Recognition of Prior Learning Assessment Toolkitanmf.org.au/documents/reports/Forms__Templates.pdf · Recognition of Prior Learning Assessment ... for use with the sections of the

Recognition of Prior Learning Assessment Toolkit

for HLT51612 Diploma of Nursing

(Enrolled-Division 2 nursing)

Forms and Templates

This project has been produced with the assistance of funding provided by the Commonwealth Government through the Department of Industry

Forms and Templates

This document Recognition of Prior Learning Assessment Toolkit for HLT51612 Diploma of Nursing (Enrolled-Division 2 nursing), referred to as the RPL Toolkit, was funded by the Commonwealth Government, Department of Industry, as part of the Aged Care Innovation Project.

The RPL Toolkit is provided in the following five sections:

Assessor Guide

Student Guide

Workplace Guide

Forms and Templates

Unit Mapping

This document is the Forms and Templates, providing Assessors with information to assist in conducting student focussed RPL assessments for the HLT51612 Diploma of Nursing (Enrolled‑Division 2 nursing).

Acknowledgements

Prepared by the Project Team: Rob Bonner, Di Wickett, Jodie Davis and Rebecca Aveyard on behalf of the Australian Nursing and Midwifery Federation and the Community Services and Health Industry Skills Council.

The RPL Toolkit is based on, and significantly adapted from the RPL Assessment Toolkit for CHC50113 Diploma of Early Childhood Education and Care (2013).

The Project Team acknowledges the significant contribution of the Project Advisory Committee and their enthusiasm, advice and encouragement over the duration of the Project.

The Project Team in particular appreciates TAFE SA Community Services, Health and Lifestyle willingness to share documents relating to the Diploma of Nursing which assisted in the development of the RPL Toolkit.

The Project Team thanks the many Registered Training Organisations and Higher Education Providers who provided feedback on the five sections of the toolkits.

The student self‑assessment checklist was developed by June Conroy as part of a series of resources developed by staff from the Community Services and Health program TAFE SA 2009.

This RPL Toolkit contains ‘Units of competency’ from HLT07: Health Training Package – HLT51612 Diploma of Nursing (Enrolled‑Division 2 nursing), © Commonwealth of Australia 2013.

Cite this publication as: Australian Nursing and Midwifery Federation and Community Services and Health Industry Skills Council. Recognition of Prior Learning Assessment Toolkit for HLT51612 Diploma of Nursing (Enrolled‑Division 2 nursing). Canberra: Commonwealth of Australia, 2014.

© Commonwealth of Australia 2014

This work is copyright. You may download, display, print, reproduce, adapt and modify this material subject to attribution (retaining this notice) for your personal, non-commercial use, or use within your organisation. Apart from any use as permitted under the Copyright Act 1968, all other rights are reserved.

ISBN: 978-0-909599-08-9

The Commonwealth makes no representation or warranty that the information in this report is correct and accurate. The views expressed in the report are those of the authors and do not necessarily reflect those of the Commonwealth.

Disclaimer

Every attempt has been made to ensure the accuracy of the information contained in this RPL Toolkit and to trace and acknowledge copyright. However the authors apologise for any accidental infringement and welcome any information to redress the situation.

Forms and Templates

Contents

Recognition of Prior Learning Assessment Toolkit for HLT51612 Diploma of Nursing (Enrolled-Division 2 nursing) Forms and Templates

Introduction 1What is this resource? 1What forms and templates are in this resource? 1Can the forms and templates be customised? 2Summary of forms and templates in this resource 2

TemplatefortheStudentInformationForm 5Student Information Form 6

TemplatefortheRPLAssessmentPlan 10RPL Assessment Plan 11Part 1: Units of competency for RPL 11Part 2: Agreed dates for student to complete their Self-Evaluation 14Part 3: Agreed dates and coverage of Competency Conversations 14Part 4: Agreed dates and details of workplace assessment functions 15Part 5: Third party reporting requirements 15Part 6: Student and Assessor sign off (on plan as first developed) 16Part 7: Any additional updates or changes during the RPL process 16

TemplatefortheWorkplaceRepresentativeForm 17Confidential Workplace Representative Form 18

TemplateforThirdPartyReport 19Third Party Report 20

TemplateforRPLAssessmentOutcomesForm 21RPL Assessment Outcomes 22

StudentSelf‑EvaluationTools 28Introduction 28Use of the Student Self-Evaluation Tools 31Instructions for the Assessor 31Instructions for the RPL student and workplace representative 32List of attached documents 33Student Self-Check of Essential Knowledge and Skills 341. Communication oral and written 342a. Health care systems 392b. Numeracy 423. Trans-cultural approaches to nursing 454. Anatomy and physiology/patho-physiology/health terminology 495. Infection control principles 546. Support the planning and delivery of health care 597. Legal and ethical frameworks for nursing practice 648. Nursing interventions and management of client care 709. Management of health care needs across the lifespan 82

CompetencyConversation 88Introduction 88Use of the Competency Conversation 88

Appendix 90References 90

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Forms and Templates

Introduction

What is this resource?

This resource provides a range of forms and templates, including assessment tools, for use with the sections of the Recognition of Prior Learning Assessment Toolkit for HLT51612 Diploma of Nursing (Enrolled‑Division 2 nursing), called the RPL Toolkit.

This resource must be read with the section for Assessors, the Assessor Guide.

The key audience for this resource is the Assessor providing Recognition of Prior Learning (RPL) to students for the qualification HLT51612 Diploma of Nursing (Enrolled‑Division 2 nursing).

What forms and templates are in this resource?

The table on the following page lists the forms and templates in this resource with a summary of their audience, when and how they are provided, and their purpose.

Each form or template includes instructions on its use, and the accompanying Assessor Guide provides the RPL assessment steps and lists the required forms and templates for each step.

Pleasenote: templates are not provided for Workplace Assessment Tasks: Observation Tools as these are specifically developed by individual RTOs.

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Forms and Templates

Can the forms and templates be customised?

Yes. All the forms and templates may be customised to meet the students needs and individual circumstances, and the Registered Training Organisation (RTO) policies or procedures.

Assessors or other RTO personnel may add to, amend or delete any of the information, after taking steps to ensure the validity of any changes. However,co‑badgingwithanRTO’slogoisnotallowed.

Note: While every effort has been made to ensure that unit requirements are covered, the developers do not give any warranty or accept any liability in relation to the assessment tools in this resource. RTOs are advised to validate assessment instruments and tools before use, after any customisation or contextualisation, and during their scheduled validation processes—to ensure they meet any requirements set by the standards under which the RTO is registered, current Training Package requirements, and any RTO or regulatory requirements.

Summary of forms and templates in this resource

Please see the Assessor Guide for details of the RPL assessment steps referred to in the tables below.

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Forms and Templates

Formortemplate Whousesit? Whenisitprovidedandbywhom? Whatisitspurpose?

Student Information Form

The prospectiveRPLstudentcompletes (before commencing the RPL assessment process). The RTO considers information on the form in deciding RPL participation.

An RTO contact person such as an RPL Coordinator, Information Officer or Assessor provides to the prospective RPL student onapplicationtoparticipateinRPL (and/or uses RTO required forms or processes), and gives the student information about RPL.

This form can be used by the RTO to capture initial information about an applicant for RPL.

The Assessor considers the information on this form during Step1 of the RPL assessment process—the initial interview and RPL planning session.

RPL Assessment Plan Template

The Assessorprepares a draft RPL Assessment Plan and finalises withstudent duringStep1. Then updates as the RPL assessment process continues.

The Assessor considers information from the Student Information Form and discussion with the student duringStep1in developing the Plan (including adding any other electives if chosen).

The student and the Assessor should both make copies and bring them to every RPL assessment activity for updating.

The RPL Assessment Plan is used to document theintendedstepsin the RPL assessment process for that student, including electives, any dates of visits, clusters to be considered, and expectations of the student and workplace.

Note: The RPL Assessment Plan will be progressively amended during the RPL assessment process.

Workplace Representative Form

All workplacerepresentatives who verify student performance should complete this form.

The Assessor should provide this to the workplacerepresentative when workplace verification is sought—provide the student with the Student Self‑Check Essential Knowledge and Skills to provide to the workplace representative (and if a Third Party Report is requested).

This form requires the workplace representative to verify that they understand what is required of them, and that information they provide must be true and correct. It is intended to reinforce theaccountabilityandsignificanceof workplace verifications.

Third Party Report Template

The Assessor adds any requirements for a Third Party Report to the template, and the workplacerepresentative completes.

The Assessor would provide this to an appropriately qualifiedworkplacerepresentativewhere further verification of specific student skills or knowledge is required.

This form is used to capturefurtherverificationfromaworkplace of a student applying specified skills or knowledge.

RPL Assessment Outcomes Form

The Assessoruses this form to record RPL assessment methods and final outcomes. Assessorsandstudents sign the form at the end of the RPL process.

The Assessor may progressively add the RPL assessment methods for each unit. The form should be finalised by the Assessor aftertheRPLassessmentprocessforspecificunitsisconcluded and signed by both the Assessor and student.

This form provides the capacity to record the RPL assessment methods for a student and the finaloutcomes of the RPL assessment process for all units of competency making up the qualification.

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Forms and Templates

Formortemplate Whousesit? Whenisitprovidedandbywhom? Whatisitspurpose?

Student Self‑Check Essential Knowledge and Skills

Thestudentcompletes these afterStep1 of the RPL assessment process.

A workplacerepresentative verifies the students Self‑Check.

After the Student Self‑Check Essential Knowledge and Skills are returned, the Assessorconsiders the evidence andrecords outcomes.

The Assessor provides to the student duringStep1of the RPL assessment process (the initial interview and RPL planning step) and should advise the student how to complete, including the need for workplace verification of skills. AftertheinitialinterviewinStep1, the student independently completes the tools and gains workplace verification, copies and returns the tools to the Assessor on the agreed date. The Assessor considers the information provided, along with any documentary evidence beforeStep2—the ‘Competency Conversations’. The completed Student Self‑Check Essential Knowledge and Skills are referred to during Step2.

These tools allow studentstodocumentandevaluatetheirknowledgeandskills against workplace functions (aligned to unit clusters) and to collate some initial evidence. They also require workplacerepresentativestoverifythe students skills and knowledge.

The student identifies workplace functions verified by the workplace.

This provides evidence for the Assessor to consider and also assists the student to preparefor Step2 of the RPL assessment process (the Competency Conversation).

Competency Conversation Recording on the Student Self‑Check Essential Knowledge and Skills

The Assessor completes these duringStep2 of the RPL assessment process—the ‘Competency Conversation’ interviews.

BeforeStep2 of the RPL assessment process, the Assessor should prepare the tools for use in Step 2 by:• Deleting any sections that will not be assessed in

that session (it is unrealistic to cover all the unit clusters in the RPL Toolkit in one session).

• Saving the files to a laptop, or printing hard copies, depending on method used to record student responses.

These assessment tools provide:• Abankofquestionstobecompletedbythe

student and prompts for the Assessor to use during the conversations.

• An assessmenttool in which the Assessor can record evidence of the Competency Conversation.

• Keypointsthe Assessor considers in student responses, with the capacity to record student responses.

Workplace Assessment Functions: Instructions for the student

The student reads these to gain information on the workplace assessment function/s they need to undertake.

The Assessor should advise students which workplace assessment function or functions are required, and agree a date and workplace location with the student.The Assessor should provide the appropriate instructions to students beforetheworkplaceassessmentfunctionisundertaken.

These provide the student with instructions on the workplace assessment function requirements and criteria for assessment, thus assisting them to preparefortheassessment.They may also assisttheworkplace to understand what the function demonstration involves.

Workplace Assessment Functions: Observation Tools

The Assessorcompletes the observation tools during the workplace assessment.

The Assessor should use the tools duringthedemonstration.

The assessment tools describe the assessment functions and criteria for assessment, and are used to recordtheAssessorsobservationsandoutcomes of workplace assessment functions.

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Forms and Templates

Template for the Student Information Form

The following template provides the basis for a Student Information Form to capture initial information about prospective RPL students (additional to any RTO required forms or processes). In completing the form, the student provides some initial information and may also attach documents such as a Resume or reference.

The blank form would typically be provided to a student registering their interest in RPL, and could be provided by an RTO contact person such as an RPL Coordinator or Information Officer. When providing the form, that person should also give the student brief and accurate information about the likely RPL processes.

At the first enquiry, or after being accepted for RPL the student should also be provided with the Student Guide from this RPL Toolkit. That document advises the student on the RPL assessment processes involved.

If the prospective RPL student completes this form before commencing the RPL assessment process, the RTO has some initial information to consider in deciding their RPL eligibility and participation.

Once the student is enrolled with the RTO, the Assessor may also consider the information and any initial evidence provided by the student in the initial interview and planning session (Step 1 of the RPL assessment process recommended in this RPL Toolkit).

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Forms and Templates

Student Information Form

Instructionsandnotes

Use this form if you are applying to participate in Recognition of Prior Learning (RPL) for HLT51612 Diploma of Nursing (Enrolled‑Division 2 nursing). When completed, it will provide the Registered Training Organisation (RTO) with information to use in considering your application to participate in RPL. The RTO will provide you with information on the RPL assessment process, and may require you to complete other forms, or participate in other processes.

Personaldetails

Family name Given names

Home address Postcode

Postal address Postcode

Contact numbersHome Work

Mobile Fax

Email address

Are you a permanent resident of Australia?

⃝ Yes ⃝ No Do you need the assistance of an interpreter? ⃝ Yes ⃝ No

Do you have any need special needs, e.g. need for special aids or adjustments, to undertake practical assessment? ⃝ Yes ⃝ No

If ‘Yes’, please provide details of any special needs, or discuss these with the RTO contact person or RPL Assessor before enrolment.

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Forms and Templates

Currentemployment(Ifyouarenotemployedpleasegotothenextsectionofthisform)

What is your current job title? How long have you been in this job?

Who is your current employer?

Please briefly list your duties in this job.

Previousemploymentandotherworkroles

RPL recognises that you may have gained valuable skills and knowledge in paid (and unpaid) working roles. For example, you might have worked as Community Coordinator, responsible for carers providing care for the aged. In completing the following section, think about working roles relevant to your application.

List brief details of any relevant work you have done (paid or unpaid).

Job title Employer or organisation Dates of work

I have attached a CV or resume (please attach this if you have one.) ⃝ Yes ⃝ No

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Forms and Templates

List some of the functions you are able to (or have done) in paid or unpaid work that might relate to nursing work.

Related(nonwork)experience

RPL also recognises that you may have gained skills and knowledge in experiences such as informal training, committees or volunteer work. For example in informal roles, you might have used people and communications skills, handled funds, worked in committee processes, spoken to stakeholders or participated in informal training or self-development activities. If you have relevant experiences, please list below.

Qualifications,StatementsofAttainmentorworkplacetraining

If you have any qualifications, Statements of Attainment or other awards from a training organisation, please list below.

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Forms and Templates

IsthereanymoreinformationyouwishtoprovideinsupportofyourapplicationtoparticipateinRPL? (attach additional pages if needed)

Declaration I declare that the information contained in or provided with this application is true and correct.

Students signature Date

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Forms and Templates

Template for the RPL Assessment Plan

The following template provides the basis for an RPL Assessment Plan for the Assessor to complete with the student during Step 1 of the RPL assessment process (the initial interview and planning session). The Plan should be thought of as a ‘living document’, to be updated throughout the RPL assessment process.

The RPL Assessment Plan is used to document the requirements and steps in the RPL assessment process for the student, such as electives chosen, dates of workplace visits, clusters to be considered, and expectations of the student and workplace.

To develop the Plan, the Assessor should consider information in the Student Information Form as well as information gained in discussions with the student at the initial interview and planning session (Step 1). Then, in consultation with the student, the Assessor should develop the initial Plan for that student.

The student and the Assessor should both make copies and bring to every RPL assessment activity for updating as the assessment process progresses (for example, by adding information about the Competency Conversation sessions, or identified workplace assessment functions as required).

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Forms and Templates

RPL Assessment Plan: HLT51612 Diploma of Nursing (Enrolled-Division 2 nursing)


This form is for initial completion by the Assessor with the student in Step 1, at the initial RPL interview and planning session—sets out the steps in the RPL process for an individual student based on their needs and circumstances.

First, complete Parts 1 to 6, then, as the RPL assessment process continues, progressively update activities using Part 7. Both the Assessor and student should keep a copy and bring their copy to each RPL assessment activity for updating if needed.

Studentspersonaldetails

Family name Given names Employer

Part 1: Units of competency for RPL

Unitsofcompetency(If other electives selected, delete incorrect electives in the table and add selected electives) IsRPLsoughtforthisunit?

Cluster 1 ‑ Communication oral and written

HLTEN502B Apply effective communication skills in nursing practice (core unit) ⃝ Yes ⃝ No

HLTEN510B Implement and monitor nursing care for consumers with mental health conditions (core unit) ⃝ Yes ⃝ No

Cluster 2 ‑ Health care systems

HLTEN516B Apply understanding of the Australian health care system (core unit) ⃝ Yes ⃝ No

HLTEN401B Work in the nursing profession (core unit) ⃝ Yes ⃝ No

HLTEN514B Apply research skills within a contemporary health environment (elective unit) ⃝ Yes ⃝ No

BSBWOR402A Promote team effectiveness (elective unit) ⃝ Yes ⃝ No

CHCCS427B Facilitate adult learning and development (elective unit) ⃝ Yes ⃝ No

CHCORG405E Maintain an effective work environment (elective unit) ⃝ Yes ⃝ No

CHCORG506E Coordinate the work environment (elective unit) ⃝ Yes ⃝ No

CHCORG627B Provide mentoring support to colleagues (elective unit) ⃝ Yes ⃝ No

TAEDEL401A Plan, organise and deliver group-based learning (elective unit) ⃝ Yes ⃝ No

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Forms and Templates


Cluster 3 ‑ Trans‑cultural approaches to nursing

HLTHIR404D Work effectively with Aboriginal and/or Torres Strait Islander people (core unit) ⃝ Yes ⃝ No

HLTHIR403C Work effectively with culturally diverse clients and co-workers (core unit) ⃝ Yes ⃝ No

CHCLLN403A Identify clients with language, literacy and numeracy needs and respond effectively (elective unit) ⃝ Yes ⃝ No

Cluster 4 ‑ Anatomy and physiology/patho‑physiology/health terminology

HLTAP501C Analyse health information (core unit) ⃝ Yes ⃝ No

HLTAP401B Confirm physical health status (core unit) ⃝ Yes ⃝ No

Cluster 5 ‑ Infection control principles

HLTIN301C Comply with infection control policies and procedures (core unit) ⃝ Yes ⃝ No

HLTEN506B Apply principles of wound management in the clinical environment (core unit) ⃝ Yes ⃝ No

HLTIN403C Implement and monitor infection control policy and procedures (elective unit) ⃝ Yes ⃝ No

Cluster 6 ‑ Support the planning and delivery of health care

HLTEN512B Implement and monitor nursing care for clients with acute health problems (core unit) ⃝ Yes ⃝ No

HLTEN513B Implement and monitor nursing care for clients with chronic health problems (core unit) ⃝ Yes ⃝ No

CHCOHC401A Inform and encourage clients and groups to understand and achieve good oral health (elective unit) ⃝ Yes ⃝ No

CHCOHC402A Support clients and groups to learn practical aspects of oral health care (elective unit) ⃝ Yes ⃝ No

CHCOHC404A Recognise and respond to signs and symptoms that may indicate oral health issues (elective unit) ⃝ Yes ⃝ No

CHCOHC406A Provide or assist with oral hygiene (elective unit) ⃝ Yes ⃝ No

CHCOHC407B Apply and manage use of basic oral health products (elective unit) ⃝ Yes ⃝ No

HLTEN511B Provide nursing care for clients requiring palliative care (elective unit) ⃝ Yes ⃝ No

HLTEN608B Practise in the domiciliary health care environment (elective unit) ⃝ Yes ⃝ No

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Forms and Templates


Cluster 7 ‑ Legal and ethical frameworks for nursing practice

HLTEN509B Apply legal and ethical parameters to nursing practice (core unit) ⃝ Yes ⃝ No

HLTWHS300A Contribute to WHS processes (core unit) ⃝ Yes ⃝ No

HLTWHS401A Maintain workplace WHS processes (elective unit) ⃝ Yes ⃝ No

Cluster 8 ‑ Nursing interventions and management of care

HLTEN505C Contribute to the complex nursing care of clients (core unit) ⃝ Yes ⃝ No

HLTEN508B Apply reflective practice, critical thinking and analysis in health (core unit) ⃝ Yes ⃝ No

HLTEN507C Administer and monitor medications in the work environment (core unit) ⃝ Yes ⃝ No

HLTEN515B Implement and monitor nursing care for the older clients (core unit) ⃝ Yes ⃝ No

HLTEN519C Administer and monitor intravenous medication in the nursing environment (elective unit) ⃝ Yes ⃝ No

Cluster 9 ‑ Management of health care needs across the lifespan

HLTEN503B Contribute to client assessment and developing nursing care plans (core unit) ⃝ Yes ⃝ No

HLTEN504C Implement and evaluate a plan of nursing care (core unit) ⃝ Yes ⃝ No

HLTAID003 Provide first aid (core unit) ⃝ Yes ⃝ No

HLTAID006 Provide advanced first aid (elective unit) ⃝ Yes ⃝ No

HLTRAH302C Undertake home visits (elective unit) ⃝ Yes ⃝ No

HLTEN520B Contribute to the care of mothers and babies (elective unit) ⃝ Yes ⃝ No

If other electives are selected, add them below, and delete any above as applicable—5 electives are required

⃝ Yes ⃝ No

⃝ Yes ⃝ No

⃝ Yes ⃝ No

⃝ Yes ⃝ No

⃝ Yes ⃝ No

⃝ Yes ⃝ No

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Forms and Templates

Part 2: Agreed dates for student to complete their Self‑Evaluation

StudentSelf‑Evaluationandworkplaceverification Agreeddate Complete?

