Assessment Mapping Instrument Teaching and Learning

Guidelines
For those unfamiliar with this document and its purpose, please review the

GUIDELINES - Assessment Mapping Tool located in the Teaching and Learning site on the BKI intranet.

Unit/Module Code: HLTENN019 Unit/Module Title: APPLY NURSING PRACTICE IN SEXUAL AND REPRODUTIVE HEALTH CARE

Course Code: HLT64115 Course Title: ADVANCED DIPLOMA OF NURSING

Related TAS:

Mark  against the aligning component of the unit for each assessment task. If the assessment task has multiple components then use the assessment criteria key below.
If the individual performance criteria (1.1, 1.2, 1.3 etc.) are assessed using different assessment tasks then please identify.

TASK # Assessment Method Mapping

Description of method selected
Code

1st Written Assignment W

True/ False Question

2nd Demonstration / DO
Observation / demonstration – Task/s completed in a simulated environment
Observation

3rd Work Placement WP

Evidence gathered by written tasks and observation in the workplace by an assessor

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Assessment Mapping Instrument Teaching and Learning

CRITICAL ASPECTS / ASSESSMENT CONDITIONS

Critical Aspects / Assessment Conditions (if relevant)

(This is applicable for older style of training package language. Critical Aspects of assessment do not exist with the new training package format. Write N/A

Task 1

Task 2

Task 3
in the rows if crucial aspects aren’t included in the Unit of Competency/Module)

using suitable facilities, equipment and resources in line with the Australian Nursing and Midwifery Accreditation Council’s
Standards including:

 Jobsheet of Counseling how to breast self-examination √ √

√
 Breast phantom √

 mirror √ √

 Pillow and bed √ √

 Table and chairs √ √

 baby oil √ √

 scenario based nursing care plans, charts and progress notes used for simulation √

 data collection instruments √

 organisation policy and procedures on which the candidate bases the planning process √

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Assessment Mapping Instrument Teaching and Learning

modelling of industry operating conditions including access to real people for simulations and scenarios in enrolled nursing √ √

work.

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ELEMENTS / PERFORMANCE CRITERIA

Element (copy and paste the elements Performance Criteria (copy and paste the performance criteria from the UOC. Add additional rows if
from the UOC) required)

Task 1

Task 2

Task 3
1. Identify and discuss sexual and 1.1 Support the person in accessing relevant screening programs and in using √ √

reproductive health problem. contemporary assessment tools to identify health issues

1.2 Interpret observations and pathology results indicating variations from normal sexual √ √

and reproductive health status

√ √
1.3 Provide information at a primary health care level on the risk factors, indicators
and interventions for sexually transmissible infections (STIs) and blood-borne
infections (BBIs)

1.4 Use a safe place for discussing with the person contact tracing, disclosure, of √ √

information and requirements in reporting notifiable STIs or BBIs, in consultation

with registered nurse.

1.5 Use appropriate health information and resources to the level of the person’s √ √

own understanding of their sexual development and health condition.

√ √
1.6 Make appropriate referrals in consultation with an interdisciplinary team to
promote healthy sexual and lifestyle practices.

2. Clarify the impact of sexual and √’ √

2.1maintain current knowledge of sexual and reproductive health conditions and
reproductive health condition on the associated pathophysiology and apply this knowledge to female and male clinical

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 Assessment Mapping Instrument Teaching and Learning
person, family or carer. manifestations

2.2 Identity the psychosocial impact and potential complications for the person and √ √

clarity their needs.

2.3 Discuss impact and complications of the person’s condition with the person, and √ √

their family or carer as appropriate, within scope of practice.

3. Contribute to team planning and 3.1 Identify specific effects of culture, ageing, disability and illness on sexuality and √
nursing interventions for sexual or sexual behaviour for the person.

reproductive health care. 3.2 Identify nursing interventions to incorporate contemporary sexual and √

reproductive health strategies into practice

3.3 Provide advice related to maintaining sexual and reproductive health in line with √

community needs and organisation policy and procedures.

3.4 Liase with health team and use appropriate resources and service providers to √ √

educatethe person, family or carer on sexual health and reproductive health

strategies

3.5 Identify the acuity of a person is beyond own skills and knowledge and promptly √ √

consult with relevant interdisciplinary health care team

3.6 Critically review the care plan and modify according to the person’s progress √ √ √

toward planned outcomes in consultation and collaboration with registered nurse

4. Actively promote improvement in 4.1 Monitor and evaluate own nursing care provided to the person to assist with √
sexual and reproductive health organisation continuous improvement

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4.2 evaluate nursing interventions provided and consider outcomes against √

evidence-based best practice in sexual and reproductive health.

4.3 Seek out opportunities and participant in professional development, acquiring √

knowledge to guide own practice and acting as a resource for colleagues.

5. Address contemporary issues in 5.1 Manitain current knowledge on influence that shape sexuality in current and √ √
sexual and reproductive health historical contexts

5.2 Identify and discuss contraception and provide support and health education to √ √

the person on their choice of contraception methods.

5.3Identify and discuss pregnancy choices and options for unplanned pregnancies √ √

5.4 Provide education on risk-taking behaviours and promote safe sex practices √ √

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REQUIRED SKILLS / PERFORMANCE EVIDENCE

Required Skills / Performance Evidence (copy and paste these from the UOC)

Task 1

Task 2

Task 3
1. undertaken nursing work in accordance with Nursing and Midwifery Board of Australia professional practice standards, √

codes and guidelines

2. Performeda sexual health assessment on 1 female and 1 male person in the workplace √

3. conducted 2 specific activities in the workplace or simulated envoronment to support quality and promote innovations in √

sexual and reproductive health and reproductive health for an interdisciplinary team based on knowledge acquired
through own professional development and learning

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once

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REQUIRED KNOWLEDGE / KNOWLEDGE EVIDENCE

Required Skills / Knowledge Evidence (copy and paste these from the UOC)

Task 1

Task 2

Task 3
1. Historical development of sexual and reproductive health strategies to support women’s and wellbeing √

2. Health prevention screening options for early identification of woman’s health issues √

3. Conditions and factors affecting women’s health and wellbeing and the impact and treatment Such as:

a. Breast screening √ √ √

b. Cervical Screening √ √ √

c. Family violence √ √

d. Sexual assault √ √

e. Menopouse √ √

f. Vaginal Prolapse and continence issues √ √

4. Sexual physiology and the human sexual response √ √

5. Philosophy underpinning sexual and reproductive health management √ √

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6. Medical and surgical procedures associated with sexual and reproductive health √ √

7. Anatomy and pysiology and pathophysiology of sexual and reproductive heatlh clinical manifestation of sexual and √ √
reproductive conditions-sufficiently in-depth knowledge to make considered judgements and contribute professionally
to nursing care

8. Sexual and reproductive health related matters including: √ √

a. contraception √ √

b. Health problem affecting sexuality such as:

1) Spinal cord injuries √ √

2) Diabetes mellitus √ √

3) Hypertension √ √

c. Infertility √ √

d. Menopouse √ √

e. Pregnancy option √ √

f. Puberty √ √

g. Risk taking behaviours √ √

h. Sexual abuse √ √

i. Sexual dysfunction √ √

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j. Sexual Orientation √ √

9. Healthy sexual behaviours and attitudes and practice such as safer sex practices, and Barriers to use of safer sex practice √ √

10. Factors that may interfere with sexual health and emotional wellbeing including influence of alcohol and other drug use √
on sexual behaviours

11. Sexually transmissible infections (STIs), including:

a. Description, definition, statistics, sign and symthoms, universal precautions √

b. Common STIs and Blood-borne infections (BBIs) √

c. Notifiable STIs and BBIs √

d. Transmission, testing and complications related to SSTs √

e. Contact tracing and partner notification √

f. Ways to prevent, manage, and treat STIs √ √

12. Risk factors for contracting STIs and BBIs: √

a. relationship between STIs and increased risk of contracting BBIs √

b. Unprotected anal, vaginal, and oral sex √

c. Receptive and insertive partners √

d. Mother to baby √

e. Blood to blood √

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f. Unsafe drug injection √ √

13. Aged and gender specific issues related to sexual health for the older adult, young adult, adoloscent √

14. Community resources or service for sexual and reproduktive health promotion and education part √

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FOUNDATION SKILLS (If specified in the UOC) - Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Skill (copy and paste these from Performance Criteria (copy and Description (copy and paste these from the UOC)
the UOC) paste these from the UOC)

Task 2
Task 1

Task 3
Language PC 1.1, 1.2, 1.3, 1.4, 1.5, 1.6  Correctly use and interpret health terminology that describes the normal   
structure, function and location of the major body systems
PC 2.1, 2.2, 2.3
 Correctly use and interpret information that relates to interrelationships
PC 3.1, 3.2, .3.3, 3.4, 3.5, 3.6 between major components of each body system and other structures
PC 4.1, 4.2, 4.3  Enhance quality of work activities by using and sharing information about
PC 5.1, 5.2, 5.3, 5.4 healthy functioning of the body

Literacy PC 1.1, 1.2, 1.3, 1.4, 1.5, 1.6  Correctly use and interpret health terminology that describes the normal   
structure, function and location of the major body systems
PC 2.1, 2.2, 2.3
 Correctly use and interpret information that relates to interrelationships
PC 3.1, 3.2, .3.3, 3.4, 3.5, 3.6 between major components of each body system and other structures
PC 4.1, 4.2, 4.3  Review factors that contribute to maintenance of a healthy body
PC 5.1, 5.2, 5.3, 5.4  Evaluate how the relationships between different body systems affect and
support healthy functioning

 Enhance quality of work activities by using and sharing information about

healthy functioning of the body

Numeracy PC 2.3  Review factors that contribute to maintenance of a healthy body   

PC 3.1, 3.6  Evaluate how the relationships between different body systems affect and

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PC 5.2 support healthy functioning

Employment skills PC 1.3  Enhance quality of work activities by using and sharing information about 
healthy functioning of the body
PC 2.2

PC 3.1, 3.2, .3.3, 3.5

PC 4.1, 4.2

PC 5.1, 5.2, 5.3, 5.4

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