Assessor Resource

HLTAH301C
Assist with an allied health program

Assessment tool

Version 1.0
Issue Date: April 2024


The application of knowledge and skills described in this competency unit may relate to functions such as assisting an allied health worker in any professional function

The knowledge and skills relate to functions that do not include the assistant carrying out an assessment or therapeutic process or intervention

Work at this level requires direct supervision

For training and assessment pathways, experience in workplace application of the skills and knowledge identified in this competency unit should be provided as required to support allied health professions

This unit of competency describes the skills and knowledge required to provide basic assistance to an allied health professional. This unit of competency provides a general introduction to working as an assistant in the allied health area

You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)

Prerequisites

Not Applicable

Employability Skills

This unit contains Employability Skills



Evidence Required

List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.

The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for this Training Package.

Critical aspects for assessment and evidence required to demonstrate this competency unit:

The individual being assessed must provide evidence of specified essential knowledge as well as skills

Consistency of performance should be demonstrated over the required range of situations relevant to the workplace

Where, for reasons of safety, space, or access to equipment and resources, assessment takes place away from the workplace, the assessment environment should represent workplace conditions as closely as possible

Access and equity considerations:

All workers in the health industry should be aware of access and equity issues in relation to their own area of work

All workers should develop their ability to work in a culturally diverse environment

In recognition of particular health issues facing Aboriginal and Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on health of Aboriginal and Torres Strait Islander people

Assessors and trainers must take into account relevant access and equity issues, in particular relating to factors impacting on health of Aboriginal and/or Torres Strait Islander clients and communities

Context of and specific resources for assessment:


Assessment must include evidence of workplace performance

Relevant guidelines, standards and procedures

Resources essential for assessment include:

Other organisation policies and procedures

Duties statements and/or job descriptions

Documentation

Equipment

Infection control procedures

Workplace health and safety guidelines

Method of assessment

Observation of some applications in the work place (as is appropriate/possible)

Written assignments/projects

Questioning

Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assingnment, checklist) and due date here

Assessment task 1: [title]      Due date:

(add new lines for each of the assessment tasks)

Assessment Tasks

Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.

This describes the essential skills and knowledge and their level required for this unit.

Essential knowledge:

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:

Relevant organisation policies and procedures

Client care plans, goals and limitations of therapy

Roles, responsibilities and limitations of self and other allied health team members and nursing, medical and other personnel

Therapy tasks/programs associated with particular client population

Contraindications for therapies

Community and government resources for client population

Allied health resources available for client population

Appropriate use of allied health equipment and resources

Work health and safety (WHS) policy and procedures

Infection control policy and procedures

Basic therapy techniques (particular to relevant allied health profession)

Knowledge of differences between occupational therapy, physiotherapy and speech pathology

Basic knowledge of human behaviour and social/interpersonal behaviour

Essential skills:

It is critical that the candidate demonstrate the ability to:

Work within roles and responsibilities of the relevant allied health service

Comply with relevant policies, protocols, guidelines and procedures of the organisation

Follow instructions effectively

Complete set instructions effectively and efficiently

Request clarification/feedback appropriately

Work effectively as part of a team and/or working effectively without the AHP being present where appropriate.

Keep legible and logical documentation and relays information

Use correctly and safely assigned therapy equipment

In addition, the candidate must be able 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:

Communicate effectively with other team members and understand their various roles

Assist with basic therapy techniques

Apply skills in time management, personal organisation and establishing priorities

Work under direct supervision

Use effective interpersonal "people" skills

Analyse activities break down activities into component parts

Use initiative

Assist with manual handling and client movement

Respond appropriately to difficult or challenging behaviour

Use problem solving skills as required

Display empathy with client and relatives

The Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Add any 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.

Supervision refers to:

Instructing, advising, and monitoring another person in order to ensure safe and effective performance in carrying out the duties of their position

The nature of supervision is flexible and may be conducted by various means including:

in person

through use of electronic communications media such as telephone or video conferencing

Frequency of supervision will be determined by factors such as:

the task maturity of the person in that position or clinical placement

the need to review and assess client conditions and progress in order to establish or alter treatment plans in case of students and assistants

the need to correct and develop non clinical aspects such as time management, organisation requirements, communication skills, and other factors supporting the provision of clinical care and working within a team

A person under supervision does not require direct (immediate) and continuous personal interaction, but the method and frequency will be determined by factors outlined above

Clients may include:

Infants

Children

Adolescents

Adults

Elderly

Visitors

Staff

Prospective clients to the service or services

Relatives/carers of client

Client services may include interaction with:

Other staff members

Team members

Service units or departments

Family members and friends of clients

Carers

Volunteers in a health services environment

Professional representatives or agents of the client such as medical specialists, social workers, therapists, interpreters, teachers and/or spiritual, community or other representative

Allied health services may include:

Physiotherapy

Psychology/clinical psychology

Podiatry

Occupational therapy

Speech pathology

Dietetics

Social work

Audiology

Physical education

Pharmacists

Prosthetists

Orthotists

Hydrotherapy services

Confidentiality policies may include:

