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 HLTENN021, 'Apply nursing practice in the critical care setting'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Apply nursing practice in the critical care setting' 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 of a unit of competency. | The Performance Criteria specify the level of performance required to demonstrate achievement of the Element. |
1. Apply theoretical concepts and principles in providing critical care nursing | 1.1 Identify the person’s current health status and limitations and their medications and therapeutic regimes in the critical care setting with the person, family or carer 1.2 Identify factors impacting the person’s health status and report to the registered nurse significant alterations in the person’s health status 1.3 Identify and respond to the psychosocial needs of the person in the critical care environment 1.4 Identify and apply a systems approach to nursing care |
2. Contribute to interdisciplinary health care team in caring for a person in the critical care environment | 2.1 Identify role of specialist nursing and medical services in care of the person in the critical care environment and work effectively with others 2.2 Collaborate with interdisciplinary health care team in partnership with the person, family or carer to maintain continuity of nursing care planning 2.3 Identify factors relevant to the person’s situation, giving consideration to physical, psychological, social and economic impacts 2.4 Review care plan and data collected, and communicate to relevant members of the interdisciplinary health care team 2.5 Recognise the person’s choices and any advance care planning, and advocate for the rights and responsibilities of the person in critical care |
3. Perform complex nursing interventions to assist a person in critical care to attain and maintain optimal health | 3.1 Manage nursing workload according to a person’s needs and re-prioritise care activities for the person rapidly when circumstances change 3.2 Undertake appropriate pre-, intra- and post-diagnostic procedures in line with scope of practice and organisation policy and procedures, and in collaboration with the registered nurse 3.3 Respond rapidly to adverse and emergency events applying knowledge of pathophysiology and using problem-solving approaches in line with organisation policy and procedures and within scope of practice 3.4 Identify when the acuity of a person’s critical care needs is beyond own skill and knowledge, and refer promptly to registered nurse and relevant interdisciplinary health care team members |
4. Develop own practice in the critical care nursing environment | 4.1 Make appropriate proposals for nursing interventions in consultation with registered nurse to promote improved outcomes for the person and their condition 4.2 Evaluate nursing interventions provided and evaluate the outcomes against evidence-based best practice in critical care nursing 4.3 Recognise symptoms of stress and professional burnout in self, peers and colleagues, and refer to appropriate services within organisation policies and procedures and scope of practice 4.4 Seek out opportunities and participate in professional development, acquiring knowledge to guide own practice and acting as a resource for colleagues |