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Evidence Guide: HLTEN522C - Contribute to the registration and assessment of donors

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

 

HLTEN522C - Contribute to the registration and assessment of donors

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

Register donors

  1. Ask the donor questions clearly and in an appropriate manner, level and pace and in a manner that encourages the donor to provide full answers
  2. Check donor understanding of information and seek alternate approaches when necessary
  3. Compare information provided by donor with existing records and identify discrepancies
  4. Seek further details to clarify discrepancies
  5. Enter relevant information clearly and accurately into the donor record
  6. Explain the nature and purpose of procedures in a clear and appropriate manner
  7. Answer donor questions and seek feedback of understanding of the nature and purpose of procedures before seeking informed consent
  8. Provide accurate information about the nature and sequence of session activities appropriate to the donor's needs and concerns
  9. Maintain the confidentiality of the donor
Ask the donor questions clearly and in an appropriate manner, level and pace and in a manner that encourages the donor to provide full answers

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Check donor understanding of information and seek alternate approaches when necessary

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Compare information provided by donor with existing records and identify discrepancies

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Seek further details to clarify discrepancies

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Enter relevant information clearly and accurately into the donor record

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Explain the nature and purpose of procedures in a clear and appropriate manner

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Answer donor questions and seek feedback of understanding of the nature and purpose of procedures before seeking informed consent

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide accurate information about the nature and sequence of session activities appropriate to the donor's needs and concerns

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Maintain the confidentiality of the donor

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assess donor suitability to give blood and blood components

  1. Explain the purpose and importance of health screening to the donor in a clear and accurate manner, pace and level appropriate to the needs and concerns of the donor
  2. Identify donor status and refer to relevant person when the donor requirements are outside legitimate responsibility
  3. Ask questions, precisely as written, in a manner that encourages the donor to provide full answers
  4. Refer to an appropriate person when the donor is not able or willing to provide the information needed for assessment
  5. Information provided by the donor is assessed against specified criteria
  6. Where information is obtained which indicates that the donor may be unsuitable, the reason for seeking further guidance is explained clearly and sensitively and accurate information is passed on to the appropriate person
  7. Answer all donor questions clearly, accurately and in a manner that meets the donor's needs and concerns
  8. Give appropriate support, information and advice to donors assessed as unsuitable
  9. Enter all information clearly and accurately in the donor record
  10. Maintain the confidentiality of the donor
Explain the purpose and importance of health screening to the donor in a clear and accurate manner, pace and level appropriate to the needs and concerns of the donor

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify donor status and refer to relevant person when the donor requirements are outside legitimate responsibility

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ask questions, precisely as written, in a manner that encourages the donor to provide full answers

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Refer to an appropriate person when the donor is not able or willing to provide the information needed for assessment

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Information provided by the donor is assessed against specified criteria

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Where information is obtained which indicates that the donor may be unsuitable, the reason for seeking further guidance is explained clearly and sensitively and accurate information is passed on to the appropriate person

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Answer all donor questions clearly, accurately and in a manner that meets the donor's needs and concerns

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Give appropriate support, information and advice to donors assessed as unsuitable

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Enter all information clearly and accurately in the donor record

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Maintain the confidentiality of the donor

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Observe and report any irregularity in behaviour

  1. Observe irregularities in potential donor behaviour
  2. Determine type of situation and appropriate action
  3. Take action to ensure safety of all persons in the immediate vicinity
  4. Alert appropriate staff person and seek assistance if necessary
  5. Document the incident
  6. Report the incident to designated person
Observe irregularities in potential donor behaviour

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine type of situation and appropriate action

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Take action to ensure safety of all persons in the immediate vicinity

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Alert appropriate staff person and seek assistance if necessary

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Document the incident

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Report the incident to designated person

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Contribute to the update of donor selection criteria

  1. Document inconsistencies, omissions and ambiguities of donor information
  2. Report inconsistencies, omissions and ambiguities to the designation person
Document inconsistencies, omissions and ambiguities of donor information

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Report inconsistencies, omissions and ambiguities to the designation person

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

Observation of performance in a work context is essential for assessment of this unit

Consistency of performance should be demonstrated over the required range of workplace situations and should occur on more than one occasion and be assessed by a registered nurse

Method of assessment)

Observation in the work place (if possible)

Written assignments/projects

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

Questioning

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

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:

Familiarity with donor declaration form

Importance and potential impact of the quality of the donation

Knowledge of:

blood and blood product manufacture

blood collection

need for customer focus when greeting, working with and thanking donor

selection procedure

testing

usage of blood and blood products

Organisation procedures and policies, including SOPs

Reasons for careful selection of donors of blood or blood components

Regulations, standards and guidelines, including:

Australian Code of Good Manufacturing Practice For Therapeutic Goods - Blood and Blood Components

MIMS Index of Therapeutic Agents (Drugs)

International Travel and Health Vaccination Requirements and health Advice, World Health Organisation, Geneva, Current edition

Understanding of general donor selection criteria, including:

age

family history

frequency of donation

lifestyle

occupational activities

WHS

recreational activities

weight

workers compensation

Essential skills:

It is critical that the candidate demonstrate the ability 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 professional standards of practice:

ANMC code of conduct

ANMC code of ethics

ANMC national Enrolled/Division 2 nurse competency standards

state/territory Nurse Regulatory Nurses Act

state/territory Nursing and Midwifery Regulatory Authority standards of practice

scope of nursing practice decision making framework

Conduct interviews to collect all required donor information in a manner that meets the needs of the potential donor

Explain procedures including:

blood collection procedure

blood pressure management

haemoglobin estimates

requirement for refreshment and recovery time after donation

Identify and bring to the attention of designated person:

discrepancies,

omissions

problems with current donor selection criteria

Manage information to ensure all donor information is recorded accurately

Provide appropriate counselling and care for donors before they donate blood

Use effective communication skills, particularly when dealing with people found not suitable to be donors

Use appropriate communication and interpersonal skills

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.

Donor status may include:

New

Lapsed

Regular

Type of interview area may include:

Static

Mobile

Caravan

Metropolitan

regional

Donor communication issues may include but is not limited to:

Language differences

Sensory difficulties

Other comprehension difficulties

Donor records may include:

Paper-based records

Computerised records

Regulations and standards may include:

Australian Code of Good Manufacturing Practice For Therapeutic Goods - Blood and Blood Components

MIMS Index of Therapeutic Agents (Drugs)

International Travel and Health Vaccination Requirements and health Advice, World Health Organisation, Geneva, Current edition

Australian Red Cross, National Blood Transfusion Committee, Guidelines for the Selection of Blood Donors

Factors that influence the importance and potential impact on the quality of the donation may include

Infectious diseases and their incubation periods

Sexual or mucosal contact or exchange of body fluids

Commonly used medicines and their side effects

Weight limits

How frequently a potential donor may donate for varying types of donations

Geographical locations which require special consideration

Hazardous occupations/recreational activities

Effect of invasive procedures, for example tattooing

Passive immunisation and vaccinations

Past and present medical conditions other than infections

Injuries and illnesses

Recent major surgery

Reasons for the careful selection of blood donors or blood componentsmay include:

Health of donor

Safety of blood supply

Safety of recipients

Safety of customer service

Production of a quality product

Safety of staff

Types of behaviour may include:

Verbal

Non-verbal