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 HLTAMB013, 'Contribute to managing the scene of an emergency'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Contribute to managing the scene of an emergency' 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 of a unit of competency. | The Performance Criteria specify the level of performance required to demonstrate achievement of the Element. |
1. Assess the environment to identify real and potential hazards | 1.1 Gather information to enable accurate assessment of the situation or incident 1.2 Accurately identify existing and potential hazards. 1.3 Assess the approach to an incident, identifying visible signs of danger 1.4 Position appropriate resources to facilitate safe and timely access and egress |
2. Communicate with those involved in the incident | 2.1 Communicate information in a clear, concise and comprehensive manner about the incident or scene to coordinator and medical and other emergency and allied services 2.2 Provide information to people involved in the incident, or facilitate others to do so 2.3 Communicate and gather information from other organisations at the scene to inform the improvement of services and avoid duplication of effort |
3. Control hazards | 3.1 Ensure security and safety of the scene and negate or minimise existing and potential hazards to patients, colleagues and others 3.2 Use personal protective clothing and equipment for infection prevention and workplace health and safety 3.3 Manage appropriately any resistive or combative patients or others to ensure security of the scene 3.4 Use hazard-controlling resources safely |
4. Establish relationships and lines of communication with other services and networks | 4.1 Develop and use relationships in a way that benefits the organisation by drawing on shared expertise, information and resources 4.2 Work effectively as part of a multidisciplinary emergency team, communicating in a clear, concise and comprehensive manner 4.3 Support mutual cooperation through contribution to relevant network meetings or forums 4.4 Consult with affected and interested parties to support organisation goals and objectives |
5. Evaluate the emergency scene environment | 5.1 Monitor the environment at the scene to identify changes that may compromise safety or patient care 5.2 Recognise environmental changes requiring additional resources and promptly communicate this to appropriate agencies 5.3 Gather and evaluate data from other organisations to inform improvements in managing emergency scenes |