Allied Health Assistance - Draft 1

HLT43021 Certificate IV in Allied Health Assistance Draft 1.0

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Qualification description & entry requirements

QUALIFICATION CODE

HLT43021

QUALIFICATION TITLE

Certificate IV in Allied Health Assistance

QUALIFICATION DESCRIPTION

This qualification reflects the role of allied health assistants who provide therapeutic and program related support to persons, in the health, aged care and disability setting, under the delegation and supervision of allied health professionals. They may identify circumstances and risks and report  issues to the allied health professional.

 

Supervision may be direct, indirect or remote and must occur within organisational requirements, according to the individual allied health assistant’s scope of practice and experience.

 

They may be engaged to work in single discipline or multidisciplinary roles in a health, aged care or disability services setting and may also have responsibility for supervising other allied health assistance workers according to their scope of practice.

 

To achieve this qualification, the candidate must have completed at least 120 hours of work as detailed in the Assessment Requirements of the units of competency.

 

No occupational licensing, certification or specific legislative requirements apply to this qualification at the time of publication. State/territory and local government agencies should be consulted to determine any specific certification or licensing requirements.

ENTRY REQUIREMENTS

There are no entry requirements for this qualification.

 

83 Comments

Package to match existing and future needs and community demand

""As comments indicate, AHA roles are growing and curricula/packake must be informed by what is needed by community and employers for next 5 years at least. Risk of referencing enrolments data (important as that is - not least as a possible indicator of service delivery system gaps/mismatch) without looking at other factors is that AHA workforce will not be supported to grow or meet community demand, to which they could be a critical workforce (e.g. lack of RTOs/ course options in remote areas).""

Allan Groth 02.07.2021 03.20PM

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Certificate IV in Allied Health Assistance Draft 1.0

"I am very concerned at the removal of the 'Podiatry Skill Set' which previously included: HLTAH404A: Assist with basic foot hygiene HLTAH405A: Assist with podiatric procedures HLTAH406A: Assist with podiatry assessment and exercise HLTIN302A: Process re-usable instruments and equipment in health work. Whilst 'Assist with Basic Foot Hygiene has been retained, it is unlikely that podiatrists will ever utilise or employ an allied health assistant without these units of competency or their equivalent. We would encourage the inclusion of these units of competency and the podiatry skill set to provide some prospect of future uptake by podiatrists. This is particularly important given the likelihood of skills shortages in podiatry in the near future. We are arguably already experiencing such a shortage, particularly in rural and remote regions and whilst there has been a reluctance in the use of podiatry assistants to date, such prospects are likely to be considered with greater interest as the shortage bites harder and continues to place pressure on existing services."

Nello Marino 01.07.2021 03.40PM

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2 Replies

"Hi Nello, I support your feedback. At Wodonga TAFE we offer the skillset as a Professional Development option for existing AHAs who would like to specialise and assist a podiatrist. The removal of this cluster will take that option away. Although we did not have many enrolments through the years, it is a great distance PD option available for AHAs which is accepted by health organisations and Podiatrists."

Tilly Waite 01.07.2021 04.01PM

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"It is indeed very concerning. I would like to emphasis the importances of the three units in the 'Podiatry Skill Set'. First, in hospitals and community setting, the podiatry assistants need to have a clear understanding of sterilisation of specific podiatry equipment, without these skills and knowledge, it puts clients and patients in great danger of serious infection and increase unnecessary visits to medical practitioners and hospitalisation. Second, a lot of podiatry assistants in public settings provide basic foot screening, some assist in the completion of state wide foot health survey collection. Without any understanding of basic foot structure, and potential chronic health conditions associated with feet, they cannot possible perform a proper foot screening. In rural settings, podiatry assistants could involve in providing care to clients with diabetic foot ulcers. Without knowledge and skills provided in the podiatry skill set, these allied health assistants could potentially cause harm and lead to lower limb amputations. Third, we are already in a shortage of podiatrists around the country with diabetes related foot conditions contribute to 2% of the total disease of burden in Australia which are on part with breast cancers and obesity. Every 2 hours, an Australian is loosing a foot due to diabetes complications. We can utilise appropriately trained podiatry assistants to manage work load. Without the knowledge and skills provided in specific podiatry assistant skillset units, the assistants are not employable and do not provide any value to the podiatry team. It will be a major set back to the industry. "

Bingyan Pang 02.07.2021 02.51PM

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Congratulations for the interest shown

"I would just like to say that the amount of public feedback for these qualifications shows that there is a real need for allied health assistants. The engagement by the public in this forum shows there is a lot of support for allied health assistants and the desire to ensure these qualifications reflect the need of industry. As an IRC member for SkillsIQ, I understand that the process for reviewing the large number of comments and feedback for these qualifications will be a lengthy and important tasks and I thank you for your hard work. "

Karyn Calcino 25.06.2021 11.05PM

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HLTINF001-Comply with infection prevention and control policies and procedures.

