LEARNING DESIGN PLANNER
Prepared By: Jenny Morros
Date: 7 April 2010
Brief Description of learning design:
Diploma of Enrolled Nursing HLT51607
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SECTION 1: DESIGN OVERVIEW
Qualification/Course: Diploma of Enrolled Nursing HLT51607
Units of Competency:
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HLTEN401A Work in the nursing profession
HLTEN502A Apply effective communication skills in nursing practice
HLTIN301A Comply with infection control policies and procedures in health
work
HLTOHS300A Contribute to OHS processes
HLTHIR404B Work effectively with Aboriginal and Torres Strait Islander
people
HLTHIR403B Work effectively with culturally diverse clients and co-workers
HLTEN509A Apply legal and ethical parameters to nursing practice
HLTAP401A Confirm physical health status
HLTAP501A Analyse health information
HLTEN503A Contribute to client assessment and developing nursing care
plans
HLTEN504A Implement and evaluate a plan of nursing care
HLTEN505A Contribute to the complex nursing care of clients
HLTEN506A Apply principles of wound management in the clinical
environment
HLTEN507A Administer and monitor medications in the work environment
HLTEN508A Apply reflective practice, critical thinking and analysis in health
HLTEN510A Implement and monitor nursing care for consumers with mental
health conditions
HLTEN512A Implement and monitor nursing care for clients with acute health
problems
HLTEN513A Implement and monitor nursing care for clients with chronic
health problems
HLTEN515A Implement and monitor nursing care for older clients
HLTEN516A Apply understanding of the Australian health care system
HLTFA301B Apply first aid
elective HLTFA402B Apply advanced first aid
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elective HLTOHS400A Maintain OHS processes
elective HLTIN403B Implement and monitor infection control policy and
procedures
elective CHCORG27A Provide mentoring support to colleagues
elective CHCORG27A Provide mentoring support to colleagues
elective HLTEN514A Apply research skills within a contemporary health
environment
elective HLTEN511A Provide nursing care for clients requiring palliative care
electiveHLTEN520A Contribute to the care of mothers and babies
elective HLTEN608A Practise in the domiciliary health care environment
elective TAADEL401A Plan and organise group-based delivery
elective TAADEL402A Facilitate group-based learning
elective CHCORG6B Co-ordinate the work environment
elective BSBFLM412A Promote team effectiveness
elective HLTRAH302A Undertake home visits
elective CHCORG5B Maintain an effective work environment
Key Elements:
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1.
Recognise the special needs of clients requiring a palliative approach
to care
2.
Contribute to the care plan for the client at end-of-life
3.
Implement nursing interventions for clients with life-limiting illness
4.
Assist in evaluating the effectiveness of planned interventions
5.
Provide support and services to client and family at end-of-life and after
death
Industry context:
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application of nursing skills
application of nursing knowledge
aged care
acute care
private, public hospitals
Job roles:
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regulated
clinical
problem solving
holistic care
patient/client focused
SECTION 2: LEARNER OVERVIEW
AQF level:
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1
2
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3
4
5 or higher
Age group:
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15-19
20-29
30-35
Mature-aged (35+)
Special needs:
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Not applicable
Language, literacy
Numeracy
Other
Educational background:
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TAFE qualification (certificate/diploma, etc)
Reason for training:
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Working in industry relevant to this study
Not working in industry relevant to this study
To gain employment in chosen field
Required by industry (eg regulatory requirement)
Career and/or professional development
Career progression
Other
SECTION 3: LEARNING DESIGN FRAMEWORK
a. Level of Learning Outcome:
3.1 on completion of this training, learner should...
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have a familiarity of a body of knowledge; be aware of the 'what', 'when' and
'who'
have an ability to successfully apply some given processes and procedures
be able to apply their knowledge to routine situations
understand things, i.e. realise the 'why' and 'how'
be able to apply their understanding to everyday situations
be aware of the relationship between the 'what' and the 'how'
have acquired a full and thorough understanding of the 'what', 'when' and
'who', etc
be able to apply their knowledge to new and novel situations
be able to use their knowledge and understanding to solve problems and
identify solutions
b. Level of Guidance:
3.2 With these learners the trainer usually needs to...
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provide high levels of support and structure
provide a detailed learning program that they all follow
provide plenty of feedback to help them see how they are progressing
provide ample opportunity for them to practice and develop their capabilities
provide examples and cases that they can learn from
provide feedback that can guide and inform their choices
enable them to choose some of the learning activities
provide tasks that require plan their own pathways
allow them to seek guidance and assistance from others in the workplace
c. Content Focus:
3.3 The content for this learning object is mostly about.
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descriptions, terms, facts and other forms of important information
policies and procedures – the ‘rules’ for things
practices and techniques – the ‘how’ things are done
developing learners’ capability to do some thing(s) effectively and to required
standards
developing learners’ understanding of concepts – the reasoning, logic and/or
theory behind things, i.e. the ‘why’
being able to make informed decisions to apply knowledge
understanding the consequences of actions, constraints, opportunities, limits,
risks, etc
analysing and/or interpreting information to form an outcome
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being able to think independently and creatively
d. Content Application:
3.4 With the knowledge gained from this object learners are expected to..
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Arrive at a yes/no answer (e.g., is this a safety hazard?)
be aware of basic information required for the job role (e.g., what function a
piece of equipment performs)
operate under a level of supervision, according to policy/procedure, to follow
instructions in order to complete a task
consider options and decide on the best course of action
use judgment to evaluate one or more options or outcomes to arrive at the
best solution
work under a reasonable level of supervision, but with some autonomy
apply the new skills/knowledge for problem-solving or finding solutions
use the new skills/knowledge to improve practice
with minimal supervision, be responsible for their own productivity and
outcome/s
e. Learner Freedom:
3.5 Which statement best describes the extent of choice and discretion that you
would expect your learners to make and benefit from?
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There is a set amount of important information that needs to be shown and
highlighted to the learners
Tasks need to be provided to assist students to digest the information they
are given
There will usually be a number of ways the knowledge and information can be
applied
Learners need to learn to choose and select information when applying and
using it
There’s large amounts of information from which learners need to glean what
is relevant
Learners need to know how to find and use information rather than simply
remember it
Learners need to be able to tell when they have made the right decisions and
arrived at reasonable outcomes
There are many different ways for learners to learn and they may have to
learn to make choices
f. Learning form:
3.6 The types of learning activities most effective for your learners would involve…
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doing something several times, in a variety of ways
repeatedly doing something in the exact same way to meet a
standard/procedure
structured tasks that increase familiarity and awareness
open-ended tasks with variables to decide from and work with
tasks where learners need to make choices from a range of options
tasks that may be done in several ways, with more than one solution
tasks with a clear endpoint but lacking in structure and form
tasks requiring a level of judgment and subjectivity
tasks requiring some creativity and innovative thinking
g. Learner Preference:
3.7 In general, these learners’ best respond to…
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following structured activities and presentations
being told and shown things
taking things in small parts, eg a 'chunk' at a time
finding things out for themselves
discussing things with others to develop their understanding
being guided and informed by others rather than working totally alone
making use of their existing knowledge and expertise
working with workplace relevant cases and tasks that are of practical value
and use
being able to plan things for themselves without too much input from
instructors
h. Engagement:
3.8 Choose one or more of the groups of words below that best describe the skills
and capabilities your learners will achieve from what they are learning.
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define, recognise, relate, repeat
describe, identify, locate, recognise
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demonstrate, illustrate, sketch, write
choose, interpret, operate, practice, schedule
analyse, categorise, appraise, criticise, question
calculate, contrast, experiment, test
arrange, assemble, collect, construct
design, compose, plan, write
develop, compose, formulate, prepare, set up
appraise, assess, compare, choose, estimate
judge, predict, select, value
argue, defend, support, evaluate
10 STEPS FOR DESIGNING A LEARNING OBJECT
Step 1: Scope of the project
Staffing
Timeline
Size
Jenny however long it takes
Commencing April, one unit per month.
Large project over all 26 units of competency to be
completed to obtain Diploma of Nursing. There are
21 compulsory units and 5 electives (total 26 units)
Also 15 elective units to be developed as per Steve
Eden’s instructions.
Would like to utilise learning objects and toolboxes
which will need to be designed
Budget
as per Adelaide office instructions. Funding has
been obtained (Flexible learning- to complete
project consisting of 2 units.
Technical capabilities will need assistance
Step 2: Size of the learning object.
Definition of learning object:
• Relevant policies, protocols and practices of the organisation in
relation to the provision of palliative care
• Understanding of pathophysiological process
• Effects of life-limiting illnesses on the activities of daily living
• Equipment used in the assessment, planning, implementation and
evaluation of client needs and activities of daily living
• Relevant resources available to those requiring bereavement
support
• The palliative approach to care of clients and their family
• Diverse cultural, religious and spiritual factors underpinning
client choices at end of life
• Own role and responsibilities, and those of other team members
involved in delivery of palliative care
• Impact of loss and grief on clients, family, carers and staff
members
• State and Territory legislation on advanced care planning and
advanced care directives
• Ethical and legal issues related to a palliative care approach
• Basic information about the use of pain relieving medication for
staff, client and their family and within level of responsibility
• Hydration and nutrition requirements during palliative care and at
end-of-life
• Various signs of imminent death/deterioration of human anatomy
and physiology in relation to:
- Nursing interventions
- Complex nursing interventions
- Clinical nursing skills and symptom management
- working within a reflective practice framework
- End of life care
- Grief/loss for family and client and grief counselling
- Social and community support systems
- Self care and self reflection
- Personal coping strategies and values and attitudes
- Loss of personal life goals
- Regulations and legislation
- advanced care directives
- Organ donation
- Request for autopsy
- Customs, religious, cultural and spiritual beliefs
• Use oral communication skills (language competence) required to
fulfil job roles as specified by the organisation/service. Oral
communication skills include interviewing techniques, asking
questions, active listening, asking for clarification
• Use written communication skills (literacy competence) required
to fulfil job roles as specified by organisation/service. The level of
skill may range from reading and understanding client
documentation to completion of written reports
• Use interpersonal skills, including working with others, using
sensitivity when dealing with people and relating to persons from
differing cultural, social and religious backgrounds
• Perform nursing interventions, including:
- Assessment, observation, reporting and recording of pain
- Observation of, reporting and reporting and recording of pain
management strategies
- Assessment, observation, reporting and recording of symptoms
- Observation of, reporting and reporting and recording of symptom
management strategies
- Non-medication management of pain symptoms
- Hot towels sponging
- Basic hand, foot and back massage
- Basic complementary therapies
- Bowel management in opiod induced constipation
- wound care modalities particular to the terminally ill client
- Pressure area care modalities particular to the terminally ill client
- Management of the dying client and their families/carers
• Apply professional standards of practice:
- ANMC code of conduct
- ANMC code of ethics
- ANMC national enrolled nurse competency standards
- State/territory Nurse Regulatory Nurses Act
- State/territory Nursing and Midwifery Regulatory Authority
standards of practice
- State/territory legislation regarding ‘Consent to medical treatment
and palliative care Act’
- Scope of nursing practice decision making framework
Element
Performance criteria
1.1 Undertake a holistic
assessment of the client
in
consultation/collaboratio
n with a registered nurse
1.
1.2 Apply the principles
Recognise of palliative care and the
the special palliative approach 1.3
needs of
Work with knowledge of
clients
pathophysiological
requiring a changes associated with
palliative
a life-limiting illness and
approach to an understanding of the
care
needs of clients with
such an illness 1.4
Discuss with the
client/family/carer the
impact of life-limiting
illness on their activities
Required
skills/knowledge
• Relevant policies,
protocols and
practices of the
organisation in
relation to the
provision of
palliative care •
Understanding of
pathophysiological
process • Effects of
life-limiting illnesses
on the activities of
daily living •
Equipment used in
the assessment,
planning,
implementation and
evaluation of client
needs and activities
Range
·
Improve the
quality of life for
individuals with a lifelimiting illness and their
families, by reducing
their suffering through
early identification,
assessment and
treatment of pain,
physical, psychological,
social, and spiritual
problems. A palliative
approach is not delayed
until the end stages of
an illness. Instead a
palliative approach
provides a focus on
active comfort care and
a positive approach to
of daily living 1.5 Use an
understanding of the
physiology of dying to
support clients and
family as they
experience the dying
process 1.6 Ascertain
and respect client needs
in relation to lifestyle,
social context, emotional
and spiritual choices and
document these in line
with care plan 1.7
Support the client, carer,
his/her family and/or
significant other to
ensure their freedom to
discuss spiritual and
cultural issues in an
open and nonjudgmental way within
scope of own practice
and responsibilities 1.8
Work with an awareness
of psychosocial impact
of palliative care on a
client’s family and
significant others
of daily living •
Relevant resources
available to those
requiring
bereavement
support • The
palliative approach
to care of clients
and their family •
Diverse cultural,
religious and
spiritual factors
underpinning client
choices at end of
life • Own role and
responsibilities, and
those of other team
members involved
in delivery of
palliative care •
Impact of loss and
grief on clients,
family, carers and
staff members •
State and Territory
legislation on
advanced care
planning and
advanced care
directives • Ethical
and legal issues
related to a
palliative care
approach • Basic
information about
the use of pain
relieving medication
for staff, client and
their family and
within level of
responsibility •
Hydration and
nutrition
requirements during
palliative care and
at end-of-life •
Various signs of
imminent
death/deterioration
of human anatomy
reducing an individual’s
symptoms and distress,
which facilitates
residents and their
families understanding
that they are being
actively supported
through this process.
Underlying the
philosophy of a palliative
approach is a positive
and open attitude
towards death and
dying. (Standards for
Providing Quality
Palliative Care to all
Australians. PCA 2005).
·
An approach that
improves the quality of
life of clients and their
families facing the
problem associated with
a life-threatening illness,
through the prevention
and relief of suffering by
means of early
identification and
impeccable assessment
and treatment of pain
and other problems,
physical, psychological
and spiritual (WHO
2002) Advanced care
planning refers to: ·
The process of
preparing for likely
scenarios near end of
life and usually includes
assessment of, and
dialogue about a
person’s understanding
of their medical history
and condition, values,
preferences and
personal and family
resources. Advanced
care planning elements
are the written directive
and an appointment of a
substitute decision
and physiology in
maker ·
Access
relation to: - nursing through state and
interventions territory legislation or
complex nursing
guidelines on advanced
interventions care planning Advanced
clinical nursing skills care directive: ·
Is
and symptom
sometimes called a
management ‘living will’ and describes
working within a
one’s future preferences
reflective practice for medical treatment. It
framework - end of contains instructions
life care - grief/loss that consent to, or
for family and client refuse, the future use of
and grief
specified medical
counselling - social treatments. It becomes
and community
effective in situations
support systems - where the client no
self care and self
longer has capacity to
reflection - personal make legal decisions
coping strategies
·
Access through
and values and
state and territory
attitudes - loss of
legislation or guidelines
personal life goals - on advanced care
regulations and
planning ·
legislation Completion of an
advanced care
advance care directive
directives - organ
should be one
donation - request component of the
for autopsy broader advance care
customs, religious, planning process.
cultural and spiritual Documenting advanced
beliefs
care directives is not
compulsory as the
person may choose to
verbally communicate
their wishes to the
doctor or family, or
appoint a substitute
decision maker to make
decisions on their
behalf. Examples of
advance care directives
are: medical
treatment preference,
including those
influenced by religious
or other values and
beliefs’. particular
conditions or states that
the person would find
unacceptable should
these be the likely result
of applying lifesustaining treatment, for
example severe brain
injury with no capacity to
communicate or selfcare. the wishes of
someone without
relatives to act as their
‘person responsible’ in
the event they became
incompetent or where
there is no one that
person would want to
make such decisions on
their behalf. Legal
implications of advanced
care directive: ·
A
nominated substitute
decision maker that the
treating clinician may
seek out to discuss
treatment decisions
·
Other nonmedical aspects of care
that is important to the
person during their
dying phase ·
Although the content of
an ACD usually
stipulates treatment
limitation preferences,
this should never be
assumed as some
individuals may indicate
they want full measures
to prolong their life
·
Access through
state and territory
legislation or guidelines
on advanced care
directives End–of-life
ethical decisions may
include: ·
Ongoing
discussion with the
client, family, doctor,
guardian and
organisation to ensure
that the client’s and/or
family's wishes are upto-date ·
Personal
supports and
relationships·
Social activities·
Emotional supports
·
Cultural and
spiritual supports ·
Sexuality and Intimacy
supports Life limiting
illness describes
Illnesses where it is
expected that death will
be a direct consequence
of the specified illness.
This definition is
inclusive of both a
malignant and nonmalignant illness. Life
limiting illnesses might
be expected to shorten
an individual’s life
expectancy (Standards
for Providing Quality
Palliative Care to all
Australians. PCA 2005).
Client: ·
May also
refer to resident or client
throughout this
document. Ethical
issues may include:
·
Decisions
regarding medical
treatment ·
Conflict
that may occur in
relation to personal
values and decisions
made by or for the client
2.1 Develop an
individualised care plan
in
2.
consultation/collaboratio
Contribute to n with a registered nurse
the care
2.2 Work in
plan for the consultation/collaboratio
client at end- n with other members of
of-life
the health care team in
providing care 2.3
Provide emotional
support to client and
• Use oral
communication
skills (language
competence)
required to fulfil job
roles as specified
by the
organisation/service
. Oral
communication
skills include
interviewing
family through effective techniques, asking
communication 2.4
questions, active
Address the legal and
listening, asking for
ethical implications of
clarification • Use
implementing advanced written
care directives 2.5
communication
Monitor changes to
skills (literacy
advanced care directives competence)
as they are reviewed
required to fulfil job
regularly by appropriate roles as specified
staff member and
by
support implementation organisation/service
of these changes
. The level of skill
may range from
reading and
understanding client
documentation to
completion of
written reports • Use
interpersonal skills,
including working
with others, using
sensitivity when
dealing with people
and relating to
persons from
differing cultural,
social and religious
backgrounds •
Perform nursing
interventions,
including: assessment,
observation,
reporting and
recording of pain observation of,
reporting and
reporting and
recording of pain
management
strategies assessment,
observation,
reporting and
recording of
symptoms observation of,
reporting and
reporting and
recording of
symptom
management
strategies - nonmedication
management of
pain symptoms - hot
towels sponging basic hand, foot and
back massage basic
complementary
therapies - bowel
management in
opiod induced
constipation wound care
modalities particular
to the terminally ill
client - pressure
area care modalities
particular to the
terminally ill client management of the
dying client and
their families/carers
• Apply professional
standards of
practice: - ANMC
code of conduct ANMC code of
ethics - ANMC
national enrolled
nurse competency
standards state/territory Nurse
Regulatory Nurses
Act - state/territory
Nursing and
Midwifery
Regulatory
Authority standards
of practice state/territory
legislation regarding
‘Consent to medical
treatment and
palliative care Act’ scope of nursing
practice decision
making framework
3.1 Provide care
according to the
developed care plan,
documenting and
reporting any changes
3.2 Perform nursing
interventions to manage
activities of daily living or
complications of lifelimiting illness in
consultation/collaboratio
n with a registered nurse
3.3 Provide a supportive
environment to the
client, family, carer and
3.
those involved in end-ofImplement life care 3.4 Ensure that
nursing
information provided to
interventions client, family and/or
for clients
carer is accurate, timely
with lifeand respects the wishes
limiting
of client and/or family
illness
3.5 Document and
promptly report
observations of pain and
other discomforts to
appropriate member of
staff 3.6 Support the
dignity of the client in
undertaking all activities
at end-of-life as well as
after death 3.7 Identify
and report to appropriate
member of staff any
signs of deterioration or
imminent death in line
with health care
guidelines
4.
