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

Consideration should be given to assessing consistency of performance over a period of time

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:

This unit is most appropriately assessed in the classroom environment

Assessment may contain a theoretical emphasis.

Access to:

a range of government and non government policy documents and reports and statistics

journals, books and external expertise

documents and other materials (charters, declarations, discussion papers, etc.) from international conferences on population health

organisation policies and procedures

Method of assessment may include:

Observation of performance

Written tasks

Interviewing and questioning

Formal appraisal systems

Staff client feedback

Portfolio/CV

Supporting statement of supervisors

Evidence of relevant work experience/formal or informal learning

Case studies and scenarios as a basis for the discussion of issues in facilitating learning and individual behaviour change

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:

Adult education principles

Equity issues in population health

Evidence-based practice

National, State and local health policies, goals, targets and priorities

Overview of the stages in population health project planning

Quality assurance

Relevant international charters/declarations and documents (e.g. Alma Ata, Ottawa Charter, Jakarta Declaration, The Solid Facts by WHO)

Social change and advocacy processes

Social determinants of health

The relationship between attitudes, knowledge and lifestyle factors and behaviour

The relationship between individual behaviour and health outcomes

Theory and practice of population health including health promotion, health protection and prevention of communicable and non communicable diseases

Essential skills:

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:

Apply effective communication and interpersonal skills including:

high level written or verbal

negotiation and liaison

consultation

conflict resolution and mediation

Apply analytical thinking, problem solving and critical appraisal

Determine the impact of knowledge, values and environmental / cultural and lifestyle factors on behaviour

Facilitate and contribute effectively to meetings, forums and other networks

Identify individual behaviours that impact on health outcome

Undertake work planning and management

Work as part of a multi-disciplinary team and/or autonomously

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.

Individual behaviours that influence health outcome may include:

Diet

Physical activity

Alcohol consumption

Drug intake

Stress mediating activities

Smoking

Selected behaviour change models may include but are not restricted to:

Health belief model

Behaviour change models

Motivational change models

Social cognitive model

Theory of planned behaviour

Sources of information for the relationship between individual behaviour and health outcome may include:

Literature from population health and related disciplines such as published books, papers and reports

Demographic data and information

Socio-economic data and information

Data and information from health research and health studies

Expert informants

National, state and local health policy documents and implementation guidelines

Organisations may include

Divisions of population health or public health units

Community health services

Specific programs

Local government services

Aboriginal health Services

Non government health promotion programs e.g. Cancer Council, Heart Foundation, Asthma Association

Infrastructure may include:

Transport routes

Recreational facilities

A range of resources may include:

Print

Electronic resources

Workshops

Contextual influences on individual health mayinclude the following:

Socioeconomic status

Age

Education level

Ethnic background

Geographical location

Disability

Sexual identity

Early childhood experience and environment

Housing security

Access to transport

Employment status