"This has been a great addition to the Cert 4 AHA and very appropriate-Very glad with this decision and was anticipating it. Samira Fares"

Samira Fares 21.06.2021 04.07PM

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1 Reply

"Agree Samira"

Jenni Devine 28.06.2021 01.13PM

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"The physiotherapy specialisations would meet industry requirements more closely if there was a UOC that focused more closely on land-based exercise therapy. There is substantial current evidence to suggest that land-based weight bearing exercise has many benefits, however, the current and the new Cert IV still does not cover any aspects of commonly practised land-based exercise. The resources to set up a skills laboratory in RTO’s to provide students with skills to learn for industry are also economic and feasible to set up. Another unit that might be more suited to CIV AHA is the Rehab unit, Assist in rehabilitation programs, HLTAHA031. If this unit has added exercise therapy for individuals or groups in the rehab setting, it might be more suited to industry requirements for an AHA in Physiotherapy and Occupational therapy. Samira Fares"

Samira Fares 21.06.2021 04.04PM

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Physiotherapy specialisation units.

"I’m a current physiotherapist with 12 years experience and also a part-time lecturer at TAFE. My areas of practice include a wide variety of settings: Rehabilitation, musculoskeletal and sports injuries, NDIS community-based work, community-based Strength for Life exercise programs, Aged care, private practice, hydrotherapy and women’s health physiotherapy. HLTAHA028- Deliver and monitor a client-specific physiotherapy program- The merging of the 2 units has made the physio unit condensed and doesn’t capture the skills required to perform all basic necessary tasks and cover the main aspects of the broad range of areas of practice. For example: Exercise therapy, rehabilitation, pain management, falls and balance, assessment tools used in physiotherapy and outcome measures, baseline measures, telehealth, musculoskeletal injuries, conditions affecting mobility, risks of decreased mobility, abbreviations and medical terminology used in physiotherapy, weight-bearing status, pressure injuries, manual handling skills, handovers and referrals and much more. Please be specific with the learning objectives and provide more detail on the learning outcome for students and to what extent and depth of knowledge are required. For example, "Neuroscience as it pertains to neurological rehabilitation and neuroplasticity" currently listed in the knowledge evidence section of the unit HLTAHA028. It is quite vague and will make it very difficult to put this information together for delivery. Assessment criteria: • assist in the delivery of therapeutic practices for physiotherapy programs as delegated by the physiotherapist this must include: • at least three people receiving different treatments one in a simulated environment and two in the workplace • one group receiving treatments in a simulated environment Although it is a good change to include one group assessment in the workplace, however, there’s nowhere in the knowledge or skills criteria to facilitate and prepare students for this assessment. It might need to be included in the knowledge and performance as well if it’s included in the final assessment. The 1 unit alone is not sufficient to capture all knowledge and skills required to assist in a physiotherapy program. If there is only 1 unit to deliver all the content, the nominal hours would not be enough to cover the previously combined units (Currently, HLTAHA005 had 70 nominal hours and HLTAHA003 had 85 hours of delivery). Samira Fares "

Samira Fares 21.06.2021 03.35PM

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1 Reply

"Nominal hours are reviewed when unit codes change and are based on the volume of learning and assessment required. There would be a good argument for greater hours for a unit if two units are condensed."

Bradley Wilman 28.06.2021 01.21PM

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Work Placement

"Although I understand the reasoning behind a longer work placement, from an RTO perspective work placements are difficult to find - particularly in Victoria with COVID related setbacks. Any increase in placement hour requirements may lead to a decrease in work ready graduates available to industry due to difficulties associated with obtaining student placement opportunities."

Helen Garard 20.06.2021 03.47PM

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3 Replies

"You are absolutely correct Helen. More hours would reduce the availability of good quality placement opportunities. "

Yvette Vos 24.06.2021 12.58AM

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"I think it's also about ensuring that the right candidates are coming through the system to weed out those who aren't suited for the role and who might be taking up placement opportunities from those that are. I know some RTOs are definitely taking steps towards better student preparation (See Victorian AHA Workforce Plan recommendations), but there are definitely still those who make it through to placement who aren't prepared re expectations of the role itself. If industry are consistently receiving students who are willing to learn, have a better understanding of the role and who are actually willing to see out their commitment and gain employment in industry, then there would also be more willingness from industry to open up further placement opportunities. There has to be a benefit"

Tony Sheng 25.06.2021 12.47PM

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"Totally agree there needs to be something in it for industry when taking students for clinical placement. Industry obviously value placements as an opportunity to meet their workforce requirements. However, not sure of how taking students for longer placements will assist with opening up further placement opportunities. RTO's are unable to discriminate against students assessment outcomes on the basis of who assessors believe are suited for the role or not. That is the role of the organisation employing graduates to determine if they are a good fit for their workplace."

Bradley Wilman 28.06.2021 01.31PM

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Work placement

"My comment is about work placement rather than individual subjects. Many of the performance criteria indicate that competency is to be demonstrated while on work placement. But work placement appears to be dismissed as unimportant. In my experience, students are left to approach an organisation themselves, with insufficient time allowed to complete ClinConnect requirements. AH Managers attempt to set up their teaching activities before the year starts. Universities make their placement requests but the end of the year before the placements are required, and they ensure that the placement sites understand their commitment to the placement. When TAFE students make an approach they will often contact the wrong place or person, and they do not have documentation outlining placement expectations. There re more requests for placements than there is placement time available, so managers are often fully or over-committed at the beginning of the year. Then if they are able to take students, it becomes a baby-sitting exercise because placement objectives are not articulated. To get the most out of placement time I would advise: a) a coordinated, early approach from the training institution to the health organisation b) an outlining of placement expectations - objectives, activities for students, assessment guidelines I know that some organisations take this approach and that they have success for their students"

Felicity McLean 15.06.2021 08.12AM

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3 Replies

"Felicity, this is definitely not the case at our RTO. Our RTO liaises with Industry, sources work placement for our students, ensures students meet the requirements of the Industry Partner (eg. immunisations, WWC, Police check etc). Students are aware that satisfactory work placement assessment is required in order for them to complete their qualification"

Helen Garard 20.06.2021 05.03PM

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"Helen, thank you for replying. This is the same for our RTO. Students need to phone around to find an RTO that provides them with the support and delivery model they need."

Karyn Calcino 20.06.2021 06.25PM

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"Hi Felicity, my health district does not have agreements in place with RTOs either, which is why the students call to request placement. Later this year, The MoH is looking at reviewing student placement capacity and better coordination with RTOs and we certainly need to make sure AHAs are included in this review. I will be in touch with you about it. Cheers, Jenni"

Jenni Devine 28.06.2021 01.22PM

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Placement length

"Placement must be a 200 hour minimum for this qualification"

Lucy WHELAN 09.06.2021 01.34PM

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2 Replies

"Hi Lucy, what is the reason for the 200 hours? "

Yvette Vos 24.06.2021 01.14AM

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""

Claire Hewat 30.06.2021 12.22PM

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Teachers and Assessors of AHA qualifications and skill sets

"AHAs and AHPs with three or more years experience working in the field of allied health should be preferenced as teachers and assessors for both the Cert III and Cert IV qualification"

Lucy WHELAN 09.06.2021 01.29PM

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3 Replies

"RTOs have standard they need to abide. You can read the standards on the ASQA website. Unfortunately it is outside the scope of this upgrade to enforce ideas that are outside the national standards for RTOs."

Karyn Calcino 20.06.2021 06.17PM

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"Agree. "

Jenni Devine 25.06.2021 05.03PM

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"I would love to see more experienced AHA's and AHP's entering vocational education. If teaching staff are completing their currency and competency requirements to teach, it shouldn't be a problem."

Bradley Wilman 28.06.2021 01.46PM

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Pretraining review and prerequisites to course

"To ensure individual suitability for allied health career, it is recommended that the VET sector consider incorporating a pre-training aptitude interview into the Allied health assistance course application process, including an assessment of communication, literacy and numeracy. This could be added to both Cert III and Cert IV qualification descriptions as an entry requirement."

Lucy WHELAN 09.06.2021 01.19PM

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11 Replies

"this would be a great idea!"

Sallie Schroder 10.06.2021 03.45PM

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"Totally agreed with you on this, Lucy. "

Raffaele Quattrocchi 10.06.2021 07.40PM

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"Unfortunately, it is not this forum that makes decisions on how RTOs accept, enrol or deliver their courses. The requirements by RTOs is set out in the national standards for RTOs."

Karyn Calcino 20.06.2021 06.19PM

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"With regards to the Cert IV AHA qualification… I agree with this. There is scope within each individual unit of competency (UOC) to better define the level of literacy, verbal communication and numeracy skills, which are essential to not only working as an AHA, but also finding employment as an AHA (which is notoriously hard within the first 6-12 months after course completion, due to a surplus of AHA graduates and few available roles). Furthermore, when searching for work, AHA graduates are often pitted against Physiotherapy students, who are also able to work as AHAs in the final years of their undergraduate course (and usually better placed in terms of numeracy, literacy, and verbal communication competencies). Therefore, to accept a lower level of student competency in these skills upon entry and exit from the course, this proves as an injustice to the student. However, the most important reason for supporting the need to ‘level-up’ with respect to communication, literacy and numeracy requirements for AHA students is the inherent risk to patients, colleagues and themselves if they fall short of the required level. There is an expectation by RTOs that students may improve in these essential skill areas over the duration of the course, however this is rarely the case due to courses being relatively short compared to HE courses. Much like the Aged Care Workforce Industry Council has been tasked with doing (following on from recent recommendations by the Royal Commission in to Aged Care), there needs to be more careful consideration of whether current AHA graduates’ foundation skills actually align with the levels required in the workplace. I would argue that many don’t, and yet they still successfully complete the course. Currently, UOCs for inclusion in the current iteration Cert IV AHA simply state: ‘The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance. Foundation skills essential to performance are explicit in the performance criteria of this unit of competency’ This is a grossly insufficient guide to what level of competency students should be meeting with regards to these core skills. If we take the current example of Performance Criteria 6.2 from HLTAHA003: 6.2 Use appropriate terminology to document client response, outcomes and identified problems related to the therapeutic program The foundation skills required for this performance criteria are anything BUT explicit. A student might use appropriate terminology, but still not be able to sufficiently write a patient SOAP note due to issues with spelling, grammar and prioritisation of information. These essential skills are rarely able to be remediated within the short duration of the course. Similarly, the new format for the proposed future UOC iterations are also evasive about what level of competency AHA students should be achieving with regards to their Foundation Skills. An example from the new unit, HLTAHA027: ‘Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed: Reading skills to: interpret organisational policies and procedures Writing skills to: documenting Oral communication skills to: providing information to people and allied health professional’ Once again, there lacks detail and true guidance as to how well these foundation skills should be demonstrated or applied. Documenting – how well do you want students to be able to document?? With or without correct spelling or grammar? Without both, they are unlikely to obtain work in the AHA workforce… So, what I recommend is the following: 1/ Better define and standardise the literacy, numeracy and communication competency level at a qualification level and in line with industry requirements – which is higher than the level being accepted in to courses for Cert IV AHA currently. This level would then naturally also apply to all UOCs chosen for inclusion in the qualification (with the expectation that students will rarely improve upon these foundational skills during the course due to time constraints). This might be done by specifying a specific testing level (i.e., BKSB 3, for example) 2/ If a minimum level for foundation skill competency is therefore set at a qualification / course level, RTOs will then need to only accept course entrants who meet this level under SUPERVISED pre-entry assessment conditions (NB/ unsupervised assessment – i.e., online assessment completed at home will never be a true representation of students’ abilities due to assistance sought from others and online, during the test) "

Kiara Horwood 22.06.2021 11.40AM

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"Disagree with this statement. Please read the national standards for RTOs and the AQF. "

Karyn Calcino 24.06.2021 05.34AM

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"Which part do you disagree with, Karyn? "

Kiara Horwood 24.06.2021 07.39AM

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"Agreed with your thoughts and your practical solutions on this, Kiara. There's absolutely space and a responsibility for this forum to contribute to this change. The response needs to start from the very fundamentals, and RTOs must ultimately meet the requirements set out by qualification."

Tony Sheng 25.06.2021 01.37PM

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"It is the qualification that is set at a level and not the individual units of competency. The LLN required for a qualification is set under the AQF. You mention that employment is difficult yet there are dozens and dozens of jobs advertised. You are also not taking into account existing workers which are a large percentage of enrolments. You are making a statement that undergraduate students have better LLN levels then VET students but there is no evidence of this. We have delivered these qualifications for over 10 years and not had 1 VET student with an LLN issue. You have stated that RTOs expect that students may improve their LLN over the duration of the course, again where is the evidence of this, it is certainly not the opinion of any RTO that I have dealt with. RTOs have standards they must comply with and one is LLN. You also state that VET courses are relatively short compared to HE courses. You are comparing 2 different levels of education and very different levels of qualifications. Furthermore, there are hours set out in the AQF for each level of qualification. You are stating that the foundations skills are grossly insufficient guide to what level of competency students should be meeting with regard to core skills. You have not taken into account the national standards for RTOs. You state the units do not state for example 'how well we want students to be able to document', the answer is quite clear in the VET sector. A student must be 100% competent or they do not successfully complete the unit of competency. You have stated that online assessment completed at home will never be a true representation of student's abilities....who said assessments are conducted this way? We certainly do not offer units this way. I also note that Universities also offer assessments this way as well as exams due to COVID, should we implement the same for their students? "

Karyn Calcino 25.06.2021 02.13PM

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"Hi Karyn, thank you for your reply! I appreciate your passionate response to my recommendations! Just some context to my background: I am a current teacher for a Cert IV AHA course, and I am also a practicing allied health professional (and a previous AHA). My recommendations are therefore borne from my first hand experience of both sides of the fence. I am not denying that the LLN requirements are set out under the AQF; I am simply advocating for the overt specification of these requirements within the outline and context of the overarching Cert IV AHA qualification (in line with industry standards), if not also at the level of each individual UOC, AND for RTOs to better screen incoming students for their capacity to meet these requirements. In the future, there may need to be a review of whether the current LLN levels for qualifying as an AHA are sufficient. I recognise that job opportunities will vary from state to state. Currently on SEEK, there are 4 full-time AHA roles advertised to students wanting work in Melbourne and the surrounding metro suburbs. Given that at least 4 local RTOs are offering a Cert IV in AHA, I would argue that the job market is too competitive for our graduates. The practice for many RTOs in Victoria, across many various Cert III to Cert IV courses and Diploma courses, is that students may be accepted in to the course at a specific LLN level and expected to improve over the duration of the course towards reaching a suitable level upon exit, that corresponds with the relevant AQF category. My point was that this may be a suitable approach for a HE course (of 3-4 years with ample time for improvement), but is not suitable for a VET course of much shorter duration. I am not actually comparing VE and HE courses. Lastly, many RTOs undertake online LLN assessments of students that are not supervised, vetted, or able to be compared to any pre-existing evidence of student capabilities, as an entry requirement. This method leaves the door open to the acceptance of students who are not actually capable of undertaking, let alone completing, the course. The above circumstances may not be happening in your RTO or your network of RTOs, in your specific state. But they are occurring. "

Kiara Horwood 25.06.2021 03.55PM

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"Hi Kiara, I appreciate your experience however, making changes to a qualification requires extensive consideration and alignment with the training package, national standards for RTOs and to be able to consider the impact any changes will have on the student, the industry and the RTO. There is no evidence that there is a current LLN issue with students enrolling in the AHA qualifications. I disagree with the current positions advertised on SEEK, there are dozens of positions just in Melbourne alone advertised on SEEK, there are also dozens advertised on other job search website and on Victorian Health. I totally disagree with your thinking. An LLN test, whether it is supervised (which would be very closely for the student) or not supervised does not provide an RTO with the answer whether to enrol a student or not or if a student is actually capable of undertaking or completing the course. It goes well beyond just an LLN test to assess the needs of students. Unless you have worked for the thousands of RTOs in Australia you cannot say what is happening, what is working or not working. "

Karyn Calcino 25.06.2021 04.42PM

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"Hi Karyn, let’s just agree to disagree! Have a good weekend - Kiara "

Kiara Horwood 25.06.2021 05.24PM

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Definition of an AHA

"the definition of an AHA should read as follows in both the Cert III and Cert IV qualification descriptions: ...the role of allied health assistants who provide therapy and supports to persons, in the health, aged care and disability setting, under the delegation and supervision of allied health professionals. They may identify circumstances and risks and report issues to the allied health professional. Supervision may be direct, indirect or remote and must occur within organisational requirements, according to the individual allied health assistant’s scope of practice and experience. They may be engaged to work in single discipline or multidisciplinary roles in a health, aged care or disability services setting and may also have responsibility for supervising other allied health assistance workers according to their scope of practice. "

Lucy WHELAN 09.06.2021 01.18PM

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Placement 200 hours

"Placement should be 200 hours"

Kylie Saccotelli 08.06.2021 07.04PM

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4 Replies

"Absolutely agree with this"

sammi woods 09.06.2021 11.26AM

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"Agreed Kylie"

Lucy WHELAN 09.06.2021 01.18PM

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"Agreed Kylie"

jessica huglin 15.06.2021 03.56PM

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"Place is already more than 200 hours. The 120 hours does not include the 120 hours per unit of competency required. Please read the units of competency as part of the qualification. "

Karyn Calcino 25.06.2021 01.48PM

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Lack of AHA representation

"I attended the meeting today. I asked why there are no AHAs on the IRC. The answer was it is a technical committee. So someone has assumed that AHAs don't have technical expertise to belong to this committee. It should be required to have people on the committee who understand the work AHAs do in their workplace "

Kylie Saccotelli 08.06.2021 06.20PM

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1 Reply

"Totally agree"

Karyn Calcino 15.06.2021 03.45PM

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Certificate IV in Allied Health Assistance work placement hours

"I believe students should required to complete short mandatory work placement blocks in various health settings which are dispersed throughout the course. Coming to the end of the course, students are required to undertake a longer placement block in there chosen health setting to allow them time to process, develop their working skills as an AHA. "

Ben Turnbull 08.06.2021 04.06PM

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3 Replies

"This is a great idea - if placements were readily available "

Yvette Vos 24.06.2021 01.16AM

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"This is a great idea Ben and would see benefits to student work and skills readiness. We see it already when we have Cert IV students who have previously completed a Cert III"

Tony Sheng 25.06.2021 12.53PM

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"Cons: This might be hard to enforce due to the variation in course composition (i.e,, UOCs chosen) between various RTOs. It would also push out the duration of the course considerably, which may detract the large proportion of AHA students who are career-changes (especially since COVID-19) and can only afford to study for a defined period. Each block of placement also typically necessitates that students are unable to work at pre-existing casual or part-time jobs. Pros: Students would be able to get a more varied experience across many different healthcare settings, much like allied health students do during their time on placement. It would also help with their learning once they return to the classroom, as they are better able to put theory and skills learnt whilst on campus in to context, and therefore it is more likely to 'stick'. "

Kiara Horwood 25.06.2021 01.33PM

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further incorporate the disability and aged care sectors here

"the definition of an AHA should read as follows in both the Cert III and Cert IV qualification descriptions: FEEDBACK POINT 4: ...the role of allied health assistants who provide therapy and supports to persons, in the health, aged care and disability setting, under the delegation and supervision of allied health professionals. They may identify circumstances and risks and report issues to the allied health professional. Supervision may be direct, indirect or remote and must occur within organisational requirements, according to the individual allied health assistant’s scope of practice and experience. They may be engaged to work in single discipline or multidisciplinary roles in a health, aged care or disability services setting and may also have responsibility for supervising other allied health assistance workers according to their scope of practice. "

Kat Habel 06.06.2021 05.53PM

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2 Replies

"Agreed Kat"

Lucy WHELAN 09.06.2021 01.30PM

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"Agree Kat"

Jenni Devine 25.06.2021 05.09PM

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Longer placement

"A longer placement is essential. 120 hours is not long enough. I would like to see a short introductory placement towards the end of the course and then a longer (160hr) placement (in the same health network/setting) at the end. This would assist students to have a context to the learning and will then have had the time to process the information and be more prepared for their placement"

Kylie Saccotelli 06.06.2021 01.00PM

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19 Replies

"It would be good if students could complete more placement hours and possibly have placements split so they can experience a bed based placement as well as a non-bed based placement. Although core skills are transferable, the different settings present different challenges for students. "

Kristy Probert 08.06.2021 03.25PM

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"Absolutely agree with the increase in placement hours - each placement should be at least 3 weeks per setting."

sammi woods 09.06.2021 11.27AM

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"Agreed"

Raffaele Quattrocchi 10.06.2021 07.43PM

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"The issue is with the wording. The Qualification Description states "To achieve this qualification, the candidate must have completed at least 120 hours of work as detailed in the Assessment Requirements of the units of competency." This is currently an issue with RTOs and as per the above statements, is still an issue. We have RTOs that are telling students that they only need to do 120 hours even if they are enrolled in the specialised areas. This needs to be reworded to state that the 120 hours is exclusive of the individual hours specified for each unit of competency. We have concerns that there are a lot of RTOs who have awarded a certificate to students who have completed 3 different specialised skill sets and only completed 120 hours."

