Use facial expressions that are pleasant and welcoming
● Use imagery techniques where required
● Speak slowly and clearly
● Seek clarification from the client’s
● Ask open-ended questions to provide clarification about
the client’s overall needs
● Use active listening skills when communicating with
client (e.g. – repeating back what the client said)
● Use appropriate gestures

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● Maintaining appropriate eye contact
● Use appropriate body posture that is relaxed
● Ask the client to voice their grievances if a conflict
occurs
6.● Remain professional and non-emotive
● Keep calm and empathetic
● Encourage communication of the staff to ensure that
triggers and miscommunications do not occur
● Use neutral language such as ‘I understand your
perspective’ or ‘you could be right’ when
miscommunication occurs
● Ask the staff what causes misunderstandings across
different cultural / social groups
● Ask for advice (from supervisor) on how to speak to
different social / cultural groups
● Ask the supervisor how the client prefers to be
communicated with and what their social /cultural
norms are
Assessor’s general Comments/ Observations:
Assessor’s Name: Assessor’ Signature:
Date: Outcome
(Please circle)
S
(Satisfactory)
NS
(Not
Satisfactory)

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Student Assessment
Assessment Task 6 Part B: SCEI Work Placement Supervisor Report
Observation Procedure
This workplace supplementary evidence requires SCEI Work Placement Supervisor to engage with the
student in the workplace to gather evidence in regard to student’s skills and knowledge as well as the
demonstrated behaviours and skills performed consistently over the period of the work placement. SCEI
Work Placement Supervisor should proactively schedule time with the student to meet with them during
a scheduled visit to the workplace.
SCEI Work Placement Supervisor should confirm that it has had a suitable opportunity in the workplace
to observe the student’s performance over time.
This report acts as workplace supplementary evidence to support the assessment of competency and does
not replace the assessment tasks required for completion of this unit.
Instructions to SCEI Work Placement Supervisor
The purpose of this observation is to gather supplementary evidence of the student’s performance over a
period of time. It is important to collect evidence of ‘all aspects of performance’ rather than just the
performance carried out as part of the formal assessment process.
SCEI Work Placement Supervisor will complete the template during the workplace observation. This signed
record should be kept as evidence of the student’s completion of this assessment task.
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Assessment Task 6 Part B: SCEI Work Placement Supervisor Report
Work Placement
Student Name
Assessor Name
Date Time
During the work placement, Yes No SCEI Work
Placement
Supervisor
Feedback
1. The student works with awareness of their own limitations
in self and social awareness of cultural diversity.
2. The student demonstrates they value and respect diversity
and inclusiveness across all areas of work.
3. The student uses effective strategies to communicate in the
most efficient way possible, even where a language or
communication barrier exists.
4. The student tries to sensitively resolve differences, taking
account of diversity considerations of various stakeholders.
5. The student seeks assistance from interpreters or other
appropriate persons according to the communication needs
of clients.
Assessor’s general Comments/ Observations:
Assessor’s Name: Student’s name
Assessor’ Signature: Student’s Signature:
Date: Date

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Assessment Task 6 Part C: Student Own Reflection
1. Consider three (3) situations where misunderstandings arose due to differences in culture. Identify
these three (3) situations and explain how you recognised and respected the specific cultural needs,
making an effort to sensitively respond. (100-150 words)
2. Considering the above identified situations, reflect on what verbal and non-verbal communication
strategies you utilised when communicating with people from diverse social or cultural backgrounds.
Describe and reflect on how these strategies assist in establishing, developing and maintaining
effective relationships, mutual trust and confidence. In this reflective question, you must reflect on all
three (3) situations individually (200-300 words):
3. Reflect on a time where you needed or did utilise assistance from an interpreter / translator and
identify how this reduced / could have reduced communication differences. If there was no
interpreter available, identify how you resolved communication differences: (30-70 words).
4. Reflect on your workplace experience. Explain how worked within your scope of practice, followed
your roles and responsibilities and followed the policies and procedures of the facility. (25-50 words)
5. Reflect on your own perspectives of diversity. You are to undertake a structured process and reflect
on all the following points in a paragraph: (70-150 words)
 Describe your own perspectives of diversity.
 How might your social and cultural views positively impact people from diverse cultures?

How might your social and cultural views negatively impact people from diverse cultures and
how can you prevent this from occurring?

6. Reflect on (and give one example of) how you contributed to the development of your workplace
practice and professional relationships based on an appreciation of diversity and inclusiveness. (25-50
words)
Australian Human Rights Commission 2018 reports
(https://www.humanrights.gov.au/sites/default/files/AHRC_Complaints_AR_Stats_Tables_2017-18.pdf
it has received 14,164 enquiries related to discrimination which are categorised as follows: a)
Discrimination on grounds covered by the Sex Discrimination Act (13%) b) Racial discrimination
including racial hatred (10%) and c) General employment matters including harassment and bullying
(8%).
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7. Reflect on your work placement experience and explain some examples/types of
discrimination/marginalisation that can occur in a regulated Aged Care facility.
Types of discrimination:

8. List at least three (3) protective mechanisms or strategies that can minimise the mental, physical and
emotional impacts on people with diverse social and cultural backgrounds, that could occur due to
discrimination by others. (25-50 words)

Protective mechanisms or strategies that can minimise the mental, physical and emotional impacts on
people with diverse social and cultural backgrounds:

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