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 HLTAHW016, 'Assess clients physical wellbeing'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Assess clients physical wellbeing' 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. Initiate health assessment
1.1 Seek to establish trust with the client, through active promotion of and strict adherence to confidentiality
1.2 Obtain clientâ€™s history using effective, culturally appropriate and safe communication skills
1.3 Seek additional health-related information from the clientâ€™s family and/or carer(s) and relevant community members with the clientâ€™s consent
1.4 Consult relevant allied professionals and available documentation in relation to the health of the client
1.5 Document all information about the client in accordance with organisational procedures and policies
2. Assess clientâ€™s physical health
2.1 Explain the process and rationale of each examination and test to the client
2.2 Perform physical and clinical assessments in line with organisational policies and procedures and with respect for community values, beliefs and gender roles
2.3 Measure vital signs and identify significant variation from normal ranges and refer to senior staff member as required
2.4 Use correct procedures and take precautions to collect and send specimens for pathology testing
2.5 Accurately record all outcomes of assessments in accordance with organisational procedures and policies
2.6 Identify non-clinical factors potentially responsible for significant variations from normal ranges and make repeat assessments
3. Interpret and confirm health assessment findings
3.1 Accurately identify a range of signs and symptoms of health conditions
3.2 Recognise signs and symptoms of potentially serious underlying conditions and refer to senior health staff for advice
3.3 Interpret the significance of health assessment findings in the context of the holistic health of the client
3.4Identify any significant variations from normal range on the basis of health assessment data
3.5 Consult other team members to confirm interpretations and clarify implications and significance of findings
3.6 Seek assistance when findings are unclear or outside limits of own authority
3.7 Report notifiable diseases identified to supervisor and/or an appropriate authority, in line with jurisdictional requirements
3.8 Initiate action in relation to any issues requiring mandatory reporting according to procedural and legislative requirements
3.9 Accurately document client history and examination findings in clientâ€™s file
4. Summarise and present findings
4.1 Provide client with information about findings of physical examination
4.2 Check client understanding of information through appropriate questioning
4.3 Provide client with information relevant to promoting and maintaining their health in a way they readily understand
4.4 Support client to take a self-care approach to health in line with individual needs and organisational and community requirements
4.5 Document and refer as necessary all discussions with client and/or significant others in client file according to organisational procedures and policies