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Evidence Guide: HLTCOM301C - Provide specific information to clients

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

 

HLTCOM301C - Provide specific information to clients

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

Establish relationship with the client

  1. Greet clients courteously and professionally
  2. Identify special needs of clients
  3. Use effective communication with clients
  4. Take into consideration cultural and personal factors when interacting with clients
Greet clients courteously and professionally

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify special needs of clients

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use effective communication with clients

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Take into consideration cultural and personal factors when interacting with clients

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify client information needs

  1. Encourage clients to voice queries
  2. Ask client about information needs
  3. Assist clients to identify their information needs if necessary
  4. Confirm client information needs
Encourage clients to voice queries

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ask client about information needs

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assist clients to identify their information needs if necessary

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Confirm client information needs

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide specific information

  1. Present relevant information clearly and comprehensively and in sufficient detail to meet the needs of the enquirer
  2. Select appropriate modes of communication to suit the enquiry and the purpose and context of the enquiry
  3. Exercise discretion and confidentiality appropriately, outlining and explaining to clients boundaries of confidentiality as required
  4. Make appointments for clients
Present relevant information clearly and comprehensively and in sufficient detail to meet the needs of the enquirer

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Select appropriate modes of communication to suit the enquiry and the purpose and context of the enquiry

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Exercise discretion and confidentiality appropriately, outlining and explaining to clients boundaries of confidentiality as required

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Make appointments for clients

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide prepared information to promote access to services

  1. Identify the range of services available
  2. Provide prepared information or details of a range of services to clients when required
  3. Where appropriate, seek specialist information, advice and assistance from supervisor on behalf of client
  4. Manage communication difficulties appropriately
  5. Refer problems relating to providing information about services to supervisor
Identify the range of services available

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide prepared information or details of a range of services to clients when required

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Where appropriate, seek specialist information, advice and assistance from supervisor on behalf of client

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Manage communication difficulties appropriately

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Refer problems relating to providing information about services to supervisor

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

This unit is most appropriately assessed in the workplace or in a simulated workplace and under the normal range of work conditions

Assessment may be mostly practical and examples covering a range of situations relevant to health services provided in the workplace

Evidence of workplace performance over time must be obtained to inform a judgement of competence

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

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

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:

Effective communication strategies

Organisation policies, procedures and guidelines

Principles and practices of services provided

Relevant information sources

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:

Abide by organisation procedures and practices

Appropriately prepare and present information for a range of enquiries

Communicate effectively including:

active listening

clarify and ascertain correct meanings from communication

clear, concise and correct written and verbal communication

communicate on a one-to-one basis

correct presentation of correspondence

documentation and record keeping

establish rapport

passing on verbal and written messages

use correct grammar, spelling and punctuation

Elicit information

Handle difficult situations

Make appointments to meet a range of client needs in accordance with established business practice

Respond appropriately to a range of clients in a range of situations

Respond appropriately to special needs

Seek assistance if necessary

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.

Special needs may include:

Disability

Communication difficulties

Language difficulties

Presence of children/spouse

Need for uninterrupted privacy

Need for communication aids

Effective communication includes:

Active listening

Appropriate language

Appropriate communication aids

Appropriate modes of communication

Appropriate demeanour and body language

Appropriate tone and presentation

Observation

Questioning, clarifying, advising

Providing appropriate and accurate information

Honesty and integrity

Cultural and personal factors may include:

Religious background

Racial background

Gender

Age

Dis/ability

Family or social factors

Relevant information may include:

Confirmation of appointment date and time

Number, length and costs of visits

Location directions

Costs and payment options

Referrals

Procedure and practices

Health fund rebates

Workcover eligibility

Information about general health and self care

Background information about the practice

Information about the expertise of the practitioner

Modes of communication may include:

Verbal/Non-verbal

Written

Formal/informal

Direct/indirect

Personal/using technology

Correspondence

Managed appropriately may include:

Managing emotions

Defusing anger

Clarifying the issues

Attending to client needs as appropriate

Maintaining composure and professional attitude

Providing support

Seeking assistance