You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)
List each assessment task's title, type (eg project, observation/demonstration, essay, assingnment, checklist) and due date here
Assessment task 1: [title] Due date:
(add new lines for each of the assessment tasks)
Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.
Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.
| Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice | Yes | No | Comments/feedback |
|---|---|---|---|
| Recognise the holistic needs of the person extending over time, not just end-of-life. | |||
| Support the person, their family, carer and others identified by the person to express needs and preferences and report information to supervisor. | |||
| Communicate with the person, their family, carer and others identified by the person in relation to the person’s quality-of-life, pain and comfort and report information to supervisor. | |||
| Adjust communication techniques to meet the individual needs of the person and their family, carer and others identified by the person. | |||
| Respect the family, carer and others identified by the person as an integral part of the care team and ensure that they have the information and support needed. | |||
| Create a supportive environment that encourages the person, their family, carer and others identified by the person to share information regarding changing needs and preferences. | |||
| Respect the person’s individuality, values and beliefs in the context of support provision. | |||
| Recognise needs and issues outside the scope of own job role and refer to supervisor. | |||
| Communicate with the person, their family, carer or others identified by the person in a manner that shows empathy and provides emotional support. | |||
| Interpret and follow advance care directives in the individualised plan in accordance with own job role and organisational, legal and ethical requirements. | |||
| Comply with end-of-life decisions as documented in the individualised plan and in accordance with legal requirements. | |||
| Report the person’s changing needs and issues in relation to end-of-life for documentation in the individualised plan according to organisational policies and procedures. | |||
| Monitor the impact of the person’s end-of-life needs, issues and decisions on their family, carer and others and refer to appropriate member of the care team for support according to organisational policies and procedures. | |||
| Deliver services in a manner that supports the person’s right to choose the location of their end-of-life care. | |||
| Observe and document the person’s pain and other symptoms in line with individualised plan and report to appropriate member of the care team. | |||
| Implement strategies to manage pain and promote comfort in line with individualised plan and within scope of own job role. | |||
| Document effectiveness of pain management strategies. | |||
| Recognise and report concerns in the workplace surrounding the use of pain-relieving medication. | |||
| Regularly check for any changes on individualised plan that indicate decisions made by the person have been reviewed. | |||
| Provide a supportive environment to the person, their family, carer, others identified by the person and others involved in end-of-life care. | |||
| Respect and support the person’s preferences and culture when providing end-of-life care according to individualised plan and within scope of own job role. | |||
| Maintain dignity of the person when providing planned end-of-life care and care immediately following death. | |||
| Recognise any signs of the person’s deterioration or imminent death and dying and report to appropriate member of care team, according to organisational policies and procedures. | |||
| Provide emotional support to the family, carer and others when a death has occurred, within scope of own job role. | |||
| Follow organisational policies and procedures to manage own emotional responses and ethical issues. | |||
| Identify and reflect on own emotional responses to death and dying and raise and discuss any issues or reactions with supervisor or other appropriate person. | |||
| Raise any ethical issues or concerns with supervisor or other appropriate person. | |||
| Determine and action self-care strategies to address the potential impact of personal responses on self. | |||
| Access bereavement care and support of other team members as needed. |
Student name:
Student ID:
I declare that the assessment tasks submitted for this unit are my own work.
Student signature:
Result: Competent Not yet competent
Feedback to student
Assessor name:
Signature:
Date:
Student name:
Student ID:
Assessment task 1: [title] Result: Competent Not yet competent
(add lines for each task)
Feedback to student:
Overall assessment result: Competent Not yet competent
Assessor name:
Signature:
Date:
Student signature:
Date: