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 HLTENN013, 'Implement and monitor care of the older person'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Implement and monitor care of the older person' 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
Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Respond to the health requirements of an older person.
1.1 Apply knowledge in own practice of age-related physical changes and transitions and the psychosocial needs of the person and their family or carer.
1.2 Identify possible age-related effects of drugs and medications on the person and make adjustments as required in consultation with registered nurse.
1.3 Identify age-related pathophysiological disorders and how they may affect the person and their family or carer.
1.4 Communicate effectively and appropriately with the person, including making adjustments for people who have sensory impairments.
1.5 Perform preventive health assessment of the person to identify their needs in providing preventive care, in consultation and collaboration with a registered nurse.
1.6 Adapt work practices to reflect knowledge of theories of ageing and apply best practice care guidelines for older people.
1.7 Develop and implement strategies to ensure companionship and social inclusion in consultation with the person.
1.8 Recognise signs that indicate the person has, or may develop, an oral health problem.
1.9 Identify and respond to signs of distress or behaviours of concern, especially in a person unable to communicate their symptoms or concerns.
2. Contribute to the care plan for an older person.
2.1 Assess the personâ€™s health status in consultation and collaboration with registered nurse and using assessment tools specific to the aged care environment.
2.2 Document and report health findings according to organisation procedures.
2.3 Assist the person to identify their abilities and limitations in capacity for self-care.
2.4 Contribute to development of the personâ€™s nursing care plan within the context of the health care setting and organisation policy and procedures.
2.5 Ensure the person, and the family or carer as appropriate, understand the implications of the personâ€™s admission into the health care facility.
2.6 Discuss with the person, family or carer possible impacts of age-related pathophysiological disorders including impact on the personâ€™s capacity to perform daily living activities.
2.7 Document responses to nursing interventions, and report changes and concerns to a registered nurse.
3. Apply nursing practice in the aged care environment.
3.1 Identify external factors and common stereotypes associated with ageing and how these can adversely impact the older person.
3.2 Consider in own practice the impact of complex issues involved in aged care, including impacts on family or carer.
3.3 Consider own values, attitudes and beliefs towards ageing and the older person, and monitor own performance to ensure all interventions are conducted appropriately and within scope of practice of the enrolled nurse.
3.4 Promote health maintenance with the older person and provide relevant information on available community services for the person, family or carer.
4. Identify requirements and address issues in aged care nursing practice.
4.1 Identify legal requirements and possible ethical issues and other issues of concern in aged care practice, including possible signs of elder abuse.
4.2 Ensure own work practice accords with legal requirements, is ethical and supports the rights and dignity of the older person and their family or carer.
4.3 Advocate for the person, their family or carer as required within own role parameters and organisation policies and procedures.
4.4 Observe and respond appropriately to physical, emotional and mental signs of stress in the person.
4.5 Provide care for the deceased person using standard precautions and in accordance with organisation policy and procedures.
4.6 Provide support and comfort for grieving family or carer within own role parameters.
5. Use strategies that relate to the progressive and variable nature of dementia.
5.1 Identify the nature of dementia and use appropriate treatments and nursing interventions when working with the person with dementia.
5.2 Provide activities appropriate to the gender, culture and age of the person with dementia, reflecting their individual likes and dislikes.
5.3 Use a range of strategies, such as validation strategies, instructed activities and reorientating therapy to relieve distress and agitation in the person with dementia.
6. Develop and implement strategies to minimise impact of challenging behaviours.
6.1 Observe the person and document their behaviours and relevant environmental factors to assist in determining triggers contributing to challenging behaviour.
6.2 Consider potential impact the behaviours may have on the person and others in determining an appropriate response.
6.3 Implement best practice strategies that minimise the impact of behaviours, in consultation with the registered nurse and in accordance with organisation policies and procedures.