training | for excellence in health care

Presentation to VET Teachers

HLT32407Certificate III in

Allied Health Assistance

HLT32907Certificate III in

Health Administration

Presenters: Kathleen Stanton AM

Chair – Healthfirst Training

Robyn Edwards

Training Manager

This paper will allow discussion about Healthfirst Training Australia, the Health Training Package, the Health Industry and the qualifications for VET in Schools.

The presentation will also discuss and give examples of Competency Based Learning Assessments and workplace expectations.

We will share information, expectations and responsibilities of any VET Partnerships providing either of the Health Qualifications we are encouraging schools to provide

Employer

Student (Engaging / Work Skills)

Trainers = Offer More than Money - Guidance, Support,

Professional Development

Industry Sector

Government

Owner of RTO

Schools (an Important Role to

Play)

Parents / Guardian / Partner / Sibling

(influence on Pathways)Employee

RTO

The Health Training Package HLT07 is the Vocational Education and Training Sector (VET) framework for the nationally recognised training in the health industry. Developed by the Community Services and Health Industry Skills Council, the Health Training Package HLT07 was endorsed by the National Quality Council on 25 January 2007.

The new Health Training Package HLT07 has 86 qualifications and over 1,000 units of competency.

Assessment of competency in the health industry is unique in that it cannot rely solely on a measurement approach. Competency in the industry includes a complex interrelationship of duty of care, ethical behaviour, and personal values in the context of provision of high quality service to individual clients.

Due to the interaction with the health professional registration legislation, consumer protection and health complaints legislation, public health legislation and the common law principles applicable to treating a practitioner / client relationship, it is essential that a learner / student completing a course of training by an RTO, based on the Health Training Package, has a sound understanding of the complex regulatory environment in which he / she will be working.

a. Duty of care, consent and the principles of negligence

b. Principles of contract

c. Duty of confidentiality and privacy legislation

d. Acceptance of limits of personal competence and the need for appropriate referral of clients to other health care practitioners

e. Ethical practice issues, particularly inappropriate client relationships

f. Limits on practice and boundary / licensing / registration issues with other practitioners and health professionals

g. Regulation of advertising and promotion of medical and health services under consumer protection legislation including the Trade Practices Act and State / Territory Fair Trading Acts – particularly the provisions relating to misleading and deceptive conduct and regulation of advertising and promotion of medical and health services

h. Regulation of poisons and therapeutic goods

i. Regulation of infection control and public health legislation

j. Food standards and labeling regulations

k. Complaints resolution and applicability of health complaints legislation

l. Complaints, risk management and insurance

m. GST Compliance

n. General business and corporate governance principles (as many learner / students will be setting up a business and trading as such)

Students: Different learning skills are accommodated Are Provided with a contextualisation of the learning and a first-hand

experience in an industry area of interest Are provided with information about possible employment pathways and

opportunities Learn skills and work ethic relevant to the world of work Gain understanding of employers’ expectations Try a career option before leaving school Gain contacts in an industry which could lead to future job prospects Gain confidence and improve communication skills in an adult environment Gain an understanding of the importance of other subjects studied at

school, such as English and Mathematics Gain industry-recognised certification for work completed at school.

Some vocational education and training courses and programs require that students spend time on the job undertaking structured workplace learning. Structured workplace learning is different from work experience in that provides students with the opportunity to receive training and guidance from a workplace supervisor to enable them to develop and practice skills, rather than just observing. The workplace supervisor teaches the student skills, provides the opportunity for the student to develop and practice the skills and then assesses their competence in the workplace context. What students learn in the workplace is supported by the work completed in the classroom.

FEAR

Of the unknownOf change

Of appearing silly

PREVIOUS BAD EXPERIENCE

BoredLots of punishmentMade to feel stupid

POORSKILLS

Not good at readingNot good at writingNot good at doing

Characteristics of competency based assessment include:

a criterion-referenced approach to assessment according to the assessment criteria specified in the industry competency standards or VET units

a holistic approach to assessment where assessment tasks simulate tasks that would be undertaken in the workplace

the provision of flexible assessment methods to cater for different learning styles

clearly defined outcomes for the student

recording of student achievement as competent (C) or not competent (NC) – in some cases students may be awarded competency with merit

on or off the job assessment of competence

Holistic assessment should be based on whole workplace tasks. It

can be used to:

Assess a number of competencies at the same time

Assess a number of elements together across a range of

competencies

Use a range of evidence to demonstrate competence

Holistic assessment is a good way of assessing participants with

LL&N needs because it doesn’t put emphasis on any one skill, and

allows you to see how competent they are in performing whole

workplace tasks.

