This unit is intended to address skills and knowledge required by those working with Aboriginal or Torres Strait Islander communities to deliver primary health care services at Certificate IV level |
Not Applicable
ELEMENT | PERFORMANCE CRITERIA |
1. Prepare for and promote the training program | 1.1 Identify characteristics of the training participants and recognise their specific learning needs 1.2 Plan a timetable for program delivery and confirm after consultation with all stakeholders 1.3 Identify, arrange and/or order resources in consultation with stakeholders and/or the community 1.4 Present information about the program in a clear and concise manner that is appropriate to the target group and distribute it in a variety of ways 1.5 Select training delivery methods appropriate to the participants' needs as well as a suitable location and available resources |
2. Deliver training in a context appropriate to the community | 2.1 Ensure training is delivered in a safe, accessible and culturally secure environment and is based on culturally appropriate practices 2.2 Select appropriate strategies and techniques to facilitate the learning process 2.3 Negotiate training objectives, planned activities and assessment procedures (if applicable) with participants to meet their specific and/or changing needs 2.4 Encourage self-determination and community control to ensure improved healthy lifestyle outcomes 2.5 Ensure confidentiality for all participants |
3. Discuss behaviour in relation to diet and exercise | 3.1 Address factors that influence weight gain and the concept of energy balance 3.2 Explain basic eating patterns for healthy weight and the disadvantages of quick weight loss diets 3.3 Discuss the process of behaviour change and the stages and factors that influence it 3.4 Identify barriers to behaviour change and explore realistic solutions 3.5 Explain the benefits of physical activity and discuss common myths about physical activity 3.6 Explain how to develop and set SMART goals |
4. Discuss self-esteem and how it relates to health | 4.1 Discuss self-esteem is defined and the factors that influence it 4.2 Describe the effects of low self-esteem 4.3 Explore realistic ways of improving self-esteem 4.4 Review ways of making and maintaining healthy lifestyle changes and weight loss and associated benefits 4.5 Discuss ways of seeking ongoing support to help achieve goals 4.6 Plan activities to provide ongoing support and help to achieve goals |
5. Develop skills in interpreting food labels and shopping to a budget | 5.1 Identify healthy amounts of fat and sugar from food labels 5.2 Identify dietary terms and other terms for fat and sugar 5.3 Discuss benefits of budgeting and ways of shopping to get value for money 5.4 Explain the 10 Plan Shopping Guide for balancing diet and budget and provide opportunities for practice 5.5 Discuss ways of buying food so that the money goes further and compare prices per kilo 5.6 Investigate range of foods available in local store(s) during a shopping tour and read food labels to ascertain nutritional value of particular foods 5.7 Plan healthy meals for one day |
6. Provide low fat cooking exercises | 6.1 Discuss ways to cut down on fat and demonstrate low fat cooking methods 6.2 Explain the healthy eating pyramid and the Australian Guide to Healthy Eating (including the Indigenous Guide to Health Eating) 6.3 Sort foods according to the Australian Guide to Healthy Eating and describe the elements of a healthy eating plan 6.4 Prepare and cook food using low fat methods |
7. Raise awareness of diabetes | 7.1 Fully explain risk factors for diabetes 7.2 Address factors involved in diabetes prevention 7.3 Describe the signs and symptoms of diabetes 7.4 Discuss factors that affect diabetes management and strategies for managing diabetes 7.5 Provide definitions of Type 1 Diabetes, Type 2 Diabetes and Gestational Diabetes Mellitus 7.6 Describe long and short term complications associated with diabetes |
8. Review and evaluate the training program | 8.1 Obtain feedback about the program, resources used and outcomes achieved from participants and the community 8.2 Encourage participants to self-evaluate and set future personal goals 8.3 Negotiate changes needed in the program with all stakeholders 8.4 Document the program evaluation according to organisational requirements 8.5 Suggest improvements to the program delivery plan to supervisor, other individuals, agencies and communities 8.6 Implement changes to the program delivery plan in consultation with the community and stakeholders as required |
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 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 |
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 |
Not Applicable
This unit contains Employability Skills |
Not Applicable