Assist 4.1 Modify nursing
-basic
complementary
therapies bowel management
in opiod induced
constipation wound care
modalities particular
to the terminally ill
client pressure area care
modalities particular
to the terminally ill
client management of the
dying client and
their families/carers
Health promotion
strategies may include:
·
School topics —
personal and sexual
health, nutrition drugs,
mental health ·
Community outreach —
breast feeding mothers
·
Mass media —
advertising
campaigns·
Social
marketing ·
Immunisation·
Public education ·
Genetic counselling
·
Screening Client
education strategies
may include: ·
Discussions about
relevant issues
regarding health ·
One-on-one
guidance/supervise·
Small groups on ·
Demonstrations ·
Referrals to appropriate
health professional
·
Contact with selfhelp group Risk factors
may include:
·
Alcohol
and substance abuse
·
Drug
abuse ·
Stress ·
High blood pressure
·
Smoking
·
Obesity
·
Poor
nutrition ·
Elimination problems
·
Lack of
exercise ·
Interpersonal
conflict·
Loneliness ·
Poor sleep
in evaluating
the
effectivenes
s of planned
interventions
interventions to suit
client responses in
consultation/collaboratio
n with registered nurse
4.2 Monitor and
document client
responses to nursing
interventions 4.3
Evaluate, document and
report effectiveness of
implemented strategies
that address client
needs 4.4 Reflect on any
ethical issues or
concerns and discuss
with appropriate person
if necessary
5.1 Identify, access
and/or discuss
resources available for
self, client, family
5. 5.
requiring bereavement
Provide
care 5.2 Refer grieving
support and
family to appropriate
services to
counselling resources as
client and
required 5.3 Undertake
family at
care of the body with
end-of-life
dignity and respect
and after
taking into account the
death
individual customs,
culture, religion, spiritual
practices and choices of
clients
Step 3: Existing resources to use as a starting point in the design
ANMC competencies; code of conduct, code of ethics, Nurses Act,
Nursing Standards of practice, consent to medical treatment and
palliative care act; scope of nursing practice decision making
framework
Resource kit for providing culturally appropriate palliative care to
Aboriginal and Torres Strait Islander people; palliative care
resources, palliative care of SA website, external- palliative care
nurse;
Toolboxes
Websites
Books
Moodle
Reference texts
Computer
Printer
Teacher notes
Jenny’s books (to add)
Existing training package
CD ROMs Guidelines for palliative care in Residential care and ......
A systematic review of the literature on complicated grief
Loss and grief handbook
Resource folder for Indigenous care in Palliative Care
Training package developed for MFH training
Advanced directives pamphlets
Good Palliative care pamphlets
Medical power of attorney pamphlets
http://www.pallcare.asn.au/
http://www.legislation.sa.gov.au/LZ/C/A/CONSENT%20TO%20MEDI
CAL%20TREATMENT%20AND%20PALLIATIVE%20CARE%20ACT%
201995.aspx
http://www.palliativecare.org.au/
http://www.health.gov.au/palliativecare
http://www.nhmrc.gov.au/health_ethics/index.htm
http://www.health.gov.au/internet/main/publishing.nsf/Content/Con
ditions+and+Diseases-2
http://www.health.gov.au/internet/main/publishing.nsf/Content/healt
h-thesaurus.htm
http://www.lossandgrief.com.au/
http://www.agedcareaustralia.gov.au/internet/agedcare/publishing.n
sf/Content/Grief+loss+and+support
http://www.grief.org.au/
http://www.eperc.mcw.edu/
http://nwsdgp.org.au/assets/documents/ANMC_Professional_Cond
uct.pdf
http://www.anmc.org.au/userfiles/file/research_and_policy/codes_p
roject/New%20Code%20of%20Ethics%20for%20Nurses%20August
%202008.pdf
http://www.anmc.org.au/userfiles/file/competency_standards/Comp
etency%20standards%20EN.pdf
http://www.nmbsa.sa.gov.au/documents/SOPDecisionMakingAug20
09.pdf
http://www.health.sa.gov.au/consent/
http://www.health.sa.gov.au/consent/documents/completionguidepir-sahealth-1002.pdf
http://www.health.sa.gov.au/consent/documents/provisionsexplana
tion-pir-sahealth-1002.pdf
http://www.preciouslegacy.com/
http://www.elistmaker.com/adrcd/5507/0702conf%20grauer%20session%203.pdf
http://www.apsoc.org.au/owner/files/9e2c2n.pdf
http://agedcare.palliativecare.org.au/Default.aspx?tabid=828
http://www.palliativecare.org.au/
http://dying.about.com/
http://www.hospicepatients.org/hospic60.html
http://www.righthealth.com/topic/Palliative_Care_Plan
http://www.mywhatever.com/cifwriter/content/22/4490.htm
www.whiteley.com.au/Download-document/145-Dermalux-TB.html
http://mja.com.au/public/issues/179_06_150903/cra10363_fm.pdf
http://en.wikipedia.org/wiki/Nursing_care_plan
http://www.slideshare.net/davejaymanriquez/nursing-process-adpie
http://www.healthtranslations.vic.gov.au/bhcv2/bhcht.nsf/PresentD
etail?Open&s=What_Is_Methicillin_Resistant_Staphylococcus_Aur
eus_(MRSA)
http://www.ahrq.gov/about/nursing/palliative.pdf
http://www.hospicefoundation.org/pages/page.asp?page_id=72039
http://www.publications.health.sa.gov.au/cgi/viewcontent.cgi?articl
e=1007&context=death
Step 4: Method for assessment
Assessment
1. Define palliative care
2. Define holistic care
3. Identify the role/s of the Enrolled Nurse in the scenario
4. What strategies can be implemented to improve his quality of life
5. What can be done to manage his pain, including non- medical interventions?
6. Define advanced directive SA, how does this apply to this client
7. Define enduring power of attorney SA
How does his religious beliefs impact on his care, what can be done to ensure
8.
his beliefs are respected and are beneficial to him?
9. Identify the ethical dilemma in the scenario, how can this dilemma be dealt with?
10. Identify any special needs for this client (consider family as well)
11. Consider legislative requirements, what do you need to know?
12. Consider jurisdictional requirements, what do you need to know?
13. Consider policies/procedures within the organisation, why?
14. What effect does his health status have on his ADL’s, what needs to be done?
15. How do you perform a hot towel bath? (Dermalux bath)
16. How do you care for the dead body?
17. What loss and grief support can be offered? (consider family as well)
What could be the current loss and grief issues for the patient, family and
18.
significant others?
What other team members (multidisciplinary teams) can be involved in the care
19.
of this patient & family and how can they be accessed?
Pain management- what can be done to manage the patients pain, what tools
20.
could you use and consider complementary therapies e.g. music, aromatherapy?
21. What can be done to improve the patients environment (consider all aspects)?
What are the signs of imminent death and how would you educate the family in
22.
relation to this?
23. Are there any complex nursing interventions required, if yes, what are they?
24. What is MRSA and how is it managed?
What symptoms is this patient exhibiting eg constipation and how can these
25.
symptoms be managed?
