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 HLTENN022, 'Contribute to the registration, eligibility and assessment of donors'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Contribute to the registration, eligibility and assessment of donors' 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. Register a donor giving blood and blood components | 1.1 Identify whether the donor is a new, lapsed or regular donor and use appropriate documentation according to information gained 1.2 Use eligibility assessment tools in an appropriate manner and at a level and pace that elicits informative responses 1.3 Check donor records against responses, and identify and record discrepancies, inconsistencies, omissions and ambiguities in information, and report to designated personnel 1.4 Respond to the donor’s questions and, before seeking their consent, seek feedback from the donor to confirm that they understand the nature and purpose of procedures 1.5 Record donor information clearly and accurately into the donor record, including the donor decision and signed consent 1.6 Refer accurate information to the appropriate person in line with organisation policies and procedures, where donor information indicates unsuitability to donate 1.7 Maintain confidentiality of the donor |
2. Assess suitability for blood and blood component donation | 2.1 Check the donor against selection criteria requirements for blood and blood component donations 2.2 Provide accurate information about the nature and sequence of session activities appropriate to the donor’s needs and concerns 2.3 Explain clearly and sensitively to the donor where information obtained indicates they may not be able to donate, outlining the reasons for seeking further guidance 2.4 Interpret haematological results to identify variation from normal health status and refer to registered nurse 2.5 Determine that ante-cubital veins are easily accessible in both arms and, if not, refer to registered nurse |
3. Observe a person’s behaviour before and after donation and report any physical irregularity | 3.1 Observe donor behaviour for any physical observations that may indicate a potential situation such as anxiety or fainting 3.2 Alert supervising registered nurse and take action in line with organisation policies and procedures to ensure donor safety 3.3 Document and report incident to designated person in line with organisation policies and procedures |