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Evidence Guide: HLTAH408C - Assist with the development and maintenance of client functional status

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

 

HLTAH408C - Assist with the development and maintenance of client functional status

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

Plan to deliver skill development program activities based on identified goals

  1. Obtain information about the developmental program from an allied health professional
  2. Consult allied professional about the developmental program requirements and desired client outcomes
  3. Identify program requirements outside scope of role and responsibilities as defined by the organisation and discuss with allied health professional
  4. Identify and confirm impact of the program's contribution to the client's overall care plan
  5. Determine client availability according to organisation protocols
  6. Identify cultural and spiritual issues that might have an impact on client's maintenance of function
Obtain information about the developmental program from an allied health professional

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Consult allied professional about the developmental program requirements and desired client outcomes

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify program requirements outside scope of role and responsibilities as defined by the organisation and discuss with allied health professional

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and confirm impact of the program's contribution to the client's overall care plan

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine client availability according to organisation protocols

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify cultural and spiritual issues that might have an impact on client's maintenance of function

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop skill development and maintenance program based on identified goals

  1. 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)
  2. Assist professional to work with client and carers to identify their needs and priorities in terms of specific skill development and maintenance
  3. 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
  4. 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
  5. Support the client and carers to identify methods that will build upon their strengths when developing, and retaining skills
  6. Work with professional and client to determine methods of evaluating the effectiveness of activities and methods
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)

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assist professional to work with client and carers to identify their needs and priorities in terms of specific skill development and maintenance

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Support the client and carers to identify methods that will build upon their strengths when developing, and retaining skills

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Work with professional and client to determine methods of evaluating the effectiveness of activities and methods

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Deliver skill development and maintenance program

  1. 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
  2. Check safety and efficiency of any equipment and materials
  3. 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
  4. 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
  5. Set up the environment to optimise client interest, participation and involvement
  6. Identify and respond appropriately to any risk to clients or others and report accordingly
  7. Provide reinforcement and constructive feedback to client and carers about involvement in activities
  8. Modify approaches if client becomes distressed, in pain or communicate their desire to stop or amend the activity
  9. Seek advice if safety issues arise, does not wish to continue, is distressed or in pain or if conflict arises with client
  10. Assist professional to work with client to review progress
  11. Under direction of an occupational therapist, adapt the environment and activity to maximise functional independence
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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Check safety and efficiency of any equipment and materials

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Set up the environment to optimise client interest, participation and involvement

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and respond appropriately to any risk to clients or others and report accordingly

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide reinforcement and constructive feedback to client and carers about involvement in activities

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Modify approaches if client becomes distressed, in pain or communicate their desire to stop or amend the activity

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Seek advice if safety issues arise, does not wish to continue, is distressed or in pain or if conflict arises with client

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assist professional to work with client to review progress

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Under direction of an occupational therapist, adapt the environment and activity to maximise functional independence

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Clean and store equipment and materials

  1. Clean equipment and materials according to manufacturers requirements
  2. Store equipment and materials according to manufacturers requirements and organisation protocols
  3. Report equipment faults to appropriate person
Clean equipment and materials according to manufacturers requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Store equipment and materials according to manufacturers requirements and organisation protocols

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Report equipment faults to appropriate person

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Document client information

  1. Use accepted protocols to document information relating to the program in line with organisation requirements
  2. Provide regular feedback to the client's care team
  3. Use appropriate terminology to document symptomatic expression of identified problems related to the program
Use accepted protocols to document information relating to the program in line with organisation requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide regular feedback to the client's care team

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use appropriate terminology to document symptomatic expression of identified problems related to the program

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

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

Required Skills and Knowledge

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

Work health and safety (WHS) 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

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. 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

WHS 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