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 HLTEN413B, 'Promote positive health outcomes'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Promote positive health outcomes' 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. Promote a healthy lifestyle | 1.1 Provide information to clients on the benefits of a healthy lifestyle 1.2 Empower clients to access information and advice from appropriate services before making lifestyle changes 1.3 Assists clients to understand the health care environment and the processes for admission, care and discharge 1.4 Encourage and support clients to exercise their rights and personal preferences without compromising their safety and the safety of others 1.5 Identify and describe current disease prevention activities relevant to identified clients |
2. Promote positive lifestyle choices | 2.1 Discuss factors influencing lifestyle choices with the client and/or their family or significant other 2.2 Discuss the consequences of lifestyle choices with the client and/or their family or significant other 2.3 Convey non-judgemental attitudes when discussing lifestyle choices and options 2.4 Consider age and gender when promoting lifestyle choices 2.5 Provide clients with clear information relevant to promoting and maintaining their health |
3. Encourage clients to maintain healthy lifestyles | 3.1 Assist clients, and/or their family or significant other with strategies to monitor changes to lifestyle 3.2 Record and report changes in client's physical, psychological and social needs 3.3 Reflect age and gender considerations in health teaching 3.4 Identify and explain any relevant health care services, resources or products for client use eg.equipment to assist activities of daily living |
4. Apply the principles of health promotion and education | 4.1 Apply principles and strategies of health promotion to address specific client needs 4.2 Provide advice within level of role and responsibility in addition to legislative and professional requirements 4.3 Consult with the client their health promotion and education needs and document in care plan and report to appropriate health professional 4.4 Develop health promotion activities and documents that reflect age, gender and health and/or illness factors 4.5 Participate in the implementation of health promotion and health education activities 4.6 Evaluate effectiveness of health promotion and health education activities |
5. Contribute to health teaching | 5.1 Discuss the need for client or group health teaching with the registered nurse or other heath care professional 5.2 Utilise guiding principles in teaching and learning that underpin all health teaching plans 5.3 Select teaching strategies that are appropriate to the health care environment 5.4 Incorporate the principles of health teaching into every client contact 5.5 Reflect on the learning outcomes of the planned teaching session in relation to changes in client behaviour, actions and level of understanding 5.6 Discuss client responses or outcomes of health teaching sessions with the client, their family, registered nurse or other health care professional as appropriate |