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Elements and Performance Criteria

Required Skills

This describes the essential skills and knowledge and their level required for this unit

Essential knowledge

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit manage the task and manage contingencies in the context of the identified work role

This includes knowledge of

Anatomy and physiology of the body systems

Disease process

Referral processes

Relevant testing and assessment options and procedures

Signs and symptoms of disease and disorderdysfunction

The contribution of the different schools of thought and historical theories of clinical practice

The possible interactions between supplements foods and medications

The principles of nutrition

Types of further investigation available knowledge and understanding

Essential skills

It is critical that the candidate demonstrate the ability to effectively do the task outlined in elements and performance criteria of this unit manage the task and manage contingencies in the context of the identified work role

This includes the ability to

Access and interpret uptodate information

Apply differential assessment

Apply nutritional principles to diagnosis

Communicate with a range of individuals from diverse backgrounds and cultures

Demonstrate differential diagnostic skills

Establish urgency for treatment required

Formulate a diagnosis based on nutritional medicine principles

Prioritise presenting conditions

Write referrals appraisal letters and other documentation

Evidence Required



The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria Required Skills and Knowledge the Range Statement and the Assessment Guidelines for this Training Package

Critical aspects for assessment and evidence required to demonstrate this competency unit	The individual being assessed must provide evidence of specified essential knowledge as well as skills Observation of performance in the workplace or a simulated workplace defined as a supervised clinic is essential for assessment of this unit Assessment may contain both theoretical and practical components and examples covering a range of clinical situations 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 Demonstrated ability to interpret investigative findings Assessment of sole practitioners must include a range of clinical situations and different client groups covering at minimum age culture and gender Assessment of sole practitioners must consider their unique workplace context including interaction with others in the broader professional community as part of the sole practitioners workplace scope of practice as detailed in the qualification and component competency units holisticintegrated assessment including working within the practice framework performing a health assessment assessing the client planning treatment providing treatment

Context of and specific resources for assessment	Resources essential for assessment include an appropriately stocked and equipped clinic or simulated clinic environment nutritional value tables for Australian foods ampor suitable dietary analysis software relevant texts and manuals appropriate assessment environment

Method of assessment	Observation in the work place Written assignments with practical demonstration Case study and scenario as a basis for discussion of issues and strategies to contribute to best practice Oral Questioning Diagnosis from assessment notes or simulated assessments Clinical skills involving direct client care are to be assessed initially in a simulated clinical setting If successful a second assessment is to be conducted during workplace application under direct supervision Clinic treatment logbooks

Access and equity considerations	All workers in the health industry should be aware of access and equity issues in relation to their own area of work All workers should develop their ability to work in a culturally diverse environment In recognition of particular health issues facing Aboriginal and Torres Strait Islander communities workers should be aware of cultural historical and current issues impacting on health of Aboriginal and Torres Strait Islander people Assessors and trainers must take into account relevant access and equity issues in particular relating to factors impacting on health of Aboriginal andor Torres Strait Islander clients and communities

Related units	This unit should be assessed in conjunction with the following related units HLTAPB Analyse health information HLTAP501B Analyse health information HLTCOMC Communicate effectively with clients HLTCOM404C Communicate effectively with clients HLTNUTB Manage work within the clinical nutritional framework HLTNUT604B Manage work within the clinical nutritional framework HLTNUTB Perform clinical nutrition health assessment HLTNUT605B Perform clinical nutrition health assessment

Range Statement



The Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Add any essential operating conditions that may be present with training and assessment depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts.

Signs and symptoms of condition may include:	Physical evidence Behavioural evidence States of disorder Test or examination results Sensations Onset Duration Location Causation Ameliorating and aggravating factors Symptom qualities (intensity, severity, nature of complaint) Non-verbal signs and symptoms Functional and pathological disturbances

Patterns may refer to:	Temperaments - humoural theory - eg choleric/ sanguine Constitutional states eg neuresthenic Syndromes eg adrenal exhaustion Functional disorders eg functional hypoglycaemia Disease/conditions

Knowledge of nutritional principles must include:	Diet as therapy (health maintenance, therapeutic diets, dietary modification) Therapeutic application of special and functional foods (food as medicine) Cultural dietary perspectives Therapeutic&preventive aspects of fasting/detoxification Nutrient supplementation Individual unique dietary needs Behavioural and lifestyle strategies

Principles of diagnosis may include:	Holistic model Biomedical model Biopsychological model

Appropriate diagnostic tools/methods may include:	Health history Physical diagnostic temperature auscultation Anthropometric Biochemical analysis Diet diary Nutritional screening 24 hour recall Food frequency questionnaire Physical signs of malnutrition Iridology Pathology laboratory tests (blood, urine, stool) Kinesiology (muscle testing)