Course Title: Dispense atypical prescriptions
Part B: Course Detail
Teaching Period: Term1 2016
Course Code: OPSC5056C
Course Title: Dispense atypical prescriptions
School: 155T Vocational Health and Sciences
Campus: City Campus
Program: C4318 - Certificate IV in Optical Dispensing
Course Contact: Jade Cusworth
Course Contact Phone: +61 3 9925 8382
Course Contact Email: jade.cusworth@rmit.edu.au
Name and Contact Details of All Other Relevant Staff
Timothy Haigh
+61 3 9925 4846
Leigh Robinson
+61 3 9925 4398
Ralph Richter
+61 3 9925 4783
Ludmila Keightley
+61 3 9925 4722
Nominal Hours: 100
Regardless of the mode of delivery, represent a guide to the relative teaching time and student effort required to successfully achieve a particular competency/module. This may include not only scheduled classes or workplace visits but also the amount of effort required to undertake, evaluate and complete all assessment requirements, including any non-classroom activities.
Pre-requisites and Co-requisites
This unit must be assessed after successful achievement of pre-requisites:
• HLTOPD401C Work effectively in the ophthalmic industry
• HLTOPD403B Dispense optical appliances and services
Course Description
This course describes the skills and knowledge required to identify atypical prescriptions and to use measurements and calculations for planning an effective dispensing strategy.
National Codes, Titles, Elements and Performance Criteria
National Element Code & Title: |
HLTOPD404C Dispense atypical prescriptions |
Element: |
1. Evaluate the needs of clients requiring atypical optical prescriptions |
Performance Criteria: |
1.1 Interpret the parameters of atypical prescriptions 1.2 Analyse the prescription and identify areas of freedom and constraints 1.3 Assess the individual needs and requirements of the client 1.4 Select possible frame/lens/treatment combinations to suit the individual client s requirements |
Element: |
2. Determine the criteria influencing dispensing procedures for atypical prescriptions |
Performance Criteria: |
2.1 Perform measurements necessary to accurately dispense atypical prescriptions 2.2 Perform any necessary calculations required to dispense the prescription accurately 2.3 Evaluate the most appropriate course of action to be taken to meet the cosmetic, optical and functional needs of the atypical client |
Element: |
3. Dispense a range of atypical prescriptions |
Performance Criteria: |
3.2 Select appropriate lenses to suit the needs of atypical prescriptions 3.3 Select and specify appropriate bevelling and edging requirements to enhance the cosmetics and quality of the spectacles 3.4 Select appropriate lens treatments or additional requirements to maximise the visual performance and enhance the quality of the finished spectacles 3.5 Measure and specify the most appropriate lens fitting criteria 3.6 Ensure the quality of the finished spectacles 3.7 Fit and adjust the spectacles for the client ensuring that they are informed of the appropriate way to care for and use their spectacles |
Learning Outcomes
Details of Learning Activities
Compulsory Attendance at Cluster 3, 4 and 5 for students who attend blocks of training at RMIT University City Campus.
• Read relevant topics in online text: System for Ophthalmic Dispensing: Clifford W Brooks, Irvin M Borish (available online through Blackboard).
A combination of activities will support students learning in this course, such as:
• Face to face and or online lectures to cover theoretical and practical concepts for each topic in the course
• Students will learn to apply their skills and knowledge to work integrated learning (WIL), during simulations and classroom based learning
• Observations of performance in the workplace and industry placement or simulated environment will be a valuable part of your learning experience
• Tutorial activities (individually and in teams) to discuss, debate, critique and consolidate your ideas and extend your understanding around key concepts within specific topics
• Online discussion and activities support you to collaborate with other students in your course and debate and debate and discuss ideas
• Self directed study time to enhance and strengthen your knowledge and understanding of theoretical concepts
• To further facilitate learning, students are strongly encouraged to use a range of communication tools between themselves and their course instructor as well as between themselves and fellow students by using the online learning platform
Teaching Schedule
• Students who come for blocks of learning at RMIT City campus will be required to attend:
Cluster 3 Monday to Friday week beginning 8th February 2016
Cluster 4 Monday to Friday week beginning 11th April 2016
Cluster 5 Monday to Friday week beginning 6th June 2016
Topic 1: Evaluate the needs of the needs of the client requiring atypical optical prescriptions
Topic 2: Determine the criteria influencing dispensing procedures for atypical prescriptions
Topic 3: Dispense a range of atypical prescriptions
Learning Resources
Prescribed Texts
No prescribed text |
References
System for Ophthalmic Dispensing: Clifford W Brooks, Irvin M Borish (available online through Blackboard) |
Other Resources
- Essential knowledge: Visual physiology, Light, Prism, Spherical Lenses, Astigmatic Lenses, Lens Design, Multifocal Lenses, Contact Lenses
- PowerPoint Summary
- Additional learning materials available through Learning Hub
- RMIT Library (www.rmit.edu.au/library)
Students should also make note of the Student Services and Study and Learning Centre that are available to all enrolled students (www.rmit.edu.au/studyandlearningcentre)
Overview of Assessment
Assessment may consist of examinations, quizzes, practical demonstration, work based assessment or simulation, assignments and submission of your learning and assessment guide (workplace evidence portfolio).
