- HLTPOP405C - Use media to disseminate information
Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners
HLTPOP405C Mapping and Delivery Guide
Use media to disseminate information
Version 1.0
Issue Date: April 2024
| Qualification | - |
Unit of Competency | HLTPOP405C - Use media to disseminate information |
|---|---|---|---|
| Description | This unit covers the use of media to assist in the provision of information to the public about health promotion initiatives | ||
| Employability Skills | This unit contains Employability Skills | ||
| Learning Outcomes and Application | This unit applies to work in a public health context | ||
| 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: Determine appropriate media |
| |||||||
| Element: Provide information to the media |
| |||||||
| Element: Publicise a campaign or issue |
| |||||||
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 |
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 workplace or in a simulated workplace and under the normal range of workplace conditions Assessment may be conducted on more than one occasion to cover a variety of situations A diversity of assessment tasks is essential for holistic assessment Access is required to: equipment such as overhead projector and other presentation aids, appropriate computer software mock audience, if simulated case study |
Method of assessment: | Assessment may include: Observation of performance Written tasks Interviewing and questioning Formal appraisal systems Staff/client feedback Portfolio Supporting statement of supervisor(s) Authenticated evidence of relevant work experience and/or formal/informal learning Case studies and scenarios as a basis for discussion of issues and strategies to contribute to best practice in the work environment |
Related units: | This unit can be assessed independently However, holistic assessment practice with other appropriate units of competency is encouraged |
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: Equity issues in population health Evidence-based practice Media practices and procedures Methods of establishing beneficial media relationships 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. Alm Ata, Ottawa Charter, Jakarta Declaration, The Solid Facts by WHO) Requirements of different medium types Social change and advocacy processes The need to provide information which is accurate, particularly with regard to libel and discrimination issues The role of media in disseminating information The role of the media to present information in a newsworthy/ informative manner The significance of organisation confidentiality in relation to the public release of information Theory and practice of population health including health promotion, health protection and prevention of communicable and non communicable diseases Working knowledge, consistent with the elements of competence, of the organisation's applicable media policy and procedures and relevant industry codes of practice |
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: Accurately communicate organisation policy Apply procedures for liaising with media Apply effective communication and interpersonal skills including: language competence literacy and reading competence writing competence Apply analytical thinking, problem solving and critical appraisal Communicate information in a fluent, clear and interesting manner Demonstrate public speaking and media presentation skills Engage and work collaboratively and/or in partnership Facilitate and contribute effectively to meetings, forums and other networks Liaise with media and other organisation personnel 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. | |
Organisations liaising with the media may include: | Health services Government services and departments Schools Local community organisations Clubs Churches and associations Industry |
Organisational protocols may include: | Following organisational policies and procedures Maintaining personal presentation standards and expectations Ensuring media liaison person is fully briefed and prepared Acknowledging support of other organisations Seeking advice from superiors where appropriate Observing relevant Federal and State legislation and regulations |
Appropriate media may include: | Print (local and daily newspapers, business newspapers, generalist magazines, specialist magazines, articles or reviews) Television (news interviews, commercials, programs or documentaries) Radio (interviews, talk-back or commercials) Internet (organisation web-sites, other government department and private web-sites, online forums) |
Campaigns or issues may include: | Statewide initiatives Locality wide interventions Single setting interventions Single location interventions Long-term interventions |
Requirements of the media may include: | Deadlines Written reports Verbal presentations Photos Amenities Briefing area Access to media liaison person Bilingual personnel or bilingual information |
Relevant and succinct information may include: | Information that according to protocol is available for public release Information that is factual and avoids speculation Language that can be readily understood by a majority of the audience, in order to avoid misinterpretation |
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 |
|---|---|---|---|
| Select an appropriate medium that is readily accessible by the target group in response to the requirements of a specific health campaign or issue | |||
| Assess potential interest of selected medium and make arrangements to provide appropriate information | |||
| Follow organisation protocols when liaising with the media | |||
| Provide relevant and succinct information to the media with regard to new and specific health promotion initiatives | |||
| Provide relevant and succinct information on health promotion initiatives to media on an ongoing basis | |||
| Provide information relevant to target group | |||
| Follow organisation protocols when providing information | |||
| Establish relationship with media contacts | |||
| Gather campaign or issue details and support materials | |||
| Present campaign or issue details and support materials in a logical, relevant and concise manner to the selected media | |||
| Record information provided to media and maintain |
Forms
Assessment Cover Sheet
HLTPOP405C - Use media to disseminate information
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
HLTPOP405C - Use media to disseminate information
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: