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

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:

Nutrition for good health

Nutritional issues for specific Aboriginal and/or Torres Strait Islander communities and individuals

Australian Guide to Health Eating and the nutrients associated with each food group

Basic eating patterns for healthy weight and factors associated with quick weight loss diets

Benefits and common myths relating to physical activity

Processes of behaviour change, including:

stages of behaviour change

factors that influence of behaviour change

barriers to behaviour change

Nutritional needs of people at different stages in the lifecycle

Risk factors associated with common nutrition-related diseases

Essential skills:

It is critical that the candidate demonstrate the ability to:

Plan, prepare for, deliver and evaluate a healthy lifestyle training program customised to address participant and community needs

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:

Plan, prepare for, deliver and evaluate a training program customised to address participant and community needs

Apply the Australian Dietary Guidelines

Work with individuals, families and communities to identify, establish and maintain lifestyle changes to achieve improved health

Analyse food labels to identify nutritional value and cost efficiencies for shopping

Plan, prepare and cook food to achieve healthy eating

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