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 SIRCHCS408, 'Test blood glucose and advise on equipment and services for diabetes management'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Test blood glucose and advise on equipment and services for diabetes management' 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 |
Elements describe the essential outcomes of a unit of competency. | Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide. |
1. Identify customer needs. | 1.1.Follow pharmacy protocols and procedures to determine customer requirements. 1.2.Identify and act on triggers for referral to a pharmacist. 1.3.Follow pharmacy procedures to respect and protect customer privacy. 1.4.Recognise diabetes types and related conditions. 1.5.Consult customer, explain that a single test is not an accurate indicator, and that monitoring at regular intervals is required. 1.6.Advise customer on the availability of pharmacy blood glucose testing services. |
2. Test blood glucose levels. | 2.1.Apply pharmacy procedures and testing equipment to manufacturer’s instructions to prepare for blood glucose testing. 2.2.Apply lancet with glucose to inside of fingertip or alternative selected area. 2.3.Trigger lancet and hold blood against test strip loaded into monitor and wait for monitor to register blood glucose reading. 2.4.Enter results on pharmacy blood glucose testing record and refer to pharmacist for checking, verification and follow-up with the customer where required. 2.5.Provide confirmed record to the customer and file a copy according pharmacy procedures. 2.6.Dispose of used lancets in a sharps container. |
3. Provide advice on blood glucose self-testing equipment products and services. | 3.1.Inform customer regarding the features and components of home blood glucose testing equipment from the pharmacy range. 3.2.Demonstrate use, care and maintenance of digital home blood glucose testing equipment and recommend specific self-testing equipment to customer. 3.3.Assist customer in identifying common reasons for inaccurate readings. 3.4.Show customer how to keep a personal blood glucose record. 3.5.Recommend and comply with conditions relating to supply of diabetes-related products, aids, test kits and equipment. |
4. Provide blood glucose products and self-care information where required. | 4.1.Encourage customer to take and record regular blood glucose readings and show them to their doctor, as required. 4.2.Access relevant sources and provide customer with information on lifestyle, self-care practices, specialist services and practitioners to support diabetes management. |