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Evidence Guide: DEFPH009A - Conduct a quick assessment of disease outbreak

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

 

DEFPH009A - Conduct a quick assessment of disease outbreak

What evidence can you provide to prove your understanding of each of the following citeria?

Initiate data gathering for quick assessment

  1. Relevant persons within affected organisation are liaised with, to inform and gain consent for quick assessment to occur
  2. Factors affecting the complexity of the quick assessment are determined
  3. Information regarding events leading up to, during or after a disease outbreak occurring are obtained from those involved using appropriate data collection methods
  4. Persons assisting with quick assessment are tasked and provided with appropriate guidance to enable them to assist independently
  5. Environmental measurementsand testing to support quick assessment are performed
  6. Information gathered by others is facilitated into the overall epidemiologic quick assessment
Relevant persons within affected organisation are liaised with, to inform and gain consent for quick assessment to occur

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Factors affecting the complexity of the quick assessment are determined

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Information regarding events leading up to, during or after a disease outbreak occurring are obtained from those involved using appropriate data collection methods

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Persons assisting with quick assessment are tasked and provided with appropriate guidance to enable them to assist independently

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Environmental measurementsand testing to support quick assessment are performed

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Information gathered by others is facilitated into the overall epidemiologic quick assessment

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Analyse epidemiologic data

  1. Events are constructed into a time line to identify initial causative incident
  2. Causative incidents are analysed to identify the nature of the disease causing the outbreak
  3. Epidemiologic data is analysed to identify the spread of disease and to classify the proportions of the disease outbreak
  4. Factors relating to disease outbreak are compared to treatment information and organisation's response to the disease outbreak
  5. Specialist authorities are contacted as required to seek expert advice or opinion to aid the assessment of disease
Events are constructed into a time line to identify initial causative incident

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Causative incidents are analysed to identify the nature of the disease causing the outbreak

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Epidemiologic data is analysed to identify the spread of disease and to classify the proportions of the disease outbreak

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Factors relating to disease outbreak are compared to treatment information and organisation's response to the disease outbreak

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Specialist authorities are contacted as required to seek expert advice or opinion to aid the assessment of disease

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Report assessment findings and implement disease control measures

  1. Assessment findings are discussed and agreed upon with personnel assisting in the quick assessment
  2. Range of control measures are identified which specifically address factors relating to disease outbreak
  3. Assessment findings are recorded and communicated to relevant personnel along with immediate control measures aimed at stopping the spread of disease within the organisation
  4. Disease control measures are integrated with the wider environmental health support plan to apply the lessons learned in the disease outbreak to other operating areas and groups
Assessment findings are discussed and agreed upon with personnel assisting in the quick assessment

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Range of control measures are identified which specifically address factors relating to disease outbreak

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessment findings are recorded and communicated to relevant personnel along with immediate control measures aimed at stopping the spread of disease within the organisation

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Disease control measures are integrated with the wider environmental health support plan to apply the lessons learned in the disease outbreak to other operating areas and groups

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

Critical aspects for assessment and evidence required to demonstrate competency in this unit

Assessment must confirm the ability to:

liaise with personnel in authority to engender support for quick assessment

analyse information and make accurate assessments about the nature of disease causing the outbreak

coordinate the activities of persons assisting with the quick assessment.

Consistency in performance

Competency should be demonstrated over a minimum of two quick assessment scenarios.

Context of and specific resources for assessment

Context of assessment

Competency should be assessed in a simulated situation or scenario.

Specific resources for assessment

Access is required to:

simulated situation or scenario of outbreak of disease with all supporting information

equipment required to perform environmental measurement and testing.

Required Skills and Knowledge

This describes the essential skills and knowledge and their level, required for this unit.

Required Skills

communicate appropriately about, consult on and impart knowledge of:

causes of disease transmission

control measures of disease transmission

food storage and distribution standards

epidemiologic assessment methods

risk management principles

water quality assurance measures

establish and maintain administrative systems

lead other personnel in quick assessment

manage workplace issues and problems

prioritise tasking

Required Knowledge

basic knowledge of:

epidemiology of disease

Hazard Analysis and Critical Control Point (HACCP) approach to food control

pathophysiology of common communicable diseases

process of disease

comprehensive knowledge of:

administrative systems

best use of available resources

causes of disease transmission

causes of manpower wastage

control measures of disease transmission

documentation processes relevant to own workplace

food storage and distribution standards

health surveillance system

legal rights and responsibilities

organisational policies and procedures

planning and control systems

risk management principles

role and capabilities of other health care providers including environmental health team

team leadership management principles

time management strategies to set priorities

water quality assurance measures

Range Statement

The Range Statement relates to the Unit of Competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording in the Performance Criteria is detailed below.

Relevant persons may include

Activity commander

Environmental health officer

Team leader

Technical supervisor

Factors affecting the complexity may include

Availability of personnel

Availability of resources

Continued prevalence of disease

Operational constraints

Time elapsed since first reported case

Wellness of personnel affected by the disease

Information regarding events leading up to, during or after a disease outbreak may include

Action on first reported case

Duration of illness

Environmental protection activities

Epidemiology of the presenting disease

Food sources

Hygiene procedures

Group activities

Number of personnel affected

Operating environment

Referral action

Response to treatment by health personnel

Secondary infections

Subsequent environmental protection activities

Water sources

Appropriate data collection methods may include

Document search

Inspection

Interview

Requests for information

Survey

Environmental measurements and testing may include

Chemical and biological testing

Environmental measurement

Food sampling

Water quality testing

Proportions of the disease outbreak may include

Endemic

Epidemic

Factors relating to disease outbreak may include

Path of disease transmission

Proportions of disease spread and infection

Time/date of onset

Type of disease

Specialist authorities may include

Environmental health officer

Health planning personnel

Medical personnel

Pathology specialist

Control measures may include

Controlling dust and aerial contamination

Controlling/isolating field waste

Education of personnel (prevention/early detection)

Immunisation

Improving personal hygiene

Isolating carriers of disease

Preventing overcrowding

Providing adequate hygiene facilities

Reviewing food handlers hygiene practices

Reviewing food handling and storage practices