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Evidence Guide: HLTCOM502B - Develop professional expertise

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

 

HLTCOM502B - Develop professional expertise

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

Seek out and apply traditional, alternative and scientific information

  1. Utilise a variety of methods to collect and evaluate data in the clinical setting
  2. Access and evaluate literature on the theory and practice of traditional, alternative and scientific medicine
  3. Give case presentations and/or literature reviews in a public/peer setting
Utilise a variety of methods to collect and evaluate data in the clinical setting

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Access and evaluate literature on the theory and practice of traditional, alternative and scientific medicine

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Give case presentations and/or literature reviews in a public/peer setting

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Implement reflective learning practices

  1. Evaluate, compare and contrast new treatments, protocols and other new ideas
  2. Transfer skills and competencies to new contexts
  3. Use knowledge of the historical, theoretical and philosophical aspects of the field of practice to improve existing practices
  4. Identify strengths and weaknesses and implement measures to improve these
Evaluate, compare and contrast new treatments, protocols and other new ideas

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Transfer skills and competencies to new contexts

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use knowledge of the historical, theoretical and philosophical aspects of the field of practice to improve existing practices

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify strengths and weaknesses and implement measures to improve these

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Contribute to the development of professional practices

  1. Establish links with other healthcare professionals using a knowledge of local, community and hospital based services
  2. Maintain membership of relevant professional association/s
  3. Actively pursue participation in professional development activities
  4. Monitor progress of professional on a regular basis
Establish links with other healthcare professionals using a knowledge of local, community and hospital based services

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Maintain membership of relevant professional association/s

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Actively pursue participation in professional development activities

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Monitor progress of professional on a regular basis

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Critically evaluate specific research

  1. Describe research strategies
  2. Identify stakeholders and their communication needs
  3. Identify research requirements
  4. Analyse research information and data
  5. Report research
Describe research strategies

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify stakeholders and their communication needs

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify research requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Analyse research information and data

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Report research

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:

Observation of performance in the workplace or a simulated workplace (defined as a supervised clinic) is essential for assessment of this unit

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. The assessee 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

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

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

Relevant texts or medical manuals

Documented process to enable the access and interpretation of up-to-date information

Relevant assessment instruments

Appropriate assessment environment

Skilled assessors:

Method of assessment

Observation in the work place and practical demonstration

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.

Explanations for techniques

Research work

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:

Knowledge of research strategies

Knowledge of research techniques

Knowledge of recent issues and events affecting the industry

Knowledge of research issues and their application

Knowledge of statistical analysis

Knowledge of relevant reference works

Knowledge of professional development activities available

Knowledge of the historical, theoretical and philosophical aspects of the field of practice

Knowledge of time management strategies

Knowledge of own personal and professional strengths and weaknesses

Essential skills:

Ability to:

Participate in professional development activities listed in the range of variables

Identify and communicate research findings with others

Collect, organise and analyse research data

Demonstrate report writing skills

Demonstrate presentation skills

Demonstrate competence in communicating industry specific information

Write reports

Demonstrate literacy, numeracy and computer skills

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.

Professional development activities may include:

Articles, public presentations, interviews and other communications

Attendance at lectures or other education activities

Participation in research projects

Participation in provings

Attendance at association meetings

Subscription to professional journals

Clinic supervision

Provision of or participation in training

Study, distance-based learning

Mentoring

Monitored may refer to:

Feedback from colleagues

Accreditation to professional associations

Peer discussions

Workplace assessments

Supervisory feedback

Assessment of clinic results

Client surveys

Monitoring of client attendance and business success

Research strategies include:

Selecting and defining hypotheses according to standard research practice

Case history

Surveys and questionnaires

Participant recruitment

Recognised research techniques

Research validation, peer review, reputability

Research requirements may include:

Designing and making available material and other aids needed to conduct research eg questionnaires

Identifying all relevant information sources

Arranging times and places for collection of information

Collecting and storing information

Maintaining confidentiality where appropriate

Report research includes:

Presenting research, methodology and findings to industry peers

Providing analysis of the data, issues and needs arising during research

Providing an analysis of methodology used