Perform ayurvedic health assessment Evidence Guide

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Evidence Guide: HLTAYV609C - Perform ayurvedic health assessment

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

HLTAYV609C - Perform ayurvedic health assessment

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

Determine the scope of the assessment and the client's needs

Establish the client's purpose for consultation and identify the symptoms
Determine the client's eligibility for service using clinic/practitioner policies
Clearly explain services able to be provided and limits of available services
Explore and clarify the client's expectation of the service/clinic
Identify factors likely to have a negative impact on assessment in consultation with the client and wherever possible implement strategies to minimise the effects of these factors
Explain personal abilities, level of professional competence and parameters of role to the client and practise within these at all times
Refer client to other health care providers where the needs of the client are identified as beyond the scope of the services able to be provided, or if in the opinion of the practitioner the needs of the client are best met by doing so
Identify and promote the rights of care of the client

Establish the client's purpose for consultation and identify the symptoms

Completed
Date:

Teacher:

Evidence:

Determine the client's eligibility for service using clinic/practitioner policies

Completed
Date:

Teacher:

Evidence:

Clearly explain services able to be provided and limits of available services

Completed
Date:

Teacher:

Evidence:

Explore and clarify the client's expectation of the service/clinic

Completed
Date:

Teacher:

Evidence:

Identify factors likely to have a negative impact on assessment in consultation with the client and wherever possible implement strategies to minimise the effects of these factors

Completed
Date:

Teacher:

Evidence:

Explain personal abilities, level of professional competence and parameters of role to the client and practise within these at all times

Completed
Date:

Teacher:

Evidence:

Refer client to other health care providers where the needs of the client are identified as beyond the scope of the services able to be provided, or if in the opinion of the practitioner the needs of the client are best met by doing so

Completed
Date:

Teacher:

Evidence:

Identify and promote the rights of care of the client

Completed
Date:

Teacher:

Evidence:

Obtain and record an accurate history of the client

Seek information from the client for the client's history with all enquiries asked in a respectful, purposeful, systematic and diplomatic manner
Collect accurate and relevant in a well-organised form which can be interpreted readily by other professionals
Treat information as confidential and store securely at all times

Seek information from the client for the client's history with all enquiries asked in a respectful, purposeful, systematic and diplomatic manner

Completed
Date:

Teacher:

Evidence:

Collect accurate and relevant in a well-organised form which can be interpreted readily by other professionals

Completed
Date:

Teacher:

Evidence:

Treat information as confidential and store securely at all times

Completed
Date:

Teacher:

Evidence:

Manage the health assessment

Obtain informed client consent prior to conducting tests in accordance with legislative requirements
Pursue abnormal findings and investigate these in a deliberate, logical and appropriate manner
Assess the reliability of data obtained and where possible clinical correlation with the client's complaints is established
Use questions to clarify results and gain further information in a manner relevant to the client's needs and test results
Base decisions to carry out laboratory tests on the integration of previously obtained clinical data and history
Adhere to the protocol required by the agency in ordering tests
Allow adequate time during consultation to gather critical information
Identify and minimise factors that may interfere with the information gathering process
Identify, establish and observe essential requirements for the maintenance of clinical and practitioner hygiene
Anticipate potential sensitivities of the client are and adapt approach accordingly to take these into account.
Take steps to ensure the client's sense of dignity is maintained at all times

Obtain informed client consent prior to conducting tests in accordance with legislative requirements

Completed
Date:

Teacher:

Evidence:

Pursue abnormal findings and investigate these in a deliberate, logical and appropriate manner

Completed
Date:

Teacher:

Evidence:

Assess the reliability of data obtained and where possible clinical correlation with the client's complaints is established

Completed
Date:

Teacher:

Evidence:

Use questions to clarify results and gain further information in a manner relevant to the client's needs and test results

Completed
Date:

Teacher:

Evidence:

Base decisions to carry out laboratory tests on the integration of previously obtained clinical data and history

Completed
Date:

Teacher:

Evidence:

Adhere to the protocol required by the agency in ordering tests

Completed
Date:

Teacher:

Evidence:

Allow adequate time during consultation to gather critical information

Completed
Date:

Teacher:

Evidence:

Identify and minimise factors that may interfere with the information gathering process

Completed
Date:

Teacher:

Evidence:

Identify, establish and observe essential requirements for the maintenance of clinical and practitioner hygiene

Completed
Date:

Teacher:

Evidence:

Anticipate potential sensitivities of the client are and adapt approach accordingly to take these into account.

Completed
Date:

Teacher:

Evidence:

Take steps to ensure the client's sense of dignity is maintained at all times

Completed
Date:

Teacher:

Evidence:

Make a comprehensive assessment of the client

Apply trividha pariksha (threefold examination method)
Apply the eightfold examination method if further assessment if necessary
Determine causative factors of diseases
Determine different stages of disease
Determine the samprapti (pathogenesis in ayurveda)
Determine the different stages of progression of disease and state and location of ama
Perform ayurvedic differential diagnosis
Accurately record all information in a systematic manner in accordance with clinic guidelines.

