Assessor Resource

HLTAHW308B
Assist with basic health screening, promotion and education services

Assessment tool

Version 1.0
Issue Date: March 2024


This unit is intended to address skills and knowledge required by those working under supervision with Aboriginal or Torres Strait Islander communities at Certificate III level to deliver specific health care services

It is imperative that cultural issues, including gender and kinship issues, are respected in the delivery, assessment and application of this competency unit

This unit describes the competencies required to work with community members to determine community health information needs and to implement and evaluate routine health promotion/ education and screening programs within that community with a particular focus on sexual and reproductive health and maternal and infant care

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 of assessment:

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

Conditions of assessment:

This unit includes skills and knowledge specific to Aboriginal and/or Torres Strait Islander culture

Assessment must therefore be undertaken by a workplace assessor who has expertise in the unit of competency or who has the current qualification being assessed and who is:

Aboriginal or Torres Strait Islander him/herself

or:

accompanied and advised by an Aboriginal or Torres Strait Islander person who is a recognised member of the community with experience in primary health care

Context of assessment:

Competence should be demonstrated working individually, under supervision or as part of a primary health care team working with Aboriginal and/or Torres Strait Islander clients

Assessment should replicate workplace conditions as far as possible

Related units:

This unit may be assessed independently or in conjunction with other units with associated workplace application


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:

A broad knowledge base relating to individual and community health, including:

biology and development

the relationship between good health and nutrition, physical activity and other impacting factors across the lifespan

psychology

disease and treatment options

vaccine preventable diseases and the potential impact of non-immunisation

culture and tradition

Community processes

Confidentiality as it applies to the community/organisation

First aid

Knowledge and understanding of local community traditions, values, cultural beliefs and expectations, and how these affect the way the health worker must practice

Political, social, environmental and economic factors underlying community development

Processes related to health promotion and education

Relevant workplace policies, procedures and programs for screening, health promotion and education

Essential skills:

It is critical that the candidate demonstrate the ability to:

Communicate health information effectively in a one-on-one or group environment

Consult with community representatives and clarify needs in relation to health promotion

Help to prepare relevant and accurate health information to address these needs

Undertake basic health screening

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:

Apply a broad skills base relating to intervention in areas of knowledge in context of local community

Apply first aid skills to the level of unit HLTFA301B Apply first aid or equivalent

Communicate effectively (verbal skills essential, written not essential) and establish a relationship of trust with clients, including:

negotiation

public speaking

conflict resolution

representation

Reflect on and improve own level and application of skills and knowledge to achieve desirable outcomes and maintain own capabilities

Take into account opportunities to address waste minimisation, environmental responsibility and sustainable practice issues

Use basic research skills to obtain, summarise and provide feedback on community information

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.

Cultural respect

This competency standard supports the recognition, protection and continued advancement of the inherent rights, cultures and traditions of Aboriginal and Torres Strait Islander peoples

It recognises that the improvement of the health status of Aboriginal and Torres Strait Islander people must include attention to physical, spiritual, cultural, emotional and social well-being, community capacity and governance

Its application must be culturally sensitive and supportive of traditional healing and health, knowledge and practices

Community control

Community participation and control in decision-making is essential to all aspects of health work, and the role of the health worker is to support the community in this process

Supervision

Supervision must be conducted in accordance with prevailing State/Territory and organisation legislative and regulatory requirements

References to supervision may include either direct or indirect supervision of work by more experienced workers, supervisors, managers or other health professionals

A person at this level should only be required to make decisions about clients within the organisation's standard treatment protocols and associated guidelines

Legislative requirements

Federal, state or territory legislation may impact on workers' practices and responsibilities. Implementation of the competency standards should reflect the legislative framework in which a health worker operates. It is recognised that this may sometimes reduce the application of the Range of Variables in practice. However, assessment in the workplace or through simulation should address all essential skills and knowledge across the Range of Variables

Aboriginal and/or Torres Strait Islander health workers may be required to operate in situations that do not constitute 'usual practice' due to lack of resources, remote locations and community needs. As a result, they may need to possess more competencies than described by 'usual practice circumstances'

Under all circumstances, the employer must enable the worker to function within the prevailing legislative framework

Health promotion/education services may include (for example) promotion of:

Child and adult immunisation

Diabetes care

Drug and alcohol use

Nutrition

Child health broadly

Women's health

Men's health

Older people's health

Oral health

Eye health

Factors affecting food availability and access may include:

Social and domestic factors

Community infrastructure

Individual factors, such as:

income

level of knowledge

physical ability

transport

Australian Dietary Guidelines for specific groups apply to:

Infants

Children

Adolescents

Adults

Older adults

Provision of health care information includes:

