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Evidence Guide: HLTAHW034 - Provide healthy lifestyle programs and advice

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!

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HLTAHW034 - Provide healthy lifestyle programs and advice

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

Elements define the essential outcomes.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Prepare for and promote the training program

  1. Identify characteristics of the participants and recognise their specific learning needs
  2. Plan a timetable for program delivery and confirm after consultation with all stakeholders
  3. Identify, arrange and/or order resources in consultation with stakeholders and/or the community
  4. Present information about the program in a clear and concise manner that is appropriate to the target group and distribute it in a variety of ways
  5. Select training delivery methods appropriate to the participants’ needs as well as a suitable location and available resources
Identify characteristics of the participants and recognise their specific learning needs

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Plan a timetable for program delivery and confirm after consultation with all stakeholders

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Identify, arrange and/or order resources in consultation with stakeholders and/or the community

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Present information about the program in a clear and concise manner that is appropriate to the target group and distribute it in a variety of ways

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Select training delivery methods appropriate to the participants’ needs as well as a suitable location and available resources

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Deliver training in a context appropriate to the community

  1. Ensure training is delivered in a safe, accessible and culturally secure environment and is based on culturally appropriate practices
  2. Select appropriate strategies and techniques to check for understanding and facilitate the learning process
  3. Negotiate training objectives, planned activities and assessment procedures (if applicable) with participants to meet their specific and/or changing needs
  4. Encourage self-determination and community control to ensure improved healthy lifestyle outcomes
  5. Ensure confidentiality for all participants
Ensure training is delivered in a safe, accessible and culturally secure environment and is based on culturally appropriate practices

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Select appropriate strategies and techniques to check for understanding and facilitate the learning process

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Negotiate training objectives, planned activities and assessment procedures (if applicable) with participants to meet their specific and/or changing needs

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Encourage self-determination and community control to ensure improved healthy lifestyle outcomes

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Ensure confidentiality for all participants

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Discuss behaviour in relation to diet and exercise

  1. Address factors that influence weight gain and the concept of energy balance
  2. Explain basic eating patterns for healthy weight and the disadvantages of quick weight-loss diets
  3. Discuss the process and stages of, and factors influencing, behaviour change
  4. Identify barriers to behaviour change and explore realistic solutions
  5. Explain the benefits of physical activity and discuss common myths about physical activity
  6. Explain how to develop and set SMART (specific, measurable, attainable, realistic and timely) goals
Address factors that influence weight gain and the concept of energy balance

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Explain basic eating patterns for healthy weight and the disadvantages of quick weight-loss diets

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Discuss the process and stages of, and factors influencing, behaviour change

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Identify barriers to behaviour change and explore realistic solutions

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Explain the benefits of physical activity and discuss common myths about physical activity

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Explain how to develop and set SMART (specific, measurable, attainable, realistic and timely) goals

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Discuss self-esteem and how it relates to health

  1. Discuss self-esteem and the factors that influence it
  2. Describe the effects of low self-esteem
  3. Explore realistic ways of improving self-esteem
  4. Review ways of making and maintaining healthy lifestyle changes and weight loss and associated benefits
  5. Discuss ways of seeking ongoing support to help achieve goals
  6. Plan activities to provide ongoing support and help to achieve goals
Discuss self-esteem and the factors that influence it

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Describe the effects of low self-esteem

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Explore realistic ways of improving self-esteem

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Review ways of making and maintaining healthy lifestyle changes and weight loss and associated benefits

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Discuss ways of seeking ongoing support to help achieve goals

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Plan activities to provide ongoing support and help to achieve goals

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Develop participants’ skills in interpreting food labels and shopping to a budget

  1. Explain how to identify healthy amounts of fat, salt and sugar from food labels
  2. Discuss how to identify dietary terms and other terms for fat and sugar
  3. Discuss benefits of budgeting and ways of shopping to get value for money
  4. Explain the "10 Plan Shopping Guide" for balancing diet and budget and provide opportunities for practice
  5. Discuss ways of buying food so that the money goes further and compare prices per kilo
  6. Investigate range of foods available in local store(s) during a shopping tour and read food labels to ascertain nutritional value of particular foods
  7. Plan healthy meals for one day
Explain how to identify healthy amounts of fat, salt and sugar from food labels

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Discuss how to identify dietary terms and other terms for fat and sugar

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Discuss benefits of budgeting and ways of shopping to get value for money

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Explain the "10 Plan Shopping Guide" for balancing diet and budget and provide opportunities for practice

