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 HLTENN020, 'Conduct clinical assessments'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Conduct clinical assessments' 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 |
Elements define the essential outcomes | Performance criteria describe the performance needed to demonstrate achievement of the element. |
1. Recognise the need for clinical assessment | 1.1 Apply specialised knowledge of pathophysiology of body systems to make informed judgement on a person’s actual and potential health problems 1.2 Source and interpret a person’s presenting clinical health data to identify homeostasis imbalance indicating abnormal functioning of body systems 1.3 Use interviewing and active listening skills to identify, clarify and confirm health information with the person or carer prior to assessment |
2. Perform physical examinations | 2.1 Prepare the person for examination according to the procedure being performed and obtain consent to proceed 2.2 Perform a systematic head-to-toe physical body examination using established assessment tools and techniques 2.3 Respect client dignity and potential sensitivities and seek feedback on comfort levels 2.4 Use ongoing questioning to gain further information from the person as examination proceeds 2.5 Recognise a person’s alteration in condition and potential for deterioration and immediately communicate concerns to registered nurse |
3. Make clinical judgements | 3.1 Use a process of critical questioning and diagnostic reasoning to make links between the person’s clinical presentation and possible health condition or illness or injury 3.2 Recognise the need for specific clinical interventions based on information from examination 3.3 Establish priorities of care, based on assessment outcomes and judgements made 3.4 Document assessment outcomes according to organisation procedures and provide information to those involved in ongoing care of the person |
4. Communicate assessment outcomes | 4.1 Use language and terminology that the person will understand when providing results of clinical assessment 4.2 Use questioning techniques to confirm with the person that the health information has been understood and address any unresolved issues with person 4.3 Assess the impact of information on the person and take action accordingly 4.4 Communicate outcomes and proposed actions to the registered nurse and use a collaborative approach for follow up with interdisciplinary team |