- HLTPOP502C - Work with the community to identify health needs
Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners
HLTPOP502C Mapping and Delivery Guide
Work with the community to identify health needs
Version 1.0
Issue Date: April 2024
| Qualification | - |
Unit of Competency | HLTPOP502C - Work with the community to identify health needs |
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| Description | This unit develops the skills necessary to assist particular populations/subgroups of interest/ communities to define and assess their health needsIt develops the ability to carefully work with them to examine the problem being targeted and to understand how and why it occursThe results from the needs assessment guides the design, planning and evaluation of population health projects or interventionsThis unit specifically addresses the second stage of health needs assessment as outlined in Application | ||
| Employability Skills | This unit contains Employability Skills | ||
| Learning Outcomes and Application | There are two stages in health needs assessment:The first relates to the task of identifying and prioritising health problemsThe second relates to translating these national goals into concrete action within local communitiesThe first stage of needs assessment often lies in the hands of health policy makers and population health professionalsResults of this stage are documented in policy papers or legislation detailing national, state or local health goals and the mobilisation of allocated funds Recognising that community is the centre of gravity for the promotion of health, the second stage ensures the relevance and appropriateness of programs and offers members of the community a chance to engage in the planning process | ||
| Duration and Setting | X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting. |
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| 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 | |
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| Elements of Competency | Performance Criteria | |||||||
| Element: Conduct a literature review |
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| Element: Collect other relevant data to further define target group |
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| Element: Investigate the health problem as it occurs and is perceived within the community |
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| Element: Work with the community to identify and define their health needs |
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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 competency unit: | The individual being assessed must provide evidence of specified essential knowledge as well as skills Consistent satisfactory performance of all elements of this unit must be demonstrated |
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: | This unit may be assessed in the workplace or in a simulated workplace under normal conditions The unit may be assessed in the classroom and may contain a strong theoretical emphasis Access to: A range of government and non-government policy documents and reports and statistics Journals, books and external expertise Documents and other materials (charters, declarations, discussion papers, etc.) from International Conferences on Population Health A range of Government and non government policy documents and reports and statistics Organisation policies and procedures |
Method of assessment may include: | 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 be undertaken and assessed in conjunction with the following units: HLTPOP503C Plan a population health project HLTPOP504C Evaluate a population health project Other relevant units include: PSPPM402B Manage simple projects CHCCOM403A Use targeted communication skills to build relationships LGACOM502B Devise and conduct community consultations |
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 This includes knowledge of: 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 (e.g. 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 analytical thinking, problem solving and critical appraisal Apply effective communication and interpersonal skills including: high level written or verbal negotiation and liaison consultation conflict resolution and mediation Engage and work collaboratively and/or in partnership Facilitate and contribute effectively to meetings, forums and other networks Undertake work planning and management Work as part of a multi-disciplinary team and/or autonomously |
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. | |
Health need is defined as: | State, conditions or factors in the community which, if absent, prevent people from achieving the optimum of physical, mental and social well-being |
Types of need | Normative need (based on expert opinion) Expressed need (based on inferences made from observation of use of health services) Comparative need (derived from examining the services provided in a similar population) Felt need (based on what members of the community say they need) |
Health problem and group being targeted may be initially identified through one of the following ways: | Consultation with supervising Population Health professional Position/job description Policy documents/legislation detailing national, state or local health goals |
Means of finding relevant literature may include: | Using the subject catalogue Using abstracts or indexes (e.g. Index Medicus, Psychological Abstracts, Sociological Abstracts, ERIC, Social Sciences Citation Index, Current Contents, FAMILY, APAIS) Computer searches |
Critical appraisal of literature refers to: | Process of review that enables one to decide how useful pieces of research work are |
Reliability of literature (particularly relating to interventions) refers to: | The logical soundness of method, results and conclusions drawn by authors |
Applicability of literature (particularly relating to interventions) refers to: | The extent to which the finding could extend to, or be replicated, in other groups - particularly the group being targeted |
Relevant sources of information include: | Books Journals Hospital records Notification systems Registers Sentinel recording systems Surveys Annual public health reports Existing epidemiological/socio-demographic data National Population Health and Health Promotion agencies and organisations General practitioners/primary care service Local health authorities Councils Voluntary agencies Relevant databases such as HEAPS Publications of Australia Bureau of Statistics (ABS) Experts in the field (practice and academia) Target group representatives |
Data may be: | Qualitative Quantitative |
Types of data required about the target group may include: | Demographic characteristics (e.g. age, sex, ethnic composition, residence, education level achieved) Patterns of behaviour Lifestyle |
Ethical considerations that guide data collection and consultation processes may include: | Privacy and Confidentiality Responsibility to help a community respond to needs they identify which might not necessarily coincide with stated priority health needs |
Consultation may take the form of one of the following: | Interviews (personal, phone, formal or informal, etc.) Nominal group process Questionnaires Delphi method Focus groups Forums |
The term "causal pathways" refers to: | Series of factors and events that seem to lead up to the problem |
Causal pathways may include the following components: | Risk markers: identify the target group, outlines the characteristics associated with occurrence of problem but do not necessarily directly contribute to it) Risk factors: directly account for why the problem is occurring Contributing factors: contribute to or account for the risk factors and could be sorted out into predisposing factors, enabling factors and reinforcing factors |
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 |
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 |
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| Clearly identify health problem and target group being addressed | |||
| Identify and access relevant sources of data | |||
| Use the literature review to reveal the established causes of the health problem, other intervention programs that have been conducted to address the health problem and general information about the target group | |||
| Critically appraise information accessed through literature review in terms of reliability and applicability | |||
| Identify relevant types of data required to further define target group | |||
| Collect required data that cannot be obtained through a literature search, according to organisation procedures and ethical considerations | |||
| Document description of target group in a manner that would provide sufficient information for purposes of evaluation and for examination of those considering duplicating interventions | |||
| Identify appropriate means of consulting the target group regarding the health problem, its causes and appropriate interventions/solutions | |||
| Implement means of consultation with target group and experts using allocated resources and according to organisation procedures and ethical considerations | |||
| Document results of consultation in a manner useful to planning, evaluating and duplicating interventions and according to organisation procedures and ethical considerations | |||
| Clearly identify factors contributing to the health problem on the basis of findings from the literature review and other data collected and discuss with the community | |||
| Sort out, in a logical manner, factors that identify causal pathways defining health needs and discuss with the community | |||
| Recommend activities that would build the capacity of the community to identify their health needs to relevant stakeholders |
Forms
Assessment Cover Sheet
HLTPOP502C - Work with the community to identify health needs
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Assessment Record Sheet
HLTPOP502C - Work with the community to identify health needs
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