Information Literacy Assessment : Template

This unit has been developed by Skills for Care and Development in Partnership with Awarding Organisations. It is directly relevant to the needs of employers and relates to national occupational standards developed by Skills for Care and Development. As such, the unit may provide evidence for the following national occupational standards in health and social care developed by Skills for Care and Development: CCLD 301 GCU 1 GEN 22 HSC 31 Themes recur as knowledge requirements and core values throughout HSC NOS NOS can be viewed on the relevant Sector Skills Council’s website or the Occupational standards directory at www.ukstandards.co.uk

Curriculum is designed to develop successful learners. Confident and creative individuals and active and informed citizens (MCEECDYA, 2008, p.13). In 2008, the Australian Government promised to deliver a fair and equitable curriculum for the national’s educational system, taking the task away from the State and Local Governments. The purpose of this was to create an even level of education throughout the country whether in Hobart of Cape York, and to ensure our nations position into the 21st century. This essay will demonstrate the Nation’s curriculum, its structure and development ready for its initial implementation in 2011.

NR 361 Week 4 Assignment; Telenursing – The Future Is Now NR 361 Week 6 Assignment; Interview with Nursing Information Expert NR 361 ASSIGNMENTS WEEK 2, 4, 6 NR 361 Week 2 Assignment; Patient Guide to the WWW NR 361 Week 4 Assignment; Telenursing – Is It in My Future? NR 361 Week 4 Assignment; Telenursing – The Future Is Now NR 361 Week 6 Assignment; Interview with Nursing Information Expert NR 361 ASSIGNMENTS WEEK 2, 4, 6 NR 361 Week 2 Assignment; Patient Guide to the WWW NR 361 Week 4 Assignment; Telenursing – Is It in My Future? NR 361 Week 4 Assignment; Telenursing – The Future Is Now NR 361 Week 6 Assignment; Interview with Nursing Information Expert NR 361 ASSIGNMENTS WEEK 2, 4, 6 NR 361 Week 2 Assignment; Patient Guide to the WWW NR 361 Week 4 Assignment; Telenursing – Is It in My Future? NR 361 Week 4 Assignment; Telenursing – The Future Is Now NR 361 Week 6 Assignment; Interview with Nursing Information

In exploring the Australian Curriculum, it becomes apparent that this curriculum was developed to encompass a wide range of skills and abilities that will be needed to enable young Australians to become productive and successful members of society of the future. The influence of a range of different curriculum models and education theories has bought together a comprehensive overview of what the Australian education system will deliver and how this can be accomplished.

As a former Childcare Tutor and National Vocational Qualifications (NVQ) Assessor working in the education sector, it was imperative to understand the various legislative requirements and code of practices implemented by various organisations. I adhere to these laws and codes which I have identified and listed.

National Council of State Boards of Nursing (NCSBN) (2014b). The consensus model for APRN regulation, licensure, accreditation, certification and education. Retrieved from https://www.ncsbn.org/736.htm

The Equality Act 2010: This act safeguards people from discrimination in the workplace. This is important as an assessor to avoid discrimination, and avoiding assumptions about learner when providing a qualification to attend the needs of diverse learners e.g. avoiding disadvantage to disabled students

It is very important to meet the needs of 21st century learners in both academic settings and corporation learning centres. The main factor that influences the curriculum development is the Australian Government followed by factors including awareness of the diversity in terms of the target community socially, financially and psychologically.

Five of these entities include the individual nurse, employers of nurses, the nursing profession, boards of nursing, and nurse educators. Each state has a state board on nursing. Each state board of nursing belongs to the National Council of State Boards of Nursing (NCSBN). The NCSBN is one such regulatory agency whose mission it is to provide leadership to advance regulatory excellence for nursing practice (NCSBN, 2006). Nursing educators develop competency in students through the use of curriculum content including findings from current research, through evaluation of student performance, and as role models for students (Exstrom, 2001). Ensuring nursing competence is a combined partnership among all the above stated entities. As educators in higher educational settings, they are required to teach the curriculum which will produce competent nurses whom are eligible to sit for and attempt to pass the National Council Licensure Examination for Registered Nurses (NCLEX-RN) exam. The educator is ultimately guided by the state board of nursing and subsequently the NCSBN to uphold the criteria necessary for the student to graduate and be considered competent. Educators can collaborate with the NCSBN's education department to help with mentoring, curriculum review, and graduate transition.

Except as allowed by law, or where specified in the text, no part of this publication may be reproduced or transmitted in any form or by any means without prior permission from the Council for Awards in Care, Health and Education. CACHE has provided this Qualification Specification in Microsoft Word format to enable its Centres to use its content more flexibly within their own course materials. You may copy and paste any material from this document; however, CACHE does not accept any liability for any incomplete or inaccurate

Life in New Zealand in the late 1800’s was looking quite grim. Section 89 presented in the 1877 Education act, was considered important at the time because the government wanted the notion of building a nation and society, improving the lives of individuals, developing an economy, and to integrate different groups into ‘the social contract’ (Codd, J., & Openshaw, R, 2005) Education was perceived as a formula for this to happen. The reasons for exemptions, was firstly as stated by Charles Bowen (1877) “that it was not the intention to encourage children whose vocation is that of honest labour to waste in higher schools time which might be better spent in learning a trade” (Stephenson,2009 p.9). It was considered enough to gain basic skills in

The Assessor is responsible for assessing the NVQ. The assessor works with and inducting the candidate into the NVQ and explaining what needs to be done and identifying any additional requirements. Setting and modifying learning targets throughout the year. Planning assessments and undertaking a range of assessment activities. Providing constructive feedback to the candidate concerning his or her competence and progress. To record assessments and review progress, ensuring that the candidate has submitted enough evidence to allow internal verification to be carried out effectively. To maintain their own technical and vocational competencies, in the areas which they are assessing and to contribute

The nursing accreditation process is a type of quality assurance process under which services and operations of educational nursing programs are evaluated by an external body to determine if applicable standards are met. If standards are met, accredited status is granted. One way to judge the quality of a school is by its accreditation. The Commission on Collegiate Nursing Education (CCNE) goes through a rigorous peer-review process with each school before granting accreditation to nursing programs. The review ensures a program's quality and integrity up to five years. After five years the school will be re-evaluated and held to the highest standards in order to maintain

Contrary to the increase in retention rate and achievement of Level 1, the unemployment rate of youth has increased in New Zealand. There is a

Dear Trainee, Welcome to British Side and the course! You are now trainees on the Cambridge CELTA Course and students at British Side. The former means that you are following a training course designed by the University of Cambridge ESOL. The syllabus and assessment criteria are laid down by this organisation, and the course will be inspected and moderated by an externally appointed assessor. You will not be assessed by this person (s/he will inspect the centre) but by your tutors. The staff working on this course are: Ramy Sakr Aaron Abrook Jennifer McCready Brigid Nugent Main Course Tutor Assistant Course Tutor Assistant Course Tutor Assistant Course Tutor