NTISthis.com

Evidence Guide: HLTCT404C - Apply and remove traction

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

 

HLTCT404C - Apply and remove traction

What evidence can you provide to prove your understanding of each of the following citeria?

Prepare to apply/remove traction

  1. Receive request and if in doubt confirm the requirements for application/removal of traction with relevant personnel
  2. Assemble and check equipment for applying/removing traction and check to ensure that it is in clean and in working order
  3. Assess client's condition and identify precautions or potential complications of application
  4. Explain procedure to client and obtain client consent/agreement
  5. Provide opportunities for the client to ask questions and discuss areas of concern
  6. Meet the comfort and safety needs of the client
  7. Review wound and pin site care
Receive request and if in doubt confirm the requirements for application/removal of traction with relevant personnel

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assemble and check equipment for applying/removing traction and check to ensure that it is in clean and in working order

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assess client's condition and identify precautions or potential complications of application

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Explain procedure to client and obtain client consent/agreement

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide opportunities for the client to ask questions and discuss areas of concern

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Meet the comfort and safety needs of the client

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Review wound and pin site care

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Apply/remove traction

  1. Position area to which traction is to be applied according to industry best practice
  2. Identify client's specific needs in relation to application/removal
  3. Apply/remove traction according to instructions and to meet the client's needs
  4. Meet the comfort and safety needs of the client and applicator
  5. Complete documentation
Position area to which traction is to be applied according to industry best practice

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify client's specific needs in relation to application/removal

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Apply/remove traction according to instructions and to meet the client's needs

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Meet the comfort and safety needs of the client and applicator

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Complete documentation

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Undertake post application/removal procedures

  1. Re-assess the client on completion of the procedure
  2. Provide written and verbal advice to client and carer (if at home) regarding care of traction and limb
  3. Arrange appropriate support for client
Re-assess the client on completion of the procedure

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide written and verbal advice to client and carer (if at home) regarding care of traction and limb

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Arrange appropriate support for client

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Clean working environment

  1. Dispose of waste in accordance with waste management policies
  2. Clean equipment in accordance with manufacturer's specifications and stored safely
  3. Clean work surfaces in accordance with infection control guidelines
Dispose of waste in accordance with waste management policies

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Clean equipment in accordance with manufacturer's specifications and stored safely

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Clean work surfaces in accordance with infection control guidelines

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for this Training Package.

Critical aspects for assessment and evidence required to demonstrate this competency unit:

The individual being assessed must provide evidence of specified essential knowledge as well as skills

Where, for reasons of safety, space, or access to equipment and resources, assessment takes place away from the workplace, the assessment environment should represent workplace conditions as closely as possible

Consistency of performance should be demonstrated over the required range of situations relevant to the workplace

Context of and specific resources for assessment:

Relevant organisation policy, guidelines, procedures and protocols

Method of assessment:

Clinical skills involving direct client care are to be assessed initially in a simulated clinical setting (laboratory). If successful, a second assessment is to be conducted during workplace application under direct supervision.

Observation of work activities when applying/removing traction

Observation of simulation and/or role play when

Applying/removing traction

Discussion of physical and/or behavioural contingency scenarios involving duty of care

Authenticated transcripts of relevant education/training courses

Recognition of relevant life/work experience

Questioning, written assessments/projects, e-learning can be used to assess knowledge

Authenticated reports of experience in applying/removing traction (Documentation associated with performance reviews, supervisor/coordinator evaluations of work performance)

Training records associated with first aid, occupational health and safety training, orientation/induction training, safe manual handing, universal infection control procedures

Case study and scenario as a basis for discussion of issues and strategies to contribute to best practice

Access and equity considerations:

All workers in the health industry should be aware of access and equity issues in relation to their own area of work

All workers should develop their ability to work in a culturally diverse environment

In recognition of particular health issues facing Aboriginal and Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on health of Aboriginal and Torres Strait Islander people

Assessors and trainers must take into account relevant access and equity issues, in particular relating to factors impacting on health of Aboriginal and/or Torres Strait Islander clients and communities

Related units:

This unit can be assessed independently, however holistic assessment practice with other health services units of competency is encouraged

Required Skills and Knowledge

This describes the essential skills and knowledge and their level required for this unit.

Essential knowledge:

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role

This includes knowledge of:

Anatomical positioning for the application of traction

Anatomy and physiology relevant to traction application/removal

Awareness and resolution of complications e.g. pressure sores associated with traction

Basic medical terminology relevant to traction application/removal

Confidentiality requirements of client information

Current standards and best practice relevant to traction application and removal

Interpretation of documentation relating to application of traction

Methodology of traction and balanced suspension

Organisation policy and procedures, including Infection control and OHS

Precautions and complications related to traction application and removal

Purpose and principles of application of traction

Traction applications

Essential skills:

It is critical that the candidate demonstrate the ability to

Comply with policies and procedures including those of OHS and infection control

Select appropriate material and use correct techniques for application of traction

Apply current standards and best practice to meet duty of care to client

Communicate effectively with clients in relation to the procedure and manage clients' anxiety level

Demonstrate all steps that must be taken in the correct and safe usage of equipment

Recognise boundaries of responsibilities and refer problems to supervisor or other appropriate health professional

continued ...

Essential skills (contd):

In addition, the candidate must be able to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role

This includes the ability to:

Apply current standards and best practice relevant to traction application and removal

Communicate with people from diverse cultural and linguistic backgrounds

Correctly and safely apply traction

Correctly position limbs for the application of traction

Deal with conflict

Manipulate bones to achieve correct alignment

Solve problems including an ability to use available resources

Take into account opportunities to address waste minimisation, environmental responsibility and sustainable practice issues

Use numeracy skills ranging from the ability to complete basic arithmetic calculations, recording stock levels and statistical information

Use oral communication skills required to fulfil job roles in a safe manner and as specified by the organisation, including skills in

asking questions

providing clear information

listening to and understanding workplace instructions

clarifying workplace instructions when necessary

competence in English or a community language, depending on client group and organisation requirements

Use effective verbal and non verbal communication skills with a range of internal and external persons

Use reading and writing skills-literacy competence required to fulfil job roles in a safe manner and as specified by the organisation to a level of skill required for

reading and documenting clinical information

understanding policy and procedure manuals

Work with others and display empathy with clients and relatives

Range Statement

The Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Add any essential operating conditions that may be present with training and assessment depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts.

Types of tractions may include:

Manual

Skin e.g. adhesive and non-adhesive

Skeletal

Clients may include:

Adolescents

Adults

Children

Clients (in care/out of care)

Elderly

Infants

Relevant personnel may include:

Medical practitioners

Other health professionals

Traction equipment suppliers

Equipment may include:

Attachments applicable to situation

Felt/calico

Foot plate

Measuring tape and goniometer

Medical adhesive tape&Scissors

Safety pins

Skin traction assembly kits

Traction bed

Traction ropes and pulleys

Traction weights

Assessment of client's condition may include:

Allergies

Mechanism of injury

Relevant medical history

Skin condition e.g. oedema, blisters, pressure areas, broken skin, anaesthetic skin

Precautions may include:

Diseases which may contribute to loss of bone density and/or reduction in bone strength

Fluid retention

Complications may include:

Broken pins and wires

Contact dermatitis or allergic response

Failure to achieve acceptable length (insufficient weights)

Failure to achieve alignment

Loss of apposition (excessive weights)

Loss of movement/function due to immobilisation

Neurovascular complications

Pressure areas

Reduced range of movement/function of joint

Secondary infection (pin site etc.)

Clients specific needs may include:

Age

Functional requirements or restrictions

Mobilisation difficulties or restrictions

Physical anomalies

Documentation may include:

Appliance hire documentation

Appointment forms and books

Client records

Traction check forms

Work log books

Advice given to clients may include:

Limb/body/pin site care

Mobilisation exercises/routines

Traction care

Appropriate support may include:

Arrangement of educational material

Review client's social situation in relation to their ability to manage with traction