GETC-ABET Level 4 Examination Guidelines
TABLE OF CONTENTS
|1. |Introduction |3 |
|2. |The GETC-ABET Level 4 Qualification |4 |
|3. |Unit Standards for ANHC4 Learning Area |7 |
|4. |LTSM in PALCs |18 |
|5. |Weighting of the Specific Outcomes and Assessment Criteria |18 |
|6. |Core Knowledge Areas |18 |
|7. |Taxonomies used in scaffolding questions |21 |
|8. |Site-Based Assessment (Formative) |21 |
|8.1 |Structure of SBA Tasks |21 |
|8.2 |Exemplar SBA Tasks |22 |
|9. |External Assessment (Summative) |44 |
|9.1 |Structure of a question paper |45 |
|9.2 |Exemplar question paper |46 |
|10. |Promoting the Principles of quality assessment practices |57 |
|1. |INTRODUCTION |
This document aims to be an Examination and Assessment Guidelines in its orientation. It should be seen against the background of the review of the General Education and Training Certificate (GETC): Adult Basic Education and Training (ABET) qualification and the re-registration of some of its constituent Unit Standards. Against this background, it must be seen to replace any other guideline document that has preceded it. What it does not do, however, is signal a radical shift from formal national assessment processes that have been managed by the Department of Higher Education and Training (DHET). It attempts to consolidate such assessment practices. It formalises them into a useful reference document for mainly examiners and moderators of ABET assessment. At the same time it is a useful guide to educators, in order to prepare their learners for assessment.
The ANHC4 Examination and Assessment Guidelines document is based on the GETC-ABET interim qualification with the SAQA ID number 71751. The guidelines should be viewed as developmental in nature aimed at enhancing the quality of the implementation of assessment for the interim qualification. The other users of this document shall be the Public Adult Learning Centres (PALCs) management teams, departmental officials, policy analysts, learning area coordinators or advisers and any interested stakeholder in adult education.
Furthermore, the guidelines document is intended to assist the Learning Area Facilitator in preparing the learner for the examination as well as the site-based assessment. It should be treated as resource material that seeks to indicate the unit standards for the ANHC4 learning area and how to unpack them for assessment. It also indicates the possible content knowledge (as mentioned in the unit standards) to be assessed. It will provide clarity on how specific outcomes and assessment criteria are weighted. The possible teaching and learning support materials relevant to the learning area are also highlighted.
While our aim is not to be prescriptive on curriculum, it is our hope that this document will offer educators more guidance in their own teaching and assessment practice. The document creates a uniform framework for examinations and formative assessments, in order to avoid a variety of different approaches to examinations. It must be pointed out that while the guidelines are based on the Unit Standards, it should not be read without the accompanying unit standards, or replace the unit standards as a guideline to teaching.
The document also contains the GETC - ABET qualification which among others reflects on the rules of combination, core components and the academic learning areas. The structure of an examination question paper, the taxonomies used in scaffolding of questions, an exemplar question paper and marking memorandum together with exemplar site-based assessment tasks are outlined.
This examination guidelines document provides guidance on how to use available resources to achieve the specified unit standards of the learning area. The national Policy on the Conduct, Administration and Management of the GETC - ABET Level 4 examinations and assessment has a bearing on this document.
All users are encouraged to alert the Department of Higher Education and Training of any unrealistic suggestions that might hinder quality implementation of the assessment for the interim GETC – ABET Level 4 qualification. It must be noted that these guidelines are by no means exhaustive in its suggestions of possible assessment activities. Suggestions to improve the implementation of assessment in the ANHC4 learning area will be greatly appreciated.
|2. |THE GETC-ABET LEVEL 4 QUALIFICATION |
The General Education and Training Certificate (GETC) in Adult Basic Education and Training (ABET) with ID No. 71751 will provide adult learners with fundamental basics of general education learning. It replaces SAQA qualification ID No. 24153. The table below provides a synoptic view of the qualification.
|SAQA QUAL ID |QUALIFICATION TITLE |
|71751 |General Education and Training Certificate: Adult Basic Education and Training |
|ORIGINATOR |REGISTERING PROVIDER |
|Task Team - Adult Basic Education and Training | |
|QUALITY ASSURING ETQA |
|- |
|QUALIFICATION TYPE |FIELD |SUBFIELD |
|National Certificate |Field 05 - Education, Training and |Adult Learning |
| |Development | |
|ABET BAND |MINIMUM CREDITS |NQF LEVEL |QUAL CLASS |
|ABET Level 4 |120 |Level 1 |Regular-Unit Standards Based |
|REGISTRATION STATUS |SAQA DECISION NUMBER |REGISTRATION START DATE |REGISTRATION END DATE |
|Registered |SAQA 1179/08 |2008-11-26 |2011-11-26 |
|LAST DATE FOR ENROLMENT |LAST DATE FOR ACHIEVEMENT |
|2012-11-26 |2015-11-26 |
The purpose of the Qualification is to equip learners with foundational learning by acquiring knowledge, skills and values in specified Learning Areas. In addition, it also allows learners to choose Elective Unit Standards which relate to occupational type learning relevant to their area of interest or specialisation. In particular, the purpose of the qualification aims to:
✓ Give recognition to learners who achieve and meet the necessary requirements and competencies as specified in the Exit Level Outcomes and Associated Assessment Criteria.
✓ Provide a solid foundation of general education learning which will help prepare learners and enable them to access Further Education and Training learning and qualifications, particularly occupational workplace-based or vocational qualifications.
✓ Promote lifelong learning to enable learners to continue with further learning.
✓ Prepare learners to function better in society and the workplace.
Rationale:
Adult Basic Education is identified as a critical priority in South Africa and plays a vital role in equipping adult learners with the necessary knowledge, skills and values in order to be functional in society and as a person by contributing to the workforce, community and economy. This GETC: ABET qualification provides learners with foundational learning through the acquisition of knowledge and skills needed for social and economic development and the promotion of justice and equality. It also seeks to promote and instill learners with a culture of life-long learning needed for future learning. It also enables learners to acquire the necessary competencies in order to access further education and training, career development and employment opportunities.
The achievement of the GETC: ABET qualification allow learners the following learning pathways:
✓ To choose a vocational route through completion of the National Certificate (Vocational) Qualifications at Levels 2, 3 and 4 which contain vocational specialisations.
✓ To access academic learning at NQF Level 2 and above.
✓ To access Occupational specific qualifications at NQF Level 2, which consist of knowledge, skills and
workplace experience and learning.
The qualification aims to equip learners to:
✓ Develop and apply relevant skills, knowledge and attitudes in the chosen Learning Areas.
✓ Function better in and contribute to the world of work.
✓ Be sensitive and reflective of issues relating to diversity, inclusivity, cultural values, human rights, gender, development and change.
✓ Develop an appreciation for lifelong learning.
✓ Function better as a citizen in South Africa and contribute to cultural, social, environmental and economic development.
✓ Make informed judgments about critical ethical issues.
✓ Develop study skills to be able to access further learning.
It is assumed that learners have literacy and numeracy skills in order to cope with the complexity of learning in this qualification.
Recognition of Prior Learning:
The structure of this Qualification makes Recognition of Prior Learning (RPL) possible through the assessment of individual Unit Standards. The learner and assessor should jointly decide on methods to determine prior learning and competence in the knowledge, skills, and values implicit in the Qualification and the associated Unit Standards. RPL will be done by means of an integrated assessment which includes formal, informal and non-formal learning and work experience. This Recognition of Prior Learning may allow for accelerated access to further learning at this or higher Levels on the NQF; gaining of credits for Unit Standards in this Qualification; and obtaining this Qualification in whole or in part. All RPL is subject to quality assurance by the relevant ETQA or an ETQA that has a Memorandum of Understanding with the relevant ETQA.
It is recommended that learners have achieved the following in order to access this qualification: Communication at ABET Level 3 or equivalent and Mathematical Literacy at ABET Level 3 or equivalent.
The GETC-ABET qualification comprises the Fundamental, Core and Elective components in its rules of combination. Learners are expected to offer a minimum of 5 Learning Areas. The 2 fundamental Learning Areas and the 1 Core Learning Area are compulsory offerings. Learners may choose 2 or more Learning Areas from the Elective component.
Learners are expected to meet the following requirements to be awarded a GETC-ABET qualification:
|RULES OF COMBINATION FOR THE GETC-ABET QUALIFICATION: 120 CREDITS |
|FUNDAMENTALS COMPONENT: COMPULSORY 39 OR 37 CREDITS |
| |
|One Official Language: 23 Credits |
|Mathematical Literacy: 16 Credits OR |
|Mathematics and Mathematical Sciences: 14 Credits NOT BOTH |
|CORE COMPONENT: COMPULSORY 32 CREDITS |
| |
|Life Orientation: 32 Credits |
|ELECTIVES COMPONENT: OPTIONAL 49 OR 51 CREDITS |
| |
|Academic Learning Areas: |
| |
|Human and Social Sciences: 23 Credits |
|Natural Sciences: 15 Credits |
|Economic and Management Sciences: 21 Credits |
|Arts and Culture: 17 Credits |
|Technology: 11 Credits |
|One Additional Official Language (Excluding the language chosen as a Fundamental): 23 Credits |
| |
|Vocational Learning Areas: |
| |
|Applied Agriculture and Agricultural Technology: 20 Credits |
|Ancillary Health Care: 45 Credits |
|Small, Medium and Micro Enterprises: 17 Credits |
|Travel and Tourism: 38 Credits |
|Information Communication Technology: 23 Credits |
|Early Childhood Development: 26 Credits |
|Wholesale and Retail: 30 Credits |
|OPTION 1 |OPTION 2 |OPTION 3 |
|( 5 Learning Areas) |( 6 Learning Areas) |( 7 or more Learning Areas) |
| | | |
|TWO Fundamentals |TWO Fundamentals |TWO Fundamentals |
|ONE Core and |ONE Core and |ONE Core and |
|TWO Electives |THREE Electives |FOUR Electives |
| |
|If you choose mathematics and mathematical sciences in the fundamentals component then you must have a minimum total of 51 credits in the |
|electives component. |
Critical Cross-field Outcomes (CCFO):
UNIT STANDARD CCFO IDENTIFYING
Identify and solve problems in which responses display that responsible decisions using critical and creative thinking have been made.
UNIT STANDARD CCFO WORKING
Work effectively with others as a member of a team, group, organisation and community.
UNIT STANDARD CCFO ORGANISING
Organise and manage oneself and one`s activities responsibly and effectively.
UNIT STANDARD CCFO COLLECTING
Collect, analyse, organise and critically evaluate information.
UNIT STANDARD CCFO COMMUNICATING
Communicate effectively using visual, mathematical and/or language skills in the modes of oral and/or written presentation.
UNIT STANDARD CCFO SCIENCE
Use science and technology effectively and critically, showing responsibility towards the environments and health of others.
UNIT STANDARD CCFO DEMONSTRATING
Demonstrate an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation.
|3. |UNIT STANDARDS FOR ANHC4 LEARNING AREA |
The ANHC4 Learning Area comprises 6 unit standards:
|SAQA US ID |US TITLE |CREDITS |
|119559 |Demonstrate knowledge of the provision and implementation of primary health care |10 |
|119563 |Engage in basic health promotion |8 |
|119564 |Assist the community to access services in accordance with their health related human rights |5 |
|119566 |Explain preventive measures to reduce the potential impact of disasters |5 |
|119567 |Perform basic life support and first aid procedures |5 |
|9827 |Assess the client’s situation and assist and support both client and family to manage home based |12 |
| |health care | |
| | Total |45 |
|SAQA US ID |US TITLE |CREDITS |
|119559 |Demonstrate knowledge of the provision and implementation of primary health care |10 Credits |
PURPOSE OF THE UNIT STANDARD
The unit standard will be useful to people who are required to provide basic information about Primary Health Care in the community.
LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING
Communication at ABET level 3 and Mathematical Literacy at ABET level 3
UNIT STANDARD RANGE
This unit standard covers Primary Health Care including Education about prevailing health problems, promotion of food supply and proper nutrition, an adequate supply of safe water, basic sanitation, immunization against infectious diseases, prevention and control of locally endemic diseases, access to essential drugs and mental health.
SPECIFIC OUTCOMES AND ASSESSMENT CRITERIA:
|SPECIFIC OUTCOME 1 |SPECIFIC OUTCOME 2 |SPECIFIC OUTCOME 3 |SPECIFIC OUTCOME 4 |
| | | |Conduct a basic health education session |
|Describe primary health care. |Describe the health status of the community. |Draft a community action plan. | |
| | | |ASSESSMENT CRITERIA |
|ASSESSMENT CRITERIA |ASSESSMENT CRITERIA |ASSESSMENT CRITERIA | |
| | | |. ASSESSMENT CRITERION 1 |
|ASSESSMENT CRITERION 1 |ASSESSMENT CRITERION 1 |ASSESSMENT CRITERION 1 |The writer's/signer's opinions and emotions are identified |
| | | | |
|Health is explained in terms of the WHO |The community entry process is explained in terms |The needs of the community are prioritised by |ASSESSMENT CRITERION 2 |
|definition. |of local protocol. |means of a participatory process. |Evidence from the text is given to support identification. |
| | | | |
|ASSESSMENT CRITERION 2 |ASSESSMENT CRITERION 2 |ASSESSMENT CRITERION 2 |ASSESSMENT CRITERION 3 |
| | | |Fact, fiction and opinions are identified and distinguished. |
|Factors that contribute to health in the |The fundamental health needs of the community are |The plan is drafted in terms of the prioritised | |
|community are identified in terms of the impact |identified in a participatory manner. |community needs. |ASSESSMENT CRITERION 4 |
|on the health of the community. | | | |
| |ASSESSMENT CRITERION 3 |ASSESSMENT CRITERION 3 |Inferences are made from texts (e.g. misleading or contradictory |
|ASSESSMENT CRITERION 3 | | |information is identified, the omission of necessary information |
| |The factors that could cause ill health within a |The plan indicates how the community can be |is noted, and meanings not directly stated are noted). |
|Health promotion is explained in terms of the |community are explained in terms of local |involved in health promotion | |
|local context. |circumstances and conditions. | |ASSESSMENT CRITERION 5 |
| | | | |
|ASSESSMENT CRITERION 4 |ASSESSMENT CRITERION 4 | |Possible reasons are given to explain why misleading or |
| | | |contradictory information is given, why opinions are presented as |
|The difference between health promotion and |A community map is compiled in terms of community | |fact, or why relevant information is omitted. |
|health education is explained in terms of |assets. | | |
|individual responsibilities. | | |ASSESSMENT CRITERION 6 |
| | | | |
| | | |Manipulative (e.g. emotive language, gestures or tone, rhetorical |
| | | |devices), biased (e.g. use of stereotypes or subjective opinion |
| | | |presented as fact), or ideologically driven (e.g. use of political|
| | | |jargon, overt value statements) uses of language are identified. |
| | | | |
| | | |ASSESSMENT CRITERION 7 |
| | | |Own opinion on a text is given and justified. |
UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS
Providers of learning towards this unit standard will need to meet the accreditation requirements of Umalusi, the ETQA for General and Further Education.
Moderation Options:
The moderation requirements of this ETQA must be met in order to award credit to learners for this unit standard.
UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE
The embedded knowledge covers names and functions of body systems and common diseases and danger signs. It also ensures the identification of needs, health care procedures, regulations, legislation and policies for local establishments and relationships between individuals, families and communities.
|SAQA US ID |US TITLE |CREDITS |
|119563 |Engage in basic health promotion |8 Credits |
PURPOSE OF THE UNIT STANDARD
This unit standard is useful to people who are required to identify and describe basic health and health related needs within the community, thereby assisting the community in improving their quality of life.
LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING
Knowledge of community and the ability to communicate effectively within their cultural context and Communication and Mathematical Literacy at ABET level 3
UNIT STANDARD RANGE
It must cover principles of respecting the rights of individual, including the right to privacy and accepting and maintaining a non-discriminatory attitude towards diversity.
SPECIFIC OUTCOMES AND ASSESSMENT CRITERIA:
|SPECIFIC OUTCOME 1 |SPECIFIC OUTCOME 2 |SPECIFIC OUTCOME 3 |
| | | |
|Explain health promotion. |Describe the health status of the community. |Draft a community action plan. |
| | | |
|ASSESSMENT CRITERIA |ASSESSMENT CRITERIA |ASSESSMENT CRITERIA |
| | | |
|ASSESSMENT CRITERION 1 |ASSESSMENT CRITERION 1 |ASSESSMENT CRITERION 1 |
| | | |
|Health is explained in terms of the WHO definition. |The community entry process is explained in terms of local |The needs of the community are prioritised by means of a |
| |protocol. |participatory process. |
|ASSESSMENT CRITERION 2 | | |
| |ASSESSMENT CRITERION 2 |ASSESSMENT CRITERION 2 |
|Factors that contribute to health in the community are identified in | | |
|terms of the impact on the health of the community. |The fundamental health needs of the community are identified in a |The plan is drafted in terms of the prioritised community needs. |
| |participatory manner. | |
|ASSESSMENT CRITERION 3 | |ASSESSMENT CRITERION 3 |
| |ASSESSMENT CRITERION 3 | |
|Health promotion is explained in terms of the local context. | |The plan indicates how the community can be involved in health |
| |The factors that could cause ill health within a community are |promotion |
|ASSESSMENT CRITERION 4 |explained in terms of local circumstances and conditions. | |
| | | |
|The difference between health promotion and health education is |ASSESSMENT CRITERION 4 | |
|explained in terms of individual responsibilities. | | |
| |A community map is compiled in terms of community assets. | |
| | | |
| | | |
| | | |
UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS
Accreditation Options:
Providers of learning towards this unit standard will need to meet the accreditation requirements of Umalusi, the ETQA for General and Further Education.
Moderation Options:
The moderation requirements of this ETQA must be met in order to award credit to learners for this unit standard.
UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE
Community structures and leaders, community resources, community needs and problems, community practices, traditional beliefs, norms and values, poverty, unemployment, regulations, legislation, policies, etc are all addressed
|SAQA US ID |US TITLE |CREDITS |
|119564 |Assist the community to access services in accordance with their health related human rights |5 Credits |
PURPOSE OF THE UNIT STANDARD
This unit standard is for persons required to show an understanding of health related human rights and assist the community to advocate for these rights and to access health related services.
LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING
Communication and Mathematical literacy at ABET level 3
UNIT STANDARD RANGE
Aspects such as the Patient Rights Charter, Relevant sections of the Bill of Rights and relevant legislation, rights and local protocols are considered.
SPECIFIC OUTCOMES AND ASSESSMENT CRITERIA:
|SPECIFIC OUTCOME 1 |SPECIFIC OUTCOME 2 |
| | |
|Apply the principles of health legislation to everyday life. |Provide assistance in accessing health related services |
| | |
|ASSESSMENT CRITERIA |ASSESSMENT CRITERIA |
| | |
|ASSESSMENT CRITERION 1 |ASSESSMENT CRITERION 1 |
| | |
|Relevant sections of the legislation are identified in terms of the patient’s|Service providers in the local community are identified in terms of |
|right to access health care according to the constitution. |appropriateness for dealing with health related human rights issues. |
| | |
|ASSESSMENT CRITERION 2 |ASSESSMENT CRITERION 2 |
| | |
|The principles of legislation are identified in terms of how they would be |Legislation and local protocols relating to disability, abuse, rape and |
|applied to everyday life. |care of older persons are explained in the context of a human rights |
| |culture and service provision. |
|ASSESSMENT CRITERION 3 | |
| |ASSESSMENT CRITERION 3 |
|Actions that can be taken by community members are identified and explained | |
|in relation to their situation. |The referral system to appropriate social, legal and other services is |
| |described in terms of local resources. |
UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS
Accreditation Options:
Providers of learning towards this unit standard will need to meet the accreditation requirements of Umalusi, the ETQA for General and Further Education.
Moderation Options:
The moderation requirements of this ETQA must be met in order to award credit to learners for this unit standard.
UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE
Names and functions of Health related community structures, description and characteristics of Sections of Bill of Rights, Patient Rights Charter, United Nations Principles for older persons, referral and protocols purpose, etc are embedded knowledge.
|SAQA US ID |US TITLE |CREDITS |
|119566 |Explain preventive measures to reduce the potential impact of disasters |5 Credits |
PURPOSE OF THE UNIT STANDARD
The unit standard is for persons required to understand and explain the concept of ‘’ Disasters’’’, the causes and consequences of potential risks or hazards that could cause a disaster in a community.
LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING
Communication and Mathematical literacy at ABET level3, Knowledge of the environment and knowledge of the demography of the area.
UNIT STANDARD RANGE
Potential impact such as immediate, short and medium term and disaster such as natural and man-made, as well as slow and sudden onset.
SPECIFIC OUTCOMES AND ASSESSMENT CRITERIA:
|SPECIFIC OUTCOME 1 |SPECIFIC OUTCOME 2 |SPECIFIC OUTCOME 3 |
| | | |
|Explain the causes and potential effects of |Identify resources to prevent or minimise |Develop a simple disaster management plan. |
|disasters on the community. |disasters.. | |
| | |OUTCOME RANGE |
|ASSESSMENT CRITERIA |ASSESSMENT CRITERIA | |
| | | |
|ASSESSMENT CRITERION 1 |ASSESSMENT CRITERION 1 |The plan is developed in conjunction with a |
| | |disaster management team. |
|Potential disasters are identified in terms of |The principles and implementation methods of | |
|their likelihood of occurrence in a given |disaster management units within the community |ASSESSMENT CRITERIA |
|community. |structures are explained in terms of activation, | |
| |establishment, sustainability and maintenance. |ASSESSMENT CRITERION 1 |
|ASSESSMENT CRITERION 2 | | |
| |ASSESSMENT CRITERION 2 |The plan covers all aspects relevant to the |
|The causal factors of disasters are explained in | |potential disaster. |
|terms of the way in which they contribute to the |Mechanisms and resources that can be utilised in | |
|disaster. |threatening disaster situations are identified in |ASSESSMENT CRITERION 2 |
| |terms of their potential for preventing or | |
|ASSESSMENT CRITERION 3 |minimising the impact of the disaster. |The plan incorporates the notification of |
| | |emergency services. |
|The differences between natural and manmade |ASSESSMENT CRITERION 3 | |
|disasters are understood and described in terms of | |ASSESSMENT CRITERION 3 |
|their causes and possible effects. |The resources identified are relevant to the | |
| |specific situation |The plan is logical and is at an appropriate |
|ASSESSMENT CRITERION 4 | |level for the understanding of the community.|
| | | |
|Potential health hazards associated with disasters | |ASSESSMENT CRITERION 4 |
|are identified and explained in terms of their | | |
|causes and possible prevention | |Methods of implementing the plan are |
| | |identified and the necessary steps explained |
| | |in terms of generally accepted practice. |
| | | |
| | |ASSESSMENT CRITERION 5 |
| | | |
| | |The consequences of not implementing the plan|
| | |correctly are explained in terms of the |
| | |potential impact on affected parties. |
UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS
Accreditation Options:
✓ Providers of learning towards this unit standard will need to meet the accreditation requirements of Umalusi, the ETQA for General and Further Education.
Moderation Options:
✓ The moderation requirements of this ETQA must be met in order to award credit to learners for this unit standard.
UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE
This includes names and functions of disaster related structures, causal factors of disasters, attributes, characteristics of all disasters, categories of disasters, procedures and techniques, etc.
|SAQA US ID |US TITLE |CREDITS |
|119567 |Perform basic life support and first aid procedures |5 Credits |
PURPOSE OF THE UNIT STANDARD
The unit standard is for persons required to assess the emergency situation and providing Basic Life Support and basic First Aid in order to stabilize patients prior to transfer to the emergency services.
LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING
Communication and Mathematical literacy at ABET level 3.
UNIT STANDARD RANGE
Recognition and management of range of emergencies according to prescribed protocols and rendering basic First Aid to the community even if the required resources have to be improvised.
SPECIFIC OUTCOMES AND ASSESSMENT CRITERIA:
|SPECIFIC OUTCOME 1 |SPECIFIC OUTCOME 2 |SPECIFIC OUTCOME 3 |SPECIFIC OUTCOME 4 |SPECIFIC OUTCOME 5 |
| | | | | |
|Demonstrate an understanding of emergency |Demonstrate an understanding of |Assess an emergency situation. |Apply First Aid procedures to the life-threatening | |
|scene management. |elementary anatomy and physiology. | |situation. |Treat common injuries |
| | |ASSESSMENT CRITERIA | | |
|ASSESSMENT CRITERIA |ASSESSMENT CRITERIA | |ASSESSMENT CRITERIA |ASSESSMENT CRITERION 1 |
| | |ASSESSMENT CRITERION 1 | | |
|ASSESSMENT CRITERION 1 |ASSESSMENT CRITERION 1 | |ASSESSMENT CRITERION 1 |Different types of injuries and conditions |
| | |The emergency situation is assessed in | |are identified and described in terms of |
|Maintenance of personal safety is explained |The different systems of the human body|terms of priority treatments. |First Aid treatment applied is appropriate to the |their severity, cause and possible |
|in terms of preventing injuries to self and |are described in terms of their | |situation and the prevention of complications. |treatment. |
|infectious diseases. |structure and function. |ASSESSMENT CRITERION 2 | | |
| | | |ASSESSMENT CRITERION 2 |ASSESSMENT CRITERION 2 |
|ASSESSMENT CRITERION 2 |ASSESSMENT CRITERION 2 |The cause of the emergency is identified in| | |
| | |terms of main contributing factors. |Equipment that is not readily available is improvised |Universal precautions taken are appropriate|
|Methods of safeguarding the emergency scene |The manner in which the systems relate | |in terms of the First Aid procedure required. |in terms of preventing infection. |
|are explained in accordance with relevant |to each other is explained in |ASSESSMENT CRITERION 3 | | |
|practices and legislation. |accordance with basic medical science. | |ASSESSMENT CRITERION 3 |ASSESSMENT CRITERION 3 |
| | |Links between sentences and paragraphs are | | |
|ASSESSMENT CRITERION 3 |ASSESSMENT CRITERION 3 |correctly used and help the flow of ideas. |Universal precautions are taken which are appropriate | |
| | | |in terms of preventing infection. |Equipment that is not readily available is |
|Methods of safeguarding the injured person |The way in which each system operates |ASSESSMENT CRITERION 4 | |improvised in terms of the First Aid |
|are explained in accordance with relevant |is explained in accordance with basic | |ASSESSMENT CRITERION 4 |procedure required |
|practices and legislation. |medical science |The situation is assessed in terms of the | | |
| | |type of assistance required. |First Aid is applied in accordance with current |ASSESSMENT CRITERION 4 |
|ASSESSMENT CRITERION 4 | | |practice. | |
| | | | |Referral to medical assistance is in |
|The medico-legal implications of rendering | | |ASSESSMENT CRITERION 5 |accordance with the specific needs of the |
|First Aid are explained in terms of relevant| | | |casualty. |
|legislation. | | |Cardio-Pulmonary Resuscitation (CPR) and Artificial | |
| | | |Respiration (AR) is performed in accordance with |ASSESSMENT CRITERION 5 |
| | | |accepted procedures. | |
| | | | |Follow-up care is provided in accordance |
| | | |ASSESSMENT CRITERION 6 |with the specific needs of the casualty. |
| | | | | |
| | | |Referral to medical assistance is done in accordance | |
| | | |with the specific needs of the casualty. | |
UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS
Accreditation Options:
✓ Providers of learning towards this unit standard will need to meet the accreditation requirements of Umalusi, the ETQA for General and Further Education.
Moderation Options:
✓ The moderation requirements of this ETQA must be met in order to award credit to learners for this unit standard.
UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE
Names and functions of anatomy and physiology of human body, primary and secondary examinations, attributes, description , characteristics and properties, effective diagnosis, purpose of precautionary measures, events, causes and effects and implications, categories in terms of adults, children and infants, etc.
|SAQA US ID |US TITLE |CREDITS |
|9827 |Assess the client’s situation and assist and support both client and family to manage home based health care |12 Credits |
PURPOSE OF THE UNIT STANDARD
The purpose of this unit standard is to introduce learners to various aspects of community care and to encourage learners to gain experience of community health care with a view of a possible career in this industry.
LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING
Knowledge of community and the ability to communicate effectively within the cultural context of the community. Reading, writing and communication skills equivalent to ABET Level 3 and numeracy skills equivalent to ABET Level 2.
SPECIFIC OUTCOMES AND ASSESSMENT CRITERIA:
|SPECIFIC OUTCOME 1 |SPECIFIC OUTCOME 2 |SPECIFIC OUTCOME 3 |SPECIFIC OUTCOME 4 |
| | | | |
|Demonstrate a basic knowledge of disease and |Assist in the management of the client’s condition |Assist with mobility and the prevention of complications |Identify when to refer the client or family. |
|disability. |and treatment | | |
| | |ASSESSMENT CRITERIA |ASSESSMENT CRITERIA |
|ASSESSMENT CRITERIA |ASSESSMENT CRITERIA | | |
| | |ASSESSMENT CRITERION 1 |ASSESSMENT CRITERION 1 |
|ASSESSMENT CRITERION 1 |ASSESSMENT CRITERION 1 | | |
| | |Problems relating to immobility and aging or disease are |Situations wherein the need for referral are |
|Potentially harmful diseases and conditions in |Reasons for prescribed regimes of treatment and |correctly identified and solutions described |necessary are accurately identified |
|community are correctly identified and described |care are explained | | |
|appropriately | | |ASSESSMENT CRITERION 2 |
| |ASSESSMENT CRITERION 2 | | |
|ASSESSMENT CRITERION 2 | | |The sources of referral for various conditions are |
| |The appropriate assistance of clients with | |correctly identified. |
|An appropriate plan to make the environment safer is |activities of daily living is described and | | |
|drawn up in cooperation with community members |explained | | |
| | | | |
|ASSESSMENT CRITERION 3 | | | |
| | | | |
|Principle of hygiene and safe handling of waste are | | | |
|described in accordance with universal precautions. | | | |
| | | | |
|ASSESSMENT CRITERION 4 | | | |
| | | | |
|A feasible plan of how community will be taught is | | | |
|drawn up | | | |
| | | | |
|ASSESSMENT CRITERION 5 | | | |
| | | | |
|Potential health hazards are identified and a plan is| | | |
|in accordance with the prescribed level of knowledge.| | | |
|4. |LTSM IN PALCs |
The possible Learning and Teaching Support Materials to be used in the learning area are to be found in the catalogue provided by the AET Curriculum Directorate of the Department. However, the catalogue listed
LTSM do not prescribed literature materials.
A variety of LTSM is used in various contexts in ABET Centres across the country and these are sourced or adapted from a variety of sources. Given this background, it is not yet possible to propose a set body of material to be studied (e.g. prescribed poems or short stories). This allows educators to use their own discretion and creativity in the selection of materials, but it must be reiterated that the choice must be informed by the applicable Unit Standards.
|5. |WEIGHTING OF THE SPECIFIC OUTCOMES AND ASSESSMENT CRITERIA |
|US ID |CREDIT |WEIGHTING |MARKS |NO of SOs |
|119563 |8 |18% |18 |3 |
|119567 |5 |11% |11 |5 |
|9827 |12 |27% |27 |4 |
|119559 |10 |22% |22 |4 |
|119564 |5 |11% |11 |2 |
|119566 |5 |11% |11 |3 |
|TOTAL |45 |100% |100 |21 |
|6. |CORE KNOWLEDGE AREAS |
ENGAGE IN BASIC HEALTH PROMOTION
|119563 |Engage in basic health promotion |8 |
SO1 Explain health promotion
AC 1 to AC 4
|KNOWLEDGE |SKILLS |VALUES |
|Health of the community |Explanation of the terms |Respect |
| |Identification, explanation and health promotion |Quality of life |
| |
|SO 2 Describe the health status of the community |
|AC 1 to 4 |
|Health needs |Communication |Respect |
|Causes of ill health |Identification |Caring |
|Available resources |Explanation |Confidentiality |
| |
|SO3 Draft a community action plan |
|AC 1 to 3 |
|Government policies |Communication |Respect |
|Community systems |Mobilizing |Ownership |
|Community needs |Drafting an action plan | |
|Health promotion | | |
PERFORM BASIC LIFE SUPPORT AND FIRST AID PROCEDURES
|119567 |Perform basic life support and first aid procedures |5 |
SO 1
Demonstrate an understanding of emergency management
AC 1to 4
|Emergency situations and First Aid procedures |Explanation |Safety |
| |Identification |Caring |
| |Assessment | |
| |Prevention complications | |
| |
|SO 2 Demonstrate an understand of elementary anatomy and physiology |
|AC 1 to 3 |
|Human anatomy and physiology |Description |Respect |
| |Explanation |Caring |
| |
|SO3 AC 1 to4 Assess an emergency situation |
|Emergency situation |Communication |Safety |
|Injuries |Assessing |Caring |
|Treatment |Identification | |
| |Prevention of complications | |
| |
|SO4 Apply First aid procedures to the life threatening situation |
|AC 1 to 6 |
|First Aid procedures |Application |Sense of urgency |
| |Prevention of complications | |
| |
|SO5 Treat common injuries |
|AC 1 to 5 |
ASSESS THE CLIENT SITUATION AND ASSIST AND SUPPRT BOTH CLIENT AND FAMILY TO MANAGE HOME BASED CARE
|9827 |Assess the client’s situation and assist and support both client and family to manage home based |12 |
| |health care | |
SO1 Demonstrate knowledge of disease and disability
AC 1 to 5
|Diseases and disability |Identification |Safety |
|Safe environment |Description |Respect |
|Health hazards |Planning | |
|Relevant available resources |Recording | |
| |Referral procedure | |
| |
|SO 2 Assist in the management of the clients condition and treatment |
|AC 1 to 2 |
|Roles of health care worker |Description |Respect |
|Ethics |Explanation |Caring |
|Scope of practice |Application |Confidentiality |
| |Referring | |
| |
|SO 3 and SO4 |
|AC1, 2 and 3 |
|Conditions and problems of the elderly |Communication |Safety |
| |Assessing |Caring |
| |Identification | |
| |Prevention of complications | |
DEMONSTRATE KNOWLEDGE OF THE PROVISION AND IMPLEMENTATION OF PRIMARY HEALTH
CARE
|119559 |Demonstrate knowledge of the provision and implementation of primary health care |10 |
SO1 AC 1-5
|Primary health care |Explanation | Safety |
| |Identification |Respect |
| |Communication |Cost effectiveness |
| |Health education and promotion | |
| |
|SO 2 Demonstrate an understanding of elementary anatomy, physiology and human development |
|AC 1 to 3 |
|Elementary anatomy and physiology |Description |Respect |
|Human development /stages of life |Explanation |Caring |
| |Drawing and labeling | |
| |
|SO3 Understand health problems and diseases patterns common to an identified community |
|AC 1 and 2 |
|Health problems and common diseases |Communication |Safety |
|(Communicable, |Assessing |Caring |
|Non communicable and |Identification |Confidentiality |
|Chronic |Prevention of complications | |
| |
|SO4 Conduct a basic health education session |
|AC 1 to 3 |
|Basic principles of health education |Presentation and interpersonal skills |Quality of life |
| | |Respect |
ASSIST THE COMMUNITY TO ACCESS SERVICES IN ACCORDANCE WITH THEIR HEALTH RELATED HUMAN RIGHTS
|119564 |Assist the community to access services in accordance with their health related human rights |5 |
|SO1 Apply the principles health legislation to every day life |
|AC 1 to 3 |
|Human rights |Explanation |Respect |
|Patients rights charter |Application |Security |
|Patients responsibilities | |Self esteem |
|(Batho-pele principles | | |
| |
|SO 2 Provide assistance in health related services |
|AC 1 to 3 |
| |Communication |Respect |
|Relevant community service providers |Interpretation of legislation |Confidentiality |
|Legislation and local protocols |Application | |
|Referral system | | |
EXPLAIN PREVETNTIVE MEASURES TO REDUCE THE POTENTIAL IMPACT DISASTERS
|119566 |Explain preventive measures to reduce the potential impact of disasters |5 |
| |
|SO 1: AC 1 to 4 and SO 2: AC 1 to 3 SO 3: AC 1 to 3 |
|Different types of disasters |Identification |Safety |
|Causes of disasters |Description |Caring |
|Potential health hazards associated with disasters |Explanation | |
|Disaster management plan |Managing | |
| |Communication | |
|7. |TAXONOMIES USED IN SCAFFOLDING QUESTIONS |
There are numerous taxonomies used in scaffolding questions. However, the AAAT4 learning area assessment will be mainly focused on Bloom’s taxonomy and will include the following:
✓ Knowledge
✓ Comprehension
✓ Application
✓ Analysis
✓ Synthesis
✓ Evaluation
|8. |SITE-BASED ASSESSMENT (FORMATIVE) |
The ABET level 4 site-based assessment tasks are part of a developmental process aimed at the summative assessment component of the ANHC4 learning comprises 50% of the total assessment. The policy on the Conduct, Administration and Management of the GETC-ABET Level 4 Examinations gives details on how this component of assessment should be managed. It prescribes the examination processes like registration of PALCs as examination centres, registration of candidates, conduct of examinations, marking, capturing of marks, standardization, resulting, to mention but a few.
|8.1 |STRUCTURE OF SBA TASKS |
The SBA is made out of an educator’s guide and a learner’s tasks. The learner’s tasks for each learning area contain five assessment tasks focusing on the unit standards that should be covered in formative assessment. The educator’s guide contains the assessment instrument(s) (memorandum, rubric and/or checklist) for each of the assessment tasks. The tasks include a variety of appropriate assessment strategies and different forms of assessment of which one is a project as prescribed by Umalusi.
Additional is a learning area assessment plan which is aimed at assisting the educator with the spreading of the formal assessment tasks throughout the year.
Each SBA task is worth 50 marks and the five SBA tasks total 250 marks. All formal and informal assessment leading to formal moderation must be recorded accordingly. These marks should be converted to 50% which is the weighting of the site-based assessment. Moderation of these SBA tasks must be done according to the provincial management plan on the conduct, administration and management of the GETC-ABET Level 4 examinations and assessment.
The following section provides an overview of the nature of the tasks for the Site-based Assessment Tasks, preceded by a few guidelines to educators on how to prepare their learners for each task. More detailed instructions on how to execute each task are provided in the Learners’ tasks, while detailed guidelines on how to prepare learners for each task are provided in the accompanying educator guide.
EXEMPLAR LEARNING AREA ASSESSMENT PLAN
|LEARNING AREA: Ancillary health care |YEAR: 2009 |
|LEARNING AREA CODE: ANHC4 | |
|Assessment Tasks |1 |2 |3 |4 |5 |
|Form(s) of assessment |Test |Assignment |Project |Demonstration |Case study |
|US/ID |119567 |119563 |9827 |9827 |119563 |
|SOs and ACs |SO2:AC 1-2 |SO1: AC2 |SO1:AC1-3 |SO1:AC2,3&5 |SO1: AC1-4 |
| |SO3: AC 1-4 |SO2: AC3-5 |SO3 AC 1 |SO3 :AC1 |SO2AC3 |
| |SO4:AC1 |SO3:AC1-3 |SO4 :AC1-2 |SO4 :AC1-2 |SO3AC1-3 |
|tools of assessment |Memo |Rubric |Rubric |Rubric |Rubric |
|Date to be| |
|completed | |
TASK 1: TEST
|INSTRUCTIONS AND INFORMATION FOR THE LEARNER | | |
|1. |This question paper consists of THREE COMPULSORY sections. | | |
|2. |Answer ALL the questions in the answer book. | | |
|3. |Follow the instructions at the beginning of EACH question. | | |
|4. |Do NOT spend too much time on any one question. | | |
|5. |Read ALL the questions carefully. | | |
|SECTION A | | |
|QUESTION 1: MULTIPLE-CHOICE QUESTIONS | | |
|Various possible options are given as answers to the following questions. Write only the letter (A – D) next to the question number (1.1 –| | |
|1.7) in the answer book. | | |
|1.1 |Which of the following statements is not in line with health promotion? | | |
| |A |Health education | | |
| |B |Immunization | | |
| |C |Shortened period of disability | | |
| |D |Smoking | |(1) |
|1.2 |At what age can a normal child talk, give name and gender? | | |
| |A |6 weeks | | |
| |B |3 years | | |
| |C |7 months | | |
| |D |9 months | |(1) |
|1.3 |A disease that is transmitted through the bite of an infected animal is … | | |
| |A |HIV | | |
| |B |Rabies | | |
| |C |Cholera | | |
| |D |Arthritis | |(1) |
|1.4 |Which of the following actions will not purify water? | | |
| |A |Boiling | | |
| |B |Adding Jik | | |
| |C |Adding colorant and exposing to the sun | | |
| |D |Filtration | |(1) |
|1.5 |Which of the following represents the concept of Patients’ Rights? | | |
| |A |Be treated with respect and dignity | | |
| |B |Take care of own health | | |
| |C |Comply with treatment | | |
| |D |Ask questions if instructions are not clear. | |(1) |
|1.6 |The following are examples of good sanitary behaviour, except the … | | |
| |A |safe disposal of human excreta and waste | | |
| |B |using of pit latrines in rural areas | | |
| |C |dumping of waste in the water source | | |
| |D |purification of water before use | |(1) |
|1.7 |Child neglect means … | | |
| |A |the failure to provide adequate food, clothing and shelter for the child. | | |
| |B |any non-accidental injury to the child. | | |
| |C |any childhood sexual experience that can interfere with health development. | | |
| |D |the disclosure of an HIV status. | |(1) |
| | | | | [7] |
|QUESTION 2: TRUE OR FALSE | | |
|Indicate whether the following statements are TRUE or FALSE. Write only ‘true’ or ‘false’ next to the question number (2.1 – 2.5). | | |
|2.1 |One of the roles of the health care worker is to care for a dying patient. | |(1) |
|2.2 |Fat is the greatest heat producing food. | |(1) |
|2.3 |Women who are HIV positive must be sterilised. | |(1) |
|2.4 |The aged sick people do not need referral for treatment. | |(1) |
|2.5 |Home accidents include electrical burns, paraffin poisoning and drowning in swimming pools. | |(1) |
| | | |[5] |
|QUESTION 3: MATCHING ITEMS | | |
|Match the word(s) or acronym(s) in COLUMN A with meanings from COLUMN B. Write only the letter (A – H) next to the question number (3.1 – 3.8). | | |
| |COLUMN A | | COLUMN B | | |
|3.1 |Heartburn |A |Integrated Management of Childhood Illnesses | |
| | | | | |
|3.2 |Mumps |B |Removal of waste products from the body | |
| | | | | |
|3.3 |Disaster management |C |Take care of own health | |
| | | | | |
|3.4 |IMCI |D |Minor symptom during pregnancy | |
| | | | | |
|3.5 |Excretion |E |Give shape to our body | |
| | | | | |
|3.6 |Patients’ |F |Identifies escape routes in cases of fire and other unexpected, dangerous events| |
| |Responsibility | | | |
| | | |Common infectious disease amongst children | |
|3.7 |Bones |G | | |
| | | |Lack of oxygen to the body tissues | |
|3.8 |Asphyxia |H | | |
| | | | |[8] |
| | |TOTAL SECTION A: | |20 |
|SECTION B | | |
|QUESTION 4: CASE STUDY (FIRST AID) | | |
|4.1 |FIRST AID PROCEDURES: | | |
| |It is time for supper. You and your family are sitting around the table enjoying your meal. Suddenly, your five year old boy | | |
| |starts to suffocate and is pointing into his mouth with his fingers. When you check, you notice that he is chocking. | | |
|Answer the following questions. | | |
| |4.1.1 |Give THREE possible causes of choking. | |(3) |
| |4.1.2 |Describe the first aid treatment you would provide to a choking child. | |(7) |
| | | | |[10] |
|4.2 |PATIENTS’ RIGHTS: | | |
| |You are doing the rounds during home visits and one angry community member complains that the nurses at the clinic do not respect | | |
| |them. | | |
| |Answer the following questions. | | |
| |4.2.1 |State FOUR patients’ rights that you would mention to this angry community member. | |(4) |
| |4.2.2 |State ONE patients’ responsibility that is relevant to this complaint. | |(1) |
| |4.2.3 |State FIVE (Batho Pele) principles for health institutions. | |(5) |
| | | | |[10] |
| | |TOTAL SECTION B: | |20 |
|SECTION C | | |
|QUESTION 5: ESSAY-TYPE QUESTION | | |
|You are a home caregiver, nursing an elderly patient at home. While you treat this patient, she complains of being nauseous after taking her | | |
|medication. While you talk to her, she starts to vomit. | | |
| |Describe in not more than one page how you would take care of the vomiting patient. | |(10) |
| |TOTAL SECTION C: | |10 |
| |GRAND TOTAL: | |50 |
TASK 2: ASSIGNMENT
|LEARNING OUTCOMES FOR THIS ASSIGNMENT | | |
|By the end of this learning activity you, the learner, should be able to: | | |
|Devise a simple disaster management plan in a community. | | |
|Evaluate the disaster management plan. | | |
|Submit an essay of evidence of information collected. | | |
|RESOURCES | | |
|You will need the following resources for this task: | | |
| | | |
|Your prescribed books | | |
|Maps, brochures, booklets and pamphlets from your municipality and other departments e.g. SANDF | | |
|A4 paper, pencils, pens, highlighters, glue/ pritt | | |
|Ruler | | |
|INSTRUCTIONS AND INFORMATION FOR THE LEARNER | | |
|In your area, collect the following information to devise a simple disaster management plan for your community: | | |
| | | |
|Identify the disasters most likely to occur in the area where you live. | | |
|Calculate the estimated number of people, shacks and houses in the area. | | |
|Suggest ways in which the area can be made safer. | | |
|Draw a map of the area where your community is situated, highlighting the areas where the disasters are likely to occur. | | |
|Identify escape routes in cases of disasters. | | |
|Show places of shelter where people can be grouped for safety e.g. church, community hall or school. | | |
|Identify the warning signals that can be used in your community. | | |
|Identify a person who can be in charge of the events in the community until the responsible person arrives. | | |
|Identify the line of communication in the event of a disaster. | | |
|Identify the persons responsible for the provision of water, food and medical care. | | |
|Make a list of DOs and DON’Ts. | | |
|Evaluate the effectiveness of the disaster management plan. | | |
Record your evidence using the following guidelines:
|DISASTER MANAGEMENT PLAN |
|Identify the disasters likely to occur |Disasters:___________________ |
|Safety precautions | 1__________________ |
|Draw a map of the area |Number of houses________________ |
| |Number of shacks_________________ |
| |Number of people_________________ |
| |Access routes____________________ |
|Warning signals for possible disasters |Communication done through: |
| |Loudhailers, whistles, telecommunication |
|Person in charge until the disaster manager arrives |Position ________________________ |
| |Name __________________________ |
| |Contact number__________________ |
|Communication |Media coverage e.g. radio |
| |Name __________________________ |
| |Contact number__________________ |
|People responsible for the protection of property |Contact person:__________________ |
| |Tel/Cell number:__________________ |
|Rescue operations |Contact person:__________________ |
| |Tel/Cell number:__________________ |
|Recording of victims | |
|(to avoid wrong people collecting food when they are not real victims) | |
|Financial assistance |Name __________________________ |
|(people to contact for help) |Contact number__________________ |
|Evaluate the effectiveness of the disaster management plan | |
| | GRAND TOTAL: |50 |
TASK 3: PROJECT
|PROJECT GUIDELINES | | |
|LEARNING OUTCOMES | | |
|By the end of this learning experience the learner should be able to: | | |
|Identify and describe tuberculosis (TB). | | |
|Conduct an investigation by collecting and using information appropriately. | | |
|Assist the community in improving their quality of life. | | |
|INSTRUCTIONS AND INFORMATION FOR THE LEARNER | | |
|This project must be completed over a period of 4 weeks. Your educator will assess your progress at regular intervals to ensure a good | | |
|quality project and completion on time. | | |
|This project can be done in groups of three or four learners. Your educator will guide you. Each group member should, however write down | | |
|his/ her own answers | | |
|Include a cover page indicating the names of the learners who worked together as well as the due date of the project. | | |
|Read the instructions and questions carefully and plan thoroughly before you start with the project | | |
|5. Answer ALL the questions. | | |
|6. Write legibly using blue or black ink and present your work neatly. | | |
|7. Read the assessment rubric at the end of this project before you start with the project. | | |
|8. Follow the example of the time plan given to complete this project. | | |
|9. You will need the following resources for this project: | | |
|Your prescribed book, pamphlets and brochures from the Department of Health, magazines, journals and any other literature you can get on | | |
|Tuberculosis (TB) for example Soul City booklets. | | |
|Find out as much as you can about TB using the following steps: | | |
| |Step 1: | | |
| |Collect information on: | | |
| |causes | | |
| |how the disease spreads from one person to another | | |
| |which age groups are affected most | | |
| |living conditions and lifestyles contributing to the spread of TB | | |
| |signs and symptoms | | |
| |how TB is diagnosed | | |
| |treatment of TB; traditional and modern methods | | |
| |the relationship between TB and HIV | | |
| |prevention of TB | | |
|2. |Step 2: | | |
| |Prepare an individual written report on the disease that the group has researched | | |
| |PRESENTATION OF INFORMATION | | |
|2.1 |Introduction | | |
| |background information (brief history of TB) | | |
| |purpose of this project | | |
|2.2 |Body | | |
| |Indicate: | | |
| |causes | | |
| |how the disease spreads from one person to another | | |
| |which age groups are the most affected | | |
| |living conditions and lifestyles contributing to the spread of TB | | |
| |signs and symptoms | | |
| |how TB is diagnosed | | |
| |treatment of TB; traditional and modern methods | | |
| |the relationship between TB and HIV | | |
| |prevention of TB | | |
| |illustrations of the above by means of maps, pictures, drawings, photographs, newspaper cuttings, tables and graphs. | | |
| |Step 3: Conclusion | | |
| |Give your opinion about the future of the disease in South Africa. | | |
| |Step 4: List of references. | | |
| |arranged alphabetically by authors/writers | | |
| |should include author/writer, title, publisher, year and place of publication (for books) | | |
| |title of both the magazine/journal/newspaper as well as articles’ titles and page numbers if available | | |
| | GRAND TOTAL: |50 |
The following is an example of a time plan for the project
|What has to be done? |When |
|Identify the task and discuss with the educator to clarify what is required | |
|Visit a library / school / clinic / hospital to collect information. | |
|Start writing the report | |
|Finish first draft of report | |
|Discuss with group mates | |
|Finish final report | |
|Hand to educator | |
|Present to class | |
ASSESSMENT:
|Criteria |Mark allocation |
|Individual written report |40 |
|Project assessment |10 |
|Total |50 |
TASK 4: DEMONSTRATION
BED BATH
INSTRUCTIONS AND INFORMATION FOR THE LEARNER
In this task you have to demonstrate a BED BATH on an adult.
LEARNING OUTCOMES:
1. Perform full wash/bath within 30 – 45 minutes.
2. Apply basic principles to prevent cross infection when performing the procedure.
3. Take precautions against injury and complications to patient.
4. Record procedure and observations made during the bed bath.
You will be assessed as follows:
BED BATH
|ITEMS |ACTION |
|ASSESSMENT | |
| |Assess safety of surroundings / hazards |
| |Assess patient’s ability to move. |
| |Check respiration by hearing, looking and feeling for full 10 seconds |
| |Check whether the bed linen is clean |
| |Examine patient for wounds |
| |Identify skin problems |
|PLANNING | |
| |Collect the following: |
| |Wash basin |
| |Toilet soap |
| |Towels |
| |Toothbrush and toothpaste |
| |Receiver |
| |Denture cup if patient has artificial dentures |
| |Mug or glass of water |
| |Brush or comb |
| |Deodorant |
| |Clean bed linen and night wear if necessary |
| |Soiled linen container |
| |Disposable gloves |
| |Bed pan |
| |Close nearby doors and windows |
| |Offer bed pan or urinal |
|IMPLEMENTATION | |
| |Wash hands |
| |Place clean bed linen and night wear on bench |
| |Remove the bed linen and leave only the top sheet /blanket covering the patient by folding from top to bottom and|
| |from side to side |
| |Undress the patient, but make sure he/she remains covered with a sheet or blanket. |
| |Fill the basin wit hot water and test the temperature with an elbow |
| |Place a towel under the patient’s head, neck and shoulders |
|Washing the face and ears |Ask the patient if he uses soap on the face |
| |Fold the wash cloth around the to form a mitten |
| |Wash the face and ears |
| |Dry with a towel thereafter |
|Washing the arms and trunk |Uncover one arm and half the trunk |
| |Put one towel under the arm and half of the trunk. The other towel protects the linen. |
| |Wash the arm with long firm strokes from the far end getting towards the chest while supporting the arm throughout|
| |Pay particular attention to the under-arm area |
| |Dry the wash area with the well rinsed cloth and dry the skin. |
| |Cover the washed area with the sheet and blanket and uncover the other side. |
| |Repeat the same procedure to wash the other side of the body. |
| |Renew the water if it is cold and soapy. |
|Washing the legs and genital area |Uncover both legs and fold the lower end of the top sheet in a point to cover the genitals. |
| |Place one towel under the hips and both legs. |
| |The other towel protects the top sheet. |
| |Wash the legs starting from the thigh to the feet paying special attention to the skin between the toes. |
| |Dry the area thoroughly with the towel. |
|Washing the neck, back and buttocks.|Place towel lengthwise along the buttocks. Ask the patient to turn on her/his tummy. |
| |Cover the top sheet with the towel |
| |Wash the back from the neck downwards starting with the side of the patient’s body away from you. |
| |Rinse and dry |
| |Repeat the procedure with the other side of the body |
| |Wash perineum and the genital area last (ask the patient if he/she prefers to do it himself/herself.) |
| |If the patient is able to wash his genitals, the soaked cloth is handed and the wash basin and towel are placed |
| |within his reach. |
| |The caregiver leaves the patient and tactfully busies herself preparing the night gown. |
| |Clean the mouth. |
| |Take off and discard gloves. |
| |Dress the patient. |
| |Make the patient comfortable |
| |Remove the wash basin. |
| |Discard water. |
| |Hang up used towels. |
| |Make the bed and room tidy. |
| |Wash hands |
|EVALUATION | |
| |Observe the patient for discomfort exhaustion, restlessness and pain. |
|RECORDING AND REPORTING | |
| |Record and report abnormalities |
| |Any skin problems |
| | GRAND TOTAL: |50 |
TASK 5: CASE STUDY
|FAMILY STUDY GUIDELINES | | |
|LEARNING OUTCOMES | | |
|By the end of this learning experience the learner , should be able to: | | |
|Introduce himself/herself to the family | | |
|Establish a helping relationship with patient and family | | |
|Build a patient file | | | |
|Conduct an interview and an assessment | | | |
|Record and refer where necessary | | |
|INSTRUCTIONS AND INFORMATION TO THE LEARNER | | |
|NUMBER OF STUDIES: | | |
|You are required to visit 2 families | | |
|Time spent on visits | | |
|24 hours should be spent with each family. | | |
|Selection of families | | |
|The sister in charge of the clinic to which you are allocated has been requested to select two patients who are on her clinic records to be | | |
|visited by you and around whom you are to develop family studies. The patients should be one adult and one child. | | |
|Visits to the family | | |
|To gain the confidence of the family members, to obtain their cooperation, to ensure the protection of their person and good name you should| | |
|at all times ensure privacy, confidentiality and anonymity. Your case folder should always be treated as a legal document. | | |
|Observation and interviewing are the main techniques used for data collection. Review of clinic records is very important. A helping | | |
|relationship is of vital importance when helping this family to improve health status for a better life. | | |
|Written format of Family Study | | |
|Your written presentation is to be presented on A4 paper format. Your facilitator will provide a closing date. Headings to be followed are | | |
|included in this guide. | | |
|WRITTEN FORMAT | | |
|On the outside cover please state your name and student number and the course (Ancillary Health Care) and the name of your learning centre: | | |
|( e.g. Mofolo Learning centre). | | |
|TABLE OF CONTENTS | | |
|Follow the headings provided in this guide, number the pages and indicate as such in the table of contents. | | |
|HEADINGS: | | |
|INTRODUCTION | | |
|Introduce yourself to the family and the patient. | | |
|Explain your function as a home–based caregiver. | | |
|Discuss home–based care principles. | | |
|GETTING TO KNOW THE PATIENT | | |
|Establish a friendly relationship. | | |
|Give the patient time to talk. | | |
|Listen carefully. | | |
|BUILD A PATIENT PROFILE | | |
|Take note the following: | | |
|Patient’s name | | |
|Patient’s next of kin | | |
|Social history | | |
|Medical history | | |
|Level of understanding | | |
|ASSESS LIVING CONDITIONS | | |
|Assess the following: | | |
|Environmental hygiene | | |
|Personal hygiene | | |
|Adequate supply of water | | |
|Toilet facilities | | |
|Cooking area | | |
|Refuse disposal | | |
|IDENTIFY PRIMARY CAREGIVER |
|RECORD AND REFER WHERE NECCESSARY |
| | GRAND TOTAL: |50 |
TOOLS
TOOL 1: TEST
|INSTRUCTIONS AND INFORMATION FOR THE EDUCATOR | | |
|1. This assessment tool covers Unit Standard ID (119567 SO2:-4; AC 1-2; SO3: AC1-4; SO4:AC1) | | |
|2. Clearly explain the instructions to the learners before they start with the task. | | |
|3. Mark the test using the memorandum given below. | | |
|4. Thoroughly study the memorandum before you start with the assessment. | | |
|5. The learner has to answer ALL the questions. | | |
|SECTION A: (COMPULSORY) | | |
|QUESTION 1: MULTIPLE CHOICE ( UNIT STANDARD ID NUMBERS: 119563:SO SO2,SO3,SO4 | | |
|1.1 |D ( | |(1) |
|1.2 |B ( | |(1) |
|1.3 |B ( | |(1) |
|1.4 |C ( | |(1) |
|1.5 |A ( | |(1) |
|1.6 |C ( | |(1) |
|1.7 |A ( | |(1) |
| | | |[7] |
|QUESTION 2: TRUE OR FALSE (ID NUMBERS: 9827,SO1- 4) | | |
|2.1 |True ( | |(1) |
|2.2 |True ( | |(1) |
|2.3 |False ( | |(1) |
|2.4 |False ( | |(1) |
|2.5 |True ( | |(1) |
| | | |[5] |
|QUESTION 3: MATCHING (ID NUMBERS: 119563;SO1,119567;SO1,SO2&4) | | |
|3.1 |Heartburn |D |( | |(1) |
|3.2 |Mumps |G |( | |(1) |
|3.3 |Disaster management |F |( | |(1) |
|3.4 |IMCI |A |( | |(1) |
|3.5 |Excretion |B |( | |(1) |
|3.6 |Patients’ Responsibility |C |( | |(1) |
|3.7 |Bones |E |( | |(1) |
|3.8 |Asphyxia |H |( | |(1) |
| | | | | |[8] |
| | |TOTAL SECTION A: | | 20 |
|SECTION B (COMPULSORY) | | |
|QUESTION 4: CASE STUDY | | |
|4.1 |FIRST AID PROCEDURES: (ID NUMBER: 119567;SO1 - 4) | | |
| |4.1.1 |POSSIBLE CAUSES OF CHOKING: | | |
| | |Food in the wind pipe instead of down the oesophagus ( | | |
| | |Muscular spasms ( | | |
| | |Food not chewed properly( | | |
| | |Food swallowed too fast( | | |
| | |Children swallowing foreign objects( | | |
| | |[CREDIT ANY THREE (3) OF THE ABOVE OR OTHER RELEVANT ANSWERS] | |(3) |
| |4.1.2 |TREATMENT FOR A CHOKING CHILD | | |
| | |Bend a child forward with the head lower than the chest ( | | |
| | |Give up to 5 sharp slaps between his shoulders with one hand( | | |
| | |Check his mouth to see if an obstruction is visible( | | |
| | |Hook out the obstruction with your finger( | | |
| | |If the obstruction has not moved, stand or kneel behind the child( | | |
| | |Make a fist and place it against his lower breast bone( | | |
| | |Grasp your fist with your other hand and press it into the chest with a sharp upward thrust, up to 5 times at a rate| | |
| | |of about 1 every 3 seconds( | | |
| | |Check his mouth( | | |
| | |If the obstruction is still not removed, give another 5 back slaps( | | |
| | |Check his mouth again to see if the obstruction is not removed( | | |
| | |Give 5 abdominal thrusts until help arrives | | |
| | |[CREDIT ANY SEVEN (7) OF THE ABOVE OR OTHER RELEVANT ANSWERS] | |(7) |
| | | | [10] |
|4.2 |PATIENTS’ RIGHTS: (ID NUMBER: 119563 SO1-3) | | |
| |4.2.1 |Healthy and Safe Environment( | | |
| | |Confidentiality of information( | | |
| | |Privacy to be respected( | | |
| | |Participation in decision making affecting his/ her health( | | |
| | |To be treated with respect( | | |
| | |To be treated with dignity( | | |
| | |Right to no emotional torture ( | | |
| | |[CREDIT ANY FOUR (4) OF THE ABOVE OR OTHER RELEVANT ANSWERS] | |(4) |
| |4.2.2 |To forward grievances/ complaints( [CREDIT ANY ONE (1) OF THE ABOVE OR OTHER RELEVANT ANSWERS] | |(1) |
| |4.2.3 |BATHO PELE PRINCIPLES | | |
| | |To consult with all stakeholders( | | |
| | |To give proper service (Service Standards) ( | | |
| | |Access to information and health care ( | | |
| | |To show courtesy ( | | |
| | |To be given information( | | |
| | |Openness and Transparency (need to know the truth) ( | | |
| | |Redress (apology, explanation and remedy) ( | | |
| | |Value for money( | | |
| | |[CREDIT ANY FIVE (5) OF THE ABOVE OR OTHER RELEVANT ANSWERS] | |(5) |
| | | | [10] |
| | |TOTAL SECTION B: | | 20 |
|SECTION C (COMPULSORY) | | |
|QUESTION 5: ESSAY TYPE QUESTION (ID NUMBERS:9827SO 1, 2, 3&4) | | |
| |CARE FOR A VOMITING PATIENT: | | | |
| |Offer a receiver or a basin when a patient wants to vomit( | | | |
| |Support his/her head( | | | |
| |Remove false teeth if necessary( | | | |
| |Remove the dish containing the vomitus as soon as the patient has stopped( | | | |
| |Offer the patient water to rinse the mouth( | | | |
| |Clean the patient’s hands and face( | | | |
| |If bedding is soiled, replace it with clean linen( | | | |
| |If patient has false teeth, clean and replace after vomiting( | | | |
| |Put the patient in a comfortable position( | | | |
| |Reassure the patient( | | | |
| |Make careful observations of the colour, smell and quantity of vomitus( | | | |
| |Report to the nearest clinic( | | | |
| |[CREDIT ANY TEN (10) OF THE ABOVE ] |[10] | | |
| | |TOTAL SECTION C: | |10 |
| | |GRAND TOTAL: | |50 |
TOOL 2: ASSIGNMENT
|INSTRUCTIONS AND INFORMATION FOR THE EDUCATOR | | |
|1. This assessment tool covers Unit Standard ID (119563 SO1, 2 & 3) | | |
|2. Clearly explain the instructions to the learners before they start with the task. | | |
|3. Mark the assignment using the rubric given below. | | |
|4. Study the rubric thoroughly before you start with the assessment. | | |
|5. The learner has to use the guide lines given to do the assignment. | | |
|LEARNING OUTCOMES | | |
|By the end of this learning experience the learner should be able to: | | |
| Devise a simple disaster management plan in a community | | |
|Submit an essay of evidence of information collected | | |
|Evaluate the disaster management plan | | |
GUIDE TO THE EDUCATOR: ASSIGNMENT
|The following information should appear in the learners’ assignments: | | |
|DISASTER MANAGEMENT PLAN |
|Identify the disasters likely to occur |Disasters: |
|Safety precautions |1------------------------------------------ |
| |2------------------------------------------- |
| |3------------------------------------------- |
| |4------------------------------------------- |
|Draw map of the area |Number of houses__________________ |
| |Number of shacks__________________ |
| |Number of people__________________ |
| |Access routes_____________________ |
|Warning signals for possible disasters |Communication done through: |
| |Loudhailers, whistles, telecommunications |
|Person in charge until the disaster manger arrives |Position_________________ |
| |Name ____________________ |
| |Contact number_______________ |
|Communication |Media coverage e.g. Radio |
| |Name ____________________ |
| |Contact number_______________ |
|People responsible for the protection of property |Contact person:___________ |
| |Tel/Cell number:__________ |
|Rescue operations |Contact person:_________________ |
| |Tel/Cell number:_________________ |
|Recording of victims | |
|(to avoid wrong people collecting food when they are not real victims) | |
|Financial assistance (People to contact for help) |Name __________________ |
| |Contact number_______________ |
|Evaluate the effectiveness of the disaster management plan | |
ASSESSMENT:
|Criteria |Mark allocation |
|Disasters identified |5 |
|Number of people, shacks and houses in the area calculated |10 |
|Ways in which the area can be made safer are suggested |5 |
|Map drawn highlighting areas where the disasters are likely to occur, | |
|escape routes identified together with the places of shelter |10 |
|Identification of the following: | |
|Warning signals that can be used |10 |
|Person in charge of the event | |
|Person in charge for communication | |
|Lines of communication that can be used | |
|Person in charge for the provision of water, food and medical care | |
|Evaluation of the disaster management plan | |
|List of DOs and DON’TS compiled |5 |
|Keeping to due date |5 |
|TOTAL |50 |
| | GRAND TOTAL: |50 |
TOOL 3: PROJECT
|PROJECT GUIDELINES | | |
|LEARNING OUTCOMES | | |
|By the end of this learning experience the learner should be able to: | | |
|Identify and describe tuberculosis (TB). | | |
|Conduct an investigation by collecting and using information appropriately. | | |
|Assist the community in improving their quality of life. | | |
|INSTRUCTIONS AND INFORMATION FOR THE EDUCATOR | | |
|1. |This project covers Unit Standard (9827:SO1 - 4) | | |
|2. |The following resources are needed for this project: | | |
| | | | |
| |Pamphlets and brochures from the Department of Health, magazines, books and any other literature on Tuberculosis(TB) for example | | |
| |Soul City booklets. | | |
| |Assist learners to have the resources available before they start with the project. | | |
|3. |Clearly explain the instructions to the learners before they start with this project. Also explain to them how they will be | | |
| |assessed on completion of the project. | | |
|4. |Assess your learners’ progress at regular intervals during the project to ensure a good quality product and completion on time. | | |
| |(Note: you do not have to record your assessment during the project but give learners constructive feedback in order to assist them| | |
| |towards the successful completion of the project.) | | |
|5. |Mark the project using the assessment given below and then use the rubric for final assessment. | | |
|6. |Study the criteria thoroughly before you start with the final assessment of the learners. | | |
|7. |The learner has been given an example of a time plan to follow to do the project. | | |
The following is an example of a time plan for the project
|What has to be done? |When |
|Identify the task and discuss with the educator to clarify what is required | |
|Visit a library/school/clinic/hospital to collect information. | |
|Start writing the report | |
|Finish first draft of report | |
|Discuss with group mates | |
|Finish final report | |
|Hand to educator | |
|Present to class | |
|The following steps should be given to the learner on how to complete the task. | | |
| |Step 1: | | |
| | | | |
| |Collect information on: | | |
| |causes | | |
| |how the disease spreads from one person to another | | |
| |which age groups are most affected | | |
| |living conditions and lifestyles contributing to the spread of TB | | |
| |signs and symptoms | | |
| |how TB is diagnosed | | |
| |treatment of TB; traditional and modern methods | | |
| |the relationship between TB and HIV | | |
| |prevention of TB | | |
| |Step 2: | | |
| |Prepare an individual written report on the disease the group has researched | | |
| |PRESENTATION OF INFORMATION | | |
| |2.1 Introduction | | |
| |background information (brief history of TB) | | |
| |purpose of this project | | |
| |2.2 Body | | |
| |Indicate: | | |
| |causes | | |
| |how the disease spreads from one person to another | | |
| |which age groups are most affected | | |
| |living conditions and lifestyles contributing to the spread of TB | | |
| |signs and symptoms | | |
| |how TB is diagnosed | | |
| |treatment of TB; traditional and modern methods | | |
| |the relationship between TB and HIV | | |
| |prevention of TB | | |
| |illustrations of the above by means of maps, pictures, drawings, photographs, newspaper cuttings, tables and graphs. | | |
| |Step 3: Conclusion | | |
| |your opinion about the future of the disease in South Africa | | |
| |Step 4: List of references | | |
| |arranged alphabetically by authors/writers | | |
| |should include author/writer, title, publisher, year and place of publication (for books) | | |
| |title of both the magazine/journal/newspaper as well as articles’ titles and page numbers if available | | |
| | GRAND TOTAL: |50 |
ASSESSMENT:
|Criteria |Mark allocation |
|Individual written report |40 |
|Project assessment (including keeping to due dates) |10 |
|Total |50 |
Assessment matrix for assessment of extended writing
Total 50
| | | | | | | |
|LEVEL 7 |LEVEL6 |LEVEL5 |LEVEL 4 |LEVEL 3 |LEVEL 2 |LEVEL 1 |
|Very well planned |Well planned and |Writing structured, |Attempted to |Some attempt to |Largely descriptive |Answer not at all |
|and structured. |structured. |limited |structure the |organise and |with little/ some |structured. |
| | |resources contacted.|information |structure the |attempt to structure | |
|A wide range of |Adequate resources | |collected. |information. |the information. |Inadequate content. |
|resources contacted |contacted to collect| | | | | |
|to collect data. |data. |Content adequately |Relatively limited |Limited resources |Limited resources |Steps not followed. |
| | |covered and |resources contacted.|used. |used. | |
|Content covered, all|Content relevant |relevant. | | | |No significance / |
|the steps followed |with most of the | |Content adequately |Content selection |Sparse content. |relevance. |
|to complete the |steps covered. | |covered. Some |does not always | | |
|task. | | |irrelevant |relate. Omissions in |Topic inadequately | |
| | | |information given. |coverage. |addressed | |
| | | | | | | |
| | | | | | | |
|45-50 |40-45 |35-40 |30-35 |25-30 |20-25 |0-15 |
TOOL 4 : DEMONSTRATION
INSTRUCTIONS FOR THE EDUCATOR
1. This assessment tool must be used together with the SBA task list when assessing the learner.
2. Clearly explain the instructions to the learners before they start with the task.
3. Use the rubric given below to mark the task.
LEARNING OUTCOMES:
Perform a full wash/bath within 30 – 45 minutes.
Apply basic principles to prevent cross-infection when performing the procedure.
Take precautions against injury and complications.
Record procedure and observations made during the bed bath.
KEY TO RATING
1 = Has not acquired the basics/cannot imitate/lacks neuromuscular control/ fails to act
2 = Has acquired the basics/can perform only under direction
3 = Minimally competent/can perform without direction/no refinements/takes too long
4 = Co-ordinates all elements efficiently with minimum expenditure of time and energy and maximum effect
BED BATH
|STEPS OF PROCEDURE |LEVEL OBTAINED |COMMENTS |
| |1 |2 |3 |4 | |
|ASSESSMENT | | | | | |
|Patient’s ability to move checked. | | | | | |
|Cleanliness of the bed linen checked. | | | | | |
|Examination of patient for wounds done. | | | | | |
|Skin problems identified. | | | | | |
|PLANNING | | | | | |
|IMPLEMENTATION | | | | | |
|Clean bed linen and night wear placed on bench | | | | | |
|Bed linen removed and only the top sheet or blanket covering the patient left. | | | | | |
|Bed linen folded from top to bottom and from side to side | | | | | |
|Patient undressed, but only remains covered with a sheet or blanket. | | | | | |
|Basin filled with hot water. | | | | | |
|Temperature tested with an elbow | | | | | |
|Towel placed under the patient’s head, neck and shoulders | | | | | |
| Washing the face and ears | | | | | |
|Wash cloth folded around the hand to form a mitten | | | | | |
|Face and ears washed and dried with a towel | | | | | |
|Washing the arms and trunk | | | | | |
|One towel placed under the arm and half of the trunk. The other towel protects the linen. | | | | | |
|Arm washed with long firm strokes from the far end getting towards the chest while supporting the arm | | | | | |
|throughout | | | | | |
|Attention paid to the under arm area | | | | | |
|The washed area is rinsed and the skin dried. | | | | | |
|The washed area is covered with the sheet or blanket and the other side is uncovered. | | | | | |
|The same procedure is repeated to wash the other side of the body | | | | | |
|Cold or soapy water is replaced. | | | | | |
|Washing the legs and feet | | | | | |
|One towel is placed under the hips and both legs. The other towel protects the top sheet. | | | | | |
|The legs are washed starting from the thighs to the feet paying special attention to the skin between the | | | | | |
|toes. | | | | | |
|The area is dried thoroughly with the towel. | | | | | |
|The towel is placed lengthwise along the buttocks. | | | | | |
|The patient is asked to turn on her/his tummy. | | | | | |
|The top sheet is covered with the towel | | | | | |
|The back is washed from the neck downwards starting with the side of the patient’s body away from the | | | | | |
|learner. | | | | | |
|The back is rinsed and dried | | | | | |
|The procedure is repeated to bath the other side of the body | | | | | |
|The perineum and the genital area is washed last | | | | | |
|The patient is asked if he/she prefers to wash the genital area | | | | | |
|Washing the genitals | | | | | |
|If the patient is able to wash his genitals, the soaked cloth is handed to him and the wash basin and towel | | | | | |
|are placed within his reach. | | | | | |
|The caregiver leaves the patient and tactfully busies herself preparing the night gown. | | | | | |
|STEPS OF PROCEDURE |LEVEL OBTAINED |COMMENTS |
| |1 |2 |3 |4 | |
|The mouth is cleaned. | | | | | |
|EVALUATION | | | | | |
|RECORDING AND REPORTING | | | | | |
|TOTAL | | | | | |
| |GRAND TOTAL: |50 |
TOTAL: _____________________
LEARNER’S SIGNATURE: …………………………...
ASSESSOR’S S
TOOL 5: DEMONSTRATION
INSTRUCTIONS FOR THE EDUCATOR
1. This assessment tool must be used together with the SBA task list when assessing the learner.
2. Clearly explain the instructions to the learners before they start with the task.
3. Use the rubric given below to mark the task.
LEARNING OUTCOMES:
Perform a full wash/bath within 30 – 45 minutes.
Apply basic principles to prevent cross-infection when performing the procedure.
Take precautions against injury and complications.
Record procedure and observations made during the bed bath.
KEY TO RATING
1 = Has not acquired the basics/cannot imitate/lacks neuromuscular control/ fails to act
2 = Has acquired the basics/can perform only under direction
3 = Minimally competent/can perform without direction/no refinements/takes too long
4 = Co-ordinates all elements efficiently with minimum expenditure of time and energy and maximum effect
BED BATH
|STEPS OF PROCEDURE |LEVEL OBTAINED |COMMENTS |
| |1 |2 |3 |4 | |
|ASSESSMENT | | | | | |
|Patient’s ability to move checked. | | | | | |
|Cleanliness of the bed linen checked. | | | | | |
|Examination of patient for wounds done. | | | | | |
|Skin problems identified. | | | | | |
|PLANNING | | | | | |
|IMPLEMENTATION | | | | | |
|Clean bed linen and night wear placed on bench | | | | | |
|Bed linen removed and only the top sheet or blanket covering the patient left. | | | | | |
|Bed linen folded from top to bottom and from side to side | | | | | |
|Patient undressed, but only remains covered with a sheet or blanket. | | | | | |
|Basin filled with hot water. | | | | | |
|Temperature tested with an elbow | | | | | |
|Towel placed under the patient’s head, neck and shoulders | | | | | |
| Washing the face and ears | | | | | |
|Wash cloth folded around the hand to form a mitten | | | | | |
|Face and ears washed and dried with a towel | | | | | |
| Washing the arms and trunk | | | | | |
|One towel placed under the arm and half of the trunk. The other towel protects the linen. | | | | | |
|Arm washed with long firm strokes from the far end getting towards the chest while supporting the arm | | | | | |
|throughout | | | | | |
|Attention paid to the under arm area | | | | | |
|The washed area is rinsed and the skin dried. | | | | | |
|The washed area is covered with the sheet or blanket and the other side is uncovered. | | | | | |
|The same procedure is repeated to wash the other side of the body | | | | | |
|Cold or soapy water is replaced. | | | | | |
| Washing the legs and feet | | | | | |
|One towel is placed under the hips and both legs. The other towel protects the top sheet. | | | | | |
|The legs are washed starting from the thighs to the feet paying special attention to the skin between | | | | | |
|the toes. | | | | | |
|The area is dried thoroughly with the towel. | | | | | |
|The towel is placed lengthwise along the buttocks. | | | | | |
|The patient is asked to turn on her/his tummy. | | | | | |
|The top sheet is covered with the towel | | | | | |
|The back is washed from the neck downwards starting with the side of the patient’s body away from the | | | | | |
|learner. | | | | | |
|The back is rinsed and dried | | | | | |
|The procedure is repeated to bath the other side of the body | | | | | |
|The perineum and the genital area is washed last | | | | | |
|The patient is asked if he/she prefers to wash the genital area | | | | | |
|Washing the genitals | | | | | |
|If the patient is able to wash his genitals, the soaked cloth is handed to him and the wash basin and | | | | | |
|towel are placed within his reach. | | | | | |
|The caregiver leaves the patient and tactfully busies herself preparing the night gown. | | | | | |
|STEPS OF PROCEDURE |LEVEL OBTAINED |COMMENTS |
| |1 |2 |3 |4 | |
|The mouth is cleaned. | | | | | |
|EVALUATION | | | | | |
|The patient is observed for discomfort exhaustion, restlessness and pain. | | | | | |
|RECORDING AND REPORTING | | | | | |
|Abnormalities are recorded and reported | | | | | |
|Skin problems reported and recorded | | | | | |
|TOTAL | | | | | |
| |GRAND TOTAL : |50 |
TOTAL: _____________________
LEARNER’S SIGNATURE: …………………………...
ASSESSOR’S SIGNATURE: ………………………….
|9. |EXTERNAL ASSESSMENT (SUMMATIVE) |
The summative assessment component of the ANHC4 learning comprises 50% of the total assessment. The policy on the Conduct, Administration and Management of the GETC-ABET Level 4 Examinations gives details on how this component of assessment should be managed. It prescribes the examination processes like registration of PALCs as examination centres, registration of candidates, conduct of examinations, marking, capturing of marks, standardization, resulting, to mention but a few.
|9.1 |STRUCTURE OF A QUESTION PAPER |
This section provides an overview of the structure of the question paper as a summative assessment tool. It indicates the nature of an assessment task or activity in each section and question of the paper, the mark allocation of each question/section, and what US & SOs are covered in each question/section.
Educators are advised to refer to section 8 of this document, to view the broad overview of the Core Knowledge Areas to be covered in each US & SO, so that the selection for the different questions/sections of the question paper can be contextualised. In addition, educators are provided with some guidelines on how best to prepare learners for each question/section of the paper. The final paper will consist of three sections:
General Instructions
Examiners shall use current information when setting the paper
The paper shall consist of section A, B and C, section A and B are compulsory. Section C shall have two questions and candidates are expected to answer only one.
All questions shall be preceded by a clear instruction. Educators are encouraged to familiarize the learners with the examination instructions during the course of the year.
|9.2 |EXEMPLAR QUESTION PAPER |
|LEARNING AREA: ANCILLARY HEALTH CARE |
| |
|CODE : ANHC4 |
| |
|DATE : OCTOBER 2008 |
| |
|TIME : 3 HOURS |
| |
|MARKS : 100 |
This question paper consists of 10 pages.
|INSTRUCTIONS AND INFORMATION | | |
|1. |Answer ALL the questions in the ANSWER BOOK. | | |
|2. |Read ALL questions carefully. | | | |
|3. |Number the answer correctly according to the numbering system used in this question paper. | |
|4. |All sections are COMPULSORY. | | |
|5. |In SECTION C answer EITHER Question 5 OR Question 6. | | |
|6. |Write neatly and legibly. | | |
|SECTION A | | |
|QUESTION 1: MULTIPLE-CHOICE QUESTIONS | | |
|1. |Various possible options are provided as answers to the following questions. | | |
| |Choose the correct answer and write only the letter (A - D) next to the question number (1.1 – 1.15) in the answer book, for | | |
| |example 1.16 E. | | |
|1.1 |An HIV positive patient has the right to disclose his/her HIV status and is responsible to… | | |
| |A |take care of his/her life and maintain a healthy lifestyle. | | |
| |B |respect the rights of other patients. | | |
| |C |provide healthcare workers with relevant information. | | |
| |D |All the above-mentioned. | |(1) |
|1.2 |When providing home-based care to a patient who has an incurable disease, a home caregiver is expected to… | | |
| |A |maintain confidentiality. | | |
| |B |be judgemental. | | |
| |C |show respect. | | |
| |D |A and C | |(1) |
|1.3 |The following are known as the basic health needs of people: | | |
| |A |Psychological needs | | |
| |B |Physiological needs | | |
| |C |All the above-mentioned | | |
| |D |None of the above-mentioned. | |(1) |
|1.4 |Air pollution refers to the following EXCEPT … | | |
| |A |smoke. | | |
| |B |drought. | | |
| |C |gases from factories. | | |
| |D |the smell of dead animals. | |(1) |
|1.5 |Clinics offer comprehensive healthcare services, which include … | | |
| |A |preventive care. | | |
| |B |promotive care. | | |
| |C |curative care. | | |
| |D |All the above-mentioned. | |(1) |
|1.6 |A person comes to you with a deep bleeding wound he received in his garden. What is the first best action? | | |
| |A |Apply direct pressure. | | |
| |B |Call an ambulance. | | |
| |C |Rinse the wound with water. | | |
| |D |Notify the poison centre. | |(1) |
|1.7 |The exchange of gases takes place in the… | | |
| |A |nose. | | |
| |B |stomach. | | |
| |C |skin. | | |
| |D |lungs. | |(1) |
|1.8 |How do the ARV’s work in the body? | | |
| |A |They reduce the amount of virus in blood. | | |
| |B |They cure AIDS. | | |
| |C |They measure the CD4. | | |
| |D |They prevent pregnancy. | |(1) |
|1.9 |A disaster can result in … | | |
| |A |loss of property. | | |
| |B |loss of life. | | |
| |C |A and B. | | |
| |D |None of the above mentioned. | |(1) |
|1.10 |Which food choices provide the highest protein? | | |
| |A |Cheese, milk, meat | | |
| |B |Fried chips, potato, cabbage | | |
| |C |Milkshake, oranges, pumpkin | | |
| |D |Sweet potato, carrots, skimmed milk | |(1) |
|1.11 |In which developmental stage is it common for a person to experience slowness of thought and impairment of memory? | | |
| |A |Old age | | |
| |B |Adolescence | | |
| |C |Infancy | | |
| |D |Toddler | |(1) |
|1.12 |Coughing and spitting anywhere can easily spread this disease … | | |
| |A |scabies | | |
| |B |TB | | |
| |C |ring worms | | |
| |D |HIV and AIDS | |(1) |
|1.13 |Which ONE of the following sense organs does the care giver use most to assess a patient? | | |
| |A |Heart | | |
| |B |Eyes. | | |
| |C |Feet. | | |
| |D |None of the above-mentioned | |(1) |
|1.14 |Immunisation of infants should start … | | |
| |A |at the age of four months. | | |
| |B |at the age three months. | | |
| |C |at the age two months. | | |
| |D |at birth. | |(1) |
|1.15 |When collecting the patient’s history, the caregiver should … | | |
| |A |ask the most difficult questions first. | | |
| |B |make sure the patient is in a comfortable position. | | |
| |C |B and D. | | |
| |D |write events and dates as given by patient. | |(1) |
| | | | |[15] |
|QUESTION 2: TRUE OR FALSE | | |
|2. |Indicate whether the following statements are TRUE or FALSE. Choose the answer and write only ‛true’ or ‘false’ next to the question| | |
| |number, for example 2.11 True. | | |
|2.1 |If two people are applying for the same job and one of them is HIV positive, it would be better to employ the person who is | | |
| |HIV negative. | | |
| | | |(1) |
|2.2 |Primary Health care aims at promoting health, preventing disease and treating minor ailments and emergencies. | | |
| | | |(1) |
|2.3 |While giving health education, your appearance and tone of voice are important. | |(1) |
|2.4 |Salty food is healthy to patients with high blood pressure. | |(1) |
|2.5 |Parents should not talk about sex to their children, because it is not culturally acceptable. | |(1) |
|2.6 |The caregiver is allowed to give injections and insert tubes. | |(1) |
|2.7 |When the mother abuses alcohol while she is pregnant, the baby may develop problems with physical and mental growth. | | |
| | | |(1) |
|2.8 |One of the roles of the community health worker is to empower individuals, families and communities to help themselves. | | |
| | | |(1) |
|2.9 |In all cases of foreign bodies in the nose, keep the casualty quiet and advise him to breathe through the mouth. | | |
| | | |(1) |
|2.10 |When making an Oral Rehydration Solution, you add 2 teaspoons of sugar and 3 teaspoons of salt to 1 Litre of water. | | |
| | | |(1) |
| | | | |[10] |
|QUESTION 3: MATCHING ITEMS | | |
|Choose the description from COLUMN B that matches the description in COLUMN A. | |
|Write only the letter (A - O) next to the question number (3.1–3.15) in the answer book, for example 3.16 P. | |
|COLUMN A | |
|COLUMN B | |
| | |
|3.1 | |
|Biological need | |
|A | |
|The action taken by a first-aider at the scene of an accident | |
| | |
|3.2 | |
|Community | |
|B | |
|The organ in the body in which urine is collected before being passed | |
| | |
|3.3 | |
|Emergency scene management | |
|C | |
|Occurs when the child loses more fluid than what he takes in. | |
| | |
|3.4 | |
|Development of shock | |
|D | |
|This disease can be prevented by giving immunising children against it at the age of nine months | |
| |(15) |
|3.5 | |
|Disability | |
|E | |
|Unpleasant sensation caused by an irritation of the nerve-ending | |
| | |
|3.6 | |
|Kwashiorkor | |
|F | |
|Inability to do your job because of physical or mental impairment | |
| | |
|3.7 | |
|Germ | |
|G | |
|Right to refuse treatment | |
| | |
|3.8 | |
|Dehydration | |
|H | |
|The need to eat, drink, rest and sleep | |
| | |
|3.9 | |
|Bladder | |
|I | |
|Injury of the skin caused by long bed rest | |
| | |
|3.10 | |
|Pain | |
|J | |
|This disease is caused by a lack of protein in children | |
| | |
|3.11 | |
|Pressure sores | |
|K | |
|Consultation, openness, access, courtesy and redress | |
| | |
|3.12 | |
|Patient’s rights | |
|L | |
|Group of people living together in a specified area | |
| | |
|3.13 | |
|Batho Pele Principles | |
|M | |
|Fast and weak pulse, blue colour around the lips and finger nails | |
| | |
|3.14 | |
|Measles | |
|N | |
|Needed when applying for social grants | |
| | |
|3.15 | |
|Identity document and birth certificate | |
|O | |
|A very small agent which causes infection | |
| | |
| | | |[15] |
| | |TOTAL SECTION A: | |40 |
|SECTION B | | |
|QUESTION 4: CASE STUDY | | |
|4.1 |FIRST–AID PROCEDURES | | |
|You are taking your rounds doing home visits in your area. While walking, a young boy runs towards you, unable to speak and gripping his | | |
|throat. You noticed that he is choking. You start performing abdominal thrusts on him. | | |
|ANSWER THE FOLLOWING QUESTIONS. | | |
| |4.1.1 |Describe how you would perform abdominal thrusts on this boy. | |(8) |
| |4.1.2 |List TWO other signs, which are not mentioned above, may also show that the boy is choking. | | |
| | | | |(4) |
| |4.1.3 |Name ONE thing that you are NOT supposed to do in this situation. | |(2) |
|4.2 |ANATOMY | | |
| |Identify the structures indicated on the diagram of the skeleton. Write down only the letter and the correct answer e.g. G = | | |
| |Radius. | | |
| |[pic] | | |
| |FIGURE 1 Skeleton | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | |(6) |
| | | |[20] |
|4.3 |Read the following case study and answer the questions that follow. | | |
| |Mr. S is collecting medication from the clinic every month for the treatment of his chronic diabetes mellitus. On this |
| |particular day, he is late for his appointment. |
| |The staff in attendance are as a result very impatient with him. He is addressed as “this diabetic patient” and not by his|
| |real name. When he asks questions about his condition and treatment, they tell him that he is wasting time, as there is |
| |still a long queue of people waiting to be attended to. |
| |Having read the above case study, it appears that the Patient’s Rights that are in line with the Bill of Rights were violated | | |
| |and the “Batho Pele Principles” compromised. | | |
|Answer the following questions: | | |
| |4.3.1 |State FOUR patient’s rights that were violated in the above mentioned case study. | |(8) |
| |4.3.2 |State ONE responsibility that the patient was supposed to comply with. | |(2) |
| |4.3.3 |State FIVE relevant norms and standards (Batho Pele Principles) for health institutions, which were not being | | |
| | |followed by the staff in attendance as far as their behaviour is concerned, in this case study. | | |
| | | | |(10) [20]|
| | |TOTAL SECTION B: | |40 |
|SECTION C (COMPULSORY) | | |
|ANSWER QUESTION 5 OR QUESTION 6. | | |
|QUESTION 5: ESSAY–TYPE QUESTION | | |
|As a health–caregiver you are responsible for giving health–care services to your community. During a home visit a member of the family | | |
|tells you that your patient has developed a very high temperature. Explain you how you would deal with this condition. | | |
| | |[20] |
| | OR | | |
|QUESTION 6: ESSAY–TYPE QUESTION | | |
|You are invited to address the youth in your community on promotion of health and prevention of diseases. Discuss the health education you| | |
|would give to the adolescents under the following headings: | | |
|6.1 |Diet | |(10) |
|6.2 |Personal hygiene | |(10) |
| | | |[20] |
| |TOTAL SECTION C: | |20 |
| |GRAND TOTAL: | |100 |
|LEARNING AREA: ANCILLARY HEALTH CARE |
| |
|CODE : ANHC |
| |
|DATE : OCTOBER 2008 |
| |
|TIME : 3 HOURS |
| |
|MARKS: 100 |
This memorandum consists of 8 pages.
