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Evidence Guide: HLTNA302C - Plan and evaluate meals and menus to meet recommended dietary guidelines

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

 

HLTNA302C - Plan and evaluate meals and menus to meet recommended dietary guidelines

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

Identify the nutrients and food group serves recommended for good health for client groups

  1. Categorise foods according to food groups, identifying key nutrients by each food group and individual foods within that group, where relevant
  2. Identify recommended serves of various food groups for client group, in consultation with a dietitian
Categorise foods according to food groups, identifying key nutrients by each food group and individual foods within that group, where relevant

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify recommended serves of various food groups for client group, in consultation with a dietitian

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Plan and develop menus

  1. Plan menus according to menu planning principles
  2. Select food preparation and cooking methods in consultation with food production personnel to maintain maximum nutritional value of foods
  3. Discuss menu plans with the dietitian
Plan menus according to menu planning principles

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Select food preparation and cooking methods in consultation with food production personnel to maintain maximum nutritional value of foods

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Discuss menu plans with the dietitian

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Plan and develop menus in accordance with relevant dietary guidelines

  1. Plan meals and menus to minimise nutrient imbalance, incorporating relevant dietary guidelines
  2. Plan meals and food group serves to meet the nutritional needs of client groups
  3. Discuss menu plans with the dietitian
Plan meals and menus to minimise nutrient imbalance, incorporating relevant dietary guidelines

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Plan meals and food group serves to meet the nutritional needs of client groups

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Discuss menu plans with the dietitian

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify the most common lifestyle related diseases and disorders and dietary links

  1. Identify nutrient imbalance contributing to lifestyle related diseases and disorders
  2. Identify food groups and food preparation methods to address imbalance
  3. Present findings and recommendations to dietitian before taking any action
  4. Make adjustments to menu according to dietitian's directions
Identify nutrient imbalance contributing to lifestyle related diseases and disorders

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify food groups and food preparation methods to address imbalance

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Present findings and recommendations to dietitian before taking any action

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Make adjustments to menu according to dietitian's directions

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate meals and menus

  1. Evaluate meals and menus to ensure they meet nutritional requirements of client groups, according to processes defined by the dietitian
  2. Evaluate meals and menus to ensure client satisfaction, according to directions and processes defined by the dietitian
  3. Evaluate meals and menus to ensure feasibility of production (equipment, time, skills) and budgetary restraints
Evaluate meals and menus to ensure they meet nutritional requirements of client groups, according to processes defined by the dietitian

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate meals and menus to ensure client satisfaction, according to directions and processes defined by the dietitian

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate meals and menus to ensure feasibility of production (equipment, time, skills) and budgetary restraints

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

Consistency of performance should be demonstrated over the required range of workplace situations

Concurrent assessment and relationship with other competency units:

This unit can be assessed independently, however it may be assessed in conjunction with:

HLTNA303C Plan and/or modify meals and menus according to nutrition care plan

HLTNA304C Plan meals and menus to meet cultural and religious needs

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:

food safety and HACCP procedure manuals

manufacturers' manuals and recommendations for equipment

food packaging and storage requirements

OHS, cultural diversity and other relevant legislation

work plan

enterprise policy, mission statements, procedures and performance management systems

Method of assessment

Observation in the work place (if possible)

Written assignments/projects

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

Questioning

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:

Australian Dietary Guidelines

Basic cooking methods and equipment

Basic knowledge of food preparation and food service systems

Basic principles of nutrition

Basic principles of nutrition, diet therapy, nutrition supplements and factors that place clients at risk of malnutrition and inadequate hydration

Common fluid and food restrictions

Costing (portion size, mathematics) procedures

How to recognise malnutrition

Infection control policy and procedures relevant to food service provision

OHS work practices relevant to the specific workplace and in accordance with relevant state/territory/national legislation

Other dietary guidelines specific to client groups, eg aged

Range of menus and menu items

Requirements of certain menus

Standardised recipes

Various cultural requirements in relation to food, relevant to the profile of the community served by the organisation

Work organisation methods

Essential skills:

It is critical that the candidate demonstrate the ability to:

Communicate constructively with clients and other staff to ensure best service

Correctly identify the provision of appropriate foods for the client group

Incorporate Australian dietary guidelines into menu planning and evaluation

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:

Demonstrate safe food handling practices

Plan and evaluate meals and menus

Use literacy, numeracy and oral communication skills required to fulfil the position in a safe manner as specified by the health care facility

Use numeracy skills ranging from the ability to complete basic arithmetic calculations to the collating to recording of numbers and dietary information

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.

Client groups may include:

Infants

Young children

Adolescents

Adults

Older people

Food group serves are based on the Australian Dietary Guide to Healthy Eating and other relevant and recognised guidelines and include serves form the following groups:

Breads and cereals

Fruit

Vegetables

Meat and meat alternatives

Milk and milk alternatives

Menu planning principles include:

Basic cooking methods and equipment

Nutritional considerations of the client group

Client preferences

Menu types (including cyclic menus, a la carte or cafeteria)

Quantity

Variety and repetition

Method of preparation

Colour, eye appeal, taste and texture

Presentation

Staff resources

Equipment resources

Budget

Infection control risk management

Food safety

Nutritional adequacy for client group

Seasonal food availability

Local procurement (including food available locally)

Menu planning tools may include:

Australian Guide to Healthy Eating

Menu frameworks and checklists

Types of menus include:

Set

Special function

Cyclical

Canteen

Cafeteria

Basic nutrients include:

Energy

Protein

Carbohydrate

Fats

Vitamins

Minerals

Macro and micro- nutrients and other food constituents such as fibre and water

Nutrient imbalance may include but is not limited to:

Food intake patterns

High fat and/or cholesterol

Low fibre

High salt, high sugar

Excess kilojoules

Too low Kjs

Too little protein

Fluid intake

Too little zinc

Dietary guidelines may include:

Dietary guidelines for Australian adults (including older Australians)

Dietary guidelines for children and adolescents