Apply trividha pariksha (threefold examination method)

Completed
Date:

Teacher:

Evidence:

Apply the eightfold examination method if further assessment if necessary

Completed
Date:

Teacher:

Evidence:

Determine causative factors of diseases

Completed
Date:

Teacher:

Evidence:

Determine different stages of disease

Completed
Date:

Teacher:

Evidence:

Determine the samprapti (pathogenesis in ayurveda)

Completed
Date:

Teacher:

Evidence:

Determine the different stages of progression of disease and state and location of ama

Completed
Date:

Teacher:

Evidence:

Perform ayurvedic differential diagnosis

Completed
Date:

Teacher:

Evidence:

Accurately record all information in a systematic manner in accordance with clinic guidelines.

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 performance in the workplace or a simulated workplace (defined as a supervised clinic) is essential for assessment of this unit Consistency of performance should be demonstrated over a range of workplace situations Assessment may contain both theoretical and practical components and examples covering a range of clinical situations Evidence is required of both knowledge and skills application Assessment of sole practitioners must include a range of clinical situations and different client groups covering at minimum, age, culture and gender Assessment of sole practitioners must consider their unique workplace context, including: interaction with others in the broader professional community as part of the sole practitioner's workplace scope of practice as detailed in the qualification and component competency units holistic/integrated assessment including: working within the practice framework performing a health assessment assessing the client planning treatment providing treatment All procedures must be conducted according to legislative and regulatory requirements

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:	Assessment should replicate workplace conditions as far as possible Simulations may be used to represent workplace conditions as closely as possible Where, for reasons of safety, access to equipment and resources and space, assessment takes place away from the workplace, simulations should be used to represent workplace conditions as closely as possible Resources essential for assessment include: an appropriately stocked and equipped clinic or simulated clinic environment skilled assessors relevant assessment instruments appropriate assessment environment

Method of assessment	Observation of performance in the work place Written assignments/projects Case study and scenario as a basis for discussion of issues and strategies to contribute to best practice. Questioning Role play simulation Examples of assessment notes Research work or written reports of observations in a practical setting Oral questioning on technique or assessment strategy Case studies and scenarios as a basis for discussion of issues and strategies to contribute to best practice in the work environment

Related units:	This unit should be assessed in conjunction with the following related units: HLTAYV615C Apply ayurvedic diagnostic framework HLTCOM404C Communicate effectively with clients HLTIN301C Comply with infection control policies and procedures

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:

Anatomical terminology and levels of organisation

Ayurvedic pathophysiology and ayurvedic disease processes

Ayurvedic physical signs and symptoms of disease

Anatomy and physiology according to various stages of life

Ayurvedic anatomy and physiology including:

basic physiology - including physiology of musculoskeletal system - muscles, posture and movement

ENT and other senses - hearing and equilibration, vision, smell, taste

gastrointestinal - motility, secretions, movement of food, digestion and absorption

general physiology - including cell structure and function, metabolism, levels of organisation in the body

nervous system - central, peripheral and automatic nervous systems

respiratory system - pulmonary function; cardiovascular system - heart, circulation; lymphatic system - lymph, immunity and allergy

urogenital and endocrine - renal function, micturition, extracellular fluid, metabolism, thyroid gland, hormones, and reproduction

Ayurvedic diagnosis according to ayurvedic classification of disease

Ayurvedic Rog Vigyan and Chikitsa Sootra including disease of all the channels with their specific Samprapti, Pooravroopa, nidan, Upashya and chikitsa, along with western correlation

Ayurvedic anatomical systems including

musculoskeletal - including; muscles, bones, cartilage, joints, head, upper trunk, upper limb, pelvis, lower limb

nervous - including peripheral, autonomic and central nervous systems

cardiovascular (including haemopoetic) - including vascular system, spleen, heart and pericardium, systemic arteries, systemic veins, portal veins, foetal circulation

lymphatic - including thoracic viscera, abdominal and pelvic viscera, alimentary tract, urinary and genital systems, trunk and limbs, deep and superficial lymph nodes

gastrointestinal - including mouth, salivary glands, tongue, pharynx, oesophagus, abdomen and peritoneum, stomach, small intestine, large intestine, liver, biliary system, pancreas

respiratory - including larynx, trachea, lungs and mediastinum, pleura

urogenital (reproductive and urinary) and endocrine - including kidneys, ureter and bladder, male genital organs, female genital organs, thyroid, parathyroid glands, pituitary gland, adrenal gland, thymus gland

ENT and Special Senses - including hearing and equilibration, vision, smell, taste

continued ...

Essential knowledge (contd):

Basic knowledge of biochemistry

Basic knowledge of the physical relationship of the position on the tongue of the Doshas and organs.

