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 HLTCOM509B, 'Provide services for people with a life challenging illness'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Provide services for people with a life challenging illness' 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. Demonstrate awareness of life challenging conditions | 1.1 Discuss the nature and impacts of a range of life threatening conditions 1.2 Review current approaches to treatment/care 1.3 Discuss mainstream and complementary health approaches to management of life challenging illnesses 1.4 Discuss the stages of death and dying and the grief cycle 1.5 Discuss the principles and aims of a palliative approach 1.6 Identify psychosocial factors which may effect quality of life 1.7 Identify physical factors arising from the disease and treatment process which may effect quality of life 1.8 Identify cultural factors which may effect quality of life 1.9 Identify practical and financial factors which may effect quality of life |
2. Demonstrate knowledge of support resources for client and careers | 2.1 Recognise the importance of support persons and resources 2.2 Outline the scope of and utilisation of available resources 2.3 Promote client access to individualised information |
3. Develop a care/treatment plan | 3.1 Gather and record data for inclusion in care plan 3.2 Conduct physical examination if relevant/appropriate 3.3 Use knowledge of relevant complementary and alternative health care modality to identify an appropriate care/treatment plan 3.4 Take into account factors which may interfere with the effectiveness of the care/treatment for each 3.5 Take into account possible care/treatment reactions and contra-indications |
4. Review factors effecting client wellbeing | 4.1 Recognise the impact of diagnosis of a life challenging illness 4.2 Explain the stages of the healing process 4.3 Explain the fundamentals of supportive care 4.4 Awareness of possible limitations of the client resources 4.5 Support clients capacity to choose treatment/care options that effect wellbeing |
5. Communicate need for acute intervention | 5.1 Understand the importance of timely intervention 5.2 Identify changes in client condition 5.3 Identify need for intervention 5.4 Communicate changes in client condition to carers where appropriate/relevant 5.5 Communicate need for additional or other intervention 5.6 Refer to other health professionals where appropriate |
6. Empower the client to discover and utilise their inner resources | 6.1 Respect client treatment choices 6.2 Employ conscious language 6.3 Demonstrate the use of silence, inner and outer 3.4 Create therapeutic healing space 6.5 Awareness of the transformational potential of the healing process |
7. Evaluate services/treatment | 7.1 Build and maintain a relationship of trust with the client, with active promotion of and strict adherence to confidentiality 7.2 Undertake monitoring of client health in line with plan of care 7.3 Question client/carer to ascertain their level of comfort and compliance with the treatment 7.4 Ascertain degree of improvement or changes in the client's condition and compare with expectations in the plan of care 7.5 Provide client with clear information about their level of improvement in relation to their plan of care 7.6 Assess and review of treatment as required 7.7 Document progress according to requirements 7.8 Evaluate impact of ongoing treatment in relation to client's physical, mental and emotional condition and behaviour 7.9 Encourage clients to maintain their health by active involvement in their treatment and plan of care 7.10 Consult with other treatment practitioners as necessary and appropriate |
8. Demonstrate a commitment to self care | 8.1 Own emotional responses to death and dying are identified, reflected upon, issues raised and discussed with supervisor and/or other appropriate person 8.2 Potential impact of personal responses on self and others is acknowledged and actioned as appropriate 8.3 Demonstrate strategies for self care including debriefing 8.4 Identify the need for additional assistance and emotional support 8.5 Identify practitioner/ client boundary issues 8.6 Identify conflict between professional demands and personal and family commitments 8.7 Demonstrate ability to process ethical and moral dilemmas |