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Evidence Guide: HLTAH411B - Provide support in dysphagia management

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

 

HLTAH411B - Provide support in dysphagia management

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

Prepare for support of treatment and monitoring programs to promote safe swallowing and eating

  1. Obtain information about requirements from the speech pathologist
  2. Determine need for interpreter where the client has English as a second language
  3. Confer with speech pathologist about any ambiguities or requirements outside scope of role and responsibilities as defined by the organisation
Obtain information about requirements from the speech pathologist

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Determine need for interpreter where the client has English as a second language

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Confer with speech pathologist about any ambiguities or requirements outside scope of role and responsibilities as defined by the organisation

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Deliver therapeutic program under supervision of speech pathologist

  1. Obtain informed consent from the individual client, or a third party where the individual is not in a position to provide this consent independently, before commencing the program
  2. Confirm client/carer's understanding of requirements of the therapeutic program
  3. Provide mealtime assistance to client, under instruction of speech pathologist, including the reinforcement of positioning and strategies to support safe swallowing and maximum level of independence of eating and drinking
  4. Prepare texture modified foods and fluids, as determined by speech pathologist, for assessment purposes and for mealtimes for purposes of checking correctness of modified foods and fluids
  5. Provide the client with relevant information and advice, as instructed by the speech pathologist, at a level and pace appropriate to the client's level of understanding, culture and background, preferred way of communication and need
  6. Refer questions outside scope of role and responsibilities as defined by the organisation to speech pathologist and/or relevant member of care team
  7. Provide client with sufficient time, opportunity and encouragement to practise existing and newly developed skills
  8. Provide set up and support of the client during videofloroscopy assessment of swallowing, performed by speech pathologist
  9. Carry out supplementary treatment programs (e.g. oro-motor exercises), as instructed by the speech pathologist
  10. Identify adverse reactions/events associated with dysphagia and respond according to the detailed risk management framework
Obtain informed consent from the individual client, or a third party where the individual is not in a position to provide this consent independently, before commencing the program

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Confirm client/carer's understanding of requirements of the therapeutic program

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Provide mealtime assistance to client, under instruction of speech pathologist, including the reinforcement of positioning and strategies to support safe swallowing and maximum level of independence of eating and drinking

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Prepare texture modified foods and fluids, as determined by speech pathologist, for assessment purposes and for mealtimes for purposes of checking correctness of modified foods and fluids

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Provide the client with relevant information and advice, as instructed by the speech pathologist, at a level and pace appropriate to the client's level of understanding, culture and background, preferred way of communication and need

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Refer questions outside scope of role and responsibilities as defined by the organisation to speech pathologist and/or relevant member of care team

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Provide client with sufficient time, opportunity and encouragement to practise existing and newly developed skills

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Provide set up and support of the client during videofloroscopy assessment of swallowing, performed by speech pathologist

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Carry out supplementary treatment programs (e.g. oro-motor exercises), as instructed by the speech pathologist

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Identify adverse reactions/events associated with dysphagia and respond according to the detailed risk management framework

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Monitor client's management of dysphagia in consultation with speech pathologist and care team

  1. Work with the speech pathologist, care team and the individual to identify and record areas of positive progress and success and specific difficulties arising
  2. Reinforce constructive feedback and advice provided by the care team about the client's approach and ability to manage their dysphagia
  3. Support and encourage client to maintain and enhance their efforts to manage dysphagia
  4. Reinforce the benefits of continuing to practice and develop skills and knowledge for dysphagia management
  5. Identify adverse reactions/events associated with dysphagia and respond according to the detailed risk management framework
  6. Refer to speech pathologist when additional input from health professional is required
Work with the speech pathologist, care team and the individual to identify and record areas of positive progress and success and specific difficulties arising

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Reinforce constructive feedback and advice provided by the care team about the client's approach and ability to manage their dysphagia

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Support and encourage client to maintain and enhance their efforts to manage dysphagia

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Reinforce the benefits of continuing to practice and develop skills and knowledge for dysphagia management

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Identify adverse reactions/events associated with dysphagia and respond according to the detailed risk management framework

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Refer to speech pathologist when additional input from health professional is required

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Document client information

  1. Use accepted protocols to document information relating to the treatment program in line with organisation requirements
  2. Provide accurate and prompt feedback to the speech pathologist and client's care team to support future planning
  3. Use appropriate terminology to document symptomatic expression of identified problems related to the therapeutic exercise program
Use accepted protocols to document information relating to the treatment program in line with organisation requirements

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Provide accurate and prompt feedback to the speech pathologist and client's care team to support future planning

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Use appropriate terminology to document symptomatic expression of identified problems related to the therapeutic exercise 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 be completed in the workplace.

Relevant guidelines, standards and procedures

Supervision from a speech pathologist

Resources essential for assessment include:

clients

information

access to oral intake requirements

documentation

Method of assessment

Observation of some applications in the work place (as is appropriate/possible)

Written assignments/projects or questioning should be used to assess knowledge

Case study and scenario as a basis for discussion of issues and strategies to contribute to best practice.

Clinical skills involving direct client care are to be assessed initially in a simulated clinical setting (laboratory). If successful, a second assessment is to be conducted during workplace application under direct supervision.

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:

A general understanding of the secondary complications of dysphagia and an awareness of risk management protocols in response to adverse reactions/events

Basic level of understanding of anatomy and physiology of body systems pertaining to structures affecting eating and swallowing

Basic level of understanding of normal processes of eating and swallowing

Basic understanding of the normal changes to swallowing that occur over the lifespan

General understanding of disorders of eating and swallowing that may arise from:

acquired injury and disease

congenital abnormalities

degenerative disease

developmental delay

OHS policies and procedures that relate to the allied health assistant's role in implementing speech pathology programs

Essential skills:

It is critical that the candidate demonstrate the ability to:

Deliver therapeutic support and skill development for a client with dysphagia under the direction of a speech pathologist

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

Apply time management, personal organisation skills 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

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

Information may include:

Client care plan

Exercise plan

Client treatment plan

Allied health professional instructions

Client record

Checklists

Case notes

Other forms according to procedures of the organisation

Client may include:

Adults

Neonates

Children and young people

Older people

Programs may include:

Short term compensatory measures

Long term rehabilitation programs

Assessments may include, for example:

Clinical assessment

Videofluoroscopic assessment

FEES assessment

Methods may include:

Demonstration

Facilitation

Observation

Feedback

Information and advice may include:

Information about change and status or adverse reactions whilst eating/drinking

Information about dysphagia and its management

Care team may include:

Nurses

Doctors (including paediatrician, psychiatrist, ENT consultant, gastroenterologist and general practitioner)

Psychologist

Dentist

Speech pathologist

Dietitian

Physiotherapist

Occupational therapist

Teacher

Interpreter

Oral intake may involve:

Food and fluids (including modified texture food and fluids)

Medications