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Unit of competency details

HLTAHPR001 - Develop health promotion programs (Release 1)

Summary

Usage recommendation:
Current
Mapping:
MappingNotesDate
Supersedes HLTAHW023 - Plan, develop and evaluate health promotion and community development programsNon equivalent. Significant duplicative content from HLTAHW023 and HLTAHW067 merged. Significant changes to Elements, Performance Criteria, Performance Evidence and Knowledge Evidence. Assessment Conditions provides clearer expression of requirements, and mandatory workplace assessment removed with simulated work activities now allowed. 14/Dec/2022
Supersedes HLTAHW067 - Manage health education and promotionNon equivalent. Significant duplicative content from HLTAHW023 and HLTAHW067 merged. Significant changes to Elements, Performance Criteria, Performance Evidence and Knowledge Evidence. Assessment Conditions provides clearer expression of requirements, and mandatory workplace assessment removed with simulated work activities now allowed. 14/Dec/2022

Release Status:
Current
Releases:
ReleaseRelease date
1 1 (this release) 15/Dec/2022

Companion volumes:
Unit of competency Assessment requirements

Delivery:
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Training packages that include this unit

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Classifications

SchemeCodeClassification value
ASCED Module/Unit of Competency Field of Education Identifier 061307 Health Promotion  

Classification history

SchemeCodeClassification valueStart dateEnd date
ASCED Module/Unit of Competency Field of Education Identifier 061307 Health Promotion  08/Feb/2023 
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Unit of competency

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to plan, organise and evaluate health promotion programs to address identified needs in Aboriginal and/or Torres Strait Islander communities. It requires the ability to use critical thinking, planning and collaboration skills.

Health promotion is diverse in nature, and programs may promote health assessment, screening, prevention and provide education activities for general health or to address a particular health issue. Activities could be short term or ongoing.

The development of health care programs is covered in another unit.

This unit applies to senior roles in Aboriginal and/or Torres Strait Islander organisations that provide primary health care and other support services to Aboriginal and/or Torres Strait Islander clients and communities. It is specific to Aboriginal and/or Torres Strait Islander people working as health workers or health practitioners.

The skills in this unit must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

No regulatory requirement for certification, occupational or business licensing is linked to this unit at the time of publication. For information about practitioner registration and accredited courses of study, contact the Aboriginal and Torres Strait Islander Health Practice Board of Australia (ATSIHPBA).

Pre-requisite Unit

Nil

Competency Field

Health Promotion

Unit Sector

Aboriginal and/or Torres Strait Islander Health

Elements and Performance Criteria

ELEMENTS 

PERFORMANCE CRITERIA 

Elements describe the essential outcomes

Performance criteria describe the performance needed to demonstrate achievement of the element.

1. Establish community needs and program scope.

1.1. Use holistic approaches that support the community to take a self-determination approach to health.

1.2. Identify community representatives and other individuals and organisations who play a role in local community health promotion.

1.3. Create a process for community representatives and other individuals and organisations to be consulted and actively involved in the development of health promotion activities.

1.4. Identify and assess existing community information and research that provides data about diseases of high incidence and health education needs and priorities.

1.5. Consult with colleagues to obtain their perspectives and feedback on health promotion needs and service gaps.

1.6. Identify and assess available existing and potential human, financial and physical resources and the implications for program planning and implementation.

2. Plan health promotion programs.

2.1. Follow agreed consultation and collaboration processes.

2.2. Develop specific program objectives and key performance indicators based on identified health priorities.

2.3. Determine program delivery methods according to community needs and operational constraints or opportunities.

2.4. Determine human, financial and physical resource requirements and the actions required to facilitate their availability.

2.5. Establish program evaluation criteria and processes.

2.6. Document plans that include clear actions, responsibilities and timelines for implementation.

2.7. Obtain organisational and community approval for proposed program, according to community protocols.

3. Organise program resources and implementation.

3.1. Follow organisational procedures for accessing additional financial resources.

3.2. Identify existing content resources from credible sources and gain required approvals to use and adapt.

3.3. Use and adapt existing content resources to suit program objectives and the characteristics and special needs of local participants.

3.4. Identify and access relevant subject matter experts for resource development based on specific program needs.

3.5. Organise required training based on the program plan.

3.6. Identify local roles and responsibilities for activity delivery and consult with colleagues to plan practical details.

