Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners

HLTAH408B Mapping and Delivery Guide
Assist with the development and maintenance of client functional status

Version 1.0
Issue Date: March 2024


Qualification -
Unit of Competency HLTAH408B - Assist with the development and maintenance of client functional status
Description This unit of competency describes the skills and knowledge required to support clients to participate in developmental activities that will enhance or maintain functional status
Employability Skills This unit contains Employability Skills
Learning Outcomes and Application Work performed requires a range of well developed skills where some discretion and judgment is required and individuals will take responsibility for their own outputsAllied Health Assistants operate within the scope of their defined roles and responsibilities and under supervision of an occupational therapistFor 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
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.
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: Plan to deliver skill development program activities based on identified goals
  • Obtain information about the developmental program from an allied health professional
  • Consult allied professional about the developmental program requirements and desired client outcomes
  • Identify program requirements outside scope of role and responsibilities as defined by the organisation and discuss with allied health professional
  • Identify and confirm impact of the program's contribution to the client's overall care plan
  • Determine client availability according to organisation protocols
  • Identify cultural and spiritual issues that might have an impact on client's maintenance of function
       
Element: Develop skill development and maintenance program based on identified goals
  • Assist professional to work with client and carers to identify current skills and abilities and how these can be built upon to participate more meaningfully in the client's environment(s)
  • Assist professional to work with client and carers to identify their needs and priorities in terms of specific skill development and maintenance
  • Identify skills that need to be developed that are outside scope of role and responsibilities as defined by the organisation and refer to the allied health professional
  • Assist professional to work with the client and carers to develop goals that will enable work at the client's own pace to acquire and retain skills for daily living
  • Support the client and carers to identify methods that will build upon their strengths when developing, and retaining skills
  • Work with professional and client to determine methods of evaluating the effectiveness of activities and methods
       
Element: Deliver skill development and maintenance program
  • Gather the equipment and materials to deliver the program, in line with client needs, specifications of the allied health professional and legislative and organisation guidelines
  • Check safety and efficiency of any equipment and materials
  • Support client to carry out activities in ways that promote safety, involvement and confidence, and adhere to the cultural and spiritual beliefs and preference of the client
  • Provide support according to principles and practices of active support, in a manner that is respectful of the client and provides encouragement and motivation to optimise client interest and involvement
  • Set up the environment to optimise client interest, participation and involvement
  • Identify and respond appropriately to any risk to clients or others and report accordingly
  • Provide reinforcement and constructive feedback to client and carers about involvement in activities
  • Modify approaches if client becomes distressed, in pain or communicate their desire to stop or amend the activity
  • Seek advice if safety issues arise, does not wish to continue, is distressed or in pain or if conflict arises with client
  • Assist professional to work with client to review progress
  • Under direction of an occupational therapist, adapt the environment and activity to maximise functional independence
       
Element: Clean and store equipment and materials
  • Clean equipment and materials according to manufacturers requirements
  • Store equipment and materials according to manufacturers requirements and organisation protocols
  • Report equipment faults to appropriate person
       
Element: Document client information
  • Use accepted protocols to document information relating to the program in line with organisation requirements
  • Provide regular feedback to the client's care team
  • Use appropriate terminology to document symptomatic expression of identified problems related to the program
       


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

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:

Assessment must include demonstrated workplace application

Relevant guidelines, standards and procedures

Resources essential for assessment include:

Equipment and materials for delivering a program

Protocols for determining needs, goals and measuring progress

Infection control procedures

Workplace health and safety guidelines

Other organisation policies and procedures


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

This includes knowledge of:

Legal and organisation requirements on equity, diversity, discrimination, rights, confidentiality and sharing information when supporting a client to develop and maintain skills

Principles and practices of active support and the promotion of individual's rights, choices and well being when supporting participation in developmental activities

Codes of practice for work in occupational therapy

Understanding of quality assurance, best practice and accreditation standards

Theories relevant to the client group, including:

aspects of human growth and development and how these affect and are affected by developmental activities

identity and self esteem and impact on involvement in developmental activities

Concept of human development as a life long process and the impact on developmental programs

The impact of disability and ageing on daily living and working skills of clients, carers and others

Working with clients, carers and others to:

identify needs

identify strategies to build on existing strengths and capacities

evaluation of progress

identify unmet needs

Access to relevant resources, aids and information

Strategies to support, motivate and encourage clients and carers

Understanding of role within a care team and when and how to provide feedback about the client

Record keeping practices and procedures in relation to diagnostic and therapeutic programs/treatments

OHS policies and procedures that relate to the allied health assistant's role in implementing developmental programs

Infection control policies and procedures that relate to the allied health assistant's role in implementing developmental programs

Supervisory and reporting protocols of the organisation

Essential skills:

It is critical that the candidate demonstrate the ability to:

Implement active support strategies

Work collaboratively with clients and carers in the pursuit of skill development outcomes

Prepare and evaluate the effectiveness of skill development activities

Develop activities to establish and maintain skills in an active support context

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:

Work under direct and indirect supervision

Communicate effectively with clients in a therapeutic/treatment relationship

Communicate effectively with supervisors and co-workers

Work within a multi-disciplinary team

Apply skills in time management, personal organisation and establishing priorities

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

Skill development program activities may include but are not limited to:

ADLs (personal and independence skills)

Personal care

Literacy

Socialisation

Mobility

Communication

Recreation

Information may include:

Client care plan

Individual program plan

Individual education plan

Client treatment plan

Allied health professional instructions

Client record

Case notes

Other forms according to procedures of the organisation

Client may include:

Adults

Children and young people

Older people

People with disabilities

People recovering from illness or injury

Client environment's may include:

Hospital

Home

Residential care setting

Group home

School

Rehabilitation setting

Relevant guidelines may include:

Organisation policies and procedures

OHS policies and procedures

Manufacturer specifications

Active support must include:

Encouragement of clients to do as much for themselves as possible to maintain independence and physical ability

Encouragement of client to maximise own potential and independence

Structuring skill development and maintenance activities that maximise client interest, involvement and participation

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 information about the developmental program from an allied health professional 
Consult allied professional about the developmental program requirements and desired client outcomes 
Identify program requirements outside scope of role and responsibilities as defined by the organisation and discuss with allied health professional 
Identify and confirm impact of the program's contribution to the client's overall care plan 
Determine client availability according to organisation protocols 
Identify cultural and spiritual issues that might have an impact on client's maintenance of function 
Assist professional to work with client and carers to identify current skills and abilities and how these can be built upon to participate more meaningfully in the client's environment(s) 
Assist professional to work with client and carers to identify their needs and priorities in terms of specific skill development and maintenance 
Identify skills that need to be developed that are outside scope of role and responsibilities as defined by the organisation and refer to the allied health professional 
Assist professional to work with the client and carers to develop goals that will enable work at the client's own pace to acquire and retain skills for daily living 
Support the client and carers to identify methods that will build upon their strengths when developing, and retaining skills 
Work with professional and client to determine methods of evaluating the effectiveness of activities and methods 
Gather the equipment and materials to deliver the program, in line with client needs, specifications of the allied health professional and legislative and organisation guidelines 
Check safety and efficiency of any equipment and materials 
Support client to carry out activities in ways that promote safety, involvement and confidence, and adhere to the cultural and spiritual beliefs and preference of the client 
Provide support according to principles and practices of active support, in a manner that is respectful of the client and provides encouragement and motivation to optimise client interest and involvement 
Set up the environment to optimise client interest, participation and involvement 
Identify and respond appropriately to any risk to clients or others and report accordingly 
Provide reinforcement and constructive feedback to client and carers about involvement in activities 
Modify approaches if client becomes distressed, in pain or communicate their desire to stop or amend the activity 
Seek advice if safety issues arise, does not wish to continue, is distressed or in pain or if conflict arises with client 
Assist professional to work with client to review progress 
Under direction of an occupational therapist, adapt the environment and activity to maximise functional independence 
Clean equipment and materials according to manufacturers requirements 
Store equipment and materials according to manufacturers requirements and organisation protocols 
Report equipment faults to appropriate person 
Use accepted protocols to document information relating to the program in line with organisation requirements 
Provide regular feedback to the client's care team 
Use appropriate terminology to document symptomatic expression of identified problems related to the program 

Forms

Assessment Cover Sheet

HLTAH408B - Assist with the development and maintenance of client functional status
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

HLTAH408B - Assist with the development and maintenance of client functional status

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: