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Evidence Guide: HLTAH415C - Assist with the screening of dietary requirements and special diets

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

 

HLTAH415C - Assist with the screening of dietary requirements and special diets

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

Conduct basic nutrition screening

  1. Confirm the client group for screening with a dietitian
  2. Use the organisation's established screeningdocumentation to gather client information
  3. Consult with other appropriate staff before conducting the screening, eg nursing staff
  4. Explain the screening purpose and process to the client and seek feedback to determine their understanding
  5. Conduct the screening at a pace and using language appropriate to the clients needs
  6. Seek appropriate assistance if client participation issues arise
Confirm the client group for screening with a dietitian

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Use the organisation's established screeningdocumentation to gather client information

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Consult with other appropriate staff before conducting the screening, eg nursing staff

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Explain the screening purpose and process to the client and seek feedback to determine their understanding

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Conduct the screening at a pace and using language appropriate to the clients needs

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Seek appropriate assistance if client participation issues arise

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Tabulate screening results to determine nutritional risk

  1. Tabulate screening results using organisation procedures
  2. Identify level of risk ie high, medium, low
  3. Inform dietitian of high risk clients in a timely manner and according to organisation protocols
  4. Schedule low risk clients according to re-screening protocols
  5. File completed and tabulated screening forms according to organisation protocols
Tabulate screening results using organisation procedures

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Identify level of risk ie high, medium, low

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Inform dietitian of high risk clients in a timely manner and according to organisation protocols

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Schedule low risk clients according to re-screening protocols

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

File completed and tabulated screening forms according to organisation protocols

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Prepare or arrange supply of nutrition support services for low to medium risk clients under supervision of a dietitian

  1. Select appropriate nutrition support item or services according to organisation guidelines
  2. Implement nutrition intervention and communicate with food services, according to organisation requirements
  3. Prepare the nutrition support item, where necessary
  4. Seek client feedback about the tolerance of the nutrition support services, and make adjustments if required, and within scope of role and responsibilities as defined by the organisation
  5. Maintain client records, according to organisation requirements
Select appropriate nutrition support item or services according to organisation guidelines

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Implement nutrition intervention and communicate with food services, according to organisation requirements

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Prepare the nutrition support item, where necessary

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Seek client feedback about the tolerance of the nutrition support services, and make adjustments if required, and within scope of role and responsibilities as defined by the organisation

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Maintain client records, according to organisation requirements

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Implement special dietary requirements

  1. Use screening results to determine nutrition intervention
  2. Refer nutrition intervention to food services, according to organisation protocols
  3. Seek client feedback about the tolerance of the nutrition intervention, and make adjustments if required, within scope of role and responsibilities as defined by the organisation
  4. Refer on to dietitian when requirements and issues are beyond scope of roles and responsibilities as defined by the organisation
  5. Maintain client records, according to organisation requirements
Use screening results to determine nutrition intervention

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Refer nutrition intervention to food services, according to organisation protocols

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Seek client feedback about the tolerance of the nutrition intervention, and make adjustments if required, within scope of role and responsibilities as defined by the organisation

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Refer on to dietitian when requirements and issues are beyond scope of roles and responsibilities as defined by the organisation

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Maintain client records, according to organisation requirements

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 knowledge as well as practical 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

Context of and specific resources for assessment:

Assessment must be completed in the workplace

Relevant guidelines, standards and procedures

Resources essential for assessment include:

Screening forms

Food supplements

Infection control procedures

Screening forms

Nutrition support items

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

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:

Key principles of the impact of diet on health

Key principles of fluid intake

Principles of rehabilitation

Principles and basics of a care plan

Significance of nutritional risk indicators , including

weight loss

weight gain

appetite

bowel function

biochemical indicators, e.g. albumin, iron level

allergies/intolerances

Organisation screening and assessment procedures and protocols

Product knowledge of supplements, including supplement equivalents

Special diets and their importance to a client's health, including

low salt

gluten free

carbohydrate modified

dairy free

Workings and protocols of the food service system

Organisation record keeping requirements

Essential skills:

It is critical that the candidate demonstrate the ability to:

Use communication skills to secure client information

Analyse and interpret assessment material

Make correct assessment and nutrition intervention

Identify when client is too complex and outside scope of role and responsibilities

Work effectively within the food service system

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:

Communicate with clients to establish and monitor special dietary requirements

Communicate effectively within the food service system

Accurately tabulate assessment results

Prepare and/or provide nutrition support services

Prepare dietary supplements, as required

Maintain client records for dietary information

Work within a care plan framework

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

Client group may include:

Acute care clients

People with disabilities

Aged clients

People in residential care

People living in the community

Clients with a mental illness

Extended care clients

Assessment documentation may include

Nutrition Assessment Reports

Other organisation formats

Client participation issues may include:

Health status

Language barriers

Dementia

Disability

Age

Tabulation procedures may include:

Manual

Electronic

Organisation protocols for communicating with food service systems may occur in:

Formal referral

Electronic referral

Face to face communication

Client satisfaction may include:

Taste

Colour

Thickness

Temperature

Cultural appropriateness

Validated client satisfaction tool

Taste, colour, thickness, temperature of nutrition support and menu items

Special dietary requirements may include:

Salt free

Gluten free

Carbohydrate modified

Dairy free

Protein/energy modified