Recent Question/Assignment

Student Name: Student ID:
Group: Date:
Assessment Coding
Assessment for this unit of competency is based on competency based grading. All assessment tasks, except Practical Observations and Clinical Placements are weighted and graded.
This is a competency based assessment: results are given as: S/NS
Re-assessment
Any re-assessment is conducted as soon as practicable after you have been informed of the requirement to be re-assessed and have been given the opportunity to be re-trained and assimilate the training. You are re-assessed only in the areas your assessor deems that you have not met the required standard. It is at the assessor/s discretion to re-assess the entire assessment should it be demonstrated an overall understanding of this unit has not been achieved.
Reasonable Adjustment for this unit College Based Workplace Based
Assistance of a learning support teacher for
LLN issues Choose an item. Choose an item.
Modifications to physical environment, e.g.
wheelchair access Choose an item. Choose an item.
Changes to course design, e.g. instead of written assessment task – change to verbal questioning & assessor to write the answers Choose an item. Choose an item.
Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue Choose an item. Choose an item.
I acknowledge the assessment process has been explained and agree to undertake assessment. I am aware of Careers Australia’s appeals process, should the need arise. I also understand that I must be assessed as ‘satisfactory’ in all parts of the assessment to gain a competent result for this unit of competency. I declare that the work contained in this assessment is my own, except where acknowledgement of sources is made. I understand that a person found responsible for academic misconduct will be subject to disciplinary action (refer to student handbook).
Student Signature: ________ Date:
Assessor use only
Assessor Comment/Feedback:
Assessor Name: ____________________ Assessor Signature: ________________
Date: _________________ Result: _________%
Resubmission: YES / NO Due Date: ________________
Office use only:
Results entered by:
Date: Skills
Centre:
Practical Assessment: Student instructions
This is a competency based assessment: results are given as: S/NS
NURSING LABORATORY
Practical OSCE: Simulated environment
This practical assessment will take the form of OSCE’s. Objective Structured Clinical Examination (OSCE) is a form of performance-based testing used to measure candidates’ clinical competence. During an OSCE, candidates are observed and evaluated as they go through a series of stations in which they interview, examine and treat standardized patients (SP) who present with some type of problem.
Features of the Objective Structured Clinical Examination (OSCE)
• Stations are short
• Several stations
• Stations are highly focused, candidates are given very specific instructions
• Emphasis on what candidates can do rather than what they know
• 5 minutes most common (5-20 minutes)
• Observer assesses performance based on criteria for the skill
• Mix of station types/competencies tested http://www.oscehome.com/What_is_Objective-Structured-Clinical-Examination_OSCE.html
Instructions for the skills stations
1. At each skills station the student is provided with an instruction sheet, with an activity to complete.
2. A bell is rung to indicate to the student at each of the following times:
? At the beginning of the assessment
? 5 mins before the assessment is finished
? At the end of the assessment
3. The student will then move onto the next station.
4. The student will be allowed to spend 5-20 minutes at each station depending on the skill.
5. At the end of the assessment the Practical Skill Verification Sheet will be signed by the skill station assessor as Satisfactory (S) or Not Satisfactory (NS) and handed back to the student.
6. The student moves to the next OSCE station.
7. At the last skill station on completing final assessment hand back your Practical Skill Verification Sheet to the assessor.
8. Included (embedded) in each skill station assessment will be the following criteria:
a) Follow legal and professional standards of practice.
b) Hand hygiene.
c) Introduction of self to client.
d) Appropriate communication skills (refer to Tollefson’s) and appropriate level of language and literacy. Include developing a rapport with the client and use of open and closed questions.
e) Inform client about nursing care procedure.
f) Safe manual handling.
g) Awareness of infection control principles as per organisational policy and procedures.
Students will be assessed on the following skills
Skills Sets:
A. Skill Set Nursing Care: ADL’s
A. SKILL SET: NURSING CARE ADL’s
1. Bed making – (1.2)
2. Dressing/undressing, grooming, hygiene/bathing and showering – (1.5)
3. Elimination and perineal care - (1.6)
4. Oral intake and hygiene – (1.4)(1.5)
5. Pressure area care and positioning a dependent patient - (1.8)
6. Documentation - Progress Notes entry - (2.1)
Please refer to the prescribed texts –
Tollefson, J, Bishop, T, Jelly, E, Watson, G & Tambree, K 2012, Essential Clinical Skills: Enrolled/Division 2 Nurses, 2nd edn, Cengage Australia, NSW.
