Teachers Guide L-II

TIGRAY REGIONAL NATIONAL STATE
BUREAU OF TECHNICAL AND VOCATIONAL

EDUCATION AND TRAINING
MEKELLE, TIGRAY, ETHIOPIA
Health Care Giving L-II
TTLM Code: HLT HCG2 TTLM 1212v1

Introduction
This Teacher’s Guide is developed to assist you in delivering the Health Caregiving
Level II training program. It is usually designed as a resource to support the learning
activity.
The Health Caregiving Level II Training is developed to equip the students with the
required competences in Work Effectively in the Health Industry, Comply with
Infection Control Policies and Procedures, Follow the Organization’s OHS Policies,
Handle Waste in Health Care Environment, Perform General Cleaning tasks in
Clinical Setting, Prepare and Maintain Beds, Collect and Manage Linen Stock at
User- locations, Undertake Routine Inventory Maintenance, Follow safe Manual
Handling Practice, Respond Effectively to Difficult or Challenging Behavior,
Transport clients/Patients, Assist with Client/Patient Movement, Provide Care and
Support Special Needs, Provide Basic First Aid, Demonstrate work Values,
Participate in Workplace Communications, Work in Team Environment, Apply
Continuous Improvement Processes (Kaizen) . The Program is consists of (18)
learning modules covering the (18) units of competences.
This teacher’s guide covers all the six (18) learning modules and it will assist you in
delivering the said program and achieving its learning objectives and outcomes. It
also provides information in the organization of the learning guides and assessment
packets. The learning guides are aid to the students by telling them what need to
do, when and how to do it and the expectations once the learning activities are
completed. While the assessment packet guide you in developing the tools or
instruments to measure student’s overall achievement of the stated competence.
Thus it is important for you to understand the design of this program and the
mechanics in which it shall be delivered.
Your role as the teacher is to provide opportunities aimed at helping the students
improve their competencies. You are expected to guide and assist them as they go
through the learning activities and actual work.
Learning Modules
Unit of Competence Learning Modules and Code
HLT HCG2 01 0611 Work Effectively in HLT HCG2 M01 0513 Working Effectively
Health Industry in Health Industry
HLT HCG2 02 0611 Comply with HLT HCG2 M02 0513 Complying with
Infection Control Infection Control Policies and Procedures
Policies and
Procedures
HLT HCG2 03 0611 Follow the HLT HCG2 M03 0513 Following the
Organization’s Organization’s OHS Policies
OHS Policies
Teacher’s Guide for Masonry Level II Date: January 2012

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Version: 1 Revision: 0 Author: ecbp/MoE – TVET Outcome Based Training Core Process
HLT HCG2 04 0611 Handle Waste in a HLT HCG2 M04 0513 Handling Waste in
Health Care a Health Care Environment
Environment
HLT HCG2 05 0611 Perform General HLT HCG2 M05 0611 Performing
Cleaning Tasks in General Cleaning Tasks in a Clinical
a Clinical Setting Setting
HLT HCG2 06 0611 Prepare and HLT HCG2 M06 0513 Preparing and
Maintain Beds Maintaining Beds
HLT HCG2 07 0611 Collect and HLT HCG2 M07 0513 Collecting and
Manage Linen Managing Linen stock at User-Locations
stock at User-
Locations
HLT HCG2 08 0611 Undertake Routine HLT HCG2 M08 0513 Undertaking
Inventory Routine Inventory Maintenance
Maintenance
HLT HCG2 09 0611 Follow Safe HLT HCG2 M09 0513 Following Safe
Manual Handling Manual Handling Practice
Practice
HLT HCG2 10 0611 Respond HLT HCG2 M10 0513 Responding

Effectively to Effectively to Difficult or Challenging
Difficult or Behavior
Challenging
Behavior
HLT HCG2 11 0611 Transport HLT HCG2 M11 0513 Transporting
Clients/Patients Clients/Patients
HLT HCG2 12 0611 Assist with HLT HCG2 M12 0513 Assisting with
Client/Patient Client/Patient Movement
Movement
HLT HCG2 13 0611 Provide Care and HLT HCG2 M13 0513 Providing Care and
Support Special Supporting Special Needs
Needs

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HLT HCG2 14 0611 Provide Basic First HLT HCG2 M14 0513 Providing Basic
Aid First Aid
HLT HCG2 15 0611 Demonstrate Work HLT HCG2 M15 0513 Demonstrating
Values Work Values
HLT HCG2 16 0611 Participate in HLT HCG2 M16 0611 Participating in

Workplace Workplace Communications
Communications
HLT HCG2 17 0611 Work in Team HLT HCG2 M17 0513 Working in Team
Environment Environment
HLT HCG2 18 0611 Apply Cotinuous HLT HCG2 M18 0513 Applying
Improvement Continuous Improvement
Processes(Kaizen) Processes(Kaizen)

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Learning Outcomes and Assessment Criteria
Unit of Competence Work Effectively in the Health Industry
Module Title Working Effectively in the Health Industry
LO 1 Work Ethically
Assessment Criteria 1.1. Duty of care principles
1.2. Reporting breaches of policies and procedures
1.3. Confidentiality in the workplace
1.4. Rights and responsibilities employment legislation
1.5. Employees rights and employers responsibilities
1.6. Employee responsibilities
Demonstrate the importance of hygiene and infection

LO 2 control in the health industry
Assessment Criteria 2.1. Dress standards

2.2. Personal hygiene
2.3. The health care environment
2.4. Spread of infection
2.5. General cleaning measures
2.6. Cleaning of equipment
2.7. Personal protective equipment
2.8. Waste management
2.9. Reporting hazards
2.10. Positive approach to health : Client-centered care
Participate in quality improvement activities

LO 3
Assessment Criteria 3.1. Quality improvement

3.2. Accreditation
3.3. Working with children
3.4. Responding to emergency
3.5. The health care system
3.5.1. Morals, values and attitudes
3.5.2. Health care within Ethiopia
3.5.3. Goals that will influence health care
LO 4 Take responsibility for personal skill and knowledge

development.
Assessment Criteria 4. Personal skills &knowledge development
LO5 Communicate effectively with colleagues and clients
Assessment Criteria 5.1. Follow routine spoken messages

5.1.1. Parts of speech
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5.1.2. Sentence construction
5.1.3. Effective communication
5.2. Perform workplace duties following routine written
notices
5.2.1. Technical writing
5.2.2. Types of forms
5.2.3. Recording information
5.3. Getting things done in the workplace
5.3.1. The care worker and their workplace
5.3.2. Your job and your responsibilities
5.3.3. Providing quality care
5.3.4. The importance of a positive approach
5.3.5. What resources do you need for your work
5.3.6. Getting more resources
5.3.7. Working safely
Unit of Competence Comply with Infection Control Policies and Procedures
Complying with Infection Control Policies and

Module Title
Procedures
Collect, handle, store and manage clinical and other

LO 1
wastes
Assessment Criteria 1. Introduction

2. Legislation and standards in infection control
2.1. Duty of care
2.2. Infection control guidelines
2.3. Handling clinical and other related waste
3. Micro-organisms
3.1. Bacteria
3.2. Viruses
3.3. Fungi
3.4. Protozoa
4. The spread of disease
4.1. Direct contact
4.2. Indirect contact
4.3. Droplet transmission
5. Maintaining a healthy body
5.1. The skin
5.2. Mucous membrane
5.3. Other body defences
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6. Standard precautions
6.1. Additional precautions
6.2. Clean and sterile techniques
LO 2 Maintain hygiene
Assessment Criteria 7. Personal hygiene

7.1. Personal grooming
7.2. Hand hygiene
7.3. Fingernails
7.4. Hand cleansers
7.5. Hand hygiene procedures
8. Personal protective equipment
8.1. Gloves procedure
8.2. Removing gloves
8.3. Immunization
LO 3 Clean , disinfect and sterilize equipment and surfaces
9. Maintaining a clean workplace

9.1. Why do we clean?
9.2. Achieving high standards
9.3. Cleaning agents
9.4. Equipment used for cleaning
9.5. Removal of spillages
9.6. Clean and disinfect surfaces and equipment
9.7. One-way work flow
9.8. Work and treatment areas
9.9. Non-critical items
9.10. Semi-critical items
9.11. Critical items
Assessment Criteria
9.12. Cleaning used items and equipment
9.13. Disinfection
9.14. Sterilization
9.15. Storage of cleaning equipment
9.16. Cross-infection and cross contamination
10. Waste management
10.1. Waste segregation and storage
10.2. Handling and disposing of sharps
10.3. Needle stick injuries
10.4. Reporting injuries and infections
10.5. Safe handling and disposal of waste
10.6. Transport of waste

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Follow the Organization’s Occupational Health and
Unit of Competence
Safety Policies
Following the Organization’s Occupational Health and

Module Title
Safety Policies
Follow organizational procedures for hazard identification

LO 1
and risk control

1.1 Occupational health and safety act
2. Duty of care
2.1. what is duty of care
2.2. the employer
2.3. the employee
3. Hazard and risk
3.1. What is a hazard?
3.2. What is a risk?
4. ‘think safe’ steps
4.1 spot the hazard
4.2 assess the risk
4.3 make the changes
LO 2 Work in a safe manner
Assessment Criteria 5. Hierarchy of control

5.1 Residual risk
5.2 Standard precautions
5.3 Personal protective equipment
5.4 Using safety signs
LO 3 Contribute to OHS in the workplace
Assessment Criteria 6. Workplace hazards

6.1 Suitability of equipment
6.2 Hazardous substances
6.3 Biological hazards
6.4 Medical or clinical waste
6.5 Chemicals
6.6 Material safety data sheets
6.7 Cleaning spillages

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6.8 Spill kit
6.9 Slippery and uneven floors
6.10 Electrical hazards
6.11 Noise
6.12 Manual handling
Utilize and implement strategies to prevent manual

LO4 handling injuries
Assessment Criteria 7. Contribute to OHS in the workplace

7.1 Document and report hazards and injuries
7.1.1 Injury statistics
7.1.2 Needle stick injuries
7.1.3 Splashes from chemicals or body fluids
7.1.4 Document and report workplace injuries
7.1.5 Example of incident report form
Utilize and implement strategies as directed to prevent

LO5 infection in the workplace
Assessment Criteria 8. Workplace emergency procedures

8.1 Raising the alarm
8.2 Evacuation procedures
8.3 First aid facilities
8.4 Fire extinguishers
8.5 Alarm signals
8.6 Emergency color codes
LO6
Utilize strategies to prevent work overload
Assessment Criteria 9. Work-related stress

10. Physical effects from stress
10.1Behavioral effects from stress
10.2Personal threat
10.3Workplace bullying
10.4Work schedules

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Unit of Competence Handle waste in Health care environment
Module Title Handling waste in Health care environment
LO 1 Determine job requirements
Assessment Criteria 1. INTRODUCTION

1.1 Definition of terms
1.2 Relevant legislation
1.3 Classification of waste
1.3.1 Clinical and Related Waste
1.3.2 General Waste
1.4.Purposes of health care waste management
2. Minimize infection risks
2.1 Standard Precautions
2.2 Additional Precautions
2.3 Personal Protective Equipment (PPE)
2.3.1 Protective Clothing
2.3.2 Gloves
2.3.3 Face shield, masks and goggles
2.3.4 Foot wear
2.3.5 Hearing protection
2.4 Emergency Equipment
2.4.1 Fire extinguisher
2.4.2 first aid kit
2.4.3 spill kit
2.4.4 emergency procedure guide
2.4.5 breathing apparatus
LO 2 Identifies and segregates waste
Assessment Criteria 2.5 Waste Minimization/Containment

2.6 Waste segregation
2.6.1 Why is Waste Segregation Important?
2.7 Waste collection and storage
2.7.1 Handling and Disposal of Sharps
2.7.2 Storage Area
2.7.3 Compaction
LO 3 Transport and stores waste appropriately
2.8 Waste transport

Assessment Criteria 2.8.1 On-Site Transport
2.8.2 Off-Site Transport
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2.8.3 Safe Handling ,Disposal and Treatment of Waste
LO 4 Conduct quality control activities
Assessment Criteria 2.9 Quality control

2.9.1 Inspection and checking the correct waste Storage
,Treatment, and disposal
2.9.2 Storage areas are inspected and checked in
accordance with the work place requirement and relevant
legislation
2.9.3 Proper documentations of quality control activities
LO 5 Cleans up work areas
Assessment Criteria 5. Use established workplace cleaning procedures to clean

waste storage sites and equipment to ensure effective safe
and future operation
Unit of Competence Perform general cleaning task in a clinical setting
Module Title Performing general cleaning task in a clinical setting
LO 1 Maximize safety during cleaning

2. Maintaining a clean workplace
2.1. Why we clean
2.2. Achieving high standards
2.3 General cleaning safety measures
LO 2 Clean and maintain surfaces in clinical area
Assessment Criteria 3. The work area

3.1. The physical environment
3.2. One-way flow
4. Maintaining hygiene
4.1. Standard and additional precautions

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5. Personal protective equipment
5.1. Gloves
5.2Removing gloves
LO 3 Ensure maintenance of cleaning standard
Assessment Criteria 6. General cleaning principals

6.1. Cleaning
6.2. Disinfection
6.3. Sterilization
LO4
Store equipment and cleaning agents safely
Assessment Criteria 7. Types of cleaning agents

7.1. Solvents
7.2. Handling chemicals
8. Equipment used for cleaning
8.1. Cleaning cloths
8.2. Care and storage of equipment after use
9. Surface types
9.1. Hard surfaces
9.2. Soft surfaces
10. Cleaning schedules
11. Dealing with spills
11.1. Removal of spillages
12.1 Signage and barricades
LO5 Manage waste
Assessment Criteria 12. Waste management

12.1. The management of clinical and related waste
12.2. Environment Ethiopia
12.3. Removal and cleaning of waste receptacles

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Unit of Competence Prepare and maintaining beds
Module Title Preparing and maintaining beds
LO 1 Prepare area for bed making

1.1.Occupational Health and Safety Procedures
1.1.1. Manual Handling
1.1.2. Infection Control Procedures
2. Linen and Infection control
2.1.Sharps Injuries When Handling Linen
2.2.Cleaning a Bed and its Equipment
2.3.Cleaning Procedures
3. Types of Equipment and beds
3.1.Mattresses
3.2.Other Equipment
3.3.Reporting Faults
4. Types of Bed Linen
4.1.Linen Shortages
4.2.Stripping a Bed
LO 2 Make Bed
Assessment Criteria 4.2.Bed Making Procedures for a New Patient/Client
4.2.1. Making open bed
4.2.2. Making closed bed
4.2.3. Making an occupied bed
4.2.4. Making an anesthetic bed
4.2.5. Making cardiac bed
4.2.6. Making an amputation bed
4.2.7. Making fracture bed
Leave bed ready for occupancy or continued occupancy

LO 3
Assessment Criteria 4.3.rating Hospital Corners

5. Confidentiality and privacy
5.1.The Principle of Confidentiality and Privacy
5.2.Conserving Privacy and Dignity During Bed
Making

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Collect and manage linen stock at user location
Unit of Competence
Collecting and managing linen stock at user location

Module Title
Collect soiled linen

LO 1

1.1. Standard and legislation
1.1.1. Laundry Practice
1.1.2. Legislation
2. Infection control guide lines
2.1. Personal Protective Equipment (PPE)
2.2. Infection Control Principles in Processing Linen
3. Collect soiled linen
3.1. Linen Collection Schedule
3.2. Accident and Injury Management
3.3. Transporting Soiled Linen
3.4 Laundry Bags
LO 2 Distribute clean linen
Assessment Criteria 5. Maintain linen stock levels

5.1. Storing Linen Stock
5.2. Organizing Linen Stock
5.3. Variations in Linen Stock
5.4. Identifying Discrepancies
LO 3 Maintain linen stock levels
Assessment Criteria 5. Maintain linen stock levels

5.1. Storing Linen Stock
5.2. Organizing Linen Stock
5.3. Variations in Linen Stock

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Unit of Competence Undertake routine inventory maintenance
Undertaking routine inventory maintenance

Module Title
LO 1 Maintain and monitor stock levels

1.1. Safety requirements when maintaining stock
1.2. Maintain and monitor stock levels
1.2.1. What is Stock
1.2.2. Maintaining Stock levels
1.2.3. Advantages of Holding Excess Stock
1.2.4. Disadvantages of Holding Excess Stock
1.2.5. Managing Stock Levels
LO 2 Prepare order lists and forward stock
Assessment Criteria 2. Prepare order lists and forward stock

2.1. Management of Re-Ordering
2.2. Stock Variations
2.4. Dealing with Discrepancies
2.5. Workplace Procedures for Reporting Major
Discrepancies
2.6. Impact of Shrinkage
2.7. Inventory Records
LO 3 Receive and store goods
Assessment Criteria 3. Receive and store goods

3.1. Receiving Goods
3.2. Storing Goods
3.3. Harmful Stock

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Respond effectively to difficult/challenging behavior
Unit of Competence
Responding effectively to difficult/challenging

behavior
Module Title
Plan responses
LO 1

2. What is difficult or challenging behavior
2.1. Why is this behavior challenging?
2.2. Factors influencing behavior
3. Plan responses
3.1. How do you respond to the behavior?
3.2. Understanding the causes
3.3. Recognizing why there is a behavior problem
Apply response
LO 2
Assessment Criteria 4. Applying responses

4.1. Strategies for dealing with difficult or challenging
behavior
4.2. Difficult or challenging behavior and conflict
4.3. Five-step guide to the resolution of conflict
4.4. Occupational health and safety requirements
4.5. Debriefing
5. Who behaves in a difficult or challenging way
5.1. Patient or client
5.2. Patient/client’s family and visitors
5.3. Strangers
5.4. Colleagues and co-workers
LO3 Report and review incidents
Assessment Criteria 3.1 Communication

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Provide care and support for infants, children ,elderly
and people with
Unit of Competence
Providing care and support for infants, children

,elderly and people with
Module Title
Comfort Infants
LO 1

1.1. Definition of terms
1.2. Developmental stages
1.3. Activities of infants and toddlers
1.4. The dependent nature of infants/toddlers
1.5. Children’s psychology
Bathe and dress infants &children

LO 2
Assessment Criteria 2. Bathe and dress infants and toddlers

2.1. Taking vital signs
2.2. Bathing
2.3. Dressing/ undressing of infants
2.4. Bathing paraphernalia and types, uses, specification
2.5. Specifications and uses of non-slip rubber mat
2.6. Baby/ baby dummy
Feed Infants and Children

LO 3
Assessment Criteria 3. Feed infants and toddlers

3.1. Procedures in feeding
3.2. Hand washing procedures
3.3. Infant diet
3.4. Table etiquette
LO4 Put Infants to sleep
Assessment Criteria 4. Put infants and toddlers to sleep

4.1. Basic infant care
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4.2. Children’s literature and nursery rhyme
LO5 Enhance social, physical, intellectual, creative and

emotional activities of infants and children
LO6 Establish and maintain an appropriate relationship with the

elderly
Assessment Criteria 5. Provide care and support to the elderly

5.1. Process of aging
5.2. Establish appropriate relationship with the elderly
5.3. Maintain appropriate relationship with the elderly
5.4. Common problems of the elderly and their ramifications
5.5. Proper care for elders
5.6. Relevant plan of care, roles and responsibilities of
caregiver
5.7. Provision of appropriate support to the elderly
5.8. Safety risks to the elderly and contingency measures
5.9. Different religious, cultural, spiritual, physical, and
ceremonial perspective of the elderly
LO7
Provide appropriate support to the elderly
Assessment Criteria 6. Provide assistance with elderly personal care needs

6.1. Types, uses, specifications and maintenance of bathing
paraphernalia
6.2. Bathing
6.3. Dressing
6.4. Mobility
6.5. Proper care of the elderly during a day (activities of daily
living)
6.6. Principles and procedures in administering medicines for
the elderly
LO8 Establish and maintain appropriate relationship with people

with special needcs
Assessment Critera 7. Provide care and support to people with special needs
7.1. Regulations on safety, health and hygiene
7.2. Hazards identification and risk reduction strategies
7.3. Personal hygiene / health procedures observation
7.4. Environment protection policy implementation
7.5. The spread of infectious diseases and cross infection
7.6. Organizational standards, policies, and procedures
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7.7. Disinfecting nappy changes areas
7.8 Washing floors and disinfecting toilet areas
LO9 Assist people with special needs to identify and meet their
needs
LO10 Provide appropriate support to people with special needs
Assessment Criteria 8.1. Potential hazards to children

8.2. Hazards on traffic for children
8.3. Risk minimization strategies and risk reduction strategies
8.4. Vacuuming/sweeping floors to remove small dangerous
objects
8.5. Appropriate toys and equipment safety and risk.
8.6. Organizational standards, policies, and procedures
8.7. Disinfecting nappy changes areas developmental stage
8.8. Strategies to minimize the spread of infectious diseases
LO11 Assist people with special needs in maintaining an

environment that enables maximum independent living
Assessment Criteria 9. Maintain a healthy and safe environment

9.1. Regulations on safety
9.2. health and hygiene
9.3. Hazards identification
9.4. risk reduction strategies
9.5. Personal hygiene
9.6. Environment protection policy
9.7. The spread of infectious diseases
9.8. cross infection
9.9. Washing floors
9.10. Disinfecting toilet areas

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Unit of Competence Follow safe manual handling practice
Following safe manual handling practice

