Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners

CHCPOL501A Mapping and Delivery Guide
Access evidence and apply in practice

Version 1.0
Issue Date: May 2024


Qualification -
Unit of Competency CHCPOL501A - Access evidence and apply in practice
Description This unit describes the knowledge and skills required to access and judiciously use the current best practice and evidence to guide decisions for improving client outcomes
Employability Skills This unit contains Employability Skills
Learning Outcomes and Application This unit may apply to work in a range of community service contexts
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.
Prerequisites/co-requisites Not Applicable
Competency Field
Development and validation strategy and guide for assessors and learners Student Learning Resources Handouts
Activities 		Slides
PPT 		Assessment 1 Assessment 2 Assessment 3 Assessment 4
Elements of Competency Performance Criteria              
Element: Prepare to gather appropriate evidence
  • Assess the need for change in current practice
  • Identify and apply appropriate strategies to definethe problem and/or the desired outcome
  • Determine desired outcome indicators
  • Determine the level of evidence appropriate to the issue
  • Determine the quality, relevance and strength needs of the evidence
  • Determine plan to access, critically appraise and incorporate evidence results into practice
       
Element: Research and assess evidence-based best practice
  • Gather appropriate evidence from a range of sources
  • Determine relevance, reliability and currency of evidence
  • Assess the strength of the evidence base in the context of applicability to the work setting
  • Assess the feasibility, benefits and risks associated with the evidence
       
Element: Develop possible practice changes
  • Identify the proposed changes to current practice, based on evidence
  • Identify tensions between evidenced based practice and client wants and choices
  • Develop a plan for implementing proposed changes, including resources and timeframes
  • Develop risk management plan for the proposed changes
  • Determine the outcome indicators for the proposed changes
  • Plan for changed practice in a context of client and staff confidentiality and safety
       
Element: Implement and evaluate changes in practice
  • Secure informed consent from clients and others involved in the implementation
  • Conduct practice according to implementation plan
  • Conduct evaluation of the changed practice
  • Report findings of the changed practice according to organisation policy and procedures
       
Element: Integrate and maintain change in practice
  • Develop strategies to implement and maintain change in practice
  • Communicate proposed changes to relevant stakeholders and secure agreement
  • Provide relevant others with necessary information and training
  • Integrate changes into standards of practice, according to accepted strategies according to organisation requirements
  • Monitor the process and outcomes
  • Report results and findings according to organisation requirements
       


Evidence Required

List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.

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 unit of competency:

The individual being assessed must provide evidence of specified essential knowledge as well as skills

This unit of competence will be most appropriately assessed in the workplace or in a simulated workplace and under the normal range of workplace conditions

Assessment may be conducted over one or more occasions and should include all aspects of case planning with a range of clients

Access and equity considerations:

All workers in community services should be aware of access, equity and human rights 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 issues facing Aboriginal and Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on 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 Aboriginal and/or Torres Strait Islander clients and communities

Context of and specific resources for assessment:

This unit can be assessed independently, however holistic assessment practice with other community services units of competency is encouraged

Resources required for assessment include access to:

an appropriate workplace where assessment can take place

simulation of realistic workplace setting

Method of assessment:

Assessment may include observation, questioning and evidence gathered from the workplace environment

Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assignment, checklist) and due date here

Assessment task 1: [title]      Due date:

(add new lines for each of the assessment tasks)

Assessment Tasks

Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.

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

These include knowledge of:

Principles of evidence-based practice

Models of evidence-based practice

Difference between evidence-based practice, continuous quality improvement and research

Outcome based practice

Requirements of systematic review

Rules of evidence

Organisation policy and procedures

Duty of care requirements associated with evidence-based practice

Essential skills:

It is critical that the candidate demonstrate the ability to:

Identify practices requiring change

Communicate with stakeholders

Gather and analyse evidence

Identify possible practice changes based on evidence

In addition, the candidate must be able to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role

These include the ability to:

Demonstrate application of skills in:

problem solving

research

benchmarking

continuous quality improvement projects and reviews

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.

The need for change in current practices may include:

Individual client needs

Systems needs

Barriers that prevent the delivering of quality services, including client outcomes

Problems or systems not allowing growth

Strategies to define the problem and/or the desired outcome may include:

Including stakeholders

Collecting internal data about current practice

Comparing internal/external data (benchmark)

Level of evidence may include:

Systematic review

Randomised controlled trial/s

Pseudo-randomised control trail/s

Comparative studies of concurrent controls

Case control studies

Interrupted time series with control group

Comparative studies with historical control

Single-arm studies

Interrupted time series without parallel group

Case series

Quality refers to:

The quality of methods used to minimise bias

Relevance refers to:

The relevance of the outcome measures used and applicability of the study results to other interventions, clients and settings

Strength refers to:

The magnitude, precision and reproducibility od the intervention effect

Range of sources of evidence may include:

Literature

Practice expertise

Client preferences

Outcome indicators may include:

Data collected re effectiveness of an intervention

Client feedback

Anecdotal reports from staff, family and carers

Relevant others may include:

Clients

Family and carers

Staff

Other workers in the field

Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.

Observation Checklist

Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice Yes No Comments/feedback
Assess the need for change in current practice 
Identify and apply appropriate strategies to definethe problem and/or the desired outcome 
Determine desired outcome indicators 
Determine the level of evidence appropriate to the issue 
Determine the quality, relevance and strength needs of the evidence 
Determine plan to access, critically appraise and incorporate evidence results into practice 
Gather appropriate evidence from a range of sources 
Determine relevance, reliability and currency of evidence 
Assess the strength of the evidence base in the context of applicability to the work setting 
Assess the feasibility, benefits and risks associated with the evidence 
Identify the proposed changes to current practice, based on evidence 
Identify tensions between evidenced based practice and client wants and choices 
Develop a plan for implementing proposed changes, including resources and timeframes 
Develop risk management plan for the proposed changes 
Determine the outcome indicators for the proposed changes 
Plan for changed practice in a context of client and staff confidentiality and safety 
Secure informed consent from clients and others involved in the implementation 
Conduct practice according to implementation plan 
Conduct evaluation of the changed practice 
Report findings of the changed practice according to organisation policy and procedures 
Develop strategies to implement and maintain change in practice 
Communicate proposed changes to relevant stakeholders and secure agreement 
Provide relevant others with necessary information and training 
Integrate changes into standards of practice, according to accepted strategies according to organisation requirements 
Monitor the process and outcomes 
Report results and findings according to organisation requirements 

Forms

Assessment Cover Sheet

CHCPOL501A - Access evidence and apply in practice
Assessment task 1: [title]

Student name:

Student ID:

I declare that the assessment tasks submitted for this unit are my own work.

Student signature:

Result: Competent Not yet competent

Feedback to student

 

 

 

 

 

 

 

 

Assessor name:

Signature:

Date:

Assessment Record Sheet

CHCPOL501A - Access evidence and apply in practice

Student name:

Student ID:

Assessment task 1: [title] Result: Competent Not yet competent

(add lines for each task)

Feedback to student:

 

 

 

 

 

 

 

 

Overall assessment result: Competent Not yet competent

Assessor name:

Signature:

Date:

Student signature:

Date: