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Evidence Guide: HLTAU508B - Identify needs for referral

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

 

HLTAU508B - Identify needs for referral

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

Identify the need for medical or audiological referral arising from client interview

  1. Demonstrate knowledge of the anatomy and physiology of the auditory and vestibular systems and central auditory pathways
  2. Discuss the difference between a clinical sign and a symptom
  3. Demonstrate a broad knowledge of the factors that can cause a disruption of the auditory and/or vestibular system
  4. Demonstrate knowledge of the possible effect of a peripheral and central lesion on the auditory system and common signs and symptoms that would be evident to identify each
  5. Demonstrate knowledge of the possible effect of a peripheral and central lesion on the vestibular system and common signs and symptoms that would be evident to identify each
  6. Accurately identify an appropriate professional for referral in each case and explain the rationale for each referral
  7. Demonstrate knowledge of the rehabilitative criteria for audiological referral
Demonstrate knowledge of the anatomy and physiology of the auditory and vestibular systems and central auditory pathways

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Discuss the difference between a clinical sign and a symptom

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Demonstrate a broad knowledge of the factors that can cause a disruption of the auditory and/or vestibular system

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Demonstrate knowledge of the possible effect of a peripheral and central lesion on the auditory system and common signs and symptoms that would be evident to identify each

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Demonstrate knowledge of the possible effect of a peripheral and central lesion on the vestibular system and common signs and symptoms that would be evident to identify each

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Accurately identify an appropriate professional for referral in each case and explain the rationale for each referral

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Demonstrate knowledge of the rehabilitative criteria for audiological referral

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify the need for an audiometric referral

  1. Demonstrate knowledge of the audiometric criteria for medical referral
  2. Demonstrate knowledge of the typical pathologies that can cause these types of audiometric results and explain why medical referral is needed
  3. Demonstrate knowledge of how different types of audiological and electrophysiological tests can be used to provide further information to differentially diagnose a lesion
  4. Identify the need for urgent versus non-urgent referral based on audiometric criteria
Demonstrate knowledge of the audiometric criteria for medical referral

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Demonstrate knowledge of the typical pathologies that can cause these types of audiometric results and explain why medical referral is needed

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Demonstrate knowledge of how different types of audiological and electrophysiological tests can be used to provide further information to differentially diagnose a lesion

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify the need for urgent versus non-urgent referral based on audiometric criteria

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Make appropriate referrals to other health care professionals

  1. Identify the different professionals that may be involved in the rehabilitation of hearing loss and their role in the rehabilitative process
  2. Determine the need for referral to other health professionals or agencies
  3. Include relevant information in referral and/or brief appropriate health professional on reason for referral
  4. Include client in referral communications
  5. Document referral in accordance with organisation requirements
Identify the different professionals that may be involved in the rehabilitation of hearing loss and their role in the rehabilitative process

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine the need for referral to other health professionals or agencies

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Include relevant information in referral and/or brief appropriate health professional on reason for referral

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Include client in referral communications

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Document referral in accordance with organisation requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Work in collaboration with other agencies

  1. Identify a range of health care professionals and services
  2. Consult other health care professionals and support services to determine the most appropriate source for referral
  3. Relate effectively and knowledgeably with other health care professionals
  4. Provide assistance to other health care professionals, services and/or carers as required
Identify a range of health care professionals and services

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Consult other health care professionals and support services to determine the most appropriate source for referral

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Relate effectively and knowledgeably with other health care professionals

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide assistance to other health care professionals, services and/or carers as required

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

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

Context of and specific resources for assessment:

Access to appropriate workplace, equipment and instruments where assessment can take place or the simulation of realistic workplace setting, including access to equipment for assessments

Relevant organisation policy, guidelines, procedures and protocols

Relevant professional bodies policies and guidelines on the conduct of screening hearing tests

Relevant legislative and regulatory documents

Relevant publications from peer-reviewed sources

Access to professional library for accurate and current relevant information

Manufacturers' specifications for the use and storage of equipment

Method of assessment

Observation in the work place (if possible)

Written assignments/projects or questioning should be used to assess knowledge

Case study and scenario as a basis for discussion of issues and strategies to contribute to best practice.

Clinical skills involving direct client care are to be assessed initially in a simulated clinical setting (laboratory). If successful, a second assessment is to be conducted during workplace application under direct supervision.

Practical case presentation

Case studies and scenarios

Interviews/questioning/written examination

Role plays

Related units:

This unit is to be assessed in conjunction with the following related units:

HLTAU505B Dispense and maintain hearing devices for adults and provide communication counselling

HLTAU506B Develop, implement and evaluate an individual hearing program

HLTAU507B Apply hearing device technology

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:

The anatomy and physiology of the hearing and balance organs

The aetiology of pathologies that affect the hearing and balance organs and how these present in the client interview as signs or symptoms

The audiometric patterns that arise from hearing pathologies

Identification of factors that require medical or audiometric referral

Identification of factors that require referral from complex rehabilitation

Essential skills:

It is critical that the candidate demonstrate the ability to:

Apply knowledge to determine whether a client needs to be referred and if so to whom

Write comprehensive and accurate referrals

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:

Use interpersonal skills to relate to people from a range of social, cultural and religious backgrounds and physical and mental abilities

Use numeracy skills including the ability to interpret data and record client results

Use oral communication skills-language competence required to fulfil job role in a safe manner and as specified by the organisation. Assessors should look for skills in asking systematic questions, providing clear information, listening to and understanding client areas of concern, and demonstrating ethical practice and procedures in dealing with clients. Effective verbal and non verbal communication skills with a range of internal and external persons are essential together with competence in English or a community language, depending on the client group

Use problem solving skills including an ability to use available resources and determine accuracy of test results

Use reading and writing skills-literacy competence required to fulfil job roles safely and effectively. The level of skill required involves reading and documenting clinical information and understanding procedure manuals

Work with others

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.

Anatomy and physiology may include:

Peripheral auditory system

Central auditory system

Peripheral vestibular system

Central vestibular system

Pathologies may include:

Otosclerosis

Otitis media

Cholesteatoma

Glomous tumour

Acoustic neuroma

Meniere's disease

Benign positional vertigo

Auditory neuropathy

Large vestibular aqueduct syndrome

Viral/bacterial labyrinthitis

Perilymphatic fistula

Electrophysiological and audiological tests may include:

Otacoustic emissions

Auditory evoked potentials (including electrocochleography, auditory brainstem response, obligatory and discriminatory cortical auditory evoked potentials)

Electronystagmography

Hallpike test

Audiometric criteria for medical referral include:

Fluctuating hearing loss

Asymmetric hearing loss

Inconsistent audiometric results

Sudden hearing loss

Conductive hearing loss

Factors that identify a need for audiometric referral may include:

Asymmetric hearing loss

Balance problems

Unilateral or sudden onset tinnitus

Sudden hearing loss

Facial palsy

Fluctuating hearing loss

Rehabilitative criteria for audiological referral include:

Profound hearing loss or severe communication impairment, which means communication difficulty that:

prevents the person from communicating effectively in his or her own environment

is caused or aggravated by significant physical, intellectual, mental, emotional or social disability

Rehabilitative needs for referral may include:

Profound hearing loss

Severe communication impairment

Other health professionals or agencies may include:

Audiologists

Other allied health practitioners

Medical practitioners

Medical facilities

Rehabilitation centres

Self help organisations