Module Title
LO1 Follow organizational procedures for a particular task to

minimize risk of injury

1.1. Manual handling rights and responsibilities
1.2. Manual handling
1.2.1. Manual Handling Codes of Practice
1.2.2. Manual Handling Three Step Process
2. Manual handling injuries
2.1. The Most Common Types of Injury in Health Care
2.2. Looking After Your Back
2.3. Step1 Hazard identification
2.3.1. The Health Care Environment
2.3.2. Identifying the Hazards
2.4. Step 2 risk Assessment
2.5. Step 3 risk control
2.6. Safe Practice Principals
2.7. Staff Training
2.8. Postures and Position
2.9. Actions and Movement
2.10. Using and Maintaining Equipment
LO2 Utilize and implement strategies as directed to improve

workplace organization
Assessment 3. Safe manual handling in an emergency

4. Return to work program
4.1. Reporting an Injury
4.2. Returning to Work

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Unit of Competence Transport Clients/Patients
Transporting Clients/Patients
Module Title
LO1 Prepare for transport
Assessment Criteria 1.1. Occupational health and safety procedures

1.1.1. Duty of care
1.1.2. Duties of employers
1.1.3. Duties of employees
1.1.4. Manual handling
1.1.5. Manual handling codes of practice
1.1.6. Manual handling considerations in preparing to
transport a client
1.1.7. Infection control
1.1.8. Standard and additional precautions
1.1.9. Cleaning transport equipment
1.1.10. Handling clinical and other related waste
1.2. Confidentiality and privacy
1.2.1. The principle of confidentiality and privacy
1.2.2. Confidentiality during the transportation of a client
1.2.3. Personal privacy/dignity during transportation of a client
LO2 Transport Client
Assessment 2.1. Modes of transport

2.2. Other equipment used during transportation
2.3. Accompaniment of the client by health professionals
2.4. Needs of the client during transportation
2.5. Transporting clients
LO3 Deliver Client
Assessment Criteria 3.1. Delivering to designated location

3.2. Inform the relevant personnel of the client’s arrival and
any specific needs.
3.3. Return the equipment to the correct location
3.4. Reporting requirements as appropriate

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Unit of Competence Assist with Client/Patient Movement
Assisting with Client/Patient Movement
Module Title
LO1 Prepared for Transport
Assessment Criteria 4.1. Body biomechanics

4.1.1. The skeleton
4.1.2. The muscular system
4.1.3. Muscles
4.1.4. Principles of biomechanics
4.1.5. Range of movement and motion
4.2. Occupational health and safety procedures
4.2.1. Duty of care
4.2.2. Manual handling
4.2.3. Manual handling codes of practice
4.2.4. Safe practice principals
4.2.5. Manual handling considerations with client movement
4.2.6. Infection control
4.2.7. Handling clinical and other related waste
4.2.8. Cleaning lifting and transfer equipment
4.3. Confidentiality and privacy
4.4. Maintaining skin integrity
LO2 Assist with Client Movement
Assessment 5.1. Equipment to assist client movement

5.1.1. Slide boards
5.1.2. Slide sheet
5.1.3. Hoists
5.1.4. Mobile hoist
5.1.5. Standing hoist
5.1.6. Slings
LO3 Complete Assistance with Client Movement
Assessment Criteria 6.1. Safe practice for the use of hoists and slings
6.2. Raising a client from the floor
6.3. Mobility and transfer techniques
6.4. Sit to stand
6.5. Assist to walk
6.6. Repositioning in a chair
6.7. Positioning client’s legs prior to rolling
6.8. Pull roll
6.9. Push roll .
6.10. Hoisting from a chair to bed
6.11. Hoisting from a bed to chair
6.12. Prompt client up from the floor
6.13. Hoist from floor to bed
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6.14. Move client up the bed with a slide sheet
Unit of Competence Provide basic first aid
Providing basic first aid

Module Title
LO1 Assess the Situation
Assessment Criteria 1. Introduction to first aid

1.1. What is first aid
1.2. Benefits of first aid
1.3. Aims of first aid
1.4. Legal responsibilities
1.5. Occupational health and safety
1.6. First aid hygiene and infection control
1.7. Basic life support
1.8 Chain of survival
LO2 Apply basic first aid techniques
Assessment 2. First aid and the respiratory system

2.1. Respiratory system
2.2. Airway obstruction
2.3. Procedure for opening airway
2.4. Procedure for CPR and rescue breathing
2.5. Procedure for recovery position
2.6. Drowning
2.7. Smoke inhalation
3. First aid and the circulatory system
3.1. Circulatory system
3.2. Heart attack
3.3. Cardiac arrest
4. First aid and the nervous system
4.1. Nervous system
4.1.1. Head trauma
4.1.2. Stroke
4.1.3. Epilepsy
5. First aid for shock and allergic reactions
5.1. Shock
5.2. Allergic reaction
5.3. Anaphylaxis
6. First aid for bleeding and injuries
6.1. Bleeding
6.2. Crush injuries
6.3. Blunt or penetrating abdominal injury
6.4. Eye injuries

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6.5. Foreign objects
7. First aid for the musculoskeletal system
7.1. Fractures
7.2. Spinal injuries
7.3. Dislocation
7.4. Strains and sprains
8. First aid for burns injuries
8.1. Burns
8.2. First aid management for burns
8.3. Chemical burns to the eye
9. First aid for poisons drugs and alcohol
9.1. Signs symptoms and management
9.2. Inhaled
9.3. Injected
9.4. Ingested
9.5. Absorbed
9.6. Drug and alcohol overdose
10. First aid for envenomation bites and stings
10.1. Snake
10.2. Spider
10.3. Insects
10.4. Rabies
11. Needle stick injuries
12. Minor skin injuries
13. Chest injury
14. First aid ki
LO3 Communicate details of the incident
Assessment Criteria 15. relevant communication media and equipment to conveyed

emergency services/relieving personnel.
16. prepare incident Reports to supervisors.

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Unit of Competence Demonstrate Work Values
Module Title Demonstrating Work Values

LO1 Define the Purpose of Work
Assessment Criteria 4.1. Definition of terms

4.2. Purposes of work value
LO2 Apply work Values/Ethics
Assessment 5.1.1 Work practice Ethics

51.2. Quality of work
5.1.2. Punctuality
5.1.3. Efficiency
5.1.4. Effectiveness
5.1.5. Productivity
5.1.6. Innovativeness/creativity
5.1.7. Cost consciousness
LO3 Deal with Ethical Problems
Assessment Criteria 6.1. Ethical Incidents/situations

6.1.1. Gambling
6.1.2. Use of prohibited substances
6.1.3. Pilferages
6.1.4. Damage to person or property
6.1.5. Vandalism
6.1.6. Falsification
6.1.7. Bribery
6.1.8. Sexual harassment
LO4 Maintain integrity of conduct in the Workplace
Assessment Criteria 5.2.2Work values

5.2.1. Concepts of work value
5.2.2. Work practices and compliance of industrial work
5.2.3. Ethical standards
5.2.4. Ethical policies and guidelines.
5.2.5. Ethical conduct & company’s core values.

Page 24 of 33
Unit of Competence Participate in Workplace Communication
Participating in Workplace Communication

Module Title
LO1 Follow routine spoken messages
Assessment Criteria 1.1 Required information is gathered by listening, and is

correctly interpreted.
1.2 Instructions/procedures are followed in appropriate
sequence for tasks and in accordance with the information
received.
1.3 Clarification is sought from workplace supervisor on all
occasions when any instruction/procedure is not
understood.
LO2 Perform workplace duties following routine written
notices
Assessment 2.1 Written workplace notices and instructions are read
and interpreted correctly.
2.2 Routine written instructions/procedures are followed in
sequence.
2.3 Clarification is sought from workplace supervisor on all
occasions when any instruction/procedure is not
understood.
LO3 Obtain and provide information in response to workplace

requirements
Assessment Criteria 3.1 Specific, relevant information is obtained.
3.2 Important information is interpreted correctly.
3.3 Information is written completely, accurately and
legibly.
3.4 Sources of required information are identified and
appropriate contact is established.
3.5 Personal interaction is courteous and inquiries are
carried
out clearly and concisely.
3.6 Defined workplace procedures for the location and
storage of information are used.
LO4 Complete relevant work related documents
Assessment Criteria 4.1 Range of forms relating to conditions of employment is

completed accurately and legibly.
4.2 Workplace data is recorded on standard workplace
forms
and documents.
4.3 Basic mathematical processes are used for routine
calculations.
4.4 Errors in recording information on forms/documents are
Page 25 of 33
identified and rectified.
4.5 Reporting requirements to supervisor are completed
according to the enterprise guidelines
LO5 Participate in workplace meetings and discussions
Assessment Criteria 5.1 Team meetings are attended on time.

5.2 Own opinions are clearly expressed and those of
others
are listened to without interruption.
5.3 Meeting inputs are done consistent with the meeting
purpose and established protocols.
5.4 Workplace interactions are conducted in a courteous
manner appropriate to cultural background and authority in
the enterprise procedures.
5.5 Questions about simple routine workplace procedure
and
matters concerning conditions of employment are asked
and responded to.
5.6 Meeting outcomes are interpreted and implemented.

Page 26 of 33
Unit of Competence Work in Team Environment
Module Title
Working in Team Environment
LO1 Describe team role and scope
Assessment Criteria 1.1 The role and objective of the team are identified from
available sources of information.
1.2 Team parameters, reporting relationships and
responsibilities are identified from team discussions and
appropriate external sources.
LO2 Identify own role and responsibility within team
Assessment 2.1 Individual role and responsibilities within the team

environment are identified.
2.2 Roles and responsibility of other team members are
identified and recognized.
2.3 Reporting relationships within team and external to
team
are identified.
LO3 Work as a team member
Assessment Criteria 3.1 Effective and appropriate forms of communications are

used and interactions undertaken with team members who
contribute to know team activities and objectives.
3.2 Effective and appropriate contributions are made to
complement team activities and objectives based on
individual skills, competencies and workplace context.
3.3 Protocols are observed in reporting using standard
operating procedures.
3.4 The development of team work plans is done based on
an
understanding of team’s role and objectives and individual
competencies of the members.

Page 27 of 33
Unit of Competence Apply Continuous Improvement Processes (Kaizen)
Applying Continuous Improvement Processes (Kaizen)

Module Title
LO1 Satisfy quality system requirements in daily work
Assessment Criteria 1.1 Access information on quality system requirements for

own job function
1.2 Record and report quality control data in accordance
with
quality system
1.3 Follow quality control procedures to ensure
products,
or data, are of a defined quality as an aid to acceptance
or rejection
1.4 Recognize and report non-conformances or problems
1.5 Conduct work in accordance with sustainable energy
work practices
1.6 Promote sustainable energy principles and work
practices to other workers
LO2 Analyze opportunities for corrective and/or optimization
action
Assessment 2.1 Compare current work practices, procedures and
process or equipment performance with requirements
and/or historical data or records
2.2 Recognize variances that indicate abnormal or
suboptimal
performance
2.3 Collect and/or evaluate batch and/or historical records
to
determine possible causes for sub-optimal performance
2.4 Use appropriate quality improvement techniques to
rank
the probabilities of possible causes
LO3 Recommend corrective and/or optimization actions
Assessment Criteria 3.1 Analyze causes to predict likely impacts of changes

and
decide on the appropriate actions
3.2 Identify required changes to standards and procedures
and training
3.3 Report recommendations to designated personnel
LO4 Participate in the implementation of recommended actions
Assessment Criteria 4.1 Implement approved actions and monitor performance

following changes to evaluate results
4.2 Implement changes to systems and procedures to
eliminate possible causes
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4.3 Document outcomes of actions and communicate them
to relevant personnel
LO5 Participate in the development of continuous improvement
strategies
Assessment Criteria 5.1 Review all relevant features of work practice to identify
possible contributing factors leading to sub-optimal
performance
5.2 Identify options for removing or controlling the risk of
sub-optimal performance
5.3 Assess the adequacy of current controls, quality
methods
and systems
5.4 Identify opportunities to continuously improve
performance
5.5 Develop recommendations for continual improvements
of
work practices, methods, procedures and equipment
effectiveness
5.6 Consult with appropriate personnel to refine
recommendations before implementation of approved
improvement strategies
5.7 Document outcomes of strategies and communicate
them to relevant personnel

Page 29 of 33
Training Mechanics (The statements written below explain the delivery system of the
program. They are samples only. You can make your own design delivery but it must be approved by
the institution management)
The Outcome-Based Training is one form of an independent learning approach.

This approach enables trainees to be master of their own environment and in charge
of their learning. It is also characterized by the integration of theory and application
as two dimensions of an effective learning process. In this program, the
competence-based system is consists of a combination of lecture-discussion,
individualized learning activities, mentoring, field immersion and feedback.
In this program the trainees will be given individual learning guide to go through and
accomplish. They will be instructed through this learning guide to accomplish
learning activities as part of the mechanism for transfer of learning from the training
situation to the job situation. For each competence area, trainees will formulate a
specific learning plan as a guide for applying their learning to work setting and for
their own continuing self-development. At this point, your role as the
teacher/facilitator is to guide the trainee in preparing and accomplishing their plan.
Lecture and discussion of the topics outlined in the session plan should be
performed first before the trainees are instructed to go to the workshop. You are
also required to demonstrate the correct steps/procedures and techniques to your
trainees before you let them practice. Insure that they are practicing safely.
Most part of the training activities will be conducted in the workshop for better
development of specific skills. Aside from motivating them to relate concepts and
skills to their own work situations, make sure to provide the necessary opportunity for
competence practice and better internalization of such concepts and techniques.
The trainees should also be provided the opportunity to blend with the actual working
unit in the industry.
In this system, it is important to develop a sustained relationship with the trainees

through a continued involvement, where you are to offer support, guidance and
assistance as the trainee go through the learning activities and actual work.
With the mentoring approach, the trainees are grouped in learning teams with one
facilitator-mentor per team. Before learning session or workshop start in the
morning, each team and mentor meets to give feedback regarding their work, or how
the group improves, acquire set of skills for the members to become more effective
trainees. You are also to asses them at the end of each module. However, they
have to be ready before the assessment and it should be them to request for it.
Before the training start you should conduct an orientation session to brief the
trainees on how the training will proceed.