Karyn Calcino 15.06.2021 03.49PM

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"The 120 hours does not include the 120 hours per unit for each specialised unit. Example of the current hours - if a student is enrolled in the physiotheraphy and OT skill set, they must complete 120 hours per unit - total 600 hours. If an RTO has the ability to cluster units then these hours may be less. This is definitely sufficient hours."

Karyn Calcino 20.06.2021 06.22PM

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"Totally agree with Kylie. An introductory placement or a longer placement in total would be highly beneficial to learners. I work heavily in the AHA student space completing on-site assessments for students within a large hospital organisation, as well as being heavily involved with student supervision. My experience is, at least within our organisation, that Cert III students are grossly underprepared for the workforce after completion of their course - to the point that we no longer take them. Majority of industry, at least health-based, here in Victoria take Cert IV as a minimum. We have noticed in the past when Cert III students then go on to complete a Cert IV, their clinical abilities and soft skills on placement tend to exceed those just completing a Cert IV. Naturally, completing a second block of placement would lead to this improvement in a student's competence and employability upon completion. You could also make the argument that if students are going on to further study, that they are indeed aware of the role of an AHA and are committed to that course of study, further highlighting the importance of appropriate messaging about the AHA role (see Victorian Workforce Plan recommendations). I can't comment on the practicalities of a 200 hour placement, but I do agree that the current 120 hours is not enough. Students barely get an opportunity to demonstrate the requirements in their logbooks, let alone the soft skills identified in the Victorian AHA Workforce Plan recommendations. "

Tony Sheng 25.06.2021 01.00PM

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"As per previous messages, the qualification is not 120 hours. This does not include the 120 hours a students must perform the performance criteria for each specialised unit of competency"

Karyn Calcino 25.06.2021 01.50PM

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"As per previous messages, the qualification is not 120 hours. This does not include the 120 hours a students must perform the performance criteria for each specialised unit of competency"

Karyn Calcino 25.06.2021 01.50PM

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"As per previous messages, the qualification is not 120 hours. This does not include the 120 hours a students must perform the performance criteria for each specialised unit of competency"

Karyn Calcino 25.06.2021 01.50PM

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"The qualification is not 120 hours. Each unit of competency in the specialised skill sets are 120 hours each??"

Karyn Calcino 25.06.2021 01.51PM

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"I agree with this statement, 160 hours of clinical placement would be ideal for students. From my experience as an AHA supervising students on placement is would give them additional time to consolidate their skills. However, from an RTO perspective this poses significant difficulties finding placement, given the number of student enrolments. We need to remember that the placement requirement is in place so students can be assessed in the workplace, and not necessarily to consolidate skills. Workplaces are expecting students to be experts in the field before beginning employment, but this is an unrealistic expectation. "

Nicole O'Shannessy 25.06.2021 03.40PM

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"Health districts are already stretched to cope with Uni students and AHA students are an additional stretch with increasing numbers of RTOs providing CertIV so there needs to be collaboration between the RTOs and health as to how to make this work best for all. "

Jenni Devine 25.06.2021 05.15PM

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"Karyn, In my experience supervising AHA students on placement, they have only ever done 120hours in total, not additional hours if PT & OT are considered specialisations. So they come to us for their first and only placement for 120hrs. I'm not sure if this is different for anyone else."

Kristy Probert 28.06.2021 09.04AM

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"Hi Kristy, thanks for confirming. This has been an issue we have seen a lot with the Cert IV. The RTOs are not reading the training packaging rules correctly. The wording in the 'Qualification Description' needs to change to reflect the individual unit hours which state in the performance evidence that the candidate must "perform the activities outlined in the performance criteria of this unit during a period of at least 120 hours of work". I am not sure why RTOs are only providing 120 hours in total for the full qualification but a student cannot perform the activities in the performance criteria at the same time as another unit which would have different performance criteria eg: a student who is enrolled in the OT and speech pathology skill sets cannot perform the activities in the performance criteria for a speech pathology unit at the same time as an OT unit as the activities are totally different and these are 2 different discrepancy areas. RTOs need to be accountable and ensure students are completing the requirements for the qualifications to be awarded their certificates and this includes the minimum hours."

Karyn Calcino 28.06.2021 09.22AM

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"Karyn, it sounds as though the RTOs are indeed reading the information correctly if you're saying that the performance evidence definition needs to change from the current wording. It does not say that the candidate must perform the activities outlined in the performance criteria of 'ONLY' this unit in the period of 120 hours. Many of the RTO candidates we currently work with complete at least the PT and OT units, which is 4 units worth of performance criteria within a 120 hour placement. There is lots of overlap within those units that are covered off within at least hospital based placements. Even if there was speech and OT, there's nothing that states that these can't be completed in one joint 120 hour block of placement, as long as the activities outlined in the performance criteria are in fact performed during that period. If we were to read the performance evidence as you're suggesting, that would mean students would need to complete 120 hours x 4 = 480 hours of placement, which, although would be great, is just not going to happen in the real world. As it currently stands, there is no such rule in the packaging to state that Group A electives must be an individual placement block, for example, or that each unit within Group A electives must have their own 120 hour placement. "

Tony Sheng 29.06.2021 01.09PM

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"Hi Tony, the performance evidence for each unit states "perform the activities outlined in the performance criteria of this unit during a period of at least 120 hours of work". The performance evidence for each unit also states the candidate must show evidence of the ability to complete tasks outlined in the elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. The job role for an OT is different to the job role of a PT. Whether a student is in a hospital setting or a private practice setting the student still needs to performance the criteria for each unit. It is not possible to cluster the OT and PT units together and if an RTO is doing this, it should be questioned. We have completed extensive mapping of these units and there is no units in the PT skill set that have the same or similar PCs as the OT skill set. There is packaging rules and RTOs need to read the 'whole' unit of competency when developing their assessment tools including the application of the units which will state in a 'physiotherapy program' etc. If the student is completing the application of a PT unit in an OT program, the RTO is not following the packaging rules."

Karyn Calcino 29.06.2021 03.41PM

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"Hi Karyn, that is what each unit states, but again it does not mention anywhere that ONLY those performance criteria in that unit can be completed during that placement block of 120 hours. Many placements that are organised through our partner RTOs are bed-based, which sees candidates gaining experience and demonstrating performance of criteria in real world OT AND PT AND other disciplines all within a placement block of 120 hours - the minimum currently required. As long as the criteria can be observed, there is nothing that states that it must be completed independently of other units' placement blocks. Again, looking into the language here: "perform the activities outlined in the performance criteria of this unit during a period of at least 120 hours of work" does not exclude it from being completed alongside another unit. "

Tony Sheng 29.06.2021 04.16PM

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"HI Tony, as I stated you cannot just look at the performance evidence, an RTO must look at all aspects of the unit and each unit has an application that must be followed. As I stated the application for each unit states students must apply the knowledge and skills in a "....." setting or program. For example HLTAHA005, the application states in a 'physiotherapy program'. If you are not abiding by the application of a unit, you are not delivering the unit in line with the packaging rules. Furthermore, if you complete a mapping tool it will show it is impossible to deliver the different disciplines at the one time. If this was the case we would not need different disciplines, an OT and PT would be the same job role but they are not."

Karyn Calcino 29.06.2021 04.35PM

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"HI Tony, as I stated you cannot just look at the performance evidence, an RTO must look at all aspects of the unit and each unit has an application that must be followed. As I stated the application for each unit states students must apply the knowledge and skills in a "....." setting or program. For example HLTAHA005, the application states in a 'physiotherapy program'. If you are not abiding by the application of a unit, you are not delivering the unit in line with the packaging rules. Furthermore, if you complete a mapping tool it will show it is impossible to deliver the different disciplines at the one time. If this was the case we would not need different disciplines, an OT and PT would be the same job role but they are not."

Karyn Calcino 29.06.2021 04.35PM

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Further study/career opportunities for AHAs

"A Diploma of Allied Health Assistance should be developed for those wishing to become team leaders or supervisors for junior AHAs and AHA students. The units should focus on leadership, supervision and clinical knowledge and skills. It should have strict entry requirements (e.g., completed Cert IV in AHA and at least 2 years of work experience as a Grade 3 AHA) and a placement component of at least 160-180 hours supervised by an allied health professional."

Raffaele Quattrocchi 04.06.2021 02.29PM

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6 Replies

"I agree, it would be good to see a path like this."

Kylie Saccotelli 06.06.2021 12.50PM

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"This would be a great career opportunity to develop leadership skills"

Sallie Schroder 10.06.2021 03.49PM

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"Totally agree, several Universities have developed a Diploma of Health. The Diploma is a pathways for students wanting a career in allied health. If students do not achieve the ATAR they need they can enrol in the Diploma of Health and some Universities guarantee entry into the allied health disciplines eg: podiatry, physiotherapy, OT, speech and psychology."

Karyn Calcino 15.06.2021 04.30PM

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"I don't agree with this. A Diploma will water down an Allied Health degree. There are currently a huge amount of Allied Health Professionals being trained at our universities and many are leaving without finding employment. "

Yvette Vos 22.06.2021 11.07AM

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"Hi Yvette, I am not sure what Uni you work at but there are 100s of positions vacant for allied health professionals and assistants. We have a massive shortly of allied health professionals in Australia. People are waiting months to see speech pathologists, dietitians, psychologists, etc. You can visit recruitment websites and Health Departments and see the number of positions advertised and it is excessive. "

Karyn Calcino 22.06.2021 11.33AM

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"Hi Karyn, I think this depends on which state you are in in regards to job vacancies. But fair comment."

Yvette Vos 22.06.2021 05.17PM

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Entry requirements

"Cert IV should have entry requirements (e.g., Cert III in Allied Health Assistance) as some students are completely new the field and entering a Cert IV can be overwhelming, especially at the pace TAFEs and RTOs deliver this."

Raffaele Quattrocchi 04.06.2021 02.20PM

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1 Reply

"Agree with this"

Tony Sheng 25.06.2021 01.26PM

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Placement hours

"In my experience as a trainer/assessor and also as a clinician/placement supervisor, placement hours at the Cert IV level should be increased to at least 160-180. This will give students a full month (full time) or more of placement and more opportunities to learn about the workplace and role. Increased hours will give placement supervisors more time to observe and assess the skills of students."