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Discuss ways of buying food so that the money goes further and compare prices per kilo

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Investigate range of foods available in local store(s) during a shopping tour and read food labels to ascertain nutritional value of particular foods

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Plan healthy meals for one day

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Provide low-fat cooking exercises

  1. Discuss ways to cut down on fat and demonstrate low-fat cooking methods
  2. Explain the healthy eating pyramid and the principles of healthy eating
  3. Sort foods according to the Australian Guide to Healthy Eating and describe the elements of a healthy eating plan
  4. Prepare and cook food using low-fat methods
Discuss ways to cut down on fat and demonstrate low-fat cooking methods

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Explain the healthy eating pyramid and the principles of healthy eating

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Sort foods according to the Australian Guide to Healthy Eating and describe the elements of a healthy eating plan

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Prepare and cook food using low-fat methods

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Raise awareness of diabetes

  1. Explain risk factors for type 2 diabetes
  2. Address factors involved in type 2 diabetes prevention
  3. Describe the signs and symptoms of type 2 diabetes
  4. Discuss factors that affect diabetes management and strategies for managing diabetes
  5. Provide definitions of type 1 diabetes, type 2 diabetes and gestational diabetes mellitus
  6. Describe long- and short-term complications associated with diabetes
Explain risk factors for type 2 diabetes

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Address factors involved in type 2 diabetes prevention

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Describe the signs and symptoms of type 2 diabetes

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Discuss factors that affect diabetes management and strategies for managing diabetes

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Provide definitions of type 1 diabetes, type 2 diabetes and gestational diabetes mellitus

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Describe long- and short-term complications associated with diabetes

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Review and evaluate the training program

  1. Obtain feedback about the program, resources used and outcomes achieved from participants and the community
  2. Encourage participants to self-evaluate and set future personal goals
  3. Negotiate changes needed in the program with all stakeholders
  4. Document the program evaluation according to organisational requirements
  5. Suggest improvements to the program delivery plan to supervisor, other individuals, agencies and communities
  6. Implement changes to the program delivery plan in consultation with the community and stakeholders as required
Obtain feedback about the program, resources used and outcomes achieved from participants and the community

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Encourage participants to self-evaluate and set future personal goals

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Negotiate changes needed in the program with all stakeholders

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Document the program evaluation according to organisational requirements

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Suggest improvements to the program delivery plan to supervisor, other individuals, agencies and communities

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Implement changes to the program delivery plan in consultation with the community and stakeholders as required

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Develop participants’ skills in interpreting food labels and shopping to a budget

  1. Explain how to identify healthy amounts of fat, salt and sugar from food labels
  2. Discuss how to identify dietary terms and other terms for fat and sugar
  3. Discuss benefits of budgeting and ways of shopping to get value for money
  4. Explain the "10 Plan Shopping Guide" for balancing diet and budget and provide opportunities for practice
  5. Discuss ways of buying food so that the money goes further and compare prices per kilo
  6. Investigate range of foods available in local store(s) during a shopping tour and read food labels to ascertain nutritional value of particular foods
  7. Plan healthy meals for one day
Explain how to identify healthy amounts of fat, salt and sugar from food labels

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Discuss how to identify dietary terms and other terms for fat and sugar

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Discuss benefits of budgeting and ways of shopping to get value for money

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Explain the "10 Plan Shopping Guide" for balancing diet and budget and provide opportunities for practice

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Discuss ways of buying food so that the money goes further and compare prices per kilo

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Investigate range of foods available in local store(s) during a shopping tour and read food labels to ascertain nutritional value of particular foods

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Plan healthy meals for one day

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

ELEMENT

PERFORMANCE CRITERIA

Elements define the essential outcomes.

Performance criteria specify the level of performance needed to demonstrate achievement of the element.

1. Prepare for and promote the training program

1.1 Identify characteristics of the participants and recognise their specific learning needs

1.2 Plan a timetable for program delivery and confirm after consultation with all stakeholders

1.3 Identify, arrange and/or order resources in consultation with stakeholders and/or the community

1.4 Present information about the program in a clear and concise manner that is appropriate to the target group and distribute it in a variety of ways

1.5 Select training delivery methods appropriate to the participants’ needs as well as a suitable location and available resources

2. Deliver training in a context appropriate to the community

2.1 Ensure training is delivered in a safe, accessible and culturally secure environment and is based on culturally appropriate practices

2.2 Select appropriate strategies and techniques to check for understanding and facilitate the learning process

2.3 Negotiate training objectives, planned activities and assessment procedures (if applicable) with participants to meet their specific and/or changing needs

2.4 Encourage self-determination and community control to ensure improved healthy lifestyle outcomes

2.5 Ensure confidentiality for all participants

3. Discuss behaviour in relation to diet and exercise

3.1 Address factors that influence weight gain and the concept of energy balance

3.2 Explain basic eating patterns for healthy weight and the disadvantages of quick weight-loss diets

3.3 Discuss the process and stages of, and factors influencing, behaviour change

3.4 Identify barriers to behaviour change and explore realistic solutions

3.5 Explain the benefits of physical activity and discuss common myths about physical activity

3.6 Explain how to develop and set SMART (specific, measurable, attainable, realistic and timely) goals

4. Discuss self-esteem and how it relates to health

4.1 Discuss self-esteem and the factors that influence it

4.2 Describe the effects of low self-esteem

4.3 Explore realistic ways of improving self-esteem

4.4 Review ways of making and maintaining healthy lifestyle changes and weight loss and associated benefits

4.5 Discuss ways of seeking ongoing support to help achieve goals

4.6 Plan activities to provide ongoing support and help to achieve goals

5. Develop participants’ skills in interpreting food labels and shopping to a budget

5.1 Explain how to identify healthy amounts of fat, salt and sugar from food labels

5.2 Discuss how to identify dietary terms and other terms for fat and sugar

5.3 Discuss benefits of budgeting and ways of shopping to get value for money

5.4 Explain the "10 Plan Shopping Guide" for balancing diet and budget and provide opportunities for practice

5.5 Discuss ways of buying food so that the money goes further and compare prices per kilo

5.6 Investigate range of foods available in local store(s) during a shopping tour and read food labels to ascertain nutritional value of particular foods

5.7 Plan healthy meals for one day

6. Provide low-fat cooking exercises

6.1 Discuss ways to cut down on fat and demonstrate low-fat cooking methods

6.2 Explain the healthy eating pyramid and the principles of healthy eating

6.3 Sort foods according to the Australian Guide to Healthy Eating and describe the elements of a healthy eating plan

6.4 Prepare and cook food using low-fat methods

7. Raise awareness of diabetes

7.1 Explain risk factors for type 2 diabetes

7.2 Address factors involved in type 2 diabetes prevention

7.3 Describe the signs and symptoms of type 2 diabetes

7.4 Discuss factors that affect diabetes management and strategies for managing diabetes

7.5 Provide definitions of type 1 diabetes, type 2 diabetes and gestational diabetes mellitus

7.6 Describe long- and short-term complications associated with diabetes

8. Review and evaluate the training program

8.1 Obtain feedback about the program, resources used and outcomes achieved from participants and the community

8.2 Encourage participants to self-evaluate and set future personal goals

8.3 Negotiate changes needed in the program with all stakeholders

8.4 Document the program evaluation according to organisational requirements

8.5 Suggest improvements to the program delivery plan to supervisor, other individuals, agencies and communities

8.6 Implement changes to the program delivery plan in consultation with the community and stakeholders as required

Required Skills and Knowledge

ELEMENT

PERFORMANCE CRITERIA

Elements define the essential outcomes.

Performance criteria specify the level of performance needed to demonstrate achievement of the element.

1. Prepare for and promote the training program

1.1 Identify characteristics of the participants and recognise their specific learning needs

1.2 Plan a timetable for program delivery and confirm after consultation with all stakeholders

1.3 Identify, arrange and/or order resources in consultation with stakeholders and/or the community

1.4 Present information about the program in a clear and concise manner that is appropriate to the target group and distribute it in a variety of ways

1.5 Select training delivery methods appropriate to the participants’ needs as well as a suitable location and available resources

2. Deliver training in a context appropriate to the community

2.1 Ensure training is delivered in a safe, accessible and culturally secure environment and is based on culturally appropriate practices

2.2 Select appropriate strategies and techniques to check for understanding and facilitate the learning process

2.3 Negotiate training objectives, planned activities and assessment procedures (if applicable) with participants to meet their specific and/or changing needs

