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Evidence Guide: HLTNAT608C - Apply naturopathic diagnostic framework

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

 

HLTNAT608C - Apply naturopathic diagnostic framework

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

Analyse and interpret information received

  1. Correlate results of the health assessment with case history
  2. Recognise signs and symptoms of condition in the client and identify as pre-requisites for treatment/care
  3. Assess information gathered and assign priorities in consultation with the client using the knowledge and experience and theoretical principles applied by the practitioner
  4. Gather, record and organise information in a way which can be interpreted readily by other professionals
  5. Analyse patterns and differentiate by assessing signs and symptoms
  6. Identify condition according to stage and related implications (eg acute/chronic) by applying principles of diagnosis
  7. Use professional judgement to draw sound conclusions and prognosis from the data collected
  8. Elicit all diagnostic signs and symptoms in a thorough and objective manner to avoid premature conclusions
  9. Monitor client's progress systematically in order to confirm the initial diagnosis or clinical impression
Correlate results of the health assessment with case history

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Recognise signs and symptoms of condition in the client and identify as pre-requisites for treatment/care

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assess information gathered and assign priorities in consultation with the client using the knowledge and experience and theoretical principles applied by the practitioner

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Gather, record and organise information in a way which can be interpreted readily by other professionals

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Analyse patterns and differentiate by assessing signs and symptoms

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify condition according to stage and related implications (eg acute/chronic) by applying principles of diagnosis

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use professional judgement to draw sound conclusions and prognosis from the data collected

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Elicit all diagnostic signs and symptoms in a thorough and objective manner to avoid premature conclusions

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Monitor client's progress systematically in order to confirm the initial diagnosis or clinical impression

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Critically evaluate the diagnosis

  1. Apply an ongoing critical evaluation
  2. Select appropriate diagnostic tools/methods
  3. Carry out re-evaluation of the case whenever considered necessary by the practitioner
  4. Combine history and clinical data effectively to obtain a differential diagnosis, diagnosis and prognosis
Apply an ongoing critical evaluation

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Select appropriate diagnostic tools/methods

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Carry out re-evaluation of the case whenever considered necessary by the practitioner

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Combine history and clinical data effectively to obtain a differential diagnosis, diagnosis and prognosis

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Inform the client

  1. Discuss rationale of the diagnosis/prognosis with the client
  2. Respond to client enquiries using language the client understands
  3. Discuss referral and collaborative options with the client if necessary
Discuss rationale of the diagnosis/prognosis with the client

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Respond to client enquiries using language the client understands

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Discuss referral and collaborative options with the client if necessary

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 competency unit:

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

Observation of performance in the workplace or a simulated workplace (defined as a supervised clinic)

Consistency of performance should be demonstrated over the required range of situations relevant to the workplace

Where, for reasons of safety, space, or access to equipment and resources, assessment takes place away from the workplace, the assessment environment should represent workplace conditions as closely as possible

Assessment may contain both theoretical and practical components and examples covering a range of clinical situation

Assessment of sole practitioners must include a range of clinical situations and different client groups covering at minimum, age, culture and gender

Assessment of sole practitioners must consider their unique workplace context, including:

interaction with others in the broader professional community as part of the sole practitioner's workplace

scope of practice as detailed in the qualification and component competency units

holistic/integrated assessment including:

working within the practice framework

performing a health assessment

assessing the client

planning treatment

providing treatment

Context of and specific resources for assessment:

An appropriately stocked and equipped clinic or simulated clinic environment

Relevant texts or medical manuals

Relevant paper-based assessment instruments

Appropriate assessment environment

Method of assessment

Observation in the work place

Written assignments/projects or questioning should be used to assess knowledge

Case study and scenario as a basis for discussion of issues and strategies to contribute to best practice.

Clinical skills involving direct client care are to be assessed initially in a simulated clinical setting. If successful, a second assessment is to be conducted during workplace application under direct supervision.

Diagnosis from assessment notes or simulated assessments

Oral questioning

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

Related units:

This unit should be assessed in conjunction with the following related units:

HLTCOM404C Communicate effectively with clients

HLTNAT606C Perform naturopathic health assessment

HLTNAT609C Work within a naturopathic framework

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

This includes knowledge of:

Anatomy and physiology of the body systems

Disease process

Knowledge and understanding of types of further investigation available

Referral process

Relevant testing and assessment options and procedures

Signs and symptoms of disease and disorder/dysfunction

The contribution of the different schools of thought and historical theories of clinical practice

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:

Access and interpret up-to-date information

Apply differential assessment

Demonstrate differential diagnostic skills

Establish urgency for treatment required

Interpret investigative findings

Prioritise presenting conditions

Write referrals, appraisal letters for insurance companies and other documentation

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.

Signs and symptoms of condition may include:

Physical evidence

Behavioural evidence

States of disorder

Test or examination results

Sensations

Onset

Duration

Location

Causation

Ameliorating and aggravating factors

Symptom qualities (intensity, severity, nature of complaint)

Non-verbal signs and symptoms

Functional and pathological disturbances

Patterns may refer to:

Temperaments - humoral theory eg choleric/sanguine

Constitutional states eg neuresthenic

Syndromes eg adrenal exhaustion

Functional disorders eg functional hypoglycemea

Disease/conditions