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Session Plan-1 (M04-LO1)
Unit of Competence Handle Waste in a Health Care Environment
HLT HCG2 M04 0112 Handling Waste in a Health Care
Module Title
Environment
LO 1 Determine job requirements
Session Objectives: At the end of this session the trainees shall be able to –
* Review work sheets to determine waste handling
requirements
* Select and obtain appropriate equipment required for
waste handling tasks to maximise work effectiveness
and efficiency
* Organise and set up work areas to ensure safe,
effective and efficient handling of waste in accordance
with workplace requirements and relevant legislation
* Identify and manage potential risks and hazards to
work according to job requirements, in accordance
with workplace requirements, OHS, infection control
and other relevant legislation
* Follow workplace procedures for reporting identified
risks
* Select and fit emergency and personal protective
equipment in accordance with job requirements,
manufacturers' specifications, workplace requirements
and relevant legislation
Nominal
Contents Methods
Duration
10 mins Introduction to the Module Orientation
Lecture-
45 mins RELEVANT LEGISLATION
discussion
Lecture-
1 hr CLASSIFICATION OF WASTE
discussion
Lecture-
13 hrs MINIMISE INFECTION RISKS
discussion
Individual
3 hrs
Activity
5 mins Wrap-up and Feedback Discussion
 Learning Guide #1
 Safety Manual and Guide

Page 31 of 33
Unit of Competence Collect and Manage Linen Stock at User-Locations
Module Title Collecting and Managing Linen Stock at User-Locations
LO 1 Collect soiled linen
 Adhere to all infection control policies and procedures
when maintaining beds.
 Apply Occupational Health and Safety legislation in all
aspects of the task.
 Handle clinical waste and soiled linen appropriately.
Nominal
Activities Contents Methods
Duration
Sessions 3 mins Introduction to the Module Orientation
Lecture-
5 mins Introduction to soiled linens
discussion
Infection control guide lines in processing Lecture
5 mins
linen demonstration
Lecture-
5 mins Personal Protective Equipment (PPE)
demonstration
Lecture-
8 mins Collect and transporting soiled Linen
demonstration
Lecture-
5 mins Laundry Bags
discussion
Lecture-
5 mins Accident and Injury Management
discussion
Individual
Evaluation 6 mins Accomplishment of LAP Test
Activity
Summary 8 mins Wrap-up and Feedback Discussion
Resources  Learning Guide #7
Abreham A.,Basic (2002) Nursing Art For Nursing Students
Lecture Note Series, Dilla college of health sciences. Craven, R.F
& Hirnle, G.J. (1996) Fundamentals of Nursing: Human Health
and Functions. 2nd Edition. Hippincott. Philadelphia.

LO 2 Distribute clean linen

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 Transport Clean Linen in to store
 Store Clean Linen in store
 Distribute clean linen to units
 Re-stock and Rotating Linen Supplies
Nominal
Duration
Sessions 10 mins Recapitulation Discussion
Lecture-
15 mins Transporting Clean Linen
discussion
Lecture-
15 mins Storing Clean Linen
demonstration
Re-stock Linen Supplies and Rotating Linen Lecture-
15 mins
Stock discussion
Individual
Evaluation 30 mins Accomplishment of LAP Test
Activity
Question and
Summary 5 mins Wrap-up and Feedback
Answer
 Abreham A.,Basic (2002) Nursing Art For Nursing Students
Lecture Note Series, Dilla college of health sciences. Craven, R.F &
Hirnle, G.J. (1996) Fundamentals of Nursing : Human Health and
Functions. 2nd Edition. Hippincott. Philadelphia.

LO 3 Maintain linen stock levels
 Apply Occupational Health and Safety legislation in all
aspects of the task.
 Practising linen stock records
 Conserve clean linen when appropriate in stock
Nominal
Duration
Sessions 10 mins Recapitulation Question & Answer
60 mins Storing Linen Stock Lecture-discussion

Organizing and Variations in Linen
15 mins Lecture-demonstration
Stock
Lecture-discussion
15 mins Linen stock records
and Demonstration
Page 33 of 33
Evaluation 35 mins Accomplishment of LAP Test Individual Activity
Discussion of LAP
Test Answers
 Abreham A.,Basic (2002) Nursing Art For Nursing Students
Lecture Note Series, Dilla college of health sciences. Craven, R.F &
Hirnle, G.J. (1996) Fundamentals of Nursing : Human Health and
Functions. 2nd Edition. Hippincott. Philadelphia.

Unit of Competence Undertake Routine Inventory Maintenance
Module Title Undertaking Routine Inventory Maintenance
LO 1 Maintain and monitor stock levels
Session Objectives: At the end of this session the trainees shall be able to :
 Determined Store requirements against the specified
stock levels.
 Consult (work) with others when maintaining stock levels
supplies.
 Maintain storage areas and security of stock.
 Demonstrate understanding of stock levels and stock
takes.
Nominal
Duration
Sessions Orientation,
45 mins Introduction to the Module
Monitoring
Lecture-
30 mins What is Stock discussion,
brain storming
Lecture-
Safety requirements when maintaining stock discussion,
45 mins
small group
discussion
Lecture-
160 Maintain and monitor stock levels discussion,
mins
role play
Accomplishment of LAP Test, continuous Individual
Evaluation 35 mins
assessment, oral questions Activity
Discussion,
monitoring
 Reference book and notebook
 Black board and Chalk
 Lecture, demonstration room & hospital/health center
Page 34 of 33
 White board and White board marker
 Library rich in medical library
 LCD
 Laptop
 Over head projector

Unit of Competence Undertake Routine Inventory Maintenance
Module Title Undertaking Routine Inventory Maintenance
LO 2 Prepare order lists and forward stock
Session Objectives: At the end of this session the trainees shall be able to :
 Apply workplace procedures for ordering stock and
stores.
 Demonstrate workplace principles of routine stock
control and maintenance.
Nominal
Duration
Sessions 10 mins Recapitulation Monitoring
Lecture
130 Receiving Goods discussion,
mins
simulation
Lecture-
120 Storing Goods discussion,
mins
demonstration
Individual
assignment,
30 mins Harmful Stock Lecture-
discussion
Brainstorming,
demonstration
Accomplishment of LAP Test, self check, Individual
Evaluation 45 mins
oral questions Activity
Question and
Answer
 Over head projector
 Black board and Chalk
 Lecture, demonstration room & hospital/health center
 White board and White board marker
 Library rich in medical library
 LCD

Page 35 of 33
 Laptop
 Reference book and notebook

Module Title Following safe manual handling practice
Follow organizational procedures for a particular task to
LO1 minimize risk of injury
dling.
hazards and risks in the workplace.
Nominal
Duration
Introduction 10 mins Recapitulation Discussion
Definition of manual handling

manual handling techniques and
Sessions 30 mins equipment Lecture-discussion
Appropriate posture and handling
techniques
Lifting limitations
personal protective equipment
20 mins Manual handling rights and Lecture-discussion
responsibilities
Manual Handling Codes of Practice
Manual Handling Three Step Process

Manual handling injuries
The Most Common Types of Injury
in Health Care Lecture-discussion
30 mins Looking After Your Back and Demonstration
Hazard identification
The Health Care Environment
Identifying the Hazards

risk Assessment
45 mins risk control Lecture-discussion
Safe Practice Principles
Page 36 of 33
Staff Training
Postures and Position
Actions and Movement
Using and Maintaining Equipment

Summary 5 mins Wrap-up and Feedback Question & Answer
Resources  Learning Guide 3
 Sample materials
 Manual handling equipments

Module Title Following safe manual handling practice
Utilize and implement strategies as directed to improve
LO2
workplace organization
Apply the ‘Codes of Practice’ for manual handling
hazards and risks.
andling tasks.
reporting and return to work programs

Nominal
Duration
Introduction 10 mins Recapitulation Discussion
workplace design and task
Sessions 30 mins analysis Lecture-discussion
Equipment and environmental

30 mins maintenance Lecture-discussion
30 mins Safe manual handling in an Lecture-discussion