Fees

Health fund entitlements

Welfare entitlements

Payment methods and records

Public environments

Legal and ethical requirements

Writing details ie. medical and consent forms

Conversations on the telephone

Secure location for written records

Offering a private location for discussions

Information disclosed to an appropriate person consistent with individual's level of responsibility

Workplace settings may include:

Hospital (inpatient and outpatient)

Community health centres

Rehabilitation service

Therapy centres

Multi-purpose centre

Nursing home/hostels

Residential care

School

Child care centre/preschool

Allied health private practice

Client's home (community based/rural and remote services)

Hydrotherapy pools

Allied health equipment may include:

Physiotherapy equipment

Respiratory equipment

Tilt tables

Braces

Electrotherapy devices

Electrical equipment

Hydrotherapy

Manual handling

Exercise equipment

Positional equipment eg. slings/splints

Wheelchairs/frames and walking sticks and crutches

Audiovisual equipment

Feeding equipment

Plastering equipment

Woodworking equipment

Sewing machines

Computers

Occupational therapy equipment may include:

Splinting equipment

Wheelchairs/frames and walking sticks/crutches

ADL equipment

Exercise equipment

Various activity equipment

Computer programmes

Audio-visual equipment

Positioning furnishing equipment

Computer/other technical equipment

Variety of activity equipment

Speech pathology equipment may include:

Artificial larynx

Augmented communication equipment

Paediatric feeding devices

Feeding equipment

Allied health professional instructions may be:

Written

Verbal

Diagrammatic

Assistance with therapy tasks may be:

Working directly with (in the presence of may be directly with or in parallel to) the allied health professional and according to their instruction

Working without the allied health professional being present but according to instruction of the allied health professional

Maintaining reserve of appropriate assessment and client record forms

Relevant sources of information may be:

Clients

Client relatives/friends/carers

Allied health professionals

Community/support group

Nurses

Care plans

Discharge plans

Appropriate training programs

Information passed on to appropriate allied health professional must be as:

Case notes

Verbal or written handover

Memo

Checklists

Other forms according to procedures for individual organisations

Recording of appointments may include but is not limited to:

Manual ie. appointment book

Electronic ie. computer based program

Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.

Observation Checklist

Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice Yes No Comments/feedback
Understand the role of the allied health professional and assistant 
Adhere to confidentiality policies at all times. 
Provide basic accurate information to clients/prospective clients regarding allied health services 
Discuss therapy/treatment program and confirm with appropriate supervising allied health professional 
Obtain information from relevant sources according to organisation policies and supervising allied health professional 
Check resources/equipment required for therapy program to ensure suitability and working order 
Recognise and minimise environmental hazards in accordance with organisation requirements 
Prepare the client for therapy under direction of relevant supervising allied health professional who may not be present 
Assist with therapy tasks according to instructions of allied health professional who may not be present 
Maintain general therapy precautions 
Seek clarification/feedback as required 
Take appropriate actions to ensure comfort, safety and privacy of the client 
Reinforce, clarify and explain therapy goals to clients under supervision of allied health professional 
Support and coach clients to achieve identified therapy goals under supervision of allied health professional 
Deal with accidents/incidents appropriately and report to the supervising allied health professional 
Use equipment according to instructions set by supervising allied health professional 
Follow WHS guidelines for particular pieces of equipment 
Use equipment according to manufacturer and supervising allied health professional instructions 
Pass on significant information to appropriate supervising allied health professional 
Document information according to organisation policy and procedures 
Assist the allied health professional to identify gaps in therapy material resources and develop solutions 
Update therapy materials on a regular basis as instructed 
Construct aids/adaptations in accordance with allied health professional's instructions 
Maintain statistics in accordance with organisation policies and procedures 
Maintain stock levels in accordance with organisation policies and procedures 
Book in clients for appointments in accordance with organisation policies and procedures 
Demonstrate a holistic understanding of health as wellbeing, rather than focusing on disease or its absence 
Work with an awareness of multiple determinants of health, including housing, education, nutrition and communication 
Support and facilitate the involvement of the client and, where appropriate, the community in planning and provision of services 
Promote good health and a preventive approach to maintaining health as part of own work role, where appropriate 
Demonstrate recognition of and support for the importance of access and equity in provision of health services in line with own work role 
Reflect evidence based practice in own provision of health care services 

Forms

Assessment Cover Sheet

HLTAH301C - Assist with an allied health program
Assessment task 1: [title]

Student name:

Student ID:

I declare that the assessment tasks submitted for this unit are my own work.

Student signature:

Result: Competent Not yet competent

Feedback to student

 

 

 

 

 

 

 

 

Assessor name:

Signature:

Date:

Assessment Record Sheet

HLTAH301C - Assist with an allied health program

Student name:

Student ID:

Assessment task 1: [title] Result: Competent Not yet competent

(add lines for each task)

Feedback to student:

 

 

 

 

 

 

 

 

Overall assessment result: Competent Not yet competent

Assessor name:

Signature:

Date:

Student signature:

Date: