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Candidate Assessment Guide
HLT54115 Diploma of Nursing Unit of competency:
HLTENN013 Implement and monitor care of the older person
This document is formatted for double-sided printing Version control and document history
Date Summary of modifications made Version no.
28.07.2017 Developed the Candidate Assessment Guide for the unit of competency HLTENN013 – Implement and monitor care of the older person complying with the training package requirements. 1.0
01.03.2019 Updated the knowledge questions, Professional Practice Assessment, procedure checklists and log book for the unit post ASQA-audit. 2.0

Contents
Version control and document history…………………………………………………………………………………………… 2
Purpose of this Candidate Assessment Guide……………………………………………………………………………….. 4
Part A: General instructions to the candidate………………………………………………………………………………….. 4
Purpose of assessment…………………………………………………………………………………………………………. 4
Application of the unit……………………………………………………………………………………………………………. 4
Summary of assessment tasks and outline of evidence to be gathered……………………………………………. 5
Assessment outcomes………………………………………………………………………………………………………….. 7
For unit of competency………………………………………………………………………………………………………. 7
For assessment task…………………………………………………………………………………………………………. 7
Re-assessment:……………………………………………………………………………………………………………………. 7
Evidence criteria used to judge the quality of performance……………………………………………………………. 7
Administration, recording and reporting requirements…………………………………………………………………… 8
Assessor feedback………………………………………………………………………………………………………………. 8
Candidate access to records…………………………………………………………………………………………………… 8
Support……………………………………………………………………………………………………………………………… 8
Complaints and appeals………………………………………………………………………………………………………… 9
Assessor intervention……………………………………………………………………………………………………………. 9
Plagiarism, cheating, collusion and assessment dishonesty…………………………………………………………… 9
Competency based assessments…………………………………………………………………………………………… 10
Assessment task 1 – Knowledge questions………………………………………………………………………….. 10
Assessment task 2 – Literature Review………………………………………………………………………………… 25
Assessment task 3 – Simulation Based Assessments…………………………………………………………….. 30
Assessment task 4 – Professional Practice Assessment…………………………………………………………. 63
End of document…………………………………………………………………………………………………………………… 81 Purpose of this Candidate Assessment Guide
This Candidate Assessment Guide provides information and instructions regarding the assessment requirements for the unit of competency HLTENN013 – Implement and monitor care of the older person.
This Candidate Assessment Guide includes information and instructions which ensure assessment is conducted in a manner that is fair, flexible, valid and reliable and evidence collected meets the rules of evidence which includes authenticity, validity, sufficiency and currency.
This Candidate Assessment Guide includes two (2) parts:
General instructions to you
Assessment tasks
Part A: General instructions to the candidate Purpose of assessment The assessments for this unit have been designed to ensure you are able to competently demonstrate your knowledge and skills for each of the elements, performance criteria, performance evidence, knowledge evidence, foundation skills and assessment conditions of the unit.
Application of the unit Once competency has been achieved for this unit, you will be able to competently demonstrate skills and knowledge required to provide nursing care to a person with diabetes including assessing needs, planning and implementing complex nursing interventions, evaluating outcomes, and educating the person on his/her condition and available resources.
This includes the ability to:
Respond to the health requirements of an older person.
Contribute to the care plan for an older person.
Apply nursing practice in the aged care environment.
Identify requirements and address issues in aged care nursing practice.
Use strategies that relate to the progressive and variable nature of dementia.
Develop and implement strategies to minimise impact of challenging behaviours.
This unit applies to enrolled nursing work carried out in consultation and collaboration with registered nurses, and under supervisory arrangements aligned to the Nursing and Midwifery Board of Australia regulatory authority legislative requirements. Summary of assessment tasks and outline of evidence to be gathered The following four (4) assessment activities will be used to determine competency for this unit of competency.
Assessment activity Assessment method and location Assessment due date Description Outline of evidence to be gathered
Competency based assessments
Knowledge Questions This is a written assessment that needs to be completed by you as part of their self- paced learning. You are required to respond in their own words to 21 descriptive and 8 case study questions requiring a written response to a range of questions related to, but not limited to:
Potential impacts of dual or multiple diagnoses on identification and prioritisation of the older person’s needs
Chronic age-related health problems
Counselling and support services and resources in the aged care environment and wider community
Difference between end-of-life care and palliative care
Legal and ethical issues and considerations
Complementary therapies
Stereotypes and influences on ageing
Dementia
Functional assessment tools for assessing
Answers to all knowledge questions.
You are not required to submit an Assessment Cover Sheet for the Knowledge Questions as you will log on to Moodle to complete this assessment.
Assessment activity Assessment method and location Assessment due date Description Outline of evidence to be gathered
older people
Continence care
How to care for a deceased person
Literature
Review This is a written assessment
that needs to be completed by you as part of their self- paced learning. You are required to write a literature review on the
application of theories of ageing and physiology of the ageing process as it relates to disease processes and resident behaviours
Word limit: 1200 to 1500 words excluding references
The completed literature review must be submitted via Moodle as a Word document.
You are not required to submit an Assessment Cover Sheet for this assessment as you will log on to Moodle to complete this assessment.
Simulation Based Assessment This assessment task/s involves the demonstration of various skills in the simulated nursing environment at the EQUALS campus. You are required to demonstrate appropriate skills in a simulated nursing environment for various simulated clinical scenarios outlined in the assessment tool including:
Performing a health assessment
Developing a nursing care plan
Providing care to a resident
Managing behaviours of concern
Providing death care etcetera.
Demonstration of various skills as per the tasks outlined in the Simulation Based Assessment Tool and completion of a care plan and observation chart.
The observation checklist provided for the task will be completed by the assessor in the Candidate Assessment Tool.
Assessment cover sheet for the assessment task with all areas duly completed by you and the assessor.
Professional
Practice Assessment This assessment task/s
involves demonstration of various skills in the professional experience placement venue. You will participate in Professional Placement as part
of the Diploma of Nursing. You will be required to complete an Industry Placement Logbook throughout your placement. You will be observed in the workplace carrying out specific skills as outlined in the logbook.
Completed Industry Placement Logbook including attendance sheet and professional practice assessment tasks for this unit of competency.
Assessment cover sheet for the assessment task with all areas duly completed by you and the assessor.

Assessment outcomes For unit of competency:
Assessments carry two potential outcomes for each unit of competency level, i.e. C (Competent) and NYC (Not Yet Competent). The latter outcome requires you to undergo more training and experience or provide further evidence.
On completion of the unit, if the assessor is satisfied that you have provided appropriate evidence and satisfied all requirements necessary to meet criteria in line with the Rules of Evidence, you will be awarded C (Competent). If it is considered that you failed to meet the necessary requirements, you will be awarded NYC (Not Yet Competent) and may be reassessed in accordance with the policies and procedures of EQUALS.
To be assessed as competent for this unit, you must demonstrate a satisfactory result in all assessment activities. Final assessment results are to be recorded on the Summary of Assessment form.
For assessment task:
Tasks carry two assessment outcomes, i.e. S (Satisfactory) and NYS (Not Yet Satisfactory). On the individual cover sheet for assessment tasks, the assessor must mark S (Satisfactory) if you have satisfactorily completed the task, submitted all necessary evidence and met the assessment criteria. If you have not satisfactorily completed the task, the evidence is insufficient and all requirements have not been met you will be marked NYS (Not Yet Satisfactory).
Re-assessment: If, after the first attempt, you have proved to be unsuccessful at achieving competency you will be given two further opportunities for reassessment at a mutually agreed time and date. For further details, refer to EQUALS’ Re-Assessment Policy and Course Progress Policy.
Evidence criteria used to judge the quality of performance The evidence criteria ensure the intent of the assessment tool is met and that you are able to demonstrate you have valid, sufficient, authentic and current skills and knowledge relevant to the unit. The criteria confirm the evidence provided by you:
Directly relates to the competency being assessed
Is enough to allow the assessor to make a valid judgement
Is your own work
Shows currency of the skills and knowledge required.
Evidence criteria are used by an assessor to ensure consistent outcomes when:
Checking evidence quality (i.e. the rules of evidence)
Judging how well you performed according to the standard expected, and
Collating evidence from multiple sources to make an overall judgement.
Administration, recording and reporting requirements The assessor will securely retain, and produce in full if required at audit, all completed candidate assessment items for each candidate for a period of six months from the date on which the judgement of competence for each candidate was made. EQUALS will also retain sufficient data to be able to reissue AQF certification documentation for a period of 30 years.
Where possible assessors will retain the actual piece(s) of work completed by you. The completed evidence criteria may be sufficient where it is not possible to retain your actual work. However, EQUALS will ensure that the retained evidence has enough detail to demonstrate the judgement made of your performance against the standard required.
Assessor feedback Each assessment tool requires an assessor to provide feedback to you, both where competency has been demonstrated and where further evidence is required. Providing feedback shows fairness in the assessment process and allows you to understand why a result was awarded.
The assessor will provide feedback to you on any assessment that you have submitted. You are responsible for retaining a copy of the feedback provided, together with your submission, throughout the course.
Candidate access to records You have the right to access your records at any time. These will be kept current and accurate and include details of participation, attendance and results. You can access your records by logging on to Moodle or can request a copy by contacting candidate administration or the assessor.
Support You can contact your assessor at mutually agreed times to seek clarification on assessment information, instructions and tasks. Reasonable adjustments
Where appropriate, reasonable adjustments will be applied by EQUALS to take into account the individual candidate’s needs. The assessor will consider your needs in the assessment process and make reasonable adjustments to accommodate you (such as providing oral rather than written assessment). However, the assessor will ensure that this doesn’t compromise the rigour of the assessment process (e.g. if there is a requirement to complete documentation in a unit of competency, oral assessment would not be appropriate).
Examples of reasonable adjustments EQUALS might make include providing:
Accessible class rooms
Course material in alternate formats – electronic or large print.
Use of laptop for assessments
Extra time or extensions for assessments
Alternate assessment tasks
Ergonomic chair/desk
Use of assistive technology
Presenting questions orally for candidates with literacy issues
Any forms of reasonable adjustment that are utilised will be documented and retained in your file.
Complaints and appeals Any candidate who is dissatisfied with an assessment outcome may lodge a complaint. You are encouraged to firstly approach your assessor informally and discuss the issue with them. If the matter cannot be resolved, you can make a formal complaint in writing, requesting your result be reviewed. For more information, refer to EQUALS’ Assessment Policy and the Complaints and Appeals Policy and Procedures.
Assessor intervention The assessor will:
Ensure you are ready for assessment and defer the assessment if this is not the case.
Provide feedback to you at the completion of the assessment.
Participate in role play, when required, but not interfere in any way with the assessment.
Ensure assessment activities are not harmful to you in any way. If they might impact on your safety or that of others, the assessment will be immediately stopped.
Plagiarism, cheating, collusion and assessment dishonesty Plagiarism, cheating and collusion are considered as serious matters. Any evidence that you have participated in plagiarism, cheating and collusion will be treated on a case by case basis. Consequences for candidates found to have engaged in these practices may include being deemed Not Yet Satisfactory for that assessment or Not Yet Competent in the unit. You may also be excluded from the course. For more information, refer to EQUALS’ Academic Misconduct Policy and Procedure, available to view here: https://www.equals.edu.au/policies/ Part B: Assessment tasks The following pages contain the assessment tasks that you have to complete.
Competency based assessments Assessment task 1 – Knowledge questions
Context of assessment:
This assessment needs to be completed in your own time as part of your self-paced learning. You need to undertake the knowledge questions at home (and/or during class time, if time permits).
You must submit the completed knowledge answers individually and plagiarism, collusion and cheating will not be tolerated.

Planning the assessment:
Time allowed for this assessment is 2 – 3 hours. This is a guide only and you may take more or less time to complete this assessment.
A mutually agreeable time will be set by the assessor to provide feedback to you.
You will be advised of this knowledge questions assessment during session 1. All questions are to be answered by the designated due date.

Required resources
Computer with internet connection to access online resources.
Log in credentials to access the Moodle platform.
Textbook reference:
Webb, M. (2016). Chapter 15: Nursing care across the life span – older adults. In. Koutoukidis, G, Stainton, K & Hughson, J., Tabbner’s nursing care. (7th ed.). Elsevier, China.
Website reference:
Department of Health – Australian Government. (2019). Aged Care Funding Instrument (ACFI) Reports. Retrieved from https://agedcare.health.gov.au/tools-and-resources/aged-care-funding- instrument-acfi-reports
Federal register of Legislation. (n.d). Aged Care Act 1997. Retrieved from https://www.legislation.gov.au/Series/C2004A05206
Government of South Australia. (n.d.). Carers Recognition Act 2005. Retrieved from https://www.legislation.sa.gov.au/LZ/C/A/CARERS%20RECOGNITION%20ACT%202005.aspx
healthdirect. (2017). Complementary therapies. Retrieved from https://www.healthdirect.gov.au/complementary-therapies
Nursing and Midwifery Board of Australia. (2018). Professional standards. Retrieved from http://www.nursingmidwiferyboard.gov.au/Codes-Guidelines-Statements/Professional- standards.aspx
SA Health. (n.d.). Older persons mental health services. Retrieved from http://www.sahealth.sa.gov.au/wps/wcm/connect/public+content/sa+health+internet/health+servi ces/mental+health+services/older+persons+mental+health+services
INFORMIT database

Evidence submission:
The knowledge questions are required to be answered on Moodle.
Ensure you log in to the Moodle platform using the user credential provided to you.
Answers must be entered in the space provided for each question.

Competency assessment:
To be deemed Satisfactory for this assessment, you must provide satisfactory answers to all knowledge questions. To authenticate the veracity of your work, the assessor will query you on the answers provided.
You must refer to various online and on-campus resources and provide an appropriate description for each question in a well-structured paragraph and in your own words, incorporating at least three specific points for each question (or each part of the question, if there are different aspects asked in the same question) if a specific number of points is not specified. Definitions of any terminology can be provided in a sentence.
You must analyse information on each question appropriately referring to various resources and synthesise an appropriate response. You must ensure your answer addresses all aspects of the question asked and must demonstrate an in-depth understanding of theoretical knowledge and concepts.
Any candidate not achieving a Satisfactory outcome for any question, will be allowed to repeat the question and resubmit the assessment tool through Moodle (second attempt).
If the assessment outcome is Not Yet Satisfactory after the second attempt, any further intervention strategies will be planned in accordance with EQUALS’ Assessment Policy.
You must use Harvard referencing style where required, e.g. when using direct quotes, although you are encouraged to keep these to a minimum. For more information, refer to EQUALS’ Style Guide available from the Candidate Centre in Moodle.
You must answer questions fully and accurately while keeping within the requirements of word limits.

Reasonable adjustment provided, if applicable (to be completed by the assessor):

Knowledge questions
Part A – Short-answer questions:
Describe the potential impacts of dual or multiple diagnoses in a nursing perspective on identification and prioritisation of the older person’s needs.

Satisfactory Not Yet Satisfactory
Briefly describe the purpose of providing counselling and support services for the elderly in an aged care context.

Describe the role of bereavement counsellors in a residential aged care facility.

Describe the role of the Older Persons Mental Health Service (OPMHS) in South Australia.

Differentiate between end-of-life care and palliative care.

Discuss the limitations and legal ramifications of the following forms of restraint:
Physical restraints:

Chemical restraints:

Psychological restraints:

For each area below, discuss the legal aspects (surrounding both the legislation or assessment tools) and its relevance to the aged care sector.
Advance care directives

Aged Care Act 1997 (Cwlth)

Aged Care Funding Instrument (ACFI)

Carers Recognition Act 2005 (South Australia)

Aged care risk classification system

Code of Ethics for Nurses in Australia

Code of Conduct for Nurses (NMBA)

Residential care quality assessment (RESCAREQA)

Briefly describe the role of primary health care services in supporting older people.

In addition to GP clinics, what other resources and facilities offer primary health care services to older
people? Discuss two (2) resources and facilities.

Physical triggers for behaviours of older people may vary. Describe how the following physical triggers contribute to behaviours of older people:
Untreated or chronic pain:

Not wearing the prescribed hearing aids or not using alternative listening devices:

Discuss the prevalence of cancer in older people. Provide three (3) examples of commonly found cancers
in older people.
What are complementary therapies? Discuss nurse initiated complementary therapies.

Briefly describe the application of distraction and behavioural modification in responding to challenging
behaviours.

Satisfactory
Briefly describe the management of overflow incontinence. Discuss various equipment and aids used in continence care (urinary) of older people in general.

Research and discuss:
Key considerations and documentation requirements after the death of a person

Preparation of the person’s body for the family to view or send to the mortuary or to a funeral
facility (standard procedure).
Research and briefly describe the oral hygiene for a partial or fully edentulous person.
Include in your response:
Care of dental prosthetics

Care when cleaning dentures

Screening for oral health conditions

Care of oral soft tissues

Briefly describe the functional assessment tools for assessing older people. Include in your response:
Assessment of patients with gait instability and fall risk

Screening for cognitive impairment.

Briefly describe legal and ethical issues and considerations relevant to older people.

Explore and briefly describe:
What dementia is

Strategies and nursing interventions that can be used with people with dementia.

Outline five common stereotypes associated with ageing. Discuss influences of stereotypes on ageing.

Discuss the importance of a safe, physical, social and emotional environment for all older people,
especially people with dementia.

Part B – Case Study Questions:

What is the effect of Frusemide on Mrs James especially when administered at night time?

What adjustments can you make in the administration of Frusemide in this situation and whom should you liaise with to make any adjustments?

 

Identify and discuss 3 chronic health problems faced by Ms. Wong.

Briefly discuss the possible impacts of osteoporosis on Ms Wong’s capacity to perform daily living activities.

What are the implications of Ms. Wong’s admission to the residential aged care facility? How will you ensure Ms Wong’s family and/or carers (who are visiting her now) understand these implications?

 

Provide two (2) examples of strategies you would implement as a nurse in promoting the health maintenance of Mills.

Identify and describe a community service/resource Mills and his daughter could access in promoting his health maintenance in relation to the identified issue in addition to the home nursing services.

Briefly describe how you could apply advocacy skills in relation to this scenario.

Assessment task 2 – Literature Review

Context of assessment:
This assessment needs to be completed in your own time as part of self-paced learning.
You may work together in a group when completing this assessment task, but you must submit the literature review individually and plagiarism, collusion and cheating will not be tolerated.

Planning the assessment:
Time required to complete this assessment is 7 – 8 hours including the time required for researching and academic writing. This is a guide only and you may take more or less time to complete this literature review.
A mutually agreeable time will be set by the assessor to provide feedback to you.
You will be advised of this literature review assessment during session 1. All criteria must be addressed in the literature review and submitted by the designated due date.

Required resources
Computer with internet connection to access online resources.
Access to a range of resources including updated textbooks, access to INFORMIT data base, websites etcetera to gather information for the literature review.
A marking rubric has been provided for your reference.

Evidence submission:
The completed literature review must be submitted by you via Moodle as a Word document.

Competency assessment:
To be deemed Satisfactory for this assessment, you must address all criteria specified in the marking rubrics in this literature review. To authenticate the veracity of your work, the assessor will query you on the information provided.
Any candidate not addressing all required criteria for the literature review, will be allowed to repeat the assessment and resubmit the amended literature review through Moodle (second attempt).
If the assessment outcome is Not Satisfactory after the second attempt, any further intervention strategies will be planned in accordance with EQUALS’ Assessment Policy.
You must use Harvard referencing style. For more information, refer to EQUALS’ Style Guide available from the Candidate Centre in Moodle.
You must comply with the requirements of word limits and referencing.

Reasonable adjustment provided, if applicable (to be completed by the assessor):
Literature review topic
Some personal care assistants in a residential aged care facility demonstrated inappropriate behaviour towards the residents. Their unprofessional behaviours included, but were not limited to, the following:
Force feeding residents
Neglecting residents’ needs and requests on the assumption that ‘they will forget it soon’
Arguing with residents when there was a delay in receiving a response from them to their (PCAs) questions
Being impatient and forcing them to mobilise faster
Performing tasks without seeking consent
Making statements such as ‘older people are boring’ and ‘older people are so dramatic’.

The residential aged care workforce must possess an understanding of the application of the theories of ageing and physiology of the ageing process as it is related to disease processes and resident behaviours.
Conduct a literature review and submit a writing on this topic, linking it with appropriate examples from the case scenario provided above.
Refer to the marking rubrics for further guidelines and marking criteria you must include in your literature review.
Word limit: 1200 to 1500 words excluding references Marking rubrics with benchmark answers:
* S – Satisfactory, NYS – Not yet satisfactory
Marking criteria Assessment outcome *
Used Harvard referencing style to support the content throughout the literature review.
Content had been appropriately paraphrased and in-text citations provided. S NYS
Discussed the biological theories of ageing S NYS
Discussed the psychosocial theory of ageing S NYS
Discussed the disengagement theory of ageing S NYS
Discussed the social exchange theory of ageing S NYS
Discussed the wear and tear theory of ageing S NYS
Discussed the activity theory of ageing S NYS
Physiology of the ageing process (ageing-related physiological changes) as it relates to disease processes including in relation to:
Sensory function
S NYS
Cardiac function
S NYS
Respiratory function
S NYS
Neurological function


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