HLT54115 Diploma of Nursing
HLTENN010 – Version 3.4 January 2019
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Student Assessment
HLTENN010 Apply a Palliative approach in
Nursing Practice
HLT54115 Diploma of Nursing
Record of Assessment Outcome

Student Name:	Student ID:
Summary of evidence gathering techniques used for this assessment: O Questioning O Scenario O Role Play 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
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Student Assessment

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 Questioning O Scenario O Role Play O Skills Assessment O Professional Practice Experience Provide a description of the adjustment applied and why it was applied.
Name of Assessor:	Assessor Signature:
Name of Student:	Student Signature:

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: ……../………./…………….

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Student Assessment
ASSESSMENT OUTCOME SUMMARY AND FEEDBACK
Assessment Task 1 – Questioning

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
S = Satisfactory NS = Not Satisfactory
Feedback to the Student:

Assessment Task 2 – Scenario

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
S = Satisfactory NS = Not Satisfactory
Feedback to the Student:

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Student Assessment
Assessment Task 3 – Role Play

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
S = Satisfactory NS = Not Satisfactory
Feedback to the Student:

Assessment Task 4 – Skills Assessment

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
S = Satisfactory NS = Not Satisfactory
Feedback to the Student:

Assessment Task 5 – 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
S = Satisfactory NS = Not Satisfactory
Feedback to the Student:

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Student Assessment
STUDENTS RESOURCES

Recommended Resources (textbooks, DVDs, Journals, Publications)

Nursing e-books • Estes, M., Calleja, P., Theobald, K. and Harvey, T. (2015). Health assessment and physical examination. 2nd ed. Cengage. • Brotto, V. and Rafferty, K. (2016). Clinical dosage calculations. 2nd ed. Cengage. • Abbott, B. and De Vries, S. (2016). Monitoring and administration of IV medications for the enrolled nurse. 1st ed. Cengage. • Tollefson, J., Watson, G., Jelly, E. and Tambree, K. (2015). Essential clinical skills : Enrolled Division 2 Nurses. 3rd ed. Cengage. • Clarke, L., Gray, S., White, L., Duncan, G. and Baulme, W. (2016). Foundations of nursing : Enrolled Division 2 Nurses. 3rd ed. Cengage. • Martini, F., Nath, J., Bartholomew, E. and Ober, W. (2017). Fundamentals of anatomy & physiology. 11th ed. Pearson. • Broyles, B., Evans, M., McKenzie, G., Page, R., Pleunik, S. and Reiss, B. (2017). Pharmacology in nursing, Australian and New Zealand. 2nd ed. Cengage.

Recommended Resources (textbooks, DVDs, Journals, Publications)

● Cherry, B. Jacob, S. R. (2017). Contemporary Nursing: Issues, Trends and Management. (7th Edition) Elsevier, ISBN: 978-0-323-39022-4 ● Ashley, J. Keene, P. (2017). Contemporary nursing: Palliative care. Retrieved from https://www.clinicalkey.com.au/nursing/#!/content/book/3-s2.0-B9780323390224000214 ● Palliative Care Australia. Understanding Palliative Care. Retrieved from http://palliativecare.org.au/ ● RCH. Pain in Palliative. Retrieved from https://www.rch.org.au/rch_palliative/for_health_professionals/Pain_in_palliative_care/ ● Principles of Palliative and End of Life Care in Residential Aged care https://palliativecare.org.au/wp-content/uploads/dlm_uploads/2017/05/PCA018_Guiding Principles-for-PC-Aged-Care_W03-002.pdf ● Psychosocial issues in palliative care https://www.ajol.info/index.php/cme/article/viewFile/43891/27410

Online Resources

● www.pcc4u.org (There is a mix of multiple-choice questions, short answer questions and scenarios. Attempt all questions and click on every link)

Journal Articles

● Lynch, M. T. (2014). Palliative Care at the End of Life. Seminars in Oncology nursing, 30(4), 268-279.

