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 HLTAHW052, 'Deliver primary health care to Aboriginal and/or Torres Strait Islander clients in confinement'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Deliver primary health care to Aboriginal and/or Torres Strait Islander clients in confinement' 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. Prepare to work with clients in confinement | 1.1 Clarify prison policies and procedures to identify potential for providing primary health care services to inmates 1.2 Clarify overlapping and complementary roles of workers in the prison environment 1.3 Identify boundaries and constraints relating to own work role in the prison environment 1.4 Seek to identify level of awareness of own role among staff and inmates in the prison environment 1.5 Clarify potential for own role to enhance client care in the prison environment 1.6 Professionally assert scope of practice appropriate to own role and skills with prison staff |
2. Advocate for clients effectively from within prison | 2.1 Clarify inmate needs for health care and support as appropriate to own role 2.2 Recognise potential impacts and challenges of providing client advocacy from inside the prison 2.3 Employ strategies to effectively manage conflict or resentment arising from client advocacy activities 2.4 Clarify rights and responsibilities of inmates and assert as required 2.5 Support inmates in relation to parole and release issues as required 2.6 Contribute to post-release support as appropriate |
3. Support inmates to make informed health choices | 3.1 Use accurate information about the inmate’s health and potential care as a basis for informing clients about available options 3.2 Explain potential consequences of available options to clients 3.3 Support clients through the continuum of care in line with own work role |
4. Contribute to enhancing awareness of cultural safety issues | 4.1 Raise cultural safety issues in the prison environment with staff in relation to health issues for Aboriginal and/or Torres Strait Islander clients 4.2 Build own tolerance and mutual respect of colleagues by seeking to understand reasons for any insensitivity or culturally unsafe practices 4.3 Reinforce colleagues’ application of cultural safety practices in the workplace through public and/or personal recognition 4.4 Provide leadership in the implementation of culturally safe principles and practice |
5. Promote change to enhance cultural safety in the prison environment | 5.1 Participate in the development and/or refinement of prison policies on cultural safety 5.2 Identify change agents who may facilitate and/or champion needed change 5.3 Identify potential blockages to change 5.4 Mobilise available support to enhance cultural safety in the prison environment 5.5 Enlist community support to enhance cultural safety in the prison environment |