Elements and Performance Criteria

The range statement relates to the Unit of Competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included.
Emergency and critical care procedures may include:
medical emergencies
trauma:
abdominal
chest
head and respiratory
road traffic accident
surgical (thoracic and abdominal)
haematological (disseminated intravascular coagulopathy) resulting in blood transfusions
septic (systemic inflammatory response syndrome) relating to:
organ dysfunction
toxin recognition
management of topical and ingested toxins
advanced critical care and intensive care monitoring (post-surgical).
Equipment and resources required for an emergency response may include:
antidotes
blood components
CPR equipment
fluids
mobile crash trolleys
monitors
respiratory resuscitation equipment
restraints (physical and chemical)
wall charts.
Training sessions may include:
drill sessions
role instructions
simulated emergency situations
team building activities
triage protocols.
Workplace health and safety safe work practices include:
applying appropriate manual handling techniques when packaging and handling loads, including animals and equipment
hazard identification and risk minimisation:
handling, use, storage, transport and disposal of chemicals
handling and disposal of biological wastes
following personal and workplace hygiene procedures
using infection control procedures to minimise risks associated with:
zoonoses
release of infective agents (both animal and human)
blood or chemical spillage
gas leakages
using machinery and equipment in accordance with manufacturers' instructions
using personal protective equipment:
animal handling gauntlets
boots
caps and gowns
goggles
protective masks
safety gloves

The Evidence Guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment

Critical aspects for assessment and evidence required to demonstrate competency in this Unit
The evidence required to demonstrate competence in this Unit must be relevant to workplace operations and satisfy all of the requirements of the performance criteria, required skills and knowledge and the range statement of this Unit. Assessors should ensure that candidates can:
organise self, clinic personnel and necessary resources for the emergency work environment
instruct clinic personnel in mental and physical preparedness for emergencies
develop practical and efficient work protocols in consultation with supervising veterinarian and others.
Context of and specific resources for assessment
Assessment of this Unit is to be practical in nature and must be assessed in a veterinary hospital or specialist veterinary clinic where an extensive range of emergency and specialised critical care procedures are performed.
There must be access to the appropriate emergency and specialised critical care equipment and/or resources to enable one to demonstrate competence.
Method of assessment
To ensure consistency of performance, competency should be demonstrated by preparing for an extensive range of emergency responses on a regular basis over a period of time.
The assessment strategy must include practical skills assessment. Suggested strategies for this Unit are:
written and/or oral assessment of candidate's required knowledge
observed, documented and first-hand testimonial evidence of candidate's application of practical tasks
simulation exercises that reproduce normal work conditions
case study analysis
third-party evidence
workplace documentation
portfolio.
This Unit may be assessed in a holistic way with other Units of Competency relevant to the industry sector, workplace and job role.
Guidance information for assessment
Assessment methods should reflect workplace demands (e.g. literacy and numeracy demands) and the needs of particular target groups (e.g. people with disabilities, Aboriginal and Torres Strait Islander people, women, people with a language background other than English, youth and people from low socioeconomic backgrounds).