4. Communicate program details.

4.1. Identify key internal and external health services stakeholders who need to be made aware of the program.

4.2. Determine the best ways of providing information about the program based on its scope and specific audience needs.

4.3. Provide information about the program and how it will be implemented to the community and other stakeholders.

5. Evaluate health promotion programs.

5.1. Evaluate health promotion programs against agreed criteria.

5.2. Identify program strengths and areas for improvement.

5.3. Use information to identify service gaps and further opportunities.

5.4. Communicate evaluation outcomes to community representatives and other stakeholders to inform future planning.

5.5. Use evaluation as the basis for advocacy activities related to health promotion.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.

SKILLS 

DESCRIPTION 

Reading skills to:
  • interpret detailed familiar organisational procedures
  • interpret varied, unfamiliar and potentially complex information about health issues from research reports.

Writing skills to:
  • structure and draft program planning documentation
  • integrate and link information from diverse sources in program implementation information.

Oral communication skills to:
  • facilitate community and team consultations and negotiations using open probe questions and active listening.

Numeracy skills to:
  • interpret and analyse potentially complex financial and health research data
  • develop financial estimates and scenarios using complex calculations.

Teamwork skills to:
  • work collaboratively with both internal and external colleagues.

Planning and organising skills to:
  • establish implementation plan that involves diverse logistical elements.

Technology skills to:
  • create, structure and format digital planning documentation.

Unit Mapping Information

This unit supersedes and is not equivalent to both HLTAHW023 Plan, develop and evaluate health promotion and community development programs or HLTAHW067 Manage health education and promotion . Content merged.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

 

Assessment requirements

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

  • develop one structured health promotion program for an Aboriginal and/or Torres Strait Islander community that focuses on a local priority health need, and includes:
  • two different sources of local community information as the basis for development
  • a documented development, implementation and evaluation plan
  • content and implementation resources tailored to local needs
  • supporting materials to promote the program
  • consult with all of the following in the process of developing the program:
  • community members
  • internal colleagues
  • external colleagues
  • for an actual program delivered, or according to case study information:
  • evaluate the effectiveness of program delivery
  • identify program strengths and areas for improvement.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

  • organisational policies and procedures for:
  • obtaining additional financial resources
  • obtaining program approval
  • World Health Organization (WHO) definition of health promotion and the three basic strategies:
  • advocate to boost the factors which encourage health
  • enable to allow all people to achieve health equity
  • mediate through collaboration across all sectors
  • roles and responsibilities of different people and organisations involved in health promotion and the role of collaboration:
  • internal
  • external
  • culturally appropriate consultation and approval processes for health promotion programs and local community protocols
  • types of information that inform health promotion programs:
  • community health profile and other local research
  • observations and anecdotal evidence from service provision
  • health research and strategies developed by state or territory and federal governments
  • current local health issues and priorities
  • types of health promotion activities that may be included in an overall program and their relevance to the local community:
  • education activities
  • health assessment programs
  • screening and prevention programs
  • environmental health
  • different ways of delivering health promotion programs:
  • one-to-one interactions during service provision
  • face-to-face or online seminars, workshops and information sessions (one-off and ongoing)
  • printed or digital information distribution
  • school and community group visits
  • key stages of the program planning and implementation cycle and the requirements at each stage in the context of health promotion within Aboriginal and/or Torres Strait Islander communities:
  • research
  • planning
  • development
  • implementation
  • evaluation
  • considerations for program content development:
  • how to define what content is needed for different program and activity types
  • information sources for specific health content
  • tailoring of content and delivery method to local participant needs, and ensuring content is culturally appropriate
  • how to identify when specialist expertise may be needed
  • techniques for timetabling and mapping out group sessions
  • types of communication strategies for encouraging use of the health promotion programs
  • methods used to evaluate health promotion programs:
  • staff and client evaluation questionnaires
  • debriefs with those delivering specific activities
  • evaluation of complaints or problems with service provision
  • data collected on uptake of program activities.

Assessment Conditions

Skills can be demonstrated through:

  • work activities completed within an Aboriginal and/or Torres Strait Islander health service, or
  • project activities and case studies completed within a training organisation, based on comprehensive information about the community and the operation of an actual or simulated health service.

Assessment must ensure the use of:

  • interaction with internal, external and Aboriginal and/or Torres Strait Islander community stakeholders either through actual work activities or simulations
  • information and research about local community health issues
  • computer and software programs used to produce text documents
  • organisational policies and procedures for:
  • obtaining additional financial resources
  • obtaining program approval.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

  • be an Aboriginal and/or Torres Strait Islander person who has applied the skills and knowledge covered in this unit of competency through experience working as an Aboriginal and/or Torres Strait Islander health worker or practitioner, or
  • be a registered health practitioner or a health educator or program manager with experience relevant to this unit of competency and be accompanied by, or have assessments validated by, an Aboriginal and/or Torres Strait Islander person.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

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