Student Self-Evaluation Tools (The student should complete the Student Self‑Check Essential Knowledge and Skills, seek workplace verification, and return the completed tools to the Assessor before or on the agreed date.)

⃝

Workplace Representative Form (The workplace representative should complete a Workplace Representative Form, when verifying the students Self‑Evaluation. The student should return the form and the Assessor to retain.) This should be returned with the Self‑Check Essential Knowledge and Skills.

⃝

Part 3: Agreed dates and coverage of Competency Conversations

CompetencyConversationinterviews(Assessors should add details of the clusters or units to be addressed in each ‘Competency Conversation’ interview session in the table below. This section will usually be completed after the initial interview and Assessor consideration of the students Self‑Evaluation.)

Agreeddate Venue Complete?

⃝

⃝

⃝

⃝

⃝

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Forms and Templates

Part 4: Agreed dates and details of workplace assessment functions

Workplaceassessmentfunctions(Assessors should add the number and brief title of the required workplace assessment functions below, noting that this section will usually be completed after the Competency Conversation interview/s.)

Agreeddate Venue Complete?

⃝

⃝

⃝

Part 5: Third party reporting requirements

ThirdPartyReport(Assessor to add brief summary of any required report/s below, noting that this section will usually be completed after other RPL evidence gathering and assessment processes if further workplace verification is required.) Agreeddate Complete?

⃝

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Forms and Templates

Part 6: Student and Assessor sign off (on plan as first developed)

Signatures

Assessors name Assessor signature Date


(If required, update the above information in the following section of the table, or attach additional sheets, as changes to the above are made.) Any updates? ⃝ Yes ⃝ No

Part 7: Any additional updates or changes during the RPL process

RPLAssessmentPlan:Updatedinformation Date Assessorinitials

Studentinitials

FinalisationofRPLprocess: Once all the above-listed processes are completed and recorded, the Assessor provides the student with feedback, record the outcomes on the RPL Toolkit’s RPL Assessment Outcomes Form, and follow the RTO’s procedures to finalise the RPL process.

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Forms and Templates

Template for the Workplace Representative Form

All workplace representatives who verify student performance should complete the following form. The Assessor should provide to the workplace representative where verification of student skills and knowledge are sought—provide to the student with the Student Self‑Check Essential Knowledge and Skills to give to the workplace representative, or provide directly to the workplace if a Third Party Report is requested and negotiated.

The form requires the workplace representative to verify they understand the process and that any verification and information they provide will be true and correct. The form is intended to reinforce the accountability and significance of workplace verifications.

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Forms and Templates

Confidential Workplace Representative Form: HLT51612 Diploma of Nursing (Enrolled-Division 2 nursing)

Purposeofthisform:The Registered Training Organisation (RTO) in which the student below is enrolled, requires all workplace representatives who verify an RPL students skills and knowledge to complete this form. Such workplace representatives will typically be working with the student in a position of responsibility, perhaps their employer or supervisor, hold higher qualifications than the student, and have observed their workplace performance. To ensure all students gain recognition for skills and knowledge they genuinely hold, workplace representatives must carefully consider their verification of the student and provide accurate statements.

Students name Students workplace

Name of workplace representative completing this form Workplace

Is the workplace verification related to (tick response): Student Self-Evaluation? ⃝ Yes Third Party Report? ⃝ Yes

What is your working relationship to the student? (e.g. team leader, manager, employer, supervisor)

Please list your qualifications and provide a summary of your experience.

How long have you worked with the student? (please provide date range if possible)

Have you had an explanation, and do you understand what is required of you, in providing verification of the students skills? ⃝ Yes ⃝ No

Do you understand your responsibilities in verifying a students workplace skills and knowledge as accurately as possible? ⃝ Yes ⃝ No

Do you require more information about the requested workplace verification before completion? ⃝ Yes ⃝ No

Are you willing to be contacted if further verification of the students skills and knowledge are required? ⃝ Yes ⃝ No

Declaration:In signing this form you agree that you are appropriately qualified to verify the students current workplace skills and knowledge, and you will provide the requested workplace verification, which is, accurate and correct.

Workplace representatives signature Date

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Forms and Templates

Template for Third Party Report

The following template provides a basis for the Assessor to design a Third Party Report where additional workplace verification of any aspect of their workplace skills or knowledge is required. For example, it could be used after student-directed workplace activities to gain evidence of application of knowledge.

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Forms and Templates

Third Party Report: HLT51612 Diploma of Nursing (Enrolled-Division 2 nursing)

Instructions

In completing this report you are asked to provide ‘third party’ verification that the student is able to apply the workplace skills and knowledge specified below. Please try to provide examples of how the student applies the skills or knowledge. (Assessor to add required skills to table)

Detailsofworkplacerepresentativecompletingthisreport

Family name Given name Employer

Please give information on whether the student consistently applies the skills and knowledge listed below to the expected workplace standard.

I have completed and provided a Workplace Representative Form ⃝ Yes ⃝ No

Workplace representatives signature Date

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Forms and Templates

Template for RPL Assessment Outcomes Form

The RPL Assessment Outcomes Form provides the capacity to record the RPL assessment methods for each unit and the final outcomes of the RPL assessment process for the units of competency that make up the qualification.

The Assessor should progressively add information on the RPL assessment methods undertaken with the student.

After the RPL assessment process for all units is concluded, the form should be finalised by the Assessor and signed by both the Assessor and student.

Depending on the RTOs’ record-keeping processes, the completed form would usually be kept in the students file, providing a summary of the processes undertaken and the final RPL outcomes.

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Forms and Templates

RPL Assessment Outcomes: HLT51612 Diploma of Nursing (Enrolled-Division 2 nursing)


This form is for completion by the Assessor— providing a cover sheet in which details of the final assessment outcome for a student and the basis for that decision is recorded. Assessors should progressively add information as RPL assessment activities are undertaken. Depending on the RTO’s processes, the Assessor could add information for units not assessed by RPL (e.g. credit transfer, national recognition, or training and assessment).

Once final assessment is completed, Assessors should finalise the form by ticking ‘Competent’ or ‘Not Yet Competent’ for each unit, signing the declaration and requesting the student to also sign. The signed copy would usually then be retained in the students file of RPL assessment evidence.


Family name Given names Employer

Unitsofcompetency RecordofRPLassessmentprocessesundertakenforeachunitAssessor to initial and date the evidence‑gathering processes undertaken

FinalOutcomeAssessor to tick Competent or Not Yet Competent and initial

and date

Core (C), Elective (E)

(Assessor must amend this list if other electives are chosen)

Initi

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HLTAP401B Confirm physical health status (C) ⃝ ⃝

HLTAP501C Analyse health information (C) ⃝ ⃝

HLTEN401B Work in the nursing profession (C) ⃝ ⃝

HLTEN502B Apply effective communication skills in nursing practice (C)

⃝ ⃝

HLTEN503B Contribute to client assessment and developing nursing care plans (C)

⃝ ⃝

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Forms and Templates



and date



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Repo

rt

Com

pete

nt

Not

Yet

Co

mpe

tent

Asse

ssor

initi

al

Date

HLTEN504C Implement and evaluate a plan of nursing care (C)

⃝ ⃝

HLTEN505C Contribute to the complex nursing care of clients (C)

⃝ ⃝

HLTEN506B Apply principles of wound management in the clinical environment (C)

⃝ ⃝

HLTEN507C Administer and monitor medications in the work environment (C)

⃝ ⃝

HLTEN508B Apply reflective practice, critical thinking and analysis in health (C)

⃝ ⃝

HLTEN509B Apply legal and ethical parameters to nursing practice (C)

⃝ ⃝

HLTEN510B Implement and monitor nursing care for consumers with mental health conditions (C)

⃝ ⃝

HLTEN512B Implement and monitor nursing care for clients with acute health problems (C)

⃝ ⃝

HLTEN513B Implement and monitor nursing care for clients with chronic health problems (C)

⃝ ⃝

HLTEN515B Implement and monitor nursing care for older clients (C)

⃝ ⃝

HLTEN516B Apply understanding of the Australian health care system (C)

⃝ ⃝

- 24 -

Forms and Templates



and date



Initi

al R

PL

Inte

rvie

w

Stud

ent

Self‑

Eval

uatio

n

Com

pete

ncy

Conv

ersa

tion

Inte

rvie

w

Wor

kpla

ce

Asse

ssm

ent

Func

tion

Third

Par

ty

Repo

rt

Com

pete

nt

Not

Yet

Co

mpe

tent

Asse

ssor

initi

al

Date

HLTAID003 Provide first aid (C) ⃝ ⃝

HLTHIR403C Work effectively with culturally diverse clients and co-workers (C)

⃝ ⃝

HLTHIR404D Work effectively with Aboriginal and/or Torres Strait Islander people (C)

⃝ ⃝

HLTIN301C Comply with infection control policies and procedures (C)

⃝ ⃝

HLTWHS300A Contribute to WHS processes (C) ⃝ ⃝

BSBWOR402A Promote team effectiveness (E) ⃝ ⃝

CHCCS427B Facilitate adult learning and development (E)

⃝ ⃝

CHCLLN403A Identify clients with language, literacy and numeracy needs and respond effectively (E)

⃝ ⃝

CHCOHC401A Inform and encourage clients and groups to understand and achieve good oral health (E)

⃝ ⃝

CHCOHC402A Support clients and groups to learn practical aspects of oral health care (E)

⃝ ⃝

- 25 -

Forms and Templates



and date



Initi

al R

PL

Inte

rvie

w

Stud

ent

Self‑

Eval

uatio

n

Com

pete

ncy

Conv

ersa

tion

Inte

rvie

w

Wor

kpla

ce

Asse

ssm

ent

Func

tion

Third

Par

ty

Repo

rt

Com

pete

nt

Not

Yet

Co

mpe

tent

Asse

ssor

initi

al

Date

CHCOHC404A Recognise and respond to signs and symptoms that may indicate oral health issues (E)

⃝ ⃝

CHCOHC406A Provide or assist with oral hygiene (E) ⃝ ⃝

CHCOHC407B Apply and manage use of basic oral health products (E)

⃝ ⃝

CHCORG405E Maintain an effective work environment (E)

⃝ ⃝

CHCORG506E Coordinate the work environment (E) ⃝ ⃝

CHCORG627B Provide mentoring support to colleagues (E)

⃝ ⃝

HLTEN511B Provide nursing care for clients requiring palliative care (E)

⃝ ⃝

HLTEN514B Apply research skills within a contemporary health environment (E)

⃝ ⃝

HLTEN519C Administer and monitor intravenous medication in the nursing environment (E)

⃝ ⃝

HLTEN520B Contribute to the care of mothers and babies (E)

⃝ ⃝

- 26 -

Forms and Templates



and date



Initi

al R

PL

Inte

rvie

w

Stud

ent

Self‑

Eval

uatio

n

Com

pete

ncy

Conv

ersa

tion

Inte

rvie

w

Wor

kpla

ce

Asse

ssm

ent

Func

tion

Third

Par

ty

Repo

rt

Com

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nt

Not

Yet

Co

mpe

tent

Asse

ssor

initi

al

Date

HLTEN608B Practise in the domiciliary health care environment (E)

⃝ ⃝

HLTAID006 Provide advanced first aid (E) ⃝ ⃝

HLTIN403C Implement and monitor infection control policy and procedures (E)

⃝ ⃝

HLTWHS401A Maintain workplace WHS processes (E) ⃝ ⃝

HLTRAH302C Undertake home visits (E) ⃝ ⃝

TAEDEL401A Plan, organise and deliver group-based learning (E)

⃝ ⃝

If other electives are selected, add them below, and delete any above as applicable—5 electives are required.

⃝ ⃝

⃝ ⃝

⃝ ⃝

⃝ ⃝

⃝ ⃝

- 27 -

Forms and Templates

Assessorsdeclaration:On the basis of the assessment outcomes listed above, the student meets the requirements of specific units of competency of the HLT51612 Diploma of Nursing (Enrolled-Division 2 nursing).

⃝ Yes ⃝ No

Assessors signature Date


- 28 -

Forms and Templates

Student Self-Evaluation Tools

Introduction

The Student Self‑Check Essential Knowledge and Skills are for the students own evaluation. The student is required to consider the workplace functions they are able to complete these tools in their own time. The student should be given the tools at Step1oftheRPLassessmentprocess—the initial interview and planning session. The Assessor should advise the student on how to complete the Self-Evaluation, including the need for workplace verification.

The tools allow students to document and broadly evaluate their knowledge and skills against workplace functions they believe they can do, and to collate some initial evidence.

The tools include instructions for Assessors, students and workplaces, Self-Evaluation tools for nine clusters of units of competency, and a form for listing any attached evidence.

The units of competency are arranged in nine clusters as follows.

Cluster1‑CommunicationoralandwrittenHLTEN502B Apply effective communication skills in nursing practice (core unit)HLTEN510B Implement and monitor nursing care for consumers with mental health conditions (core unit)

Cluster2‑HealthcaresystemsHLTEN516B Apply understanding of the Australian health care system (core unit)HLTEN401B Work in the nursing profession (core unit)HLTEN514B Apply research skills within a contemporary health environment (elective unit)

BSBWOR402A Promote team effectiveness (elective unit)

CHCCS427B Facilitate adult learning and development (elective unit)CHCORG405E Maintain an effective work environment (elective unit)CHCORG506E Coordinate the work environment (elective unit)CHCORG627B Provide mentoring support to colleagues (elective unit)TAEDEL401A Plan, organise and deliver group-based learning (elective unit)

- 29 -

Forms and Templates

Cluster3‑Trans‑culturalapproachestonursingHLTHIR404D Work effectively with Aboriginal and/or Torres Strait Islander people (core unit)HLTHIR403C Work effectively with culturally diverse clients and co-workers (core unit)CHCLLN403A Identify clients with language, literacy and numeracy needs and respond effectively (elective unit)

Cluster4‑Anatomyandphysiology/patho‑physiology/healthterminologyHLTAP501C Analyse health information (core unit)HLTAP401B Confirm physical health status (core unit)

Cluster5‑InfectioncontrolprinciplesHLTIN301C Comply with infection control policies and procedures (core unit)HLTEN506B Apply principles of wound management in the clinical environment (core unit)HLTIN403C Implement and monitor infection control policy and procedures (elective unit)

Cluster6‑SupporttheplanninganddeliveryofhealthcareHLTEN512B Implement and monitor nursing care for clients with acute health problems (core unit)HLTEN513B Implement and monitor nursing care for clients with chronic health problems (core unit)CHCOHC401A Inform and encourage clients and groups to understand and achieve good oral health (elective unit)CHCOHC402A Support clients and groups to learn practical aspects of oral health care (elective unit)CHCOHC404A Recognise and respond to signs and symptoms that may indicate oral health issues (elective unit)CHCOHC406A Provide or assist with oral hygiene (elective unit)CHCOHC407B Apply and manage use of basic oral health products (elective unit)HLTEN511B Provide nursing care for clients requiring palliative care (elective unit)HLTEN608B Practise in the domiciliary health care environment (elective unit)

Cluster7‑LegalandethicalframeworksfornursingpracticeHLTEN509B Apply legal and ethical parameters to nursing practice (core unit)HLTWHS300A Contribute to WHS processes (core unit)HLTWHS401A Maintain workplace WHS processes (elective unit)

- 30 -

Forms and Templates

Cluster8‑NursinginterventionsandmanagementofclientcareHLTEN505C Contribute to the complex nursing care of clients (core unit)HLTEN508B Apply reflective practice, critical thinking and analysis in health (core unit)HLTEN507C Administer and monitor medications in the work environment (core unit) HLTEN515B Implement and monitor nursing care for older clients (core unit)HLTEN519C Administer and monitor intravenous medication in the nursing environment (elective unit)

Cluster9‑ManagementofhealthcareneedsacrossthelifespanHLTEN503B Contribute to client assessment and developing nursing care plans (core unit)HLTEN504C Implement and evaluate a plan of nursing care (core unit)HLTAID003 Provide first aid (core unit)HLTAID006 Provide advanced first aid (elective unit)HLTRAH302C Undertake home visits (elective unit)HLTEN520B Contribute to the care of mothers and babies (elective unit)

- 31 -

Forms and Templates

Use of the Student Self-Evaluation Tools

Assessors should provide the required Student Self‑Check Essential Knowledge and Skills Tools, depending on units already held. The Assessor Guide explains pathways for students. Note: If students require additional support to complete the Self-Evaluation, this should be provided.

Student Self‑Evaluation Tools: Instructions for the Assessor

AssessorsshouldreadthefollowingnotesbeforeprovidingstudentswiththeSelf‑Evaluationtools

Whatarethesetools?

These tools include Self‑Check Knowledge and Skills forms each related to a ‘cluster’ of units of competency, essential to be completed independently by the student and verified by the workplace. When completed, these provide evidence of workplace functions the student believes they can do and examples of how they apply skills and knowledge, with this information supplemented and verified by the workplace.

Note: The student Self-Evaluation will not be sufficient to determine competence (the RPL Toolkit requires in some circumstances students to be assessed in the workplace). However, it will provide evidence and information that can be used in determining the next steps in the RPL assessment process.

InstructionsforAssessorsprovidingthetools

Provide the student with the tools(including the ‘Instructions to the Student’ and the ‘List of attached documents’ section)duringStep1oftheRPLassessmentprocess(at the initial interview/planning session).

Makesurethecorrecttoolsareprovided—for example, students who hold the CHC30212 Certificate III in Aged Care, may already hold 4 of the 21 core and 5 of the elective units of competency required for HLT51612 Diploma of Nursing (Enrolled‑Division 2 nursing). Therefore, you will need to be assessed against 17 units of competency for the HLT51612 Diploma of Nursing (Enrolled‑Division 2 nursing). —check pathways in the Assessor Guide. Before providing the tools, remove any sections for any units in which the student has been assessed as competent (for example, by credit transfer).

When providing the Student Self‑Evaluation Tools:

• Advise the student that the completed tools will be part of the evidence to be considered in determining their competence, and go through the tools, showing the student how to complete them.

• Determine any support that could be needed by the student, such as language, literacy or numeracy support or skills in using a computer if needed, and advise how this can be sourced.

• Inform the student that the RPL process is not based on documentary evidence only—while documents may be attached, the student does not need to provide documents as evidence of every skill they claim, as other assessment processes will also be used.

• Inform the student that they will need to seek verification of their completed self-evaluation from a workplace representative (that is, a person in a position of responsibility who holds higher qualifications than they do and has observed their workplace performance).

• Give the student the Workplace Representative form that also must be completed by the workplace representative.

InstructionsforAssessorsinreviewingthecompletedtools

After the completed tools are returned, Assessors should check for completion and sign-off, review the information and any evidence provided, and add comments to the tools in the section provided at the end of each.

The information gathered from the student Self-Evaluation should guide the Assessor in determining the focus of the ‘Competency Conversations’ and workplace assessment functions to be undertaken.

