You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)
List each assessment task's title, type (eg project, observation/demonstration, essay, assingnment, checklist) and due date here
Assessment task 1: [title] Due date:
(add new lines for each of the assessment tasks)
Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.
Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.
| Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice | Yes | No | Comments/feedback |
|---|---|---|---|
| Review client records and identify current and past social, medical and medication history. | |||
| Recognise client allergies and adverse drug reactions, and contraindications for client use of medications, and clarify with practitioners or other senior health staff. | |||
| Consult with client and/or significant others about medication history and any allergies and adverse reactions. | |||
| Update client records to include additional medication information provided by client. | |||
| Engage client and/or significant others in discussion to evaluate understanding of medication and client’s needs. | |||
| Deliver clear and accurate information in culturally appropriate and safe ways to support client’s quality use of medications. | |||
| Provide information to client on therapeutic effects and common side-effects of their medications. | |||
| Explain to client, the dosage, frequency and correct routes and methods for taking medication and support client to question and clarify all information provided. | |||
| Provide consumer medicines information in a format that assists understanding. | |||
| Support and promote role of traditional healers, traditional and bush medicines as an adjunct to western medications. | |||
| Encourage client and significant others to ask questions and seek advice about medications from relevant health professionals and resources. | |||
| Confirm client understanding of information provided, and support client to make decisions and further enquiries about medications. | |||
| Document information provided about medications according to organisational procedures. | |||
| Explain to client how to correctly store and secure medication and importance of doing this. | |||
| Advise client on importance of only using in-date and undamaged medication. | |||
| Explain to client how to transport medication and importance of cold chain management. | |||
| Provide advice on correct ways to handle and dispose of medications. | |||
| Confirm client understanding and document information provided according to organisational procedures. | |||
| Support clients to obtain prescription medicines under the Pharmaceutical Benefits Scheme (PBS). | |||
| Assist clients to access other benefit schemes and supports as appropriate. | |||
| Provide information to clients and significant others about the role of government databases in medication and health care management | |||
| Identify requirements for medication information and source relevant information. | |||
| Provide clear and accurate medication information to family and community groups, according to their needs. | |||
| Inform groups about relevant information sources that can assist better understanding of the use of medications. |
Student name:
Student ID:
I declare that the assessment tasks submitted for this unit are my own work.
Student signature:
Result: Competent Not yet competent
Feedback to student
Assessor name:
Signature:
Date:
Student name:
Student ID:
Assessment task 1: [title] Result: Competent Not yet competent
(add lines for each task)
Feedback to student:
Overall assessment result: Competent Not yet competent
Assessor name:
Signature:
Date:
Student signature:
Date: