NTISthis.com

Evidence Guide: HLTPOP503C - Plan a population health project

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

 

HLTPOP503C - Plan a population health project

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

Develop a process for overseeing plan development

  1. Establish an advisory group representing stakeholders
  2. Timetable advisory group feedback on each stage of the planning process
  3. Incorporate feedback where appropriate
Establish an advisory group representing stakeholders

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Timetable advisory group feedback on each stage of the planning process

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Incorporate feedback where appropriate

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Confirm appropriateness of health issue that is being planned for

  1. Identify burden of illness related to the health issue
  2. Determine appropriateness of health issues being planned for on the basis of the way it fits with relevant policies and guidelines
  3. Identify current related activities in relation to the issue
Identify burden of illness related to the health issue

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine appropriateness of health issues being planned for on the basis of the way it fits with relevant policies and guidelines

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify current related activities in relation to the issue

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Select appropriate strategies to achieve goal(s)/objectives

  1. Clearly identify program goal(s) and objectives
  2. Identify strategies most likely to fulfil project goal(s) and objectives on the basis of available literature and suitability, effectiveness, reach and acceptability to stakeholders and target group
  3. Ensure strategy activities are logically sequenced and are consistent with time frame and resources available
Clearly identify program goal(s) and objectives

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify strategies most likely to fulfil project goal(s) and objectives on the basis of available literature and suitability, effectiveness, reach and acceptability to stakeholders and target group

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ensure strategy activities are logically sequenced and are consistent with time frame and resources available

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Plan evaluation

  1. Select an evaluation design that is appropriate to the goal and objectives and resources available
  2. Identify measures of project goal and objectives and develop protocols for their collection
  3. Identify methods of monitoring and recording aspects of strategy implementation such as reach/exposure, acceptability/satisfaction and quality of materials
  4. Outline proposed evaluation report purpose, format and content on the basis of consultation with stakeholders
Select an evaluation design that is appropriate to the goal and objectives and resources available

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify measures of project goal and objectives and develop protocols for their collection

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify methods of monitoring and recording aspects of strategy implementation such as reach/exposure, acceptability/satisfaction and quality of materials

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Outline proposed evaluation report purpose, format and content on the basis of consultation with stakeholders

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Plan project budget

  1. Identify costs of implementing strategy and evaluation and monitoring
  2. Investigate and assess sources of project funding
  3. Identify sources of personnel to meet the human resource requirements, taking into consideration their skills and knowledge base
  4. Identify sources of non-human resources such as meeting rooms, information resources and training materials
Identify costs of implementing strategy and evaluation and monitoring

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Investigate and assess sources of project funding

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify sources of personnel to meet the human resource requirements, taking into consideration their skills and knowledge base

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify sources of non-human resources such as meeting rooms, information resources and training materials

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ensure resources required are prepared/ready for use

  1. Develop or source resources for strategy implementation (e.g. protocols, training packages, written materials) and test to ensure acceptability and suitability to the needs of the target group
  2. Brief staff or individuals involved in the project on the programme rationale, procedures and the role they will play and ensuring they develop the skills required for the fulfilment of that role
Develop or source resources for strategy implementation (e.g. protocols, training packages, written materials) and test to ensure acceptability and suitability to the needs of the target group

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Brief staff or individuals involved in the project on the programme rationale, procedures and the role they will play and ensuring they develop the skills required for the fulfilment of that role

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop a dissemination plan

  1. Develop a plan for documenting and disseminating results to relevant stakeholders
Develop a plan for documenting and disseminating results to relevant stakeholders

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

Consistent satisfactory performance of all elements of this unit must be demonstrated

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

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

Related units:

This unit should be undertaken and assessed in conjunction with the following units:

HLTPOP502C Work with the community to identify health needs

HLTPOP504C Evaluate a population health project

It is recommended that this unit is undertaken in conjunction with the following unit to obtain a more holistic view of program planning, management and evaluation processes:

PSPPM402B Manage simple projects

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

Overview of the stages in population health project planning

Quality assurance

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

Social change and advocacy processes

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

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:

Analyse, judge and incorporate feedback where required

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

Apply budgeting skills

Apply evaluation design skills

Apply monitoring skills

Demonstrate effective goal and objective writing

Develop and implement a process that ensures consultation with key stakeholders throughout the planning process

Engage and work collaboratively and/or in partnership

Facilitate and contribute effectively to meetings, forums and other networks

Pay attention to equity

Undertake work planning and management

Work as part of a multi-disciplinary team and/or autonomously

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.

Population health projects may vary considerably in scope and content:

Population health projects may be developed in any population health field including:

health promotion

environment health

communicable diseases

health risk management and assessment

Population health projects may be developed at any level including:

local

regional

state

national

Population health projects may be developed for any population including:

general Australian population

any subgroups within that population identified based on 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

any setting/organization whose practices influence health behaviour (e.g. clinical services, general practice, schools, workplaces, etc.)

Population health projects can target individuals, groups or organizations

Population health projects may vary in duration and intensity

Population Health projects may relate to different health determinants (e.g. biological, economic, behavioural, social, etc.)

Communities or target populations in population health:

The community or population may vary considerably in character, size, needs and capacity to access information and services

Stakeholders may include:

Representatives of relevant health agencies operating in the local community

Community advocates or change agents

Representatives/leaders of the target population

Population health professionals/Supervisors

Federal, state or local health service and population health planners

Federal, state or local health service providers

Other health and/or non-government organisations

Sources of information for planning may include:

Literature from population health and related disciplines such as published book, peer-reviewed papers (especially systematic reviews) and reports

Literature outlining marketing and behaviour change strategies specific to the target population

Demographic data and information

Socio-economic data and information

Data and information from health research and health studies

Expert informants

Key representatives of the target population

National, State and local health policy documents and implementation guidelines

Planning models include:

PRECEDE-PROCEED

Model of rational planning (McCarthy)

Hawe, Degeling and Hall's Program Planning Model

Goal(s) refer/s to:

What the project aims to ultimately achieve

Objectives refer to:

What the project needs to attain to achieve project goal(s)

Strategy refers to:

A plan of action to achieve a project goal

Appropriate strategies should take into account:

Current Australian trends in health inequalities

Current evidence relating to health and its social determinants

Socioeconomic variables, and measures of health inequality at an area and individual level

Relevant personnel for consultation may include:

Individuals who have undertaken similar work or worked with a similar target population

Individuals who control access to any of the factors that may influence delivery of the project strategies (e.g. stakeholders, target population, etc.)

Individuals who may potentially provide resources