Clinical features and pathophysiology of common bacterial and viral diseases to assess the client, stage, severity and likely prognosis

Critical information required for diagnosis and treatment according to ayurvedic framework

Dietary impact on health and symptoms

Ethical and legal implications of enquiry

Factors affecting transmission of disease and choice of treatments of common infectious diseases

Identification of infectious organism, indications, complications, epidemiology, occurrence, mode of transmission, vectors, incubation period, period of communicability, presentation, diagnosis, treatment, management and prevention

Location of each Dosha or organ on the pulse

Pathophysiology and disease processes of common clinical diseases and interactivity between them, to the level necessary to support the making of a screening assessment and assessment of the client's condition to support the practice of ayurvedic medicine

Pathophysiology and disease processes affecting the nervous system - central and peripheral nervous tissue, brain, spinal cord and associated nerves, sensory, motor and integrative systems, autonomic nervous system and:

cardiovascular system - blood, clotting, erythropoietin, cardiac cycle

endocrine system - thyroid, parathyroid and adrenal glands, pancreas, calcium and bone metabolism, pituitary gland, pineal gland

ENT and special senses - vision, hearing, smell, taste

lymphatic system - immunity, allergy

respiratory system - pulmonary function, gas transport, regulation of respiration, respiratory adjustments

urogenital system - renal function, fluid balance, male and female reproductive systems

Philosophical approach to diagnosis and treatment

Philosophy of ayurvedic diagnoses

Prostaglandins, development, inheritance, DNA, RNA, introduction to genetics

Pulse diagnosis (Nadi Pariksha)

Symptomology and pathology according to ayurvedic practice

The state and quality of the tridoshas

The state of each individual organ found at the appropriate pulse position.

continued ...

Essential knowledge (contd):

Terminology correct to discipline

The cost benefit ratio of special tests or studies

The causes of disease according to Ayurveda

The legal and ethical requirements for confidentiality

The physical relationship of the position on the pulse to the Doshas and organs.

Time management requirements during consultation

Essential skills:

It is critical that the candidate demonstrate the ability 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:

Access and interpret up-to-date information

Apply methods of keeping medical records

Communicate effectively to gain required information

Conduct external physical examination

Demonstrate communication skills

Demonstrate observation skills

Demonstrate record-keeping skills

Demonstrate respect for practitioner / client boundaries

Detect and record symptoms and signs present including precipitating factors, relieving factors and associated manifestations

Identify location, stage and characteristics of disease

Perform basic points diagnosis (Marma Pariksha)

Perform basic tongue diagnosis (Jihva Pariksha)

Perform nail diagnosis

Perform observation (Darshana)

Perform palpation (Sparshana)

Perform questioning (Prashna).

Request high precision laboratory and/or radiology tests when required

Require the minimum number of additional tests

Understand and discuss medical reports

Use a range of ayurvedic medical equipment used in external physical examinations

Use equipment and technology competently and safely

Use terminology correct to discipline

Use the threefold and eightfold examination techniques

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.

Factors likely to have a negative impact on assessment may include:	Cultural or gender factors Disabilities Emotional trauma Lack of privacy or focus due to additional parties being present Language difficulties

Other health care professional may include:	Allied health workers Alternative health practitioners Counsellors Doctors Social workers

Client history may include:	Accidents, injuries, operations Childhood and adulthood illness Date of presentation Family history General state of health physical emotional allergies dietary picture sleep pattern exercise leisure activities Hospitalisations Identifying personal details Main presenting complaint or reason for consultation Medication, supplements and natural remedies - current and previous Occupational history and environment Other current medical treatment Presenting symptom picture Social lifestyle including social drug usage Source of referral (if applicable)

Potential sensitivities may include:	Ability Cultural heritage Ethnicity Gender Language Presenting disease state and personal history Religious beliefs Sexuality

Trividha Pariksha (Threefold examination method) includes:	Darshana (Observation) Prashna (Questioning) Sparshana (Touch)

The eightfold examination method includes:	Akriti pariksha ( general physical features, ie height, weight, deformation of limbs, nails, skin etc) Druka pariksha ((eye diagnosis) Jivha pariksha (tongue diagnosis) Mala pariksha (stool examination) Mutra pariksha (urine examination) Nadi pariksha (pulse diagnosis) Shabda pariksha (voice examination) Sparshana (palpation)

The different stages of disease includes:	Aama stage Niraama stage Pacyaama stage

The different stages of progression of disease includes:	Bheda (differentiation or complication) Prakopa (excitation or provocation) Prasara (spreading) Sanchaya (accumulation) Sthana samsraya (relocation) Vyakta (manifestation)

NTISthis.com

Evidence Guide: HLTAYV609C - Perform ayurvedic health assessment

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

HLTAYV609C - Perform ayurvedic health assessment

Determine the scope of the assessment and the client's needs

Obtain and record an accurate history of the client

Manage the health assessment

Make a comprehensive assessment of the client

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

Instructions to Assessors

Teacher: ___________________________ Date: _