Assessment tools developed for use in formal / classroom settings should be aligned as closely as possible to ‘simulated’ workplace settings / job roles / job activities:

Observation of ‘simulated / role play’ workplace activities

Using case studies and scenarios based on ‘real’ workplace functions / activities

Developing questions based on the essential knowledge contained within units of competency

Using documents created through the learning process as evidence

Using group work / discussions to develop essential knowledge

Developing classroom projects aligned to work place functions and assessing the outcomes / products / processes used.

For further information, please refer to the Community Services and Health Industry Skills Council Professional Development Resources: Designing and Developing assessment Tools via the website www.cshisc.com.au

Additional information may also be sourced at

www.training.com.au

HLT32407 – Certificate III in Allied Health Assistance.

This qualification covers workers who provide assistance to allied health professionals. Workers at this level operate under direct supervision and do not conduct programs or therapeutic interventions.

This qualification is suited to Australian Apprenticeships pathway.

Occupational titles for these workers may include:

-Physiotherapy Assistant - Speech Pathology Assistant - Podiatry Assistant

-Allied Health Assistant - Occupational Therapy Assistant - Therapy Assistant

Healthfirst Training will deliver the units marked with

COURSE CONTENT - COREUnits of Competency Code Title

HLTHIR301A Communicate and work effectively in

health

HLTIN301A Comply with infection control policies and procedures in health work

HLTOHS200A Participate in OHS processes

BSBFLM303B Contribute to effective workplace

relationships

HLTAH301A Assist with an allied health program

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

BDBCMN305A Organise workplace information

Healthfirst Training will deliver the units marked with

COURSE CONTENT - ELECTIVESUnits of Competency Code Title

Client Support HLTCSD304B Support the care of clients

HLTCOM404B Communicate effectively with clients

HLTCSD306B Respond effectively to difficult or challenging behaviour

HLTHIR404B Work effectively with Aboriginal and Torres Strait Islander people

HLTHIR403B Work effectively with culturally diverse clients and co-workers

CHCDIS1C Orientation to disability work

CHCMH1B Orientation to mental health work

CHCAC3C Orientation to aged care work

First Aid HLTCPR201A Perform CPR

HLTFA201A Provide basic emergency life support

Equipment/ Environment Support

HLTTH303B Identify and move to maintain a sterile field

Administration HLTCOM407A Provide reception services for a practice

BSBMED303A Maintain patient records

BSBCMN205A Use business technology

HLT32907 - Certificate III in Health Administration.

This qualification covers workers who complete a wide range of administrative tasks, under the direct or indirect supervision. These functions can be carried out in a range of settings, including hospitals, community health centres, private practices etc.

This qualification is suited to Australian Apprenticeship pathway.

Occupational titles for these workers may include:- Medical Receptionist - Medical Administrative Worker- Admissions Clerk - Ward Clerk- Clinical Coding Clerk

COURSE CONTENT - COREUnits of Competency Code Title

HLTHIR301A Communicate and work effectively in health

HLTIN301A Comply with infection control policies and procedures in health work

HLTOHS200A Participate in OHS processes

BSBMED201A Use basic medical terminology

BSBFLM303B Contribute to effective workplace relationships

Healthfirst Training will deliver the units marked with

COURSE CONTENT - ELECTIVES

Units of Competency Code Title

Health Administration/

ManagementBSBCMN301A Exercise initiative in a business environment

BSBCMN305A Organise workplace information

BSBRKG301A Control records

BSBRKG303A Retrieve information from records

HLTCC301A Produce coded clinical data

HLTAD301A Assist with practice administration

BSBMED301A Use advanced medical terminology

BSBMED302A Prepare and pro cess medical accounts

BSBMED303A Maintain patient records

BSBMED401A Manage patient record-keeping system

BSBCMN308A Maintain financial records

Work Relationships HLTHIR404B Work effectively with Aboriginal and Torres Strait Islander people

HLTHIR403B Work effectively with culturally diverse clients and co-workers

BSBFLM312A Contribute to team effectiveness

HLTCSD306B Respond effectively to difficult or challenging behaviour

Healthfirst Training will deliver the units marked with