Section 1.0 Business Centre Details Business Centre Business Centre Manager Educational Team Leader Health, Aged Care & Disability Services Jan Wallace Fiona Ison Section 2.0 Qualification / Accredited Course Structure Program name Code and title of qualification Training package / code and title Qualification/ accredited course packaging rules Diploma of Nursing (Enrolled-Division 2 nursing) HLT51612 Diploma of Nursing (Enrolled-Division 2 nursing) HLT07 5.1 Health PACKAGING RULES 26 units of competency are required for this qualification, including: 21 core units 5 elective units Electives may be selected from: Relevant electives listed below Units of competency to address workplace requirements and packaged at the level of this qualification or higher in Health and/or Community Services Training Packages Core units HLTAP401B Confirm physical health status HLTAP501C Analyse health information (Note pre-requ: HLTAP401B) HLTEN401B Work in the nursing profession HLTEN502B Apply effective communication skills in nursing practice HLTEN503B Contribute to client assessment and developing nursing care plans HLTEN504C Implement and evaluate a plan of nursing care (Note pre-requ: HLTAP401B) HLTEN505C Contribute to the complex nursing care of clients (Note pre-requs: HLTIN301C, HLTEN507C) HLTEN506B Apply principles of wound management in the clinical environment HLTEN507C Administer and monitor medications in the work environment (Note pre-requs: HLTAP501C, HLTEN502B, HLTEN509B) HLTEN508B Apply reflective practice, critical thinking and analysis in health HLTEN509B Apply legal and ethical parameters to nursing practice HLTEN510B Implement and monitor nursing care for consumers with mental health conditions HLTEN512B Implement and monitor nursing care for clients with acute health problems HLTEN513B Implement and monitor nursing care for clients with chronic health problems This document is uncontrolled when printed. Page 1 of 8
HLTEN515B Implement and monitor nursing care for older clients HLTEN516B Apply understanding of the Australian health care system HLTFA311A Apply first aid HLTHIR403C Work effectively with culturally diverse clients and co-workers HLTHIR404D Work effectively with Aboriginal and/or Torres Strait Islander people HLTIN301C Comply with infection control policies and procedures HLTWHS300A Contribute to WHS processes Relevant electives HLTEN511B Provide Nursing Care for clients requiring Palliative Care HLTIN403B Implement and monitor infection control policy and procedure HLTWHS400A Maintain OHS processes CHCORG27B Provide Mentoring Support to colleagues HLTEN519C Administer and monitor IV medication in the nursing environment. ( Pre req: HLTAP501C Analyse health information, HLTEN505C Contribute to the complex nursing care of clients, HLTIN301C Comply with infection control policies and procedures HLTWHS300A Contribute to WHS processes) CRICOS registration Program duration Program location/s Licensing Outcomes Details relating to co-requisite and pre-requisite requirements are listed in the validated Qualification Checklist. TasTAFE complies with the packaging rules; the selection of elective units has been based on meeting local industry needs and confirmation of the availability of TasTAFE resources, equipment and teaching staff vocational competence. While the packaging rules allow for the selection of electives other than those listed below. The course offered by TasTAFE, accredited by the Nursing and Midwifery Board of Australia in June 2013 includes pre-selected elective units. Details relating to co-requisite and pre-requisite requirements are listed in the validated Qualification Checklist. No Part Time; 2 days per week for 2 consecutive academic years Wellington Square City Campus Launceston ( North) Students are registered with AHPRA as student enrolled nurses. Upon successful completion of the course, AHPRA is notified that students are deemed eligible to apply for Registration with the Nursing and Midwifery Board of Australia to Practice as an EN. This document is uncontrolled when printed. Page 2 of 8
Section 3.0 Clients and Support Client group(s) and specific client needs This qualification attracts a wide variety of learners whose backgrounds may include one or more of the following Mature aged men and women seeking career change Graduates of related Certificate III and IV courses in health ; and/or community services (eg Cert III in Aged Care) Workers in the health and/or community services seeking upskilling Job seekers Individuals of immigrant and refugee status seeking employment in Australia International students Parents, who are now able to pursue personal interests Young adults (16-19 yr old) Specific support services available for the identified client group(s) A wide variety of support is provided for students. Support includes provision of study skills, literacy and numeracy classes; referral to other sources of support including counselling services and disability liaison officer. Students who identify a need for additional support in any aspect of learning and assessment meet with the DLO and specific learning strategies are developed eg electronic programs to enhance readability of documents; electronic hearing aids and stethoscopes etc. If a student cohort is struggling with some aspect of the program, the ETL and teachers negotiate different delivery strategies eg extending the delivery time of a unit. Specific assistance is provided the for the 16 19 yr old age group. These students are required to sign in and sign out attendance at the front counter, as we have a duty of care to them. Parental consent must be obtained for absenteeism or leaving class earlier. If the student is a dual enrolment with a College, the college is also notified. School reports are generated twice a year by the Coordinator of this cohort. All students are invited into the Breakfast held 2 mornings per week. This provides the students at no cost, cereal, toast and warm drink/juice prior to class commencing. Feedback to students (additional support strategies) All students have a learning plan developed for their course enrolment which captures in particular those students who experience disruption to their study program. This provides an ongoing check list for staff and students to map progress and ensure prerequisite units are met. Students also meet with their home group teacher regularly and at the end of each year to discuss their progress. Feedback from the teaching staff is broadly mapped against ANMC competencies. This is discussed with the student and the student receives a copy after both parties have signed. This document is uncontrolled when printed. Page 3 of 8
