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 HLTAMB012, 'Communicate in complex situations to support health care'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Communicate in complex situations to support health care' 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 describe the performance needed to demonstrate achievement of the element. |
1. Communicate with patients and/or colleagues | 1.1 Establish rapport through open, sensitive and confident manner 1.2 Obtain information from patient or others with sensitivity and respect for confidentiality as demanded by the situation 1.3 Convey information to patient or carer about care procedures in a manner and at a time consistent with the overall need of the patient and the situation as a whole 1.4 Clarify and respect the role and authority of allied personnel involved in the situation 1.5 Monitor patient’s understanding of information and adjust the mode of communication according to the needs and urgency of the situation |
2. Use effective communication techniques | 2.1 Introduce self appropriately and ensure communication with patients and colleagues reflects an understanding and respect for individual differences and needs 2.2 Use interviewing and active listening techniques to identify, clarify and confirm situation needs 2.3 Detect any barriers to effective communication and ensure communication is clear and relevant to situation, context and activities undertaken 2.4 Observe discretion and confidentiality, and treat patients, members of the public and colleagues with respect at all times, especially when using touch and other non-verbal means of communication 2.5 Identify early signs of potentially complex or difficult situations or problems, and respond in a caring, firm, confident and reassuring manner 2.6 Deal with conflict or the potential for conflict in a manner that prevents escalation. 2.7 Seek advice and assistance about communication difficulties with patients and colleagues from supervisor to maintain effective communication. |
3. Convey and receive information using available modes of communication | 3.1 Use communication codes and equipment correctly. 3.2 Convey complex information clearly and accurately using job specific communication systems 3.3 Acknowledge and where required clarify information received using active listening to ensure information is correctly understood |
4. Promote a positive public profile | 4.1 Complete all documentation for required reports and records accurately and within identified time frames 4.2 Ensure clarity and accuracy of all recorded communications with people involved with health care support outside of health facilities and services 4.3 Ensure standards of personal presentation are appropriate to the organisation |