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Evidence Guide: CHCPOL701B - Use research evidence to advance policy and practice

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

 

CHCPOL701B - Use research evidence to advance policy and practice

What evidence can you provide to prove your understanding of each of the following citeria?

Evaluate current trends and practices

  1. Maintain high level detailed knowledge of own area of practice
  2. Use a range of research techniques and information sources to identify current trends in own area of practice
  3. Identify appropriate criteria for evaluation of current practices, emerging trends and evidence of outcomes
  4. Analyse available research information and identify level, quality, relevance, strength and areas of uncertainty in evidence relating to area of practice
  5. Evaluate potential impact of research evidence for possible changes to advance policy and practice in own area of practice
Maintain high level detailed knowledge of own area of practice

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use a range of research techniques and information sources to identify current trends in own area of practice

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify appropriate criteria for evaluation of current practices, emerging trends and evidence of outcomes

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Analyse available research information and identify level, quality, relevance, strength and areas of uncertainty in evidence relating to area of practice

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate potential impact of research evidence for possible changes to advance policy and practice in own area of practice

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate current practice in relation to evidence-based best practice

  1. Identify specific components of own and organisation's practices to clarify apparent strengths and weaknesses in terms of organisation's strategic directions and objectives
  2. Identify appropriate criteria for evaluation of current policies and practices in relation to research evidence and identified best practice
  3. Undertake detailed and in-depth analysis and evaluation of own and/or organisation's current policies and practices in relation to identified best practice
  4. Determine factors contributing positively and negatively to policy implementation and achievement of desired practice outcomes
Identify specific components of own and organisation's practices to clarify apparent strengths and weaknesses in terms of organisation's strategic directions and objectives

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify appropriate criteria for evaluation of current policies and practices in relation to research evidence and identified best practice

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Undertake detailed and in-depth analysis and evaluation of own and/or organisation's current policies and practices in relation to identified best practice

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine factors contributing positively and negatively to policy implementation and achievement of desired practice outcomes

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify potential changes to policy and practice

  1. Use evidence from research and evaluation to identify potential areas for change in current policy and practice
  2. Identify constraints and issues in relation to implementing identified changes
  3. Develop a strategy for achieving and/or enhancing achievement of organisation's strategic practice objectives through changes to policy and/or practice
  4. Develop a detailed plan for implementing proposed strategy, including staged implementation as necessary
  5. Incorporate a communication plan and risk management plan into proposed implementation plan
  6. Ensure the plan includes key indicators to determine effectiveness of proposed strategy and allow for timely adjustments as required to maintain good practice
Use evidence from research and evaluation to identify potential areas for change in current policy and practice

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify constraints and issues in relation to implementing identified changes

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop a strategy for achieving and/or enhancing achievement of organisation's strategic practice objectives through changes to policy and/or practice

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop a detailed plan for implementing proposed strategy, including staged implementation as necessary

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Incorporate a communication plan and risk management plan into proposed implementation plan

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ensure the plan includes key indicators to determine effectiveness of proposed strategy and allow for timely adjustments as required to maintain good practice

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Implement and evaluate strategic changes in policy and practice

  1. Identify key stakeholders and determine their role in implementation of the change strategy
  2. Maintain strong and targeted communication with stakeholders before and during implementation to ensure their understanding and support
  3. Conduct ongoing monitoring and evaluation of changes to practice to ensure implementation continues to achieve appropriate outcomes
  4. Manage contingencies during the implementation in a manner than supports best practice and considers needs of impacts on identified stakeholders
  5. Maintain documentation of the process, outcomes and issues during implementation of the change strategy as a basis for ongoing learning and practice evaluation
Identify key stakeholders and determine their role in implementation of the change strategy

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Maintain strong and targeted communication with stakeholders before and during implementation to ensure their understanding and support

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Conduct ongoing monitoring and evaluation of changes to practice to ensure implementation continues to achieve appropriate outcomes

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Manage contingencies during the implementation in a manner than supports best practice and considers needs of impacts on identified stakeholders

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Maintain documentation of the process, outcomes and issues during implementation of the change strategy as a basis for ongoing learning and practice evaluation

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

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

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 relevant workplace or simulated realistic workplace setting where assessment may take place

Method of assessment:

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

Required Skills and Knowledge

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:

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

Duty of care requirements associated with evidence-based practice

High level knowledge of organisation policies and procedures, particularly in relation to specific area of practice

High level knowledge of specific area of practice

Models and techniques of quantitative and qualitative research

Models of evidence-based practice

Models of stakeholder management applicable to the community sector and specific area of practice

Outcome based practice

Principles of evidence-based practice

Requirements of systematic review

Rules of evidence

Essential skills:

It is critical that the candidate demonstrate the ability to:

Analyse and evaluate current trends in own area of practice

Apply high level knowledge and skills in own area of practice

Evaluate own and organisation's practices at a detailed level

Identify and communicate effectively with key stakeholders to explain strategies, engender support for and feedback about their implementation and maintain strong relationships

Lead implementation of change strategies in own area of practice

Undertake detailed research and analysis in own area of practice

Use research evidence to enhance organisation policies and practices

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:

strategic thinking/decision-making

high level of written/oral work

networking

analysis

critical thinking

problem solving

Develop and promote strategies to address environmental responsibility and sustainable practice issues

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.

Current trends and practices may refer to:

Specific areas of client need

Systems requirements

Funding issues

Technological advances

Advances or changes in service delivery in particular areas of practice

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

Emerging problems, systems or practices

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 trials

Pseudo-randomised control trials

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 outcome measures used and applicability of research results to other interventions, clients and settings

Strength refers to:

The magnitude, precision and reproducibility of the intervention effect

Evidence may be sourced from:

Professional journals and related publications

Range of media

Practice expertise and documentation

Client preferences and feedback

Networking with other professionals

Outcome indicators may include:

Data collected re effectiveness of an intervention or practice

Observable changes in factors such as client health status, level of engagement, behaviour or living patterns

Client feedback

Anecdotal reports from staff, family and carers