certificate iv allied health assistant workplace...

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Certificate IV Allied Health Assistant

Workplace Training

A Guide for Allied Health Clinicians

2009

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Acknowledgments The author would like to acknowledge the following contributors to the development of this resource book. Melbourne Health clinicians who developed workplace learning objectives within their clinical areas:

o Andrea Bramley, Senior Clinician Clinical Nutrition, Melbourne Health o Hayley Dean, Senior Speech Pathologist, Melbourne Health o Amy Freeman, Senior Podiatrist, Melbourne Health o Van Le, Senior Physiotherapist, Melbourne Health o Jane Monk, Senior Occupational Therapist, Melbourne Health

Robyn Bell, Work Force Skills Consultant, TAFE School of Social Sciences, Swinburne University of Technology. Sarah Bird, Senior Policy Adviser, Workforce Innovation, Sector Workforce, Workforce Leadership and Development Branch, Department of Health (formerly the Service and Workforce Planning Branch, Department of Human Services). Susan Morgan, (former) Manager of Workforce Innovation, Service and Workforce Planning Branch, Department of Human Services. Margaret Nikolajuk, Education and Training Contractor. Author: Carol Jewell, Leader Allied Health Clinical Education, Melbourne Health 2009 Melbourne Health/EDSU/Jewell C/AHA workplace training resource book version 1/Authorised Sept 2009

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Overview of Certificate IV Allied Health Assistance training

4

Section 1: Preparation for Workplace Training

5-7

1.1 Service contracts between Registered Training Organisation (RTO) and the Health Service

5

1.2 Negotiating the purpose and scope of the placement with the student and RTO trainer, clarifying expectations and negotiating workplace learning objectives

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1.3 Confirming details of the work placement being offered 7 1.4 Preparing a schedule for the workplace program 7

Section 2: Providing Workplace Training

8-16

2.1 Roles and responsibilities 8 2.2 Orientation 11 2.3 Learning needs and styles 12 2.4 Principles of adult learning 13 2.5 Communication 14

2.6 Assessment 16 2.7 Final evaluation 16

Section 3: Overview of the Vocational Education a nd Training sector (VET) in relation to Allied Health Assistant training

17-23

3.1 The Vocational Education and Training sector 17 3.2 Elements of VET explained 17 3.3 Training packages explained 19 3.4 Outline of the Certificate IV Allied Health Assistance training 22

3.5 Implications for Certificate IV Allied Health Assistance workplace training 22

Appendices

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1. Practical Placement Agreement 25-27 2. Workplace training schedule 28-31 3. Introduction to range of workplace training tasks 32-33 4. Range of Clinical Nutrition workplace objectives available 34-37 5. Range of Occupational Therapy workplace objectives available 38-42 6. Range of Physiotherapy workplace objectives available 43-47 7. Range of Podiatry workplace objectives available 48-52 8. Range of Speech Pathology workplace objectives available 53-56 9. Learning objectives evaluation form 57-59 10. Unit of competency explained 60-65 11. Certificate IV in Allied Health Assistance qualification 66-90 12. Sample Training Program – Podiatry Certificate IV in Allied Health Assistance 91-93 13. Student Survey 94-97

References

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Overview The HLT42507 in Certificate IV in Allied Health Assistance (Cert IV AHA) qualification is delivered through Registered Training Organisations (RTO) that are part of the Vocational Education and Training sector. Institutes of Technical and Further Education (TAFE) are publicly funded RTOs. Training in particular Allied Health Assistance units can lead to Statements of Attainment for Units of Competency or to the full Certificate IV AHA qualification. Like all Training Package qualifications, it is recognised nationally.

The Registered Training Organisation (RTO) is ultimately responsible for ensuring students reach the level of competency required to attain a Certificate IV qualification. However, it is important that Cert IV AHA students gain relevant workplace training to put what they have learned in theory into practice. This is why workplace training is so important.

This resource has been developed for Clinicians to enhance their knowledge and understanding of Cert IV AHA training in order to deliver relevant training in the workplace for Cert IV AHA students. It includes an outline of:

• The process for preparing for and setting up a work placement

• The practical aspects of delivering a work placement

• The VET Sector and the Australian Qualifications Framework

• The qualification HLT42507 Certificate IV in Allied Health Assistance

This resource outlines the general principles and processes required to deliver a typical four-week Cert IV AHA workplace training program at Melbourne Health. The resource specifically relates to Melbourne Health policies and procedures, the National Qualifications Framework and the HLT42507 Certificate IV in Allied Health Assistance qualification.

While the nature of individual workplace training experiences may vary, the basic principles and processes required for the placement should still apply. For this reason, this resource may be useful for other settings and services embarking on providing workplace training for Cert IV AHA students.

However this resource is provided for information p urposes only. No claim is made as to the accuracy or authenticity of the cont ent of the resource. Melbourne Health does not accept any liability to a ny person for the information or advice (or the use of such informati on or advice), which is provided in this resource. This resource is provide d on the basis that all persons using it have responsibility for assessing the relevance and accuracy of its content.

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1 Preparation for Workplace Training There are a number of people involved in training students undertaking the Cert IV AHA. You need to know what you can expect from them and what they should expect from you as the workplace trainer. You also need to know what needs to be done before the placement commences how to meet students orientation and learning needs; what communication processes should be in place and what your role is in contributing to the evaluation of students’ competence. Strong collaboration between the workplace trainer and the RTO trainer is essential for the successful implementation of a workplace training program. This is particularly important given the short duration of the typical placement and given the formal process of assessment for certification of competency required by qualification rules. While there will be some variation across individuals and their RTOs, the following points should act as a guide. 1.1 Service contracts A Student Clinical Placement Agreement for Allied Health Undergraduates should be in place between Melbourne Health and each TAFE. This agreement details the responsibilities of each party and is essential for the Cert IV AHA student’s public and personal injury insurance while on placement. A Practical Placement Agreement is also required for each Cert IV AHA student. This provides details of the agreed placement and the payment schedule. In accordance with the above contracts, evidence of the following criteria must be met before the Cert IV AHA student commences the clinical placement:

o The TAFE must provide a written statement to Melbourne Health confirming that it has sighted a current National Police Certificate in relation to each Cert IV AHA student at least two weeks before the commencement of the placement.

o The Cert IV AHA student must provide evidence that Melbourne Health

requirements for immunisation have been met. This includes: o Immunity against Hepatitis B, Diphtheria, Chicken Pox, Polio and

Tetanus o Documented evidence of their HIV, Tuberculin and Hepatitis C status o Demonstrated Rubella immunity (applicable only if midwifery practice

or experience is undertaken) o If allocated to Intensive Care Unit, Emergency Department, and

Infections Diseases (9 East) – Hepatitis A o If allocated to Oncology wards – Influenza

o The Cert IV AHA student must complete a signed and witnessed declaration

to demonstrate that they are aware of and will comply with Melbourne Health requirements while undertaking a placement.

The Leader Allied Health Clinical Education is responsible for coordinating the execution of the agreements with the relevant TAFE.

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1.2 Negotiating the purpose and scope of the placement, clarifying expectations and workplace objectives

You will be given details of workplace students so you can arrange a meeting with them prior to commencement of the placement in order to determine what they want and need from the workplace. This should relate to their course requirements, personal interests, strengths, limitations and priorities, and, what you as the trainer deem reasonable to provide in your workplace setting. You are encouraged to work closely with the student’s RTO trainer. The trainer knows details of the course requirements, and can help you determine how to create a relevant and valuable workplace training experience.

You need to know

o What the student wants and needs from the work placement o Who needs to be involved o What formal and informal communication is expected of you in your role as

workplace trainer o What the agreed assessment methods are o What training is feasible to provide in your setting

Determining relevant workplace learning objectives

Brief overviews of a range of workplace training opportunities that can be set up at Melbourne Health are detailed in appendices (Appendix 3–7inclusive). The have been developed for the following disciplines:

o Dietetics and Nutrition o Occupational Therapy o Physiotherapy o Podiatry o Speech Pathology

Each work placement will be based on individual needs and learning objectives so will differ from individual to individual. Learning objectives should be: relevant to the setting, realistic for the student to achieve within a typical four-week placement and relevant to specific units of competency being taught in the student’s course. With this in mind, it is advisable for the student to select no more than three or four particular objectives per four-week work placement. You will need to negotiate with the student and the RTO trainer what the learning priorities and objectives will be. You will also need to discuss how you will provide the relevant learning opportunities and how the student’s competence will be developed and assessed during the work placement.

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1.3 Confirming details of the work placement being offered Once learning needs have been negotiated, you should complete a Practical Placement Agreement for formal acceptance of the placement. The Practical Placement Agreement will detail the dates, times and conditions of the placement and the learning objectives that have been agreed on for this particular placement. The student, the RTO trainer and the clinician responsible for the work placement should all retain a copy of the Practical Placement Agreement. The RTO trainer will then provide a copy of the formal assessment criteria and documentation that relates to the agreed objectives of the placement. This should be received prior to the commencement of the placement (NB each different RTO will use different assessment tools and documentation).

1.4 Preparing a schedule for the work placement It is important that relevant team members and colleagues are informed of the pending placement, what is expected of the student and what they can do to contribute to a positive training experience for the student. This may be done verbally and/or in written format. A workplace schedule (for the period of the work placement) should be started prior to the commencement of the placement to ensure the student is able to make the most of it. The workplace schedule should contain learning activities and tasks that are relevant to the workplace setting and which cover the requirements of the units of competency to be assessed. Time should be allocated for:

o Orientation to the service and staff o Orientation to relevant Melbourne Health policies and procedures o Supervision o Learning objectives o Self directed learning

It is important to provide the student with reasonable opportunity to learn about activities and tasks required of them in the work placement. This includes gaining relevant information about the task, observation of skilled practitioners (AHAs or clinicians) carrying out the task, practising the task to attain competence, and demonstrating competence through an appropriate assessment method (eg observation). A template for a typical four-week work placement schedule has been developed as a framework (Appendix 2).

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2 Providing workplace training 2.1 Roles and Responsibilities Diagram 1: People involved in Certificate IV AHA training

Clinician / Workplace trainer o To meet with the Cert IV AHA student and the RTO Work Placement Coordinator

to discuss workplace learning opportunities available and to discuss core learning objectives for the work placement.

o To complete the Practical Placement Agreement with the student and the RTO

trainer. o To confirm in writing the details of the placement, including dates, hours of work

and agreed workplace learning objectives. o To ensure appropriate orientation to the work environment. o To construct a weekly timetable, with the student, for practical hands on training

that will include observation, participation and evaluation of competency in the delivery of clinical and non-clinical duties.

o To provide regular formal supervision which will include documenting aims,

objectives and goals achieved.

AHA Student

You

MDT

RTO Trainer

Supervisor / Manager

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o To work in collaboration with the RTO trainer to ensure the student gains the most relevant workplace opportunities.

o To provide feedback to the RTO trainer about the student’s workplace

performance and the skills they have developed in the workplace.

Cert IV AHA student o Ensures all contractual requirements are met prior to commencing the

placement as per the Service Contract and Practical Placement Agreement (1.1 Service Agreements pg 5).

o Provides the workplace trainer with an outline of the units being undertaken in

their training plan and identifies their learning needs in collaboration with the workplace trainer and RTO trainer.

o Identifies suitable learning objectives relevant to the clinical area for the work

placement in collaboration with the workplace trainer and the RTO trainer.

o Complies with all workplace conduct and OH & S guidelines. o Completes all workplace orientation requirements. o Gives and receives feedback about their learning needs, objectives and

performance. RTO Trainer o Ensures all contractual requirements are met prior to commencing the

placement as per the Service Contract and Practical Placement Agreement (1.1 Service Agreements pg 5)

o Works in collaboration with the workplace trainer and the student in the

development of relevant and realistic workplace learning objectives. o Prior to the commencement of the placement, the RTO trainer will provide an

outline of the formal assessment criteria for the agreed objectives of the placement, and templates for all documentation.

o Provides guidance to the workplace trainer on all aspects of the Certificate IV in

Allied Health Assistance qualification requirements and processes. o Provides a copy of the RTO’s assessment tools that will be using to assess the

student’s competence prior to the commencement of the placement. o Leads the formal evaluation of the student’s performance to ensure that

evidence of competence meets the requirements of the qualification. o Ensures that the student and the workplace trainer receive all documentation

for the work placement, including templates for assessment and evaluation tools.

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Multidisciplinary team

o Assists the workplace trainer to provide a positive learning environment for the student and includes the student in relevant workplace activities to enhance learning.

Supervisor / Manager:

o Guides and mentors the workplace trainer to deliver a meaningful training program and address any health service issues of concern.

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2.2 Orientation The student may or may not have experience working in the Health Service, so it is important that you establish their experience and any concerns about what is expected of them in their placement. It is important to establish what they want and need to learn in the health care setting and to discuss what training you can realistically offer in your workplace. On the first day of the placement, it is essential that the student be given clear instructions for their orientation, which includes meeting and being introduced to relevant colleagues, a physical orientation to the workplace, and all Occupational Health and Safety requirements. You are encouraged to discuss the learning objectives agreed to in the initial interview and explain how training and assessment opportunities will be created in the workplace to meet their specific learning needs. You must ensure the student is familiarised with the workplace and is fully aware of the following Melbourne Health policies and procedures:

o Privacy and confidentiality (to ensure the student complies with patient confidentiality and privacy at all times).

o Cultural Diversity Policy (to ensure the student accommodates specific cultural

or diverse needs).

o Health Service Documentation and Records Management Policy (to ensure appropriate processes are adhered to in assessment documentation and in the storage of related assessment documentation).

o Emergency and Disaster Management Policy (the student knows what is

expected in the event of an emergency.

o RMH Emergency Procedures Manual

o Occupational Health and Safety Policy (to ensure the assessment environment is safe and that any risks or potential risks are reported and actioned prior to using rooms and facilities).

http://info2.mh.org.au/PPManual/Intro.htm

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2.3 Learning needs and styles Workplace AHA students will come from a range of different backgrounds, have different levels of education and work experience. Some may have substantial experience working in the health sector whereas some may not have any. It is therefore important to establish each individual student’s learning needs and preferred styles of learning. People commonly have a preferred learning style, probably a blend of the three styles outlined below. Some people have a very strong preference; others have a more even mixture of two or less commonly, three styles. When you know your preferred learning style(s), you understand the type of learning that best suits you. This enables you to choose teaching strategies that work best for your student’s favoured learning style. There is no right or wrong learning style.

Learning Styles: o Someone with a Visual learning style has a preference for seen or observed

things, including pictures, diagrams, demonstrations, displays, handouts, films and flip charts. These people will use phrases such as ‘show me’, ‘let’s have a look at that’ and will be best able to perform a new task after reading the instructions or watching someone else do it first. These are the people who will work from lists and written directions and instructions.

o Someone with an Auditory learning style has a preference for the transfer of

information through listening: to the spoken word, of self or others, of sounds and noises. These people will use phrases such as ‘tell me’, ‘let’s talk it over’ and will be best able to perform a new task after listening to instructions from an expert. These are the people who are happy being given spoken instructions over the telephone, and can remember all the words to songs that they hear!

o Someone with a Kinaesthetic learning style has a preference for physical

experience - touching, feeling, holding, doing, practical hands-on experiences. These people will use phrases such as ‘let me try’, ‘how do you feel?’ and will be best able to perform a new task by going ahead and trying it out, learning as they go. These are the people who like to experiment, hands-on, and never look at the instructions first!

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2.4 Principles of adult learning

A review of the Adult Learning literature identified key themes for promoting successful learning experiences with adult learners. A summary of the key findings and how they relate to training and assessment are outlined below. You can review a range of resources on a straightforward Internet search. The following sites provide a good summary of the principles of adult learning: (http://www.tafe.swinburne.edu.au/cdvetp/powerpoints/Staff%20Induction.ppt. cited 22/09/08; www.anta.gov.au cited 20/09/08)

o Learning is enhanced when it is immediately applicable to real life contexts. o Learning is enhanced when adults have control or influence over the

educational experiences. o Learning depends upon past and current experiences. o Learning depends upon active involvement of the learner. o Learning depends upon a climate of respect and comfort. o Learning is enhanced when learners achieve self direction. o Adult learning is enhanced when connections are created. o Adult learning is enhanced when learners are successful.

Characteristics of Adult Learners

o Adult learners have a variety of background experiences and prior learning. o They need to participate voluntarily. o They need control over learning environment. o They desire practical applications. o They require a respectful environment where all individuals and ideas are valid

and valued. o They enjoy collaboration. o They need to integrate new concepts with prior knowledge.

Applying Adult learning principles to Training and Assessment in the workplace

o Develop client centred, flexible learning programs and ensure that there is opportunity to apply learning to real situations and experience. o Involve participants in the process of identifying their own learning needs. o Provide relevant and meaningful learning experiences. o Acknowledge past experience as an active component in learning and

respecting it as a potential resource for learning. o Use training methods that use the learners’ experience (for example, group discussion, role plays). o Understand individual needs and group dynamics. o Involve participants in the process of planning much of their learning in consultation with trainers. o Encourage the learning-teaching process to become the mutual responsibility of both participants and trainers. o Create opportunities for learners to actively contribute and influence training and enhance their capacity for self-directed learning. o Develop a respectful, comfortable learning environment that puts learners at ease and reinforces successful learning experiences. o Facilitate, motivate and engage learners in the learning experience.

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o Explain how the learning will be useful in real life situations. o Help learners discover for themselves through real or simulated experiences the gaps between where they are now and where they want to be. o Help learners become aware of their needs by using personal appraisal systems, exposure to role models, job rotation etc.

2.5 Communication Formal and informal communication is expected of you in your role as workplace trainer. All agreed plans should be documented with a clear action plan of what training will take place, when it will take place and how student competence will be assessed. Prior to placement

o Practical Placement Agreement developed to detail core objectives of the placement, and methods of assessment.

o A written outline of the negotiated and agreed learning objectives is established.

Within the first week the student should have received

o Orientation o A timetable for their placement, including training and assessment tasks, formal

supervision and joint meetings with their RTO trainers. o An outline of formal and informal processes for training, assessment and

feedback. Throughout the placement

o Formal supervision should be provided weekly, action plans documented and the timetable revised and updated accordingly.

o A midway review and a final assessment of the student’s performance should be provided with the student and their RTO trainer.

o A date scheduled for the final assessment with the student, the workplace trainer and the RTO trainer

Formal and informal feedback: It is important to get feedback from the student so you are clear that they understand how to make the best use of their placement to meet their learning needs. They should also be advised of what you are expecting of them on the placement, what formal supervision/training they will be receiving and what is the most suitable process for informal communication in your setting. You could provide a quick meeting at the beginning of the day or a debriefing session after each activity. It is important to ensure the student is aware of all your informal and formal processes for feedback. You should provide a range of avenues for the student to give feedback on their satisfaction with their placement. This will be done informally in briefing and debriefing sessions and formally through supervision. It is important that all feedback from the student is acknowledged and improvements identified or needed are actioned with respect and in a timely fashion. All issues identified and all actions required should be documented with a clear plan for monitoring and review.

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Strategies for giving and receiving feedback

o Invite student’s self appraisal o Limit feedback to behaviours that are changeable o Limit feedback to specific observations, not generalisations o Emphasise decisions and actions rather than student’s assumed intentions. o Use the keep, stop, start technique for delivering feedback. o Keep doing (what you are doing well) o Stop doing (specific example of behaviour, action or task that needs to change) o Start doing (specific example behaviour, action or task that will demonstrate

change) (Delany C, 2008) Responding to feedback Whether the student’s feedback is positive or negative, it is important that you take it seriously. Always acknowledge the student’s perspective and clarify the facts so that you have a thorough understanding of that perspective. It is important to identify solutions where problems, gaps or shortfalls that are realistic to the work setting have been identified. Be sure to document any agreed actions and monitor and re-evaluate student satisfaction within a reasonable time frame. Complaints At the beginning of the work placement, the student must be informed of the formal complaints procedure related to their training. The RTO trainer will give you a copy of this process for your information. You can clarify the process for complaints about the training made by the student or by you through the RTO with the RTO trainer. For complaints not related to the training program, the student will need to go through the Melbourne Health complaints procedure. This procedure and associated policy can be found on the Melbourne Health intranet (http://info2.mh.org.au/PPManual/Intro.htm).

2.6 Assessment The workplace trainer has a role in assessing the student’s workplace performance in relation to their specific workplace learning objectives. It is important that the student has been given reasonable opportunity to learn and practise activities, tasks and interventions prior to being assessed. Assessment of the student’s workplace performance will include assessment of their knowledge, skills and attitudes to relevant activities, tasks and interventions through a range of methods. This may involve asking questions following a tutorial or practical session, observation of performance in carrying out particular activities, tasks or interventions; through evidence collected and assimilated by the student and whether the outcomes of the activities, tasks or interventions have been achieved to the appropriate standard. Assessment of student’s performance in the workplace will contribute towards their overall assessment of competency required for the Certificate IV qualification. However, it is important to note that the RTO trainer is ultimately responsible for

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determining whether the student meets the level of competency required to gain the Certificate IV qualification. Overall assessment is based on a range of evidence demonstrated through course work, course based assessments and feedback from the workplace trainer on the standard of performance demonstrated by the student on their work placement. The workplace trainer will contribute to this process by reporting to the RTO trainer on the evidence of the level of competence the student has demonstrated during the work placement, including what learning objectives have been achieved. The workplace assessment forms part of the assessment process it is not the whole process. It is important to note that this needs to be an interactive and collaborative process supported by the workplace trainer and the RTO trainer.

2.7 Final evaluation The final evaluation should involve measurement of:

o The extent to which the agreed learning objectives have been achieved (This should include documentation of the skills and knowledge gained and evidence collected to demonstrate learning outcomes (Appendix 9 Evaluation of learning objectives).

o The student’s evaluation of their workplace experience (see Appendix 13,

Student Survey).

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3 Overview of the Vocational Education and Training (VET) sector that provides training for the Certificate IV in Allied Health Assistance 3.1 Vocational Education and Training sector Vocational Education and Training (VET) is

o Industry driven o Nationally recognised o Complies with a national quality framework o Competency based o Flexible o Recognises acquired skills and knowledge

VET Terminology

o VET – Vocational Education and Training o AQF – Australian Qualifications Framework o AQTF – Australian Quality Training Framework o RTO – Registered Training Organisation (An RTO is not necessarily a TAFE) o TAFE – Technical and Further Education (A TAFE is an RTO) o OTTE – Office of Training and Tertiary Education

3.2 Elements of VET explained

The fundamental elements of the system are:

o The Australian Qualifications Framework (AQF) o The Australian Quality Training Framework (AQTF) o Registered training organisations (RTOs) o State and territory registering authorities

The Australian Qualifications Framework

Qualifications are particular combinations of endorsed competencies that are meaningful in the enterprise or industry context. Qualifications are included in training packages at different levels: The levels are determined by the Australian Qualifications Framework (AQF) which provides a single, coherent framework for all recognised qualifications from senior secondary to PhD. The higher the level, the greater the level of skill and responsibility.

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Nationally recognised qualifications in VET can be attained at

o Certificate I o Certificate II o Certificate I o Certificate II o Certificate III o Certificate IV o Diploma o Advanced Diploma o Vocational Graduate Certificate o Vocational Graduate Diploma

The structure of the AQF allows for training pathways from lower to higher qualifications. These pathways exist within VET, between VET and Higher Education. Diagram 2: Australian Qualifications Framework

Australian Qualifications Framework

Australian Qualification Training Framework

Vocational Education & Training

Assoc Degree

Bachelor Degree

Masters Degree

Doctoral Degree

Cert I

Cert II

Cert III

Cert IV

Diploma

Advanced Diploma

Voc. Grad Cert

Voc Grad Diploma

State Training Authority

Department of Education, Science and Training

National Training Council & National Training Fram ework

Higher Education

Dept

Industry

Registered Training Organisations

The Australian Quality Training Framework

The Australian Quality Training Framework 2007 (AQTF 2007) is the national set of standards that assures nationally consistent, high-quality training and assessment services for the clients of Australia’s vocational education and training system. It consists of two sets of nationally agreed standards:

o AQTF 2007 Essential Standards for Registration o AQTF 2007 Standards for State and Territory Registering Bodies

The adherence by training providers and registering authorities to these two standards ensures a nationally consistent, high quality training and assessment services for clients of the VET system.

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Registered training organisations

Training organisations must meet AQTF 2007 standards to become registered. Only registered training organisations (RTOs) can issue AQF qualifications and deliver accredited training and assessment.

State and territory registering authorities

Registering authorities in each state and territory are responsible for registering and monitoring training organisations and ensuring they comply with AQTF standards. They also accredit vocational education and training (VET) courses and approve training organisations’ delivery of VET to overseas students.

3.3. Training packages explained Training packages are

o A key to industry training in Australia o Developed by industry, for industry o Encourage training at work o Provide pathways for people to develop competence o They include national qualifications, national units of competency and

assessment guidelines. What are the benefits of training packages? The benefits of training packages include the following:

Training meets the needs and requirements of industry to the standard set by industry.

Qualifications are consistent and nationally recognised, making it easier for students to move between states and territories and for employers to understand the content and standards of a qualification when hiring people who have worked for other companies or moved from interstate.

Students have the flexibility to choose how, when and where the training is undertaken.

Individuals and businesses are assured of training and qualifications in areas that specifically suit the needs of the enterprise.

How are training packages developed? Training packages are developed by industry through national industry training advisory bodies or recognised bodies. Some national enterprises, such as the Defence forces and Woolworths, have developed their own training package to meet the specific training needs of their staff.

To gain national endorsement, developers must provide evidence of extensive consultation and support within the industry area or enterprise. On successful completion of a quality assurance process, training packages are endorsed by the National Training Quality Council, agreed to by state and territory ministers for vocational education and training, and placed on the National Training Information Service at www.ntis.gov.au

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Training packaging rules Many competencies can be grouped into combinations that are meaningful to a particular workplace. These groupings might give a full qualification or industry recognised skills sets or statements of attainment for single units. Groupings must comply with packaging rules. Some industries and professions require compulsory training in specific competencies. Diagram 3: Components of a Training Package

Components of a Training PackageTraining Package HLT07 Health

Qualification HLT42507 Cert IV in AHA

Units of Competency (4 compulsory and 11 elective units complying with packaging rules)

Delivery (workplace and off-the-job)

Assessment

Competent Not yet competent

Units of competency in training packages

o National standards define the competencies required for effective performance in the workplace.

o The standards provide an industry benchmark for training and assessment. o Each unit identifies a unique workplace requirement. o A unit specifies knowledge and skill and the application of that knowledge and

skill. o Units are flexible in application and can be contextualised to workplace

requirements. Units of competency consist of

o Unit code o Unit descriptor o Elements

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o Performance criteria o Range of variables o Evidence guide

Delivery of training Full qualifications or skills sets or single units may be delivered

• Entirely in the workplace • In the workplace and off the job, say, at a TAFE or other RTO • In the workplace and by off-campus learning • RTOs are responsible for enrolment, delivery, assessment and issuing

qualifications. • Delivery and assessment can be conducted with and in the workplace.

