Assessor Resource

HLTAH420B
Support the provision of basic nutrition advice/education

Assessment tool

Version 1.0
Issue Date: April 2024


Work performed requires a range of well developed skills where some discretion and judgment is required and individuals will take responsibility for their own outputs

Allied Health Assistants operate within the scope of their defined roles and responsibilities and under supervision of an Allied Health Nutrition Professional

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 support the provision of basic nutrition education to clients receiving diet therapy from a dietitian

This work is performed under the direction and supervision of a dietitian

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

Prerequisites

Pre-requisite units

This unit must be assessed after successful achievement of pre-requisite units:

HLTNA301C Provide assistance to nutrition and dietetic services

HLTNA302C Plan and evaluate meals and menus to meet recommended dietary guidelines

HLTNA303C Plan and modify menus according to nutrition dietary plans

HLTNA304C Plan meals and menus according to cultural and religious needs

HLTFS207C Follow basic food safety practices

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.

Observation of workplace performance is essential for assessment of this unit.

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

Context of and specific resources for assessment:

Assessment must be completed in the workplace.

Relevant guidelines, standards and procedures

Resources essential for assessment include:

Materials and other resources required for client education

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

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 basic knowledge of:

Anatomy and body systems

Nutrition principles

Cultural diets and restriction

Human behaviour and social/interpersonal behaviour

Knowledge of:

The nutritional composition of food

Food safety

Relevant policies, protocols and practices of the organisation

Client nutrition care plans, goals and limitations of diet therapy

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

Contra-indications of diet therapy

Appropriate use of equipment, materials and resources

OHS policy and procedures

Understanding of and adherence to own work role and responsibilities

Infection control policy and procedures

Principles and practices of confidentiality and privacy

Essential skills:

It is critical that the candidate demonstrate the ability to:

Communicate effectively with clients to ensure client understanding of food and dietary requirements and food safety

Use appropriate materials and equipment and follow procedures to provide nutrition information/education to clients

Record client progress and status according to organisation charting requirements

Work in a manner that respects the dignity of clients

Work under the direction of a dietitian

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:

Follow organisation policies and procedures

Work under direction and supervision

Work effectively with clients, colleagues and supervisors

Display empathy to clients 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 and

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

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

Aged people

People with disabilities

People with a physical or mental illness

Visitors

Family/carers

Other agencies

Basic educational material may include:

Charts

Leaflets

Food packages

Food models

Recipes

Product samples

Monitoring may include:

Weight checks

Weight logs

Waist to hip ratio

Body mass index

Food intake records

Cupboard and refrigerator checks

Meal on Wheels consumption

Setting may include:

Hospitals

Residential aged care

Hostels

Group homes

Extended in-patient settings

Client home

Community or Public Health facilities and settings

Practical nutrition education may include:

Basic nutrition

Product usage

Food safety

Food storage

Basic cooking

Recipe modification

Food shopping

Dietary services and resources may include:

Dietary analysis programs

Scales

Stadiometer (height measure)

Tape measure

Software

Food packages

Reporting may include:

Verbal

Telephone

Face to face

Written (including email, pager)

Progress reports

Case notes

Incident reports

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
Obtain client education requirements from the dietitian 
Check with the dietitian for details of the education process, timing of the process and monitoring and evaluation requirements 
Check with the dietitian for details about possible client indicators that may need to be considered 
Gather basic educational materials and products according to the directions of the dietitian 
Develop or modify resources under the direction of the dietitian, as required 
Check with the dietitian that materials and products are appropriate for the client's setting 
Determine client availability 
Confirm the purpose of the information/education, based on the diet plan with the client 
Guide the client to ensure that meal choices are consistent with the nutritional care plan designed by the dietitian 
Provide practical dietary education to support meal and food choices consistent with nutrition care plan 
Use appropriate nutrition and dietetic resources and equipment 
Seek feedback on the client's understanding 
Provide feedback to the dietitian on client food and meal choices 
Monitor client according to nutrition care plan, appropriate monitoring strategies 
Identify client deviations from the nutrition care plan and report to dietitian 
Identify other indicators requiring dietary intervention in line with organisation procedures and protocols 
Report identified requirements for dietary intervention to the dietitian 
Seek client feedback on satisfaction with the dietetic service 
Use and clean any equipment according to manufacturers requirements 
Store educational materials and any equipment according to manufacturers requirements and organisation protocols 
Report equipment faults to appropriate person 
Report educational material requirements such as need to re-stock according to organisation protocols 
Use accepted protocols to report information in line with organisation requirements 
Use appropriate terminology to document client response to the information/education 

Forms

Assessment Cover Sheet

HLTAH420B - Support the provision of basic nutrition advice/education
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

HLTAH420B - Support the provision of basic nutrition advice/education

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: