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 HLTAHW011, 'Assist with basic health screening, promotion and education services'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Assist with basic health screening, promotion and education services' 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 specify the level of performance needed to demonstrate achievement of the element.
1. Participate in the identification of community health information needs
1.1 Use culturally appropriate and safe communication and interaction when working with community representatives
1.2 Engage with community to identify current health needs and priorities, and gauge effectiveness of existing health education and promotion programs
1.3 Identify specific groups within community needing information in a particular health area
1.4 Discuss community feedback and needs with supervisor and primary health care team in the organisation or service provider
2. Plan a health promotion and education program to deliver information to community
2.1 Use feedback from community consultation as a basis for planning community health information programs
2.2 Work with the primary health care team to determine health information to address identified community needs
2.3 Consult with community representatives to plan health promotion, including identifying community members to be involved in delivery
2.4 Consider cultural practices and beliefs when determining information needs and delivery of the program
2.5 Confirm plans for the delivery of health information program with primary health care team to ensure legislative and organisation procedures are met
2.6 Document all details of the health information program according to organisation procedures
3. Participate in the delivery of health promotion and education services
3.1 Use culturally appropriate and safe communication and interaction to deliver health information and promote health
3.2 Conduct health promotion and education in partnership with the community
3.3 Ensure service delivery meets community, legislative and organisation requirements
3.4 Ensure health promotion and education activities support clients to take a self-care approach to health and in line with individual needs and organisation and community requirements
4. Participate in routine health screening services
4.1 Explain screening procedure and purpose to client using culturally appropriate and safe communication
4.2 Obtain feedback from client to determine whether procedure is understood and consent is given
4.3 Make client as comfortable as possible
4.4 Prepare screening equipment
4.5 Assist in routine screening in line with community, legislative and organisation requirements
5. Participate in the evaluation of health promotion and education services
5.1 Consult community about the effectiveness of health promotion and education
5.2 Ensure evaluation includes effectiveness of health promotion resources, involvement of community as a partner and community response to information provided
5.3 Consult community to identify any obstacles to application of the information
5.4 Discuss feedback and possible improvements with other members of the team and supervisor