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OCCUPATIONAL STANDARD
PEDIATRICS NURSING
NTQF Level V
Ministry of Education
June 2011
Introduction
The Ethiopia Occupational Standards (EOS) is the core element of the Ethiopian
National TVET-Strategy and an important factor within the context of the National
TVET-Qualification Framework (NTQF). They are national Ethiopian standards,
which define the occupational requirements and expected outcome related to a
specific occupation without taking TVET delivery into account.
This document details the mandatory format, sequencing, wording and layout for the
Ethiopia Occupational Standard which comprised of Units of Competence.
Together all the parts of a Unit of Competence guide the assessor in determining
whether the candidate is competent.
Variables Range
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Resources may Health facility
include: Required human resources
Pediatrics staff may include Pediatric nurse, nurse,
pediatrician, GP ,HO, e. t. c
Medical equipments are:
Pulsi oxymeter,
Cardiac monitor,
Oxygen source ,
Heater,
Vital sign instrument
Oxygen mask,
Ambu bag,
Suction tube ,
Wt scale
Materials may include:
NG tube
Growth monitoring chart
Spatula and others
Strategic plans may Health strategic or development plans
include: Government strategic plans
Organizational strategy plans
Holistically Is health service which includes social cultural, spiritual,
physical and others?
Pediatric Patient or client under 12 years and above 28 days of
age
Plans may include: Team/ individual plans
Operational plans
Sector plans
Annual plans
Other planning documents
Evidence Guide
Critical Aspects of Critical aspects of assessment must include:
Competence Develop plan for Pediatric health program
Manage the plan
Monitor the program
Underpinning Essential knowledge must include:
Knowledge and Principles of planning and monitoring Pediatric nursing
Attitudes heath care system, including risk assessment
Leadership in Pediatric nursing
Relevant organizational policy and guideline development
components and principles.
Techniques in developing plan of action.
Theories, principles and concepts of Pediatric nursing
Client networking, financing, cost estimation and planning
process
1. Work as part of 1.1 The role of the multi-disciplinary health care team in
the multi- managing care needs of pediatric clients is supported
disciplinary health appropriately.
care team for the 1.2 Effective team work and supportive group dynamics are
client in the achieved when working with health care colleagues.
pediatric
environment 1.3 Appropriate relationships with other members of the health
care team are established.
1.4 The philosophical framework for managing care for the
pediatric client into own nursing practice is incorporated.
1.5 The contributions of emergency service personnel,
referring agencies and other hospital department staff to
the initial/emergency care needs of the pediatric client are
recognized.
2. Address the 2.1 A holistic assessment of the pediatric client in
special health consultation/collaboration with the client and/or parent or
requirements of guardian, and registered nurse is performed.
the pediatric client 2.2 Clients, family and health team members are
communicated effectively.
2.3 Holistic client centered care is provided in the pediatric
environment.
3. Contribute to the 3.1 Contemporary pediatric assessment tools are used
plan of care for the accurately.
pediatric client 3.2 A database of pediatric resource personnel is established
to assist in decision making for the client within the
pediatric environment.
3.3 A problem solving framework is used to plan appropriate
pediatric care in consultation/collaboration with the
registered nurse.
3.4 An individualized plan of care is developed for the pediatric
client in consultation/collaboration with the client, registered
nurse and/or the health care team.
3.5 Care planning is ensured to address physical changes,
developmental and psychosocial needs of the pediatric
Variables Range
Multidisciplinary Client and their parents/guardian
health care Medical staff
team members could Nursing staff
include: Social workers
Physiotherapists
Occupational therapists
Speech pathologists
Dietician
Prosthetics
Druggist
Emergency Services including: Ambulance
Special health Sleep disorders
requirements Nutritional disorders
include: Feeding alternatives
Health perceptions
Separation from parents/family
Congenital conditions
Psychomotor dysfunction
Drug induced disorders/injuries
Physical/psychological abuse
Near drowning
Evidence Guide
Critical Aspects of Critical aspects of assessment must include the ability to:
Competence Complies with organizational policies and procedures
including those of OHS, and infection control, and current
standards
Work as part of the multi-disciplinary health care team for
the client in the pediatric environment
Address the special health requirements of the pediatric
client
Contribute to the plan of care for the pediatric client
Perform clinical nursing actions appropriate to the care of
the pediatric client
Assist in evaluating outcomes of planned nursing actions for
the pediatric client
Underpinning Essential knowledge must include:
Knowledge and Specialized in-depth knowledge of anatomy and physiology
Attitudes and pathophysiology of the pediatric client
Specialized knowledge of clinical manifestations of pediatric
clients conditions
Principles of health assessment
Legal standards for practice
Medical terminology
Organization policy and procedure
Workplace health and safety legislation
Reflective practice
Critical thinking and problem solving
Participating as a member of the health care team
Principles of growth and development
Factors influencing growth and development
Cognitive and psychosocial development from birth to
adolescence
Parent and child interactions
Childhood perceptions of health status
Factors influencing self esteem
Culturally appropriate health promotion activities for children
of all backgrounds
Cultural and spiritual beliefs and practices
Underpinning Skills Essential skills must include ability to:
Use communication skills for:
Variables Range
Client compliance Ability to follow instructions or suggestions
refers to: Willingness to follow instructions or suggestions
Discrepancies Client is unaware of the immediate danger of their condition
may include: Client is over anxious about their condition
Client is unaware of maintaining causes acting on their condition
Practitioner is unaware of some implications of the client‘s
condition
Practitioner and client have a different view as to what the main
problem
Cases to be Case in critical condition
referred may Cases which require further assessments and management
include: Cases beyond the scope of the health care provider within the
facility
medications Morphine
Codeine
Fentanyl
Paracetamol ( suppository)
Hydromorphone e.t. c.
