HLTINF006 - Apply Basic Principles and Prevention and Control

Assignment Task

Introduction

The assessments in this workbook are divided into two categories: the Knowledge Assessment and the Practical Assessment. The Knowledge Assessment is a set of general and workplace questions testing your knowledge and understanding of the general theory behind the unit.

When completing the assessments included in this workbook

1. Read the instructions provided in each task carefully before attempting to complete the task. The instructions will guide you on how to answer the question or complete the task satisfactorily.

2. Follow the steps provided in each task.

• If the question instructs you to describe, provide a description as your response. If the question instructs you to list, provide a list as your response.
• Where there is a number of required responses, provide the required number of responses. For example, if you are asked to list three responses, provide three responses.

3. Ensure that all your submissions for this assessment indicate your first and last name and that these submissions have been named according to the file naming convention prescribed in each task.

Definition of Competency

Assessment in this context can be defined as the fair, valid, reliable, and flexible gathering and recording of evidence to support the judgement on whether competency has been achieved. Skills and knowledge (developed in a structured learning situation, at work, or in some other context) are assessed against national standards of competence required by industry rather than compared with the skills and knowledge of other students.

The features of a competency-based assessment system are:

• It is focused on what students can do and whether it meets the criteria specified by the industry as competency standards.
• Assessment should mirror the environment the student will encounter in the workplace.
• Assessment criteria should be clearly stated to the student at the beginning of the learning process.
• Assessment should be holistic. That is, it aims to assess as many elements and/or units of competency as is feasible at one time.
• In competency assessment, a student receives one of only two outcomes – ‘competent’ or ‘not yet competent.’
• The basis of assessment is in applying knowledge for some purpose. In a competency system, knowledge for the sake of knowledge is seen to be ineffectual unless it assists a person in performing a task to the level required in the workplace.
• The emphasis in assessment is on assessable outcomes that are clearly stated for the trainer and student. Assessable outcomes are tied to the relevant industry competency standards where these exist. Where such competencies do not exist, the outcomes are based upon those identified in a training needs analysis.

Dimensions of Competency

The national concept of competency includes all aspects of work performance and not only narrow task skills. The four dimensions of competency are:

1. Task skills

2. Task management skills

3. Contingency management skills

4. Job or role environment skills

Questions

1. What are the five aims of Standard 3: Preventing and Controlling Infections?

2. Briefly explain the purpose of each NSQHS Standard 3 criteria provided below.

3. Explain the aim of the Guidelines in relation to infection control and prevention.

4. Identify five standard precautions relevant to infection control based on the guidelines.

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