student assessment - transtutors...student assessment hlt54115 diploma of nursing hltenn005 –...

Student Assessment

HLT54115 Diploma of Nursing HLTENN005 – Version 1.1 July 2017

1

HLTENN005 Contribute to nursing care of a

person with complex needs

HLT54115 Diploma of Nursing

Record of Assessment Outcome

Student Name: Student ID:

Summary of evidence gathering techniques used for this assessment:

O Written Assignment O Case Report O Skills Assessment O Professional Practice Experience

The evidence presented is:

O Valid O Sufficient O Authentic O Current

Unit Result: Competent O Not Competent O

The student has been provided with feedback and informed of the assessment result and the reason for the decision.

Assessor Name: Date Assessed:

Assessor Signature:

SCEI Contact [email protected]

Student declaration on assessment outcome

I have been provided with feedback on the evidence I have provided. I have been informed of the assessment result and

the reason for the decision.

Student Name: Date:

Student Signature:

Student Assessment

Student Assessment


2

Student Declaration

Plagiarism constitutes extremely serious academic misconduct and severe penalties are associated with it. By signing below,

you are declaring that the attached work is entirely your own (or where submitted to meet the requirements of an

approved group assessment, is the work of the group).

I certify that

I have read and understood the Southern Cross Education Institute’s PP77 Assessment and submission

policy and procedures.

This assessment is all my own work, and no part of this assessment has been copied from another person.

I have not allowed my work to be copied by another person.

I have a copy of this work and will be able to reproduce within 24 hours if requested.

I give my consent for Southern Cross Education Institute to examine my work electronically by relevant

plagiarism software programs.

Student Signature: .......................................................... Date: ......../........../................

Reasonable Adjustment

Was reasonable adjustment applied to any of the assessment tasks? (please tick) Yes O No O

If yes, tick which assessment task(s) it was applied to.

O Written Assignment O Case Report O Skills Assessment O Professional Practice

Provide a description of the adjustment applied and why it was applied.

Name of Assessor: Assessor Signature:

Name of Student: Student Signature:

Student Assessment


3

ASSESSMENT OUTCOME SUMMARY AND FEEDBACK

Assessment Task 1 – Written Assignment

Submission No. Result Score Date Assessed Assessor Name Assessor Signature

O First submission O S O NS ____/25%

O Re-submission 1 O S O NS ____/25%


S = Satisfactory NS = Not Satisfactory

Feedback to the Student:

Assessment Task 2 – Case Report


O First submission O S O NS ____/25%





Student Assessment


4

Assessment Task 3 – Skills Assessment


O First submission O S O NS

O Re-submission 1 O S O NS

O Re-submission 2 O S O NS



Assessment Task 4 - Professional Practice Experience

Submission No. Result Score Date

Assessed Assessor Name

Assessor

Signature

O First submission O S O

NS

O Re-submission 1 O S O

NS

O Re-submission 2 O S O

NS


Date professional practice completed:


Student Assessment


5

ASSESSMENT OBJECTIVES

This unit of competency describes the skills and knowledge required to provide clinical nursing skills

for a person with complex needs and to contribute to complex nursing interventions using critical

thinking and problem-solving.

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.

To achieve competence the following assessment tasks must be successfully completed in the time

allocated with the essential resources. Your trainer/assessor will give you the due date to submit the

assessments and provide you with feedback after assessing your work.

Refer to the table below for the summary of Assessment Task for this unit:

Assessment Task

Number

Assessment Type Notes

1 Written Assignment To be completed in own time and

submitted to the trainer/assessor by due

date

2 Scenarios To be completed during professional

practice and submitted to the

trainer/assessor within five days of

professional practice completing

3 Skills Assessment To be completed in the Nursing Skills

Laboratory under direct observation by

the trainer/assessor

4 Professional Practice Undertake professional practice

placement at the end of the semester in a

SCEI approved health facility

Students may need to spend some hours outside the class hours without supervision to

complete the assessments

All assessment tasks must be satisfactory to achieve competency in the unit

All the units of competency must be deemed competent to complete the qualification and obtain

a certificate

The assessment requirement for this unit are presented clearly in the Unit of Competency

located at: (http://training.gov.au/Training/Details/HLTENN005)

In the Student assessment, you must be able to:

o Answer all questions

o Complete all assessment tasks within the required timeframe

o Complete all skills assessments tasks to a satisfactory standard

http://training.gov.au/Training/Details/HLTAID003

Student Assessment


6

The following resources are required for this assessment:

o Lemone, P., 2013. Medical-Surgical Nursing (Australian Edition) Volumes 1-3 (2e). Australia:

Pearsons

o Tollefson, J., Bishop, T., Jelly, E., Watson, G. & Tambree, K. (2012). Essential Clinical

Skills: Enrolled/Division 2 Nurses (2nd Ed.) Australia: Cengage

o Nursing and Midwifery Board of Australia

websitehttp://www.nursingmidwiferyboard.gov.au/

Reasonable adjustment

For information on reasonable adjustment please refer to the student handbook located at:

http://scei.edu.au/wp-content/uploads/2016/11/2016_Studenthandbook.pdf

Record of Assessment Outcome

After all of the assessment evidence has been gathered from the assessment tasks for this unit/cluster

of units of competency the Record of Assessment stating your result will be completed.

Information for the Student

If you do not understand any part of the unit or the assessments you are required to undertake, please

talk with your trainer/assessor. It is important that you understand all of the aspects of the learning

and assessment process that you will be undertaking. This will make it easier for you to learn and be

successful in your studies.

http://www.nursingmidwiferyboard.gov.au/

http://scei.edu.au/wp-content/uploads/2016/11/2016_Studenthandbook.pdf

Student Assessment


7

ASSESSMENT TASK 1 – WRITTEN

ASSIGNMENT

Instructions

for

completion

You are required to complete all requirements of this written

assignment

Responses may be typed or hand written

If hand written, writing must be legible and in pen NOT pencil

Use of correct grammar and spelling is required to demonstrate

foundational skills

You must complete the assignment in your own words or use

appropriate referencing

Use of APA referencing must be used where original sources other

than your own have been used – to avoid plagiarism

Write your name, student ID, the assessment task and the name of the

unit of competency on each piece of paper you attach to this

assessment document

You must achieve a satisfactory result

Submit to your trainer/assessor by the due date

This assessment task contributes to 25% of the overall grade for this

unit

DUE DATE The trainer/assessor will inform you of the due date

Q1. Answer following questions:

A. Correct the spellings of the following disorders and match them to the respective system.

One has been done for you.

Disorder Correct spelling System involved Answer

1 Miniere’s disease musculoskeletal

2 Cron’s disease skin

3 Graeve’s disease cardiovascular

4 Focal segmented

glomerilosclerosis

respiratory system

5 Ambyopia gastrointestinal

6 Aerythmia ear

7 Kondromalaysia patellae eye

8 Hypospedia nervous system

9 Atellectesis endocrine

10 Soriyasis renal system

11 Menengitis reproductive system

Student Assessment


8

B. Define each of the below listed disorders. One has been done for you.

1 Meniere's disease

2 Crohn’s disease

3 Grave’s disease

4 Focal segmental

glomerulosclerosis

5 Amblyopia

6 Arrhythmia

7 Chondromalacia patellae

8 Hypospadias Hypospadias is an abnormality of anterior urethral and penile

development in which the urethral opening is ectopically located

on the ventral aspect of the penis proximal to the tip of the glans

penis, which, in this condition, is splayed open.

9 Atelectasis

10 Psoriasis

11 Meningitis

Student Assessment


9

Q2. Answer following questions.

A. Give an example of what diseases can be diagnosed with the following investigative

procedures. One has been done for you.

System involved Investigation Examples of disease

1 musculoskeletal X-ray radiography

2 skin Skin Biopsy Melanoma

3 cardiovascular 12 lead Electrocardiogram

4 respiratory system Incentive spirometry and

peak flow

5 gastrointestinal Colonoscopy

6 ear Audiometry

7 eye Retinoscopy

8 nervous system Nerve conduction study

9 endocrine Serum levels of T3, T4,

TSH

10 renal system Serum Creatinine level

11 reproductive

system

Serum HCG

12 respiratory system Pulse oximeter to monitor

(oxygen saturation) SPO2

levels

B. Explain following diagnostic tests. Write in simple steps, how are they performed. In which

disease/disorders/conditions these are prescribed/performed (name a few).

1. Incentive spirometry and peak flow

2. Recording of a 12 lead electrocardiogram (ECG)

3. Monitoring oxygen saturation levels


A. What specimens are collected for the following diseases? State 1 or more specimen for each

disease.

Disease Specimen

Conjunctivitis

Upper respiratory tract infections

Diptheria

Amoebiasis

Pre cervical cancer

AML

Student Assessment


10

Anaemia

Malaraia

B. Name at least three examples of disease conditions where blood tests are prescribed as

their diagnostic test.

Q4. A 65 year old male patient from New Zealand, was admitted in the ICU this morning. The

provisional diagnosis was: Sepsis secondary to pancreatic carcinoma, Alcoholic liver cirrhosis, and

chronic kidney disease- stage 5. The patient is currently under CRRT Dialysis (Continuous Renal

Replacement Therapy) and total parental nutrition (TPN).

He was suffering with this disease since 2 years. He has an extremely loving and dedicated wife.

However, due to the sudden collapse of her husband’s condition and the current vegetative state,

she is still in shock. She believes her husband is not being orally fed on time and no one massages his

feet which he loves.

It has been only three days since your first job as an enrolled nurse and you feel you are not

completely aware of the organization policies. Hence, when questioned by the wife regarding the

status of her husband, you chose to reply diplomatically and asked her to speak to the RN or the

consultant physician. Annoyed, she yells at you when she finds you at the canteen. This matter has

now reached the Public relations manager.

Since the past 2 days, you have been trying to gather more information on her husband’s health but

do not want to face his wife. She too is trying to avoid confrontation with you due to her behaviour.

Both of you want the best for the deteriorating patient.

Now fill in the blanks of the following paragraph using the key below:

The beginning of the conflict was because the wife was………………………….. The PR Manager

decided to ……………… and called both the nurse and the patient’s wife into his office for an

informal meeting. Both of them explained their ………………….for the deteriorating patient and

reasoned accordingly. Thus a ……………. took place between the patient’s wife and the nurse and

the …………… was resolved.

A goals and best interests

B conflict

C mediate

D negotiation

E dissatisfied with the management style

Q5. A) Give one (1) example for referral options and resources available in community and/or

health care settings for the ailments below.

Sno. Ailment Referral options Resources available

1 Autistic child

2 Physical disability

Student Assessment


11

3 Geriatric depression

B) Discuss the importance of referrals and community resources and services for those people

experiencing chronic and complex health conditions. Identify at least 4 examples of these referrals

and resources where they can be accessed.

Q6. What is critical thinking? State two (2) of its characteristics with examples.

A critical thinker… Example questions

Q7. Describe differences between critical thinking, creative thinking and problem solving.

Q8. What are the seven (7) key steps of problem solving in nursing practice according to Sullivan

and Decker?

Q9. Which of the following strategies should a nurse use to improvise care quality with critical

thinking? (select one)

a. Strategy A: Monitor own thinking constantly in relation to own clarity, precision, accuracy,

consistency, logic and significance of care.

b. Strategy B: Monitor own thinking by using trial and error methods with clarity of goals and

objectives.

c. Strategy C: Monitor own thinking by reflecting from experience of your RN.

d. Strategy D: Monitoring own thinking is not required.

Q10. Critically think and identify nursing interventions for a patient with complex needs taking the

following into consideration. ( Select one)

a. Clinical Presentation.

b. Health information.

c. Previous experience.

d. All the above.

Q11. Access and consider below mentioned links regarding resources for the core standards for

nurses who support people with disability (NSW Family and Community Services) and answer

following questions:

1. https://www.adhc.nsw.gov.au/__data/assets/file/0003/301782/Working-with-people-with-

chronic-and-complex-health-care-needs-Practice-Package.pdf

2. https://www.adhc.nsw.gov.au/sp/delivering_disability_services/core_standards

https://www.adhc.nsw.gov.au/__data/assets/file/0003/301782/Working-with-people-with-chronic-and-complex-health-care-needs-Practice-Package.pdf

https://www.adhc.nsw.gov.au/__data/assets/file/0003/301782/Working-with-people-with-chronic-and-complex-health-care-needs-Practice-Package.pdf

https://www.adhc.nsw.gov.au/sp/delivering_disability_services/core_standards

Student Assessment


12

A. TRUE or FALSE

The Nursing and Health Care Core Standards can be used for any nurse supporting

people with disability, giving them the basic required knowledge to be able to do

their job and be able to demonstrate this. (TRUE /FALSE)

B. Following are the core standards for nursing and health care who support people with

disability (NSW Family and Community Services). Circle one correct answer.

i. Person-Centered Health Care Assessments and the Development of Health

Care Plans

ii. Communication and Behavior Support

iii. Working with People with Chronic and Complex Health Care Needs:

iv. Mealtime Management for Nurses

v. All of above

vi.

C. Circle one correct answer. The core standards materials and resources can be used in a

variety of ways-for example:

i. Professional education and training

ii. Knowledge translation and appraisal of core standards in practice

iii. Induction of new staff or staff new to the area of disability

iv. As a reference point in supervision or mentoring

v. Use with students on placement or within learning institutions

vi. All of above

C. “Nurses works with the multidisciplinary team in the management of chronic and complex

health care needs of clients. The multidisciplinary team may include a Speech Pathologist,

Dietitian, Physiotherapist, Occupational Therapist, Gastroenterologist and Physician”.

Answer following questions considering above statement and the first web link above.

Choose at least four of provided chronic and complex health care needs. Explain for

each condition/care need: its management, list what is considered by a nurse during its

(condition) management and which multidisciplinary members/people will a nurse be

working with in order to meet care needs of clients and why. (250-300 words)

Conditions and care needs are: Management of Chest Infection / Aspiration Pneumonia,

Respiratory Health, Management of Type 2 Diabetes, Management of Osteopenia and

Osteoporosis, Management of chronic pain, Management of bowel problems: Colostomy,

Ileostomy.

Student Assessment


13

Q12. Enlist steps how to perform nursing interventions for the following procedures. (maximum

60 words for each)

assisting a person to don anti-embolic stockings

caring for drainage tube systems associated with tubes and drains inserted into the body

emptying and changing ostomy bag

emptying and changing a urinary drainage bag

providing care of suprapubic catheter

inserting and removing indwelling catheters (IDC) including insertion for male and female

genitourinary anatomy

applying isolation nursing practices

inserting and removing nasogastric tubes (NG)

feeding through nasogastric tubes (NG) and percutaneous feeding tube

performing blood specimen collection (venepuncture)

Student Assessment


14

Assessment task1 - checklist

Indicate in the table below if the student is deemed satisfactory (S) or not satisfactory (NS) for the

activity or if reassessment is required.

Student’s name

Assessor’s name

Unit of Competence

(Code and Title)

Date(s) of assessment

Has the Student provided satisfactory response to all questions above? Yes No

(Please circle)

Has sufficient information been provided by the student for all questions? Yes No

(Please circle)

Comments

Provide your comments here:

The Student’s

performance was: Not yet satisfactory Satisfactory

If not yet satisfactory, date for reassessment:

Feedback to learner:

Student’s

signature

Assessor’s

signature

Student Assessment


15

ASSESSMENT TASK 2 – SCENARIO

Instructions for

completion

Read the case report details provided and complete the assessment instructions

Responses to the questions may be typed or hand written

If hand written, writing must be legible and in pen NOT pencil

Use of correct grammar and spelling is required to demonstrate foundational

skills

Use of APA referencing must be used where original sources other than your

own have been used – to avoid plagiarism

Write your name, student ID, the assessment task and the name of the unit of

competency on each piece of paper you attach to this assessment document

You answer all questions correctly to achieve a satisfactory result

Submit to your trainer/assessor by the due date

This scenario assessment task contributes to 25% of the overall grade for this unit

Due Date

To be submitted to the trainer/assessor within five days of professional practice

concluding.

Case 1

A 34-year-old female patient came to the hospital today at 9 am and was stabilised after a road side

accident. She lost a lot of blood and was transfused 4 packed RBCs. The following are details of her

status as of 10pm today. The patient suffered acute kidney injury secondary to hypovolemia. An IDC

was introduced to monitor urine output.

Name: Fatima Muhammad

Age: 34

Sex: Female

Student Assessment


16

Diagnosis: Wedge compression of #L1 vertebra and # Rt.Superior Pubic Rami with no nuerological

deficit.

BP: 100/60 mm of Hg

Temperature: 99.2°F

Pulse: 97/min

RR: 18/min

SpO2: 97%

Serum creatinine : 2.8 mg/dl

Fluid intake: 2000 ml

Urine output: 500 ml in urine bag with Foley’s catheter in place.

The patient tells you that during the time of the accident, it has her Day 1 of menstruation period.

She is very depressed and worrisome. She thinks she can never have a baby again.

Section: 1

Answer the following questions in a maximum of 50 words per answer.

Q1. What are the nursing interventions associated with the urinary system in this case?

Q2. What are the nursing interventions associated with the reproductive system in this case?

Q3. Under what conditions would a bladder washout be required?

Section: 2

Q4. Read Mr A’s care plan and answer following questions:

Mr A has a diagnosis of insulin dependent Type II Diabetes Mellitus. He is prescribed for regular

Insulin (10 units of mixtard 30/70 before breakfast and 6 units of mixtard 30/70 before dinner). He is

also prescribed for PRN actrapid 4 units if his BSL level is above 12 mmol/L.

In case of hypoglycaemic episodes, Dr has recommended to treat hypoglycaemia by giving 6 jelly

beans or one glass of cordial juice. Check BSL again if still <4 mmol/L repeat interventions. if still <4

mmol/L ring 000.

When you checked his Blood sugar levels before breakfast it was 14 mmol/L. Read Mr. A’s care plan

and write what nursing care interventions would you perform on Mr. A based on his predetermined

plan of care.

Student Assessment


17

Diabetes care plan for Mr. A.

Nursing Diagnosis Objectives Nursing

plan/interventions

Unstable blood glucose levels

At Risk of Hyperglycaemic

episode

To maintain adequate blood

glucose levels

Check blood glucose levels

Monitor and report for signs

and symptoms of

hyperglycaemia to RN/Dr

Administer prescribed regular

and PRN sliding scale insulin

when required to treat

hyperglycaemic episodes (in

collaboration with your RN).

Assess for and report signs and

symptoms of ketoacidosis (e.g.

warm, flushed skin; thirst;

weakness; lethargy;

hypotension; increased

abdominal pain; fruity odour on

breath; Kussmaul respirations.

Recheck blood sugar post

interventions. Report further

concerns to RN/G.P

immediately.

Student Assessment


18

At risk of Hypoglycaemic

episodes

To maintain blood glucose

levels within the normal range.

Assess and report signs and

symptoms of hypoglycaemia:

Irritability, Confusion, Anxiety,

Hunger, Tachycardia and

palpitations, Blurred vision,

Seizures or loss of

consciousness, Tremors, Cool,

clammy skin, Hypotension.

Check Blood glucose levels.

Treat hypoglycemic episode as

recommended by Dr. (see

above information)

Report all hypoglycemic

episodes Dr.

Q5. What nursing interventions will you undertake demonstrating respect for person’s dignity and

cultural diversity in both below mentioned scenario’s.

Scenario 1: Fatimah’s cultural belief is that she should meet illness and death with patience,

meditation, prayer and dignity. To Fatimah her spiritual needs, privacy and modesty are

paramount. Fatimah has a cultural dietary choice, including the need to avoid pork or

medication that contains alcohol.

Scenario 2: Mr. Moses’s culture does not allow blood transfusions, which he believes in

very strongly. Mr. Moses has a blood disorder which requires blood transfusion for its

treatment. Mr. Moses’s another cultural belief is that he should meet illness with prayer and

patience.

Q6. A) Explain the importance of encouraging client to assist in undertaking aspects of their care

during care interventions. Explain in what ways it helps clients. Give at least 2 examples of situations

where you have encouraged the clients (during your any clinical experience) to assist in undertaking

aspects of their own care.

B) Clients should be encouraged to assist by undertaking aspects of her own care to maintain

their functional ability.

a. Only before the intervention.

b. During interventions

c. During and after the intervention.

d. All the above.

Q7. A) You are going to assist Mrs C with shower. Mrs C recently experienced a road side accident

and has a plaster cast on her fractured arm and fractured leg. She is still experiencing emotional

Student Assessment


19

trauma due to this intense accident. Mrs C use to go to church every week. Due to her recent

physical need she is no longer able to go to church which is making her more emotional. Mrs. C has

no family who could look after her and fulfil her holistic care needs. Considering her physical,

emotional and psychosocial health care needs what nursing interventions will you perform.

B) Which of the following needs of the patient should be consider while performing nursing

interventions?

a. The patient’s physical needs pertaining to the pain of the fracture.

b. The patient’s emotional needs as she is depressed and thinks she cannot have babies.

c. The patient’s psychosocial needs as she is from a conservative cultural background.

d. All the above.

Q8. A. Explain (choose any three of following ) nursing care to the Client/person appropriate to the

management of complex conditions.

Nursing interventions/care of client with nasogastric tube

Nursing interventions/care of client with colostomy bag

Nursing interventions/care of a client with diabetes

Nursing interventions/care of a client with IDC (indwelling catheter)

Nursing interventions/care of a client on isolation due to MRSA

B. Nursing care should be provided to the patient appropriate to the management of complex

conditions.

a. True

b. False

Q9. A) Mr G has severe oedema in bilateral legs. His doctor prescribed antidiuretic to treat his fluid

retention. His Doctor also commenced him on fluid restriction. After a week of commencement of

antidiuretic (furosemide), Mr G started experiencing severe hypotension as a side effect of the

medication. Mr. G was very concerned and sad about his current condition and treatment.

a) Write the signs and symptoms you are observing in this scenario

b) Write who will you report/refer regarding your findings.

c) Write what nursing interventions will you implemented.

d) Write what will you document in progress notes regarding person’s symptoms, reactions

and responses to the provided care management and medications.

B) In one of the scenarios above, when Fatima Muhammad tells you that she had begun

menstruating on the day of the accident, what do you do?

a. Observe whether she is bleeding currently.

b. Report to the Registered Nurse.

c. Report to the Gynaecologist.

d. Observe, report and document any responses.


Student Assessment


20

A) In Regard to Referring promptly to the registered nurse any reactions, responses or

variations from the normal or unexpected outcomes, including concern for the

deteriorating person read following scenario and answer its questions:

Scenario: Mr Smith was sitting in lounge room with other clients. After 20 minutes you

found your patient Mrs. Smith on the floor in her bedroom. Mrs smith vaguely tells you

that she had a bad fall and she cannot move her leg. You also note a big deep cut and

blood on her head.

Write what would be your first response in this situation.

Who will you refer/notify promptly.

What nursing interventions will you provide including concern for the

deteriorating patient.

B) One of your clients was receiving blood transfusion. An hour later, you notice her blood

pressure is 90/50 mm of Hg. What should be your next step?

a. Transfuse 1 unit 5% Normal Saline at 100ml/hour.

b. Transfuse 1 unit Ringer Lactate at 100ml/hour.

c. Transfuse 1 unit packed RBCs.

d. Contact the Registered nurse immediately who takes the decision in line with the

consultant.

Q11. Mrs Gem is very particular with her medications. She remembers her medication as number of

meds she has each time and their colour. She does not fully understand the action and reason of

medication. Today you noticed that Mrs. Gem experienced loose bowel action three times. In

collaboration with RN you withheld her coloxyl-senna. When Mrs Gem noticed that you did not

give her 2 brown tablets she was not happy and was questioning you.

Write how would you clearly explain the reasoning behind specific decisions and actions

being taken in the context of the health care of the person in the above situation.

Q12. As an Enrolled nurse you noticed that another enrolled nurse and a personal care assistant

provided assistance to client in transferring from shower chair to wheel chair by using lifting

machine. You note that the care plan says to use standing machine for this client. You question them

about this and they replied that resident today was not able to stand up properly and they had no

choice instead of using lifting machine. You also note that physiotherapist is not working this week.

Write what nursing interventions are at odds here with an already prescribed course of

action by multidiscipline team member (physiotherapist).

Write who would you report and raise the issue with.

Student Assessment


21

What referrals will you make.

Q13. One of your clients Mrs Lilly has been gradually deteriorating since last week. Today she was

seen by G.P and was commenced on palliative care in liaison with family. It was few months ago that

your health care facility had a client with palliative care. You note in medical/stock room that there

is no stock available of sub-cut butterfly cannula and other palliative care equipment.

Read above scenario and Identify areas for quality improvement including to organisation processes

in the care of a person with complex needs.

Assessment task2 - checklist

Indicate in the table below if the student is deemed satisfactory (S) or not satisfactory (NS) for the

activity or if reassessment is required.

Student’s name

Assessor’s name

Unit of Competence

(Code and Title)

Date(s) of assessment

Has the Student provided satisfactory response to all questions above? Yes No

(Please circle)

Has sufficient information been provided by the student for all questions? Yes No

(Please circle)

Comments

Provide your comments here:

The Student’s

performance was: Not yet satisfactory Satisfactory

If not yet satisfactory, date for reassessment:

Feedback to learner:

Student Assessment


22

Student’s

signature

Assessor’s

signature

Student Assessment


23

ASSESSMENT TASK 3 – SKILLS ASSESSMENT

Instructions

for completion

Your performance of this assessment task must be deemed satisfactory

by the trainer/assessor prior to commencing work placement

Assessment of this task is conducted in the SCEI Nursing Skills

Laboratory

Due Date

The trainer/assessor will provide a date and time for this assessment

This assessment task requires the student to be directly observed by the trainer/assessor in

performing wound management described below in a safe and competent manner in the SCEI

Nursing Skills Laboratory.