Evidence Guide
Critical Aspects of Use appropriate strategies and tools for assessing and
Competence diagnosing pain in children
Select appropriate treatment / medications for the identified
pain
select Medications /treatment based on age of the child
magnitude of the pain and environmental, social and cultural
aspects
Discuss the treatment strategy with the family / guardian
Underpinning Knowledge of drug interactions about essential drugs
Knowledge and Knowledge and understanding of methods of assessment and
Attitudes management of pain
Knowledge of remedies/treatments and dosages used to treat
particular conditions
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Knowledge of legal and ethical considerations in treating clients
with essential drugs
Knowledge of possible obstacles to cure
Underpinning Apply methods of treating and managing pain process using
Skills essential drugs
Access and understand reference material on the effects of
current conventional drug therapies and their withdrawal
Access and interpret up-to-date information on essential drugs
and practices
Use interpersonal and questioning skills
Identify treatment options and establish treatment regimes
Prepare treatment plans
Understand and discuss medical reports and other data relevant
to the case administer remedies/treatments
Prescribe essential drugs according to the time-frame
appropriate to the client condition and the essential drugs
selected, and to the dosage recommended for the client’s age
and weight
Demonstrate consideration of the impact of client vitality on
selected treatments
Demonstrate communication and negotiation skills including the
ability to communicate with people from diverse cultural and
linguistic backgrounds
Resource Resource implications includes:
Requirements Access to appropriate workplace where assessment can take
place
Simulation of realistic workplace setting for assessment
Relevant organizational policy, guidelines, procedures and
protocols
Methods of Competence may be assessed through:
Assessment Practical assessment by direct observation of tasks through
simulation/Role-plays
Written exam/test on underpinning knowledge
Questioning or interview on underpinning knowledge
Project-related conditions (real or simulated) and require
evidence of process
Assessment methods must confirm the ability to access and
correctly interpret and apply the essential underpinning knowledge
Context of Competence may be assessed in the work place or in a simulated
Assessment work place setting. This competence standard could be assessed
on its own or in combination with other competencies relevant to
the job function.
1. Assess the 1.1 Health status of pediatric is assessed based on the protocols.
patient 1.2 Appropriate equipments and materials are used during the
assessment
1.3 Appropriate skills and methods of assessment of pediatric
are used.
1.4 Risk factor and magnitude of the problem are identified.
1.5 Social and environmental factors are considered during the
assessment.
2. Diagnose the 2.1 Common pediatric health problems are diagnosed as per
patient the guideline.
2.2 Cases are referred to others /senior health care
professionals as required.
3. Prescribe 3.1 Appropriate treatment / medications are selected for the
medication to identified cases.
the scope 3.2 Medications /treatment are selected based on the
environmental, social and cultural aspects.
3.3 Proper handling, usage and storage of prescribed
medications are adequately explained.
3.4 The patient’s family is explained when to return back for
follow up.
Variables Range
Common pediatric pneumonia
problems may Congenital anomalies
include: Seizure disorder
Tetanus
Meningitis
Ophthalmic conditions
Upper respiratory infection
Ottitis media
GI disorder
Acute watery diarrhea
Malaria
Evidence Guide
Critical Aspects of Assess the patient
Competence Diagnose the patient
Prescribe medication to the scope
Underpinning Body organization and function of pediatric History taking and
Knowledge and physical examination of pediatric
Attitudes Common health problems of pediatrics
Pharmacology relevant to pediatric nursing
Nursing diagnosis relevant to pediatric
Relevant medical/medication terminology and approved
1. Plan health 1.1 The existing health education and health promotion services
education and in the facility are identified and documented according to the
health promotion organizational guidelines.
services 1.2 The family is consulted about the needs for health education
and health promotion services.
1.3 Health education and health promotion services in respect of
family needs are evaluated.
1.4 Gaps in health education and health promotion services
within the family are identified, and appropriate changes to
address them are recommended.
1.5 A plan to respond to the identified community health
education and health promotion needs is developed and
documented.
1.6 Ensure issues requiring mandatory notification are
identified and reported appropriately.
2. Ensure health 2.1 Resource needs of the health education and health promotion
education and service are analyzed and documented.
health promotion 2.2 Policies and procedures for health education and health
services promotion service delivery in the workplace are implemented
are appropriate in line with the legislative requirements.
2.3 Feedback and complaints are investigated from family and
adapt health education and health promotion service delivery
as required.
Variables Range
Organization Procedures manuals
guidelines may Legislative and regulatory guidelines
Include: Workplace policies, procedures and related requirements
Issues requiring Protection of children and others identified to be at risk.
mandatory Issues defined by jurisdictional legislation and/or regulatory
notification may requirements.
include:
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Issues specifically identified by the community reorganization
policies.
Evidence Guide
Critical Aspects of Plan and manage the provision of health education and
Competence promotion services to effectively address the needs of the
family and relevant others
Provision of health education and promotion services to the
family
Underpinning A broad knowledge base relating to individuals, family and
Knowledge and community health including biology and development,
Attitudes psychology, disease and treatment options, culture and
tradition
Primary health care health needs and service delivery options
Legislation relating to the delivery of health education
services
Organizational guidelines relating to health service provision
Referral resources
Other service providers
Traditional health, healing and medicines
Service delivery guidelines and procedures
Underpinning Communicate effectively (verbal essential, written may not be
Skills essential)
Network, negotiate
Conduct research and report writing
Undertake organizational planning
Apply a broad skills, base relating to intervention, including:
Assessment, referral, treatment and other interventions
Communication, all within the context of the local
community
Reflect on and improve own level and application of skills and
knowledge to achieve desirable outcomes and maintain own
capabilities
Resource Access to appropriate workplace where assessment can take
Requirements place
Simulation of realistic workplace setting for assessment
Relevant organizational policy, guidelines, procedures and
protocols
Methods of Competence may be assessed through:
Assessment Practical assessment by direct observation of tasks through
simulation/Role-plays
Written exam/test on underpinning knowledge
Questioning or interview on underpinning knowledge
Project-related conditions (real or simulated) and require
evidence of process
Assessment methods must confirm the ability to access and
1. Support 1.1 The types of abuse that might occur in relation to the setting
improved and the range of needs of the client are identified.
awareness of the 1.2 Indicators and behaviors of children that might raise
nature of abuse suspicion of possible abuse are identified.
1.3 The ranges of relevant people who may need to be aware
of the suspected abuse are identified.
1.4 Appropriate strategies to manage or report abusive behavior
without harm to the person and relevant others are
identified.
1.5 Organizational policy and guidelines relevant to the setting
to manage a response to the suspected abuse are
identified.
1.6 Government policy and guidelines relevant to the setting to
address abuse are identified.
Variables Range
Abuse may include: Neglect
• Physical
Psychological
Sexual
Social isolation
Misuse of power toward vulnerable people, such as those
with
Disabilities
Relevant people Workers from within own organization/service
may include: Workers from other organizations/services
Variables Range
Family and Father
significant others Mother
may include: Sister
Brother
Guardians
Emotional needs Freedom from fear
may include: Freedom from anger
Freedom from loneliness
Freedom from guilt
Freedom from anxiety
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Acceptance of loss
Love and affection
A sense of security and contentment
Psychological Freedom from undue stress
needs may A sense of control
include: Self-esteem
Self-determination
Life stage acceptance
Support networks Advocates
may include: Family members
Careers
Friends
Community Ethno-specific organizations
networks may Clubs
include: Community centers
Support groups
Community welfare groups
Voluntary organizations
Evidence Guide
Critical Aspects of Support the family members remain engaged with their social
Competence network and the wider community
Support family to meet their emotional and psychological
needs
Underpinning Essential knowledge must include:
Knowledge and Relevant policies, protocols and practices of the organization
Attitudes in relation to Unit Descriptor and work role
Concepts of recreation and leisure and older people
Strategies to facilitate continued family involvement
Developing new networks and facilitating choice
Emotional and psychological needs of family
Concepts of powerlessness and empowerment
Strategies to meet the emotional needs of older people
Expressions of spirituality and culture
Effects of spirituality and culture on care
Resources and networks that can support the cultural and
spiritual needs of older people
Principle and practices of cross-cultural communication
Strategies for accommodating cultural and spiritual customs
Beliefs and false beliefs surrounding family
Strategies for managing inappropriate family expressions
Underpinning Essential skills must include ability to:
Skills Reading and writing skills-literacy competence required to
fulfill work role in a safe manner and as specified by the
organization/service.
Oral communication skills-language competence required to
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fulfill work role in a safe manner and as specified by the
organization.
Effective verbal and non-verbal communication skills to ask
questions clarify understanding and meaning recognize and
interpret non-verbal cues, adapt communication styles to
meet specific needs, provide information and express
encouragement and support including active listening and
empathy.
Basic problem solving skills to resolve problems within
organizational protocols
Ability to work collaboratively with clients, social networks,
colleagues, supervisors and other services/agencies.
Resources Resource implications includes:
Implication Simulation of realistic workplace setting for assessment
Relevant organizational policy, guidelines, procedures, and
protocols
Methods of Competence may be assessed through:
Assessment Practical assessment by direct observation of tasks
through simulation/Role-plays
Written exam/test on underpinning knowledge
Questioning or interview on underpinning knowledge
Project-related conditions (real or simulated) and require
evidence of process
Assessment methods must confirm the ability to access and
correctly interpret and apply the essential underpinning
knowledge.
Context of Competence may be assessed in the work place or in a
Assessment simulated work place setting. This competence standard could
be assessed on its own or in combination with other
competencies relevant to the job function.
1. Promote the 1.1 Understanding of different roles and functions within the
coordination of team is demonstrated.
effective 1.2 Templates for contracts, position descriptions and duty
Team work statements at the request of appropriate personnel are
obtained and customized.
