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 HLTAHW015, 'Work under instructions to support the safe use of medication'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Work under instructions to support the safe use of medication' 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 |
Elements define the essential outcomes. | Performance criteria specify the level of performance needed to demonstrate achievement of the element. |
1. Confirm scope of own role in relation to medication | 1.1 Confirm own role within a primary health care team to support the safe use of medication 1.2 Identify lines of supervision and authority for reporting and clarifying issues within job role 1.3 Identify legal and ethical boundaries and responsibilities relating to own job role 1.4 Discuss and confirm contingency procedures for emergencies from performance of the job role 1.5 Clarify any concerns or queries relating to scope of job role with relevant supervisor and/or member of primary health care team |
2. Obtain instructions about medication | 2.1 Gather all relevant information about client’s medication requirements 2.2 Discuss gathered information with appropriate member/s of primary health care team to confirm medication requirements 2.3 Confirm instructions for medication with primary health care team 2.4 Clarify any aspect of instructions as required |
3. Communicate with the client about medication requirements | 3.1 Communicate in a culturally appropriate and safe manner with the client and/or significant others at all times 3.2 Explain the purpose of medication to the client 3.3 Encourage the client and/or significant others to ask questions to promote understanding of the medication’s purpose 3.4 Confirm the client’s understanding of the medication required to obtain informed consent 3.5 Seek clarification and assistance from primary health care team as required 3.6 Document client’s informed consent in client records according to organisational procedures and policies |
4. Follow instructions to support safe use of medication | 4.1 Explain the medication dosage to the client 4.2 Assist client to measure out dosage required according to instructions 4.3 Assist the client to use medication in correct way according to instructions 4.4 Confirm the client has taken the medication 4.5 Observe the client for any immediate abnormal physical reaction and advise primary health care team as required 4.6 Document the medication taken in client records according to organisational procedures and policies |
5. Support client’s storage and transport of medication | 5.1 Explain to client how the medication must be stored and the purpose of correct storage 5.2 Confirm the client’s understanding of storage requirements 5.3 Confirm the client has an appropriate place for storing medication 5.4 Explain to the client how to transport medication if medication must be moved 5.5 Document all information given to the client about storage and transport of medication |