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Evidence Guide: HLTREM408C - Apply massage assessment 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

 

HLTREM408C - Apply massage assessment framework

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

Analyse and interpret information received

  1. Correlate results of the health assessment with case history
  2. Recognise signs and symptoms of condition in the client and identify as pre-requisites or contra-indications for treatment/care
  3. Assess information gathered and assign priorities in consultation with the client using the knowledge and experience and theoretical principles applied by the practitioner
  4. Gather, record and organise information in a way which can be interpreted readily by other professionals
  5. Analyse body patterns and differentiate by assessing signs and symptoms
Correlate results of the health assessment with case history

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Recognise signs and symptoms of condition in the client and identify as pre-requisites or contra-indications for treatment/care

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assess information gathered and assign priorities in consultation with the client using the knowledge and experience and theoretical principles applied by the practitioner

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Gather, record and organise information in a way which can be interpreted readily by other professionals

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Analyse body patterns and differentiate by assessing signs and symptoms

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Inform the client

  1. Discuss rationale for the treatment with the client
  2. Respond to client enquiries using language the client understands
  3. Discuss referral and collaborative options with the client if necessary
Discuss rationale for the treatment with the client

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Respond to client enquiries using language the client understands

Completed
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Teacher:		 Evidence:

 

 

 

 

 

 

 

Discuss referral and collaborative options with the client if necessary

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 the workplace or a simulated workplace (defined as a supervised clinic)

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 may contain both theoretical and practical components and examples covering a range of clinical situations

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:

An appropriately stocked and equipped clinic or simulated clinic environment

Relevant texts or medical manuals

Relevant paper-based assessment instruments

Appropriate assessment environment

Method of assessment

Observation in the workplace

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

Diagnosis from assessment notes or simulated assessments

Oral 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

Related units:

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

HLTCOM404C Communicate effectively with clients

HLTREM401C Work within a therapy framework

HLTREM409C Apply massage assessment framework

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:

Anatomy and physiology of the body systems

Community resources and support services

Human physiology

Interpersonal and questioning skills

Knowledge and understanding of methods of preparing treatment and management plans

Knowledge and understanding of types of further investigation available

Legal and ethical considerations in treating clients with massage

Pathology and symptomology

Referral process

Regional anatomy

Relevant assessment options and procedures

Signs and symptoms of disease and disorder/dysfunction

Skeletal musculature

Systems and regions of the body including structure and function of systems, such as:

cardiovascular system

immune system

lymphatic system

nervous system

reproductive system

respiratory system

The correct preparations required for specific treatment

The endocrine system

The ethical and legal implications of the practice of massage

The indications, possible responses and contra-indications to treatments

The organisation of the body

The structure and function of the articular system - classification of joints and types and ranges of motion (basic biomechanics)

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:

Access and interpret up-to-date information

Demonstrate communication and negotiation skills

Demonstrate consideration of the impact of client vitality on selected treatment

Demonstrate interpersonal and questioning skills

Establish urgency for treatment required

Identify bone landmarks, structures and individual muscles through palpation

Identify treatment options and establish treatment regimes

Interpret investigative findings

Prepare treatment plans

Prescribe treatment according to the time-frame appropriate to the client condition and the treatment selected

Prioritise presenting conditions

Provide advice

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.

Signs and symptoms of condition may include:

Physical evidence

Behavioural evidence

States of disorder

Sensations

Onset

Duration

Location

Causation

Direction of chief complaint

Ameliorating and aggravating factors

Symptom qualities (intensity, severity, nature of complaint)

Non-verbal signs and symptoms

Functional disturbances

Body patterns may refer to:

Posture

Range of movement

Muscle strength

Contralateral comparisons