Unit of competency details

HLTAYV615C - Apply ayurvedic diagnostic framework (Release 1)


Usage recommendation:
Is superseded by HLTAYV006 - Take cases within Ayurvedic frameworkThis version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Some content also in HLTAYV007. Significant changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency requirements. Significant change to knowledge evidence. Minimum clinic hours added. Additional assessor requirements. 05/Aug/2015
Supersedes and is equivalent to HLTAYV15A - Apply Ayurvedic diagnostic frameworkUnit updated in V4 - equivalent competency outcome 24/Mar/2011

ReleaseRelease date
1 1 (this release) 25/Mar/2011


SchemeCodeClassification value
ASCED Module/Unit of Competency Field of Education Identifier 061999 Complementary Therapies, N.e.c.  

Classification history

SchemeCodeClassification valueStart dateEnd date
ASCED Module/Unit of Competency Field of Education Identifier 061999 Complementary Therapies, N.e.c.  04/Nov/2011 
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Modification History

Not Applicable

Unit Descriptor


This unit of competency describes the skills and knowledge required to interpret information gathered in the ayurvedic health assessment and make and review accurate diagnoses over the course of treatment, according to the ayurvedic framework

Application of the Unit


This unit may be applied in a range of health settings

Licensing/Regulatory Information

Not Applicable


Not Applicable

Employability Skills Information

Employability Skills 

This unit contains Employability Skills

Elements and Performance Criteria Pre-Content

Elements define the essential outcomes of a unit of competency.

The Performance Criteria specify the level of performance required to demonstrate achievement of the Element. Terms in italics are elaborated in the Range Statement.

Elements and Performance Criteria



1. Analyse and interpret information received

1.1 Correlate results of the ayurvedic health assessment with case history

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

1.3 Assess gathered information and assigned priorities in consultation with the client using knowledge and experience and theoretical principles

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

1.5 Apply the principles of evaluation to identify the condition according to ayurvedic stage and related implications

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

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

1.8 Systematically monitor the client's progress is in order to confirm the initial diagnosis or clinical impression

2. Critically evaluate the diagnosis

2.1 Apply a critical evaluation of ayurvedic diagnosis in an ongoing manner

2.2 Select appropriate diagnostic ayurvedic tools/methods

2.3 Carry out a re-evaluation of the case whenever considered necessary

2.4 Effectively combine history and clinical data to obtain a differential diagnosis, diagnosis and prognosis

3. Inform the client

3.1 Discuss the rationale of the diagnosis/prognosis with the client

3.2 Respond to client enquiries using language the client understands

3.3 Discuss referral and collaborative options with the client if necessary

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:

  • Aetiology
  • Anatomy and physiology of the body systems
  • Ayurvedic disease process
  • Ayurvedic clinical sciences:
  • ENT disorders (shalakya tantra)
  • external medicine (bahya chikitsa)
  • internal medicine (kayachikitsa)
  • paediatrics (kaumarabhritya)
  • psychology/psychiatry (bhutavidya)
  • rejuvenation (rasayana)
  • toxicology (agada tantra)
  • vajikarana
  • Essential theories of ayurveda
  • agni
  • ama
  • assessment of ojas
  • ayurvedic tissues (dhatus)
  • constitutions (prakruti)
  • malas
  • srotas
  • subtle life force (prana, ojas, tejas)
  • the five prime elements (pancha mahabhutas)
  • tridosha
  • triguna
  • twenty opposites (guna dvandva)
  • Orthodox medical diagnoses and pathology
  • 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
  • The six stages of disease
  • Types of further investigation available

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 ayurvedic differential diagnosis
  • Apply knowledge of referral process
  • Demonstrate differential diagnostic skills
  • Establish urgency for treatment required
  • Identify prophylactic measures
  • Interpret investigative findings
  • Prioritise presenting conditions
  • Write referrals, appraisal letters for insurance companies and other documentation

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) is essential for assessment of this unit
  • Consistency of performance should be demonstrated over a range of workplace situations
  • Assessment may contain both theoretical and practical components and examples covering a range of clinical situations
  • Evidence is required of both knowledge and skills application
  • 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

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 :

  • Assessment should replicate workplace conditions as far as possible
  • Simulations may be used to represent workplace conditions as closely as possible
  • Where, for reasons of safety, access to equipment and resources and space, assessment takes place away from the workplace, simulations should be used to represent workplace conditions as closely as possible
  • Resources essential for assessment include:
  • 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 

  • Case study and scenario as a basis for discussion of diagnostic technique and strategies to contribute to best practice.
  • Diagnosis from assessment notes or simulated assessments
  • Observation in the work place
  • Questioning
  • Role play simulation
  • Short answer tests
  • Written assignments/projects with practical demonstration

Related units :

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

  • HLTAYV609C Perform ayurvedic health assessment
  • HLTCOM404C Communicate effectively with clients

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 :

  • Ameliorating and aggravating factors
  • Behavioural evidence
  • Causation
  • Functional and pathological disturbances
  • Location
  • Non-verbal signs and symptoms
  • Onset and duration
  • Physical evidence
  • Sensations
  • States of disorder
  • Symptom qualities (intensity, severity, nature of complaint)
  • Test or examination results

Unit Sector(s)

Not Applicable