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 HLTENN010, 'Apply a palliative approach in nursing practice'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Apply a palliative approach in nursing practice' 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
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. Recognise the special needs of a person requiring a palliative approach to care.
1.1 Apply principles of palliative care and the palliative approach in undertaking holistic assessment of the person.
1.2 Apply knowledge of pathophysiological changes associated with a life-limiting illness and the needs of the person.
1.3 Assess a personâ€™s pain management, and implement strategies to address pain and any medication-induced constipation in consultation with registered nurse.
1.4 Identify and respect the personâ€™s needs in relation to their lifestyle, social context and emotional and spiritual choices, and document these in accordance with care plan.
1.5 Identify and work within roles and responsibilities of the inter-disciplinary team when planning palliative care for the person.
1.6 Apply in own practice an awareness of the psychosocial impact of palliative care on the personâ€™s family or carer.
2. Support person, family or carers using the palliative approach.
2.1 Provide the person, family or carer with opportunities to discuss spiritual and cultural issues in an open and non-judgmental manner.
2.2 Use effective communication techniques and access relevant support services to provide a supportive environment for the person, family or carer.
2.3 Monitor the personâ€™s condition and provide accurate and timely information on stages of dying to the person, family or carer, ensuring that information-provision respects their wishes.
2.4 Identify and address legal and ethical implications of implementing advance care planning (ACP) and advance care directives (ACD).
3. Identify and respond to signs of deterioration and the stages of dying.
3.1 Apply knowledge of the physiology of dying in supporting the person, family or carer as they experience the personâ€™s dying process.
3.2 Identify signs of respiratory and swallowing difficulties and implement management strategies in accordance with ACP or ACD.
3.3 Address malignant wound management in accordance with the unique needs of non-healing wounds of a deteriorating person.
3.4 Identify and report signs of the personâ€™s deterioration or imminent death in accordance with ACP or ACD.
3.5 Support the dignity of the person when undertaking all care activities in their end-of-life stages as well as after their death.
3.6 Identify and reflect on any ethical issues or concerns about the person, and discuss with an appropriate person according to organisation procedures.
4. Care for the personâ€™s body after death and provide support for the family and others.
4.1 Apply knowledge of legislation to own role and responsibilities when a person dies.
4.2 Provide care of a personâ€™s body after death using standard precautions and in accordance with organisation policy and procedures.
4.3 Ensure care of the personâ€™s body is carried out with dignity and respect, and that the personâ€™s individual customs, culture, religion, spiritual practices and choices are taken into account.
4.4 Discuss support needs and resources including the accessibility and availability of resources with the family, carer or others requiring bereavement care.
4.5 Provide emotional support to the person, family or carer in relation to grief, loss and bereavement.
5. Provide for own self-care in palliative care role.
5.1 Identify own need for self-care and support and implement effective ways to sustain own social and emotional wellbeing.
5.2 Encourage self and colleagues to access support and, where indicated, participate in professional debriefing.