Koutoukidis, G, Stainton, K & Hughson, J 2013, Tabbner's Nursing Care Theory and Practice, 6th edn, Elsevier, Australia, NSW.
Included (embedded) in each skill station assessment will be the following criteria:
1. Follow legal and professional standards of practice.
2. Hand hygiene.
3. Introduction of self to client.
4. Appropriate communication skills (refer to Tollefson’s) and appropriate level of language and literacy. Include developing a rapport with the client and use of open and closed questions.
5. Inform client about nursing care procedure and ensure their consent is valid.
6. Safe manual handling: Apply the principles and techniques of safe manual handling and principles of 'no-lift' policy when assisting clients with movement.
7. Awareness of infection control principles as per organisational policy and procedures.
8. Maintain the privacy and dignity of your client with all your cares.
Please refer to the prescribed texts –
Tollefson, J, Bishop, T, Jelly, E, Watson, G & Tambree, K 2012, Essential Clinical Skills: Enrolled/Division 2 Nurses, 2nd edn, Cengage, Australia, NSW.
Equipment for Station: Skill Set Nursing Care ADL’s
Stations Skill Equipment
A.1 Bed making Standard hospital beds, bed linen.
A.2 Dressing/undressing/ grooming/bathing/showering Mannequin; clothes; hairbrush, wash basin/towel or shower access.
A.3 Elimination and perineal care Model; commode or pan; toilet paper; wash basin/towel.
A.4 Oral intake and hygiene Model; custard or jelly; bowl and spoon; glass water; clothing protector; mouth wash equipment.
A.5 Pressure area care & positioning a dependent patient for sleep Model; bed; bowl water and handtowel; pillows.
A.6 Progress Notes Entry Progress Notes and pen.
Station A.1
Bed-making
Please read and hand back to the Assessor. You have up to 20 minutes to complete this assessment.
Case Study
Mrs Jones is a 78-year-old lady who has been admitted to your Aged Care Facility. She has Congestive Cardiac Failure (CCF) and Multi-Infarct Dementia. Mrs Jones requires assistance with nearly all of her ADL’s but is to be encouraged to maintain her independence as much as possible. It is 0700 hours and she is to be showered and prepared for breakfast.
Practical Assessment
1. Verbally explain to your educator what Mrs Jones needs would be considering her diagnosis. Include her psychological and social needs as well As her physical needs.
2. Explain to your educator the impact of the ageing process on Mrs Jones Cardiovascular system.
3. Leave Mrs Jones in bed, make Mrs Jones’s occupied bed.
4. Assist Mrs Jones to sit out of bed, make Mrs Jones’s un-occupied bed.
5. Which ANMC Code of Professional Conduct for Nurses Statement would you apply when caring for Mrs Jones?
Station A.2
Dressing/undressing, grooming, hygiene/bathing and showering
Please read and hand back to the Assessor. You have up to 20 minutes to complete this assessment.
Case Study
Mrs Jones is a 78-year-old lady who has been admitted to your Aged Care Facility. She has Congestive Cardiac Failure (CCF) and Multi-Infarct Dementia. Mrs Jones requires assistance with nearly all of her ADL’s but is to be encouraged to maintain her independence as much as possible. Mrs Jones prefers an early start. It is 0630 hours and she is to be showered and prepared for breakfast.
You have been allocated to work with a new Assistant in nursing, they are to assist you with Mrs Jones’s hygiene needs.
Demonstrate the principles of privacy and confidentiality when assisting Mrs Jones with her personal hygiene needs.
Practical Assessment
1. Verbally explain to your educator how you can monitor the work of the AIN as they shower Mrs Jones. Consider the importance of adhering to occupational Health and Safety guidelines in regards to manual handling.
2. Shower Mrs Jones.
3. Dress Mrs Jones in her day clothes.
4. Brush her hair.
5. Wash her face.
6. Verbally explain which ANMC Code of Ethics for Nurses Statement would apply to your care of Mrs Jones.
Station A.3
Elimination and perineal care
Please read and hand back to the Assessor. You have up to 20 minutes to complete this assessment.
Case Study
Mrs Jones is a 78-year-old lady who has been admitted to your Aged Care Facility. She has Congestive Cardiac Failure (CCF) and Multi-Infarct Dementia. Mrs Jones requires assistance with nearly all of her ADL’s but is to be encouraged to maintain her independence as much as possible. It is 0730 hours and Mrs Jones needs the toilet.
Demonstrate the principles of privacy and confidentiality when assisting Mrs Jones with her personal hygiene needs.
Practical Assessment
1. Take Mrs Jones to the toilet.
2. Sit her on the toilet.
3. Rearrange her clothes.
4. Assist her to wash her hands.
5. Walk her back to her room.
6. Provide perineal care to Mrs Jones.
7. Verbally explain to your educator which Competency Standards would reflect your accountability as an EN.
Instructions for Skills Station A.4
Oral intake and hygiene
Please read and hand back to the Assessor. You have up to 20 minutes to complete this assessment.
Case Study
Mrs Jones is a 78-year-old lady who has been admitted to your Aged Care Facility. She has Congestive Cardiac Failure (CCF) and Multi-Infarct Dementia. Mrs Jones requires assistance with nearly all of her ADL’s but is to be encouraged to maintain her independence as much as possible. It is 0800hours and she is to be assisted with her breakfast.
Scope of practice response:
While you are feeding Mrs Jones her daughter arrives and asks you to give Mrs Jones the Panadol that the daughter has brought in. Referring to your scope of practice and the decision making framework, verbally explain to your educator what your response would be.
Practical Assessment
1. Prepare Mrs Jones for breakfast.
2. Feed Mrs Jones her breakfast.
3. Assist Mrs Jones with a drink.
4. Give Mrs Jones a mouthwash.
Instructions for Skills Station A.5
Pressure area care and positioning a dependent patient for sleep
Please read and hand back to the Assessor. You have up to 20 minutes to complete this assessment.
Case Study
Mrs Jones is a 78-year-old lady who has been admitted to your Aged Care Facility. She has Congestive Cardiac Failure (CCF) and Multi-Infarct Dementia. Mrs Jones requires assistance with nearly all of her ADL’s but is to be encouraged to maintain her independence as much as possible. Mrs Jones likes an afternoon nap but is unable to get into bed unassisted or turn herself over in bed.
Practical Assessment
1. Assist Mrs Jones into bed.
2. Check Mrs Jones’s pressure points and give each area a gentle massage.
3. Position Mrs Jones as for a dependent person going to sleep.
Instructions for Skills Station A.6
Documentation - Progress Notes Entry
Please read and hand back to the Assessor. You have up to 20 minutes to complete this assessment.
Case Study
Mrs Jones is a 78-year-old lady who has been admitted to your Aged Care Facility. She has Congestive Cardiac Failure (CCF) and Multi-Infarct Dementia. Mrs Jones requires assistance with nearly all of her ADL’s but is to be encouraged to maintain her independence as much as possible.
It is now the end of your morning shift.
Practical Assessment
1. Complete the nursing care plan - section on personal hygiene above.
Actual and or potential needs Goals/expected outcomes Nursing interventions Evaluation Date ceased
Confusion and anxiety associated with
multi infarct dementia Reorientate and reassure Mrs
Jones Behaviour chart to monitor episodes of anxiety and wandering
Distract Mrs Jones with group activities and one on one cares Mrs Jones is happy to be re directed to join group activities, in particular the cooking classes, held daily Ongoing cares
Unable to maintain personal hygiene needs
Anxiety related to social outings Assist Mrs Jones to join in social outings Mrs Jones to join weekly bus trip to library for book readings Mrs Jones has been attending weekly book readings Review in 1 month
2. Verbally explain to your educator the assessments you would need to conduct for Mrs Jones when she is admitted to the facility. Consider her physical observations and the assessment tools you may use.
3. Verbally explain to your educator what aspects of Mrs Jones’s nursing care plan you have implemented in your morning shift.
4. Write a Progress note (see following page) for the end of your shift outlining the cares you have provided to Mrs Jones.
PROGRESS NOTES
Date:
5. Complete the behavioural observation chart.
Behavioural observation
This morning at 10am, Mrs Jones was observed entering another client’s room and arguing with the client about her walking frame, mistaking it for her own. At 1200 Mrs Jones was found crying at the main door to exit the facility, at 1230 Mrs Jones grabbed a staff member by the shirt sleeve and tried to shake the staff members arm. At 1600, Mrs Jones returned to the resident’s room and tried to take the walker away.
Mrs Jones has been placed on a behavioural observation chart, complete the entries below for the morning.
BEHAVIOURAL OBSERVATION CHART
Date:
10am
12 midday
12.30
1600
6. Verbally explain to your educators some of the factors that may be contributing to Mrs Jones’s behaviours.

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