NTISthis.com

Evidence Guide: HLTAH420C - Support the provision of basic nutrition advice-educati

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

 

HLTAH420C - Support the provision of basic nutrition advice-educati

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

Prepare appropriate education/information resources for dietary education

  1. Obtain client education requirements from the dietitian
  2. Check with the dietitian for details of the education process, timing of the process and monitoring and evaluation requirements
  3. Check with the dietitian for details about possible client indicators that may need to be considered
  4. Gather basic educational materials and products according to the directions of the dietitian
  5. Develop or modify resources under the direction of the dietitian, as required
  6. Check with the dietitian that materials and products are appropriate for the client's setting
  7. Determine client availability
Obtain client education requirements from the dietitian

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Check with the dietitian for details of the education process, timing of the process and monitoring and evaluation requirements

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Check with the dietitian for details about possible client indicators that may need to be considered

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Gather basic educational materials and products according to the directions of the dietitian

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Develop or modify resources under the direction of the dietitian, as required

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Check with the dietitian that materials and products are appropriate for the client's setting

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Determine client availability

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Provide basic dietary and nutrition information/education to the client

  1. Confirm the purpose of the information/education, based on the diet plan with the client
  2. Guide the client to ensure that meal choices are consistent with the nutritional care plan designed by the dietitian
  3. Provide practical dietary education to support meal and food choices consistent with nutrition care plan
  4. Use appropriate nutrition and dietetic resources and equipment
  5. Seek feedback on the client's understanding
  6. Provide feedback to the dietitian on client food and meal choices
Confirm the purpose of the information/education, based on the diet plan with the client

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Guide the client to ensure that meal choices are consistent with the nutritional care plan designed by the dietitian

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Provide practical dietary education to support meal and food choices consistent with nutrition care plan

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Use appropriate nutrition and dietetic resources and equipment

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Seek feedback on the client's understanding

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Provide feedback to the dietitian on client food and meal choices

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Monitor client response to the information/education

  1. Monitor client according to nutrition care plan, appropriate monitoring strategies
  2. Identify client deviations from the nutrition care plan and report to dietitian
  3. Identify other indicators requiring dietary intervention in line with organisation procedures and protocols
  4. Report identified requirements for dietary intervention to the dietitian
  5. Seek client feedback on satisfaction with the dietetic service
Monitor client according to nutrition care plan, appropriate monitoring strategies

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Identify client deviations from the nutrition care plan and report to dietitian

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Identify other indicators requiring dietary intervention in line with organisation procedures and protocols

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Report identified requirements for dietary intervention to the dietitian

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Seek client feedback on satisfaction with the dietetic service

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Clean and store materials and equipment

  1. Use and clean any equipment according to manufacturers requirements
  2. Store educational materials and any equipment according to manufacturers requirements and organisation protocols
  3. Report equipment faults to appropriate person
  4. Report educational material requirements such as need to re-stock according to organisation protocols
Use and clean any equipment according to manufacturers requirements

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Store educational materials and any equipment according to manufacturers requirements and organisation protocols

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Report equipment faults to appropriate person

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Report educational material requirements such as need to re-stock according to organisation protocols

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Document client information

  1. Use accepted protocols to report information in line with organisation requirements
  2. Use appropriate terminology to document client response to the information/education
Use accepted protocols to report information in line with organisation requirements

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Use appropriate terminology to document client response to the information/education

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

Context of and specific resources for assessment:

Assessment must be completed in the workplace.

Relevant guidelines, standards and procedures

Resources essential for assessment include:

Materials and other resources required for client education

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 basic knowledge of:

Anatomy and body systems

Nutrition principles

Cultural diets and restriction

Human behaviour and social/interpersonal behaviour

Knowledge of:

The nutritional composition of food

Food safety

Relevant policies, protocols and practices of the organisation

Client nutrition care plans, goals and limitations of diet therapy

Roles, responsibilities and limitations of self and other allied health team members

Contra-indications of diet therapy

Appropriate use of equipment, materials and resources

Work health and safety (WHS) policy and procedures

Understanding of and adherence to own work role and responsibilities

Infection control policy and procedures

Principles and practices of confidentiality and privacy

Essential skills:

It is critical that the candidate demonstrate the ability to:

Communicate effectively with clients to ensure client understanding of food and dietary requirements and food safety

Use appropriate materials and equipment and follow procedures to provide nutrition information/education to clients

Record client progress and status according to organisation charting requirements

Work in a manner that respects the dignity of clients

Work under the direction of a dietitian

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:

Follow organisation policies and procedures

Work under direction and supervision

Work effectively with clients, colleagues and supervisors

Display empathy to clients and relatives

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

Clients may include

Infants

Children

Adolescents

Adults

Aged people

People with disabilities

People with a physical or mental illness

Visitors

Family/carers

Other agencies

Basic educational material may include:

Charts

Leaflets

Food packages

Food models

Recipes

Product samples

Monitoring may include:

Weight checks

Weight logs

Waist to hip ratio

Body mass index

Food intake records

Cupboard and refrigerator checks

Meal on Wheels consumption

Setting may include:

Hospitals

Residential aged care

Hostels

Group homes

Extended in-patient settings

Client home

Community or Public Health facilities and settings

Practical nutrition education may include:

Basic nutrition

Product usage

Food safety

Food storage

Basic cooking

Recipe modification

Food shopping

Dietary services and resources may include:

Dietary analysis programs

Scales

Stadiometer (height measure)

Tape measure

Software

Food packages

Reporting may include:

Verbal

Telephone

Face to face

Written (including email, pager)

Progress reports

Case notes

Incident reports