The Student’s performance should mimic the relations and communications between the patient

before, during and post the wound management procedure.

The trainer/assessor will provide the student with a scenario for each assessment task and the

student is required to perform the procedure accordingly.

Outline of tasks

Refer to Tollefson, J et al. 2012. Essential Clinical Skills Enrolled/Division 2 nurses. 2nd Ed.

Victoria: Cengage. Pages 125 – 150.

You will be assessed on the following procedures/skills in the SCEI Nursing Skills

Laboratory:

Assisting a person to don anti-embolic stockings

Caring for drainage tube systems associated with tubes and drains inserted into the body

Emptying and changing ostomy bag

Emptying and changing a urinary drainage bag

Providing care of suprapubic catheter

Inserting and removing indwelling catheters (IDC) including insertion for male and female

genitourinary anatomy

Applying isolation nursing practices

Inserting and removing nasogastric tubes (NG)

Feeding through nasogastric tubes (NG) and percutaneous feeding tube

Performing blood specimen collection (venepuncture)

Student Assessment


24

Skills Demonstration Checklist

SKILL 1: Anti-Embolic stockings. Student’s

Name

Student ID

Procedural Steps Satisfactory Not

Satisfactory

1. Identifies indication O O

2. Assess all joints O O

3. Evidence of effective communication with the patient ;

Gives the patient a clear explanation of the procedure O O

4. Gathers equipment O O

5. Ensures bed is in correct position

Uses pillows if required O O

6. Considerations for implementation are understood O O

7. Performs hand hygiene O O

8. Assists the patient to don the anti-embolic stockings. O O

9. Teaches the patients do’s and don’ts O O

10. Documents and reports relevant information O O

11. Demonstrates the ability to link theory to practice. O O

Assessor’s general comments/observations:

Assessor’s

name

Assessor’s

signature

Date Outcome (Please circle)

S (Satisfactory)

NS (Not Satisfactory)

Student’s

name

Student’s

signature

Student Assessment


25

Skills Demonstration Checklist

SKILL 2: Emptying and changing ostomy bag. Student’s

Name

Student ID


Satisfactory

1. Identifies the indication O O

2. Assess the patients ability to be independent O O

3. Gives the patient a clear explanation of the procedure,

discusses rationale for remaining in bed. O O

4. Gathers equipment

Clean and sterile gloves,

Hand hygiene equipment

Ostomy care requirements

Relevant personal protective equipment

O O

5. Demonstrates the problem solving abilities, positions the

patient appropriately and ensures privacy O O


7. Carries out ostomy care O O

8. Leaves the patient comfortable and safe O O

9. Disposes the ostomy bag appropriately. O O

10. Cleans, replaces and disposes equipment appropriately. O O


12. Demonstrates ability to link theory to practice. O O


Assessor’s

name

Assessor’s

signature


S (Satisfactory)


Student’s

name

Student’s

signature

Student Assessment


26

Skills Demonstration Checklist- Urinary catheterisation including

SKILL 3: insertion for male and female genitourinary anatomy

Student’s

Name

Student ID


Satisfactory


2. Gives the patient a clear explanation of the procedure,

discusses rationale for remaining in bed. O O


Clean and sterile gloves

Light source

Catheter tray

Solutions as per policy

Absorbent pad or waterproof sheet (bluey)

Bath blanket

Catheter of appropriate size

Sterile specimen jar if required

O O

4. Demonstrates the problem solving abilities, positions the

patient appropriately and ensures privacy, provides

warmth, obtains assistance if needed.

O O


6. Exposes and washes the perineal area O O

7. Adjusts the light O O

8. Performs hand hygiene again O O

9. Establishes sterile field, dons sterile gloves, prepares

equipment O O

10. Cleanses urinary meatus O O

11. Inserts urinary catheter: including male and female

genitourinary anatomy O O

12. Collects urine specimen if required O O

13. Inflates balloon if catheter is indwelling O O

14. Attaches the drainage collection bag and secures it O O

15. Secures the catheter O O

16. Cleans perineal area O O

17. Cleans, replaces and disposes of equipment appropriately O O




Assessor’s

name

Assessor’s

signature


S (Satisfactory)


Student’s

name

Student’s

signature

Student Assessment


27

SKILL 4: Skills Demonstration Checklist – Nasogastric tube insertion

and feeding

Student’s Name Student ID

Procedural Steps Satisfactory Not Satisfactory


2. Verifies written order O O

3. Evidence of effective communication : gives patient a clear

explanation of the procedure O O

4. Gathers Equipment:

NG Tube ( appropriate size and lubricant)

Glass Of Water And Straw, Gloves

Ph Indicator Strips, Tongue Depressor, Penlight Torch

20 Or 50 Ml Purple Syringe

Low Suction Apparatus, If Required

Feeding Apparatus , Appropriate Solutions And Iv Stand, If

Required

Adaptor And Drainage Bag

Hypoallergenic Tape Cut To Appropriate Length

Nutritional Fluid As Ordered

Small Disposable Cup

Absorbent Pad

O O

5. Demonstrate the problem solving abilities : provides

privacy O O

6. Positions the patient O O

7. Performs hand hygiene and applies gloves O O

8. Ascertains length of NG Tube to be inserted O O

9. Checks Nostrils for obstruction O O

10. Inserts NGT to appropriate length O O

11. Ascertains placement of NGT

insertion

pre-feed

O O

12. Tapes the NGT to the patient O O

13. Connects NGT to appropriate apparatus

Drainage

feed

low suction apparatus


Assessor’s name

Assessor’s

signature


S (Satisfactory)


Student’s name

Student’s

signature

Student Assessment


28

SKILL 5: Skills Demonstration Checklist – Venepuncture

Student’s

Name

Student ID


Satisfactory


2. Outlines safety considerations O O

3. Evidence of effective communication : gives patient a clear

explanation of the procedure O O

4. Gathers Equipment:

‘Bluey’ sharps container

Clean gloves, tourniquet

Access device and vacuum collection system

appropriate vacuumed test tubes

Alcohol wipes, gauze, tape or band aid

O O

5. Assesses arm and selects site O O


7. Assembles equipment conveniently O O

8. Applies tourniquet O O

9. Locates the vein and cleanses area O O

10. Dons gloves O O

11. Accesses vein O O

12. Draws blood O O

13. Releases tourniquet O O

14. Withdraws needle, activates needle safety device, applies

the pressure to site O O

15. Cleans, replaces, and disposes of equipment appropriately O O

16. Documents relevant information O O

17. Demonstrates ability to link theory to practice O O


Assessor’s

name

Assessor’s

signature


S (Satisfactory)


Student’s

name

Student’s

signature

Student Assessment


29

SKILL 6: Skills Demonstration Checklist

Assist with the management of a patient in seclusion

Student’s

Name

Student ID


Satisfactory


2. Able to discuss legal and safety implications in the use of

seclusion O O

3. Evidence of effective and therapeutic communication when

interacting with the patient; e.g. gives patient a clear

explanation of procedure, establishes trust, listens

carefully, speaking calmly and using short sentences.