26. How and where can bereavement support be obtained?
What about you, how are you going to care for yourself whilst nursing a palliative
27.
patient?
28. When would an autopsy be required?
How do ANMC code of conduct, code of ethics, EN competency standards,
29. scope of nursing practice and decision making framework relate to the care you
provide to this patient as an Enrolled Nurse
Develop an individualised plan of care for this patient (holistic) considers all the
30.
knowledge you have gained so far.
Step 5: Learning object segmentation
Context for application of skills:
Death is part of life. Students will come across dying people and
their families, in aged care, acute nursing and community nursing.
Case study using story telling
Skills are applied in the workplace context. Need to consider the
scenario is realistic and true to life including usual workday
interruptions, difficulties, e.g. time management, needs of other
patients, drug rounds, documenting etc.
Part of assessment would be whilst on placement and in the final
end of semester exam (under direct supervision
Type of online learning:
Research
Problem solve
Deal with numerous issues simultaneously
Provide holistic care
Basis for learning sequence:
Case study, scenario based, series of steps to complete and
numerous problems to solve
Step by step, start with first element work through to last element.
Problem solving is required and they would be caring for the
palliative patient, family and significant others as well as all other
normal day to day duties. Would be beneficial if students did some
research of their own eg identify relevant websites, books,
resources (these could be considered for inclusion at assessment
review).
A reflective journal would be effective (need directives from trainer
how to use) problems to solve along the way, see assessments
devised.
Remind students re end of semester exam under direct
supervision.
Role of elements/criteria in learning sequence:
Must recognise the special needs of PC clients
Must understand care planning in PC including advanced directives
etc
Must have knowledge of nursing interventions in PC
Must be able to evaluate effectiveness of care provided and adjust
as needed within the scope of practice
Must be able to provide care and support to client and families
Work with a multidisciplinary team
Knowledge of bereavement care
Holistic approach
Legislation
Knowledge of last rites
Definitions of related phrases
Understand QOL
Ethical dilemmas
Knowledge of risk factors
Pain management and complementary therapies
Issues relating to Aboriginal people and other cultures
Manual handling, infection control
Duty of care, respect, empathy, good communication skills, ability
to identify problems, monitoring and evaluating
Level of guidance
Trainers to empower students but assist with research answer
queries, provide feedback
Learning sequence flowchart
F:\Mapping templates Flowcharting the design.doc
HLTEN511A
Provide nursing care for
clients requiring palliative
care
Context: case
study,
scenario
based
covering each
element step
by
Performance
criteria
1 Recognise the special
needs of clients requiring a
palliative approach to care
.
2 Contribute to the care
plan for the client at end-oflife
3. Implement nursing
interventions for clients with
life-limiting illness
4 Assist in evaluating the
effectiveness of planned
interventions.
5. Provide support and
services to client and family
at end-of-life and after death
Undertake a holistic
assessment of the client in
consultation/collaboration
with a registered nurse
Develop an individualised
care plan in
consultation/colla
boration with a
registered nurse
Provide care according to the
developed care plan,
documenting and reporting
any changes
Modify nursing interventions
to suit client
responses in
consultation/colla
boration with
registered nurse
Identify,
access and/or discuss
resources available for self,
client, family requiring
bereavement care
Apply the principles of
palliative care
and the palliative
approach
Work in
Perform nursing
interventions to
manage activities
of daily living or
complications of
Monitor and document client
responses to
nursing
interventions
Refer grieving family to
appropriate
counselling
resources as
required
consultation/colla
boration with
other members
of the health care
team in providing
care
life-limiting illness
in
consultation/colla
boration with a
registered nurse
Work with knowledge of
pathophysiologic
al changes
associated with a
life-limiting illness
and an
understanding of
the needs of
clients with such
an illness
Provide emotional support to
client and family through
effective communication
Provide a supportive
environment to the client,
family, carer and those
involved in end-of-life care
Evaluate, document and
report effectiveness of
implemented strategies that
address client needs
Discuss with the
client/family/care
r the impact of
life-limiting illness
on their activities
of daily living
Address the legal and ethical
implications of implementing
advanced care directives
Ensure that information
provided to
client, family
and/or carer is
accurate, timely
and respects the
wishes of client
and/or family
Reflect on any ethical issues
or concerns and discuss with
appropriate person if
necessary
Use an understanding of the
physiology of
dying to support
clients and family
as they
experience the
dying process
Monitor changes to
advanced care directives as
they are reviewed regularly
by appropriate staff member
and support implementation
of these changes
Document and promptly
report
observations of
pain and other
discomforts to
appropriate
member of staff
Ascertain and
respect client needs in
relation to lifestyle, social
context, emotional and
spiritual choices and
document these in line with
care plan
Support the dignity of the
client in
undertaking all
activities at endof-life as well as
after death
Support the client, carer,
his/her family
and/or significant
other to ensure
their freedom to
discuss spiritual
and cultural
issues in an open
and nonjudgmental way
within scope of
own practice and
responsibilities
Identify and report to
appropriate member of staff
any signs of deterioration or
imminent death in line with
health care guidelines
Undertake care of the body
with dignity and respect
taking into account the
individual customs, culture,
religion, spiritual practices
and choices of clients
Work with an awareness of
psychosocial impact of
palliative care on a client’s
family and significant others
Essential
knowledge
Relevant policies,
protocols and
practices of the
organisation in
relation to the
provision of palliative
care
Relevant policies,
protocols and
practices of the
organisation in
relation to the
provision of palliative
care
Relevant policies,
protocols and
practices of the
organisation in
relation to the
provision of palliative
care
Relevant policies,
protocols and
practices of the
organisation in
relation to the
provision of palliative
care
Relevant policies,
protocols and
practices of the
organisation in
relation to the
provision of palliative
care
Understanding of
pathophysiological
process
Understanding of
pathophysiological
process
Understanding of
pathophysiological
process
Understanding of
pathophysiological
process
Understanding of
pathophysiological
process
Effects of life-limiting
illnesses on the
activities of daily living
Effects of life-limiting
illnesses on the
activities of daily living
Effects of life-limiting
illnesses on the
activities of daily living
Effects of life-limiting
illnesses on the
activities of daily living
Effects of life-limiting
illnesses on the
activities of daily living
Equipment used in the
assessment, planning,
implementation and
evaluation of client
needs and activities of
daily living
Equipment used in the
assessment, planning,
implementation and
evaluation of client
needs and activities of
daily living
Equipment used in the
assessment, planning,
implementation and
evaluation of client
needs and activities of
daily living
Equipment used in the
assessment, planning,
implementation and
evaluation of client
needs and activities of
daily living
Equipment used in the
assessment, planning,
implementation and
evaluation of client
needs and activities of
daily living
Relevant resources
available to those
requiring
Relevant resources
available to those
requiring
Relevant resources
available to those
requiring
Relevant resources
available to those
requiring
Relevant resources
available to those
requiring
bereavement support