Page 37 of 33
Emergency and Demonstration
Return to work program

15 mins Reporting an Injury Lecture-discussion

Summary 5 mins Wrap-up and Feedback Question & Answer
 Manual handling equipment

Handle Waste in a Health Care Environment
HLT HCG2 M04 0112 Handling Waste in a Health Care
Environment
Determine job requirements
At the end of this session the trainees shall be able to –
* Review work sheets to determine waste handling
requirements
* Select and obtain appropriate equipment required for
waste handling tasks to maximise work effectiveness
and efficiency
* Organise and set up work areas to ensure safe,
effective and efficient handling of waste in accordance
with workplace requirements and relevant legislation
* Identify and manage potential risks and hazards to
work according to job requirements, in accordance
with workplace requirements, OHS, infection control
and other relevant legislation
* Follow workplace procedures for reporting identified
risks
* Select and fit emergency and personal protective
equipment in accordance with job requirements,
manufacturers' specifications, workplace requirements
and relevant legislation

Page 38 of 33
Nominal
Contents Methods
Duration
10 mins Introduction to the Module Orientation
Lecture-
45 mins RELEVANT LEGISLATION
discussion
Lecture-
1 hr CLASSIFICATION OF WASTE
discussion
Lecture-
13 hrs MINIMISE INFECTION RISKS
discussion
Individual
3 hrs
Activity
5 mins Wrap-up and Feedback Discussion
 Safety Manual and Guide
Session Plans (Statements written in black ink are part of the format)
Session Plan 1
Unit of Competence : Provide basic first aid
Module Title : Providing basic first aid
- Assess the situation
LO 1:
Session Objectives: At the end of this session the learners should be able to
casualty’s occupational
health safety (OSH).
accordance with workplace procedures

Nominal Learning
Activities Contents
Duration Methods
Introduction Introduction to first aid Discussion
Sessions Lecture-
What is first aid
discussion
Benefits of first aid Lecture-
discussion
Aims of first aid Lecture-
discussion
Principle of first of first aid Lecture-
discussion
Lecture-
Legal responsibilities discussion

Page 39 of 33
Lecture-
Occupational health and safety
discussion
First aid hygiene and infection control
Lecture-discussion
Lecture-discussion
Basic life support
& demonstration
Lecture-discussion
Chain of survival
Evaluation Accomplishment of LAP Test Individual Activity

Question &
Summary Wrap-up and Feedback
Answer
Resources
 First aid/BLS/ common tools and equipment

Page 40 of 33
Assessment Context
There are two types of evaluation used in determining the extent to which learning
outcomes are achieved. The specific learning outcomes are stated in the modules.
In assessing them, verifiable and observable indicators and standards shall be used.
The formative assessment is incorporated in the learning modules and form part of
the learning process. Formative evaluation provides the trainee with feedback
regarding success or failure in attaining learning outcomes. It identifies the specific
learning errors that need to be corrected, and provides reinforcement for successful
performance as well. For the trainer/facilitator, formative evaluation provides
information for making instruction and remedial work more effective. In this program
the LAP Test serves as the formative assessment.
Summative Evaluation the other form of evaluation is given when all the modules of
the program have been accomplished. It determines the extent to which
competence have been achieved. This will be given in the form of written test for the
underpinning knowledge and demonstration for the attitudes and skills portion. And,
the result of the assessment decision shall be expressed in the term ‘competent or
not yet competent’.
These two types of evaluation form part of the training and they are considered as
institutional assessment.
Evaluation Tools
a) Formative Assessment
 Written test
 LAP test
b) Summative Evaluation
 Comprehensive Written test
► Knowledge Test
 Demonstration with Oral questioning
► Trainee Test Guide

Page 41 of 33
Evidence Plan (Template)
TVET Program:
Learning Modules covered:
Batch Class:
Demonstration
Ways in which evidence will be collected:
Questioning
Knowledge
LAP Test
with Oral
Test
The evidence must show that the trainee……
(Statement should be in present, singular form, e.g. checks tools
following standard procedures, cleans equipment in accordance with
manufacturer’s instructions, etc.)
* Critical criteria
Prepared by: Date:

Checked by: Date:

Page 42 of 33
(Trainee Test Guide Template use for summative assessment)
Logo Name of Institution
TRAINEE TEST GUIDE

PERFORMANCE TEST
TVET Program title

_______________________________
NTQF Level ___
Learning Modules
covered

Page 43 of 33
General Instructions:
a) This practical test covers the following Learning Modules –

 ....
 ....
 ....
 ....
b) You are to accomplish the tasks provided in the specific instructions.
c) You are given ____ hours to complete them.
d) You will be provided with the following to complete the tasks –

 ....
 ....
 ....
e) All your questions and clarifications should be addressed to the teacher

only.
f) Submit this booklet to your teacher upon completion.
g) After you finish this assessment, you are not allowed to copy anything or
tear any page from this booklet.
Specific Instructions:
A. You are to accomplish the following and ....
1. .....
2. .....
3. .....
4. .....
B. ......

Page 44 of 33
Logo Name of Institution
TVET Program and Level

__________________________
KNOWLEDGE TEST
SET A
Name
Batch Class
Date
Final Mark

Page 45 of 33
TVET Program Title and Level
____________
KNOWLEDGE TEST
SET A
TABLE OF SPECIFICATIONS
Total Number Equivalent Earned Marks
Content (Satisfactory/Not
of Test Items Marks Satisfactory
Test I: Multiple Choice Questions
Test II. Matching Type Questions
Test III: Short Answer Questions
Overall Rating
INSTRUCTIONS
Read the directions carefully.
Write your name, batch class and date today in the space provided on the cover
page of this test booklet.
All written responses must be in English. You have 60 minutes to complete this
test, but if you can finish it earlier, you may hand in your booklet to your Proctor.
This is a MULTIPLE-CHOICE, MATCHING TYPE and SHORT ANSWER TYPE of

tests.
TEST I: MULTIPLE CHOICE TYPE

 There are twenty [15] questions in Test I.
 Select the best answer for each question. Do this by encircling the letter that
corresponds to your answer.
 If you wish to change an answer, place an X through the letter you have encircled
and then encircle your preferred answer.
 A correct answer scores 1 point and an incorrect answer scores 0 point. No marks
will be given for a question if more than one answer is supplied.
EXAMPLE: Which of the following does not belong in the group?

A. Computer
B. Printer
C. Photocopier
D. UPS
The correct answer is Photocopier so encircle the letter C.
IMPORTANT: DO NOT TURN THIS PAGE UNTIL YOU ARE TOLD TO DO SO.

