Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners
SHBBSKS004 Mapping and Delivery Guide
Provide upper body piercings
Version 1.0
Issue Date: June 2024
Qualification | - |
Unit of Competency | SHBBSKS004 - Provide upper body piercings |
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Description | |||
Employability Skills | |||
Learning Outcomes and Application | This unit describes the performance outcomes, skills and knowledge required to provide upper body piercing services. It requires the ability to consult with clients, select tool and jewellery to safely pierce nose, ear cartilage and navel. Upper body piercing service can be provided for a single or multiple area piercings.This unit applies to beauty therapists who work in beauty salons. In this environment they are part of a team but make independent treatment decisions; demonstrate sensitivity, maturity and confidentiality in their client interactions; and have knowledge across a range of piercing techniques and products. They provide the service within skin penetration guidelines. No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication. | ||
Duration and Setting | X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting. Skills must be demonstrated in a beauty industry environment; this can be: a beauty industry workplace or a simulated beauty workplace set up for the purpose of skills assessment, that provides services to paying members of the public. Assessment must ensure access to: paying clients, both new and regular, with upper body piercing requirements, who have the expectation that the services provided reflect those of a commercial business hand washing facilities: basin hot and cold running water liquid soap single use towels or hand dryer relevant workplace documentation: blank client records policies and procedures relevant to upper body piercing services equipment instructions product instructions and safety data sheets. Assessment must ensure use of: a range of body jewellery in sterile packaging antiseptic and home-care products for care of wound autoclave equipment, packaging and documentation sharps container body piercing equipment: autoclave ball holding tweezers calipers forceps iris scissors needle acceptor tubes needles ring opening and closing pliers cleaning and disinfection products and equipment individual work station: adjustable treatment table with safe operator access at head, foot and both sides individual electricity supply magnifying lamp personal protective equipment: disposable gloves goggles products: aftercare antiseptic skin cleansing swabs sterile, single use disinfecting skin swabs sterilised equipment surgical marking pen treatment towels or disposable linen supply. Assessment activities that allow the individual to: complete upper body piercing within commercially realistic speed, timing and productivity demonstrate competency in an environment reflective of real work situations manage tasks and contingencies in the context of the job role. Assessors must satisfy the Standards for Registered Training Organisation’s requirements for assessors and: hold a qualification as a beauty therapist have worked as a beauty therapist for at least three years where they have applied the skills and knowledge of this unit of competency. |
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Prerequisites/co-requisites | |||
Competency Field | Skin Services |
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: Prepare for treatment. |
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Element: Confirm client requirements. |
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Element: Provide piercing. |
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Element: Review treatment and provide post treatment advice. |
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Element: Clean treatment area. |
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Element: Prepare for treatment. |
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Element: Confirm client requirements. |
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Element: Provide piercing. |
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Element: Review treatment and provide post treatment advice. |
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Element: Clean treatment area. |
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