Clinical Key

● Link to access Clinical Key for Nursing Elsevier (eBooks for Nursing) https://www.clinicalkey.com.au/

Please note that you will need access to a computer with internet and a word processing software
such as Microsoft Word in order to complete this assessment.
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Student Assessment
ASSESSMENT OBJECTIVES
This unit describes the skills and knowledge required to provide nursing care using a palliative
approach in care environments such as hospitals, home and community care, hospices and long-term
care facilities.
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, all assessment tasks must be successfully completed in the time allocated
with the essential resources. Your Trainer will give you the due date to submit the assessments and
provide you with feedback after assessing your work. Once each task is marked, the outcome needs
to be recorded in the student academic file and in the academic progress sheet by the
trainer/assessor. The academic progress sheet must be returned to the data entry officer, who will
enter the data into the Student Management System.
The student may need to spend some hours outside the class hours without supervision to
complete the assessments.
Refer to the table below for the summary of assessment tasks for this unit:

Assessment Task Number	Assessment Type	Notes
1	Questioning	To be completed and submitted to the trainer/assessor by due date
2	Scenario	To be completed and submitted to the trainer/assessor by due date
3	Role Play	To be completed and submitted to the trainer/assessor by due date
4	Skills Assessment	To be completed and submitted to the trainer/assessor by due date
5	Professional Practice	Undertake professional practice experience at the end of the semester in a SCEI approved health facility

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/HLTENN010)
Reasonable Adjustment
For information on reasonable adjustment please refer to the student handbook located at:
http://scei.edu.au/wp-content/uploads/2017/08/2017_Student-Handbook_V4.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
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Student Assessment
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.
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Student Assessment
ASSESSMENT TASK 1 – QUESTIONING

Conditions of Assessment	● You are required to answer all questions correctly in Assessment Task 1 – Questioning
Student Instructions for completion of Assessment Task 1 – Questioning	● Responses to the questions can be typed or submitted handwritten ● Written responses must be legible and in pen NOT pencil ● It is important to proof read your answer paper, to avoid grammar and spelling mistakes ● Please use only APA format of referencing. Do not copy and paste text from any of the online sources. SCEI has a strict plagiarism policy and students who are found guilty of plagiarism, will be penalized ● 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 are required to submit this assessment to your trainer/assessor by the due date
Due Date	The trainer/assessor will inform you of the due date.

Questioning:
1. List the principles of palliative care?
2. Explain how the palliative care principles are used to guide a holistic assessment of a patient.
3. Identify and list four (4) factors which are associated to the pathophysiological changes in a
patient with a life limiting illness.
4. a. List the pain management strategies for constipation resulting from use of long term
medication.
b. When using a syringe driver and intima sub-cut lines for pain management, identify the
steps used to administer the medication.
c. Identify two (2) indications and two (2) contraindications for the use of syringe drivers in
administration of pain medication.
 Indications:
 Contraindications:
d. Identify two (2) indications for using intima sub-cut lines in each of the following:
 Analgesia
 Prevention of nausea
 Steroid injections
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Student Assessment
5. In your role in caring for a patient in palliative care, provide an explanation as to how you
will meet and respect their lifestyle choices, social, emotional, spiritual and cultural needs.
6. Identify the roles and responsibilities of the Enrolled Nurse (EN) and team members who
are a part of an inter-disciplinary team when planning palliative care?
 The role of the Enrolled Nurse (EN) is to:
 Roles of other team members:
7. Describe four (4) the psychosocial issues in palliative care and the impact on the patient’s
family.
8. Identify six (6) effective and supportive communication techniques and strategies when
engaging in conversations with clients.
9. Answer the following questions in relation to a patient who is in their final stages of dying1.
a. Explain each of the following and list the legal and / or ethical implications of the
implementation of

i. ii.

Advanced Care Planning (ACP): Advanced Care Directives (ACD):

b. Describe your knowledge of the physiology of dying when supporting the patient
and family during the patients dying process2:
10. Identify the management of the following situations in a patient in palliative care.
a. List the signs of respiratory and swallowing difficulties and the management
strategies you would use to ensure the comfort of the patient
b. List two (2) Hydration and Nutrition requirements of a patient during palliative care
and end of life. 3
i. Hydration –
ii. Nutrition
c. Identify how you manage non – healing wounds of a deteriorating patient
d. Note the signs of deterioration in a patient and who you would report these signs
to
e. Discuss how you will support the patient’s dignity at end of life and after death
 Prior to the patient’s passing:
 After death:
f. Describe ethical issues identified during the end of life stage of the patient
1
https://www.caresearch.com.au/Caresearch/Portals/0/PA-Tookit/01809-CEB_DL_dying_ProcessWeb.pdf
2
http://www.palliativecarensw.org.au/pdfs/PCNSW-Signs-Symptoms-of-Approaching-Death-ARTICLE.pdf
3
https://www.caresearch.com.au/caresearch/Portals/0/PA-Tookit/Clinical%20Newsletter%20Issue4.pdf
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Student Assessment
11. Provide a response to the following questions in relation to caring for a patient after death.
a. Identify the legislation and policies and procedures to which you would refer to
when managing your own roles and responsibilities in caring for a patient’s body
after death
b. List the precautions you would take in caring for a patient’s body after death
c. Identify the various considerations which need to be addressed in caring for the
body after death
d. There are many support services and resources available to provide support the
bereavement needs of the family4. List a minimum of two (2) types of support and /
or resources you would need to have or have access to:
e. Identify the emotional support you would provide to the family, relevant to grief,
loss and bereavement
12. After all aspects of caring for the patient after death and their family members, provide a
response to the following questions in regards to your self care
a. List the social and emotional support you would require after a patient in your care
has died
b. Identify the types of internal / external support available to support you
4
https://palliativecare.org.au/wp-content/uploads/dlm_uploads/2018/02/PCA_A5-Family-Companion.pdf
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Student Assessment
ASSESSMENT TASK 2 – SCENARIO

Student Instructions for completion and conditions of Assessment Task 2- Scenario

● This task will be given to the student upon completion of the unit HLTENN010. ● You are required to read the following scenario mentioned below and answer all questions ● Please ensure that the word limit for each answer is no more than 100 words ● Responses to the questions can be typed or submitted handwritten ● Written responses must be legible and in pen NOT pencil ● It is important to proof read your answer paper, to avoid grammar and spelling mistakes ● Please use only APA format of referencing. Do not copy and paste text from any of the online sources. SCEI has a strict plagiarism policy and students who are found guilty of plagiarism, will be penalized ● 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 are required to submit this assessment to your trainer/assessor by the due date

Due Date

The trainer/assessor will inform you of the due date.