Assessment of competency Assessment, the critical part of training and recognition of competence, is based on

o What the student can do o How you know what they can do (eg the evidence) o How existing skills are acknowledged (eg recognition of prior learning or current

competency). o For recognition of prior learning (RPL), evidence must be authentic, valid,

reliable, current and sufficient. o Where outcomes of the RPL process indicate the candidate is competent,

structured training is not required. Remember to discuss the RPL process with the RTO trainer.

o The student is assessed as either competent or not yet competent. o When the student is assessed as competent, they will receive a statement of

attainment. o Where the student is assessed as not yet competent the trainer will identify

what skills need to be developed to attain competency, and a further training plan will be established.

For further information about developing assessment resources, refer to the Community Services and Health Industry Skills Council Professional Development Resources: Designing and Developing Assessment Tools. Resources

o www.ntis.gov.au o www.aesharenet.com.au* o www.flexiblelearning.net.au* o www.cshisc.com.au

* These sites are for learning resources and resource development

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3.4 Certificate IV in Allied Health Assistance HLT42507 Certificate IV in Allied Health Assistance is one of many qualifications in the Health Training Package HLT07. You need to have a basic understanding of the Allied Health Assistance qualification to understand what competencies students need to develop. The student and the RTO will give you an outline of the specific competencies your student is working towards. You will need to work with the student and the RTO trainer to determine what competencies need to be developed. Be aware that Electives are for the workplace to determine, not the student. It is useful to familiarise yourself to with the qualification so you can develop relevant workplace learning opportunities. An overview of the Allied Health Certificate IV qualification, packaging rules and details of all units of competency that can be gained in it are detailed in Appendix 11. Packaging rules are illustrated by the sample training program for a Podiatry Allied Health Assistant Certificate IV student (Appendix 12)

3.5. Implications for Certificate IV AHA workplace training

o There are a number of rules and regulations that govern the Certificate IV in Allied Health Assistance (Cert IV AHA) training course.

o A Registered Training Organisation (RTO) must deliver the Cert IV AHA

training and is ultimately responsible for providing the training in line with the AQF.

o An RTO is also ultimately responsible for assessing the competency of the Cert

IV AHA student in line with the assessment criteria in the Health Training Package.

o The work placement creates an opportunity for the Cert IV AHA student to put

what they have learnt from their training into practice in context of a real work setting. It is a part of the training process and as such will lead to development of some competencies, not all of the competencies, in the qualification.

o As a workplace trainer you will contribute to this process by giving Cert IV AHA

students the opportunity to develop workplace competencies and by giving your feedback to the RTO trainer about student performance.

o It is important that you have a basic understanding of the qualification and the

level of performance expected of a Cert IV AHA student.

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The AQF Implementation Handbook provides a comprehensive guide for each AQF qualification. A summary of the learning outcome characteristics and their distinguishing features for the VET related AQF Certificate IV qualification is outlined below: Distinguishing features of learning outcomes at the Certificate IV level To demonstrate competence at the Certificate IV level, the Cert IV AHA should be able to:

• Demonstrate a broad knowledge base and understanding of their role in the workplace incorporating some theoretical concepts (eg how to communicate with a patient with dementia)

• Apply solutions to a defined range of unpredictable problems (eg changes in

the patient’s ability) • Identify and apply skill and knowledge areas to a wide variety of contexts,

with depth in some areas (eg delivering a treatment program prescribed by a clinician.

• Identify, analyse and evaluate information from a variety of sources

(eg feedback and handover from the multidisciplinary team about patients they are working with and what that means to their intervention).

• Take responsibility for own outputs in relation to specified quality standards

(eg being accountable for delivering on what they are asked to do from a range of different clinicians)

• Take limited responsibility for the quantity and quality of the output of others

(e.g communicating effectively with the team in relation to clinical or administrative matters that need to be addressed by others).

Visit the AQF website for more specific detail on the AQF qualifications.

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Appendices Appendix Page 1 Practical Placement Agreement 25-27 2 Workplace training schedule 28-31 3 Introduction to range of workplace training tasks 32-33 4 Range of Clinical Nutrition workplace objectives available 34-37 5 Range of Occupational Therapy workplace objectives available 38-42 6 Range of Physiotherapy objectives workplace available 43-47 7 Range of Podiatry objectives workplace available 48-52 8 Range of Speech Pathology workplace objectives available 53-56 9 Evaluation of learning objectives 57-59 10 Unit of Competency explained 60-65 11 Certificate IV in Allied Health Assistance qualification 66-90 12 Sample Training Program – Podiatry Certificate IV in Allied Health Assistance

91-93

13 Student Survey 94-97

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Practical Placement Agreement (for TAFE Students on ly) THIS AGREEMENT is made between the parties described below as the ‘TAFE Provider’, the ‘Employer’ and the ‘Student’. Parties

TAFE Provider:

Organisation name: ...................................................................................................................

Address: .....................................................................................................................................

....................................................................................................................................................

Contact person: .........................................................................................................................

Telephone: ..................................Fax: .............................. Email: ...........................................

Employer:

Business Name: .........................................................................................................................

Address: .....................................................................................................................................

....................................................................................................................................................

Contact Person: .........................................................................................................................

Telephone: ...................................Fax: ............................. Email: ...........................................

Student:

Student name: ...........................................................................................................................

Address: .....................................................................................................................................

....................................................................................................................................................

Accredited Course Title: ............................................................................................................

Coordinator: ............................................................... Telephone: ...........................................

Emergency Contact – Name, Address & Telephone: ................................................................

....................................................................................................................................................

(If applicable, attach a list of all known medical factors that may affect the Student and any medication or treatment that may be relevant)

Purpose 1. This Agreement is a practical placement agreement made pursuant to, and subject to, Division 2

of Part 5.4 of the Education and Training Reform Act 2006 (Vic). Placement 2. The TAFE Provider places the Student with the Employer for the purposes of enabling the

Student to undertake practical training. Particulars of the placement are as follows:

(a) Placement Start Date: ……/……/…………

(b) Placement Finish Date: ……/……/…………

(c) Total number of days Student will work during this period: .....................................

(d) Location of placement: ............................................................................................

(e) Type of placement: ..................................................................................................

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Learning Objectives Learning objectives agreed between the Cert IV AHA student, the TAFE and the allocated workplace.

Workplace Learning objectives Expectations of AHA Student Method of Assessment

(See attached guidelines for AHA workplace training possibilities and choose the most relevant options, consider 3-5 objectives for a typical four week placement)

(Identify specific expectations of student)

(Identify specific methods of assessment of the student’s competence. This may include a range of different methods eg observation, completion of practical work tasks etc).

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Payment The Employer will pay the Student at the rate of $5.00 per day. Execution

Signed on behalf of the TAFE by: …………………..…(signature)

…………………..…(name)

…… /…… /…..…...(date)

Signed on behalf of the Employer by: …………………..…(signature)

…………………..…(name)

…… /…… /…..…...(date)

Signed by the student: …………………..…(signature)

…………………..…(name)

…… /…… /…..…...(date)

Payment Schedule (for TAFE Students only)

Melbourne Health acknowledges receipt of payment of $................................ from

…………………………………. ………(name of Student) for clinical placement at

Melbourne Health from the date of commencement ……/……/……… to the date of

completion ……/……/………

Signed by representative of Melbourne Health: …………………………………..

Name:……………………………………

Date:……/……/……… __________________________________________________________________ I, ………………………………………..(name of Student), acknowledge receipt of

payment of $................................ from Melbourne Health for clinical placement at

Melbourne Health Service from the date of commencement ……/……/………to the

date of completion ……/……/………

Signed by the Student: ………………………………….. Date:……/……/………

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Allied Health Assistant Workplace Training Schedule Student: _______________________________ Workplace T rainer: _______________________________ Week 1 Monday Tuesday Wednesday Thursday Friday

Notes

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Allied Health Assistant Workplace Training Schedule

Student: _______________________________ Workplace T rainer: _______________________________ Week 2 Monday Tuesday Wednesday Thursday Friday

Notes

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Notes

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Notes

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Certificate IV Allied Health Assistance Workplace Training Tasks

May 2009

Carol Jewell

Leader Allied Health Clinical Education

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Introduction: This Allied Health Assistant (AHA) workplace traini ng resource has been developed by Allied Health Cli nicians at Melbourne Health. The aim of this resource is to clearly outline acti vities and tasks that clinicians have identified as suitable for AHA workplace training. It is recommended that the AHA Certifica te IV student, their RTO trainer and the Allied Hea lth Clinician responsible for the AHA student on placement, negotiate suitable tasks for the period of the placement. Tasks for training have been developed for the following disciplines:

o Dietetics and Nutrition o Occupational Therapy o Physiotherapy o Podiatry o Speech Pathology

Certificate IV AHA training needs and learning objectives are particular to each student. Learning objectives, however, must be relevant to the setting and realistic to achieve within a typical four-week placement. With this in mind, it is advisable for the student to select only about three or four particular objectives per four-week work placement. It is important that the student is advised about how relevant learning opportunities, and their competence in relation to these learning objectives, will be developed and assessed during the work placement.

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Certificate IV in Allied Health Assistance Workplace Training Tasks

Clinical Nutrition

Andrea Bramley Senior Clinician Clinical Nutrition, Melbourne Heal th

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WORKPLACE TRAINING OPPORTUNIES FOR ALLIED HEALTH AS SISTANCE STUDENTS MELBOURNE HEALTH – Department of Clinical Nutrition Dietitians at Melbourne Health work across acute, sub acute, community and residential services. Dietitians are involved in:

• Nutrition assessment • Consultation on the dietary management of various conditions • Prescription of therapeutic diets· • Provision of appropriate nutrition support such as oral, enteral and parenteral nutrition • Food service consultation • Education • Research

Nutrition Allied Health Assistants assist dietitians in the nutritional care of their patients. Each health service is likely to have slightly different requirements/ roles for Nutrition Allied Health Assistants depending on tasks and duties of other staff and the structure of their food service system. Melbourne Health has specific tasks that are performed by the Nutrition Allied Health Assistant and opportunities for training are described in the following table.

Task Description Expectations As sessment Unit

Menu Completion

Assist patients in choosing a healthy diet from the hospital menu that is suitable for their medical condition

• To be involved in theoretical training regarding healthy diet and therapeutic diets

• Completing menus with patient

• Knowledge of food service system

• Observation of menu completion process using observation checklist

• HTLTNA305B Support food services in menu and meal order processing

• HLTNA303B Plan and modify meals and menus according to nutrition care plans

• HLTNA302B Plan and evaluate meals and menus to meet recommended dietary guidelines

• HTLNA301B Provide assistance to nutrition and dietetic services

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Task Description Expectations Assessment Unit

Tutorial on ethnic/ religious dietary requirements

Participation in tutorial Independent research Participation in tutorial

Quiz/ Worksheets HLTNA304B Plan meals and menus to meet cultural and religious need

Tutorial on therapeutic diets and oral nutrition support

Participate in tutorial Independent research Participation in tutorial

Quiz/ Worksheet

HLTNA303B plan and modify meals and menus according to nutrition care plans

Supplement taste testing

Taste test on common nutrition supplements

Participation in tutorial Worksheet on supplement provision

HTLTNA305B Support food services in menu and meal order processing

Nutrition Screening

Complete nutrition screening tool and place patients in appropriate category

Participate in tutorial and practical training related to nutrition screening

Observation check list

HLTAH415A Assist with the screening of dietary requirements and special diets

Implement Nutrition Care Plan based on outcome of screening tool

Develop and implement nutrition care plan according to department guidelines

Apply outcome of screening tool correctly Operate hospital food service system correctly to implement meal plan

Observation checklist

HLTAH415A Assist with the screening of dietary requirements and special diets HTLNA301B Provide assistance to nutrition and dietetic services HLTNA305B Support food services in menu and meal order processing

Document nutrition care in medical records

Be able to document in medical records according to MH standards

Participate in case based tutorial

Observation check list/ medical records audit


Provide basic high energy high protein education

Provide basic discharge information to patients at moderate risk of malnutrition

Observation of Dietitian Participation in tutorial Complete education sessions under supervision of dietitian

Observation of education using check list

HLTAH420A Support the provision of basic nutrition advice/ education

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MELBOURNE HEALTH – Department of Clinical Nutrition At this stage Melbourne Health cannot offer training in relation to the Units of Competency HLTAH416A Support special diet requirements. This relates to the preparation of infant formula and Melbourne

Health does not treat paediatric clients

HLTAH409A Conduct group sessions for individual cli ent outcome s. Currently no group activities are held at Melbourne Health

HLTFS207B Follow basic food safety practices. Melbourne Health has a cook chill decentralized food service system and the nutrition assistant is not involved in food preparation tasks.

Bramley, A 2009

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Occupational Therapy

Jayne Monk Senior Occupational Therapist, Melbourne Health

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WORKPLACE TRAINING OPPORTUNIES FOR ALLIED HEALTH AS SISTANCE STUDENTS

MELBOURNE HEALTH – Department of Occupational Thera py Occupational Therapists at the Royal Melbourne work in all areas along the continuum of care. This could include: Inpatient Rehabilitation Services Patient Appliance Centre

Aged Care Community Based Rehabilitation Acute Services Home Based Services

Training opportunities may include working with adults and older people that are recovering from or adapting to:

Orthopaedic conditions Cancer Neurological conditions Respiratory conditions Dementia Acquired Brain Injury Chronic general medical conditions

Certiificate IV in Allied Health Assistance units relating to The Royal Melbourne Hospital Occupational Therapy services are

HLTAH407A Assist with the rehabilitation of clients . HLTAH414A Support the fitting of assistive devices. HLTAH408A Assist with the development and maintenan ce of client functional status. HLTAH409A Conduct group sessions for individual cli ent outcomes.

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Tasks Description Expectations Assessment Unit

Equipment provision.

Identify and adjust frequently requested equipment.

Student will assist the coordinator of the patient appliance centre for one day. Students will participate in at least one home visit and observe the installation and set up of equipment.

Student will be able to distinguish between frequently prescribed items of equipment (ie. over toilet frame, shower stool, shower chair, raised toilet seat, bath transfer bench, rail). Student will demonstrate how to adjust a shower stool to the appropriate height.

HLTAH414A Support the fitting of assistive devices.

Functional Retraining

Students will be able to complete a basic functional retraining session with support, guidance and supervision from the treating occupational therapist.

Students will observe and participate in at least two of the following with supervision and guidance from the treating occupational therapist. • Cognitive retraining. • Personal Care retraining • Meal preparation

retraining • Community ADL

retraining • Complete Upper Limb

Range of Movement and exercise programs.

• Wheelchair mobility retraining

Students will participate in a case based tutorial.

Students will be able to complete a ten minute functional retraining session with support and guidance from the supervising occupational therapist.

HLTAH407A Assist with the rehabilitation of clients. HLTAH408A Assist with the development and maintenance of client functional status.

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Tasks Description Expectations Assessment Element

Group based therapy

• Students will be able to complete a group based activity with support and guidance from the treating occupational therapist.

Students will participate in at least two of the following with supervision and guidance from the treating occupational therapist.

• Balance Groups

• Cardiac Rehabilitation

• Pulmonary Rehabilitation

• Functional retraining groups

• Reminiscence / Cognitive

Groups • Dementia specific

Psychosocial Groups. Students will complete independent research / reading on the goals and purpose of the group.

Students will lead a five minute group based activity with support and guidance from the supervising occupational therapist.

HLTAH409A Conduct group sessions for individual client outcomes.

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Tasks Description Expectations Assessment Element

Report Writing • Students will be able to document in the clinical progress notes.

Students will review

• Documentation policy and procedures.

• Read examples of reports writing

• Participate in case based tutorial.

Completion of a file entry reviewed and signed by the supervising Occupational Therapist.

HLTAH414A Support the fitting of assistive devices. HLTAH407A Assist with the rehabilitation of clients HLTAH408A Assist with the development and maintenance of client functional status HLTAH409A Conduct group sessions for individual client outcomes

Monk J, 2009

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Physiotherapy

Van Le Senior Physiotherapist, Melbourne Health

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WORKPLACE TRAINING OPPORTUNIES FOR ALLIED HEALTH AS SISTANCE Students

MELBOURNE HEALTH – Department of Physiotherapy The Physiotherapy Department, at The Royal Melbourne Hospital - Royal Park Campus, provides services to the Inpatient Rehabilitation ward, Aged Care wards, Gardenview House (slow stream rehabilitation and residential care), and the Subacute Ambulatory Care Services including the Falls and Balance Clinic, Community Therapy Services (CTS), and Vestibular Clinic. The Physiotherapy Allied Health Assistant has a clinical and non clinical role in the above services, excluding Falls and Balance and Vestibular Clinic. The Physiotherapist’s role, as appropriate, is to:

• Assess patient's - mobility, including transfers and ambulation - upper and lower limb function including range, strength, tone and co-ordination - trunk control - balance, including static and dynamic balance - endurance - vestibular function

• Work in collaboration with the patient and other team members to formulate patient goals • Implement a treatment plan which may involve

- an individual or group exercise program - functional retraining

• Regularly monitor patient's progress through reassessment • Be involved in discharge planning as a member of the interdisciplinary team

The Physiotherapy Allied Health Assistant, under the supervision of a Physiotherapist, will predominantly assist in the implementation of a treatment plan. Prerequisite Units: HLTAP301A Recognising healthy body systems in a h ealth care context HLTCSD305 Assist with client movement

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HLTAH301A Assist with an Allied Health Program Mandatory Electives for Physiotherapy HLTAH401A Deliver and monitor client-specific exe rcise program This unit of competency describes the skills and knowledge required to deliver and monitor a therapeutic exercise program that has been developed by a physiotherapist to address requirements of individual clients with low levels of mobility or specific mobility needs. HLTAH402A Assist with physiotherapy treatments an d interventions This unit of competency describes the skills and knowledge required to support a range of physiotherapy treatments, including respiratory support. HLTAH403A Deliver and monitor exercise program fo r mobility This unit of competency describes the skills and knowledge required to support individuals participating in group physiotherapy programs designed to restore optimum movement and functional independence. Typical programs and treatments may include exercise regimes and the use of gym equipment.

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Tasks Description Expectations Assessment Unit Delivery of an individual exercise program

With the guidance and supervision of a physiotherapist, the AHA student can be offered observation and participation in an individualised exercise program developed by the physiotherapist which addresses:

− the upper limb − the lower limb − balance − endurance

Students will observe and deliver a minimum of two exercise programs. This may include use of different gym equipment available

Complete checklist signed by supervisor to verify observation and delivery

HLTAH401A Deliver and monitor client-specific exercise program

Delivery of a group exercise program

With the guidance and supervision of a physiotherapist, qualified AHA or exercise physiologist, the AHA student can be offered observation and participation in a group exercise program such as:

− upper limb group − physical condition group − hip and knee group − balance group

Students will observe and deliver a minimum of two group exercise programs

Complete checklist to verify observation and delivery

HLTAH401A Deliver and monitor client-specific exercise program

Assist physiotherapist with treatment where assistance of two is required

With guidance of a physiotherapist, the AHA student will assist the therapist complete a treatment session where assistance of two is required, with patients who have:

− a neurological impairment − undergone an

orthopaedic procedure

Students will participate in treatment sessions with correct manual handling This may involve use of assistive devices such as overhead tracking, tilt table, standing frame, or hoist

Complete checklist to verify participation and that correct manual handling is adhered to

HLTAH402A Assist with physiotherapy treatments and interventions

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Tasks Description Expectations Assessment Unit Assist physiotherapist in treatment of a dementia patient

With the guidance of a physiotherapist, the AHA student will observe and participate in a treatment session on the Dementia specific ward

Students will observe and participate in two treatment sessions with a physiotherapist

Complete checklist to verify observation and participation


Complete objective measures

With full guidance from a physiotherapist, the AHA student will observe and complete objective measures

Students will observe and independently complete measures

Complete checklist to verify observation and completion


Delivery of transfer and mobility practice session

With guidance from a physiotherapist, the AHA student will observe and deliver a transfer and mobility session including:

− bed mobility − getting in/out of bed − sit-stand-sit − bed-chair-bed

Students will observe and deliver a minimum of two transfer sessions that includes all points mentioned

Complete checklist to verify observation and delivery Complete case scenarios and written questions

HLTAH403A Deliver and monitor exercise program for mobility

Delivery of treatment session involving ambulation using various gait aids

With the guidance of a physiotherapist, the AHA student will observe and deliver a treatment session which involves practice of ambulation with a patient using a:

− single point stick − pick up frame − 2WF or 4WF

Students will observe and deliver a treatment session using each of the gait aids

Complete checklist to verify observation and completion


Le, V 2009

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Podiatry

Amy Freeman

Senior Podiatrist, Melbourne Health

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WORKPLACE TRAINING OPPORTUNIES FOR ALLIED HEALTH AS SISTANCE STUDENTS MELBOURNE HEALTH – Department of Podiatry The Podiatry Department at The Royal Melbourne Hospital is a busy department, staffed by 2.7 EFT (4 podiatrists) providing services to all inpatient wards at the City/Parkville campus. An outpatient service also runs for a specific part of each business day at the City campus only. A podiatry allied health assistant would perform clinical and non clinical tasks for both inpatients and outpatients. Outpatients are treated in the podiatry clinic. Inpatients are usually treated on the ward. The focus of the Podiatry service at RMH is providing wound management to people with diabetes and foot wound. Other services provided include general care, pressure management, provision of footwear and insoles (in consultation with the Orthotist service), casting for pressure off-loading or managing diabetic Charcot arthropathy, and general care. The Podiatry service is an integral part of the Diabetic Foot Unit multidisciplinary team Core units for Certificate IV in AHA HLTHIR402B Contribute to organisational effectiveness in the health industry HLTHIR506B Implement and monitor compliance with legal and ethical requirements HLTOHS300A Contribute to OHS processes HLTIN402B Implement and monitor infection control policy and procedures Mandatory Electives for Podiatry HLTAH414A Assist with basic foot hygiene This unit of competency describes the skills and knowledge required to assist with basic foot hygiene under the direction of a podiatrist HLTIN302A Process reusable instruments and equipmen t in health work This unit of competency describes the skills and knowledge required for workers in the health care setting to clean and sterilise reusable instruments and equipment and to maintain associated environments HLTAH405A Assist with podiatric procedures This unit of competency describes the skills and knowledge required to assist with procedures performed by the podiatrist. Procedures may include surgical procedures of the skin and nails: preparation, modification and repair of orthotic devices and footwear HLTAH406A Assist with podiatry assessment and exerc ise This unit of competency describes the skills and knowledge required to assist a podiatrist with the delivery and monitoring of specific client exercise and rehabilitation programs and in the completion of foot health assessments

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Tasks Description Expectations Assessment Unit

Preparing the podiatry treatment area

Before each podiatry clinic and between each patient, the podiatry treatment area should be clean, tidy and stocked. This includes

• sweeping the floor • disinfecting the chair and

trolley with wipes • removing used instruments • restocking trolley when

required

Students will assist in the preparation of the treatment chair and trolley in the podiatry clinic before each patient. (Week 1)

Checklist signed by supervisor to verify correct setting up of clinic space before and after clinics and between patients.

HLTIN302A Process reusable instruments and equipment in health work HLTIN402B Implement and monitor infection control policy and procedures

Setting up of podiatry treatment trolleys

Podiatry treatment trolleys are taken on to the wards for use in the treatment of inpatients. Podiatry trolleys must be stocked at all times with instruments, dressings, basic medicaments, skin prep wipes, tape, gauze and other needs of the podiatrist.

Students will restock ward treatment trolleys as required. (Week 1 or 2)

Checklist signed by supervisor to verify correct restocking of treatment trolleys.

HLTIN302A Process reusable instruments and equipment in health work

HLTIN402B Implement and monitor infection control policy and procedures

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Tasks Description Expectations Assessment Units

Delivering and collecting podiatry instruments from SPSS

On a daily basis (usually late afternoon), all dirty podiatry instruments must be counted and delivered to SPSS (located in the RMH city campus level 3) for sterilisation. Instruments sterilised from the previous day are required to be picked up and returned to the clinic.

Student will be able to identify the names of all podiatry instruments. Student will be able to correctly fill out RMH SPSS sterilisation form. (End of Week 2.)

Correct labelling of instrument handout/ or correct verbal identification of instruments. Completed checklist signed by supervisor to verify correct completion of SPSS sterilisation form.


General toenail care on low risk patients

Students will provide general toenail and foot hygiene care to patients deemed low risk by a podiatrist. The podiatrist will be directly supervising at all times.

Student will observe podiatrist cutting, clearing and filing toenails correctly. (Week 1) Student will demonstrate safe toenail cutting, clearing and filing (Weeks 2-4).

Completed checklist signed by supervisor on provision of safe nail care to five low risk patients.

HLTAH414A Assist with basic foot hygiene HLTAH405A Assist with podiatric procedures HLTIN402B Implement and monitor infection control policy and procedures

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Limitations: As the Podiatry Department at the Royal Melbourne is primarily an acute service, rehabilitation and exercise programs for patients are not developed on a frequent basis. Thus, thorough training in HLTAH406A Assist with podiatry assessment and exerc ise will not be available. Freeman, A 2009

Tasks Description Expectations Assessment Units

Provision of felt padding Felt padding is designed and cut to shape by podiatrists to provide pressure offloading for wounds and areas of high risk. Felt padding is usually unique for each individual patient. Usually multiple felt pads are required for patient use at home.

Student will participate in a 30 minute tutorial on the provision of felt padding (Week 1 or 2) The student will observe the podiatrist constructing a variety of felt pads and duplicate correctly. (Weeks 2-4)

Checklist signed by supervisor to verify correct duplication of the following felt pads:

a) donut pad b) toe prop c) U’d plantar

cover

HLTAH405A Assist with podiatric procedure

Greeting patients and assisting them into the podiatry clinic; providing assistance with removal of shoes and socks as needed

Many patients to the podiatry clinic are elderly and/or have reduced mobility and require assistance in getting on the podiatry chair and removing their footwear.

Students will be shown how to safely set up a patient in the podiatry chair. (Week 1)

Checklist signed by supervisor to verify the safe set up of a patient in the podiatry chair.

HLTAH414A Assist with basic foot hygiene

Administrative duties including rebooking appointments, answering telephone, sending mail.

The podiatrists at RMH perform most of their own administrative and secretarial tasks including rebooking appointments on computer systems, answering telephone, sending mail.

Students will be shown how to do these basic administration tasks in Week 1 and will be expected to perform these tasks in Weeks 3 and 4.

Checklist signed by supervisor to verify competence in administrative tasks.

HLTHIR402B Contribute to organisational effectiveness in the health industry

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Speech Pathology

Hayley Dean

Senior Speech Pathologist, Melbourne Health

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WORKPLACE TRAINING OPPORTUNIES FOR ALLIED HEALTH AS SISTANCE STUDENTS

MELBOURNE HEALTH – Department of Speech Pathology The Speech Pathology department at The Royal Melbourne Hospital, Royal Park Campus provides services to the Inpatient Rehabilitation ward, Aged Care wards, Gardenview House (slow stream rehabilitation and residential care), and the SACS services including the Cognitive, Dementia and Memory Services (CDAMS) and the Community Therapy Services (CTS). The Speech Pathology Allied Health Assistant has a clinical and non clinical workload in the majority of the mentioned areas excluding CDAMS and Gardenview House. CTS clients are seen either at the centre, at home or within the community. Mandatory Electives for Speech Pathology HLTAH410A Support the development of speech and com munication skills This unit of competency describes the skills and knowledge required to assist with the delivery of speech pathology programs designed to achieve and develop optimum independence in speech and communication skills. HLTH411A Provide support in dysphagia management This unit of competency describes the skills and knowledge required to assist a speech pathologist to support clients participating in therapy programs to improve swallowing and/or maintain independence in the management of dysphagia. HLTH412A Assist and support the use of augmentative and alternative communication systems This unit of competency describes the skills and knowledge required to support clients who use total communication systems, including the preparation of resources. Total communication refers to methods of communication that replace or supplement speech and handwriting.

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Tasks Description Expectations Assessment Unit Delivery of speech pathology therapy programs

With full guidance and support from the treating Speech Pathologist or AHA, an AHA student could be offered observation and participation in therapy programs in the areas of:

- Language therapy - Cognitive/communication

therapy - Oromotor therapy - Swallowing therapy - Motor speech therapy - Computer based therapy - Therapy tasks within the

community

Students will observe and participate in the delivery of at least two different therapy programs. Students will also observe a written therapy program/plan and demonstrate an understanding of the basic structure to therapy programs (eg goals, progression, feedback to clients)

Completed checklist signed by supervisor to verify at least two therapy programs have been observed. Completed checklist signed by supervisor to verify observation of a written therapy plan and that a discussion has occurred re structure to therapy programs.

HLTAH410A Support the development of speech and communication skills HLTH411A Provide support in dysphagia management

Development of communication systems

With full guidance from the treating Speech Pathologist or AHA, participate in constructing a communication aide such as an alphabet board, communication board or communication community cards

With full guidance, students are expected to construct at least one communication aide as requested by the treating Speech Pathologist

Students will construct at least one communication aide that meets the request by the treating Speech Pathologist

HLTH412A Assist and support the use of augmentative and alternative communication systems

Opportunity to observe/work with clients using alternative methods of communication

With full guidance from the treating Speech Pathologist or AHA, participate in observing/working with a client using alternative communication (such as a lightwriter, communication board/book, alphabet board)

Students will observe and/or participate in at least one session with a client using alternative communication

Students will complete a checklist, signed by supervisor to verify observation +/- (?) participation

HLTH412A Assist and support the use of augmentative and alternative communication systems

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Dean, H 2009

Tasks Description Expectations Assessment Unit Write in clinical progress notes

With full guidance from the treating Speech Pathologist or AHA, students will record a file entry in the clinical progress notes with details of therapy delivered.

Students will complete at least one file entry with full guidance from Speech Pathologist or AHA

At least one file entry completed and reviewed and signed by supervisor

HLTAH410A Support the development of speech and communication skills

Preparation of therapy resources

With full guidance from the treating Speech Pathologist or AHA, students will prepare resources to be used in therapy session such as photocopying work sheets or preparing picture cards.

Students will prepare at least one resource as requested by Speech Pathologist, to be used in therapy.

Completion of at least one therapy resource prepared for use in a therapy session. Supervisor to check resource and sign.

HLTAH410A Support the development of speech and communication skills HLTH411A Provide support in dysphagia management

Participation in Speech Pathology administrative duties

With full guidance from the treating Speech Pathologist or AHA, students will participate in Speech Pathology administrative duties (such as filing resources, updating resources folders, ordering stock.

Students will complete at least one administrative duty with full guidance by Speech Pathologist or AHA

Completion of at least one administrative duty – to be signed off by supervisor

HLTAH410A Support the development of speech and communication skills

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Evaluation Form

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CERTIFICATE IV AHA STUDENT WORKPLACE EVALUATION ’. Placement

(a) Placement start date: ……/……/…………

(b) Placement Finish Date: ……/……/…………

(c) Total number of days the Student will work during this period: ...............................

(d) Location of placement: ............................................................................................

(e) Type of placement: ..................................................................................................

Evaluation

Date of evaluation: ……/……/…………

Parties present

TAFE Trainer:

Organisation name: ...................................................................................................................

Address: .....................................................................................................................................

Contact Person: .........................................................................................................................

Telephone: .................................. Fax: ............................ Email: ............................................

Employer:

Business name: .........................................................................................................................

Address: .....................................................................................................................................

Contact Person: .........................................................................................................................

Telephone: .................................. Fax: ............................ Email: .............................................

Student:

Student name: ............................................................................................................................

Address: .....................................................................................................................................

Accredited Course Title: .............................................................................................................

Coordinator: ........................................................................ Telephone: ..................................

Emergency Contact – Name, Address & Telephone: ................................................................

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Evaluation of Learning Objectives

Learning objectives agreed between the AHA Student, the TAFE and the allocated workplace.

Workplace Learning objectives

Expectations of AHA Student

Method of Assessment Outcome of Assessment Competen t/ Not yet competent?

(See attached guidelines for AHA workplace training possibilities and choose the most relevant options, consider 3-5 objectives for a typical 4 week placement)

(Identify specific expectations of AHA student)

(Identify specific methods of assessment of the student’s competence. This may include a range of different methods eg observation, completion of practical work tasks etc).

(Briefly outline supporting evidence)

(Overall rating is based on whether the student is competent or not yet competent in each designated task.)

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Unit of Competency Explained

HLTAH401A DELIVER AND MONITOR A CLIENT-SPECIFIC EXERCISE PROGRAM DESCRIPTOR This unit of competency describes the skills and knowledge required to deliver and monitor a therapeutic exercise program that has been developed by a Physiotherapist to address requirements of individual clients with low levels of mobility or specific mobility needs EMPLOYABILITY SKILLS The required outcomes described in this unit of competency contain applicable facets of Employability Skills The Employability Skills Summary of the qualification in which this unit of competency is packaged will assist in identifying Employability Skill requirements

The unit descriptor broadly communicates the content of the unit of competency and the skill area it addresses. There may also be a brief second paragraph that describes its relationship with other units of competency, and any licensing requirements.

Each unit of competency title is unique. Titles describe the competency outcome concisely.

Employability Skills are an integral part of competency and are particular to the qualification. Units of competency have been developed to ensure relevant Employability Skills facets have been embedded within competency components rather than ‘bolted on’. This approach more accurately describes Employability Skills within the context of work outcomes. Employability skills include: communication, teamwork, problem solving, learning, initiative and enterprise, planning and organising, self-management, and technology.

Within each Training Package, each unit of competency has a unique code. The unit of competency codes are assigned when the Training Package is endorsed, or when new units of competency are added to an existing endorsed Training Package.

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PREREQUISITE UNITS Prerequisite competency units are: � HLTAP301A Recognise healthy body systems in a health care setting � HLTCSD305B Assist with client movement � HLTAH301A Assist with an allied health program APPLICATION The application of knowledge and skills described in this competency unit may relate to functions delivering and monitoring a lower limb exercise program, an upper limb exercise program, a trunk exercise program or a cardio-vascular exercise program that has been developed by a physiotherapist. This could take place in a range of health settings and may involve active, assisted active or passive movement Work performed requires a range of well developed skills where some discretion and judgment is required and individuals will take responsibility for their own outputs Allied health assistants operate within the scope of their defined roles and responsibilities and under supervision of a physiotherapist For training and assessment pathways, experience in workplace application of the skills and knowledge identified in this competency unit should be provided as required to support allied health professions

Prerequisite Units (optional) If there are any units of competency that must be completed before the unit, these will be listed.

This sub-section fleshes out the unit of competency’s scope, purpose and operation in different contexts, for example, by showing how it applies in the workplace.

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ELEMENT PERFORMANCE CRITERIA The elements of competency are the basic building blocks of the unit of competency. They describe in terms of outcomes the significant functions and tasks that make up the competency.

The performance criteria specify the required performance in relevant tasks, roles, skills and in the applied knowledge that enables competent performance. Critical terms or phrases may be written in bold /italics and then defined in range statement, in the order of their appearance in the performance criteria.

1.1 Obtain information about the client-specific exercise program from the physiotherapist

1.2 Determine client availability according to organisation protocols

1. Prepare for delivery of a client-specific exercise program

1.3 Gather the equipment to deliver the client specific exercise program, in line with client needs and specifications of the physiotherapist

2. Deliver exercise program based on treatment plan

2.1 Confirm client’s understanding of exercise program based on treatment plan prepared by the physiotherapist

3. Assist with mobility and movement programs with clients unable to actively participate

3.1 Monitor 24-hour posture management and identify any adjustment requirements according to directives from the physiotherapist

4. Clean and store equipment

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REQUIRED SKILLS AND KNOWLEDGE Essential knowledge: • Principles of biomechanics, including:

- mass - force - speed - acceleration - horizontal extension

Essential skills:

� Apply therapeutic exercise practices � Undertake activity analysis – breaking activities down to component parts � Use manual handling required to assist the client

RANGE STATEMENT Supervision refers to: � Instructing, advising, and � Monitoring another person carrying out the

duties of their position � The nature of supervision is flexible and may be

conducted by various means including: - in person - through use of electronic communications media such as telephone or video conferencing

� Frequency of supervision will be determined by factors such as:

- the task maturity of the person in that position or clinical placement

- the need to review and assess client conditions and progress in order to establish or alter treatment plans in case of students and assistants - the need to correct and develop non clinical

aspects such as time management, organisation requirements, communication skills, and other factors supporting the provision of clinical care and working within a team � A person under supervision does not require direct (immediate) and continuous personal interaction, but the method and frequency will be determined by factors outlined above

The essential skills and knowledge are either identified separately or combined. Knowledge identifies what a person needs to know to perform the work in an informed and effective manner. Skills describe the application of knowledge to situations where understanding is converted into a workplace outcome.

The range statement provides a context for the unit of competency, describing 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. As applicable, the meanings of key terms used in the performance criteria will also be explained in the range statement.

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Client specific exercise programs may include but are not limited to: � Upper limb � Lower limb � Trunk � Cardiovascular � Passive movement � Active/functional exercise Information may include: � Client care plan � Exercise plan � Client treatment plan � Physiotherapist instructions Exercise plan may include but is not limited to: � Client details � Movement details, including:

- direction - range - lever length

. EVIDENCE GUIDE Critical aspects for assessment and evidence required to demonstrate this competency unit: � The assessee must provide evidence of specified

essential knowledge as well as skills � Observation of workplace performance is essential

for assessment of this unit � 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

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

The evidence guide is critical in assessment as it provides information to the RTO and assessor about how the described competency may be demonstrated. The evidence guide does this by providing a range of evidence for the assessor to make determinations, and by providing the assessment context. The evidence guide describes: � conditions under which

competency must be assessed including variables such as the assessment environment or necessary equipment

� relationships with the assessment of any other units of competency

� suitable methodologies for conducting assessment including the potential for workplace simulation

� resource implications, for example access to particular equipment, infrastructure or situations

� how consistency in performance can be assessed over time, various contexts and with a range of evidence and

� the required underpinning knowledge and skills.

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� 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: � Assessment must include demonstrate workplace

performance � Relevant guidelines, standards and procedures � Resources essential for assessment include:

- clients with exercise requirements - equipment - documentation - supervisory physiotherapist

Method of assessment: � Observation of some applications in the workplace

(as is appropriate/possible) � 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 � Skills involving direct client care are to be assessed

initially in a simulated setting (eg laboratory). If successful, a second assessment is to be conducted during workplace application under direct supervision

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Sample HLT42507 Certificate IV in Allied Health Assistance

(http://www.ntis.gov.au/Default.aspx?/trainingpackag e/HLT07/qualification/HLT42507/rules ) This document shows the make up of the Certificate IV in Allied Health Assistance, and includes the packaging rules for the qualification. It includes a range of electives, which could be used in a variety of health settings. These are suggested electives only. The descriptors against the units have been included to help identify which units might be most useful to include in the qualification for a particular health setting. This qualification covers workers who provide therapeutic and program related support to allied health professionals. The worker is required to conduct therapeutic and program related activities under the guidance of an allied health professional. Supervision may be direct, indirect or remote and must occur within organisation requirements. The worker is required to identify client circumstances that need additional input from the allied health professional. This qualification is suited to Australian Apprenticeship pathways. Occupational titles for these workers may include: • Therapy assistant • Podiatry assistant • Physiotherapy assistant • Speech pathology assistant • Occupational therapy assistant • Allied health assistant • Nutrition assistant • Dietetic assistant Pre-/co-requisite requirements The following competency units should be either achieved before this qualification or must be undertaken as part of the qualification: HLTHIR301A Communicate and work effectively in health HLTAH301A Assist with an allied health program HLTIN301A Comply with infection control policies and procedures in health work HLTCSD201B Maintain high standard of client service HLTCSD305B Assist with client movement HLTAP301A Recognise healthy body systems in a health care context BSBMED201A Use basic medical terminology Packaging Rules 15 competency units are required for award of this qualification, including:

• 4 compulsory units • 11 elective units

A wide range of electives is available and can be packaged to provide either: � a generic qualification that covers a range of work functions, or � a qualification tailored to address specific workplace requirements

Elective units are to be packaged as follows: • for award of this qualification (either generic or tailored) a minimum of 5 electives

must be selected from the list of Allied Health electives • for award of a tailored qualification, for example, to address work requirements in the

area of physiotherapy, all electives must be selected from the mandatory elective skill set listed for that area of work

• additional competency units are available as listed below and at Certificate IV level or higher in the Health and/or Community Services Training Packages

• a maximum of 2 competency units may be selected from other relevant Training Package units available at Certificate IV (or higher)

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7 pre-/co-requisites•••••••

4 compulsory units••••

Mandatory electives for Physiotherapystream• 1• 2• 3

Mandatoryelectives

Mandatoryelectives forPodiatrystream• 1• 2• 3• 4

Mandatory electives forOccupational Therapy stream• 1• 2• 3• 4

Mandatoryelectives forSpeech Pathologystream• 1• 2• 3

Mandatoryelectives forNutrition & Dieteticsstream• 1• 2

Otherelectives

Compulsorycompetency

units

Allied Healthelectives for genericqualification• 1• 2• 3• 4• 5

Allied Healthelectives

Allied Healthelectives• 1

Allied Healthelectives• 1• 2

Allied Healthelectives• 1• 2• 3

6 other electives• 1• 2• 3• 4• 5• 6

Allied Health electives• 1• 2

Diagrammatic structure - Certificate IV in Allied He alth Assistance

Allied Health electives• 1

For further information the Certificate IV in Allied Health Assistance is coded HLT42507 and all details pertaining to this qualification can be accessed at the following site: http://www.ntis.gov.au/Default.aspx?/trainingpackag e/HLT07/qualification/HLT42507/rules

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Compulsory units Code Title Descriptor HLTHIR402B Contribute to

organisational effectiveness in the health industry

This unit of competency describes the skills and knowledge required to achieve effective organisation outcomes in the health industry by practicing and promoting legal and ethical work practices to protect client safety and enhance outcomes for the organisation and its clients in the broader health industry context

HLTHIR506B Implement and monitor compliance with legal and ethical requirements

This unit describes the skills and knowledge required to implement and monitor compliance with legal and ethical requirements relevant in the work area

HLTOHS300A Contribute to OHS processes

This unit specifies the workplace performance required by an employee to contribute to OHS processes where there is responsibility for own work outputs and possibly limited responsibility for the work output of others

HLTIN403B Implement and monitor infection control policy and procedures

This unit is concerned with infection control responsibilities of employees with supervisory accountability to implement and monitor infection control policy and procedures in a specific work unit or team within an organisation

Elective units Electives are to be selected in line with the specified Packaging Rules. Workplaces may package electives to reflect the functions of workers. Relevant competency units have been identified and grouped to facilitate selection. Electives must be selected as follows: • For award of a qualification with mandatory electives (as outlined below):

- mandatory elective skill sets must be selected in line with requirements outlined

below

- additional electives to a total of 5 competency units must be selected across all

electives listed below as Allied Health electives

• For award of the qualification without mandatory electives, 5 competency units must be selected from all electives listed below as Allied Health electives

• A further 6 electives are to be selected in line with the Packaging Rules.

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Mandatory elective skill sets Some industry sectors have identified specific mandatory elective skill sets of competency units required to meet identified workplace requirements. Where a specified mandatory elective skill set of competency units is achieved, this is to be clearly articulated on the transcript (certification) as per the following example: “This qualification includes the mandatory elective skill set in Physiotherapy”

• The mandatory elective skill set in Physiotherapy requires all 3 electives from the Physiotherapy group

• The mandatory elective skill set in Podiatry requires all 4 electives from the Podiatry group

• The mandatory elective skill set in Occupational Therapy requires all 4 electives from the Occupational Therapy group

• The mandatory elective skill set in Speech Pathology requires all 3 electives from the Speech Pathology group

• The mandatory elective skill set in Nutrition and Dietetics requires 2 electives from the Nutrition and Dietetics group

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Allied Health electives Physiotherapy Code Title Descriptor and application HLTAH401A Deliver and

monitor a client-specific exercise program

This unit of competency describes the skills and knowledge required to deliver and monitor a therapeutic exercise program that has been developed by a physiotherapist to address requirements of individual clients with low levels of mobility or specific mobility needs The application of knowledge and skills described in this competency unit may relate to functions delivering and monitoring a lower limb exercise program, an upper limb exercise program, a trunk exercise program or a cardio-vascular exercise program that has been developed by a physiotherapist. This could take place in a range of health settings and may involve active, assisted active or passive movement Work performed requires a range of well developed skills where some discretion and judgment is required and individuals will take responsibility for their own outputs Allied health assistants operate within the scope of their defined roles and responsibilities and under supervision of a physiotherapist


This unit of competency describes the skills and knowledge required to support a range of physiotherapy treatments, including respiratory support. The application of knowledge and skills described in this competency unit may relate to functions that assist with treatment and interventions developed by a physiotherapist. This could take place in a range of health settings Work performed requires a range of well developed skills where some discretion and judgment is required and individuals will take responsibility for their own outputs Allied Health Assistants operate within the scope of their defined roles and responsibilities and under supervision of a physiotherapist Application of electrotherapeutic treatment with electrotherapy appliances is restricted to physiotherapists


This unit of competency describes the skills and knowledge required to support individuals participating in group physiotherapy programs designed to restore optimum movement and functional independence Typical programs and treatments may include exercise regimes and the use of gym equipment The application of knowledge and skills described in this competency unit relate to functions that support programs developed by a physiotherapist and may take place in a range of health settings

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Podiatry Code Title Descriptor and application HLTAH404A Assist with basic

foot hygiene

This unit of competency describes the skills and knowledge required to assist with basic foot hygiene under the direction of a podiatrist The application of knowledge and skills described in this competency unit may relate to functions such as providing basic foot hygiene, according to the directions of a podiatrist, including skin and nail care and applying dressings, padding and cushioning

HLTAH405A Assist with podiatric procedures

This unit of competency describes the skills and knowledge required to assist with procedures performed by the podiatrist Procedures may include surgical procedures of the skin and nails; preparation, modification and repair of orthotic devices and footwear The application of knowledge and skills described in this competency unit may relate to functions such as assisting in podiatry surgery and/or the preparation/ modification/repair of orthotic devices and footwear These functions are to be performed in accordance with the directions of a podiatrist or podiatric surgeon

HLTAH406A Assist with podiatry assessment and exercise

This unit of competency describes the skills and knowledge required to assist a podiatrist with the delivery and monitoring of specific client exercise and rehabilitation programs and in the completion of client foot health assessments The application of knowledge and skills described in this competency unit may relate to functions such as delivering and monitoring exercise and rehabilitation programs that have been developed and are being monitored by a podiatrist, and the provision of assistance during podiatric assessment procedures. This could take place in a range of health settings


This unit of competency describes the skills and knowledge required for workers in the health care setting to clean and sterilise reusable instruments and equipment and to maintain associated environments. All procedures must be carried out in accordance with current infection control guidelines, Australian and New Zealand Standards and the policies and procedures of the health care establishment All tasks must be carried out in accordance with State or Territory legislative requirements that affect work practices of the health care establishment and/or health care worker

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Occupational therapy Code Title Descriptor and application HLTAH407A Assist with the

rehabilitation of clients

This unit of competency describes the skills and knowledge required to receive and respond to rehabilitation programs developed by allied health professionals

HLTAH408A Assist with the development and maintenance of client functional status

This unit of competency describes the skills and knowledge required to support clients to participate in developmental activities that will enhance or maintain functional status

HLTAH409A Conduct group sessions for individual client outcomes

This unit of competency describes the skills and knowledge required to plan, prepare and implement group activities to meet individual client outcomes

HLTAH414A Support the fitting of assistive devices

This unit of competency describes the skills and knowledge required to work with clients, their carers and other members of a multidisciplinary team, where appropriate, to provide and fit assistive devices to meet individual client needs. This will include confirmation of the suitability of the prescription, suitability of fit and operation and the capacity or social interaction of the client which may include use of the assistive devices

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Speech pathology Code Title Descriptor and application HLTAH410A Support the

development of speech and communication skills

This unit of competency describes the skills and knowledge required to assist with the delivery of speech pathology programs designed to achieve and develop optimum independence in speech and communication skills

HLTAH411A Provide support in dysphagia management

This unit of competency describes the skills and knowledge required to assist a speech pathologist to support clients participating in therapy programs to improve swallowing and/or to maintain independence in the management of dysphagia

HLTAH412A Assist and support the use of augmentative and alternative communication systems

This unit of competency describes the skills and knowledge required to support clients who use total communication systems, including the preparation of resources Total communication refers to methods of communication that replace or supplement speech and handwriting

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Nutrition and Dietetics Prerequisite requirements for Nutrition and Dieteti cs: Please note The following competency units (from the Certificate III in Nutrition and Dietetic Support) are prerequisites for this elective skill set: HLTNA301B Provide assistance to nutrition and dietetic services HLTNA302B Plan and evaluate meals and menus to meet recommended dietary guidelines HLTNA303B Plan and modify meals and menus according to nutrition care plans HLTNA304B Plan meals and menus to meet cultural and religious needs HLTNA305B Support food services in menu and meal order processing HLTFS207B Follow basic food safety practices Mandatory Nutrition and Dietetics electives:

Two electives must be selected from the following three to address requirements for the Nutrition and Dietetics mandatory elective skill set.

Code Title Descriptor and application


This unit of competency describes the skills and knowledge required to assess nutritional requirements of clients and participate in the implementation of special diets

HLTAH409A Conduct group sessions for individual client outcomes

This unit of competency describes the skills and knowledge required to plan, prepare and implement group activities to meet individual client outcomes

HLTAH420A Support the provision of basic nutrition advice and/or education

This unit of competency describes the skills and knowledge required to support the provision of basic nutrition education to clients receiving diet therapy from a dietitian This work is performed under the direction and supervision of a dietitian

Other Nutrition and Dietetics elective:

HLTAH416A Support special diet requirements

This unit of competency describes the skills and knowledge required to make up formulas in aseptic conditions and educate clients and carers in preparation requirements

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Additional allied health functions

Code Title Descriptor and application

HLTAH414A Support the fitting of assistive devices

This unit of competency describes the skills and knowledge required to work with clients, their carers and other members of a multidisciplinary team where appropriate, to provide and fit assistive devices to meet individual client needs This will include confirmation of the suitability of the prescription, suitability of fit and operation and the capacity or social interaction of the client which may include use of the assistive devices

HLTAH404A Assist with basic foot hygiene

This unit of competency describes the skills and knowledge required for workers in the health care setting to clean and sterilise reusable instruments and equipment and to maintain associated environments. All procedures must be carried out in accordance with current infection control guidelines, Australian and New Zealand Standards and the policies and procedures of the health care establishment All tasks must be carried out in accordance with State or Territory legislative requirements that affect work practices of the health care establishment and/or health care worker

HLTAH302B Assist with the application and removal of a plaster cast

This unit of competency describes the skills and knowledge required to assist in the preparation, application and removal of a plaster cast This unit of competency requires work under the supervision of an allied health professional and in accordance with a prescribed treatment plan

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Other relevant electives Below is a small sample of additional competency units that may be selected as electives, grouped to facilitate selection. Electives may be selected from one or more groups. Client support Code Title Descriptor and application HLTHIR404B Work effectively

with Aboriginal and Torres Strait Islander people

This unit describes the communication and work practice skills and knowledge required to work with Aboriginal and Torres Strait Islander people in the health industry context It deals specifically with cross-cultural awareness and issues involving working with Aboriginal and Torres Strait Islander individuals, organisations and Communities The unit applies equally to those operating in health care policy or program planning, development and evaluation contexts or in direct service delivery contexts

HLTHIR403B Work effectively with culturally diverse clients and co-workers

This unit deals with the cultural awareness required for effective communication and cooperation with persons of diverse cultures

HLTCOM301B Provide specific information to clients

This unit covers the skills required to identify client information needs and provide appropriate information

CHCCS401A Facilitate cooperative behaviour

This unit is concerned with the competencies required to respond to unacceptable behaviour and support responsibility for behaviour management and change.

HLTCSD306B Respond effectively to difficult or challenging behaviour

This unit of competency describes the skills and knowledge required to respond effectively to difficult or challenging behaviour of clients and others These skills are associated with handling difficult incidents rather than managing ongoing behaviour difficulties

HLTRAH301B Undertake visits to remote communities

This unit relates to travelling to remote communities for the purpose of delivering services within those communities This unit addresses workers’ involvement in preparation for travel and contribution to vehicle safety. However, the unit does not cover driving the vehicle used for travel to remote communities. Primary responsibility for vehicle preparation and operational safety will be that of the driver

HLTAH302B Assist with the application and removal of a plaster cast

This unit of competency describes the skills and knowledge required to assist in the preparation, application and removal of a plaster cast This unit of competency requires work under the supervision of an allied health professional and in accordance with a prescribed treatment plan

CHCCM1C Undertake case management

Carry out specific activities in a case/care plan.

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First aid Code Title Descriptor and application

HLTFA201A Provide basic emergency life support

This unit of competency describes the skills and knowledge required to recognise and respond to life threatening emergencies using basic life support measures only

HLTFA301B Apply first aid

This unit of competency describes the skills and knowledge required to provide first aid response, life support, management of casualty(s), the incident and other first aiders, until the arrival of medical or other Assistance

HLTFA402B Apply advanced first aid

This unit deals with the provision of advanced first aid response, life support, management of casualty(s), the incident and other first aiders, until the arrival of medical or other assistance, and provision of support to other providers This unit builds on HLTFA301B: Apply first aid to include additional skills and use of a range of equipment

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Client care Code Title Descriptor and application CHCCN5C Care for babies

This unit describes the skills required by anyone working with babies/infants to ensure that their physical and emotional well being is maintained. Workers may be under direct supervision or working autonomously.

CHCIC1C Interact effectively with children

This unit describes the communication skills required by anyone working with children to ensure they can develop and maintain effective relationships and promote positive behaviour in the childcare environment. Workers may be under direct supervision or working autonomously.

CHCRF1C Work effectively with families to care for the child

This unit describes the requirement for worker to work in partnership with families to care for the child.

CHCAC1C Provide support to an older person

This unit describes the knowledge and skills required by workers within their designated role and responsibilities to support an older people maintain their quality of life

CHCAC15A Provide care support which is responsive to the specific nature of dementia

Provision of support to clients with dementia in a variety of settings including family houses, community day settings and residential care.

CHCHC301B Work effectively in a home and community care environment

This unit covers the introductory skills and knowledge required to work effectively in a home care environment and community settings with clients, family members, staff, visitors, suppliers and others to meet established work requirements. Home care services may include: respite care, personal care, household maintenance, personal assistance and food services. Community settings include shops, streets, parks, day programs, venues and vehicles.

HLTRAH302A Undertake home visits

This competency unit describes the skills and knowledge required to make a home visit for the purpose of delivering health services. This unit addresses workers who are required to deliver health care services in the home or other residence of a client or their family or carer. It includes preparation and follow up as well as working safely in an unfamiliar and potentially unpredictable environment Application of this unit should be contextualised to reflect any specific work requirements and practices

CHCDIS1C Orientation to disability work

This unit is intended to provide an introduction to working with people with a disability.

CHCMH1B Orientation to mental health work

This unit aims to describe the context within which mental health work occurs.

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Client care (cont.) Code Title Descriptor and application TAADEL401A Plan and

organise group-based delivery

This unit specifies the competency required to plan and organise training for individuals within a group. It involves developing a delivery plan that is used by the trainer/facilitator to guide and manage delivery to a group. It encompasses interpreting the learning environment and delivery requirements for the identified group of learners, developing session plans, and preparing and organising the resources required.

TAADEL402A Facilitate group-based learning

This unit specifies the competency required to facilitate learning by individuals within a group. The competency of delivering training and facilitating learning to a group involves preparing, guiding supporting and managing learners using a range of delivery methods, knowledge, skills and behaviours that enhance learning. It also includes the skills needed to support and manage interactions with and between individuals in a group.

SRFFIT004B Develop basic fitness programs

This unit covers the knowledge, skills and motivation needed to develop basic fitness programs for fitness industry clients.

SRFFIT005B Apply basic exercise science to exercise instruction

This unit and covers the knowledge and skills to provide the basic applied exercise science required for fitness instructors.

SRFFIT007B Undertake relevant exercise planning and programming

This unit covers the knowledge and skills to plan and program advanced exercise for fitness industry clients.

SRCAQU007B Respond to an aquatic emergency using advanced water rescue techniques

This unit covers the skills and knowledge to identify and evaluate a major aquatic emergency and to perform an advanced water rescue. These situations will usually involve a team response.

SRCAQU008B Apply the principles of movement in water to aquatic activities

This unit covers the knowledge and skills required to apply the principles of movement in water to instruct clients to achieve efficient movements during aquatic activities in water.

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Client care (cont.) Code Title Descriptor and application

SRCAQU009B Instruct water familiarisation, buoyancy and mobility skills

This unit covers the knowledge and skills required to use drills, activities and games to instruct water familiarisation, buoyancy and mobility skills.

SRCAQU012B Foster the motor, cognitive and personal development of infants and toddlers in an aquatic environment

This unit covers the knowledge and skills to use activities, toys and games to foster the motor, cognitive and personal development of infants and toddlers in an aquatic environment.

SRCAQU014B Assist participants with a disability during aquatic activities

This unit covers the knowledge and skills required to assist participants to safely enter and exit the water and provide appropriate support during aquatic activities.

SRCCRO009B Conduct a recreation program for older persons

This unit covers the skills and knowledge necessary to conduct a recreation program consisting of a range of suitable physical recreation activities for older persons.

SRCCRO010B Conduct a recreational program for people with a disability

This unit covers the skills and knowledge necessary to conduct a recreation program for people with a disability.

CHCCS6B Assess and deliver services to clients with complex needs

Undertaking assessments of more complex client’s needs and matching to community services available.

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Pharmacy Code Descriptor and application HLTPH301B Undertake

pharmacy technician duties

This unit of competency describes the skills and knowledge required to undertake pharmacy technician work in the hospital pharmacy environment, including working effectively within the organisation structure, policies and procedures, legislative requirements, hospital pharmacy services and hospital pharmacy assistant practices The application of knowledge and skills takes place around standards, guidelines, policies and procedures and under the supervision of a qualified person Individuals may take responsibility for their own outputs

HLTPH407B Conduct small-scale compounding of pharmaceutical products

This unit of competency describes the skills and knowledge required to manufacture and small scale compounding of non-sterile pharmaceutical products from fixed formulas, including extemporaneous dispensing All tasks are conducted according to NCCTG Guidelines for the Preparation of Pharmaceuticals in Australian Hospitals and standard operating procedures (SOPs) Work performed requires a range of well developed skills where discretion and judgment is required Individuals will take responsibility for their own outputs and limited responsibility for the outputs of others

HLTPH410B Prepare batch and work sheets and labels for compounding

This unit of competency describes the skills and knowledge required to prepare master work sheets for use in batch or extemporaneous product manufacture All tasks are conducted according to NCCTG Guidelines for the Preparation of Pharmaceuticals in Hospitals and standard operating procedures (SOPs) and the Australian Pharmaceutical Formulary and Handbook Work performed requires a range of well developed skills where discretion and judgement is required Individuals will take responsibility for their own outputs and limited responsibility for the outputs of others

HLTPH414A Assist in dispensary administration

This unit of competency describes the skills and knowledge required to assist with the administration of dispensary requirements, using knowledge of more advanced aspects of dispensing and dispensary information requirements The application of knowledge and skills takes place around standards, guidelines, policies and procedures and under the supervision of a qualified person Individuals may take responsibility for their own outputs Work performed requires a range of well developed skills where some discretion and judgement is required

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Pharmacy (cont.)

Code Title Descriptor and application HLTPH415A Conduct small-

scale compounding of aseptic pharmaceutical products

This unit of competency describes the skills and knowledge required to manufacture and compound sterile pharmaceutical products from fixed formulae. This includes cytotoxic and total parental nutrition (TPN) products All tasks are conducted according to NCCTG Guidelines for the Preparation of Pharmaceuticals in Australian Hospitals and standard operating procedures (SOPs) It should be noted that assessment for this unit of competency does not replace initial and ongoing validation processes required in the workplace to undertake aseptic and cytotoxic production Work performed requires a range of well developed skills where discretion and judgement is required Individuals will take responsibility for their own outputs and limited responsibility for the outputs of others

HLTPH416A Support pharmacists by collecting and providing specific information to/for clients

This unit of competency describes the skills and knowledge required to provide appropriate information to meet client education needs and to support the pharmacist’s care delivery The application of knowledge and skills take place around standards (particularly the SHPA Standards of Practice for Clinical Pharmacy), guidelines, policies and procedures and under the supervision of a qualified pharmacist Work performed requires a range of well developed skills where some discretion and judgement is required and individuals may take responsibility for their own outputs Application of this unit should be contextualised to reflect specific legal and ethical requirements and issues relevant to the workplace, role and function

HLTPH417A Support pharmacists by collecting and presenting workplace data and information

This unit of competency describes the skills and knowledge required for pharmacy technicians to collect data and information in the workplace to support the pharmacist The application of knowledge and skills take place around standards (particularly the SHPA Standards of Practice for Clinical Pharmacy), guidelines, policies and procedures and under the supervision of a qualified pharmacist Work performed requires a range of well developed skills where some discretion and judgement is required and individuals may take responsibility for their own outputs Application of this unit should be contextualised to reflect specific legal and ethical requirements and issues relevant to the workplace, role and function

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Clinical coding Code Title Descriptor and application

HLTCC301A Produce coded clinical data

This unit of competency describes the skills and knowledge required to accurately extract the correct clinical data from simple medical records Work performed requires a range of well developed skills where some discretion and judgement is required and individuals will take responsibility for their own outputs

HLTCC401A Undertake complex clinical coding

This unit of competency describes the skills and knowledge required to undertake coding of moderately complex discharge summaries, medical reports and medical records, including the selection of the primary diagnosis and sequencing of other diagnoses for coding Work performed requires a range of well developed skills where discretion and judgement is required and individuals will take responsibility for their own outputs

HLTCC402A Complete highly complex clinical coding

This unit of competency describes the skills and knowledge required to complete coding of highly complex medical records with an advanced understanding of coding conventions, standards and practices in an extensive casemix Work performed requires independent application of a range of well developed skills where a high level of discretion and judgement is required Individuals will take responsibility for their own outputs, as well as mentoring other clinical coders as required

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Aged care Code Title Descriptor and application

CHCAC6C Support the older person to meet their emotional and psychosocial needs

This unit describes the knowledge and skills required by the worker to support the older person to meet their emotional and psychosocial needs.

CHCAC7C Plan and monitor service delivery plans

This unit describes the knowledge and skills required by the worker to identify the service needs of the older person and to develop and monitor the service delivery plan.

CHCAC12C Provide services to an older person with complex needs

This unit describes the knowledge and skills required by workers to provide services to the older person with complex or special care needs under supervision of a relevant professional.

CHCAC15A Provide care support which is responsive to the specific nature of dementia

Provision of support to clients with dementia in a variety of settings including family houses, community day settings and residential care.

CHCAC16A Provide food services

This unit covers basic food safety practices including personal hygiene and conduct when working in a food service environment in a residential setting. This unit supports the implementation of national and state food safety legislation and regulations and is based on the national Food Safety Guideline Competency Standards.

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Performance Code Title Descriptor and application BSBFLM403B (BSB07: BSBWOR302A)

Implement effective workplace relationships

This unit describes the performance outcomes, skills and knowledge required to negotiate and perform self managed, self directed work as an off site worker performing agreed duties at an alternative site during some or all of scheduled work hours. It is a flexible employment option that meets all legal and regulatory employment requirements. This unit applies to individuals who are skilled operators and apply a broad range of competencies in various off site contexts. Most commonly this will apply to people working from home or other location away from a central office or organisation.

BSBFLM409B (BSB07: BSBMGT403A)

Implement continuous improvement

This unit describes the performance outcomes, skills and knowledge required to implement the organisation's continuous improvement systems and processes. Particular emphasis is on using systems and strategies to actively encourage the team to participate in the process, monitoring and reviewing performance, and identifying opportunities for further improvements. At this level, work will normally be carried out within routine and non routine methods and procedures, which require planning and evaluation, and leadership and guidance of others.

HLTAMBPD401B Manage personal stressors in the work environment

This unit describes the skills and knowledge required to recognise stress in the work environment and develop a personal stress management plan This unit applies to work in a range of health settings and involves providing and receiving support from colleagues in the management of stress at work Application of this unit should be contextualised to reflect any stress management issues and practices specific to each workplace

BSBCMN412A (BSB07: BSBINN301A Promote innovation in a team environment)

Promote innovation and change

This unit describes the performance outcomes, skills and knowledge required to be an effective and pro active member of an innovative team.

CHCPOL3A Undertake research activities

Implementing research relevant to operations of the organisation.

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Performance (Cont.) Code Title Descriptor and application BSBAUD401A (In BSB07: Combined with BSBAUD402B)

Prepare for a quality audit

See BSBAUD402A below

BSBAUD402A Participate in a quality audit

This unit describes the performance outcomes, skills and knowledge required to prepare for and participate in a quality audit as a member of a quality audit team. The types of audit may include an external or internal systems audit or process or product/service audit. A broad knowledge of quality auditing is required for this unit.

BSBFLM512A (BSB07: BSBWOR502A)

Ensure team effectiveness

This unit describes the performance outcomes, skills and knowledge required to facilitate all aspects of teamwork within the organisation. It involves taking a leadership role in the development of team plans, leading and facilitating teamwork and actively engaging with the management of the organisation.

Administration Code Title Descriptor and application BSBMED401B Manage patient

record-keeping system

This unit describes the performance outcomes, skills and knowledge required to manage a patient record system within a medical environment and to supervise others. It covers clarifying roles and responsibilities, managing the operation of a patient records system, and reviewing and improving the system. This unit applies to individuals managing an existing record keeping system (and sub systems within the overall system) in a medical context.

HLTCOM405B Administer a practice

This unit of competency describes the skills and knowledge required to provide administration for a clinical health practice according to the size and scale of the business.

HLTCOM407A Provide reception services for a practice

This unit describes the skills required to work effectively as a receptionist for a health care practice.

HLTCOM503B Manage a practice

This unit of competency describes the skills and knowledge required to manage a clinical health practice according to the size and scale of the business.

BSBCMN305A (BSB07: BSBINM301A)

Organise workplace information

This unit describes the performance outcomes, skills and knowledge required to gather, organise and apply workplace information in the context of an organisation's work processes and knowledge management systems.

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From HLT07 Health Training Package 2007

Community Services and Health Industry Skills Council

Business Services Training Package Key management skill set Target group: This skill set is for people newly promoted to the position of supervisor, leading hand or team leader Code Title Descriptor and application BSBMGT401A Show leadership

in the workplace This unit describes the performance outcomes, skills and knowledge required to work with teams and individuals, their standard of conduct and the initiative they take in influencing others. At this level, work will normally be carried out within routine and non routine methods and procedures which require the exercise of some discretion and judgement. Frontline management provides the first level of leadership within the organisation. This unit applies to people who are making the transition from being a team member, to taking responsibility for the work and performance of others. Frontline managers have a strong influence on the work culture, values and ethics of the teams they supervise. As such it is important that frontline mangers model good practice, professionalism and confidently represent their organisation.

BSBMGT402A Implement operational plan

This unit describes the performance outcomes, skills and knowledge required to implement the operational plan by monitoring and adjusting operational performance, producing short term plans for the department/section, planning and acquiring resources and providing reports on performance as required. Frontline managers are actively engaged in planning activities to achieve the measurable, stated objectives of the team and the organisation. This key role is carried out to provide safe, efficient and effective products and services to customer satisfaction within the organisation's productivity and profitability plans. At this level, work will normally be carried out within routine and non routine methods and procedures, which require planning, evaluation, leadership and guidance of others.

Promote team effectiveness

This unit describes the performance outcomes, skills and knowledge required to promote teamwork. It involves developing team plans to meet expected outcomes, leading the work team, and proactively working with the management of the organisation. Frontline managers have an important leadership role in the development of efficient and effective work teams. They play a prominent part in team planning, supervising the performance of the team and developing team cohesion. They provide leadership for the team and bridge the gap between the management of the organisation and the team members. As such they must 'manage up' as well as manage their team/s.

Pathway: These units provide credit towards a number of qualifications including the BSB40807 Certificate IV in Frontline Management.

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Medical Transcription Skill Set Code Title Descriptor and application BSBADM411A Produce complex

texts from audio transcription

This unit describes the performance outcomes, skills and knowledge required to transcribe court, parliamentary, police telephone scripts, or medical proceedings and to produce complex and accurate transcriptions within specified time frames.

This unit applies to individuals who require specialist skills in word processing and audio transcription.

BSBITU307A Develop keyboarding speed and accuracy

This unit describes the performance outcomes, skills and knowledge required to develop keyboard skills with speed and accuracy using touch typing techniques.

This unit applies to individuals who work in a range of environments and are required to enter text and data with speed and accuracy. On successful completion of this unit, individuals must be assessed in accordance with the current version of AS 2708: 2001 and issued with a speed statement.

BSBMED301B Interpret and apply medical terminology appropriately

This unit describes the performance outcomes, skills and knowledge required to understand and respond to instructions; to carry out routine tasks and communicate with a range of internal/external clients in a medical environment; and to use appropriate advanced medical terminology.

This unit applies to individuals who are skilled operators and apply a broad range of competencies in various medical administration contexts. They may exercise discretion and judgment using appropriate knowledge to provide technical advice and support to a team.

BSBRES401A Analyse and present research information

This unit describes the performance outcomes, skills and knowledge required to gather, organise and present workplace information using available systems.

This unit applies to individuals who are required to apply their broad knowledge of the work environment to analysis and research tasks. They may have responsibility to provide guidance or to delegate aspects of these tasks to others.

BSBWRT40A Write complex documents

This unit describes the performance outcomes, skills and knowledge required to plan documents, draft text, prepare final text and produce documents of some complexity.

This unit applies to individuals who work in a range of business environments and are skilled in the creation of reports, information and general promotion documents that are more complex than basic correspondence, memos or forms and that require review and analysis of a range of information sources.

Pathway: These units provide credit towards a number of qualifications including the BSB40207 Certificate IV in Business and the BSB40507 Certificate IV in Business Administration

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Other units from the Business Services Training Pac kage The units below might be useful to a worker who has some frontline management responsibilities in the health workplace Code Title Descriptor and application BSBWOR403A Manage

stress in the workplace

This unit describes the performance outcomes, skills and knowledge required to manage own stress and the stress of others stress in a team environment. Application This unit applies to the understanding and management of own stress and team stress in the workplace. Competence in this unit requires managing own stress and managing the stress within a team by using effective strategies and initiatives to reduce stress and to improve the resilience of staff to withstand the stresses associated with a customer contact environment. This will require application of sound occupational health and safety (OHS) management in accordance with legislation and organisational policies and guidelines. This role is undertaken by staff with managerial responsibility.

BSBWOR401A Establish effective workplace relationships

This unit describes the performance outcomes, skills and knowledge required to collect, analyse and communicate information and to use that information to develop and maintain effective working relationships and networks, with particular regard to communication and representation. Application Frontline managers play an important role in developing and maintaining positive relationships in internal and external environments so that customers, suppliers and the organisation achieve planned outputs and outcomes. They play a prominent part in motivating, mentoring, coaching and developing team cohesion through providing leadership for the team and forming the bridge between the management of the organisation and team members. At this level, work will normally be carried out within routine and non routine methods and procedures, which require planning and evaluation, and leadership and guidance of others.

BSBMGT403A Implement continuous improvement

This unit describes the performance outcomes, skills and knowledge required to implement the organisation's continuous improvement systems and processes. Particular emphasis is on using systems and strategies to actively encourage the team to participate in the process, monitoring and reviewing performance, and identifying opportunities for further improvements. Application Frontline managers have an active role in implementing the continuous improvement process to achieve the organisation's objectives. Their position, closely associated with the creation and delivery of products and services, means that they have an important role in influencing the ongoing development of the organization guidance of others.

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Code Title Descriptor and application BSBLED502A Manage

programs that promote personal effectiveness

This unit describes the performance outcomes, skills and knowledge required to manage programs within a health and wellbeing focus. The unit addresses the management of the range of programs that would typically be associated with health and wellbeing such as stress management, smoking cessation, exercise and Employee Assistance Programs (EAPs). Application This unit applies to human resources managers, human resources personnel or other managers who take responsibility for managing staff health and wellbeing program/s or other activities that promote personal effectiveness. It has particular relevance for managers of human resources or diversity programs, frontline managers and specialist consultants responsible for promoting a balance between work demands and personal life. It is not assumed that the manager will be directly involved in delivering the program/s.

From BSB07 Business Services Training Package Commonwealth of Australia 2007

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Sample Training Program HLT42507 Certificate IV in Allied Health Assistance (Podiatry Assistant)

(Nikolajuk M 2008: DHS Practical Workforce “Solutions – Better Skills, Best Care Workshop, August 2008) Training Packages allow for flexibility in delivery strategies. Specific enterprises, industry sectors and individuals determine their training requirements in consultation with the Registered Training Organisation (RTO). The sample training program below is provided to help you to see the potential flexibility of the Training Package.

From HLT07 Purchasing Guide V1. May 2007, OTTE

NB Pre- and co-requisite units are not shown in the example below. Core units of Certificate IV in Allied Health Assistance require 7 pre-/co-requisites, and some of the elective included below also require pre-/co-requisites. They would be included in the training program devised by the RTO.

Occupation / Work Function

Podiatry assistant Health service administrator

Qualification Title Certificate IV in Allied Health Assistance

Qualification Code HLT42507

Description This qualification supports a worker who provides assistance to podiatry professionals. Workers at this level operate under direct supervision and do not conduct programs or therapeutic interventions. It also qualifies a person to work in administration of a health setting as a clinical coder. The particular setting might service predominantly older, possibly migrant clients. The qualification could provide a pathway to Health Administration or Podiatry.

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Unit Code Unit Title *Nominal Hours

4 CORE UNITS

HLTHIR402B Contribute to organisational effectiveness in the health industry 30

HLTHIR506B Implement and monitor compliance with legal and ethical requirements 50

HLTOHS300A Contribute to OHS processes 20

HLTIN403B Implement and monitor infection control policy and procedures 50

11 ELECTIVES

HLTAH404A Assist with basic foot hygiene 40

HLTAH405A Assist with podiatric procedures 60

HLTAH406A Assist with podiatry assessment and exercise 40

HLTIN302A Process reusable instruments and equipment in health work 30

HLTAH414A Support the fitting of assistive devices 70

BSBCMN305A (BSB07: BSBINM301A)

Organise workplace information 30

HLTCC301A Produce coded clinical data 20

HLTCC401A Undertake complex clinical coding 20

HLTCC402A Complete highly complex clinical coding 20

HLTHIR403B Work effectively with culturally diverse clients and co-workers 20

CHCAC1C Provide support to an older person 50

TOTAL HOURS 550

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*The nominal hours are shown here only to indicate the relative time that might be taken to gain competency in the unit. The RTO wi ll develop a learning program, or curriculum, to train in the most effect ive way. Packaging rules for HLT42507 require 4 core units + 11 electives comprising:

• 4 elective units from allied health: mandatory cluster – podiatry

+ • 1 additional elective units from allied health + • 6 other relevant elective units

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CERTIFICATE VI ALLIED HEALTH ASSISTANCE STUDENT EVA LUATION OF WORKPLACE TRAINING

SURVEY

1. Name (Optional): Date:

------/------/---------

2. Health Service providing work placement training?

3. Registered Training Organisation providing your Certificate IV

AHA training?

4. How much experience have you had working in a Health Service

prior to this work placement?

G

None > 1 1-3 yrs 4-6 yrs 7-9 yrs

5.How long was your work placement for? (Specify number of days)

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6. What was the nature of your work placement?

Dietetics and Nutrition

Occupational Therapy Physiotherapy

Podiatry

Speech Pathology

Social Work

Other (please specify

7. Were your workplace learning objectives negotiated with you prior to the commencement of your work placement?

Yes No

Comments

8. Did you feel adequately prepared for your work placement?

1.

not at all somewhat prepared very extremely prepared prepared prepared prepared

Comments (please specify)

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9. How satisfied were you with the following aspects of your work placement?

Not at all

satisfied

Somewhat

satisfied

Satisfied Very

satisfied

Extremely

satisfied

Your orientation to the

service

Your workplace

learning objectives

Your workplace

schedule

The level of

supervision provided

by your workplace

trainer

The opportunities you

had to learn skills


had to practice skills

What you learnt from

your workplace trainer

What you learnt from

the Health Service

team you were

working with

How your skills were

assessed in the

workplace

The feedback you

received about your

performance on your

work placement


had to give feedback

about your experience

How your work

placement activities

related to your

coursework

The support your

received on the work

placement

Comments (please specify)

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10. The three most useful things I learnt from workplace training were:

1. __________________________________________________ ___________________________________________________

2. __________________________________________________ ___________________________________________________

3. __________________________________________________

___________________________________________________

11. To improve the training I would suggest:

12. How confident do you feel about starting work as a qualified Allied Health Assistant?

1.

not at all somewhat confident very extremely

confident confident confident confident 13. Any other comments

THANK YOU FOR TAKING THE TIME TO COMPLETE THIS SURV EY

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Notes

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References: Australian National Training Authority 2008: Adult Learning Principles http://www.tafe.swinburne.edu.au/cdvetp/powerpoints/Staff%20Induction.ppt. (22/09/08); www.anta.gov.au (20 September 2008) Delany C 2008: RMH Training Seminar Teaching and Learning in the Clinical Context: Challenges and opportunities; Delivered Feb 2008. Dunn, R. & Dunn K 1978: Teaching Students Through Their Individual Learning Styles: A Practical Approach, Reston Publishing Division of Prentice-Hall Publishers, Reston, Va., 1978. Felder R M 2002: Learning and Teaching Styles in Engineering Education. Engr, Education, 78(7), pg 674-681. http://www4.ncsu.edu/unity/lockers/users/f/felder/public/Papers/LS-1988.pdf, (29 May 2009) Lawrence, G 1982: People Types and Tiger Stripes: A Practical Guide to Learning Styles, 2nd edit., Center for Applications of Psychological Type, Gainesville, Fla., 1982. Lawrence, G 1984: “A Synthesis of Learning Style Research Involving the MBTI,” J. Psychological Type 8, 2-15 (1984). Melbourne Health Policies and Procedures 2009: Melbourne Health Intranet http://info2.mh.org.au/PPManual/Intro.htm (22 September 2009) Nikolajuk M 2008: DHS Practical Workforce “Solutions – Better Skills, Best Care Workshop, August 2008. National Training Information Service 2007: Certificate IV in Allied Health Assistance HLT07 HealthTraining Package. (http://www.ntis.gov.au/Default.aspx?/trainingpackage/HLT07/qualification/HLT42507/rules) (29 May 2009) National Training Information Service 2007: Training Packages Explained, HLT07 Purchasing Guide VI, May 2007, OTTE http://www.ssv.org.au//vet_training.php#what_are (29 May 2009) Melbourne Health/EDSU/Jewell C/AHA workplace training resource book version 1/Authorised Sept 2009

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