Assessment Tasks
1. Online Quizzes: There is a formal quiz for this unit, as well as quizzes for the associated essential knowledge, available on Blackboard. Due 20th June
2. Work Based Assessment and case studies: Work based assessments / visits for Trainees due by 10th July 2016
3. Theory assignment: A theory assignment will be made available on Blackboard to be submitted via Turn-It-In by 10th July
PLEASE NOTE: To achieve competency in this unit, you must achieve a Satisfactory (S) result for all three (3) assessments.
Assessment Matrix
ASSESSMENT METHODS/TYPES OF EVIDENCE:
Interview/ Verbal Questioning |
Self-Reflections |
Assignment/ Project |
Case Study or Role Play |
Third Party Verification |
Workplace Performance |
Research or Report |
Portfolio of Evidence |
Written Tasks
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NATIONAL UNIT CODE : HLTOPD404CNATIONAL UNIT NAME : Dispense atypical prescriptions |
RMIT CODE: |
Co-Delivered with |
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Elements |
Performance Criteria |
Related Assessment Tasks |
Assessment Method/ Types of Evidence |
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1. Evaluate the needs of the clients requiring Atypical optical prescriptions |
1.1 Interpret the parameters of atypical prescriptions
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Written Tasks |
Case Studies / Online Assessment |
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1.2 Analyse the prescription and identify areas of freedom and constraints
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Written Tasks |
Case Studies |
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1.3 Assess the individual needs and requirements of the client |
Written Tasks |
Case Studies |
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1.4 Select possible frame, lens and treatment combinations to suit individual requirements needs |
Written Tasks |
Case Studies |
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2. Determine the criteria influencing dispensing procedures for atypical prescriptions |
2.1 Perform measurements necessary to accurately dispense atypical prescriptions
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Written Tasks |
Atypical Assignment Case Studies |
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2.2 Perform any necessary calculations required to dispense the prescription accurately
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Written Tasks |
Atypical Assignment Case Studies |
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2.3 Evaluate the most appropriate course of action to be taken to meet the cosmetic, optical and functional needs of the atypical client |
Written Tasks |
Atypical Assignment Case Studies |
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3. Dispense a range of atypical prescriptions
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3.1 Select appropriate frames to suit a variety of atypical prescriptions |
Written Tasks |
Atypical Assignment Case Studies Online Assessment |
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3.2 Select appropriate lenses to suit the needs of atypical prescriptions |
Written Tasks |
Atypical Assignment Case Studies
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3.3 Select and specify appropriate bevelling and edging requirements to enhance the cosmetics and quality of the spectacles |
Written Tasks |
Atypical Assignment Case Studies
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3.4 Select appropriate lens treatments or additional requirements to maximise the visual performance and enhance the quality of the finished spectacles |
Written Tasks |
Atypical Assignment Case Studies
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3.5 Measure and specify the most appropriate lens fitting criteria |
Written Tasks |
Atypical Assignment Case Studies
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3.6 Ensure the quality of the finished spectacles |
Written Tasks |
Atypical Assignment Case Studies Online Assessment |
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3.7 Fit and adjust the spectacles to client needs |
Written Tasks |
Atypical Assignment Case Studies
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4.3 Reinforce and support advice provided by low vision practitioner on correct use of low-vision aids |
Written Tasks |
Online Assessment Atypical Assignment
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5.4 Offer follow up services in accordance with organisation procedures |
Written Tasks |
Online Assessment Atypical Assignment
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Assessment Conditions | |||||
· use of suitable facilities, equipment and resources, including: · vertex distance calculator (disc or table/chart) · vertex distance rule · vertex distance calliper (distometer type) · lens measure · pupillary distance (PD) rule · pupillometer · thickness callipers
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· modelling of industry operating conditions, including integration of problem solving activities
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Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.
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Performance Evidence | |||||
It is critical that the candidate demonstrate the ability to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role This includes the ability to:
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· Calculate vertex distance and measurements including: · change in vertex distance · compensated power (Fc) · effective power (Fe) · effectivity · prescriptions requiring compensations · vertex distance measurement techniques
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Written Tasks |
Atypical Assignment Case Studies
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· calculated differential prismatic effect and compensation using different sized segments, Fresnel prisms, or slab off bifocals |
Written Tasks |
Atypical Assignment Case Studies
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· calculated field of view and determine ways to improve the field of view |
Written Tasks |
Atypical Assignment
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· calculated spectacle magnification and determine ways to reduce the effects of aniseikonia |
Written Tasks |
Atypical Assignment
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· compounded and resolved prism |
Written Tasks |
Atypical Assignment
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Knowledge Evidence | |||||
The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role This includes knowledge of:
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· requirements of dispensing spectacles to clients with special or complex needs, including: · low vision, what it is, and how various aids may be used to assist such clients |
Written Tasks |
Online Assessment Atypical Assignment
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· types of atypical prescriptions, how to interpret and transpose them, including: · anisometropia · aphakia · high ametropia · prism |
Written Tasks |
Atypical Assignment Case Studies Online Assessment |
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· features and capabilities of aphakic lenses including: · aspheric lens design · centering · compensating for vertex distance change · edging/bevelling profile · full field lens design · general problems associated with dispensing aphakic lenses including jack-in-the-box effect and ring scotoma · lenticular designs |
Written Tasks |
Atypical Assignment Case Studies Online Assessment |
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· field of view and its impact on atypical dispensing, including: · apparent versus real · aspheric lenses · calculations · high minus corrections · high plus corrections |
Written Tasks |
Atypical Assignment Case Studies Online Assessment |
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· features of high ametropia including: · back vertex power (F’v) front vertex power (Fv) · compensated surface power · corrections · prescription requirements and constraints · thick lens power · types |
Written Tasks |
Atypical Assignment Case Studies Online Assessment |
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· high minus lenses and negative lenticulars and how they are used, including: · centering · compensating for vertex distance change · dispensing high index materials · edging/bevelling profile · high index materials · lenticular types and designs · surface reflections and the need for anti-reflection and multi-coatings |
Written Tasks |
Atypical Assignment Case Studies Online Assessment |
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· high prismatic corrections and how they are achieved, including: · edging/bevelling profile · fresnels and their use · high horizontal prism · high vertical prism |
Written Tasks |
Atypical Assignment Case Studies Online Assessment |
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· ways to respond to aniso and antimetropia including: · base curve selection · correcting vertical imbalance problems · effects of lens form (shape) · effects of thickness · prism differential |
Written Tasks |
Atypical Assignment Case Studies Online Assessment |
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· features of spectacle magnification including: · effects on visual acuity · positive compared to negative lenses · retinal image size |
Written Tasks |
Atypical Assignment Case Studies Online Assessment |
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Foundation Skills |
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Core Skills from the Australian Core Skills Framework (ACSF) · Reading |
Written Tasks |
Atypical Assignment Case Studies Online Assessment |
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· Writing |
Written Tasks |
Atypical Assignment Case Studies Online Assessment |
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· Oral Communication |
Written Tasks |
Atypical Assignment Case Studies Online Assessment |
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· Numeracy |
Written Tasks |
Atypical Assignment Case Studies Online Assessment |
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· Learning |
Written Tasks |
Atypical Assignment Case Studies Online Assessment |
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Employability Skills from the Core Skills for Work Framework (CFW) |
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1. Navigate the world of work |
1a. Manage career and work life |
Written Tasks |
Atypical Assignment Case Studies Online Assessment |
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1b. Work with roles, rights and protocols |
Written Tasks |
Atypical Assignment Case Studies Online Assessment |
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2. Interact with others |
2a. Communicate for work |
Written Tasks |
Atypical Assignment Case Studies Online Assessment |
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2b. Connect and work with others |
Written Tasks |
Atypical Assignment Case Studies Online Assessment |
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2c. Recognise and utilize diverse perspectives |
Written Tasks |
Atypical Assignment Case Studies Online Assessment |
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3. Get the work done |
3a. Plan and organise |
Written Tasks |
Atypical Assignment Case Studies Online Assessment |
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3b. Make decisions |
Written Tasks |
Atypical Assignment Case Studies Online Assessment |
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3c. Identify and solve problems |
Written Tasks |
Atypical Assignment Case Studies Online Assessment |
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3d. Create and innovate |
Written Tasks |
Atypical Assignment Case Studies Online Assessment |
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3e. Work in a digital world |
Written Tasks |
Atypical Assignment Case Studies Online Assessment |
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Course Overview: Access Course Overview