Apply principles of diabetic nursing care Evidence Guide

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Evidence Guide: HLTEN611B - Apply principles of diabetic nursing care

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

HLTEN611B - Apply principles of diabetic nursing care

What evidence can you provide to prove your understanding of each of the following citeria?

Provide diabetes care within the context of the Australian health care environment

Work with an understanding of levels of diabetes care provided in the Australian health care system
Apply an awareness of sources of funding for diabetes related services
Apply an awareness of implications of demographic changes in Australian society as they impact on diabetes related health issues across the lifespan
Recognise complementary roles of organisations and individuals involved in the support and delivery of diabetes care
Interact effectively with referring agencies and community organisations in providing diabetes care
Work with an understanding of the role of specialist services in long-term client care to achieve identified outcomes
Contribute to the multi-disciplinary health care team in the holistic management of client care
Work with an understanding of legal, ethical and health policy issues related to diabetes care delivery

Work with an understanding of levels of diabetes care provided in the Australian health care system

Completed
Date:

Teacher:

Evidence:

Apply an awareness of sources of funding for diabetes related services

Completed
Date:

Teacher:

Evidence:

Apply an awareness of implications of demographic changes in Australian society as they impact on diabetes related health issues across the lifespan

Completed
Date:

Teacher:

Evidence:

Recognise complementary roles of organisations and individuals involved in the support and delivery of diabetes care

Completed
Date:

Teacher:

Evidence:

Interact effectively with referring agencies and community organisations in providing diabetes care

Completed
Date:

Teacher:

Evidence:

Work with an understanding of the role of specialist services in long-term client care to achieve identified outcomes

Completed
Date:

Teacher:

Evidence:

Contribute to the multi-disciplinary health care team in the holistic management of client care

Completed
Date:

Teacher:

Evidence:

Work with an understanding of legal, ethical and health policy issues related to diabetes care delivery

Completed
Date:

Teacher:

Evidence:

Assess the needs of clients with diabetes

Apply an understanding of the pathophysiology of diabetes
Address common nursing needs of clients with diabetes
Use a range of contemporary assessment tools, resources and strategies relevant to client care needs, accurately and in accordance with the health unit policy
Initiate holistic nursing assessment, incorporating review of previous history, current situation and treatment regimes
Determine client understanding of their condition, self management and medications
Identify possible factor/s or significant alterations impacting on client health
Identify level of knowledge and understanding of identified significant other/s and their involvement in client's diabetes care

Apply an understanding of the pathophysiology of diabetes

Completed
Date:

Teacher:

Evidence:

Address common nursing needs of clients with diabetes

Completed
Date:

Teacher:

Evidence:

Use a range of contemporary assessment tools, resources and strategies relevant to client care needs, accurately and in accordance with the health unit policy

Completed
Date:

Teacher:

Evidence:

Initiate holistic nursing assessment, incorporating review of previous history, current situation and treatment regimes

Completed
Date:

Teacher:

Evidence:

Determine client understanding of their condition, self management and medications

Completed
Date:

Teacher:

Evidence:

Identify possible factor/s or significant alterations impacting on client health

Completed
Date:

Teacher:

Evidence:

Identify level of knowledge and understanding of identified significant other/s and their involvement in client's diabetes care

Completed
Date:

Teacher:

Evidence:

Plan diabetes care in consultation/collaboration with the health care team

Ensure nursing care plan reflects specific diabetic care requirements in accordance with health unit policy
Ensure care plan reflects client's current nursing needs and nursing actions designed to maximise client's function and minimise potential complications
Ensure planned care and therapeutic interventions aim to assist client/s to achieve optimal health outcomes
Discuss the plan of care with client and/or identified significant other/s, and other members of the health care team
Identify health promotion and client education sessions on the nursing care plan
Undertake ongoing case management or discharge planning in accordance with health unit policy and in consultation/collaboration with the health care team

Ensure nursing care plan reflects specific diabetic care requirements in accordance with health unit policy

Completed
Date:

Teacher:

Evidence:

Ensure care plan reflects client's current nursing needs and nursing actions designed to maximise client's function and minimise potential complications

Completed
Date:

Teacher:

Evidence:

Ensure planned care and therapeutic interventions aim to assist client/s to achieve optimal health outcomes

Completed
Date:

Teacher:

Evidence:

Discuss the plan of care with client and/or identified significant other/s, and other members of the health care team

Completed
Date:

Teacher:

Evidence:

Identify health promotion and client education sessions on the nursing care plan

Completed
Date:

Teacher:

Evidence:

Undertake ongoing case management or discharge planning in accordance with health unit policy and in consultation/collaboration with the health care team

Completed
Date:

Teacher:

Evidence:

Perform complex nursing interventions to assist clients in achieving and maintaining optimal diabetes health

Prioritise interventions for clients according to their needs
Reorganise priorities as required to reflect changes in nursing workload
Promote the partnership between the client and the nurse in implementing health teaching and self management
Administer medications safely based on sound knowledge of the principles of drug actions and side effects in accordance with health unit policies and procedures
Evaluate, interpret and communicate the client's blood and urine results relating to diabetes function to the health care team
Liaise with Registered Nurses and other members of the health care team about alterations in conditions and ongoing client support

Prioritise interventions for clients according to their needs

Completed
Date:

Teacher:

Evidence:

Reorganise priorities as required to reflect changes in nursing workload

Completed
Date:

Teacher:

Evidence:

Promote the partnership between the client and the nurse in implementing health teaching and self management

Completed
Date:

Teacher:

Evidence:

Administer medications safely based on sound knowledge of the principles of drug actions and side effects in accordance with health unit policies and procedures

Completed
Date:

Teacher:

Evidence:

Evaluate, interpret and communicate the client's blood and urine results relating to diabetes function to the health care team

Completed
Date:

Teacher:

Evidence:

Liaise with Registered Nurses and other members of the health care team about alterations in conditions and ongoing client support

Completed
Date:

Teacher:

Evidence:

Evaluate the plan of care for clients with acute and/or chronic presentation diabetes

Critically review the care plan and modify according to client progress toward planned outcomes in consultation/collaboration with health care team
Evaluate client understanding of their condition, ongoing management and therapies either prior to discharge or in accordance with health unit policy depending on the clinical environment responsible for care delivery
Assess client acceptance of health teaching and management of ongoing care needs
Assess and review understanding by identified significant other/s of the client's current condition and ongoing management
Ensure client and identified significant other/s are aware of available community resources and how to access them

Critically review the care plan and modify according to client progress toward planned outcomes in consultation/collaboration with health care team

Completed
Date:

Teacher:

Evidence:

Evaluate client understanding of their condition, ongoing management and therapies either prior to discharge or in accordance with health unit policy depending on the clinical environment responsible for care delivery

Completed
Date:

Teacher:

Evidence:

Assess client acceptance of health teaching and management of ongoing care needs

Completed
Date:

Teacher:

Evidence:

Assess and review understanding by identified significant other/s of the client's current condition and ongoing management

Completed
Date:

Teacher:

Evidence:

Ensure client and identified significant other/s are aware of available community resources and how to access them

Completed
Date:

Teacher:

Evidence:

Assessed

Teacher: ___________________________ Date: _

Signature: ________________________________________________

Comments:

Instructions to Assessors

Evidence Guide



The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for this Training Package.

Critical aspects for assessment and evidence required to demonstrate this competency unit:	The individual being assessed must provide evidence of specified essential knowledge as well as skills Observation of performance in a work context is essential for assessment of this unit Consistency of performance should be demonstrated over the required range of workplace situations and should occur on more than one occasion and be assessed by a registered nurse

Context of and specific resources for assessment:	This unit is most appropriately assessed in the clinical workplace or in a simulated clinical work environment and under the normal range of clinical environment conditions Where, for reasons of safety, access to equipment and resources and space, assessment takes place away from the workplace, simulations should be used to represent workplace conditions as closely as possible

Method of assessment	Observation in the work place Written assignments/projects Case study and scenario as a basis for discussion of issues and strategies to contribute to best practice Questioning - verbal or written Role play/simulation

Access and equity considerations:	All workers in the health industry should be aware of access and equity issues in relation to their own area of work All workers should develop their ability to work in a culturally diverse environment In recognition of particular health issues facing Aboriginal and Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on health of Aboriginal and Torres Strait Islander people Assessors and trainers must take into account relevant access and equity issues, in particular relating to factors impacting on health of Aboriginal and/or Torres Strait Islander clients and communities

Required Skills and Knowledge

This describes the essential skills and knowledge and their level required for this unit.

