Course Title: Dispense atypical prescriptions

Part B: Course Detail

Teaching Period: VE 2017

Class Number: 1972

Class Section: SS26

For flexible terms and optional semesters, a Part B course guide may have been published for the entire teaching period, or for the specific class number in which you are enrolled. If there is no Part B course guide published for your specific class number, please refer to the guide for the teaching period in which you are enrolled. Enrolment Online is the definitive source for details regarding your class enrolment.

Course Code: OPSC5062C

Course Title: Dispense atypical prescriptions

School: 174T School of VE Engineering, Health & Science

Campus: City Campus

Program: C4375 - Certificate IV in Optical Dispensing

Course Contact: Jade Cusworth / TImothy Haigh

Course Contact Phone: 03 9925 8382 / 03 9925 4846

Course Contact Email: jade.cusworth@rmit.edu.au / timothy.haigh@rmit.edu.au


Name and Contact Details of All Other Relevant Staff

Nominal Hours: 120

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

None

Course Description

This unit describes the skills and knowledge required to evaluate client needs, take measurements and make calculations to facilitate effective dispensing for atypical prescriptions, including for low vision clients. Low vision occurs when, after accurate refraction and the provision of spectacles or contact lenses to correct the refractive error, good visual acuity is not achievable.


National Codes, Titles, Elements and Performance Criteria

National Element Code & Title:

HLTOPD003 Dispense atypical prescriptions

Element:

1. Evaluate client needs

Performance Criteria:

1.1 Interpret the parameters of atypical prescriptions and transpose as required

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 and treatment combinations to suit individual requirements based on principles of low vision aid selection, depending on client’s needs

Element:

2. Determine specifications for atypical prescriptions

Performance Criteria:

2.1 Take accurate measurements and make calculations necessary to accurately dispense atypical prescriptions

2.2 Select option that best meets cosmetic, optical and functional needs

2.3 Determine the correct working distance for low vision aids

Element:

3. Fit frames and lenses for atypical prescriptions

Performance Criteria:

3.1 Organise required fitting equipment and materials

3.2 Select and specify appropriate bevelling and edging requirements to enhance the cosmetics and quality of the spectacles

3.3 Select appropriate lens treatments or additional requirements to maximise the visual performance and enhance the quality of the finished spectacles

3.4 Measure and specify the most appropriate lens fitting criteria

3.5 Ensure the quality of the finished spectacles

3.6 Fit and adjust the spectacles to client needs

Element:

4. Instruct client on wear and care

Performance Criteria:

4.1 Provide client with details about how to wear the appliance

4.2 Offer information about appliance care routines

4.3 Reinforce and support advice provided by low vision practitioner on correct use of low-vision aids

  
 

 

Element:

5. Finalise dispensing process

Performance Criteria:

5.1 Complete financial transactions in accordance with relevant policies and procedures

5.2 Follow correct procedures for client rebates

5.3 Complete and store records in accordance with relevant policies, procedures and confidentiality requirements

5.4 Offer follow up services in accordance with organisation procedures


Learning Outcomes


At the end of this unit students should be able to:

  • Evaluate client needs
  • Determine specifications for atypical prescriptions
  • Fit frames and lenses for atypical prescriptions
  • Instruct client on wear and care
  • Finalise dispensing process

 


Details of Learning Activities

Classroom teacher delivery

Group work

Self directed learning

Practical skills workshop sessions


Teaching Schedule

Specsavers groups will be notified of their respective sessions by Specsavers Head Office.


Learning Resources

Prescribed Texts


References


Other Resources

 

  • System for Ophthalmic Dispensing by C Brooks & I Borish
    (Online resource available through Blackboard)
  • Practical Optical Dispensing by Wilson & Daras
  • 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

You must demonstrate Performance and Knowledge Evidence of the unit in order to be deemed competent.
Assessment methods have been designed to measure achievement of each competency in a flexible manner over a range of assessment tasks.
You may be assessed by:
• Oral or written questioning
• Oral presentations
• Assignments and projects
• Direct observation of actual work practice
• Presentation of a portfolio of evidence which may comprise documents, and/or photographs and/or video and/or audio files
• Work-based activities
• Third-party feedback from a work supervisor/employer
Primary assessment involves on-going practical and applied assessment in a clinical workplace or simulated environment such as a supervised student clinic or at a Work Integrated Learning (WIL) placement activity.

Competency based training requires you to be in attendance in order for assessment to be undertaken.

Feedback will be provided throughout the semester in class and/or online discussions, through individual and group feedback on practical exercises and by individual consultation.

All Assessment tasks should be performed or submitted by their due dates.
If due to illness or other unforeseen circumstance, you are unable to attend on the due date of an assessment (e.g. test, examination, oral, etc.) OR you do attend, but your performance has been affected, you may submit an APPLICATION FOR SPECIAL CONSIDERATION within 2 working days of the due date. If Special Consideration is granted, you will be given the opportunity to complete/repeat the assessment task at a later date. For advice on this application please visit www.rmit.edu.au/students/specialconsideration  or speak to your Program Coordinator.
If due to illness or other unforeseen circumstance, you are unable to submit by the due date (e.g. assignment, report, project etc.):
• you may submit an APPLICATION FOR EXTENSION OF TIME FOR SUBMISSION OF ASSESSABLE WORK for an extension of time of up to seven (7) calendar days or less. This must be lodged with the Program Coordinator 1 working day before the original due date. If granted, you will have the opportunity to submit up to 7 days later than the original due date. For advice on this application please visit www.rmit.edu.au/students/assessment/extension or speak to your Program Coordinator.
Or:
• you may submit an APPLICATION FOR SPECIAL CONSIDERATION within 2 working days of the due date. If Special Consideration is granted, you will be given the opportunity to submit the assessment task more than 7 days after the original due date. For advice on this application please visit www.rmit.edu.au/students/specialconsideration or speak to your Program Coordinator.

You are expected to prepare all assignments and other written work in a professional manner. More information on general academic study and writing skills can be found on the “Learning Lab” http://emedia.rmit.edu.au/learninglab/. All work submitted for assessment must be submitted electronically unless otherwise advised.

Students must keep a copy of all submitted assessments including electronic copies.
Harvard style is used for all referencing and for bibliography.
RMIT University has a strict policy on academic integrity and plagiarism and. Please refer to the website for more information on this policy. www.rmit.edu.au/students/academic-integrity
If you have a long term medical condition and/or disability it may be possible to negotiate to vary aspects of the learning or assessment methods. You can contact the program coordinator or the Disability Liaison Unit if you would like to find out more.
Your rights and responsibilities as a student can be found at http://www1.rmit.edu.au/students/rights-and-responsibilities  
This course assessment conforms to RMIT assessment principles, regulations, policies and procedures which are described and referenced at www.rmit.edu.au/students/assessment  
 

Credit transfer and RPL
Credit transfer is available to students who have already completed the same or similar courses. Recognition of prior learning is available to students who have relevant prior skills or experience. Please refer to http://www.rmit.edu.au/browse;ID=8u7jborsx9dy

 

 

 

 

 

 

 

 

 

 


Assessment Tasks

 

1. Written Tasks:

Atypical prescriptions online assessment.

Atypical prescriptions assignment.

Atypical prescriptions case studies

 

2. Evidence log:

A collection of evidence activities to prove competence, knowledge and skill in a variety of elements and performance criteria across a range of units.

 

Due dates

Due dates will be published in the "Assessment due dates" section on Blackboard.


Assessment Matrix

 

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

 

 

 

NATIONAL UNIT CODE : HLTOPD003

NATIONAL UNIT NAME : Dispense atypical prescriptions

RMIT CODE:

OPSC5062C

Elements

Performance Criteria

Related Assessment Tasks

Assessment Method/

Types of Evidence

1. Evaluate client needs

 

1.1 Interpret the parameters of atypical prescriptions and transpose as required

 

Written Tasks

Case Studies

1.2 Analyse the prescription and identify areas of freedom and constraints

 

Written Tasks

Case Studies

1.3 Assess the individual needs and requirements of the client

Written Tasks

Case Studies

1.4 Select possible frame, lens and treatment combinations to suit individual requirements based on principles of low vision aid selection, depending on client’s needs

Written Tasks

Case Studies

2. Determine specifications for atypical prescriptions

2.1 Take accurate measurements and make calculations necessary to accurately dispense atypical prescriptions

 

Written Tasks

Atypical Assignment

Case Studies

2.2 Select option that best meets cosmetic, optical and functional needs

 

Written Tasks

Atypical Assignment

Case Studies

2.3 Determine the correct working distance for low vision aids

Written Tasks

Atypical Assignment

Case Studies

3. Fit frames and lenses for atypical prescriptions

 

3.1 Organise required fitting equipment and materials

Written Tasks

Atypical Assignment

Case Studies

Online Assessment

3.2 Select and specify appropriate bevelling and edging requirements to enhance the cosmetics and quality of the spectacles

Written Tasks

Atypical Assignment

Case Studies

Online Assessment

3.3 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

Online Assessment

3.4 Measure and specify the most appropriate lens fitting criteria

Written Tasks

Atypical Assignment

Case Studies

Online Assessment

3.5 Ensure the quality of the finished spectacles

Written Tasks

Atypical Assignment

Case Studies

Online Assessment

3.6 Fit and adjust the spectacles to client needs

Written Tasks

Atypical Assignment

Case Studies

Online Assessment

4. Instruct client on wear and care

 

4.1 Provide client with details about how to wear the appliance

Written Tasks

Online Assessment

Atypical Assignment

 

4.2 Offer information about appliance care routines

Written Tasks

Online Assessment

Atypical Assignment

 

4.3 Reinforce and support advice provided by low vision practitioner on correct use of low-vision aids

Written Tasks

Online Assessment

Atypical Assignment

 

5.Finalise dispensing process

5.1 Complete financial transactions in accordance with relevant policies and procedures

 

Written Tasks

Online Assessment

Atypical Assignment

 

5.2 Follow correct procedures for client rebates

 

Written Tasks

Online Assessment

Atypical Assignment

 

5.3 Complete and store records in accordance with relevant policies, procedures and confidentiality requirements

 

Written Tasks

Online Assessment

Atypical Assignment

 

5.4 Offer follow up services in accordance with organisation procedures

Written Tasks

Online Assessment

Atypical Assignment

 

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

 

 

 

  • modelling of industry operating conditions, including integration of problem solving activities

 

 

 

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

 

 

 

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

 

 

 

  • dispensed optical appliances in response to at least 5 different atypical prescription needs

Written Tasks

Portfolio of Evidence

  • determined the criteria for atypical dispensing, including making accurate calculations for the following:
  • change in vertex distance
  • compensated power (Fc)
  • effective power (Fe)
  • effectivity
  • prescriptions requiring compensations

Written Tasks

Atypical Assignment

 

  • calculated differential prismatic effect and compensation using different sized segments, Fresnel prisms, or slab off bifocals

Written Tasks

Atypical Assignment

 

  • calculated field of view and determine ways to improve the field of view

Written Tasks

Atypical Assignment

 

  • calculated spectacle magnification and determine ways to reduce the effects of aniseikonia

Written Tasks

Atypical Assignment

 

  • compounded and resolved prism

Written Tasks

Atypical Assignment

 

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

 

 

 

  • legal and ethical considerations for dispensing optical advice to clients:
  • duty of care
  • informed consent
  • privacy, confidentiality and disclosure
  • records management
  • work role boundaries – responsibilities and limitations
  • work health and safety

Written Tasks

Online Assessment

  • 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

  • types of atypical prescriptions, how to interpret and transpose them, including:
  • anisometropia
  • aphakia
  • high ametropia
  • prism

Written Tasks

Atypical Assignment

Case Studies

Online Assessment

  • 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

  • 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

  • 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

  • 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

  • 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

  • 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

  • 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

Foundation Skills

 

 

Core Skills from the Australian Core Skills Framework (ACSF)

  • Reading

 

  • Writing

Evidence Log

Workplace Performance

  • Oral Communication

Evidence Log

Workplace Performance

  • Numeracy

Evidence Log

Workplace Performance

  • Learning

Evidence Log

Workplace Performance

Employability Skills from the Core Skills for Work Framework (CFW)

 

 

  1. Navigate the world of work

1a. Manage career and work life

Evidence Log

Workplace Performance

1b. Work with roles, rights and protocols

Evidence Log

Workplace Performance

  1. Interact with others

2a. Communicate for work

Evidence Log

Workplace Performance

2b. Connect and work with others

Evidence Log

Workplace Performance

2c. Recognise and utilize diverse perspectives

Evidence Log

Workplace Performance

  1. Get the work done

3a. Plan and organise

Evidence Log

Workplace Performance

3b. Make decisions

Evidence Log

Workplace Performance

3c. Identify and solve problems

Evidence Log

Workplace Performance

3d. Create and innovate

Evidence Log

Workplace Performance

3e. Work in a digital world

Evidence Log

Workplace Performance

 

Other Information

This course guide applies to all Specsavers groups in term VE 2017

Course Overview: Access Course Overview