Page 46 of 33
TEST BEGINS HERE:
Test I: Multiple Choice
1. Which _________________
A. ____
B. ____
C. ____
D. ____
2. Which _________________
A. ____
B. ____
C. ____
D. ____
3. Which _________________
A. ____
B. ____
C. ____
D. ____
4. Which _________________
A. ____
B. ____
C. ____
D. ____
Test II: Matching Type

Page 47 of 33
Teacher Evaluation Guide
Key to Corrections (Learning Guides)
Learning Guide #1
A. Self-check __
B. Learning Activity Performance (LAP) Test
Learning Guide #2
A. Self-check __
B. Learning Activity Performance (LAP) Test

Page 48 of 33
Rating Sheet for Demonstration (Formative Assessment) (This serves as the assessment
guide of the teacher) (Statements written in red ink are samples only)
Trainee’s Name:
Teacher’s Name:
Program Masonry Level II
Learning Module Title: Setting-out Masonry Structures
Learning Outcome covered: LO7: Clean – up (LAP Test)
Batch Class:
Date of assessment:
Time of assessment:
Instructions for the teacher:
You are to instruct your trainees to perform 5 tasks within 2 hours. Specific instructions are
provided in the LAP Test of the Learning Guide #7. You are to provide the trainees the necessary
tools, equipment, templates and workshop area as written in the instructions of the LAP Test.
Check the appropriate box
Materials and equipment
Templates, workshop area, cleaning materials, standard masonry tools and common equipment.
OBSERVATION:
During the demonstration of skills, did the trainee: Yes No N/A
  
  
  
  
  
  
  
The trainee’s demonstration was:
Satisfactory  Not Satisfactory 
Satisfactory
Questions
response
The trainee should answer the following questions: Yes No
 
 
 
 
 

Page 49 of 33
The trainee’s underpinning knowledge was:
Satisfactory  Not Satisfactory 
Feedback to trainee:
The trainee’s overall performance was:

Trainee signature: Date:
Teacher signature: Date:
Note: This document serves as the rating sheet of the teacher in evaluating the trainee’s
performance during the LAP Test as part of the formative assessment. This must be
accomplished for each trainee.

Page 50 of 33
Answer Key for Knowledge Test (Summative Assessment)
TEST ITEM KEY ANSWER MARK
Multiple Choice
1
2
3
4
5
6
7
8
9
10
(Multiple Choice) Total points
TEST ITEM ANSWER MARK
Matching Type
1
2
3
4
5
6
7
8
9
10
(Matching Type) Total points
TEST ITEM KEY ANSWER MARK
Short Answer Questions

1
i)
2 ii)
iii)
3
4
(Short Answer Questions) Total points

Page 51 of 33
Rating Sheet for Demonstration (Summative Assessment) (Performance Evaluation Guide)
Trainee’s name
Teacher’s name
Program Masonry Level II
Learning Modules
M01 – M06
covered:
Batch Class:
Date of assessment:
Venue of assessment:
Instructions for the Teacher
 Prepare the Trainee’s Test Guide for performance test and knowledge test.
 Provide them to the Trainee during your summative assessment.
 Observe the Trainees while demonstrating the assigned task written in the test
guide.
 Describe the assessment activity and the date on which it was undertaken.
 Place a check in the box below to show that the Trainee completed each
aspect of the activity to the standard expected.
 Ask the Trainee a selection of the questions from the attached list to confirm
his/her underpinning knowledge
 Place a check in the corresponding box to show that the Trainee answered
the questions correctly.
 Complete the feedback sections of this form.
Please check () to show if
evidence is demonstrated
During the demonstration of skills, did the trainee: Yes No N/A
  
  
  
  
  
  
  
The trainee’s demonstration was:

Satisfactory  Not Satisfactory 
Note: This document serves as the rating sheet of the teacher in evaluating the trainee’s performance
during the summative assessment. This must be accomplished for each trainee.

Page 52 of 33
Oral Questions Satisfactory response
The trainee should answer the following questions: Yes No
1.  
2.  
3.  
4.  
5.  
6.  
The trainee’s knowledge

 Satisfactory  Not Satisfactory
was:
Feedback to trainee:
The trainee’s overall performance was:

Trainee’s signature: Date:

Teacher’s signature: Date:
Note: This document serves as the rating sheet of the teacher in evaluating the trainee’s
performance during the summative assessment. This must be accomplished for each trainee.
Recommended answers for oral questions

N Question
Recommended Answer
o.
1
2
3
4
5

Page 53 of 33
6
Assessment Summary Results (form part of the Teacher’s Report for overall grading)
Trainee’s Name
Teacher’s Name
TVET Program Title
Batch Class
Module Title
Date of Assessment
Not
The performance of the trainee is – Satisfactory
Satisfactory
A. Demonstration with Oral questioning
B. Written Test
Did the trainee’s overall performance meet

 Yes  No
the required evidences / standards?
OVERALL EVALUATION  COMPETENT  NOT YET COMPETENT
General Comments [Strengths / Improvements needed]
Trainee's signature: Date:
Teacher’s signature: Date:
Sample only
_____________ (TVET Program) __________
TERMINAL REPORT
Batch Class: _______________

Page 54 of 33
FINAL MARK
REGISTRATION
NO. Trainee’s Name
NUMBER [Competent / Not Yet Competent]
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
Legend: NYC – Not Yet Competent C – Competent
__________________________
Teacher’s Name and Signature
________________
Date

Page 55 of 33

Teachers Guide L-II

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TIGRAY REGIONAL NATIONAL STATE

BUREAU OF TECHNICAL AND VOCATIONAL

Health Care Giving L-II

TTLM Code: HLT HCG2 TTLM 1212v1

Unit of Competence Learning Modules and Code

Teacher’s Guide for Masonry Level II Date: January 2012

HLT HCG2 10 0611 Respond HLT HCG2 M10 0513 Responding

Teacher’s Guide for Masonry Level II Date: January 2012

HLT HCG2 16 0611 Participate in HLT HCG2 M16 0611 Participating in

Teacher’s Guide for Masonry Level II Date: January 2012

Unit of Competence Work Effectively in the Health Industry

Module Title Working Effectively in the Health Industry

Demonstrate the importance of hygiene and infection

Assessment Criteria 2.1. Dress standards

Participate in quality improvement activities

Assessment Criteria 3.1. Quality improvement

LO 4 Take responsibility for personal skill and knowledge

Assessment Criteria 4. Personal skills &knowledge development

LO5 Communicate effectively with colleagues and clients

Assessment Criteria 5.1. Follow routine spoken messages

Unit of Competence Comply with Infection Control Policies and Procedures

Complying with Infection Control Policies and

Collect, handle, store and manage clinical and other

Assessment Criteria 1. Introduction

Assessment Criteria 7. Personal hygiene

LO 3 Clean , disinfect and sterilize equipment and surfaces

9. Maintaining a clean workplace

Teacher’s Guide for Masonry Level II Date: January 2012

Following the Organization’s Occupational Health and

Follow organizational procedures for hazard identification

Assessment Criteria 1. Introduction

LO 2 Work in a safe manner

Assessment Criteria 5. Hierarchy of control

LO 3 Contribute to OHS in the workplace

Assessment Criteria 6. Workplace hazards

Teacher’s Guide for Masonry Level II Date: January 2012

Utilize and implement strategies to prevent manual

Assessment Criteria 7. Contribute to OHS in the workplace

Utilize and implement strategies as directed to prevent

Assessment Criteria 8. Workplace emergency procedures

Assessment Criteria 9. Work-related stress

Teacher’s Guide for Masonry Level II Date: January 2012

Module Title Handling waste in Health care environment

LO 1 Determine job requirements

Assessment Criteria 1. INTRODUCTION

LO 2 Identifies and segregates waste

Assessment Criteria 2.5 Waste Minimization/Containment

LO 3 Transport and stores waste appropriately

2.8 Waste transport

LO 4 Conduct quality control activities

Assessment Criteria 2.9 Quality control

LO 5 Cleans up work areas

Assessment Criteria 5. Use established workplace cleaning procedures to clean

Unit of Competence Perform general cleaning task in a clinical setting

Module Title Performing general cleaning task in a clinical setting

LO 1 Maximize safety during cleaning

Assessment Criteria 1. Introduction

LO 2 Clean and maintain surfaces in clinical area

Assessment Criteria 3. The work area