Scenario
Ramesh is an 82-year-old strict follower of Hinduism. He has never eaten meat in his life. He was
diagnosed with stage IV adenocarcinoma of the stomach and melanoma 2 years ago. Ramesh had
several cycles of chemotherapy. He has Cancerous Metastasis in liver and spleen. He has severe
malignant wound on his right forearm because of his melanoma. He is on daily dressing change for
his melanoma wound. He is currently undergoing palliative care at the Royal Melbourne hospital
General Medical Ward.
He has advanced directives clearly stating that he is for comfort care and not for resuscitation in any
means if he deteriorates. Please see the attached advanced directives for further information.
Ramesh looks exhausted, tired and weak. He needs assistance with ADLs. He is on regular
analgesics. Pain management plan is as follows:
1. Oxycodone 1mg / hour running in the syringe driver.
2. PRN morphine 1mg 4/24. Last given was at 6 am.
3. Panadol Osteo 600mg TDS
4. Fentanyl patch 200 mcg/ 24 hrs.
You are the EN allocated to look after Ramesh this shift. Caroline is the first year nursing student
allocated to work with you this shift. Caroline mentioned that she is been here in the medical ward
for 2 weeks now. She is the one who helped Mr Ramesh Naidu with his ADL’s under the
supervision of nursing staff. She requested to look after Ramesh again today. During handover, the
night nurse stated that Ramesh appears very weak, grimaced with pain during pressure are care,
refused to have dinner last night and hasn’t opened his bowels for 4 days.
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Student Assessment
During your assessment you noticed that Ramesh has severe pain to left upper quadrant, when
palpated he grimaced with pain. He stated that he is not hungry and refused to eat breakfast. He
looked tired and exhausted. His vitals at 08:00 AM are as follows:
● HR: 118/min
● BP: 95/55 mmHg
● Temp: 36.6’C
● RR: 26/min
● SaO2: 90%
His wife looks very worried and stated that he may be constipated and it me urges to give him
something for his bowels.
At 12:00 you noticed that Ramesh started to deteriorate. He started becoming less responsive, only
vocalizing, making unusual noises while breathing, moving all his limbs and he started drooling saliva,
started hiccupping and his conscious state began to deteriorate. His wife tried to give him some sips
of water and he started coughing. You performed a complete set of vital signs on him and it is as
follows:
● HR: 60/min
● BP: 85/45 mmHg
● RR: 10/min
● SaO2: 88%
During your assessment Ramesh had an episode of incontinence of both faeces and urine while his
family were waiting for you outside the room.
At 12.45 pm Ramesh was examined by the doctor who promptly called a code, consequently Mr
Ramesh was transferred to the ICU and placed on a ventilator with isotropic drugs for support.
Meanwhile, Ramesh was attended by the palliative care nurse consultant (PNC). PNC requested you
to help her while she assesses Mr Ramesh.
Ramesh wife is a witness to all that is going on. She burst in tears and cries inconsolably. Ramesh
daughter came to you and said, “I know dad is deteriorating. In our culture we do special prayers
during the end of life time. Can you please let us do that to my Dad?”. She adds “Do you think he is
suffering? Can you please make sure that he is not suffering? He is such a lovely person and I don’t
want him to suffer” and burst into tears. The nursing student Caroline who was with you the entire
shift also started crying. You consoled and advised her to go to staff room with one of your
colleagues.
At 1500 HRS, Ramesh died peacefully surrounded by family, friends and his priest.
1. Explain, in no more than 100 words the principles of palliative care as listed in question 1.
How will you ensure holistic assessment to Ramesh who is on end of life cancer care.
2. What is the pathophysiology of gastric carcinoma? Identify two needs of Ramesh in this
scenario.
3. a. How will you assess this pain and current Pain management plan of Ramesh?
b. Mention two strategies to reduce pain for Ramesh.
c. Ramesh has codeine induced constipation. How do you address medication induced
constipation in consultation with RN?
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Student Assessment
4. Identify the following needs of this patient and explain how this can be respected by you as
an EN.
5. Identify your role in this scenario and explain why is it important to work within roles and
responsibilities of inter-disciplinary team when planning palliative care?
6. Explain the psychosocial impact of palliative care on Ramesh’s wife and family.
7. When Ramesh’s daughter approached you to discuss about their spiritual and cultural issues
and needs of Ramesh, as an EN how will you handle that situation.
8. Identify two (2) effective communication techniques and two support services you may
approach to provide supportive environment and care to Ramesh and his family in this
crucial moment of his life.
9. Identify the signs of stages of dying in this scenario. Explain the importance of sharing that
accurate information to family.
10. Describe the physiology of dying. Is it important to explain the same to Ramesh’s family or
carer?
11. Identify the signs of respiratory distress and swallowing difficulties in this scenario. What
management strategies you will implement in accordance with Ramesh’s ACD?
12. Note how you will manage the malignant wound of Ramesh in accordance with non-healing
wound management strategies?
13. What are the signs of deterioration according to ACP or ACD guidelines? When and to
whom should these signs be reported?
14. How do you support the dignity of this person while providing care in their end-of-lifestages as well as after death?
15. Identify and reflect on the ethical issues in this scenario. Who is the appropriate person to
discuss about this issue according to organizational policies?
16. What are the legal responsibilities of an enrolled nurse when a patient dies who was under
his/her care?
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Student Assessment
17. Explain the steps involved in death care/ care of body after death in this scenario. Please
include standard precautions, respect, dignity, and cultural, religious, spiritual and individual
customs in answering this question.
18. Define bereavement care. Discuss the support needs of the family in this scenario. What are
the resources available for those who require bereavement care?
19. What sort of emotional support will you provide to Ramesh family in relation to grief, loss
and bereavement?
20. As an EN, identify your own needs for self-care and support. Explain how you will
implement effective strategies to sustain your social and emotional wellbeing.
21. Identify two (2) ethical implications of Advanced care planning and advance care directives.
Explain how those implications can be addressed.
22. How will you encourage Carolyn in this scenario? Explain the importance of professional
debriefings in the workplace.
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Student Assessment
ASSESSMENT TASK 3 – ROLE PLAY

Student Instructions for completion and conditions of Assessment Task 3 – Role Play Simulation

● Read the following role play ● Your assessor will advise you of the preparation time allocated for the role play ● You are to work in pairs to present this role play ● Duration of the role play: between 8 – 10 ● Use of correct grammar and spelling is required to demonstrate foundational skills ● Write your name, student ID, the assessment task and the name of the unit of competency on each piece of paper you submit for assessment

Due Date

The due date is ____________________________

Role Play
Lan migrated to Australia with her parents Yi Ming and Mei when she was 18 years of age. Lan
adopted the English name Amy soon after arriving in Australia. Amy married in her early 20s, had a
son Erik and divorced from her husband when Erik was 6 yrs of age. Amy took on the responsibility
of raising Erik with the assistance of Yi Ming and Mei.
Amy is now 59 years of age and works full time in a fruit canning factory. She has good friends from
her workplace, neighbourhood and community.
Amy speaks both English and her traditional language. Amy lives with her son Erik and her mother
Mei, who moved in with them after her husband died 12 years ago. Amy’s mother Mei is now in her
80’s and speaks limited words in English.
Erik speaks English both in and outside of his home with limited ability to speak Amy’s traditional
language. Erik met Samantha at the engineering company that he works for; they have been dating
for the past 5 months.
Recently Erik has noticed that his mother has trouble finding words and sometimes repeats herself
during a conversation. He has also noticed that she doesn’t seem to be able to concentrate for long
and missed paying the phone bill two months in a row, which is very unlike her. Erik asked her about
it but she shrugged it off, saying she has been feeling stressed from work.
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Student Assessment
1. Answer the following question
a. What information specific to Amy, Erik and Mei, would you provide to the medical
interpreter, prior to the first meeting at an Aged Care facility?
2. Amy’s family makes an appointment with you – Nursing Unit Manager to discuss their
concerns about Amy’s memory and change in behaviour and the possibility of her being
admitted to an Aged Care Facility. Discuss what advice you would give them. Role play your
meeting with Amy, Mei and the Nursing Unit Manager.
a. In a group of 4, nominate people to role play Mei, Amy, Erik and the NUM (the
medical interpreter will be the Trainer when it is required).
b. Consider the intercultural communication principles when communicating with a
person whose second language is English
c. Outline strategies you would use to:

i. ii.

say good morning discussion about being admitted to an Aged Care Facility

d. At the end of the role play, discuss with the class, the concerns and responses
identified:
i. Suggested strategies:
e. Write and submit a transcript of your conversation
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Student Assessment

HLTENN010 – Role Play
Student Name
Student ID Number	Date
Student has demonstrated the ability to:	Satisfactory	Unsatisfactory
Accurately identified the concerns of the client.	O	O
What were the concerns of the client?	O	O
Were the concerns articulated / evident during the role play?	O	O
Was there evidence of strategies used to communicate with the client ● Cue cards ● Speaking slowly ● Using accurate language ● Not asking to many questions at once	O	O
Confirm with the client they understood what was being said?	O	O
Use appropriate body language and giving full attention to client?	O	O
Was the role play successful in achieving the desired outcome?	O	O
Did the student submit a transcript of their conversation	O	O
Assessor’s general comments/observations:

