NTISthis.com

Evidence Guide: HLTAHW411B - Plan, develop and evaluate health promotion for Aboriginal and/or Torres Strait Islander communities

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

 

HLTAHW411B - Plan, develop and evaluate health promotion for Aboriginal and/or Torres Strait Islander communities

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

Plan a health promotion program

  1. Assess community health needs in partnership with the community in line with community and organisation guidelines
  2. Discuss needs assessment findings with the community to identify priorities for health promotion activities
  3. Develop health promotion plan in consultation with key representatives of the community and any related agencies/organisations
  4. Ensure health promotion has a holistic, culturally sensitive approach
  5. Identify relevant existing resources (human, financial and physical) for implementation of the program
  6. Prepare proposal (and/or submission) as required to address any additional resource requirements, including funding
  7. Include in planning effective measures to ensure record maintenance, confidentiality and compliance with legislation
  8. Plan health promotion to support the community in taking a self-determination approach to health in line with community needs and organisation requirements
Assess community health needs in partnership with the community in line with community and organisation guidelines

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Discuss needs assessment findings with the community to identify priorities for health promotion activities

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Develop health promotion plan in consultation with key representatives of the community and any related agencies/organisations

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Ensure health promotion has a holistic, culturally sensitive approach

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Identify relevant existing resources (human, financial and physical) for implementation of the program

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Prepare proposal (and/or submission) as required to address any additional resource requirements, including funding

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Include in planning effective measures to ensure record maintenance, confidentiality and compliance with legislation

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Plan health promotion to support the community in taking a self-determination approach to health in line with community needs and organisation requirements

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Develop health promotion strategies

  1. Develop goals and objectives for health promotion activities to address identified community health needs in line with health promotion plan and community and organisation guidelines
  2. Develop program activities to address identified community health needs in line with program plan and community and organisation guidelines
  3. Develop health promotion activities in partnership with key representatives of the community and any related agencies/ organisations
  4. Identify appropriate delivery strategies according to the needs of the target group, location and health issue(s)
  5. Access, adapt or develop resources (human, financial and physical) as required to suit the needs of the health issue, audience and program delivery context
Develop goals and objectives for health promotion activities to address identified community health needs in line with health promotion plan and community and organisation guidelines

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Develop program activities to address identified community health needs in line with program plan and community and organisation guidelines

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Develop health promotion activities in partnership with key representatives of the community and any related agencies/ organisations

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Identify appropriate delivery strategies according to the needs of the target group, location and health issue(s)

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Access, adapt or develop resources (human, financial and physical) as required to suit the needs of the health issue, audience and program delivery context

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Evaluate health promotion program

  1. Evaluate health promotion program against criteria that reflect identified community health objectives in line with organisation requirements
  2. Identify evaluation processes and criteria prior to delivery of the program
  3. Seek to identify program strengths as well areas for improvement as a basis for continual enhancement of health outcomes
  4. Seek feedback on program effectiveness and provide to community and organisation representatives
  5. Communicate outcomes of the evaluation to relevant stakeholders to guide future activities in the delivery of health promotion and health services to the community
Evaluate health promotion program against criteria that reflect identified community health objectives in line with organisation requirements

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Identify evaluation processes and criteria prior to delivery of the program

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Seek to identify program strengths as well areas for improvement as a basis for continual enhancement of health outcomes

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Seek feedback on program effectiveness and provide to community and organisation representatives

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Communicate outcomes of the evaluation to relevant stakeholders to guide future activities in the delivery of health promotion and health services to the community

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 of assessment:

The individual being assessed must provide evidence of specified essential knowledge as well as skills

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

Conditions of assessment:

This unit includes skills and knowledge specific to Aboriginal and/or Torres Strait Islander culture

Assessment must therefore be undertaken by a workplace assessor who has expertise in the unit of competency or who has the current qualification being assessed and who is:

Aboriginal or Torres Strait Islander him/herself

or:

accompanied and advised by an Aboriginal or Torres Strait Islander person who is a recognised member of the community with experience in primary health care

Context of assessment:

Competence should be demonstrated working individually, under supervision or as part of a primary health care team working with Aboriginal and/or Torres Strait Islander clients

Assessment should replicate workplace conditions as far as possible

Related units:

This unit may be assessed independently or in conjunction with other units with associated workplace application

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:

Relevant policies, protocols and procedures of the organisation

Health promotion programs relevant to the area / region / community

Common existing and potential health problems for the community

Effective strategies to monitor and manage identified health problems in line with community needs and sensitivities

Knowledge of a range of relevant conditions, diseases and disorders, which may include:

prevalent health issues.

child and youth health issues

sexual and reproductive health problems for males and females

sexually transmissible infections

substance misuse

rape, family violence and sexual abuse

oral health problems

Ottawa Charter for health promotion

Program planning cycle

Principles process, impact and outcomes of evaluation

Adult learning principles and practices

Methods of evaluating health programs and providing feedback to health service management and the community in line with organisation and community requirements

Occupational health and safety practices and procedures relevant to the work (eg. manual handling)

How to contact and access available health and support services in the region

Essential skills:

It is critical that the candidate demonstrate the ability to:

Provide a range of health program services in line with community needs and workplace requirements

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:

Apply literacy and numeracy skills to read and write reports, interpret simple statistics, charts and test results, write letters and maintain client records

Work with groups in the community to seek input and feedback on health services

Use computer-based and/or paper-based client record systems

Observe, obtain and interpret client information in relation to health issues, behaviour and health services

Communicate with clients, colleagues, community members and other agencies and to negotiate with them as required

Reflect on and improve own level and application of skills and knowledge to achieve desirable outcomes and maintain own capabilities

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.

Cultural respect

This competency standard supports the recognition, protection and continued advancement of the inherent rights, cultures and traditions of Aboriginal and Torres Strait Islander peoples

It recognises that the improvement of the health status of Aboriginal and Torres Strait Islander people must include attention to physical, spiritual, cultural, emotional and social well-being, community capacity and governance

Its application must be culturally sensitive and supportive of traditional healing and health, knowledge and practices

Community control

Community participation and control in decision-making is essential to all aspects of health work, and the role of the health worker is to support the community in this process

Supervision

Supervision must be conducted in accordance with prevailing state/territory and organisation legislative and regulatory requirements

References to supervision may include either direct or indirect supervision of work by more experienced workers, supervisors, managers or other health professionals

A person at this level should only be required to make decisions about clients within the organisation's standard treatment protocols and associated guidelines

Legislative requirements

Federal, state or territory legislation may impact on workers' practices and responsibilities. Implementation of the competency standards should reflect the legislative framework in which a health worker operates. It is recognised that this may sometimes reduce the application of the Range of Variables in practice. However, assessment in the workplace or through simulation should address all essential skills and knowledge across the Range of Variables

Aboriginal and/or Torres Strait Islander Health Workers may be required to operate in situations that do not constitute "usual practice" due to lack of resources, remote locations and community needs. As a result, they may need to possess more competencies than described by "usual practice circumstances"

Under all circumstances, the employer must enable the worker to function within the prevailing legislative framework

Health promotion program may include:

Research to confirm community and regional needs

Health promotion activities

Health education and information sessions

Ongoing follow-up

Working with individuals and/or groups in line with community needs

Working independently, as an organisation and/or as part of multi-disciplinary teams with other health professionals.