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 CHCAGE002, 'Implement falls prevention strategies'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Implement falls prevention strategies' 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
Elements define the essential outcomes
Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare to implement falls prevention strategies
1.1 Determine identified strategies which can be implemented within role and responsibilities and discuss with supervisor or relevant health professional
1.2 Interpret findings of the assessment and explain relevant information to the older person and their carer clarifying any requirements
1.3 Seek the older personsâ€™ permission, cooperation and commitment by communicating in a supportive and encouraging manner that is respectful of the older person and their carer's level of understanding, cultural background, needs and rights
2. Identify potential risk of falls
2.1 Discuss the older personâ€™s concerns about falling and how they have coped with previous falls in a manner respectful of their privacy, dignity, wishes and beliefs
2.2 Discuss the support of carers where appropriate
2.3 Identify and explore lifestyle, health and mobility factors with the older person, that might affect the level of risk
2.4 Determine the older personâ€™s physical indicators of risk of falls using appropriate tools and methodologies within scope of role
2.5 Determine the older personâ€™s risk factors based on findings in collaboration with supervisor and/or relevant health professional
2.6 Identify the older personâ€™s needs, issues and concerns outside scope of practice and refer to appropriate supervisor, health professional or agency in line with organisation procedures
3. Implement falls prevention strategies
3.1 Identify and explain options to minimise the risk of falls and include opportunities for the older person and carer to contribute where appropriate
3.2 Work with the older person and their carers to identify and implement strategies that are consistent with their safety needs, priorities, preferences and specific requirements
3.3 Implement strategies in a safe and effective manner that minimises the older personâ€™s discomfort
3.4 In collaboration with the older person and carers, decide how strategies can be tested and how success will be measured and communicated within the support team
4. Monitor falls prevention strategies
4.1 Work with the older person and their carers to review and measure the outcomes of falls prevention strategies
4.2 Share and celebrate positive results with the older person, carers, supervisor or health professional as appropriate
4.3 Identify when and why strategies are not having the desired result and any indicators of increased risk
4.4 Determine future strategies and actions including referral to other services in consultation with the older person, carers and health professional
4.5 Complete, maintain and store all relevant documentation and reports according to organisation policy and protocols