bereavement support
bereavement support
bereavement support
bereavement support
The palliative
approach to care of
clients and their
family
The palliative
approach to care of
clients and their
family
The palliative
approach to care of
clients and their
family
The palliative
approach to care of
clients and their
family
The palliative
approach to care of
clients and their
family
Diverse cultural,
religious and spiritual
factors underpinning
client choices at end
of life
Diverse cultural,
religious and spiritual
factors underpinning
client choices at end
of life
Diverse cultural,
religious and spiritual
factors underpinning
client choices at end
of life
Diverse cultural,
religious and spiritual
factors underpinning
client choices at end
of life
Diverse cultural,
religious and spiritual
factors underpinning
client choices at end
of life
Own role and
responsibilities, and
those of other team
members involved in
delivery of palliative
care
Own role and
responsibilities, and
those of other team
members involved in
delivery of palliative
care
Own role and
responsibilities, and
those of other team
members involved in
delivery of palliative
care
Own role and
responsibilities, and
those of other team
members involved in
delivery of palliative
care
Own role and
responsibilities, and
those of other team
members involved in
delivery of palliative
care
Impact of loss and
grief on clients, family,
carers and staff
members
Impact of loss and
grief on clients, family,
carers and staff
members
Impact of loss and
grief on clients, family,
carers and staff
members
Impact of loss and
grief on clients, family,
carers and staff
members
Impact of loss and
grief on clients, family,
carers and staff
members
State and Territory
legislation on
advanced care
planning and
advanced care
directives
State and Territory
legislation on
advanced care
planning and
advanced care
directives
State and Territory
legislation on
advanced care
planning and
advanced care
directives
State and Territory
legislation on
advanced care
planning and
advanced care
directives
State and Territory
legislation on
advanced care
planning and
advanced care
directives
Ethical and legal
issues related to a
palliative care
approach
Ethical and legal
issues related to a
palliative care
approach
Ethical and legal
issues related to a
palliative care
approach
Ethical and legal
issues related to a
palliative care
approach
Ethical and legal
issues related to a
palliative care
approach
Basic information
about the use of pain
relieving medication
for staff, client and
their family and within
level of responsibility
Basic information
about the use of pain
relieving medication
for staff, client and
their family and within
level of responsibility
Basic information
about the use of pain
relieving medication
for staff, client and
their family and within
level of responsibility
Basic information
about the use of pain
relieving medication
for staff, client and
their family and within
level of responsibility
Basic information
about the use of pain
relieving medication
for staff, client and
their family and within
level of responsibility
Hydration and nutrition
requirements during
palliative care and at end-oflife
Hydration and nutrition
requirements during
palliative care and at end-oflife
Hydration and nutrition
requirements during
palliative care and at end-oflife
Hydration and nutrition
requirements during
palliative care and at end-oflife
Hydration and nutrition
requirements during
palliative care and at end-oflife
Various signs of
imminent
death/deteriorationof
human anatomy and
physiology in relation
to:
nursing interventions
complex nursing
interventions
clinical nursing skills and
symptom management
working within a reflective
practice framework
end of life care
grief/loss for family and
client and grief counselling
social and community
support systems
self care and self reflection
personal coping strategies
and values and attitudes
loss of personal life goals
regulations and legislation
advanced care directives
organ donation
request for autopsy
customs, religious, cultural
and spiritual beliefs
Various signs of
imminent
death/deteriorationof
human anatomy and
physiology in relation
to:
nursing interventions
complex nursing
interventions
clinical nursing skills and
symptom management
working within a reflective
practice framework
end of life care
grief/loss for family and
client and grief counselling
social and community
support systems
self care and self reflection
personal coping strategies
and values and attitudes
loss of personal life goals
regulations and legislation
advanced care directives
organ donation
request for autopsy
customs, religious, cultural
and spiritual beliefs
Various signs of
imminent
death/deteriorationof
human anatomy and
physiology in relation
to:
nursing interventions
complex nursing
interventions
clinical nursing skills and
symptom management
working within a reflective
practice framework
end of life care
grief/loss for family and
client and grief counselling
social and community
support systems
self care and self reflection
personal coping strategies
and values and attitudes
loss of personal life goals
regulations and legislation
advanced care directives
organ donation
request for autopsy
customs, religious, cultural
and spiritual beliefs
Various signs of
imminent
death/deteriorationof
human anatomy and
physiology in relation
to:
nursing interventions
complex nursing
interventions
clinical nursing skills and
symptom management
working within a reflective
practice framework
end of life care
grief/loss for family and
client and grief counselling
social and community
support systems
self care and self reflection
personal coping strategies
and values and attitudes
loss of personal life goals
regulations and legislation
advanced care directives
organ donation
request for autopsy
customs, religious, cultural
and spiritual beliefs
Various signs of
imminent
death/deteriorationof
human anatomy and
physiology in relation
to:
nursing interventions
complex nursing
interventions
clinical nursing skills and
symptom management
working within a reflective
practice framework
end of life care
grief/loss for family and
client and grief counselling
social and community
support systems
self care and self reflection
personal coping strategies
and values and attitudes
loss of personal life goals
regulations and legislation
advanced care directives
organ donation
request for autopsy
customs, religious, cultural
and spiritual beliefs
Use oral communication skills
(language competence)
required to fulfil job roles as
specified by the
organisation/service. Oral
communication skills include
interviewing techniques,
asking questions, active
Use oral communication skills
(language competence)
required to fulfil job roles as
specified by the
organisation/service. Oral
communication skills include
interviewing techniques,
asking questions, active
Use oral communication skills
(language competence)
required to fulfil job roles as
specified by the
organisation/service. Oral
communication skills include
interviewing techniques,
asking questions, active
Use oral communication skills
(language competence)
required to fulfil job roles as
specified by the
organisation/service. Oral
communication skills include
interviewing techniques,
asking questions, active
Use oral communication skills
(language competence)
required to fulfil job roles as
specified by the
organisation/service. Oral
communication skills include
interviewing techniques,
asking questions, active
Range
statement
:unit of
competency
as a whole
listening, asking for
clarification
listening, asking for
clarification
listening, asking for
clarification
listening, asking for
clarification
listening, asking for
clarification
Use written communication
skills (literacy competence)
required to fulfil job roles as
specified by
organisation/service. The
level of skill may range from
reading and understanding
client documentation to
completion of written
reports
Use written communication
skills (literacy competence)
required to fulfil job roles as
specified by
organisation/service. The
level of skill may range from
reading and understanding
client documentation to
completion of written
reports
Use written communication
skills (literacy competence)
required to fulfil job roles as
specified by
organisation/service. The
level of skill may range from
reading and understanding
client documentation to
completion of written
reports
Use written communication
skills (literacy competence)
