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Evidence Guide: HLTAH414C - Support the fitting of assistive devices

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

 

HLTAH414C - Support the fitting of assistive devices

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

Prepare for fitting of assistive device

  1. Confirm assistive device details and fitting requirements against the prescribed information provided by the health professional
  2. Confirm with allied health professional specific client needs and abilities
  3. Confer with allied health professional if fitting requirements are outside scope of role and responsibilities as defined by the organisation
  4. Determine the clients' availability, according to the organisation's protocols
  5. Gather assistive device and any equipment required for fitting
  6. Prepare the setting for the fitting and instruction for use
  7. Obtain informed consent from the clients before commencing the fitting
Confirm assistive device details and fitting requirements against the prescribed information provided by the health professional

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Confirm with allied health professional specific client needs and abilities

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Confer with allied health professional if fitting requirements are outside scope of role and responsibilities as defined by the organisation

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine the clients' availability, according to the organisation's protocols

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Gather assistive device and any equipment required for fitting

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Prepare the setting for the fitting and instruction for use

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Obtain informed consent from the clients before commencing the fitting

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Fit assistive device

  1. Provide client with the assistive device
  2. Confirm the suitability of fit, size and operation meets expected performance parameters and prescription and conforms to the manufacturer's guidelines
  3. Confirm the assistive device is in safe working order within the user environment
  4. Obtain relevant measurements and data where adjustments are required
  5. Restrict device functions for initial or trial periods to enable familiarity and ensure safety, where necessary
  6. Document and report the process and outcomes of fitting ensuring that arrangements for further action are implemented
  7. Document maintenance periods and requirements for the assistive device, where necessary
  8. Identify any faults and complete necessary documentation
  9. Confirm that client (and carer) have relevant documentation and understands any further action that needs to be taken
Provide client with the assistive device

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Confirm the suitability of fit, size and operation meets expected performance parameters and prescription and conforms to the manufacturer's guidelines

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Confirm the assistive device is in safe working order within the user environment

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Obtain relevant measurements and data where adjustments are required

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Restrict device functions for initial or trial periods to enable familiarity and ensure safety, where necessary

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Document and report the process and outcomes of fitting ensuring that arrangements for further action are implemented

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Document maintenance periods and requirements for the assistive device, where necessary

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify any faults and complete necessary documentation

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Confirm that client (and carer) have relevant documentation and understands any further action that needs to be taken

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Support client to use assistive device

  1. Explain and reinforce information about the use of the assistive device, in a manner, and at the level and pace, appropriate for the client
  2. Confirm client understanding and answer any questions
  3. Confirm that the assistive is clean and in good working order for the client's requirements before use
  4. Label, remove from use and report defective assistive devices to the appropriate person, and ensure an alternative is supplied as promptly as possible
  5. Remove and minimise potential hazards in the immediate environment
  6. Educate client (and carers) in the safe use, transportation and maintenance of the assistive device within the context of the user environment
  7. Offer appropriate constructive feedback, encouragement and reinforcement
  8. Provide safe physical support to enable the client to use the assistive device
  9. Identify incorrect use and give verbal feedback and physical guidance where necessary
  10. Monitor the effectiveness of the assistive device and report any problems to the appropriate person with minimum delay
  11. Report any adverse effect, and major progress to the appropriate member of the care team
  12. Agree relevant trial period and review periods to co-ordinate with client treatment plan
Explain and reinforce information about the use of the assistive device, in a manner, and at the level and pace, appropriate for the client

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Confirm client understanding and answer any questions

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Confirm that the assistive is clean and in good working order for the client's requirements before use

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Label, remove from use and report defective assistive devices to the appropriate person, and ensure an alternative is supplied as promptly as possible

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Remove and minimise potential hazards in the immediate environment

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Educate client (and carers) in the safe use, transportation and maintenance of the assistive device within the context of the user environment

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Offer appropriate constructive feedback, encouragement and reinforcement

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide safe physical support to enable the client to use the assistive device

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify incorrect use and give verbal feedback and physical guidance where necessary

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Monitor the effectiveness of the assistive device and report any problems to the appropriate person with minimum delay

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Report any adverse effect, and major progress to the appropriate member of the care team

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Agree relevant trial period and review periods to co-ordinate with client treatment plan

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Complete basic equipment construction and modification

  1. Obtain equipment construction or modification specifications from allied health professional
  2. Confirm requirements with allied health professional
  3. Procure materials required for basic equipment construction and modifications
  4. Complete construction and modifications according to specifications
  5. Seek support from allied health professional if difficulty arises meeting the specifications
  6. Check completed construction and modifications with allied health professional
  7. Complete and file any required documentation, according to organisation protocols
Obtain equipment construction or modification specifications from allied health professional

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Confirm requirements with allied health professional

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Procure materials required for basic equipment construction and modifications

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Complete construction and modifications according to specifications

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Seek support from allied health professional if difficulty arises meeting the specifications

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Check completed construction and modifications with allied health professional

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Complete and file any required documentation, according to organisation protocols

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Clean and store assistive devices after use

  1. Clean assistive devices according to manufacturer's recommendations, infection control requirements and organisation protocols
  2. Store assistive devices according to manufacturer's recommendations and the organisation's protocols
  3. Report faults to the appropriate person(s) and complete necessary documentation
Clean assistive devices according to manufacturer's recommendations, infection control requirements and organisation protocols

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Store assistive devices according to manufacturer's recommendations and the organisation's protocols

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Report faults to the appropriate person(s) and complete necessary documentation

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Report and document information

  1. Report suggested adjustments to assistive device ,together with rationale, to the responsible allied health professional
  2. Provide client progress feedback to the treating allied health professional
  3. Report client difficulties and concerns to the treating allied health professional
  4. Implement variations to the assistive device according to the advice of the treating allied health professional
  5. Document information about the client use of the assistive device according to the organisation's protocols
Report suggested adjustments to assistive device ,together with rationale, to the responsible allied health professional

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide client progress feedback to the treating allied health professional

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Report client difficulties and concerns to the treating allied health professional

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Implement variations to the assistive device according to the advice of the treating allied health professional

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Document information about the client use of the assistive device according to the organisation's protocols

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

Resources essential for assessment include:

Clients with assistive device requirements

Assistive devices

Documentation

Supervisory allied health professional

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:

How to evaluate the user environment and the importance and methods of making the environment safe for use of the assistive device

Principles associated with fitting and using specific devices, or where to access information relating to the range of assistive devices, associated systems and purpose

How to fit, test and adjust assistive devices to meet individual needs, including the range of measurements required to prepare a specification for modification or adjustment to the original prescription

The principles of movement, mobility, posture management and special seating, including an understanding of balance and gait

Organisation procedures in relation to assistive devices, including repairs, ordering specific assistive device and modifications

The range, associated systems and purpose of assistive devices

A working understanding of the psychological effects of disability due to injury or disease and strategies used to cope with this

A working understanding of the signs of adverse reaction to different programs and treatment

Relevant National and State/Territory legislation, guidelines and reporting requirements

Roles, responsibilities and limitations of own role and other allied health team members and nursing, medical and other personnel

A working knowledge of factors that facilitate an effective and collaborative working relationship

A working knowledge of 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 physiotherapy mobility and movement programs

Infection control policies and procedures that relate to the allied health assistant's role in implementing physiotherapy mobility and movement programs

Supervisory and reporting protocols of the organisation

Basic knowledge and understanding of equipment used to support clients with disability, illness and injury

Essential skills:

It is critical that the candidate demonstrate the ability to:

Fit, test and adjust a range of assistive devices

Educate client in the use of assistive devices

Identify and manage environment to maximise safe use of an assistive device

Identify and report adverse effects

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 effectively with non-compliant clients

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

Assistive device use may include:

Positioning eg soft wedges, adjustable beds

Sitting eg riser recliner chairs

Bathing eg hand rails, bath seats, walk in showers, hoists

Mobility, both inside and outside the setting eg walking sticks, walking frames, crutches, ramps, motorised scooters, specially adapted vehicles, wheelchairs (manual and electric)

Other everyday functions eg special cutlery, adapted can openers, tap attachments, bed tables, adapted shoe horns etc

Clients may include:

Adults

Children and young people

Older people

People with communication difficulties

Information may include::

Client care plan

Hydrotherapy session plan

Client treatment plan

Allied health professional instructions

Client record

Checklists

Case notes

Other forms according to procedures of the organisation

Client needs and abilities may include:

Co-morbidity

Cultural needs

Cardiac risk stratification

Joint or muscle weakness

Orthopaedic conditions

Developmental status

Mental health status

Cognitive ability

User environment may include, but is not limited to:

Hospital

Home

School

Work place

Residential care facility

Education may include:

Demonstration

Facilitation

Observation

Explanation