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Student Assessment
ASSESSMENT TASK 4 – SKILLS ASSESSMENT

Student Instructions for completion and conditions of Assessment Task 4 – Skills Assessment	● This assessment must be deemed satisfactory by the trainer/assessor prior to commencing work placement ● The assessment is conducted in the SCEI simulated Aged Care Environment ● Students will work in pairs to demonstrate the following skills as outlined below ● The student will be required to achieve successful performance of 3 manual handling skills demonstrations
Due Date	The trainer/assessor will provide a date and time for this assessment The date & time is _____________________________

The following skills to be assessed will be set up in a simulated environment and further instructions
provided by the Trainer and Assessor as required during the demonstration.
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HLTENN010 – 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: ● 8 Hours
DEMONSTRATION OF SKILLS IN SIMULATION LAB
● Palliative care and end-of-life care  One student will be the patient, the other will be the nurse  The student who is the nurse will demonstrate the care of a patient in Palliative care and end of life care  The trainer and Assessor will provide information as to where the patient is at for the appropriate care skills to be demonstrated
● Care of deceased client (body)  One student will be the patient (or a manikin can be used for this skills demonstration), the other will be the nurse  The student who is the nurse will demonstrate the care of a patient once they are deceased  The trainer and Assessor will provide information as to where the patient is at for the appropriate care skills to be demonstrated
● Pain management and documentation in end stage  One student will be the patient, the other will be the nurse  The student who is the nurse will demonstrate the care of a patient regarding their pain management in the end of their life stage  The trainer and Assessor will provide information as to where the patient is at for the appropriate care skills to be demonstrated

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Student Assessment

Skills Demonstration Checklist
PALLIATIVE CARE AND END-OF-LIFE CARE
Demonstrate the ability to effectively and safely care for the end-of-life/terminal patient
Student’s Name	Student ID
Procedural Steps	Satisfactor y	Not Satisfactory
1. Identifies indication of when death is near	O	O
2. Discusses safety considerations	O	O
3. Evidence of communication with the patient and/or family	O	O
4. Performs hand hygiene	O	O
5. Pain: Assesses and manages pain	O	O
6. Care of the patient’s respiratory needs	O	O
7. Cardiac care	O	O
8. Gastrointestinal tract care	O	O
9. Genitourinary tract care	O	O
10. Musculoskeletal system care	O	O
11. Integumentary system care	O	O
12. Personal hygiene	O	O
13. Recognises spiritual, cultural and emotional needs of patient and family	O	O
14. Documents and reports relevant information	O	O
15. Demonstrates 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

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Student Assessment

Skills Demonstration Checklist
CARE OF DECEASED PATIENT
Demonstrate the ability to effectively and safely care for deceased patient
Student’s Name	Student ID
Procedural Steps	Satisfacto ry	Not Satisfactory
1. Ensuring the deceased’s privacy and dignity is maintained	O	O
2. Supporting any family and carers present who want to take part in the caring process.	O	O
3. Honouring the religious or cultural wishes/requirements of the deceased and their family while ensuring legal obligations are met.	O	O
4. Lie deceased flat, Straighten all limbs, checks eyes closed, Clean the mouth, Dentures to be inserted as soon as possible, Tidy the hair.	O	O
5. Washing the body	O	O
6. Leave Pad and pants to absorb any leakage of fluid	O	O
7. Removal of mechanical equipment	O	O
8. Removal of jewelry	O	O
9. Covering of wounds with a waterproof dressing	O	O
10. Clean and dress the deceased person appropriately	O	O
11. Respect wishes mentioned in terminal care wishes like wedding ring or other jewelry (preferably not watches) to remain with the deceased	O	O
12. Support the jaw by placing a pillow or rolled up towel underneath (remove it before the family/carers view the person).	O	O
13. Inform Funeral directors for the transfer of the deceased person	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

HLT54115 Diploma of Nursing
HLTENN010 – Version 3.4 January 2019
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Student Assessment

Skills Demonstration Checklist
PAIN MANAGEMENT AND DOCUMENTATION IN END STAGE
Demonstrate the ability to effectively and safely manage pain and completes end stage care documentation accurately
Student’s Name	Student ID
Procedural Steps	Satisfactor y	Not Satisfactory
1. Assesses pain using appropriate pain tool	O	O
2. Assesses Pain regularly in all patients with terminal illness, including those with cognitive impairment.	O	O
3. In patients with constant pain that responds to opioids, scheduling opioids with adequate breakthrough doses provides optimal analgesia as prescribed by Doctor.	O	O
4. Engaging available palliative and hospice care services for patients likely to benefit.	O	O
5. Monitors the effectiveness of pain interventions on regular basis.	O	O
6. Assesses any side effects of pain medications and reports changes to doctor/Registered Nurse. Uses prescribed medications to treat these symptoms.	O	O
7. Includes the patient/family in all aspects of pain management, especially through ongoing education about pain, assessment, treatments and the common barriers to adequate management	O	O
8. Monitors regularly for change in medication administration route.	O	O
9. Continuous evaluation of pain management and reporting changes to Doctor/Registered Nurse	O	O
10. Demonstrating and appropriately applying non-pharmacological interventions in managing pain such as positioning, distraction, relaxation, heat and cold as recommended.	O	O
11. Documentation: Documents all aspects of care after death in nursing and medical documentation including notification to doctor, relatives notified and present, time of death as verified by Doctor/Registered Nurse, details of what has occurred to patient’s property and valuables, e.g. returned to next of kin	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

HLT54115 Diploma of Nursing
HLTENN010 – Version 3.4 January 2019
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Student Assessment
ASSESSMENT TASK 5 – PROFESSIONAL
PRACTICE EXPERIENCE

Student Instructions for completion and conditions of Assessment Task 5 – Professional Practical Experience

● You are required to undertake the professional practice experience upon completion of the semester. ● You must achieve a successful result in all the theoretical and practical skill assessments for allocated units of competency prior to commencing your professional practice ● Prior to placement allocation and commencement, you will be required to undergo a final pre –placement assessment which will be conducted by your trainer as well as the clinical lab assessor. ● Upon successful outcome of the pre – placement assessment, the SCEI work placement coordinator will arrange your professional practice experience at an SCEI approved and supervised health facility. ● You must complete all requirements as outlined in the professional practice booklet. ● During the period of professional practice, you will undergo formative and summative assessments. You will be graded as satisfactory or unsatisfactory. An unsatisfactory result will mean an overall unit of competency outcome as not yet competent.

Due Date

● The professional practice booklet must be submitted to the trainer/assessor within five days of completion of the professional practice

The student 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 practice standards, codes and guidelines
● analysed health information and clinical presentation of 1 person to reach an accurate conclusion
of possible palliative care planning and nursing interventions in consultation with a registered
nurse
● provide nursing care using a palliative approach to 1 person in the workplace including
performing nursing interventions with the person through the end-of-life stages and professional
interactions with the family or carer.
HLT54115 Diploma of Nursing
HLTENN010 – Version 3.4 January 2019
24
Student Assessment
Assessment Task 5 – Professional Practice Experience Marking
Guide
Student Name ______________________ Student ID _______________________

Marking Guide	YES	NO
Satisfactory response: Completed during Professional Practice	Successfully undertaken nursing work in accordance with Nursing and Midwifery Board of Australia professional practice standards, codes and guidelines
Successfully analysed health information and clinical presentation of 1 person to reach an accurate conclusion of possible palliative care planning and nursing interventions in consultation with a registered nurse
Successfully provided nursing care using a palliative approach to 1 person in the workplace including performing nursing interventions with the person through the end-of-life stages and professional interactions with the family or carer.
Unsatisfactory:	Above mentioned requirements not performed/completed during professional practice

Assessor Feedback
Assessor Name __________________________
Date __________________________
Assessor Signature _________________