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Evidence Guide: HLTSHU509C - Maintain personal health and awareness as a professional responsibility

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

 

HLTSHU509C - Maintain personal health and awareness as a professional responsibility

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

Establish and implement a personal health strategy

  1. Develop personal health and awareness according to values consistent with health discipline philosophy and practice
  2. Provide a model for personal and community health by demonstrating and maintaining self discipline, personal values and professional identity
  3. Demonstrate punctuality, mental and physical stamina, focussed attention, genuine interaction and consistency with own advice
Develop personal health and awareness according to values consistent with health discipline philosophy and practice

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide a model for personal and community health by demonstrating and maintaining self discipline, personal values and professional identity

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Demonstrate punctuality, mental and physical stamina, focussed attention, genuine interaction and consistency with own advice

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop an appreciation of the human condition

  1. Reflect an understanding and respect of influences on human behaviour and health in interaction with others
  2. Acknowledge and respect cultural, gender and other differences
Reflect an understanding and respect of influences on human behaviour and health in interaction with others

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Acknowledge and respect cultural, gender and other differences

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop a professional identity

  1. Recognise, understand and apply the health work roles and abilities in accordance with accepted standards
  2. Ensure the practice setting is appropriate to the standards and requirements of the client, the profession and the public
  3. Demonstrate confidence, recognition of self-limits and a capacity to establish and maintain a professional approach
Recognise, understand and apply the health work roles and abilities in accordance with accepted standards

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ensure the practice setting is appropriate to the standards and requirements of the client, the profession and the public

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Demonstrate confidence, recognition of self-limits and a capacity to establish and maintain a professional approach

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Interact with the health care profession

  1. Cultivate communication with other members of the health sector, other health care professionals and the general public, as required to identify, develop and maintain professional standards
  2. Receive or dispatch information critical to responsible client management to other professionals or services
  3. Respect and acknowledge external case management or intervention selected by the client
Cultivate communication with other members of the health sector, other health care professionals and the general public, as required to identify, develop and maintain professional standards

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Receive or dispatch information critical to responsible client management to other professionals or services

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Respect and acknowledge external case management or intervention selected by the client

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 in the work environment is preferable. However, where workplace observation is insufficient to demonstrate competence, simulations and/or case studies may be used as supporting evidence

Evidence of workplace performance over time must be obtained to inform a judgement of competence

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

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:

Factors and circumstances likely to cause personal stress in the work environment

Methods of controlling stress

Service support programs and other available resources

Essential skills:

It is critical that the candidate demonstrate the ability to:

Identify own personal stress and stressors

Identify stress in others in the workplace

Take steps, including the offer of support, to reduce, control or otherwise deal with stress

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:

Communicate with people from diverse cultural and linguistic backgrounds

Discuss issues relating to stress with colleagues and supervisor

Use problem solving skills including:

analysing information

making decisions to effectively manage personal stress within the working environment

using available resources

Use oral communication skills required to fulfil job roles as specified by the organisation, including:

acknowledging and responding to a range of views

active listening

asking questions

using interviewing techniques

Use interpersonal skills, including:

relating to persons from differing cultural, social and religious backgrounds

showing empathy with colleagues

working with others

Use written communication skills (literacy competence) required to fulfil job roles as specified by organisation, including:

personal stress management plan

reading and understanding incident reports and case management materials

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.

Development of personal health and awareness may include:

Undertaking chosen health maintenance practices and accepting the observations or other health professionals

Meditation or other introspective practices

Professional counselling

Peer support networks

Regular physical activity

Self discipline, personal values and professional identity may be demonstrated through:

Attitudes, composure and dialogue which occurs within the practice setting

Condition and maintenance of work premises

Behaviours and activities within the public domain

Promotional and information literature made available by the health worker to clients and the public

Behaviour and presentation of the health worker encompasses:

Work environment

Personal appearance

Technical performance of health work role

Demonstrable attitudes and values

Working within physical and emotional limitations

A personal sense of wellbeing

Influences on human behaviour and health include:

Age

Ethnic

Cultural origins

Gender

Interaction with others refers to:

Physical

Verbal

Non-verbal

Work-based and public interaction

Effective handling of client feedback and complaints

Self-limits refers to:

Individual level of competency

Scope of experience

Physical endurance

Availability and commitment to clients

Awareness of bias and inappropriate responses

Communication may be by:

Journals and other publications

Association or other meetings

Peer support networks and groups

Continuing education workshops and seminars

Other verbal or written communication between individuals

Standards include:

Competency-based standards

Accepted business practice standards

Personal and professional conduct consistent with accepted codes of ethics and conduct

Membership of relevant professional associations