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

Successful performance of all elements of the unit should be demonstrated

Competency in this unit needs to be assessed over a period of time, in a range of contexts and on multiple occasions involving a combination of direct, indirect and supplementary forms of evidence

Access and equity considerations:

All workers in the health industry should be aware of access and equity issues in relation to their own area of work

All workers should develop their ability to work in a culturally diverse environment

In recognition of particular health issues facing Aboriginal and Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on health of Aboriginal and Torres Strait Islander people

Assessors and trainers must take into account relevant access and equity issues, in particular relating to factors impacting on health of Aboriginal and/or Torres Strait Islander clients and communities

Context of and specific resources for assessment:

Assessment should occur on the job or in a simulated workplace

Access to:

training program

training session plans

requisite training locations, materials and target groups for training

Method of assessment:

Observation of performance

Written tasks

Interviewing and questioning

Formal appraisal systems

Staff client feedback

Portfolio/CV

Supporting statement of supervisors

Evidence of relevant work experience/formal or informal learning

Case studies and scenarios as a basis for the discussion of issues in population health project planning

Project, exercise or investigation with relaxed time restraints requiring a significant part of the work to be carried out without close supervision and requiring the completion of a project report

Related units

This unit should ideally be assessed in conjunction with related training units if appropriate to the worker and may need to be assessed in conjunction with other units of competency addressing capacity building strategies

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:

Adult learning theories

Capacity building theory and framework and various capacity building strategies

Equity issues in population health

Evidence-based practice

National, State and local health policies, goals, targets and priorities

Overview of the stages in population health project planning

Quality assurance

Relevant international charters/declarations and documents (eg. Alma Ata, Ottawa Charter, Jakarta Declaration, The Solid Facts by WHO)

Social change and advocacy processes

Theory and practice of population health including health promotion, health protection and prevention of communicable and non communicable diseases

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:

Apply training planning, delivery and evaluation methods and strategies

Use a high level of oral and written presentation skills in a training context

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.

Practical and appropriate methods of developing competencies might include:

Identifying training needs/competencies that need to be developed

Training delivery methods and opportunities for practice

Materials that may be used

Monitoring and reviewing the effectiveness of training

Characteristics of participants that may impact on training

Individuals in the community who can assist in health promotion may include:

Health and community workers

Teachers

Medical Receptionists

General Practitioners

Lab Technicians

Librarians

Community health nurse

Members of community organisations

Community educators

Local government industry managers

Council workers

Stakeholders may include:

Representatives of relevant health agencies operating in the local community

Community advocates or change agents

Representatives/leaders of the target population

Population health professionals/Supervisors

Federal, state or local health service and population health planners

Federal, state or local health service providers

Other health and/or non-government organisations

Agreement to work jointly on population health issues may be

Verbal

Written

Formal Partnerships

Population health competencies that need to be developed may include:

Providing or disseminating information on health issues

Preventing the spread of infectious diseases in the community

Reporting notifiable diseases to appropriate authorities

Identifying and reporting environmental health threats