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 HLTENN029, 'Apply nursing practice in the contemporary aged care setting'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Apply nursing practice in the contemporary aged 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
Elements define the essential outcomes
Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Address the health care needs of an older person in contemporary aged care settings
1.1 Identify physical and psychological effects of ageing on the human body and apply insights when providing information and support to the older person
1.2 Recognise the significance of physical and psychosocial assessment when evaluating health of older people and maintain currency of own related knowledge
1.3 Identify funding arrangements and associated documentation requirements that impact aged care provision, and ensure funding and documentation requirements are met as applicable
1.4 Recognise crisis situations involving the older person and implement emergency management as required
1.5 Adjust communication strategies appropriately when communicating with an older person who has sensory loss
2. Manage an older personâ€™s care using a person-centred approach to support continued independence
2.1 Use critical thinking and problem-solving approaches to prioritise and adapt nursing interventions to reflect changes in the personâ€™s condition
2.2 Manage nursing workload according to a personâ€™s needs and re-prioritise care activities for the person rapidly when circumstances change
2.3 Monitor own nursing interventions to ensure they support independence and person-centred care in collaboration with interdisciplinary health care team and the person
2.4 Undertake appropriate pre-, intra- and post-diagnostic procedures for the person in line with organisation policy and procedures
2.5 Identify and interpret rehabilitation principles that underpin appropriate nursing interventions for the older person and apply to nursing care as required
2.6 Identify the personâ€™s understanding of their condition and current therapies and review their ability for self-management
2.7 Confirm the personâ€™s condition, therapies and capacity for self-management with the family or carer where appropriate
2.8 Identify when the acuity of the older person is beyond own skills and knowledge and promptly consult with registered nurse and relevant interdisciplinary health care team members
3. Assess and respond to the needs of a person experiencing loss and grief
3.1 Identify the effects that experiencing grief and loss can have on a personâ€™s physical, emotional, cognitive, behavioural, social and spiritual domains
3.2 Identify factors impacting or potentially impacting the person, family or carerâ€™s experience of grief and loss
3.3 Encourage the person, family or carer experiencing loss or a complex grief reaction to verbalise their feelings, and provide support to them in that process
3.4 Facilitate and assist the interdisciplinary health care team to appropriately communicate adverse news to an older person, family or carer in line with organisation policies and procedures
4. Actively promote improvement and advancement of aged care nursing
4.1 Communicate outcomes and proposed actions to the registered nurse and use a collaborative approach for follow up with interdisciplinary team
4.2 Evaluate nursing interventions provided and consider identified outcomes against evidence-based best practice in aged care nursing
4.3 Recognise and monitor the symptoms of stress and professional carer 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