Formats and tools
- Unit Description
- Reconstruct the unit from the xml and display it as an HTML page.
- Assessment Tool
- an assessor resource that builds a framework for writing an assessment tool
- Assessment Template
- generate a spreadsheet for marking this unit in a classroom environment. Put student names in the top row and check them off as they demonstrate competenece for each of the unit's elements and performance criteria.
- Assessment Matrix
- a slightly different format than the assessment template. A spreadsheet with unit names, elements and performance criteria in separate columns. Put assessment names in column headings to track which performance criteria each one covers. Good for ensuring that you've covered every one of the performance criteria with your assessment instrument (all assessement tools together).
- Wiki Markup
- mark up the unit in a wiki markup codes, ready to copy and paste into a wiki page. The output will work in most wikis but is designed to work particularly well as a Wikiversity learning project.
- Evidence Guide
- create an evidence guide for workplace assessment and RPL applicants
- Competency Mapping Template
- Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners. A template for developing assessments for a unit, which will help you to create valid, fair and reliable assessments for the unit, ready to give to trainers and students
- Observation Checklist
- create an observation checklist for workplace assessment and RPL applicants. This is similar to the evidence guide above, but a little shorter and friendlier on your printer. You will also need to create a seperate Assessor Marking Guide for guidelines on gathering evidence and a list of key points for each activity observed using the unit's range statement, required skills and evidence required (see the unit's html page for details)
- Self Assessment Survey
- A form for students to assess thier current skill levels against each of the unit's performance criteria. Cut and paste into a web document or print and distribute in hard copy.
- Moodle Outcomes
- Create a csv file of the unit's performance criteria to import into a moodle course as outcomes, ready to associate with each of your assignments. Here's a quick 'how to' for importing these into moodle 2.x
- Registered Training Organisations
- Trying to find someone to train or assess you? This link lists all the RTOs that are currently registered to deliver ACMVET508A, 'Support veterinary practice communication and professional development'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Support veterinary practice communication and professional development' on fishpond.com.au. This online store has a huge range of books, pretty reasonable prices, free delivery in Australia *and* they give a small commission to ntisthis.com for every purchase, so go nuts :)
Elements and Performance Criteria
ELEMENT | PERFORMANCE CRITERIA |
1. Facilitate admission and discharge of referral patients | 1.1 Admission and discharge procedures are explained to relevant parties and completed for referral patients. 1.2 Patient case history, diagnostics and treatments information are documented and relayed to stakeholders in accordance with clinic policies. 1.3 Clinic policies, including information security and privacy requirements, are complied with. 1.4 Specific nursing requirements are explained to stakeholders and follow-up appointments made as per veterinary instructions. 1.5 Full details of patient’s treatment and required after care is forwarded to the referring veterinarian in accordance with the referral veterinarian directions |
2. Interact with other health care professionals | 2.1 Range of health care professionals and services available for veterinary practice needs are identified. 2.2 Health care professionals and support services are aligned to specific veterinary case needs. 2.3 Effective communication strategies are employed when liaising with consulting health care professionals |
3. Use appropriate veterinary health terminology | 3.1 Appropriate veterinary terminology is used to provide oral and written communications with fellow workers, veterinarians and other health professionals. 3.2 Veterinary terminology is explained to clients. 3.3 Effective communications strategies are employed to verify and/or clarify instructions from veterinarians or other health care professionals. 3.4 Veterinary terminology used in workplace relevant contexts is spelled and pronounced correctly. 3.5 Abbreviations used in workplace specific contexts are interpreted and used in recording information |
4. Seek out and apply information | 4.1 Data is collected and critically evaluated using a variety of methods and sources that are relevant to the clinical setting. 4.2 Knowledge of the historical, theoretical and philosophical aspects of the field of practice are used to improve existing practices and procedures within the scope of job responsibility. 4.3 New treatments, protocols and procedures are evaluated within the scope of work role and reported to supervisor. 4.4 Research strategies and methodologies are evaluated for relevance, reliability and quality of evidence. 4.5 Specific research information is critically evaluated. |
5. Contribute to professional development | 5.1 Links with veterinary nurses and other relevant allied healthcare professionals are established. 5.2 Personal professional development opportunities are identified and used to plan skills and knowledge enhancement. 5.3 Changes in veterinary nursing procedures and techniques are monitored and reported to others. 5.4 Case presentations and/or literature reviews are presented to others in a public/peer setting. 5.5 Skills and knowledge are transferred to new contexts |