|SECTION A: (COMPULSORY) | | |
|QUESTION 1: MULTIPLE CHOICE (US 1-ID119563) SO1-3 | | |
|1.1 |D( |US1 SO1, US3 SO1&2 |(1) |
|1.2 |D( or A and C |US3 SO1&4 |(1) |
|1.3 |C( |US1SO1 |(1) |
|1.4 |B( |US1 SO1 & US3 SO3 |(1) |
|1.5 |D( |US1 SO3; & US3 SO1, 2&3 |(1) |
|1.6 |A( |US2 SO2& 3 |(1) |
|1.7 |D( |US2 SO2 & US3 SO1 |(1) |
|1.8 |A( |US3 SO1; 2; 3 |(1) |
|1.9 |C( or A and B |US3 SO1 |(1) |
|1.10 |A( |US1 SO1& 2 |(1) |
|1.11 |A( |US3 SO1, 2 &3 |(1) |
|1.12 |B( |US3 SO2& 3; |(1) |
|1.13 |B( |US3 SO1, 2 &3 |(1) |
|1.14 |D( |US3 SO1, 2 & SO3 |(1) |
|1.15 |C( |US1 SO1,2 & 3 |(1) |
| | | | |[15] |
|QUESTION 2: TRUE OR FALSE (US 1-ID119563)-SO 1-3 | | |
|2.1 |False( |US3 SO1; 2 & 3; |(1) |
|2.2 |True( |US1 SO1;2 & 3 |(1) |
|2.3 |True( |USI SO1 |(1) |
|2.4 |Falsev |US1 SO1; 2& 3 US3 SO1,2&3 | |
|2.5 |False( |US1 SO1; 2&3 US3 SO1; 2& 3; |(1) |
|2.6 |False( |US3SO1, 2 &3 |(1) |
|2.7 |True( |US3 SO1, 2 & 3; |(1) |
|2.8 |True( |US1SO1, 2, & 3 US3 SO1, 2&3 |(1) |
|2.9 |True( |US1 SO 1 US2 SO1; 2; 3 |(1) |
|2.10 |False( |US6 SO1; 2; & 3&4 |(1) |
| | | |[10] |
|QUESTION 3: MATCHING (US 1-ID 119563) SO1-3(US-3-ID-9827)SO1-4 | | |
|3.1 |H( | | |US1 SO1; 2 &3 & US SO1; 2 &3 |(1) |
|3.2 |L( | | |US1 SO1 |(1) |
|3.3 |A( | | |US2 SO1; 2 3& 4; US 3 SO1, 2&3 |(1) |
|3.4 |M( | | |US2 SO2&US3 SO1 |(1) |
|3.5 |F( | | |US3 SO1; 2; &3 |(1) |
|3.6 |J( | | |US1SO2 & US3 SO1 &2 |(1) |
|3.7 |O( | | |US1 SO1; 2; & 3 US3 SO1; 2; & 3 |(1) |
|3.8 |C( | | |US1 SO1, 2&, 3 |(1) |
|3.9 |B( | | |US3 SO1, 2, &3 |(1) |
|3.10 |E( | | |US3 SO1 & US6 SO1, 2,3&4 |(1) |
|3.11 |I( | | |US3 SO1; 2; &3 |(1) |
|3.12 |G( | | |US1 SO1, 2&3; US3 SO1 |(1) |
|3.13 |K( | | |US3 SO1, 2&3 |(1) |
|3.14 |D( | | |US1 SO, 2&3 US3 SO1 |(1) |
|3.15 |N( | | |US3 SO12, 3, &4 |(1) |
| | | | | | |[15] |
| | |TOTAL SECTION A: | | 40 |
|SECTION B (COMPULSORY) | | |
|QUESTION 4: CASE STUDY | | |
|4.1 |FIRST AID PROCEDURES: (US 2- ID119567) SO 1; 2; 3;& 4 | | |
|4.1.1 |Stand behind the patient; wrap both your arms around his waist. (( | | |
| |Turn your body slightly sideways and place your one leg between the casualty’s legs(( | | |
| |Make a fist with one hand and place the thumb side of this fist against the casualty’s abdomen(( | | |
| | | | |
| |Grasp your fist with the other hand and apply sudden pressure in and upwards. (( | | |
| | | | |
| |Repeat cycles of up to five thrusts until the swallowed object comes out. (( | | |
| |[CREDIT ANY FOUR (4) OF THE ABOVE ANSWERS] | | |
|4.1.2 |Blueness of the lips and fingernails. (( | | |
| |Complete silence (( | | |
| |Increased breathing efforts(( | | |
| |Straining of neck and facial muscles (( | | |
| |[CREDIT ANY TWO (2) OF THE ABOVE ANSWERS] | | |
|4.1.3 |Do not interfere with the casualties efforts to expel the foreign object(( | | |
| |Do not try to remove the foreign body with your hand(( | | |
| |Do not give anything to drink(( | | |
| |[CREDIT ONE (1) OF THE ABOVE ANSWERS] | | |
|4.2 |ANATOMY: (US 2- ID 119567) SO 1; 2; 3 & 4 | | |
| |A = Skull/ head bone( | |(1) |
| |B = Humerus/ upper arm bone( | |(1) |
| |C = Ribs/ rib cage( | | (1) |
| |D = Pelvis / hip bone/ pelvic girdle( | |(1) |
| |E = Femur/ thigh bone( | |(1) |
| |F =Sternum /breast bone( | |(1) |
| | | | | | |(6) |
| | | | |[20] |
|4.3 |4.3.1 |PATIENT’S RIGHTS: | | |
| | |To be treated with respect (( | | |
| | |To show dignity(( | | |
| | |Privacy to be respected (( | | |
| | |Healthy and safe environment (( | | |
| | |Confidentiality of information (( | | |
| | |Participation in decision making affecting his/her health (( | | |
| | |Right to no emotional torture(( (US 1 ID119563)SO 2 | | |
| | |[CREDIT FOUR (4) OF THE ABOVE ANSWERS] | | |
| |4.3.2 |PATIENT’S RESPONSIBILITY | | |
| | |Ask for information (( | | |
| | |To care for and protect the environment(( | | |
| | |Respect the rights of other patients and health workers(( | | |
| | |Utilise the health care system optimally without abuse(( | | |
| | |Provide health care workers with relevant information(( | | |
| | |Comply with the prescribed treatment(( | | |
| | |Take care of his own health records(( | | |
| | |Responsible for payment where necessary(( | | |
| | |Ask for assistance (( | | |
| | |To take care of his life and lead a healthy life style (( | | |
| | |[CREDIT TWO (2) OF THE ABOVE ANSWERS] | | |
| |4.3.3 |BATHO PELE PRINCIPLES | | |
| | |To consult with all stakeholders(( | | |
| | |To give proper service (Service Standards) (( | | |
| | |Access to information and health care(( | | |
| | |To show courtesy (( | | |
| | |To be given information(( | | |
| | |Openness and transparency (to know the truth) (( | | |
| | |Redress (apology, explanation and remedy) (( | | |
| | |Value for money (( | | |
| | |[CREDIT ANY FOUR (4) OF THE ABOVE ANSWERS] | |(8) |
| | | | |[20] |
| | |TOTAL SECTION B: | | 40 |
|SECTION C: (COMPULSORY) | | |
|QUESTION 5: ESSAY TYPE QUESTION (US ID 9827) SO1, 2,3 &4 | | |
| |DEALING WITH A HIGH TEMPERATURE: | | |
| |Inform the doctor/nurse if the person develops a high temperature(( | | |
| |Improve ventilation in the room(( | | |
| |Open windows(( | | |
| |Give a cool water bath (( | | |
| |Dry the skin thoroughly(( | | |
| |Remove extra blankets ensure that the person does not become chilled(( | | |
| |Cover the patient with a sheet(( | | |
| |An electric fan can be used near the bed to move the air(( | | |
| |Give water or iced drinks to prevent thirst(( | | |
| |Give mouth washes to freshen the breath and keep the mouth moist(( | | |
| |If there is headache shade the patient eyes from direct light(( | | |
| |Reassure the patient (( | | |
| |The cold compress may be applied(( | | |
| |Sponging with cold water(v | | |
| |Use wet cold towel / cold sponge(( | | |
| |Iced water(( | | |
| |Put patient under the shade(( | |(20) |
| |[CREDIT TEN (10) OF THE ABOVE ANSWERS] | | |
| |OR | | |
|QUESTION 6 ESSAY TYPE QUESTION (US ID 9827) SO1, 2,3 &4) | | |
|6.1 |DIET OF THE ADOLECENTS: | | |
| |Vitamins to help prevent diseases (( | | |
| |A lot of calcium to strengthen bones and teeth(( | | |
| |Extra proteins to build and repair worn out tissues and to promote growth(( | | |
| |Carbohydrates to give heat and energy (( | | |
| |6 to 8 cups of water to prevent dehydration and constipation(( | | |
| |Roughage to prevent constipation(( | | |
| |Green leafy vegetables for iron development of red blood (( | | |
| |Cells to prevent anemia especially for girls (( | | |
| |[CREDIT ANY FIVE (5) OF THE ABOVE ANSWERS] | |(10) |
|6.2 |PERSONAL HYGIENE: | | |
| |Daily bath(( | | |
| |Washing of hands before handling food(( | | |
| |Changing of clothes daily(( | | |
| |Nails to be kept short and clean(( | | |
| |Hair to be washed at least daily(( | | |
| |Brushing of teeth after meals (( | | |
| |[CREDIT ANY FIVE (5) OF THE ABOVE ANSWERS] | | |
| | | |(10) |
| | | | |[20] |
| | |TOTAL SECTION C: | | 20 |
| | |GRAND TOTAL: | |100 |
Hints for marking of the answer scripts:
Once candidates have completed the examination they entrust their confidence in a marking process for which they have no control. It is up to markers to ensure that the integrity of the process of marking is beyond question and the quality is excellent.
Marking of the answer scripts is part of an assessment process. It is therefore important to ensure that marking is done according to marking guidelines like the above cited. The marking guidelines should have well structured model answers to questions. Marking of the learning area should therefore be done by people well conversant with the learning area unit standards. It is also imperative that before starting to mark, there must be a training session of all marking personnel. The marking procedure should accommodate the following hints:
✓ Effective use of marking guidelines
✓ Adherence to the marking guidelines
✓ All answers (responses) to be marked
✓ One tick, one mark
✓ Use appropriate ink for marking( red for markers and green for moderators)
✓ Ensure uniform standard throughout the marking session (marking guideline to be adapted to accommodate all possible answers)
✓ Ensure correct transfer of marks on both the scripts and the mark sheets
|10. |PROMOTING THE PRINCIPLES OF QUALITY ASSESSMENT PRACTICES |
The Department views assessment as a process of making decisions about a learner’s performance. It involves gathering and organising evidence of learning, in order to review what learners have achieved. It informs decision making in education, and helps educators to establish whether learners are performing according to their full potential and are making process towards the required unit standards credits as outlined in the qualification cited above. Principles of assessment that are always considered when assessment tasks and tools are developed include among others the following:
|Validity |Assess what is supposed to be assessed. Examination question papers and SBAs take the US, and their related assessment |
| |criteria into account in setting appropriate types of questions. |
|Reliability |Assessment should produce reliable results instructions are clear, consistent and unambiguous |
| |Assessment criteria are strictly adhered to |
| |Marking guidelines/memoranda are clear and markers apply the same standard. |
|Transparency |Accomplished through guidelines, uniform SBAs and national examinations are moderated internally. |
| |Papers and SBAs are moderated externally by Umalusi. |
| |Stakeholders know what to expect and candidates have the right to appeal. |
|Fairness |Assessment does not disadvantage anybody (based on age, race, gender, ethnicity, geographic location) |
| |Assessment is accessible to all candidates |
| |Covers different cognitive levels |
| |Nature of the learning environment of learners is considered. |
|Currency |Assessment keeps up with current events and life-world of ABET learners. This is reflected in the content and nature of the |
| |texts selected, and the topics offered for interaction. |
|Authenticity |Assessment is original and encourages originality, creativity and avoids repetition. It consciously tries to avoid |
| |predictability. |
The different types, descriptions and uses of assessments are given below to serve as a reminder to everybody with an interest in adult education that only quality assessment practices is suitable for this sector of our education system.
|Baseline Assessment: |Usually used at the beginning of a learning experience to establish what learners already know, can do or value. It assists |
| |educators with the planning of learning programmes and learning activities. |
|Formative Assessment: |It is developmental and used to inform both the teacher and the learner about how the learner has progressed (or not). It |
| |enhances teaching and learning. Teachers use it to adapt learning activities to the learner needs. It is also known as |
| |assessment for learning |
|Summative Assessment: |It gives an overall and final picture of the achievements of a learner at a given time. The examination is an example of |
| |summative assessment for ABET Level 4. This could be viewed as a “snapshot” whilst formative assessment is viewed as a “video” |
| |of a learner’s progress. |
|Diagnostic Assessment: |It is a form of formative assessment that leads to intervention, remedial action or revision programme. It identifies both the |
| |strengths and weaknesses of either the learner or the teaching methodology |
|Systemic Assessment: |It is an external way of monitoring the education system by comparing learners’ performance to national indicators of learner |
| |achievement. It involves monitoring learner attainment at regular intervals using national or provincially defined measuring |
| |instruments. |
|Note of the following Assessment Strategies should also be taken. |
|Methods |Forms |Instruments/Tools |Purposes |
|(WHO) |(WHAT) |(HOW) |(WHY) |
|Educator assessment, |Tests, Drawings, |Assessment grids, |Baseline, |
|Self-assessment, |Paintings, Graphs, |Rubrics, |Diagnostic, |
|Peer-assessment and |Physical activities, Projects, |Memoranda and |Formative, |
|Group-assessment. |Demonstrations, |Observation sheets. |Summative and |
| |Poems, Dramas, Role-plays, Stories, | |Systemic. |
| |Songs/music, | | |
| |Oral presentations, | | |
| |Written presentations, | | |
| |Worksheets, | | |
| |Questionnaires, | | |
| |Cassettes, Posters, | | |
In conclusion, assessment must always be fair to learners and all possible barriers preventing learners from expressing their knowledge, skills and values in an assessment task, must be considered when developing, assessing and moderating the assessment task.
[pic]
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[pic]
General Education and Training Certificate
Adult Basic Education and Training
NQF Level 1
EXAMINATIONS AND ASSESSMENT GUIDELINES
ANCILLARY HEALTH CARE L4
CODE: ANHC4
2013 - 2015
Section B (Compulsory)
Question 4 [40] Case Study
Section C (Optional)
Choose only one question
Write Question 5 [20]
Or
Question 6 [20]
Section A (Compulsory) 40
Questions 1-3 [Q 1 Multiple choice [pic][?] |
0< (15)
Q 2 True/False (10)
Q.3 Matching columns (15)
Q 1.4 Filing in the missing (5)
Question paper
Marks : 100
Time: 3 Hours
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