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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 andor 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 himherself 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 andor 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

Range Statement



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

Specific learning needs of participants may relate to:	Literacy and numeracy needs Cultural, language and educational background Gender Level of confidence, nervousness or anxiety Experience in training

Stakeholders may include:	Participants Trainers/facilitators Community groups/leaders Government and non-government agencies/representatives Health professionals

Resources may include:	Physical (e.g. venue, location, facilities, local shops/stores) Financial Human (e.g. guest speakers) Materials and equipment (e.g. notes, videos, shopping dockets, ingredients, utensils)

Ways of distributing information may include:	Flyers Local radio and television Letterbox drop Word of mouth Community meeting House calls Newspapers

Training delivery methods include:	Presentations Demonstrations Mentoring Group work Experiential learning

Culturally appropriate practices include:	Interpersonal approach Thinking/learning styles Priority setting Experience and working styles Food customs Making allowances for cultural obligations Respecting kinship and protocols

Strategies and techniques may include:	Group discussions Goal setting Practical exercises (e.g. shopping, cooking)

Factors that influence weight gain include:	Energy input versus energy output ie. Amount of physical activity compared to amount of food and drink consumed. High energy foods and drink including high fat foods, soft drinks and alcohol Body shape, including the increased health risks of upper body fat Basal metabolic rate Quick weight loss diets

Effects of low self-esteem include:	Under performing Avoiding challenges Negative thoughts Behaviour change Emotional changes Low energy Tension Tiredness

Realistic ways of improving self-esteem include:	Positive self-talk Compliments Mixing with people who treat us well Pleasure without guilt Changing attitudes and thoughts

Dietary terms include:	Light/lite Toasted/oven baked No cholesterol/cholesterol free/low cholesterol Diet/low joule Fat-free/reduced fat Sugars, in its various forms/names Fats, in its different forms/names - including saturated versus unsaturated

Risk factors of diabetes include:	Overweight Genetics/family Age Diabetes of mother

Factors involved in diabetes prevention include:	Healthy eating patterns Regular physical activity

Signs and symptoms of diabetes include:	Feeling sleepy and run down More thirst that normal Going to the toilet more often Cuts and sores that won't heal Blurred vision

Complications of diabetes may involve:	Kidneys Eyes Heart Feet Circulation Teeth Sexual health Amputations

Feedback may be obtained by:	Self-evaluation Interviews Questionnaires

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HLTAHW429B - Provide healthy lifestyle programs and advice

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Elements and Performance Criteria

Required Skills

Evidence Required

Range Statement