Promotion of:

benefits of good nutrition and physical activity

factors that act as enablers and barriers to participation in physical activity (ref. national physical activity guidelines)

smoking cessation and safe use of alcohol

safe sex

avoiding hazards for children

ways to seek help

accessing health services/ programs available to the community

Information on nutrition, such as:

benefits of obtaining a nutritionally adequate diet

information on healthy food&cooking

food content labelling

risks of food-borne disease

how to avoid contamination during food preparation

safe food hygiene and storage

Information on environmental health, such as:

basic hygiene practices (personal, home and family)

pest and animal management

basic water, sewerage and waste management

food safety

Reinforcement of specific information provided by health service provider to support health care plan and requiring client compliance, such as:

requirements of treatment program or medication regime

specific dietary requirements and/or health care practices

Sexual/reproductive health information, such as:

safe sex practices

common methods of birth control

use of common contraceptives

availability of help in relation to making decisions about unwanted pregnancy

Information on healthy lifestyle and risks during pregnancy, including:

Smoking cessation

restrictions on alcohol

balanced diet

moderate physical activity

iron and folate supplement

continued ...

Provision of health care information includes:
(continued)

Maternal and infant health information, such as:

common physiological and emotional changes after childbirth

activities to enhance post natal health care

benefits of breast-feeding

advantages/disadvantages of infant formula feeding and correct preparation of formula

care of the newborn baby

hearing health issues

Information on nutrition for children, such as:

appropriate age to introduce solid foods

appropriate foods to introduce

basic advice on healthy food

healthy snacking for toddlers and pre-school age children

Information on treatment of treatment of common childhood conditions, such as:

nappy rash

gastro-enteritis

scabies and school sores

chronic suppurative otitis media

growth delay

Information on oral health, such as:

oral hygiene

oral disease and its effects on the body

prevention of dental caries, gum disease and oral cancer

Basic routine screening services may include:

Routine screening by age, sex, ethnicity and regional disease prevalence using common clinical procedures under supervision

Screening practices in line with relevant local, organisation and national guidelines as per 'Evidence base to a preventative health assessment in Aboriginal and Torres Strait Islander peoples' (RACGP/NACCHO publication)

Conditions to be screened for may include:

diabetes

overweight and obesity

hypertension

proteinuria

hearing

STIs

oral health

Information may be obtained from:

Client

Family

Significant others

Community

Other professionals

Relevant documentation, such as:

National Physical Activity Guidelines (for adults, children, adolescents and older adults

Significant others may include:

Members of family

Carers

Any person with the right to speak for the client

Government and non government organisations

Key members of the community

Organisation guidelines may include:

Clinical protocols

Occupational health and safety guidelines

Procedures manuals

Infection control guidelines

Legislation

National guidelines

Other health personnel may include:

Other health workers

Nurses

Doctors

Specialists

Allied health professionals

Members of the community who provide health care for client

Dental personnel

Documenting and recording may include:

Verbal reports

Reporting in writing

Taping

Filming

Photographs

Environment may include:

Remote

Urban

Rural

Coastal

Island

Inland

Clinic

Community centre

Patient's home, workplace or location

Feedback may be provided:

In writing

Verbally

Using symbols or drawings

As a recording using sound or visual media

Resources may include:

People

Brochures

Displays

Stories

Videos

Tapes

CDs

Computerised information

Whiteboards etc

Key people are:

Identified by the local community and community controlled organisations

Agencies include:

Government and non-government organisations

Community controlled organisations

Other agencies that provide health and community services

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
Question community representatives to determine current health needs and priorities 
Question community to determine effectiveness of existing health promotion/education programs 
Relay community feedback to the organisation or service provider 
Consider cultural practices and beliefs when determining information needs 
Develop ideas for community health promotion collaboratively according to organisation guidelines 
Consult community about planning the delivery of health promotion and education 
Use feedback from community consultation as a basis for planning community health information programs 
Discuss plans for health information program with supervisor and record in line with organisation guidelines 
Consult community about who should deliver health information 
Communicate community requirements to supervisor in line with organisation guidelines 
Conduct health promotion and education in partnership with the community 
Ensure service delivery meets community, legislative and organisation requirements 
Ensure health promotion and education activities support clients to take a self-care approach to health in line with individual needs and organisation and community requirements 
Identify food sources and availability to address individual and community needs throughout the year 
Identify factors affecting food security, availability and access and assess their impact 
Provide information about basic core food groups (including traditional bush foods) and the main nutrients they provide, using the Australian Guide to Healthy Eating and the ATSI Australian Guide to Healthy Eating 
Use Australian Dietary Guidelines and the Australian Guide to Healthy Eating as a basis for identifying nutrition requirements for specific groups 
Explain screening procedure to client 
Obtain feedback from client to determine whether procedure is understood 
Make client as comfortable as possible 
Prepare screening equipment 
Perform basic routine screening in line with community, legislative and organisation requirements 
Consult community about the effectiveness of health promotion and education 
Ensure evaluation includes effectiveness of health promotion resources, involvement of community as partner and community response to information provided 
Consult community to identify any obstacles to application of the information 
Discuss feedback with other members of the team and supervisor 

Forms

Assessment Cover Sheet

HLTAHW308B - Assist with basic health screening, promotion and education services
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:

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Assessment Record Sheet

HLTAHW308B - Assist with basic health screening, promotion and education services

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:

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