1.3 Appropriate personnel of personal training needs is notified.
1.4 Performance reviews are done as per the practice protocols,
providing and receiving feedback constructively.
1.5 Recruitment and induction training is given with good
participation as requested.
1.6 Staff rosters in line with state award requirements are
prepared.
1.7 Active participation in team meetings is encouraged.
1.8 Conflict resolution is assisted where required.
2. Perform 2.1 Principles of basic Inpatient Care Procedures are applied
inpatient Care according to the organizational protocols and standards.
Procedures. 2.2 Access to available resources to provide inpatient care is
facilitated.
2.3 Proper documentation is kept according to the
organizational policies
3. Utilize data to 3.1 Methods and tools to measure performance of the practice is
measure practice applied.
performance 3.2 Performance of the practice against relevant benchmarking
tools is checked.
3.3 Documented data to practice principals and other appropriate
personnel to enable monitoring and improvement in practice
performance is provided.
4. Promote 4.1 Opportunities for improved work practices in line with practice
innovation and goals are identified.
change for 4.2 Participation in change processes by seeking opinions and
improved suggestions of others in the work team is encouraged.
Variables Range
Roles may refer Tasks required to perform
to: Influence and/or authority of position
Personal style/characteristics
Ability to relate to others in the team
Manage petty cash
Documented Practice statistics
data may Service uptake
include: Customer satisfaction ratings
Staff satisfaction ratings
Data demonstrating systems performance including
compliance with legislation and standards
Follow up may Relaying information to appropriate personnel and ensuring
include: response is obtained
Obtaining further information for client
Personnel may Practice principal
include: Doctors in practice
Practice nurse
Practice manager
Practice staff
Medical assistant
Receptionist
Supervisor
Other health care professionals
Clinical Pulsi oxymeter,
equipment Cardiac monitor,
Evidence Guide
Critical Aspects Consistency of performance should be demonstrated over the
of Competence required range of situations relevant to the workplace
Able to assist the team while performing inpatient care
procedure
Participate in performance reviews as per practice protocols,
providing and receiving feedback constructively
Assist to use, maintain and regularly clean clinical equipment
in accordance with generic OHS and Infection Control
guidelines and organizational policies
Underpinning Basic human resource management and organization behavior
Knowledge and principles
Attitudes Knowledge of basic nursing care
Demonstrated understanding of risk management concepts,
including:
Essential role of good communication skills,
Sources of income for practices including government
incentive programs
Change management processes
Practice protocols
Standards for general practices
Scope of own medical assisting role
Relevant legislation and industry standards and codes of
practice
Practice accreditation requirements and processes
Underpinning Work within a team and use leadership skills when appropriate
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Skills Perform, coordinate and assist inpatient care procedures
accurately
Extract and utilize data to measure performance
Suggest improvements and/or participate in continuous quality
improvement efforts
Handle client complaints effectively
Use communication skills to:
Communicate clearly
Interact appropriately with members of the health care team
as well as with clients from a range of social, cultural and
religious backgrounds and physical and mental abilities
Interpret practice protocols correctly
Document information appropriately in medical records
Relay information, using appropriate medical terminology
and grammar
Demonstrate respect for cultural and religious differences
Use problem-solving skills to:
Listen and ensure thorough understanding of potentially
complex issues
Respond appropriately and with attention to proper
protocols
Resource Access to appropriate workplace where assessment can take
Requirements place
Simulation of realistic workplace setting for assessment
Relevant organizational policy, guidelines, procedures and
protocols
Methods of Competence may be assessed through:
Assessment Practical assessment by direct observation of tasks through
simulation/Role-plays
Written exam/test on underpinning knowledge
Questioning or interview on underpinning knowledge
Project-related conditions (real or simulated) and require
evidence of process
Assessment methods must confirm the ability to access and
correctly interpret and apply the essential underpinning
knowledge.
Context of Competence may be assessed in the work place or in a simulated
Assessment work place setting. This competence standard could be assessed
on its own or in combination with other competencies relevant to
the job function.
1. Initiate health 1.1 A relationship of trust with the client, through active
assessment promotion of and strict adherence to confidentiality is
sought to establish.
1.2 Client’s values, beliefs and gender roles when undertaking
physical examination are considered and respected.
1.3 An accurate history from the client is obtained using
available information from verbal, written and non-verbal
sources.
1.4 Additional health-related information from the client, their
family and/or career(s) and relevant community members is
sought.
1.5 Relevant allied professionals and available documentation
in relation to the health of the client are consulted.
1.6 Clinical tests in response to a range of triggers in line with
the organization policies and in agreement with the client
are initiated.
1.7 Health assessment in line with organization policies and
procedures is initiated.
2. Undertake client 2.1 A range of factors that may impact on client health when
observation and undertaking clinical assessment are considered
clinical tests 2.2 Specified clinical assessments using structured methods
which are supported by a depth of knowledge and
experience are undertaken.
2.3 Client observations and conduct of clinical tests that are
underpinned are ensured by standard protocols.
2.4 Clinical assessment is conducted in accordance with the
organizational policies and procedures and occupational
health and safety requirements.
2.5 Medical equipment is used effectively and maintained in
accordance with the organizational policies and
manufacturer’s guidelines.
2.6 Vital signs are measured and significant variation is
Variables Range
An accurate history History of the presenting problem (character, severity and
includes: duration of symptoms)
Client concerns and beliefs regarding their problems
Past medical history
Medicines being taken
Allergies
Family and community circumstances, including identifying
Environmental health factors that may contribute to client’s
health problems
Basic dietary information, including diet history to
determine food and drink intake
Client information Significant ongoing health problems
may include: Current medications
Clinical progress notes relevant to the presenting problem
Record of allergies
Family history
Medical and surgical history, including but not limited to:
Pain
Respiratory symptoms
Urinary symptoms or abdominal symptoms
Diseases such as diabetes, rheumatic fever or
valvular heart disease
Immunization status
Surgical history
Use of alcohol and other drugs
Oral health care history
Documents such as:
Slient file/notes
Reports/results from referral, allied professionals
and specialists (including x-ray, pathology tests)
Medical equipment Steriliser
includes, but Auroscope
is not limited to: Haemoglobinometer
Eye charts
Tape measure
Sphygmomanometer
Stethoscope
Ophthalmoscope
Glucometer
Scales
Thermometers (relevant types)
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Urinalysis strips
Surgical instruments
Centrifuge
Plaster cutter
Nebulizers
Resuscitation equipment (including oxygen equipment)
Vital signs include: Temperature
Pulse
Blood pressure
Respiratory rate
Non-clinical factors Failure to properly shake down a mercury thermometer
responsible Effect of ingestion of hot or cold beverage on oral
for abnormal temperature measurement
readings may Differences in temperature measurements taken at sites
include: (i.e. oral, axillary, ear)
Effect of exertion and anxiety on pulse rate and blood
pressure
Impact of cuff size on the accurate measurement of blood
pressure
Faulty equipment
Failure to correctly calibrate equipment
Impact of environmental factors on equipment
Health assessments Routine health assessments for clients with chronic disease
may include: Well-person’s health check
Assessment of client with presenting physical problems
Observation of client Physical appearance
includes: Body language and speech
General appearance (the ‘unwell child’)
Clinical tests may be Standard protocols for routine health checks
initiated in response Results of other tests and/or observations
to: Request from client, another practitioner or specialist
Examination/testing Assessment for signs and symptoms of serious underlying
of client includes: causes of fever, including:
General appearance (the ‘unwell child’)
History of pain, respiratory symptoms, urinary
symptoms or
Abdominal symptoms
History of diabetes, rheumatic fever or valvular heart
disease
Respiratory rate and pulse rate
Urinalysis
Examination of skin for infection
Examination of ears and throat
Urine specimen collection using multi-reagent sticks and
including:
Mid-stream urine collection
First pass urine collection
Evidence Guide
Critical Aspects of Detailed client observation, questioning and assessment to
Competence determine the client’s health status, issues and needs
Summary and presentation of findings in line with client
needs and workplace requirements
Maintenance of client records and upholding client
confidentiality
Underpinning Organization policies and procedures relating to client
Knowledge And confidentiality
Attitudes Key elements of comprehensive and accurate physical,
social/emotional and mental health assessment
Common presenting problems and procedures and
protocols of relevant action to be taken
Indicators/requirements for initiating health assessment
(specific to organization, region, community)
Underpinning knowledge of anatomy/physiology;
microbiology, Pathophysiology (disease processes) and
pharmacology related to:
Circulatory system (including blood pressure, the
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pulse)
Respiratory tract
Male and female urinary and genital tracts
Gastrointestinal tract
Skeletal system
Nervous system
Endocrine system
The ear
The skin
The eye
Components of mouth and tooth structure
Basic knowledge of micro-organisms which are pathological
to humans and the conditions which they precipitate
Correct procedures and protocols used:
To assess common client presentations
During health assessment to limit infection and cross
infection
‘Normal’ range of test outcomes, including:
Blood pressure (for adults and children)
Temperature
Pulse rate
Respiratory and peak flow rates
Height and weight
Components of urine
Standard eye tests
Visual examination of eye and ear
Blood glucose (sugar) and hemoglobin levels
Relevant health conditions, including:
Respiratory conditions
Renito-urinary conditions
Gastrointestinal problems
Ear conditions
Eye problems
Sexually transmitted infections
Basic nature, management and associated risk factors for
common diseases, including:
Cardiovascular diseases
Rheumatic fever and rheumatic heart disease
Diabetes
Infectious conditions
Renal disease
Limits of own ability and authority and when to refer or seek
assistance
Knowledge of specific pathology tests, and the correct
methods of collection, storage and transport of specimens;
significance of results of results
Knowledge relating to pregnancy and birthing, including:
Mechanics of pregnancy and birthing
Impact of smoking, alcohol and poor nutrition in
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pregnancy
Links between environment and health, including:
Crowding
Clean water
Sanitation
Food contamination
Insect vectors
Key elements of accurate reporting via radio/ telephone, in
writing and during case discussion
Commonly requested pathology tests and abbreviations,
including:
Full blood examination and ESR
Random and fasting blood glucose (sugar) level
Glycated haemoglobin
Electrolytes and creatinine
Liver function tests
Lipid tests
Thyroid function tests
Cardiac enzymes
Urinary albumin-creatinine ratio
Tests for sexually transmitted infections
Microscopy, culture and sensitivities
The clinical significance of abnormal findings on common
pathology tests with particular reference to use of medicines
Underpinning Skills Use appropriate procedures, tests and protocols to conduct
routine health assessments
Interpret available documented health information
Explain assessment methods and procedures to client
Identify situations when assistance is required
Communicate effectively and establish a relationship of
trust with clients and significant others
Elicit relevant information from client or documents
Conduct accurate and effective client assessment,
including:
Take, consider and record relevant details of client’s
history (including body language)
Observe and assess client’s health, using appropriate
tests and medical instrumentation
Comply with (and enforce) infection control guidelines
Use a structured approach to assessment
Interpret common pathology tests
Take full responsibility for assessment findings
Carry out clinical procedures safely, effectively and within
guidelines
Recognize signs/symptoms of:
Uncontrolled pain
Potentially serious underlying conditions
Interpret, document and report detailed findings of simple
Variables Range
Geographical Cliff
features such as: Gully
Mountains
Physical obstacles: Stairway
Debris
Wreckage
Live power
Water
Difficult house layout
Confined space
Traffic or other vehicles
Atmospheric Weather – aircraft/helicopter evacuation
obstacles: Gaseous or toxic environment
Equipment to enable Spine board
safe access and Stretcher
egress may include, Carry sheet
but are not limited Lifting equipment
to: Rescue equipment
Ropes, cutting, climbing equipment
Modes of transport Road ambulances
may include, Clinic cars
but is not limited to: Buses
Procedures Removal of wreckage, debris
necessary to Use of ropes, pulleys, abseiling
overcome obstacles Bush survival techniques
may include,
but are not limited
to:
Evidence Guide
Critical Aspects of Critical aspects of assessment must include:
Assessment Observation of performance in the work environment or a
simulated situation
Development and implementation of access/egress plans
under a variety of conditions requiring specialist equipment
and/or procedures
Proper use of various types of access/egress equipment
Variables Range
Government State /Territory Health Department
agencies may Police
include: Social Security
Local Government
Emergency Services
Disasters may Floods
include: Cyclones
Fires
Earth quakes
Nuclear accidents
Riots, raids
Explosion
Community Government and non-government agencies
organizations may Health care service providers
include: Other service providers
Trades people
Community groups who provide care to the community
Legislative Clinical practice may be governed by Federal, State or
requirements: Territory legislation, which defines workers’ roles and
responsibilities.
Implementation of the competency standards must reflect
the legislative framework in which a health worker
operates. This may reduce the Range of Variables in
practice and assessment.
Lack of resources, remote locations and community needs
often require health workers to operate in situations which
Evidence Guide
Critical Aspects of Critical aspects for assessment and evidence required to
Competence demonstrate this competency unit:
Observation of performance in a work context is essential
for assessment of this unit
Consistency of performance should be demonstrated over
the required range of workplace situations and should
occur on more than one occasion and be assessed
Observations must include:
Knowledge of Pediatrics Nursing technique
Principles of Pediatrics Nursing assessment,
including risk assessment
Nursing management of patient go through surgical
intervention within the defined scope of practice
Communication skills
Underpinning Essential knowledge includes:
Knowledge and Relevant policies, protocols and procedures of the
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Attitudes organization
Relevant Federal, State and Local government policies,
guidelines and legislation relating to disaster management
Relevant equipment and technology
Local resources, suppliers and trades people
Existing disaster plans (developed by other organizations
who service the Community
Project development
Local disaster planning processes and networks
Community networks
Community views on disaster management
Underpinning Skills Essential skills includes:
Communication and liaison
Networking
Human Resource Management
Negotiation
Small group facilitation
Planning
Training
Resource For reasons of safety, access to equipment and resources and
Implications space, assessment takes place away from the workplace;
simulations should be used to represent workplace conditions
as closely as possible.
Methods of Competence may be assessed through:
Assessment Practical assessment by direct observation of tasks
through simulation/Role-plays
Written exam/test on underpinning knowledge
Questioning or interview on underpinning knowledge
Project-related conditions (real or simulated) and require
evidence of process
Assessment methods must confirm the ability to access and
correctly interpret and apply the essential underpinning
knowledge.
Context of Competence may be assessed in the work place or in a
Assessment simulated work place setting. This competence standard could
be assessed on its own or in combination with other
competencies relevant to the job function.
Variables Range
Clients may Child
include: Relatives / parents
Care taker
guardian
Health practice Acute hospitals
settings may Private hospitals
include but is not Public hospitals
limited to: Health center
Legal and National/state Acts of Parliament with impact on Pediatrics
regulatory nursing practice e.g. Nurses Acts, Mental Health Act, Drugs
frameworks which and Poisons Act/s.
