- CHCPROM502B - Implement health promotion and community intervention
Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners
CHCPROM502B Mapping and Delivery Guide
Implement health promotion and community intervention
Version 1.0
Issue Date: April 2024
| Qualification | - |
Unit of Competency | CHCPROM502B - Implement health promotion and community intervention |
|---|---|---|---|
| Description | This unit describes the knowledge and skills required to implement health promotion and community intervention | ||
| Employability Skills | This unit contains Employability Skills | ||
| Learning Outcomes and Application | This unit may apply in a range of community service contexts | ||
| Duration and Setting | X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting. |
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| Prerequisites/co-requisites | Not Applicable | ||
| Competency Field | |||
| Development and validation strategy and guide for assessors and learners | Student Learning Resources | Handouts Activities |
Slides PPT |
Assessment 1 | Assessment 2 | Assessment 3 | Assessment 4 | |
|---|---|---|---|---|---|---|---|---|
| Elements of Competency | Performance Criteria | |||||||
| Element: Apply knowledge of key issues in preventative health care |
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| Element: Work within the educational framework of health promotion |
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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 unit of competency: | The individual being assessed must provide evidence of specified essential knowledge as well as skills Evidence must include observation of performance in the work environment or in a simulated work setting |
Access and equity considerations: | All workers in community services should be aware of access, equity and human rights 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 issues facing Aboriginal and Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on 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 Aboriginal and/or Torres Strait Islander clients and communities |
Context of and specific resources for assessment: | This unit can be assessed independently, however holistic assessment practice with other community services units of competency is encouraged Resources required for assessment of this unit include access to: an appropriate workplace where assessment can be conducted or simulation of realistic workplace setting for assessment equipment and resources normally used in the workplace |
Method of assessment: | Observations Questioning Evidence gathered from the workplace environment Demonstration over a period of time to ensure consistency of performance |
Submission Requirements
List each assessment task's title, type (eg project, observation/demonstration, essay, assignment, 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 These include knowledge of: A philosophical and historical understanding of preventative health care Social research and date relating to health issues Primary health care principles Funding and policy environment |
Essential skills: It is critical that the candidate demonstrate the ability to: Apply and conduct social research Use and interpret data base information Apply numerical skills to enable statistical interpretation 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 These include the ability to: Apply oral communication skills required to fulfil job roles as specified by the organisation/service including: asking questions active listening asking for clarification negotiating solutions acknowledging and responding to a range of views Apply written communication skills required to fulfil job roles as specified by organisation/service Apply problem solving skills required include an ability to use available resources, analyse information and make decisions Demonstrate application of skills including: project planning work with diversity advocacy skills work in groups |
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. | |
Key resources are available from: | WHO concept of Health Ottawa Charter 1986 Jakarta Declaration 1997 |
Key issues and prevention strategies affecting people's health: | Nutrition Substance use and misuse Environmental health Mental health Sexual and reproductive health Other determinants |
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 |
|---|---|---|---|
| Apply social research methods to appropriately analyse population health trends, demographic, social and epidemiological information and data | |||
| Identify key issues in preventative health | |||
| Identify current responses to preventative health care | |||
| Access information on preventative health care and apply to developing solutions to community issues | |||
| Define target populations and determine consultation processes | |||
| Examine policy and funding contexts and issues | |||
| Develop an educational perspective based on a philosophical and historical understanding of preventative health care | |||
| Integrate preventative health care perspective into community development and capacity building | |||
| Apply relevant strategies to health promotion in the community | |||
| Plan partnerships with stakeholders | |||
| Identify a range of techniques to engage community in health promotion activities | |||
| Access key resources for health promotion activities |
Forms
Assessment Cover Sheet
CHCPROM502B - Implement health promotion and community intervention
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
CHCPROM502B - Implement health promotion and community intervention
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: