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Evidence Guide: HLTAHW602B - Manage health education and promotion

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

 

HLTAHW602B - Manage health education and promotion

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

Monitor and plan health education and health promotion services

  1. Identify existing health education and health promotion services in the community and document according to organisation guidelines
  2. Consult the community about needs for health education and health promotion services
  3. Evaluate health education and health promotion services in respect of community needs
  4. Identify gaps in health education and health promotion services within the community and recommend appropriate changes to address them
  5. Develop and document a plan to respond to identified community health education and health promotion needs
  6. Ensure issues requiring mandatory notification are identified and reported appropriately
Identify existing health education and health promotion services in the community and document according to organisation guidelines

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Consult the community about needs for health education and health promotion services

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Evaluate health education and health promotion services in respect of community needs

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Identify gaps in health education and health promotion services within the community and recommend appropriate changes to address them

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Develop and document a plan to respond to identified community health education and health promotion needs

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Ensure issues requiring mandatory notification are identified and reported appropriately

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Ensure health education and health promotion services are appropriate

  1. Analyse and document resource needs of the health education and health promotion service
  2. Implement policies and procedures for health education and health promotion service delivery in the workplace in line with legislative requirements
  3. Investigate feedback and complaints from community and adapt health education and health promotion service delivery as required
Analyse and document resource needs of the health education and health promotion service

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Implement policies and procedures for health education and health promotion service delivery in the workplace in line with legislative requirements

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Investigate feedback and complaints from community and adapt health education and health promotion service delivery as required

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Advocate on health education and health promotion service provision

  1. Identify and contact relevant individuals/agencies about issues of concern regarding health education and health promotion
  2. Represent community's point of view clearly to those involved
  3. Ensure confidentiality of community and individuals is maintained
Identify and contact relevant individuals/agencies about issues of concern regarding health education and health promotion

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Represent community's point of view clearly to those involved

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Ensure confidentiality of community and individuals is maintained

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:

A broad knowledge base relating to individual and community health including biology and development, psychology, disease and treatment options, culture and tradition

Primary health care health needs and service delivery options

Legislation relating to the delivery of primary health care services

Organisational guidelines relating to health service provision

Referral resources

Other service providers

Traditional health, healing and medicines

Service delivery guidelines and procedures

Essential skills:

It is critical that the candidate demonstrate the ability to:

Plan and manage the provision of health education and promotion services to effectively address the needs of Aboriginal and/or Torres Strait Islander individuals and communities

Advocate on behalf of Aboriginal and/or Torres Strait Islander communities in relation to the provision of health education and promotion services

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 a broad skills, base relating to intervention, including:

assessment, referral, treatment and other interventions

communication, all within the context of the local community

Communicate effectively (verbal essential, written may not be essential)

Conduct research and report writing

Lobby and advocate at high levels

Network, negotiate

Promote, implement and manage work attitudes and practices that reflect awareness of the importance of a range of aspects of sustainability

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

Undertake organisational planning

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 wellbeing, 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

Primary health care services may include:

Accident and emergency care

Primary health care assessment and treatment services

Screening services

Primary health care programs, including oral health care programs

Primary health care services may be provided by:

Aboriginal and/or Torres Strait Islander health workers

Doctors and other health professionals

Multi-disciplinary teams

Organisation guidelines may include:

Procedures manuals

Legislative and regulatory guidelines

Workplace policies, procedures and related requirements

Relevant individuals may include:

Other health service providers and/or multi-disciplinary team members

Community members

Community council

Supervisor/manager

Other agency representatives

Agencies may include:

Government organisations

Non-government organisations

Community controlled organisations

Other organisations involved in the provision of health and community services

Issues requiring mandatory notification may include:

Protection of children and others identified to be at risk.

Issues defined by jurisdictional legislation and/or regulatory requirements.

Issues specifically identified by the community or organisation policies.