2.4 Encourage self-determination and community control to ensure improved healthy lifestyle outcomes

2.5 Ensure confidentiality for all participants

3. Discuss behaviour in relation to diet and exercise

3.1 Address factors that influence weight gain and the concept of energy balance

3.2 Explain basic eating patterns for healthy weight and the disadvantages of quick weight-loss diets

3.3 Discuss the process and stages of, and factors influencing, behaviour change

3.4 Identify barriers to behaviour change and explore realistic solutions

3.5 Explain the benefits of physical activity and discuss common myths about physical activity

3.6 Explain how to develop and set SMART (specific, measurable, attainable, realistic and timely) goals

4. Discuss self-esteem and how it relates to health

4.1 Discuss self-esteem and the factors that influence it

4.2 Describe the effects of low self-esteem

4.3 Explore realistic ways of improving self-esteem

4.4 Review ways of making and maintaining healthy lifestyle changes and weight loss and associated benefits

4.5 Discuss ways of seeking ongoing support to help achieve goals

4.6 Plan activities to provide ongoing support and help to achieve goals

5. Develop participants’ skills in interpreting food labels and shopping to a budget

5.1 Explain how to identify healthy amounts of fat, salt and sugar from food labels

5.2 Discuss how to identify dietary terms and other terms for fat and sugar

5.3 Discuss benefits of budgeting and ways of shopping to get value for money

5.4 Explain the "10 Plan Shopping Guide" for balancing diet and budget and provide opportunities for practice

5.5 Discuss ways of buying food so that the money goes further and compare prices per kilo

5.6 Investigate range of foods available in local store(s) during a shopping tour and read food labels to ascertain nutritional value of particular foods

5.7 Plan healthy meals for one day

6. Provide low-fat cooking exercises

6.1 Discuss ways to cut down on fat and demonstrate low-fat cooking methods

6.2 Explain the healthy eating pyramid and the principles of healthy eating

6.3 Sort foods according to the Australian Guide to Healthy Eating and describe the elements of a healthy eating plan

6.4 Prepare and cook food using low-fat methods

7. Raise awareness of diabetes

7.1 Explain risk factors for type 2 diabetes

7.2 Address factors involved in type 2 diabetes prevention

7.3 Describe the signs and symptoms of type 2 diabetes

7.4 Discuss factors that affect diabetes management and strategies for managing diabetes

7.5 Provide definitions of type 1 diabetes, type 2 diabetes and gestational diabetes mellitus

7.6 Describe long- and short-term complications associated with diabetes

8. Review and evaluate the training program

8.1 Obtain feedback about the program, resources used and outcomes achieved from participants and the community

8.2 Encourage participants to self-evaluate and set future personal goals

8.3 Negotiate changes needed in the program with all stakeholders

8.4 Document the program evaluation according to organisational requirements

8.5 Suggest improvements to the program delivery plan to supervisor, other individuals, agencies and communities

8.6 Implement changes to the program delivery plan in consultation with the community and stakeholders as required

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role.

There must be evidence that the candidate has:

planned for at least one training program to deliver healthy lifestyle information and advice by:

- identifying a target audience for the program

- determining the content of the program, and the timeframes for delivery

- promoting the program through appropriate forums

- securing the location and necessary resources for the program delivery

delivered the training program at least twice by:

- communicating in a culturally appropriate and safe manner at all times with participants

- addressing the needs of individual participants, and the group as a whole

- checking for understanding of individuals, and supporting involvement of the group in training

- providing information about:

o healthy diet, including appropriate intake of specific ingredients such as salt, sugar and fat

o shopping for health food and meal preparation

o dietary guidelines

o diet and self-esteem issues

o preparation of healthy meals

o food labels and nutritional values

o principles of the Australian Dietary Guidelines

o links between diabetes and a healthy lifestyle, and general diabetes awareness

evaluated both healthy lifestyle training programs, customised to address participant and community needs by:

- communicating with individuals, families and communities to identify, establish and maintain lifestyle changes to achieve improved health

- identifying areas and suggesting specific measures for improvement.

documented all aspects of planning, delivery and evaluation of at least one healthy lifestyle training program.

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:

organisation policies and procedures and legislation or regulations relating to:

- client confidentiality

- referral, including various levels of urgency, and follow-up of clients

- mandatory reporting

- notifiable communicable diseases

- limits of own ability and authority

- reporting procedures

- documentation

nutrition for good health

specific nutritional issues for Aboriginal and/or Torres Strait Islander communities and individuals

Australian Guide to Healthy Eating and the nutrients associated with each food group

Aboriginal and Torres Strait Islander Guide to Healthy Eating

basic eating patterns for healthy weight and factors associated with quick weight-loss diets

benefits and common myths relating to physical activity

processes of behaviour change, including:

- stages of behaviour change

- factors that influence behaviour change

- barriers to behaviour change

nutritional needs of people at different stages in the lifecycle

risk factors associated with common nutrition-related diseases.