may include: Privacy legislation
Equal employment legislation
Occupational health and safety Act/Regulations
Freedom of information Act
Disability Services Act
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Antidiscrimination legislation
Criminal Acts
Regulatory bodies Health regulatory authority Ethiopian Food , Medicine and
may include: Health care Administration and Control Authority
(EFMHACA)
Professional ENA code of conduct and code of ethics
standards of ENA national enrolled nurse competency standards nurses
practice include: standards
Scope of Pediatrics nursing practice decision making
framework
Management of Legal documentation
client Computerized records
information Freedom of Information legislation
includes: Privacy Act
Confidentiality
Common legal Common law
terms associated Civil law
with pediatric Duty of care
nursing practice Consent
may Confidentiality
include: Assault and battery
Defendant
Plaintiff
Doctrine of precedent
Legislation
Regulation
Harassment
Expert witness
Clients rights in Access to healthcare
health care may Confidentiality
include: Dignity
Respect
Discussion of Tissue transplantation
ethical issues may Reproductive technology
include but not be Organ donation
limited to: Open disclosure
Mandatory reporting
Quality of life
Conscientious objection
Child abuse
Consent
Artificially prolonging life
Refusal of treatment
Stem cell research
“Not for resuscitation” orders
Cultural and religious issues
Evidence Guide
Critical Aspects of Demonstrated knowledge of:
Competence Legislation related to pediatrics nursing practice
Duty of care.
Scope of practice of the pediatrics nurse
Legal requirements of pediatrics nursing documentation
Observation of performance in a work context is essential for
assessment of this unit
Consistency of performance over the required range of
workplace situations and should occur on more than one
occasion
Underpinning Knowledge and application of legislation to pediatrics nurse
Knowledge and practice
Attitudes Knowledge of law – sources, types, court system, common
law, civil law and precedent
Knowledge of law of torts – negligence, assault and battery,
types of consent, valid consent, legal and intellectual capacity,
false imprisonment and defamation
Knowledge of contemporary ethical issues – autonomy, non-
malfeasance, beneficence, justice and rights
A moral decision making model
Principles of confidentiality and privacy responsibilities
Application of ethical principles to pediatrics nursing practice:
Definitions of ethics, bioethics and pediatrics nursing
ethics
Theoretical concepts informing ethical conduct
Models of documentation
Underpinning Apply reading and writing skills (literacy competence) required
Skills to fulfill job roles in a safe manner and as specified by the
organization, at a level of skill that includes:
Reading and interpreting organization policy and
procedure manuals and industry codes of practice
Apply oral communication skills-language competence
required to fulfill job roles in a safe manner and as specified
by the organization:
Variable Range
Quality objectives Requirements from the client and other stakeholders
may include: Requirements from a higher project authority
Negotiated trade-offs between cost, schedule and
performance
Those quality aspects which may impact on customer
satisfaction
quality Established processes
management Authorizations and responsibilities for quality control
plan may include: Quality assurance
Continuous improvement
Quality Brainstorming Control charts
management Benchmarking Flowcharts
methods, Charting processes Histograms
techniques and Ranking candidates Pareto charts
tools may include: Defining control Scatter gram
Undertaking benefit/cost Run charts
analysis
Processes that limit and/or
indicate variation
Quality control Monitoring conformance with specifications
may Recommending ways to eliminate causes of unsatisfactory
include: Performance of products or processes
Monitoring of regular inspections by internal or external
agents
Improvements Formal practices, such as total quality management or
may continuous improvement
include: Improvement by less formal processes which enhance both
the product quality and processes of the project, for example
client surveys to determine client satisfaction with project
team performance
Variables Range
Research Survey
undertaken could Qualitative
be: Quantitative
Evidence Guide
Critical Aspects of Critical aspects of assessment includes:
Competence Application to policies within own organization
Application to policies within networks or associations
Policies directly related to own work role and areas of
expertise
Application for target groups relevant to the organization
Involvement with stakeholders relevant to the organization
and the policy issue under consideration
Underpinning Essential knowledge required includes:
Knowledge Organizational policies impacting on the worker, the
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organization and its target groups
Government and other policies impacting on the issue
under consideration, and the organization and its target
groups
The contexts for policies, people and the organization
Research and consultation techniques
The limits of the worker’s own role and competence and
the organization’s role
Underpinning Skills Essential skills required includes:
Analysis of evidence and arguments
Reasoning, including identification of implications and
consequences of particular courses of action
Applied consultation and research methodologies
Report writing, including translation of complex concepts
into simple language or images
Public speaking addressing a group
Group participation
Resource For reasons of safety, access to equipment and resources and
Requirements space, assessment takes place away from the workplace;
simulations should be used to represent workplace conditions
as closely as possible.
Methods of Competence may be assessed through:
Assessment Practical assessment by direct observation of tasks
through simulation/Role-plays
Written exam/test on underpinning knowledge
Questioning or interview on underpinning knowledge
Project-related conditions (real or simulated) and require
evidence of process
Assessment methods must confirm the ability to access and
correctly interpret and apply the essential underpinning
knowledge.
Context of Competence may be assessed in the work place or in a
Assessment simulated work place setting. This competence standard could
be assessed on its own or in combination with other
competencies relevant to the job function.
