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Evidence Guide: HLTEN413B - Promote positive health outcomes

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

 

HLTEN413B - Promote positive health outcomes

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

Promote a healthy lifestyle

  1. Provide information to clients on the benefits of a healthy lifestyle
  2. Empower clients to access information and advice from appropriate services before making lifestyle changes
  3. Assists clients to understand the health care environment and the processes for admission, care and discharge
  4. Encourage and support clients to exercise their rights and personal preferences without compromising their safety and the safety of others
  5. Identify and describe current disease prevention activities relevant to identified clients
Provide information to clients on the benefits of a healthy lifestyle

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Empower clients to access information and advice from appropriate services before making lifestyle changes

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assists clients to understand the health care environment and the processes for admission, care and discharge

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Encourage and support clients to exercise their rights and personal preferences without compromising their safety and the safety of others

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and describe current disease prevention activities relevant to identified clients

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Promote positive lifestyle choices

  1. Discuss factors influencing lifestyle choices with the client and/or their family or significant other
  2. Discuss the consequences of lifestyle choices with the client and/or their family or significant other
  3. Convey non-judgemental attitudes when discussing lifestyle choices and options
  4. Consider age and gender when promoting lifestyle choices
  5. Provide clients with clear information relevant to promoting and maintaining their health
Discuss factors influencing lifestyle choices with the client and/or their family or significant other

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Discuss the consequences of lifestyle choices with the client and/or their family or significant other

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Convey non-judgemental attitudes when discussing lifestyle choices and options

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Consider age and gender when promoting lifestyle choices

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide clients with clear information relevant to promoting and maintaining their health

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Encourage clients to maintain healthy lifestyles

  1. Assist clients, and/or their family or significant other with strategies to monitor changes to lifestyle
  2. Record and report changes in client's physical, psychological and social needs
  3. Reflect age and gender considerations in health teaching
  4. Identify and explain any relevant health care services, resources or products for client use eg.equipment to assist activities of daily living
Assist clients, and/or their family or significant other with strategies to monitor changes to lifestyle

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Record and report changes in client's physical, psychological and social needs

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Reflect age and gender considerations in health teaching

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and explain any relevant health care services, resources or products for client use eg.equipment to assist activities of daily living

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Apply the principles of health promotion and education

  1. Apply principles and strategies of health promotion to address specific client needs
  2. Provide advice within level of role and responsibility in addition to legislative and professional requirements
  3. Consult with the client their health promotion and education needs and document in care plan and report to appropriate health professional
  4. Develop health promotion activities and documents that reflect age, gender and health and/or illness factors
  5. Participate in the implementation of health promotion and health education activities
  6. Evaluate effectiveness of health promotion and health education activities
Apply principles and strategies of health promotion to address specific client needs

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide advice within level of role and responsibility in addition to legislative and professional requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Consult with the client their health promotion and education needs and document in care plan and report to appropriate health professional

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop health promotion activities and documents that reflect age, gender and health and/or illness factors

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Participate in the implementation of health promotion and health education activities

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate effectiveness of health promotion and health education activities

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Contribute to health teaching

  1. Discuss the need for client or group health teaching with the registered nurse or other heath care professional
  2. Utilise guiding principles in teaching and learning that underpin all health teaching plans
  3. Select teaching strategies that are appropriate to the health care environment
  4. Incorporate the principles of health teaching into every client contact
  5. Reflect on the learning outcomes of the planned teaching session in relation to changes in client behaviour, actions and level of understanding
  6. Discuss client responses or outcomes of health teaching sessions with the client, their family, registered nurse or other health care professional as appropriate
Discuss the need for client or group health teaching with the registered nurse or other heath care professional

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Utilise guiding principles in teaching and learning that underpin all health teaching plans

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Select teaching strategies that are appropriate to the health care environment

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Incorporate the principles of health teaching into every client contact

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Reflect on the learning outcomes of the planned teaching session in relation to changes in client behaviour, actions and level of understanding