Essential knowledge:

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role

This includes knowledge of:

Critical thinking and problem solving

Cultural and spiritual beliefs and practices

Culturally appropriate health promotion activities for clients with diabetic issues

Factors influencing growth and development

Factors influencing self esteem

Issues relating to diabetes care delivery, including:

impact of cultural diversity in models of health care in relation to effective diabetes care delivery

political and economic issues impacting on diabetes care delivery within Australia

client-specific diabetes issues across the lifespan relating to their individual physical, psychological, social, spiritual and economic needs

Legislative requirements for practice

Medical terminology relating to diabetes

Organisation policy and procedure

Participating as a member of the health care team

Principles of health assessment

Reflective practice

Specialised in-depth knowledge in anatomy, physiology and pathophysiology related to diabetes

Specialised knowledge and execution relating to emergency care of diabetic clients

Specialised knowledge in the clinical manifestations of diabetes

Workplace health and safety legislation

Essential skills:

It is critical that the candidate demonstrate the ability to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role

This includes the ability to:

Apply relevant admission and discharge tools according to organisation policy

Apply relevant health unit assessment tools according to organisation policy

Apply cognitive processes to reflect problem solving and analysis in the planning implementation and evaluation of care to clients

Apply organisation policy and procedure relating to diabetes management.

Apply professional standards of practice:

ANMC code of conduct

ANMC code of ethics

ANMC national Enrolled/Division 2 nurse competency standards

state/territory Nurse Regulatory Nurses Act

state/territory Nursing and Midwifery Regulatory Authority standards of practice

scope of nursing practice decision making framework

Demonstrate accountability for personal outputs and broad client group outcomes

Undertake nursing interventions which may include:

administration of I/M or S/C glucagon

administration of S/C insulin and oral hypoglycaemic agents

assessment, observation and documentation of clinical actions relating to the nursing management of diabetes interventions and emergencies

assistance with meeting activities of daily living

blood glucose monitoring

client education

emergency medications

fundamental nursing interventions

interpretation of blood and urine results

medication administration and management

monitoring of ketone levels

pre and post procedure care

venepuncture

Use language, literacy and numeracy competence required to communicate effectively with client, group, colleagues and to record or report client outcomes

Use advanced communication skills

Use education and teaching strategies relating to health promotion and practical task applications for diabetic conditions

Use information technology systems

Range Statement



The Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Add any essential operating conditions that may be present with training and assessment depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts.

Clients may include:	Adult Older adult Significant others Child Adolescent Family

Health care setting may include:	Acute care facilities Respite or rehabilitation facilities Medical clinics or practices Community health clinics or centres Aged care settings Schools

Multidisciplinary health care team members could include:	Nurses Doctors Allied health professionals Community or volunteer staff Administration staff from a variety of organisations Clients and their families

Diabetic conditions may include:	Type 1 Diabetes Mellitus Type 2 Diabetes Mellitus Gestational diabetes mellitus

Actual and potential problems may include:	Hypoglycaemia Hyperglycaemia Ketoacidosis Hyper osmolar non-ketonic coma Retinopathy Urinary and sexual health Infection Psychosocial issues Nephropathy Neuropathy Peripheral vascular disease Macrovascular disease

Health promotion goals / outcomes may include:	Exercise Nutrition Weight loss Smoking cessation Foot and eye care Body mass index or Waist to Hip Ratio, reduction or maintenance Health screening for early detection of complications

NTISthis.com

Evidence Guide: HLTEN611B - Apply principles of diabetic nursing care

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

HLTEN611B - Apply principles of diabetic nursing care

Provide diabetes care within the context of the Australian health care environment

Assess the needs of clients with diabetes

Plan diabetes care in consultation/collaboration with the health care team

Perform complex nursing interventions to assist clients in achieving and maintaining optimal diabetes health

Evaluate the plan of care for clients with acute and/or chronic presentation diabetes

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

Instructions to Assessors

Teacher: ___________________________ Date: _