Variables Range
Manager A person with frontline management roles and responsibilities,
regardless of the title of their position
Appropriate Those individuals and organizations who have a stake in the
stakeholders may change and innovation being planned, including:
refer to: Organization directors and other relevant managers
Teams and individual employees who are both directly and
indirectly involved in the proposed change
Union/employee representatives or groups
OHS committees
Other people with specialist responsibilities
External stakeholders where appropriate - such as clients,
suppliers, industry associations, regulatory and licensing
agencies
Risks may refer to: Any event, process or action that may result in goals and
objectives of the organization not being met
Any adverse impact on individuals or the organization
Various risks identified in a risk management process
Information needs New and emerging workplace issues
may include: Implications for current work roles and practices including
training and development
Changes relative to workplace legislation, such as OHS,
workplace data such as productivity, inputs/outputs and
future projections
Planning documents
Reports
Market trend data
Scenario plans
Customer/competitor data
Evidence Guide
Critical Aspects of Assessment must show evidence that the candidate:
Competence Planning the introduction and facilitation of change
Developing creative and flexible approaches and solutions
Managing emerging challenges and opportunities
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Underpinning Relevant legislation from all levels of government that affects
Knowledge and business operation, especially in regard to occupational
Attitudes health and safety and environmental issues, equal
opportunity, industrial relations and anti-discrimination
The principles and techniques involved in:
Change and innovation management
Development of strategies and procedures to implement
and facilitate change and innovation
Use of risk management strategies: identifying hazards,
Assessing risks and implementing risk control measures
Problem identification and resolution
Leadership and mentoring techniques
Management of quality customer service delivery
Consultation and communication techniques
Record keeping and management methods
The sources of change and how they impact
Factors which lead/cause resistance to change
Approaches to managing workplace issues
Underpinning Skills Demonstrate skills on:
Communication skills
Planning work
Managing risk
Resources The following resources must be provided:
Implication Workplace or fully equipped assessment location with
necessary tools, equipment and consumable materials
Methods of Competence may be assessed through:
Assessment Practical assessment by direct observation of tasks
through simulation/Role-plays
Written exam/test on underpinning knowledge
Questioning or interview on underpinning knowledge
Project-related conditions (real or simulated) and require
evidence of process
Assessment methods must confirm the ability to access and
correctly interpret and apply the essential underpinning
knowledge.
Context of Competence may be assessed in the work place or in a
Assessment simulated work place setting. This competence standard could
be assessed on its own or in combination with other
competencies relevant to the job function.
Evidence Guide
Critical Aspects of A candidate must be able to demonstrate the ability to:
Competence Explain effective methods for educating clients about their
conditions
Explain how to apply decision support service models to
accommodate decisions based on individual preferences
or cultural and religious beliefs
Explain own to evaluate the beneficial and harmful effects
of care and treatments
Evaluate effectiveness of client safety strategies
Manage communication relating to adverse events
Evidence Guide
Critical Aspects of A candidate must be able to demonstrate the ability to:
Competence Explain duty of care, confidentiality of information and ethical
decision-making
Explain and apply principles underpinning client-centered
health care and client safety
Describe role, function and objectives of the organization,
and relevance to specific workplace requirements
Explain relevant organization procedures, policies, awards,
standards and legislation and their application in the
workplace
Analyze implementation of workplace procedures and their
outcomes to identify areas for improvement
Apply high level decision-making and problem solving skills
as required to monitor decision-making processes and
provide constructive input to assist others
Create and promote opportunities to enhance sustainability in
the workplace
Apply high level communication skills as required by specific
work
Underpinning Demonstrates knowledge and understanding of:
Knowledge and Details of accreditation processes and quality improvement
Attitudes practices
Implications of relevant legislation, including:
Access and equity
Variable Range
Competitive Competitive systems and practices may include, but are not
systems and limited to:
practices lean operations
agile operations
preventative and predictive maintenance approaches
monitoring and data gathering systems, such as Systems
Control and Data Acquisition (SCADA) software, Enterprise
Resource Planning (ERP) systems, Materials Resource
Planning (MRP) and proprietary systems
statistical process control systems, including six sigma and
three sigma
JIT, kanban and other pull-related operations control
systems
supply, value, and demand chain monitoring and analysis
5S
continuous improvement (kaizen)
breakthrough improvement (kaizen blitz)
cause/effect diagrams
overall equipment effectiveness (OEE)
takt time
process mapping
problem solving
run charts
standard procedures
current reality tree
Competitive systems and practices should be interpreted so
as to take into account:
stage of implementation of competitive systems and
practices
the size of the enterprise
the work organization, culture, regulatory environment
and the industry sector
Code of practice Where reference is made to industry codes of practice, and/or
and standards Ethiopian/international standards, the latest version must be
used
Organization Organization systems may include:
systems problem recognition and solving
Evidence Guide
Critical Aspects of A person who demonstrates competency in this unit must be
Competence able to provide evidence of the ability to:
critically review current continuous improvement processes
establish ongoing review of continuous improvement
processes
implement improvements in the practice of continuous
improvement
better align internal and external systems
gather data through interviews with stakeholders
review existing data
obtain additional data through a variety of techniques
communicate and negotiate at all levels within the
organization
Underpinning Demonstrates knowledge of:
Knowledge and competitive systems and practices tools, including:
Attitudes value stream mapping
5S
Just in Time (JIT)
mistake proofing
process mapping
establishing customer pull
industry, academe and government agencies who donated their time and expertise
We would like also to express our appreciation to the Experts of Ministry of Health,
Ministry of Education (MoE) and Engineering Capacity Building Program (ecbp) who
This occupational standard was developed on June 2011 at Addis Ababa, Ethiopia.