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Discuss client responses or outcomes of health teaching sessions with the client, their family, registered nurse or other health care professional as appropriate

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 a work context is essential for assessment of this unit

Consistency of performance should be demonstrated over the required range of workplace situations and should occur on more than one occasion and be assessed by a registered nurse

Context of and specific resources for assessment:

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

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

Method of assessment:

Observation in the workplace

Written assignments/projects

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

Questioning - verbal or written

Role play/simulation

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:

Contemporary health and illness issues

Describe the factors that affect health

Discuss the preventative approaches in health care

Explain the principles of health promotion

Factors influencing lifestyle choices - personal coping mechanisms, primary health care principles

Health promotion strategies

Healthy lifestyle strategies

Risk factors to health

Strategies for positive health outcomes

Terminology associated with health promotion, health education and positive health living

Understanding when education is appropriate and what to include

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:

Apply professional standards of practice:

ANMC code of conduct

ANMC code of ethics

ANMC national Enrolled/Division 2 nurse competency standards

state/territory Nurse Regulatory Nurses Act

state/territory Nursing and Midwifery Regulatory Authority standards of practice

scope of nursing practice decision making framework

Demonstrate a professional approach to health education, use of communication skills, knowledge of health systems and disease processes

Use interpersonal skills, including working with others, using sensitivity when dealing with people and relating to persons from differing cultural, social and religious backgrounds

Use oral communication skills (language competence) required to fulfil job roles as specified by the organisation/service, including:

interviewing techniques

asking questions

active listening

asking for clarification

Use written communication skills (literacy competence) required to fulfil job roles as specified by organisation/service using a level of skill ranging from reading and understanding client documentation to completion of written reports

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.

Current health issues may include:

Obesity

Cardiovascular disease

Cancer

Stress

Asthma

Alcohol abuse/Substance abuse

Diabetes mellitus

Accidents

Suicide

Mental illness

Child, spouse, elder abuse

Communicable diseases

Sexually transmitted infections

Hepatitis B, C

Human Immunodeficiency Virus

Aging population

Factors affecting health may include:

Heredity

Environment

Lifestyle

Diet

Socio-economic status

Geographical location

Availability of health care

Cultural norms

Age

Legislative requirements

Pollution

Sanitation

Global patterns of disease

Immunisation

Public health

Principles of health promotion must include:

Building healthy public policy

Creative supportive environment

Strengthen community action

Minimising lifestyle risks to health

Develop personal skills

Promotion of healthy diet and exercise

Assisting clients to identify risks to health

Health promotion strategies may include:

School topics e.g. personal and sexual health, nutrition drugs, mental health

Community outreach e.g. breast feeding mothers

Mass media - e.g. advertising campaigns

Immunisation

Public education

Genetic counselling/screening

Assisting clients to identify risks to health

Promotion of healthy diet and exercise

Minimising lifestyle risks to health

Positive lifestyle choices could include:

Cessation of addictive substances - smoking, alcohol, drugs

Dietary change

Change in exercise level

Modification of medication regime with medical guidance

Continuation of medical treatments

Rehabilitation programs

Lifestyle diversity may include:

Concepts of autonomy/gender roles

Concepts of health, illness and rehabilitation

Expectations of health care

Understanding of lifestyle risk factors

Healthy eating factors

Health teaching could include:

Guiding principles for health teaching

Principles of teaching and learning

Overview of learning behaviour

Teaching aids and strategies

Formulation and implementation of health teaching plans

Evaluation of heath teaching sessions

Handouts provided

Client education strategies may include:

Discussions about relevant issues regarding health

One-on-one guidance/supervision

Small groups

Demonstrations

Referrals to appropriate health professional

Contact with self-help group

Risk factors may include:

Alcohol and substance abuse

Drug abuse

Stress

High blood pressure

Smoking

Obesity

Poor nutrition

Elimination problems

Lack of exercise

Interpersonal conflict

Loneliness

Poor sleep