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 HLTAHW510B, 'Function effectively as an Aboriginal and/or Torres Strait Islander worker in a mainstream health institution'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Function effectively as an Aboriginal and/or Torres Strait Islander worker in a mainstream health institution' 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 |
1. Clarify the institutional structure and culture | 1.1 Clarify organisation management structures, professional hierarchies and inter-professional dynamics and associated expectations 1.2 Identify factors that may impact the provision of culturally safe care within the institution in relation to their potential to enhance and/or impede care 1.3 Evaluate organisation approach and values in relation to cultural safety of Aboriginal and/or Torres Strait Islander clients and staff |
2. Apply strategies to enhance personal resilience in a cultural minority | 2.1 Anticipate impact of immersion in a foreign cultural environment ('culture shock') 2.2 Identify mentors who can model constructive, self-protective behaviours 2.3 Use colleagues with the capacity to provide personal support for reflection, debriefing, solidarity and advocacy as appropriate 2.4 Access community and family support where appropriate |
3. Assert own professional role and scope of practice | 3.1 Clarify overlapping and complementary roles of professionals in the health care team in specific mainstream health institution practice 3.2 Identify level of awareness of the worker's role, knowledge and skills among other health professionals 3.3 Explain own professional role and relevant demonstrated skills and knowledge to others as needed to establish professional credibility in holistic health care environment 3.4 Clarify potential for own role to enhance client care in mainstream health institution 3.5 Professionally assert scope of practice appropriate to own role and skills with colleagues and managers |
4. Advocate for clients effectively from within the institution | 4.1 Clarify client needs for health care and support as appropriate to worker's role 4.2 Recognise potential impacts of providing client advocacy from inside the institution 4.3 Employ strategies to effectively manage conflict or resentment arising from client advocacy activities |
5. Support clients to make informed choices on health care plan | 5.1 Use accurate information about the client's condition and health care plan as a basis for informing clients about available options 5.2 Empower clients to make informed choices on health care by explaining potential consequences of available options 5.3 Support clients through the continuum of care in line with own work role |
6. Contribute to training of non-Indigenous staff in cultural safety | 6.1 Support the development and implementation of cultural safety training and orientation in the institution in line with own work role 6.2 Build own tolerance and mutual respect of colleagues by seeking to understand reasons for any insensitivity or culturally unsafe practices 6.3 Reinforce colleagues' application of cultural safety practices in the workplace by public and/or personal recognition 6.4 Provide leadership in the design and delivery of training in culturally safe principles and practice |
7. Promote organisational change to enhance institutional cultural safety | 7.1 Offer contribution to develop and/or refine institutional policies on cultural safety 7.2 Identify change agents (managers, senior professionals, influential individuals) who may facilitate and/or champion needed organisational change 7.3 Identify potential blockages to needed organisational change 7.4 Mobilise available support from within the organisation to enhance institutional cultural safety 7.5 Assist the institution to partner with the Aboriginal and/or Torres Strait Islander community in providing culturally safe practice |