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 HLTAMBAS501B, 'Conduct clinical assessment'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Conduct clinical assessment' 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 |
1. Apply relevant anatomical and physiological concepts to assess client's physical health status | 1.1 Apply a detailed understanding of the levels of organisation of a client's body systems to client assessment 1.2 Demonstrate a detailed understanding of the structure and functionof body systems when assessing a client |
2. Identify any variations from homeostasis when assessing a client's physical health status | 2.1 Apply detailed understanding of homeostasis to the assessment of normal function of body systems 2.2 Identify a range of signs and symptoms of variations from homeostasis using standard methods and protocols 2.3 Apply an understanding of variations to cellular metabolism when assessing client for poor states of perfusion 2.4 Apply detailed understanding of bodytemperature maintenance to the assessment of normal body function 2.5 Identify the affects on a client's health status of drug therapies based on pharmacology, pharmacokinetics and pharmacodynamics 2.6 Differentiate between clients who require rapid stabilisation and transport because of trauma or illness, and those who require further on-the scene assessment and management |
3. Conduct assessment of injury | 3.1 Ensure the assessment of injury includes assessing the mechanism of injury, pattern of injury and potential for injury 3.2 Relate the laws of motion energy to the kinematics of trauma 3.3 Relate the exponential change in kinetic energy as a result of increased speed to the potential for injury 3.4 Associate the principles of energy exchange involved in an impact situation to the head, spine, thorax, and abdomen resulting from that exchange 3.5 Integrate principles of kinematics of trauma into client assessment |
4. Conduct assessment of clients with specific conditions, disorders and injuries | 4.1 Integrate principles of anatomy and pathophysiology with assessment data and principles of management for specific conditions, disorders and injuries 4.2 Identify specific conditions, disorders and injuries and their potential impact on client's health status 4.3 Assess the need for and potential impact of treatment(s) on client's health status 4.4 Assess the need for drug and/or fluid therapies and potential impact on client's health status 4.5 Employ a process of critical questioning to associate examination and scene findings to their likely causes and consequences 4.6 Demonstrate diagnostic reasoning when determining the potential for injury or illness |