- 32 -

Forms and Templates

Student Self‑Evaluation Tools: Instructions for the RPL student and workplace representative

RPLstudentsandworkplacepersonnel—pleasereadthefollowingnotesbeforecompletingthetablesWhatisinthisdocument?

This document will assist you to evaluate the knowledge and skills you apply at work—the first step in your RPL process.

The following pages include sections with tables with ‘clusters’ of units of competency, and there is also a table for listing any attached documents.

HowtoconducttheSelf‑Evaluation

• Completing this Self-Evaluation will take some time, please allow enough time to think very carefully about the workplace functions you are able to do.

• The tools include numbered functions. Think about each function. Consider whether you have noknowledge,incompleteknowledge/limitedevidence,or haveessentialknowledge/withvalidandreliableevidence, and tick the box. Then, add examples of how you complete the function in the space provided.

• After you have completed the tables, ask a workplace representative to complete and sign the workplace sections. This should be someone who knows your work, perhaps your employer or supervisor and holds a higher qualification than you. They will also need to complete a Workplace Representative form.

The completed tables provide the Assessor with important evidence of functions you believe you are able to complete, to assist them to decide the next RPL steps.

Youareencouragedtoattachdocuments

Documents may be evidence… you might have documents at work or at home that show you are able to complete workplace functions. If so, attach to the back of the completed tables, and add details to the ‘List of Attached Documents’ table.

When thinking about documents to attach, remember:• You don’t have to find documents for every workplace function—only where

you can easily find these, and in line with your Assessors suggestions.• Any document may be listed against more than one workplace function.• Maintain confidentiality, remove all personal information from any workplace

documents you use.

Instructionsforworkplacerepresentatives

The Workplace Guide explains the RPL assessment process. If you do not have this, please ask the Assessor or the student.

As a workplace representative you are required to verify the students Self-Evaluation. To do this you need to be someone in a position of responsibility who knows the students performance and holds higher qualifications than they do, perhaps an employer or supervisor. Confirm the Self-Evaluation (where they have observed it) and provide comments and examples—you will also need to complete a Workplace Representative Form.

AfterstudentshavecompletedtheSelf‑Evaluation

Copy the completed tables and Workplace Representative Form for your records, and give a copy to the Assessor on the date agreed in the RPL Assessment Plan.

- 33 -

Forms and Templates

List of attached documents

Documentnumber

Documenttitleorbriefdescription

e.g. type of document, purpose, date, author e.g. ‘Letter from relative or client indicating communication with family regarding care provided, June 2014 (names erased).’

Unitclusterorclusters

e.g. ‘Cluster 1— Communication oral and written

Documentprovided?

⃝ Yes ⃝ No

⃝ Yes ⃝ No

⃝ Yes ⃝ No

⃝ Yes ⃝ No

⃝ Yes ⃝ No

⃝ Yes ⃝ No

⃝ Yes ⃝ No

⃝ Yes ⃝ No

Students name Students signature Date

- 34 -

Forms and Templates

Student Self-Check of Essential Knowledge and Skills

1. Communication oral and written


Family name Given names Date

Criticalaspectsofknowledge

AssessorscommentsDemonstrate understanding of oral/written communication approaches to fulfil job roles specified by health environment:

No knowledge of this

Incomplete knowledge/limited evidence

Have essential knowledge/with valid and reliable evidence

I am aware of factors that potentially may cause constraint to effective oral communication and strategies to minimise

⃝ ⃝ ⃝

I understand the different approaches that facilitate effective communication skills including non verbal’s that indicate understanding, culturally appropriate active listening skills and the role of interpreters

⃝ ⃝ ⃝

I have knowledge of the principles of therapeutic relationship ⃝ ⃝ ⃝

I have knowledge of strategies to support mediation/negotiation/resolution of conflict

⃝ ⃝ ⃝

I am aware of counselling resources within the environment and community

⃝ ⃝ ⃝

I can recognise triggers for challenging behaviours ⃝ ⃝ ⃝

I can identify limitations to effective written communication and strategies to overcome

⃝ ⃝ ⃝

- 35 -

Forms and Templates


AssessorscommentsDemonstrate understanding of oral/written communication approaches to fulfil job roles specified by health environment:




I understand the principles/legal implications of documentation requirements including:

• Mandatory reporting requirements ⃝ ⃝ ⃝

• Legal compliance for recording and reporting ⃝ ⃝ ⃝

• Abbreviations for health terms ⃝ ⃝ ⃝

• Incident reporting ⃝ ⃝ ⃝

• Medication administration ⃝ ⃝ ⃝

I am knowledgeable about models of documentation for recording client focused/nursing oriented action, data collection instruments (including electronic systems) used in health care environments

⃝ ⃝ ⃝

Skills/practices

AssessorscommentsAbility to apply advanced communication skills to fulfil job roles specified by health environment. Advanced oral communication skills:

Little or no experience of this

Require practice/limited evidence

Am proficient/with valid and reliable evidence

I can establish rapport, use interviewing techniques, active listening, clarification, client negotiating solutions, acknowledging, responding, empathising, questioning skills and teaching skills

⃝ ⃝ ⃝

- 36 -

Forms and Templates

Skills/practices





I can deflect challenging behaviours through the use of active listening and observation skills, and seeking expert assistance

⃝ ⃝ ⃝

I can communicate using culturally appropriate language, using sensitivity when dealing with people and relating to persons from differing age, gender cultural, spiritual, social and religious backgrounds

⃝ ⃝ ⃝

I have used interpreter services ⃝ ⃝ ⃝

I have employed consultation methods ⃝ ⃝ ⃝

I have the ability to negotiate with teams and network ⃝ ⃝ ⃝

I have provided advice and feedback in a constructive and supportive manner

⃝ ⃝ ⃝

I complete documentation, record or report client outcomes according to:

• Data collection instruments used in health care environments ⃝ ⃝ ⃝

• Types of data to be collected in health care environments ⃝ ⃝ ⃝

• Legally compliant recording and reporting, including use of abbreviations for medical terms

⃝ ⃝ ⃝

• Record or report outcomes according to legal, organisational policy, principles and procedures

⃝ ⃝ ⃝

• Utilise organisation protocols for electronic communication ⃝ ⃝ ⃝

- 37 -

Forms and Templates

Skills/practices





I am able to read and understand client reports ⃝ ⃝ ⃝

I have completed incident reports and case management materials ⃝ ⃝ ⃝

I have prepared handover reports for receiving staff ⃝ ⃝ ⃝

I have shared information as an oral and/or written presentation ⃝ ⃝ ⃝

WhatexamplesofevidencecanIprovidewhichwillsupportthis?

Whocanprovidethirdpartyverificationofmyknowledgeandskills?

- 38 -

Forms and Templates

COMPETENCYCONVERSATION

ASSESSMENTOUTCOMES

Declaration

Assessors name Assessors signature Date


- 39 -

Forms and Templates

Student Self-Check of Essential Knowledge

2a. Health care systems




AssessorscommentsDemonstrate understanding of contemporary service models for health care delivery:




I understand the structure of the Australian health care system and recognise contextual factors that influence current structure including historic, social, political and economic factors

⃝ ⃝ ⃝

I can identify current issues influencing health service delivery including:

• Health policy ⃝ ⃝ ⃝

• Philosophical frameworks of health care and models of service delivery (eg current, non western models)

⃝ ⃝ ⃝

• Resource allocations and constraints—Government and Non Government Organisations (NGOs), Medicare and private health insurers

⃝ ⃝ ⃝

• Role of Commonwealth/State/Territory/local government and NGOs in standards of health care and health services

⃝ ⃝ ⃝

• Range of health care environments ⃝ ⃝ ⃝

• Environmental policy and procedure ⃝ ⃝ ⃝

• Specific needs of ATSI peoples ⃝ ⃝ ⃝

- 40 -

Forms and Templates


AssessorscommentsDemonstrate understanding of contemporary service models for health care delivery:




I can distinguish the strengths and weaknesses of the Australian Health Care System, emphasising my local area

⃝ ⃝ ⃝



- 41 -

Forms and Templates


ASSESSMENTOUTCOMES

Declaration



- 42 -

Forms and Templates

Student Self-Check of Essential Skills

2b. Numeracy



Skills/practices

AssessorscommentsMathematical and statistical competence required:




I can calculate volumes/use of formulae to perform accurate drug calculations

⃝ ⃝ ⃝

I can estimate volume dimension with judgement ⃝ ⃝ ⃝

I recognise and use SI abbreviations ⃝ ⃝ ⃝

I am able to compare metric measurements ⃝ ⃝ ⃝

I record or report client outcomes (eg FBC) ⃝ ⃝ ⃝

I have undertaken administration of, and documentation of medications for:

• Adult clients ⃝ ⃝ ⃝

• Older clients ⃝ ⃝ ⃝

• Paediatric clients ⃝ ⃝ ⃝

• Intravenous therapy ⃝ ⃝ ⃝

- 43 -

Forms and Templates




- 44 -

Forms and Templates

ASSESSMENTOUTCOMES

Declaration



- 45 -

Forms and Templates


3. Trans‑cultural approaches to nursing




AssessorscommentsUnderstanding of the principles and practices of trans‑cultural nursing:




I understand the phenomenon of culture, and cultural diversity including:

• Its impact on communities in Australian society ⃝ ⃝ ⃝

• The diversity between cultures of Aboriginal and Torres Strait Islander peoples

⃝ ⃝ ⃝

I have knowledge of heath and illness issues facing people from countries other than Australia

⃝ ⃝ ⃝

I can identify health issues for ATSI peoples including factors that contribute to ill health and disease and the impact for health care delivery (eg impact of European settlement)

⃝ ⃝ ⃝

I can identity health themes that impact on health and/or illness (ability, disability, emotional disorders, religion, language, impact of racism and discrimination, environmental, cultural community)

⃝ ⃝ ⃝

I am knowledgeable about issues and needs of clients taking into account differing cultures, religious practices, languages, physical disabilities and emotional disorders

⃝ ⃝ ⃝

- 46 -

Forms and Templates


AssessorscommentsUnderstanding of the principles and practices of trans‑cultural nursing:




I can identify cultural and religious considerations for nursing approaches which reflect culturally respectful practices, such as:

• Inclusiveness ⃝ ⃝ ⃝

• Acknowledgement of own and others cultural practices and experiences that may influence behaviour

⃝ ⃝ ⃝

I understand the impact of culture and belief systems on mental health and illness

⃝ ⃝ ⃝

I know of available resources to assist with issues related to cultural diversity

⃝ ⃝ ⃝

Skills/practices

AssessorscommentsAbility to use cultural safe approaches:




I have formed mutual mentoring arrangements with Aboriginal and/or Torres Strait Islander people

⃝ ⃝ ⃝

I can demonstrate sensitivity and respect when communicating in a cross cultural context

⃝ ⃝ ⃝

I have formed effective relationships with a person from another culture ⃝ ⃝ ⃝

- 47 -

Forms and Templates

Skills/practices

AssessorscommentsAbility to use cultural safe approaches:




I reflect on my actions and events to make and maintain cross cultural relationships

⃝ ⃝ ⃝

I have been an advocate for anti racism/anti discrimination ⃝ ⃝ ⃝

I reflect on self and make changes to work in a cross cultural context ⃝ ⃝ ⃝

I have participated in identifying and implementing culturally safe work practices

⃝ ⃝ ⃝



- 48 -

Forms and Templates


ASSESSMENTOUTCOMES

Declaration



- 49 -

Forms and Templates


4. Anatomy and physiology/patho‑physiology/health terminology




AssessorscommentsKnowledge of anatomy and physiology theory/medical and/or paramedical terminology:




I have an in depth understanding of concepts of anatomy and physiology including:

• Accurately interpreting and articulating relevant terminology associated with anatomy and physiology

⃝ ⃝ ⃝

• Mechanisms to support life requirements for survival and basic chemistry

⃝ ⃝ ⃝

• Structure and function of cell, tissue types and organs ⃝ ⃝ ⃝

• All major body systems, gastrointestinal, nervous, special senses, endocrine, urinary, reproductive, biochemical, fluid/electrolyte balance, musculoskeletal, cardiovascular, respiratory, integumentary and lymphatic

⃝ ⃝ ⃝

I understand concepts of patho-physiology including:

• Accurately interpreting and articulating relevant terminology associated with patho-physiology

⃝ ⃝ ⃝

• Factors contributing to disease development (genetic, nutrition, trauma, degenerative change)

⃝ ⃝ ⃝

- 50 -

Forms and Templates


AssessorscommentsKnowledge of anatomy and physiology theory/medical and/or paramedical terminology:




• Patho-physiology of disease associated with each body system: gastrointestinal, nervous, special senses, endocrine, urinary, reproductive, biochemical, fluid/electrolyte balance, musculoskeletal, cardiovascular, respiratory, integumentary and lymphatic

⃝ ⃝ ⃝

I use terminology related to specialisation areas such as mental health, restorative/rehabilitation care, wound management, surgery/surgical procedures and oncology

⃝ ⃝ ⃝

I can distinguish principles of acute and medical nursing terminology including:

• Recognised terms and abbreviations for nursing intervention associated with care of clients

⃝ ⃝ ⃝

• Approved medical terminology ⃝ ⃝ ⃝

• Knowledge of correct spelling of terms ⃝ ⃝ ⃝

I understand the lifespan approach to anatomy and physiology and the influence of genetics and environment on human growth and development, including the physiology of ageing

⃝ ⃝ ⃝

- 51 -

Forms and Templates

Skills/practices

AssessorscommentsAbility to accurately use and articulate medical and/or paramedical terminology and describe structure and functioning of body systems:




I can describe the principles of functional anatomy of body systems including:

• Major components of each system, structure and their location ⃝ ⃝ ⃝

• Inter-relationships of body structures and systems ⃝ ⃝ ⃝

I can describe the relationship of each body system using concepts and principles specific to the nature of particular health care to be provided

⃝ ⃝ ⃝

I can explain the key factors necessary to healthy functioning of each body system and inter-relationships between body systems needed to maintain overall health

⃝ ⃝ ⃝

I can identify variations from normal functioning and potential interactions between body systems and other internal and external factors.

⃝ ⃝ ⃝

I can explain common problems associated with each body system and its components using terms relevant to specific health care to be provided.

⃝ ⃝ ⃝

I recognise variations from normal functioning and determine an appropriate response in terms of:

• Referral to an appropriate medical, nursing or allied health professional

⃝ ⃝ ⃝

• Provision of appropriate health care services ⃝ ⃝ ⃝

• Report and record clinical information ⃝ ⃝ ⃝

I can respond to associated health issues in the context of health care provision, and services specific to the nature of care required

⃝ ⃝ ⃝

- 52 -

Forms and Templates




- 53 -

Forms and Templates

ASSESSMENTOUTCOMES

Declaration



- 54 -

Forms and Templates


5. Infection control principles




AssessorscommentsKnowledge of microbiology and infection control practices: No knowledge

of this



I understand the principles of infection control including compliance with current infection control practices and guidelines, such as:

• Effective handwashing (routine/surgical) and personal standards of hygiene

⃝ ⃝ ⃝

• Clean and sterile technique ⃝ ⃝ ⃝

• Guidelines for PPE use (gown, apron, mask, eye wear, glove use) ⃝ ⃝ ⃝

• Management of sharps ⃝ ⃝ ⃝

• Immunisation requirements ⃝ ⃝ ⃝

• Infection control risk assessment and identification ⃝ ⃝ ⃝

• Cleaning, routine, managing of body fluid spills ⃝ ⃝ ⃝

- 55 -

Forms and Templates


AssessorscommentsKnowledge of microbiology and infection control practices: No knowledge

of this



I have knowledge of the modes of transmission of infection, and factors influencing transmission including:

• Source, carrier and incubation phases ⃝ ⃝ ⃝

• Host immunological state and susceptibility ⃝ ⃝ ⃝

• Risk of acquisition ⃝ ⃝ ⃝

I have knowledge of basic microbiology related to pathogens:

• Bacteria, spores, anaerobic organisms, Gram positive and Gram negative organisms, fungi, virus

⃝ ⃝ ⃝

• Nosocomial infection ⃝ ⃝ ⃝

I can identify methods of identifying bacteria and common bacterial diseases

⃝ ⃝ ⃝

Skills/practices

AssessorscommentsAbility to apply infection control principles in a variety of health environments:




I apply standard precautions including:

• Procedures for washing and drying hands ⃝ ⃝ ⃝

• Use of personal protective equipment ⃝ ⃝ ⃝

- 56 -

Forms and Templates

Skills/practices

AssessorscommentsAbility to apply infection control principles in a variety of health environments:




I practice clean and sterile/aseptic techniques including:

• Medication handling ⃝ ⃝ ⃝

• Cleaning instruments used for invasive procedures are sterile at time of use (where appropriate)

⃝ ⃝ ⃝

• Limiting contamination ⃝ ⃝ ⃝

• Maintaining clean surfaces and manage blood and body fluid spills ⃝ ⃝ ⃝

I am able to protect materials, equipment and instruments from contamination until required for use

⃝ ⃝ ⃝

I apply additional precautions when standard precautions are not sufficient

⃝ ⃝ ⃝

I have undertaken infection control risk assessment in relation to:

• Self ⃝ ⃝ ⃝

• Client ⃝ ⃝ ⃝

• Others ⃝ ⃝ ⃝

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Forms and Templates




- 58 -

Forms and Templates

ASSESSMENTOUTCOMES

Declaration



- 59 -

Forms and Templates


6. Support the planning and delivery of health care




AssessorscommentsAchieve identified outcomes of care appropriate to client’s health status in line with principles and concepts underpinning specific approaches, philosophies and regimes of nursing practice and health care:




I understand organisational protocols and policies related to my own area of work including:

• No lift policy guidelines to ensure safe practice ⃝ ⃝ ⃝

• Risk assessment in critical, non-critical clinical situations and in the mental health context

⃝ ⃝ ⃝

• The impact of stigma and discrimination on clients and consumers of services including Aged, or Indigenous peoples, or who have Mental Health issues

⃝ ⃝ ⃝

I have knowledge of personnel associated with health service delivery including:

• Group dynamics ⃝ ⃝ ⃝

• Function and role of each health care team member ⃝ ⃝ ⃝

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Forms and Templates






I am knowledgeable about professional issues related to nursing role, including:

• Historical and current perspectives of the nursing profession ⃝ ⃝ ⃝

• Knowledge of nursing theorists and their work ⃝ ⃝ ⃝

• Critical thinking, reflective practice, problem solving process and evidence based practice

⃝ ⃝ ⃝

• Quality improvement programs and accreditation standards ⃝ ⃝ ⃝

• Understanding of the role and function of professional and industrial bodies relevant to enrolled nurse practice

⃝ ⃝ ⃝

• Performance appraisal processes and practices ⃝ ⃝ ⃝

• Educational and career opportunities for enrolled nurses ⃝ ⃝ ⃝

• Processes for employment for enrolled nurses ⃝ ⃝ ⃝

• Age and gender issues ⃝ ⃝ ⃝

I am knowledgeable about the application of nursing theory in developing a plan of care for the client, and use of best practice guidelines to address complex and/or special and/or mental health needs

⃝ ⃝ ⃝

I can identify patterns of nursing care (functional, team, client assignment, primary nursing)

⃝ ⃝ ⃝

I understand how health and illness factors for clients impact on nursing practice

⃝ ⃝ ⃝

- 61 -

Forms and Templates

Skills/practices





I assess clients holistically recognising and addressing their special needs ⃝ ⃝ ⃝

I support rights of clients and their family ⃝ ⃝ ⃝

I comply with relevant guidelines and procedures and demonstrate ethical practice

⃝ ⃝ ⃝

I meet duty of care responsibilities including:

• Checking the workplace for hazards and implementing hazard control ⃝ ⃝ ⃝

• Undertaking risk assessment ⃝ ⃝ ⃝

I apply problem solving skills:

• Including the use of tools and techniques to solve problems ⃝ ⃝ ⃝

• Analyse information and make decisions that require discretion and confidentiality

⃝ ⃝ ⃝

I apply effective time management skills to achieve objectives within agreed timeframes, by prioritising workload and managing contingencies

⃝ ⃝ ⃝

I participate as a member of a health care team ⃝ ⃝ ⃝

I apply information technology skills ⃝ ⃝ ⃝

I promote the work of the organisation ⃝ ⃝ ⃝

I have provided mentoring in line with jurisdictional regulatory requirements

⃝ ⃝ ⃝

- 62 -

Forms and Templates

Skills/practices





I undertake professional self-review by regular evaluation of my actions using the process of critical thinking, analysis and reflection, and plan development of my skills

⃝ ⃝ ⃝



- 63 -

Forms and Templates


ASSESSMENTOUTCOMES

Declaration



- 64 -

Forms and Templates


7. Legal and ethical frameworks for nursing practice




AssessorscommentsHave knowledge of and be guided by legislation and codes of practice that relate to an enrolled nurse:




I understand the statutory framework within which nursing takes place and legal requirements for standards of practice including:

• Principles related to administration of medication practices and routes of administration by enrolled nurses

⃝ ⃝ ⃝

• Legislation related to mental illness including Mental Health Act—‘Authorised person’

⃝ ⃝ ⃝

I understand legal frameworks/requirements including:

• Codes of practice ⃝ ⃝ ⃝

• ACFI documentation, Aged Care Act ⃝ ⃝ ⃝

• Workplace Health and Safety legislation ⃝ ⃝ ⃝

• Sources of WHS information within and external to the workplace:

- Examples of hazards of work environment ⃝ ⃝ ⃝

- 65 -

Forms and Templates






- Principles of hazard identification and risk assessment (workplace inspection, reporting requirements, examples of hazard alert mechanisms)

⃝ ⃝ ⃝

- Hierarchy of control ⃝ ⃝ ⃝

- Incident and injury response ⃝ ⃝ ⃝

- Roles, legal rights and responsibilities of employee/employer/representatives and committees on WHS

⃝ ⃝ ⃝

• Knowledge of law including:

- Australian legal systems (sources, Court) ⃝ ⃝ ⃝

- Australian laws (common, statute, civil, precedent) ⃝ ⃝ ⃝

- Torts (negligence, trespass, assault and battery, legal and intellectual capacity, false imprisonment, defamation)

⃝ ⃝ ⃝

- Coroner function, inquest and coronial evidence ⃝ ⃝ ⃝

I understand the limitations and legal ramifications of physical, chemical and psychological restraint

⃝ ⃝ ⃝

I understand organisation policies, procedures, guidelines and protocols including:

• Philosophy/vision/mission statements ⃝ ⃝ ⃝

• Privacy and confidentiality of information ⃝ ⃝ ⃝

- 66 -

Forms and Templates






• Principles of informed consent ⃝ ⃝ ⃝

I understand organisation policies, procedures, guidelines and protocols including:

• Principles, processes and practices of open disclosure ⃝ ⃝ ⃝

• Principles of non-discriminative practice, non-judgmental attitude sexual harassment and abuse prevention, social justice principles

⃝ ⃝ ⃝

• Principles of empowerment/disempowerment for people with mental health issues

⃝ ⃝ ⃝

• Ethical guidelines including duty of care and public liability ⃝ ⃝ ⃝

• Promoting public safety ⃝ ⃝ ⃝

• Definitions of challenging behaviour’s and protocols for managing causes

⃝ ⃝ ⃝

I have knowledge of contemporary ethical issues including:

• Autonomy, maleficence, justice, rights ⃝ ⃝ ⃝

• Moral decision making models ⃝ ⃝ ⃝

• Application of ethical principles to enrolled nurse practice, e.g. bioethics, nursing ethics

⃝ ⃝ ⃝

- 67 -

Forms and Templates

Skills/practices

AssessorscommentsAbility to practise within scope of role:




I can demonstrate preparation, administration and recording of medication/s via all routes as per State and Territory Legislation

⃝ ⃝ ⃝

I demonstrate professional conduct, skills and knowledge ⃝ ⃝ ⃝

I apply professional standards of practice:

• NMBA code of conduct ⃝ ⃝ ⃝

• NMBA code of ethics ⃝ ⃝ ⃝

• NMBA national enrolled nurse competency standards ⃝ ⃝ ⃝

• State/Territory Health Professionals Act ⃝ ⃝ ⃝

• NMBA standards of practice ⃝ ⃝ ⃝

• Scope of Nursing Practice Decision Making Framework ⃝ ⃝ ⃝

I can articulate scope of practice and boundaries for each individual team member (registered nurse/enrolled nurse/personal care attendant)

⃝ ⃝ ⃝

I comply with:

• Principles of informed consent ⃝ ⃝ ⃝

• Open disclosure processes ⃝ ⃝ ⃝

- 68 -

Forms and Templates




- 69 -

Forms and Templates

ASSESSMENTOUTCOMES

Declaration



- 70 -

Forms and Templates


8. Nursing interventions and management of client care




AssessorscommentsKnowledge of nursing interventions/procedures to provide therapeutic care specific to client needs:




I have knowledge of health teaching principles and strategies including physiological and psychological wellness approach to health

⃝ ⃝ ⃝

I have knowledge of client observations and assessment including:

• Principles of assessment–problem solving strategy and assessment techniques

⃝ ⃝ ⃝

• Equipment used in nursing assessment and data collection ⃝ ⃝ ⃝

• Risk assessment related to:

- Client characteristics (age, nutritional status, presence of morbidity)

⃝ ⃝ ⃝

- Anaesthesia and surgery ⃝ ⃝ ⃝

- Cognitive status ⃝ ⃝ ⃝

- Falls assessment ⃝ ⃝ ⃝

- Non compliance ⃝ ⃝ ⃝

- 71 -

Forms and Templates






I am knowledgeable about health care procedures such as:

• Pre and post operative nursing management ⃝ ⃝ ⃝

• Admission and discharge processes ⃝ ⃝ ⃝

• Surgical procedures ⃝ ⃝ ⃝

• Principles of surgical nursing ⃝ ⃝ ⃝

• Medical nursing interventions and outcomes ⃝ ⃝ ⃝

I understand the potential impacts of dual/multiple diagnosis on identifying and prioritising needs

⃝ ⃝ ⃝

I have knowledge of acute disease states/illnesses including:

• Definitions of ⃝ ⃝ ⃝

• Descriptions and clinical manifestations of patho-physiology of acute disease/illness

⃝ ⃝ ⃝

• Nursing interventions to support therapeutic outcomes ⃝ ⃝ ⃝

I have knowledge of chronic disease states including:


• Descriptions and clinical manifestations of patho-physiology and chronic diseases

⃝ ⃝ ⃝


- 72 -

Forms and Templates






I have knowledge of common mental health disorders including:


• Description and clinical manifestations of including behaviours ⃝ ⃝ ⃝


Knowledge of nursing interventions/procedures to provide therapeutic care specific to client needs

⃝ ⃝ ⃝

I have knowledge of fundamental nursing interventions to support ADL needs including:

• Purpose of hygiene and grooming ⃝ ⃝ ⃝

• Principles of bed rest ⃝ ⃝ ⃝

- Maintenance of skin integrity ⃝ ⃝ ⃝

- Factors promoting sleep and rest ⃝ ⃝ ⃝

- Risk factors for immobility, DVT/PE ⃝ ⃝ ⃝

• People’s perception of pain and principles of pain management strategies to alleviate

⃝ ⃝ ⃝

• Continence management ⃝ ⃝ ⃝

• Active and passive exercises ⃝ ⃝ ⃝

- 73 -

Forms and Templates






I have knowledge of complex and/or special needs requiring complex ADL’s and nursing interventions

⃝ ⃝ ⃝

I have knowledge of wound management including:

• Historical development of contemporary wound management strategies

⃝ ⃝ ⃝

• Educational, professional and community organisations associated with wound management

⃝ ⃝ ⃝

I can explain basic life support and emergency management including:

• Protocols for emergency management of cardiac and/or respiratory arrest

⃝ ⃝ ⃝

• First aid procedures ⃝ ⃝ ⃝

I understand principles of peripheral intravenous therapy ⃝ ⃝ ⃝

I have knowledge of a recovery model including acute, chronic and psycho social rehabilitation strategies and techniques

⃝ ⃝ ⃝

I have knowledge of use of systems of medication delivery and medication administration devices (e.g. pumps and syringe drivers) within the scope of own role

⃝ ⃝ ⃝

I understand medication management principles including:

• An understanding of the pharmacology of medications including pharmacodynamics, pharmacokinetics, pharmacotherapeutics

⃝ ⃝ ⃝

- 74 -

Forms and Templates






• Factors influencing medication actions ⃝ ⃝ ⃝

• Major medication groups ⃝ ⃝ ⃝

• Methods of storage, handling and usage of medications ⃝ ⃝ ⃝

• Scheduling of medications, including administration principles and guidelines for individual needs (physical, cultural, cognitive restrictions)

⃝ ⃝ ⃝

• Understand precautionary practices, contraindications and side effects of medication and own role in adverse reactions, medical emergency or anaphylaxis

⃝ ⃝ ⃝

• Role of MDT in medication administration ⃝ ⃝ ⃝

I have an awareness of the role of complementary therapies ⃝ ⃝ ⃝

I have knowledge of equipment used in acute care and chronic care environments

⃝ ⃝ ⃝

I am aware of referral options and resources available in community health care setting

⃝ ⃝ ⃝

- 75 -

Forms and Templates

Skills/practices

AssessorscommentsUse/perform clinical nursing interventions/procedures specific to client care such as:




I contribute to health teaching ⃝ ⃝ ⃝

I can perform client observations and assessment:

• Collection of specimen—wound swab, blood (venepuncture), faeces, urine, sputum

⃝ ⃝ ⃝

• Of activities of daily living ⃝ ⃝ ⃝

• Measurement of body mass index ⃝ ⃝ ⃝

• Measurement of weight ⃝ ⃝ ⃝

• Measurement of fluid balance ⃝ ⃝ ⃝

• Urinalysis ⃝ ⃝ ⃝

• Neurological observations ⃝ ⃝ ⃝

• Neurovascular observations ⃝ ⃝ ⃝

• Blood glucose monitoring ⃝ ⃝ ⃝

• Assessment of pain/pain tolerance ⃝ ⃝ ⃝

• Respiratory and perfusion status, oxygen saturation ⃝ ⃝ ⃝

• Peak flow assessment, incentive spirometry ⃝ ⃝ ⃝

• Temperature, pulse, respiration, blood pressure status ⃝ ⃝ ⃝

- 76 -

Forms and Templates

Skills/practices





• Behavioural observations ⃝ ⃝ ⃝

• Intravenous therapy ⃝ ⃝ ⃝

• Improvements or deterioration in signs/symptoms ⃝ ⃝ ⃝

• Client history ⃝ ⃝ ⃝

• Risk assessment ⃝ ⃝ ⃝

I am able to apply health care procedure for:

• Admission and discharge procedures ⃝ ⃝ ⃝

• Pre procedural/pre-operative care ⃝ ⃝ ⃝

• Post procedural/post-operative care ⃝ ⃝ ⃝

I can support mobility function:

• Manual handling/risk assessment ⃝ ⃝ ⃝

• Assist with mobility ⃝ ⃝ ⃝

• Positioning/active and passive exercises ⃝ ⃝ ⃝

• Use of wheelchairs and walking aids ⃝ ⃝ ⃝

• Application of prosthesis ⃝ ⃝ ⃝

• Range of active and passive exercises ⃝ ⃝ ⃝

- 77 -

Forms and Templates

Skills/practices





I can support hygiene and grooming:

• Hygiene (bathing and showering) ⃝ ⃝ ⃝

• Eye toilet, nasal toilet, perineal toilet ⃝ ⃝ ⃝

• Oral hygiene ⃝ ⃝ ⃝

• Dressing and undressing ⃝ ⃝ ⃝

• Baths and wet packs ⃝ ⃝ ⃝

I can support integument function:

• Maintaining skin integrity ⃝ ⃝ ⃝

• Care to prevent pressure and decubitus ulcers ⃝ ⃝ ⃝

• Wound assessment ⃝ ⃝ ⃝

• Implement wound care principles—asepsis, that promote healing ⃝ ⃝ ⃝

• Wound management techniques—wound cleansing, debridement, packing a wound

⃝ ⃝ ⃝

• Removal of staples and sutures ⃝ ⃝ ⃝

I can support cardiovascular function:

• Blood transfusion care ⃝ ⃝ ⃝

• Recording of 12 lead electrocardiogram ⃝ ⃝ ⃝

- 78 -

Forms and Templates

Skills/practices





I can support respiratory function:

• Administration of oxygen therapy ⃝ ⃝ ⃝

• Established tracheostomy care ⃝ ⃝ ⃝

• Use of nebulisers/inhalers ⃝ ⃝ ⃝

I can support nutrition and hydration:

• Insertion/care of a nasogastric tube ⃝ ⃝ ⃝

• Administer nasogastric feed ⃝ ⃝ ⃝

• Administer gastrostomy feed ⃝ ⃝ ⃝

• Assistance with eating/feeding ⃝ ⃝ ⃝

• Fluid intake needs/assistance with drinking ⃝ ⃝ ⃝

I can support elimination functions:

• Assist clients with continence problems ⃝ ⃝ ⃝

• Observations of client undergoing peritoneal or haemodialysis ⃝ ⃝ ⃝

• Stoma care ⃝ ⃝ ⃝

• Insertion of indwelling catheter, care of indwelling catheters ⃝ ⃝ ⃝

- 79 -

Forms and Templates

Skills/practices





I can support comfort and rest:

• Assist clients with chronic pain ⃝ ⃝ ⃝

• Rest and sleep/bed making ⃝ ⃝ ⃝

• Promote comfort ⃝ ⃝ ⃝

I can support neurological function:

• Assist with electro-convulsant therapy ⃝ ⃝ ⃝

I can support immunological function:

• Isolation and barrier nursing ⃝ ⃝ ⃝

I can support endocrine function:

• Assist clients with hypoglycaemia ⃝ ⃝ ⃝

I have performed basic life support and emergency care ⃝ ⃝ ⃝

I can explain and demonstrate emergency management for client experiencing adverse medication reaction

⃝ ⃝ ⃝

I can monitor intravenous therapy ⃝ ⃝ ⃝

Rehabilitation and restorative care ⃝ ⃝ ⃝

- 80 -

Forms and Templates




- 81 -

Forms and Templates

ASSESSMENTOUTCOMES

Declaration



- 82 -

Forms and Templates

Student Self-Evaluation of Essential Knowledge and Skills

9. Management of health care needs across the lifespan




AssessorscommentsRecognise and respond to variations in health care needs across the lifespan:




I have knowledge of basic human, social, psychological, cognitive and physical development

⃝ ⃝ ⃝

I understand the domains of human development and their interrelatedness

⃝ ⃝ ⃝

I can recognise stages of human development and influences on health status, including issues that may be relevant to that age/stage such as stereotyping of age

⃝ ⃝ ⃝

I have knowledge of health care needs which are specific to age and gender

⃝ ⃝ ⃝

I recognise variations in activities of daily living across the lifespan ⃝ ⃝ ⃝

I have knowledge of chronic health problems with the older person ⃝ ⃝ ⃝

I have knowledge of acute health problems with the older person ⃝ ⃝ ⃝

I understand the development of cancer and common sites for development

⃝ ⃝ ⃝

- 83 -

Forms and Templates


AssessorscommentsRecognise and respond to variations in health care needs across the lifespan:




I understand the needs of clients with dementia including:

• Nature of dementia as a progressive neurological condition ⃝ ⃝ ⃝

• Range of appropriate strategies for activities with and when communicating and working with people with dementia

⃝ ⃝ ⃝

• Common indicators and symptoms of dementia ⃝ ⃝ ⃝

• The importance of a safe physical, social and emotional environment for people with dementia

⃝ ⃝ ⃝

I recognise perspectives of mental health, mental health issues and mental illness including:

• Effect on consumer needs of common behaviours associated with mental health issues

⃝ ⃝ ⃝

• Understanding of support requirements for people with mental health issues

⃝ ⃝ ⃝

• Understanding of the principles of community development as they may apply to clients with mental health issues

⃝ ⃝ ⃝

• Consumer and carer perspectives on mental health care ⃝ ⃝ ⃝

- 84 -

Forms and Templates

Skills/practices

AssessorscommentsRespond to variations in health care needs across the lifespan:




I can modify assessment and intervention techniques to accommodate lifespan needs:

• Developmental age/stage of development ⃝ ⃝ ⃝

• Self esteem ⃝ ⃝ ⃝

• Body image ⃝ ⃝ ⃝

• Consent ⃝ ⃝ ⃝

• Lifestyle choices ⃝ ⃝ ⃝

• Use of equipment for nursing skills or data collection ⃝ ⃝ ⃝

I understand perspectives of mental health, mental health issues and mental illness across the lifespan including:

• Undertaking specific observations of mental health status including close/constant observations

⃝ ⃝ ⃝

• Prevention and management of aggression including level of risk, signs of physical injury/distress

⃝ ⃝ ⃝

• Assessment of levels of personal distress and anxiety ⃝ ⃝ ⃝

• Participate in therapy programs—diversional, skill building, social normalisation

⃝ ⃝ ⃝

- 85 -

Forms and Templates

Skills/practices

AssessorscommentsRespond to variations in health care needs across the lifespan:




I support the client/carers who experience unexpected death or face terminal illness and death:

• Observe client/carers spiritual, cultural needs, lifespan, developmental needs

⃝ ⃝ ⃝

• Recognise and respond to behaviours correlated to grief and bereavement

⃝ ⃝ ⃝

• Identify resources to assist client/carers with the living-dying phases of illness

⃝ ⃝ ⃝

• Respond to death in the health care setting ⃝ ⃝ ⃝

Promote and support community development for ATSI people and communities by participating in developing and implementing strategies for sharing power and facilitating participation, self-determination and self-control

⃝ ⃝ ⃝


- 86 -

Forms and Templates



- 87 -

Forms and Templates

ASSESSMENTOUTCOMES

Declaration



- 88 -

Forms and Templates

Competency Conversation

Introduction

The Competency Conversation uses the Student Self‑Check of Essential Knowledge and Skills as a basis for the Assessor to conduct the ‘Competency Conversation’ interviews.

Use of the Competency Conversation

Assessors should consider the Competency Conversations to be an important part of assessing competence for each cluster. The Assessor Guide explains pathways for students. In summary, the Assessor should prepare the tools in advance for use by:

• Recording the Competency Conversation at the end of each student self-assessment of the cluster

• Deleting any sections that will not be assessed or used in a given session (it is unrealistic to cover too many of the unit clusters in the RPL Toolkit in one session)

• Saving the files to a laptop, or printing hard copies, depending on method used to record student responses

- 89 -

Forms and Templates

Assessorsshouldreadthefollowinginstructionsandnotes

The Competency Conversation

The Competency Conversation provides an opportunity for the student to confirm their knowledge as identified in the Student Self‑Evaluation Tools, and for you (the Assessor) to assess aspects of relevant units of competency.

HowtocompletetheCompetencyConversationRecordingTools

The Assessor Guide provides detailed instructions for Assessors on how to conduct the Competency Conversation. If you are not familiar with the process, go to that document and follow the step-by-step instructions. The following points summarise those steps and instructions.

PreparefortheConversation… collate the assessment tools—that is, the recording tools onlyfortheunitsyouwillassessatagivensession(perhaps one or two clusters per session). Before providing the tools, remove any sections for any units in which the student has already been assessed as competent (including by credit transfer).

Advisethestudent… and agree to the venue.

Workplacevenuesaresuitable… for most students the workplace provides a familiar setting where they may be more comfortable discussing their roles and capacities, and where additional natural evidence of workplace competency may be gathered (for example by observing the student in the workplace, or seeking documents).

Contextualiseorchangequestionsifrequired… the questions are discussion starters, and are not necessarily ‘fixed’. You may alter the wording and can ask follow-up questions in a conversational style.

Supportthestudent… ensure the student is as comfortable as possible. Take breaks if needed. Don’t try to cram too many units (clusters) into one session. Staggered sessions will be more useful.

Recordstudentresponses… listen for the ‘key points to be addressed’ in the students response, and record notes on these as the Conversation proceeds using the Competency Conversation section, checking also for additional requirements that might be in those sections. You could highlight points you wish to come back to, and you might need some time after the interview to finalise the recording tool.

Summarisefindings…Use the ‘Outcomes…’ section at the end of each cluster to provide further details on the student, including examples that may be relevant in confirming competence. Add pages if needed.

- 90 -

Forms and Templates

Appendix

References

Australian Government Department of Education (2013) RPL Assessment Toolkit for CHC50113 - Diploma of Early Childhood Education and Care. Accessed 17 January 2014 https://docs.education.gov.au/system/files/doc/other/chc50113_assessor_aug.pdf

Conroy, J. 2012. Compulsory Competencies RPL Assessment: Matrices of clustered essential knowledge and essential skills mapped to individual core units of competency HLT51607 (Enrolled/Division2 nursing), Community Services and Health program TAFE SA.