required to fulfil job roles as
specified by
organisation/service. The
level of skill may range from
reading and understanding
client documentation to
completion of written
reports
Use written communication
skills (literacy competence)
required to fulfil job roles as
specified by
organisation/service. The
level of skill may range from
reading and understanding
client documentation to
completion of written
reports
Use interpersonal skills,
including working with
others, using sensitivity when
dealing with people and
relating to persons from
differing cultural, social and
religious backgrounds
Use interpersonal skills,
including working with
others, using sensitivity when
dealing with people and
relating to persons from
differing cultural, social and
religious backgrounds
Use interpersonal skills,
including working with
others, using sensitivity when
dealing with people and
relating to persons from
differing cultural, social and
religious backgrounds
Use interpersonal skills,
including working with
others, using sensitivity when
dealing with people and
relating to persons from
differing cultural, social and
religious backgrounds
Use interpersonal skills,
including working with
others, using sensitivity when
dealing with people and
relating to persons from
differing cultural, social and
religious backgrounds
Perform nursing
interventions,
including:
assessment, observation,
reporting and recording of
pain
observation of, reporting and
reporting and recording of
pain management strategies
assessment, observation,
reporting and recording of
symptoms
observation of, reporting and
reporting and recording of
symptom management
strategies
non-medication
management of pain
symptoms
hot towels sponging
basic hand, foot and back
massage
basic complementary
therapies
bowel management in opioid
induced constipation
wound care modalities
particular to the terminally ill
client
pressure area care modalities
particular to the terminally ill
client
management of the dying
client and their
families/carers
Perform nursing
interventions,
including:
assessment, observation,
reporting and recording of
pain
observation of, reporting and
reporting and recording of
pain management strategies
assessment, observation,
reporting and recording of
symptoms
observation of, reporting and
reporting and recording of
symptom management
strategies
non-medication
management of pain
symptoms
hot towels sponging
basic hand, foot and back
massage
basic complementary
therapies
bowel management in opioid
induced constipation
wound care modalities
particular to the terminally ill
client
pressure area care modalities
particular to the terminally ill
client
management of the dying
client and their
families/carers
Perform nursing
interventions,
including:
assessment, observation,
reporting and recording of
pain
observation of, reporting and
reporting and recording of
pain management strategies
assessment, observation,
reporting and recording of
symptoms
observation of, reporting and
reporting and recording of
symptom management
strategies
non-medication
management of pain
symptoms
hot towels sponging
basic hand, foot and back
massage
basic complementary
therapies
bowel management in opioid
induced constipation
wound care modalities
particular to the terminally ill
client
pressure area care modalities
particular to the terminally ill
client
management of the dying
client and their
families/carers
Perform nursing
interventions,
including:
assessment, observation,
reporting and recording of
pain
observation of, reporting and
reporting and recording of
pain management strategies
assessment, observation,
reporting and recording of
symptoms
observation of, reporting and
reporting and recording of
symptom management
strategies
non-medication
management of pain
symptoms
hot towels sponging
basic hand, foot and back
massage
basic complementary
therapies
bowel management in opioid
induced constipation
wound care modalities
particular to the terminally ill
client
pressure area care modalities
particular to the terminally ill
client
management of the dying
client and their
families/carers
Perform nursing
interventions,
including:
assessment, observation,
reporting and recording of
pain
observation of, reporting and
reporting and recording of
pain management strategies
assessment, observation,
reporting and recording of
symptoms
observation of, reporting and
reporting and recording of
symptom management
strategies
non-medication
management of pain
symptoms
hot towels sponging
basic hand, foot and back
massage
basic complementary
therapies
bowel management in opioid
induced constipation
wound care modalities
particular to the terminally ill
client
pressure area care modalities
particular to the terminally ill
client
management of the dying
client and their
families/carers
Apply professional
standards of practice:
ANMC code of conduct
ANMC code of ethics
ANMC national enrolled
nurse competency standards
state/territory Nurse
Regulatory Nurses Act
state/territory Nursing and
Midwifery Regulatory
Authority standards of
practice
state/territory legislation
regarding ‘Consent to
medical treatment and
palliative care Act’
Apply professional
standards of practice:
ANMC code of conduct
ANMC code of ethics
ANMC national enrolled
nurse competency standards
state/territory Nurse
Regulatory Nurses Act
state/territory Nursing and
Midwifery Regulatory
Authority standards of
practice
state/territory legislation
regarding ‘Consent to
medical treatment and
palliative care Act’
Apply professional
standards of practice:
ANMC code of conduct
ANMC code of ethics
ANMC national enrolled
nurse competency standards
state/territory Nurse
Regulatory Nurses Act
state/territory Nursing and
Midwifery Regulatory
Authority standards of
practice
state/territory legislation
regarding ‘Consent to
medical treatment and
palliative care Act’
Apply professional
standards of practice:
ANMC code of conduct
ANMC code of ethics
ANMC national enrolled
nurse competency standards
state/territory Nurse
Regulatory Nurses Act
state/territory Nursing and
Midwifery Regulatory
Authority standards of
practice
state/territory legislation
regarding ‘Consent to
medical treatment and
palliative care Act’
Apply professional
standards of practice:
ANMC code of conduct
ANMC code of ethics
ANMC national enrolled
nurse competency standards
state/territory Nurse
Regulatory Nurses Act
state/territory Nursing and
Midwifery Regulatory
Authority standards of
practice
state/territory legislation
regarding ‘Consent to
medical treatment and
palliative care Act’
scope of nursing practice
decision making framework
scope of nursing practice
decision making framework
scope of nursing practice
decision making framework
scope of nursing practice
decision making framework
scope of nursing practice
decision making framework
Advanced care directive:
Legal
implications
advanced care directive:
Palliative approach
aims to
Improve the quality of life for
individuals with a life-limiting
illness and their families, by
reducing their suffering
through early identification,
assessment and treatment of
pain, physical, psychological,
social, and spiritual
problems. A palliative
Palliative care means
An approach that improves
the quality of life of clients
and their families facing the
problem associated with a
life-threatening illness,
through the prevention and
relief of suffering by means
of early identification and
impeccable assessment and
treatment of pain and other
Advanced care
planning refers
The process of preparing for
likely scenarios near end of
life and usually includes
assessment of, and dialogue
about a person’s
understanding of their
medical history and
condition, values,
preferences and personal
Is sometimes called a ‘living
will’ and describes one’s
future preferences for
medical treatment. It
contains instructions that
consent to, or refuse, the
future use of specified
medical treatments. It
becomes effective in
situations where the client
of
A nominated substitute
decision maker that the
treating clinician may seek
out to discuss treatment
decisions
Other non-medical aspects of
care that is important to the
person during their dying
phase
approach is not delayed until
the end stages of an illness.
Instead a palliative approach
provides a focus on active
comfort care and a positive
approach to reducing an
individual’s symptoms and
distress, which facilitates
residents and their families
understanding that they are
being actively supported
through this process.
Underlying the philosophy of
a palliative approach is a
positive and open attitude
towards death and dying.
problems, physical,
psychological and spiritual
(WHO 2002)
and family resources.
Advanced care planning
elements are the written
directive and an appointment
of a substitute decision
maker
no longer has capacity to
make legal decisions
Access through state and
territory legislation or
guidelines on advanced care
planning
Completion of an advance
care directive should be one
component of the broader
advance care planning
process. Documenting
advanced care directives is
not compulsory as the
person may choose to
verbally communicate their
wishes to the doctor or
family, or appoint a
substitute decision maker to
make decisions on their
behalf.
Examples of advance care
directives are:
medical treatment
preference, including those
influenced by religious or
other values and beliefs’.
particular conditions or
states that the person would
find unacceptable should
these be the likely result of
applying life-sustaining
treatment, for example
severe brain injury with no
capacity to communicate or
self-care.
how far treatment should go
when the client’s condition is
‘terminal’, ‘incurable’ or
‘irreversible’ (depending on
terminology used in specific
forms).
(Standards for Providing
Quality Palliative Care to all
Australians. PCA 2005).
Access through state and
territory legislation or
guidelines on advanced care
planning
Although the content of an
ACD usually stipulates
treatment limitation
preferences, this should
never be assumed as some
individuals may indicate they
want full measures to
prolong their life
Access through state and
territory legislation or
guidelines on advanced care
directives
the wishes of someone
without relatives to act as
their ‘person responsible’ in
the event they became
incompetent or where there
is no one that person would
want to make such decisions
on their behalf.
Range
statement
:unit of
competency
as a whole
End–of-life ethical decisions
may include:
Client’s lifestyle choices may
include:
Ongoing discussion with the
client, family, doctor,
guardian and organisation to
ensure that the client’s
and/or family's wishes are
up-to-date
Personal
supports
relationships
and
Social activities
Emotional supports
Cultural
supports
and
spiritual
Sexuality and Intimacy
supports
Range
statement
:unit of
competency
as a whole
Health promotion
strategies may
include:
School topics — personal and
sexual health, nutrition
drugs, mental health
Community outreach —
breast feeding mothers
Client education
strategies may
include:
Life limiting illness describes
Illnesses where it is expected
that death will be a direct
consequence of the specified
illness. This definition is
inclusive of both a malignant
and non-malignant illness.
Life limiting illnesses might
be expected to shorten an
individual’s life expectancy
(Standards for Providing
Quality Palliative Care to all
Australians. PCA 2005).
Risk factors may
include
Alcohol and substance abuse
Discussions about relevant
issues regarding health
Drug abuse
One-on-one
guidance/supervision
High blood pressure
Stress
Small groups
Smoking
Demonstrations
Obesity
Social marketing
Referrals to appropriate
health professional
Poor nutrition
Immunisation
Contact with self-help group
Lack of exercise
Mass media — advertising
campaigns
Public education
Genetic counselling
Screening
Elimination problems
Interpersonal conflict
Loneliness
Poor sleep
Client:
May also refer to resident or
client throughout this
document.
Ethical issues may
include
Decisions regarding medical
treatment
Conflict that may occur in
relation to personal values
and decisions made by or for
the client
Step 6: Learning design features
Feature
Context
Guidelines
Goal
Activities
Learning
supports
Glossary
Mapping (if
applicable)
Practical
application
Description
The setting for the learning object, e.g. a simulated workplace, a
metaphor or a theme.
Instructions, steps or guidance for learners about how to work
through the learning object.
The task/s which the learning object is based around or which
learners can complete e.g. a problem to be solved, a scenario, a
case study, etc.
Sub-tasks learners can complete in order to gain the required skills
and knowledge to complete the larger task/s.
Resources that learners can access to assist them in completing
tasks, e.g. content, background information, resources, links,
references.
List of terms and definitions related to the learning object.
If the learning object covers part or all of more than one unit of
competency, or is based on a task rather than a unit, the
relationship between them should be clearly explained to learners
and/or trainers.
A link between the task/s in the learning object and the workplace
that can assist learners in transitioning or applying the skills in a
realistic setting. This may also be used as evidence towards
assessment.
Collaboration
tool
Topics and/or methods for learners to interact and share ideas.
Assessment
Tool to assist teachers or assessors in determining learners'
competence or, alternatively, readiness for more formal assessment
of competence, depending on the scope of the learning object.
Step 7: Mapped flow of the learning design
Flowchart: C:\Users\User\Desktop\TASK GUIDED LEARNING DESIGN FLOW
CHART.docx
TASK GUIDED LEARNING DESIGN FLOW CHART
Element 1 Recognise the special needs of clients requiring palliative care
Holistic
Resources
Case study
Scenario 1
Principles
Guidelines
Ongoing
assessment
questions to
answer in
reflective
journals
Pathophysiology
ADL’s
Physiology of dying
Client needs in care
plan
Discuss spiritual/cultural issues
(own scope of practice)
Psychosocial impact
Symptoms & management
Dermalux bath
Specific codes/legislation
Element 2 Contribute to the care plan for the client at end of life
Case study
Scenario 2
Individualised care plan in
consultation with RN
Resources
Guidelines
Work with multi-disciplinary
team
Ongoing
assessment
questions to
answer in
reflective
journals
Emotional support, effective
communication
Legal & ethical considerations
advanced care directives
Monitor changes to directives
Element 3 Implement nursing interventions for clients’ with life-limiting illness
Provide care as per care plan
Resources
Case study
Scenario 3
Nursing interventions
Supportive environment
Information is accurate, timely
Observe & document pain
Dignity
Report deterioration & identify
Guidelines
Ongoing
assessment
questions to
answer in
reflective
journals
Element 4 Assist in evaluating the effectiveness of planned interventions
Modify nursing care
Resources
Case study
Scenario 4
Guidelines
Client responses to
interventions
Ongoing
assessment
questions to
answer in
reflective
journals
Evaluate, document,
and report
Ethical issues
Element 5 provide support & services to client & family at end of life and after death
Bereavement care
Case study
Scenario 5
Resources
Guidelines
Refer to counselling services
Ongoing
assessment
questions to
answer in
reflective
journals
Care of the body
Step 8: Types of interactions



Quiz
Interactive panorama
Existing reusable applications, such as ARED (Applications for Rapid eLearning Development) or any in-house design tools
Step 9: Media, images, applications, other resources
Media, images, applications:

to find palliative photos on Flickr, check for videos on you
tube and any relevant power points, see list of resources
already found
Software/hardware/staffing implications:

little
Step 10: Design verified with the Project Manager and Multimedia staff
Comment
Date
Author
will do this as developing the session and
assessments
12/4/2010 08:58:46 Jenny
PM
Morros