General TasTAFE support services available to all students Transitioning arrangements for students (as applicable) Entry requirements Selection process TasTAFE provides a range of support services including language, literacy and numeracy support disability support child care support financial advice Aboriginal and Torres Strait Islander support Further information is available in the Student handbook, and Student Information brochure, and TasTAFE website and intranet. All students who enrolled in the preceding Training Package (HLT51607) have been transitioned to the HLT51612 qualification. Students have been required to upgrade from the first aid unit HLTFA301B to HLTFA311A in view of changed vocational outcomes. There are no formal academic entry requirements for this qualification. In light of the imbalance between applicants and available places, selection is deemed competitive. To manage this competitiveness, suitability and information sessions are held for all registrants on the PY10 EOI data base at which applicants are invited to submit a CV, documentation regarding previous studies and demonstrated interest in the course and/or relevant work experience; and to sit literacy and numeracy activities. Attendees accept that selection is based on a combination of scores and subsequent ranking. A marking guide is provided to teachers for this process. All applicants receive written notification of performance, advice as to cut off scores and suggestions as to possible strategies for improving performance. Short listed applicants are invited to interview standardised questions are provided for interviewees to consider prior to interview. Scores from the interview are added to their suitability score. All interviewees are notified of the final outcome (with offer of further discussion for those who were deemed unsuccessful). Section 4.0 Training and Assessment Arrangements Recognition Recognition in the form of RPL and Credit Transfer is offered to students prior to enrolment. Students who have successfully completed previous training with TasTAFE or another RTO and who have achieved relevant units are eligible for credit transfer. Example: units on infection control, cultural diversity and/or Aboriginal and/or Torres Strait Island people are common to the Certificate III in Aged Care course. Students from university who have partially completed undergraduate nursing units submit academic statements, testaments of currency, records of placement and undergo interview to enable optimal mapping and planning for gap management. Students who have skills and experience and are able to demonstrate competence and currency in a unit or units of competency may be eligible for recognition of prior learning. This is not a common occurrence and where This document is uncontrolled when printed. Page 4 of 8
Training delivery appropriate each applicant is considered on an individual basis. Training will be delivered via a range of modes over the duration of the course. Modes include class room delivery, small group work (pairs and more); role plays, formative quizzes which allow for students to self-monitor their progress, case studies, nursing laboratory skills development and practice. Sequencing of units is predetermined to some extent by Training Package prerequisite requirements. The sequencing of units is subject to teacher skill mix and availability, placement availability and sometimes on cohort progress. Sequencing document is shown at ATTACHMENT B (located on O: drive). Delivery includes 400 hours of supervised, supernumerary practical placements (as also shown on the Sequencing of units document). These placements are distributed over community agencies (primary health care); residential aged care facilities; acute, subacute, rehabilitation and mental health. Training resources are located primarily on O:\PostYear10\Paterson\Staff\Health Services\Health Services_Nth\Teaching and Learning\Diploma\Units and uploaded to Phoenix Health services site as approved by the team. Assessment A range of assessment methods are used for each unit or cluster of units when assessing competence. Assessment methods used for this program include: portfolio development; written and verbal questioning, applied knowledge and skills testing by observation and questioning; use of role plays, scenarios/case studies and simulated events; within the classroom, nursing laboratory or on a range of practical placements; individually and in groups where group work is a required task; on line and hard copy; prepared workbooks and individually instigated projects. Assessment of applied skills and knowledge also relies on performance on practical placements. The feedback format for preceptors or shift supervisors is against the ANMAC competencies (with cross reference to employability skills in primary health care where preceptor is less likely to be an ). This third party feedback is used in conjunction with weekly briefing meetings between preceptor, students and TasTAFE teacher (assessor). It contributes to the sufficiency, currency, validity and authenticity of evidence. Preceptors are familiarised with the documentation and offered further support, information and/or training as desired. A Practical Placement Protocol document has been developed in conjunction with industry placement providers to facilitate greater understanding between all parties. Assessment activities have been developed to meet the specific evidence requirements of each unit of competency as per the Training Package/Course details. Polytechnic Assessment Packages are developed and consist of various components including assessment tasks, instruments, student and assessor instructions, evidence criteria, competency mapping, decision making rules and This document is uncontrolled when printed. Page 5 of 8