O O

4. Assesses patient according to protocols O O

5. Assists patient with basic care needs. Maintain protocols

for safety when administering this care. O O

6. Documents relevant information O O

7. Assist with cleaning, replacing and disposing of equipment

appropriately O O



Assessor’s

name

Assessor’s

signature


S (Satisfactory)


Student’s

name

Student’s

signature

Student Assessment


30

ESSENTIAL SKILLS COMPETENCY

SKILL 7: LEAD ECG RECORDING

Demonstrates the ability to obtain a recording from a 12-lead ECG

Student’s

Name

Student ID


Satisfactory


2. Evidence of effective communication with the patient e.g.

gives patient a clear explanation of procedure O O

3. Gathers Equipment ECG Machine, ECG Paper, Electrodes,

Tissues, Abrasive strips , Razor or hair clippers if

necessary

O O


5. Demonstrates problem solving abilities e.g. provides

privacy, comfort measures, pain relief; positions patient O O

6. Attaches limb electrodes to clean, hair-free sites on arms

and legs O O

7. Determines chest sites and attaches electrodes to clean,

dry, hair-free sites O O

8. Attaches lead wires to electrodes O O

9. Sets ECG paper, spread, calibrates ECG machine according

to manufacturer’s instructions O O

10. Records ECG, checks with RN regarding significance of

tracing

11. On conclusion, the electrodes are removed and residual

gel is cleansed off the patient, the patient is left

comfortably positioned

O O

12. Cleans, replaces and disposes equipment appropriately


14. Demosntrates ability to link theory to practice. O O


Assessor’s

name

Assessor’s

signature


S (Satisfactory)


Student’s

name

Student’s

signature


Student Assessment


31

“Caring for drainage tube systems associated with tubes and drains inserted into the body”

SKILL 8: CHEST TUBES AND UNDERWATER SEAL DRAINAGE

M ANAGEMENT Demonstrates the ability to effectively and safely manage a patient who has a chest

drain/underwater seal drainage.

Student’s

Name

Student ID


Satisfactory


2. Discusses special considerations O O

3. Evidence of effective communication with the patient

e.g. gives patient a clear explanation of procedure,

reassurance of the patient

O O


5. Stethoscope, sphygmomanometer, thermometer,

watch, pulse oximeter

6. Tubing clamps

O O


8. Assesses the underwater seal drainage system hourly O O

9. Assesses the patient’s respiratory status second

hourly and assesses vital signs O O

10. Teaches and encourages coughing and deep breathing

exercises O O

11. Assists the patient to change position hourly O O

12. Cleans, replaces and disposes equipment appropriately O O


14. Demosntrates ability to link theory to practice. O O


Assessor’s

Name

Assessor’s

signature


S (Satisfactory)


Student’s

Name

Student’s

signature

Student Assessment


32


SKILL 9: EMPTYING URINE BAG Demonstrates the ability to effectively and safely manage a patient with IDC and empties urine bag

appropriately.

Student’s

Name

Student ID


Satisfactory

Identifies the indication

Evidence of effective communication with the

patient e.g. gives patient a clear explanation of

procedure

O O

Gathers equipment: PPE, urine container O O

Performs hand hygiene and wear Personal Protective

Equipment (PPE) as required. O O

Measures and assesses the urine output: mls, colour

and any signs of infection. O O

Unclamps the urine bag O O

Empties the bag ensuring there is no contact between

the drainage tap and container

O O

Clamps the urine bag O O

Discard the urine in the toilet after measuring / testing

if required, wearing PPE

O O

Discards the collection container appropriately

O O

Removes PPE and perform hand hygiene


Assessor’s

name

Assessor’s

signature


S (Satisfactory)


Student’s

name

Student’s

signature

Student Assessment


33


SKILL 10: CHANGING URINE BAG Demonstrates the ability to effectively and safely manage a patient with IDC and changes urine bag

appropriately

Student’s

Name

Student ID


Satisfactory

Identifies the indication O O

Evidence of effective communication with the patient

e.g. gives patient a clear explanation of procedure O O

Gathers equipment: Gloves, Appropriate Drainage

Bag, Alcohol wipes, Incontinence sheets or alternative

covering, urine collection container, Plastic bag

O O

Performs hand hygiene and wear Personal Protective

Equipment (PPE) as required. O O

Places Incontinence sheets or alternative covering

under catheter outlet port

O O

Wipes the end of catheter with alcohol wipe and

allow drying for 20 seconds

O O

Squeezes the catheter outlet to prevent leakage

O O

Disconnects the catheter from tubing

O O

Uses non-touch technique to insert new tubing

connection into catheter

O O

Discards used urine bag appropriately O O

Ensures urine is draining

O O

Ensures that the catheter bag is well supported and

draining below bladder level

O O


Assessor’s

name

Assessor’s

signature


S (Satisfactory)


Student’s

name

Student’s

signature

Student Assessment


34


SKILL 11: CARE OF SUPRAPUBIC CATHETER

Demonstrates the ability to effectively and safely care for a patient with suprapubic catheter.

Student’s

Name

Student ID


Satisfactory




3. Gathers equipment: Normal saline, gloves and

dressing pack O O

4. Maintains privacy of patient O O


6. Wears PPE appropriately O O

7. Removes old dressing if present O O

8. Inspects SPC site for discharge or signs of infection,

condition of skin, and patency of the catheter. O O

9. Cleanses the stoma site using circular motion O O

10. Uses saline or antiseptic solution as ordered. O O

11. Cleanses the catheter from distal to proximal end. O O

12. Applies dry dressing to the site as needed/as care plan

O O


Assessor’s

name

Assessor’s

signature


S (Satisfactory)


Student’s

name

Student’s

signature

Student Assessment


35


SKILL 12: REMOVING INDWELLING CATHETERS

Demonstrates the ability to effectively and safely manage a patient with IDC and removed IDC

appropriately

Student’s

Name

Student ID


Satisfactory




3. Gathers equipment: disposable gloves, personal

protective equipment (PPE), syringe, waterproof sheet

/blue sheet, kidney dish / receiving container

O O

4. Maintains privacy of patient O O

5. Check’s notes/care plan to see how much water was

inflated into the balloon and checks the scheduled

removal date

O O

6. Positions the patient supine, while preserving patient’s

dignity O O

7. Performs hand hygiene and puts PPE and gloves on O O

8. Places a waterproof sheet and / or kidney dish /

receiving container between patient’s legs to receive

the used catheter and to catch any urine spillage

O O

9. Attaches the syringe to the catheter valve to deflate

the balloon. Ensures that does not pull on the syringe,

but allows the water from the balloon to fill the

syringe.

O O

10. Releases any straps and tapes before deflating the

balloon O O

11. Ask the patient to relax. As the patient exhales, gently

removes the catheter O O

12. Makes the patient comfortable, and provide hygiene as

required O O

13. Records the amount of urine in the drainage bag. O O

14. Disposes of the equipment appropriately, removes

gloves and performs hand hygiene O O

15. Documents the date and time of catheter removal

O O

16. Records urine output until frequency and voided

volumes are satisfactory O O


Assessor’s

name

Assessor’s

signature


S (Satisfactory)


Student’s

name

Student’s

signature

Student Assessment


36


SKILL 13: REMOVING NASOGASTRIC TUBE

Demonstrates the ability to effectively and safely removes patient’s nasogastric tube.

Student’s

Name

Student ID


Satisfactory


2. Evidence of effective communication with the

patient e.g. gives patient a clear explanation of

procedure

O O

3. Gathers equipment: Gloves, waste receptacle,

syringe 20mL, emesis bag, clinical waste bag O O

4. provide privacy, positions the patient sitting

upright, confirms the patient’s identity and obtain

verbal consent.

O O

5. Performs hand hygiene, puts on gloves &

disconnects the drainage bag or feeding device if

present.

O O

6. Place an emesis bowl within reach. O O

7. Aspirates the gastric contents before removal

then flushes NGT with 10- 20mls of air (this will

dispel any residual fluid that may be located at the

distal end of the tubing)

O O

8. Removes securing adhesive strips or Naso-Fix

dressing O O

9. Instructs patient to take a deep breath and hold,

does this to ensure that this will close off the

glottis and reduce the risk of potential aspiration

whilst removing the tubing

O O

10. While removing the tubing, pinches/occludes the

tubing, does this to ensure that this will prevent

any contents in the tubing from draining into the

patient’s throat.

O O

11. Observes nasal mucosa for signs of trauma or

ulceration, ensuring patient is comfortable post

removal of tubing.

O O

12. Discards the equipment appropriately, removes

gloves & washes hands. O O

13. Documents procedure on Fluid balance chart and

in clinical records. O O


Assessor’s

name

Assessor’s

signature


S (Satisfactory)


Student’s

name

Student’s

signature

Student Assessment


37


SKILL 14: FEEDING THROUGH PERCUTANEOUS TUBE Demonstrates the ability to effectively and safely administer feed via percutaneous tube.

Student’s

Name

Student ID


Satisfactory




3. Gathers equipment: IV pole for hanging the feed

container, formula, feed container and giving set, tap

water

O O


5. Performs flushing of the tube; fills syringe with the

set/prescribed amount of water and gently push it

through the feeding tube.

O O

6. Pours the set amount of formula into the feed

container O O

7. Attaches giving set to container O O

8. Hangs feed container on I/V pole O O

9. Squeezes the drip chamber of the giving set until it is

1/3 full O O

10. Opens the flow regulator clamp on the giving set O O

11. Let’s the formula run to the end of the giving set tube

to clear the air out O O

12. Closes the flow regulator O O

13. Attaches the tip of the giving set tube, to the feeding

tube O O

14. Opens the flow regulator clamp to allow the feed to

run in by gravity. Use the clamp to adjust formula flow

rate

O O

15. Post completion of the feed, closes the clamp O O

16. Flushes again; fills syringe with the prescribed amount

of warm water and gently pushes it through the

feeding tube

O O

17. Takes giving set off container O O

18. Discard equipment appropriately and documents

interventions appropriately. O O


Assessor’s

name

Assessor’s

signature


S (Satisfactory)


Student’s

name

Student’s

signature

Student Assessment


38


SKILL 15: INCENTIVE SPIROMETRY Demonstrates the ability to effectively and safely assisting patient with incentive spirometry

Student’s

Name

Student ID


Satisfactory




3. Gathers equipment: incentive flow meter unit O O


5. Assembles Incentive Spirometer Unit: removes all

parts from plastic bag, attaches mouthpiece to one

end of wide-bore tubing and attaches other end of

tubing to the spirometer.

O O

6. Positions patient for best effort, as allowed by

condition (i.e., sit and brace if indicated). O O

7. Instructs patient to: breathe out into the room with a

complete exhalation. Place mouthpiece in mouth,

between teeth, and seal lips around mouthpiece.

Inhale as deeply and slowly as possible from the

mouthpiece. Continue to hold for three (3) seconds.

Relax, remove mouthpiece and let air out into the

room.

O O

8. Instructs the patient to repeat exercise. Each

treatment should consist of at least ten (10) deep

inhalations, followed by three to five normal breathing

cycles.

O O

9. Instructs the patient to remove mouthpiece from

mouth after each deep inhalation and post-inspiratory

hold.

O O

10. Instructs the patient to cough/deep breath to remove

any secretions. O O

11. Documents the interventions appropriately. O O


Assessor’s

name

Assessor’s

signature


S (Satisfactory)


Student’s

name

Student’s

signature

Student Assessment


39


SKILL 16: PEAK FLOW METER

Demonstrates the ability to effectively and safely assist patient to use peak flow meter

Student’s

Name

Student ID


Satisfactory




3. Gathers equipment: peak flow meter O O


5. Ensures to move the marker on the peak flow meter

to the bottom of the scale so that it reads zero or is

at base level.

O O

6. Instructs the patient to hold the peak flow meter so

that patient does not block holes or interfere with the

movement of the marker. O O

7. Instructs the patient to stand up right O O

8. Instructs the patient to take a deep breath and fill

your lungs all the way. O O

9. Instructs the patient to hold breath while placing the

device in mouth. Instructs to close lips around the

mouthpiece. Instructs patient to not to put tongue

inside the hole.

O O

10. Instructs patient to blow out as hard as fast as they

can for one or two seconds. Instruct to blow as hard

as wanting to move the marker as far the they can

O O

11. Instruct the patient to repeat three or four times and

Document the highest number obtained Identifies the

highest number as patient’s peak flow number

O O


Assessor’s

name

Assessor’s

signature


S (Satisfactory)


Student’s

name

Student’s

signature

Student Assessment


40


SKILL 17: PULSE OXYMETERY

Demonstrates the ability to effectively and safely monitor pulse oximetry

Student’s

Name

Student ID


Satisfactory




3. Gathers equipment: pulse oximeter, nail polish

remover if needed. O O


5. Instructs the patient to breathe normally O O

6. Selects appropriate site to place sensor. O O

7. Removes nail polish from digit to be used. O O

8. Watches for pulse-sensing bar on face of oximeter to

fluctuate with each pulsation and reflect pulse

strength. Double-checks machine pulsations with

client's radial or apical pulse

O O

9. Reads saturation on monitor and documents

appropriately O O


Assessor’s

name

Assessor’s

signature


S (Satisfactory)


Student’s

name

Student’s

signature

Student Assessment


41

HLTENN005 - SIMULATED LABORATORY WORK

Please note : The following activities are to be demonstrated by the trainer and performed by the student in the simulated laboratory, during the course of unit delivery.

Total allocated lab time for this unit: 32 Hours

ACTIVITIES

Assisting a person to don anti-embolic stockings

Caring for drainage tube systems associated with tubes and drains inserted into the body (CHEST TUBES AND UNDERWATER SEAL DRAINAGE MANAGEMENT)

Emptying and changing ostomy bag

Emptying and changing a urinary drainage bag

Providing care of suprapubic catheter

Inserting and removing indwelling catheters (IDC) including insertion for male and

female genitourinary anatomy

Applying isolation nursing practices

Inserting and removing nasogastric tubes (NG)

Feeding through nasogastric tubes (NG) and percutaneous feeding tube

Performing blood specimen collection (venepuncture)

Assist with the management of a patient in seclusion

LEAD ECG RECORDING

INCENTIVE SPIROMETRY

PEAK FLOW METER

PULSE OXYMETERY

Student Assessment


42

ASSESSMENT TASK 4 – PROFESSIONAL

PRACTICE

Instructions for

completion

You are required to undertake professional practice as per the

timetable

You must have been graded successful in your skills assessment

prior to commencing professional practice placement

You must have been graded successful in your assessments for all

units of competency prior to commencing professional practice

The SCEI work placement coordinator will arrange your work

placement to ensure it is undertaken in a SCEI approved Health

Service.

Due date The work placement booklet must be submitted to the

trainer/assessor within five days of completion of the work

placement.

Part A: 500-word reflection must be submitted to your nursing

educator within five days of completion of the work placement.

The candidate must show evidence of the ability to complete tasks outlined in elements and

performance criteria of this unit, manage tasks and manage contingencies in the context of

the job role. There must be evidence that the candidate has:

undertaken nursing work in accordance with Nursing and Midwifery Board of Australia

professional standards of practice, codes and guidelines

Part A:

You are required to perform following in your clinical placement and write a 500-word

reflection on how you analysed, planned and evaluated the health care of 3 people using

health information and clinical presentation to determine possible nursing interventions,

in consultation with a registered nurse.

Part B:

Perform following skills in your clinical placement. You must have assessed by your clinical

instructor/supervisor and achieve satisfactory results to meet the performance

requirements of this unit.

Student Assessment


43

performed interventions in the workplace or in a simulated environment, specific to care of

a person with complex needs including:

monitoring of neurological observations to recognise a deteriorating person recording of 12 lead electrocardiogram (ECG)

removal of indwelling catheter


Emptied and changed 1 urinary drainage bag in the workplace.

Refer to clinical placement work book (for this unit) for the details of the rest of tasks

requirements as outlined in elements and performance criteria of this unit:

Assessment Task 4: Part B

It is critical that the candidate demonstrate the ability to

effectively do the task outlined in elements and performance

criteria of this unit:

You will be assessed on the basis of satisfactory/unsatisfactory

response for each task

Tick appropriate

column as per

students

assessment:

S= Satisfactory

NS=Not

satisfactory

Student Assessment


44

Assessment Task 4: Part B S NS

undertaken nursing work in accordance with Nursing and Midwifery Board of Australia professional standards of practice,

codes and guidelines

analysed, planned and evaluated the health care of 3 people using health information and clinical presentation to determine

possible nursing interventions, in consultation with a registered

nurse in the workplace

performed interventions in the workplace or in a simulated environment, specific to care of a person with complex needs

including:

monitoring of neurological observations to recognise a

deteriorating person

recording of 12 lead electrocardiogram (ECG)

removal of indwelling catheter


Emptied and changed 1 urinary drainage bag in the

workplace.

Performed diagnostic test of common conditions including: incentive spirometry and peak flow and monitoring oxygen

saturation levels.

Performs nursing interventions based on the person’s predetermined

plan of care.

Undertakes nursing interventions demonstrating respect for the

person’s dignity and cultural diversity.

Encourages the person/client to assist by undertaking aspects of their

own care during care interventions.

Considers the person’s physical, emotional and psychological needs

when performing nursing interventions.

Provides nursing care to the person appropriate to the management of

complex conditions.

Observed, reported and documented the person’s reactions and

responses to the provided care management and medication.

Referred promptly to the registered nurse any reactions,

responses or variations from the normal or unexpected

outcomes, including concern for the deteriorating person

Student Assessment


45

Monitors own thinking constantly in relation to own clarity, precision,

accuracy, consistency, logic and significance of care, in order to correct

oneself when appropriate in the context of caring for a person.

Identify possible nursing interventions for a person with complex

needs, based on health information and clinical presentation.

Raises the issue with the registered nurse where the nursing

interventions are at odds with an already prescribed course of action

by multidisciplinary team.

Explain clearly the reasoning behind specific decisions and actions being

taken in the context of the health care of the person.

Identify areas for quality improvement including to organisation

processes in the care of a person with complex needs.

Circle Overall result: have all above listed requirements been

successfully implemented/demonstrated by student during

clinical practice.

S NS

Trainer Name: Date

Trainer Signature:

Student Name:

Student Signature: