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 HLTCOM510B, 'Provide services to clients with chronic diseases or conditions'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Provide services to clients with chronic diseases or conditions' 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. Identify a range of chronic diseases and conditions | 1.1 Discuss the type and nature of a range of chronic diseases or conditions 1.2 Review current approaches to treatment/care 1.3 Discuss mainstream and complementary health approaches to management of a range of chronic diseases or conditions |
2. Identify the impact of chronic diseases or conditions on the client and their family | 2.1 Identify the chronic diseases or conditions and its effect on the body 2.2 Discuss the different physical and/or psychological impacts of the chronic diseases or conditions can have on the client, their family and their lifestyle 2.3 Refer or discuss the chronic diseases or conditions with other health care professionals as appropriate |
3. Develop a care/treatment plan | 3.1 Gather and record data for inclusion in care plan 3.2 Conduct physical examination if relevant/appropriate 3.3 Use knowledge of relevant complementary and alternative health care modality to identify an appropriate care/treatment plan 3.4 Take into account factors which may interfere with the effectiveness of the care/treatment for each 3.5 Take into account possible care/treatment reactions and contraindications |
4. Provide service/treatment according to care/treatment plan | 4.1 Fully explain care/treatment to the client and respond to all enquiries 4.2 Ensure consent for treatment 4.3 Deliver service/treatment according to the care/treatment plan 4.4 Ensure clients are treated with dignity and respect 4.5 Respect cultural and religious differences 4.6 Recognise and promptly respond to reactions to treatment (adverse or otherwise) if necessary 4.7 Review the treatment plan and negotiate continuing care with the client 4.8 Fully document assessments and recommendations |
5. Evaluate services/treatment | 5.1 Build and maintain a relationship of trust with the client, with active promotion of and strict adherence to confidentiality 5.2 Undertake monitoring of client health in line with plan of care 5.3 Question client/carer to ascertain their level of comfort and compliance with the treatment 5.4 Ascertain degree of improvement or changes in the client's condition and compare with expectations in the plan of care 5.5 Provide client with clear information about their level of improvement in relation to their plan of care 5.6 Assess and review of treatment as required 5.7 Document progress according to requirements 5.8 Evaluate impact of ongoing treatment in relation to client's physical, mental and emotional condition and behaviour 5.9 Encourage clients to maintain their health by active involvement in their treatment and plan of care 5.10 Consult with other treatment practitioners as necessary and appropriate |