NTISthis.com

Evidence Guide: HLTPOP501C - Apply a population health framework

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

 

HLTPOP501C - Apply a population health framework

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

Apply the principles of the population health approach to relevant work

  1. Identify current and historic concepts of health and its determinants
  2. Identify key principles to a population health approach
  3. Modify work approach so as to apply key principles of population health
Identify current and historic concepts of health and its determinants

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify key principles to a population health approach

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Modify work approach so as to apply key principles of population health

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Select from of a range of 'change action' frameworks that underpin population health work

  1. Identify relevant population health 'change action' frameworks
  2. Match appropriate 'change action' frameworks to population health tasks on the basis of theory and/or past evidence
  3. Recognise and reflect a multi-disciplinary and multi-strategic approach in population health work
  4. Notice and remedy the consequences of poor selection
Identify relevant population health 'change action' frameworks

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Match appropriate 'change action' frameworks to population health tasks on the basis of theory and/or past evidence

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Recognise and reflect a multi-disciplinary and multi-strategic approach in population health work

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Notice and remedy the consequences of poor selection

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Work effectively within the local, state, national and international context within which a population health worker operates

  1. Identify and assess relevant local, state and national organisations, networks, policies and initiatives supporting population health
  2. Explore priority population health issues at the local, state, national level and international levels
  3. Determine limitations on actions resulting from legislation etc. and discuss with superiors, peers and other team members
  4. Clarify own role as part of a multi-sectoral and multi-strategic approach to population health
Identify and assess relevant local, state and national organisations, networks, policies and initiatives supporting population health

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Explore priority population health issues at the local, state, national level and international levels

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine limitations on actions resulting from legislation etc. and discuss with superiors, peers and other team members

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Clarify own role as part of a multi-sectoral and multi-strategic approach to population health

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

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:

This unit may be assessed in the workplace or in a simulated workplace under normal conditions

The unit may be assessed in the classroom and may contain a strong theoretical emphasis

Access to:

a range of government and non-government policy documents and reports and statistics

journals, books and external expertise

documents and other materials (charters, declarations, discussion papers, etc.) from international conferences on population health

a range of government and non government policy documents and reports and statistics

organisation policies and procedures

Method of assessment

Observation of performance

Written tasks

Interviewing and questioning

Formal appraisal systems

Staff client feedback

Portfolio/CV

Supporting statement of supervisors

Evidence of relevant work experience/formal or informal learning

Case studies and scenarios as a basis for the discussion of issues in population health project planning

Project, exercise or investigation with relaxed time restraints requiring a significant part of the work to be carried out without close supervision and requiring the completion of a project report

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:

Equity issues in population health

Evidence-based practice

National, State and local health policies, goals, targets and priorities and relevant legislative frameworks

Population health issues in Australia

Principles and practices of population health

Range of population health strategies and application of best practice in population health

Relevant international charters/declarations and documents (e.g. Ottawa Charter, Alma Ata, Jakarta Declaration, The Solid Facts by WHO)

Social determinants of health

Theory and practice of population health including health promotion, health protection and prevention of communicable and non communicable diseases

Types of organisations involved in population health in Australia

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 analytical thinking, problem solving and critical appraisal

Apply effective communication and interpersonal skills including:

high level written or verbal

negotiation and liaison

consultation

conflict resolution and mediation

Gather information from documentation, consultation and other sources

Translate 'big picture' information into value at the local and regional level

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.

The term population may refer to:

General Australian population

Any sub-group within that population identified by age, sex, ethnicity, sexual identity, geographical location, physical environment, lifestyle choices, socio economic status, disability, health status, etc.

Any community defined as collective group of people identified by common values and mutual concern for the development and well-being of their group or geographical area

Relevant work implies:

That not all of a particular worker's (paid) role may be classified as 'population health'

Indeed for most workers, population health work will be a component only (sometimes small) of their total work role.

This unit applies only to that part of the role that adopts the population health principles and change action frameworks listed below

Concepts/models of health include:

Medical model

Salutogenic model

Social view of health

Academic/professional models of health

Health determinants may include:

Political

Biological and genetic factors

Physical environment

Social factors (e.g. social gradient, stress, early life, social exclusion, work, unemployment, social support, addiction, food, transport, housing, etc.)

Behavioural

Cultural

Quality of and access to health services

Key principles to a population health approach may include

Population focus

Preventive focus with stress on building individual/community's capacity to control health determinants for a better quality of life

Sensitivity to access and equity issues/health inequalities

Sensitivity to cultural differences

Health as a resource for everyday living and not as end in itself

Health as a result of complex interaction among determinants

Health as a context for power relations with society

Shared responsibility of health

Educational-Ecological approach

Evidence-based approach

Principles of equity and non-discriminatory practice

Change action frameworks of population health may include:

Upstream investment (investment directed at root causes to maximise potential benefits)

Increased accountability for health outcomes

Re-orienting health sector

Capacity building

Working in partnerships (e.g. joint ventures, collaboration, alliances, coalitions, partnerships)

Employment of mechanisms to promote community participation

Public policy development (legislation and regulation, resource allocation and incentives)

Creation of supportive natural and built environments

Addressing health inequalities/health inequalities approach

Personal and social development through provision of information and education for health and enhancement of life skills

Different settings for population health action may include

Home

School

Hospital

Health services

Community

Work

Transport

Sports, arts and recreation facilities

Examples of local, national and international organisations, networks and initiatives supporting Population Health work include:

Establishments that provide primary health care

Community clinics

Local public health units

State and national Health departments

Professional and industry associations

Non-government organisations

International health organisations

Relevant international charters/declarations include:

Lalonde Report

The Solid Facts by WHO

Health for All by the Year 2000

Declaration of Alma Ata

Healthy Toronto 2000

38 Targets for Health in the European region

Ottawa Charter for Health Promotion

Jakarta Declaration on Health Promotion into the 21st Century

Health Promotion: Bridging the Equity Gap