How to Answer Participant Yusra Hussain Questions (Complete Guide)
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What This Question Is About
This question relates to participant yusra hussain and requires a structured academic response.
How to Approach This Question
Break the problem into smaller parts and analyze each logically.
Key Explanation
This topic involves participant yusra hussain. A strong answer should include explanation, application, and examples.
Original Question
Participant 1: Yusra Hussain At the age of 18, Yusra, our participant was involved in a car accident which resulted in a life altering cerebral haemorrhage. Yusra was pursuing her bachelor’s degree in fine arts when the accident occurred. Although her academic journey was temporarily disrupted, she hopes to return to her studies and is determined to complete her degree. Prior to the accident, Yusra had a love for outdoor activities, including hiking and exploring nature. She also had a keen eye for photography, capturing breathtaking moments through her camera lens. She’s currently living in residential aged care but has recently been approved for Specialist Disability Accommodation (SDA). Her departure from the aged care facility is something she is eagerly looking forward to as her goal is to live independently. She is working diligently with her rehabilitation team to improve her mobility, speech, and overall quality of life. To assist her, she drives a motorised wheelchair using her left hand. Task 1: Plan and observe skills development Before you start this task, take a few minutes to review Yusra’s Support Plan for Participant (pdf) document and ensure you understand her needs, goals and existing skills. During this part of the role-play, you will observe Yusra’s ability to prepare her own meals by making a basic salad using assistive tools. Use the support plan to familiarise yourself with the skills development strategies outlined to support Yusra’s goal. The simulated environment for Yusra must include the following equipment and resources: a table and two chairs a food preparation workstation or kitchen area with plates, napkins and cutlery assistive cutting tools and aids salad items such as tomato, bagged lettuce mix and cucumber support plan organisational policy and procedure Role of the student being assessed During the skills demonstration, you must demonstrate the following skills: review and interpret Yusra’s support plan confirm with Yusra: her strengths, preferences and goals one ongoing skill to be observed in the skills assessment (making a basic salad) whether a carer or family member is to be consulted. While you are observing Yusra perform her skills demonstration, ensure that you: use a strengths-based positive approach respect her rights and maintain her dignity, privacy, duty of care and dignity of risk support the engagement of the participant’s carer or family if possible. Consult in private Provide feedback to with your supervisor: about your observations about any personal factors or environmental changes which may have impacted Yusra’s skills demonstration. After you observe the skills demonstration and when recording your observations in the skills assessment checklist, ensure that you: are accurate and objective use clear terminology and language complete, maintain and store the document according to workplace policy and procedure. Role of the participant requiring support (Yusra) Ask a colleague or peer to play the role of the participant, Yusra. Refer to the relevant Support Plan for Participant – Yusra Hussain (pdf) for guidance and background information. You will need to work with the support worker (student being assessed). Before the skills demonstration, ensure sure that you: confirm your strengths, preferences, goals and skills confirm the skill you want to demonstrate confirm that you do not have any immediate carer or family member available. During the skills demonstration, you must: use the food preparation area or kitchen and assistive tools to prepare a basic salad struggle slightly to use the cutting tools and appear flustered tell the student that you had poor sleep the night before due to pain in your right arm inform the student that access to the aged care facility’s kitchen is limited. Role of the person in supporting role (supervisor) Ask a colleague or peer to play the role of the supervisor. Refer to the relevant Support Plan for Participant – Yusra Hussain (pdf) for guidance and background information on the participant. You will need to work with the support worker (student being assessed). Hold a private consultation with the student being assessed. During the meeting, you will: be polite and supportive agree with the student’s suggested observations and feedback. Time allowed Your role play should take approximately 10-20 minutes to perform and/or record. Task 2: Support ongoing skills development In this task, you must host a short debrief meeting with the participant to discuss their demonstration and to explore ways in which you can provide further support, encouragement and information to assist them with their ongoing skills development. Role of the student being assessed During this part of the role-play, you must demonstrate the following skills: assist Yusra to identify resources which may complement her strengths provide Yusra with information and support to engage in skills development activities encourage Yusra to: mobilise her strengths continue ongoing skills development apply skills to benefit her personal development provide Yusra with constructive feedback in a respectful manner that upholds her rights and dignity acknowledge and discuss any difficulties she is experiencing with skills development. Role of the participant requiring support (Yusra) During the role-play conversation with the support worker, ensure that you: ask for ideas to create more practice opportunities help to identify resources, tools or equipment that can assist your skills development and learning mention your pain and sleep disturbances listen to their feedback in an open and accepting manner. Time allowed Your role play should take approximately 15-30 minutes to perform and/or record. Task 3: Monitor skills development In this task, you are required to assess Yusra on the same skill to determine her progress and evaluate the effectiveness of the skills development strategies. Role of the student being assessed During this part of the role-play, you must demonstrate the following skills: monitor Yusra’s skills development progress. While you are observing Yusra perform the second skills demonstration, ensure that you: use a strengths-based positive approach respect her rights and maintain her dignity, privacy, duty of care and dignity of risk. promote and encourage: real-life situations that act as informal or incidental learning opportunities discuss whether additional or less supports are required enjoyment and maximise engagement of skills development. Role of the participant requiring support (Yusra) During the skills demonstration, you must: use the food preparation area or kitchen and assistive tools to prepare a basic salad prepare the salad slightly better than the first time but not perfectly
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