recording and reporting requirements. Assessment resources associated with this program including assessment plans and assessment packages are located on O:\PostYear10\Paterson\Staff\Health Services\Health Services_Nth\Teaching and Learning\Diploma\Units and transferred to Phoenix after validation. Assessment validation Both pre-assessment validation of assessment packages and post-assessment validation is undertaken. The Assessment Validation Policy and Procedure and Assessment Validation Checklist are located on the TasTAFE Intranet and outline the requirements of teaching teams to systematically coordinate and validate packages. Local validation and moderation is undertaken in light of the high degree of interdependence of unit contents. Statewide consultation continues to promote validation and moderation of assessment tools while seeking to achieve statewide cooperation in an industry-driven environment. Both pre-assessment validation of assessment packages and post-assessment validation is undertaken. In developing new unit materials, pre-assessment validation is the team s preferred approach; with post-assessment validation/ moderation undertaken where possible, in response to teacher, peer, student or industry feedback. The Assessment Validation Policy and Procedure and validation checklist are located on Phoenix and outline the requirements of teaching teams to systematically coordinate and validate packages. Validation programmed for 2014 is located on a Validation schedule in: O:\PostYear10\Paterson\Staff\Health Services\Health Services_Nth\Teaching and Learning\Diploma Monitoring arrangements and continuous improvement strategies TasTAFE is committed to the ongoing monitoring and improvement of programs to ensure that student and industry needs continue to be met. A range of feedback and evaluation methods are utilised for this program and include: The Quality Indicator Learner and Employer Questionnaires; Teaching team specific student feedback processes (end of unit, end of course evaluations); TasTAFE Feedback Centre accessed via the web (https://www.tastafe.tas.edu.au/contact-us/pages/feedback.aspx ); Feedback from teaching staff o Validation sessions o Informal peer discussions o Team meetings o Industry feedback o Conversations with students TasTAFE internal audits; External audits; Industry consultations and feedback. Feedback is collected, analysed and actioned on a planned and systematic basis. This document is uncontrolled when printed. Page 6 of 8
Pathways Identified actions are documented in teaching team Quality Improvement Log (QIL) The TasTAFE Continuous Improvement Policy and Guide are located on the TasTAFE Intranet. Graduates of the Diploma qualification are eligible to apply to study for the Advanced Diploma of Nursing as well as to UTAS for the Bachelor of Nursing. For both, 6 months of practice as a Registered Enrolled Nurse is required. Section 5.0 Human and Physical Resources Training and assessment staff delivering this program All trainers and assessors must meet the training and assessment and vocational requirements specified in both the Standards for NVR Registered Training Organisations (SNR) and the relevant Training Package/Accredited Course. TasTAFE trainer/assessor and competence policies and procedures are located on the TasTAFE Intranet. TasTAFE has documented procedures in place outlining the training and assessment and vocational competence requirements of teachers including requirements for those teachers delivering training under supervision and co-assessing. Competence is verified and documented as per the procedure and evidence of continued competence development and currency is monitored by Educational Team Leaders and personal files maintained. Trainer(s)/Assessor(s) delivering this program Fiona Ison Di Parish Jenny Connolly Lauren Lowry Karen Wall Annie James Mary Lees Tracy Murfett Jenny Nicholson Liz Fitzpatrick Jonette Scott Narelle Howell Claire Breeze Trish Green Training and Assessment competence Vocational competence Partnering Agreements NIL This document is uncontrolled when printed. Page 7 of 8
Resources and equipment requirements As part of TasTAFE s program planning and development processes, teaching teams undertake a review of all required resources/equipment and facilities. This process ensures that required resources and equipment have been identified and will be available to deliver selected units. The resources and equipment identified for this program and available at each delivery site are listed in the Qualification/Course Resource and Equipment Checklist. O:\PostYear10\Paterson\Staff\Health Services\Health Services_Nth\MANAGEMENT Students are advised prior to enrolment that they are required to supply or obtain access to the following resources and equipment: Purchase of text books (required and recommended) Additional fees for practice laboratory kits and consumables Purchase of officially badged uniform tops and provision of other uniform ensemble. Current National Police Check Section 6.0 - Administration Stakeholder consultation strategy This has been developed in consultation with industry through 5-year course accreditation with the Nursing and Midwifery Board of Australia. Variations to the program are limited by accreditation. Statewide consultations would precede the proposal to NMBA for a variation. Industry consultations would depend on the type of variation being sought. Industry and other stakeholder consultations occur on an ongoing basis throughout the year primarily through student placements preparation, during placement and review. Evidence of industry consultations and resulting actions is documented. Ongoing consultations with stakeholders assist in evaluating the course and identifying opportunities for improvement. Evidenced in Hard copy folder in Main staff office. Educational Team Leader(s) responsible for updating this TAAS TAAS Review Date Fiona Ison December 2014 or on the introduction of Training Package or staff changes. This document was created using TAAS template Version 1.0 (02/12/2013) produced by Quality Management and Compliance. This document is uncontrolled when printed. Page 8 of 8