Raffaele Quattrocchi 04.06.2021 02.18PM

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1 Reply

"Agree with this. Students would also benefit from either an introductory placement/orientation or better/more consistent orientation/messaging from RTOs as to the expectations/role requirements of an AHA in industry. These points are covered in the Victorian AHA Workforce Plan recommendations"

Tony Sheng 25.06.2021 01.28PM

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Packaging rules

PACKAGING RULES

17 units must be completed:

  • 9 core units
  • 8 elective units, consisting of:
    • at least 6 units from the electives listed below, at least 2 of these units must be coded HLTAHA
    • up to 2 units from any endorsed Training Package or accredited course – these units must be relevant to the work outcome

Any combination of electives that meets the rules above can be selected for the award of the Certificate IV in Allied Health Assistance. Where appropriate, electives may be packaged to provide a qualification with a specialisation.

 

Packaging for each specialisation:

  • At least 4 units from group A electives must be selected for award of the Certificate IV in Allied Health Assistance (Movement and Mobility Support)
  • All units from group B electives must be selected for award of the Certificate IV in Allied Health Assistance (Nutrition and Dietetic Support)
  • All units from group C electives must be selected for award of the Certificate IV in Allied Health Assistance (Communication Support)
  • At least 4 units from Group D electives must be selected for award of the Certificate IV in Allied Health Assistance (Daily Living Support)
  • All units from Group E electives must be selected for award of the Certificate IV in Allied Health Assistance (Medical Imaging Support)

 

Where two or more specialisations are completed, this should be noted on the testamur or statement of attainment when awarding the qualification.

 

All electives chosen must contribute to a valid, industry-supported vocational outcome.

5 Comments

core elements

"Core elements are a repeat of Cert lll - this is a waste of opportunity. Cert lll should be a pathway course or preparation for a traineeship and Cert1V the actual qualification - this gives more scope to look forward to future needs rather than looking back"

Claire Hewat 30.06.2021 12.27PM

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More core units

"An increase in core units will provide graduates with more consistent skills. Recommend to increase the core units and decrease the number of electives required. "

Kylie Saccotelli 13.06.2021 05.35PM

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More core, less elective for consistency

"AHAs are employed in both single and multidisciplinary roles and as a result, it won't be possible to cover all current and potential allied health disciplines in the makeup of a Certificate level course. For this reason, grouping elective skill sets by function is meaningful to all health, aged care and disability sectors, rather than by individual discipline as per Group A, B, C and D in Cert IV qualification elective units."

Lucy WHELAN 09.06.2021 01.19PM

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As per recommendation 3 in the Victorian AHA Workforce Plan

"grouping elective skill sets by function is meaningful to all health, aged care and disability sectors, rather than by individual discipline as per Group A, B, C and D in Cert IV qualification elective units."

Kat Habel 06.06.2021 05.56PM

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Cert IV AHA Specialisations

"I am a bit confused. Are the specialisations going to be named 'Occupational Therapy', 'Physiotherapy', etc. OR 'Movement and Mobility Support', 'Daily Living Support' etc. in the new training package?"

Raffaele Quattrocchi 03.06.2021 03.21PM

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Core units

CORE UNITS

CHCCOM005

Communicate and work in health or community services

CHCDIV001

Work with diverse people

CHCLEG001

Work legally and ethically

HLTAHA027

Assist with an allied health program

HLTAHA047

Engage with clinical supervision and delegation

HLTAHA049

Confirm health conditions

HLTINF001

Comply with infection prevention and control policies and procedures

HLTWHS002

Follow safe work practices for direct client care

BSBMED301

Interpret and apply medical terminology appropriately

 

23 Comments

Movement & Mobility Support specialisation

"In this specialisation, how come CHCCCS002 Assist with movement, is not included. One would think that that would be a pre-requisite almost. How can you implement a Physiotherapy program if you cannot transfer or guide a person from the chair they are seated in to walk to the parallel bars."

Tilly Waite 01.07.2021 12.17PM

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1 Reply

"Absolutely agree Tilly. It could even be a core unit in both Cert III & IV AHA qualifications; but if not a core then it fits nicely in the movement and mobility specialisation."

Debbie Zulch 02.07.2021 01.06PM

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CHCDIV002 - to remain an elective

"There seems to be some support to include the CHCDIV002 as a core unit. This unit is great in areas where there are many Aboriginal & Torres Trait Islander clients, but in some regional parts of Australia, there may be more people from other cultures (overseas) than Aboriginal & Torres Strait Islanders. CHCDIV001 already includes knowledge evidence specifically related to Aboriginal and/or Torres Strait Islander culture. Including the CHCDIV002 as a core on top of the CHCDIV001 is like having the two A&P units (HLTAAP001 & HLTAAP002) in the core as is the case in the HLT43015."

Tilly Waite 01.07.2021 12.11PM

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New core list

"I agree with the addition of Assist with an AH program to the core list, as well Engage with clinical supervision and delegation, Comply with infection prevention and control policies & procedures. "

Jenni Devine 25.06.2021 05.53PM

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Biopsychosocial patient-centred care

"The core units listed very much only address the bio and social aspects of the biopsychosocial approach. There should be a core unit addressing the burgeoning issue of mental health and wellbeing. Units such as CHCMHS001 - work with people with mental health issues provide the essential skills to work with clients who have complex presentations. I highly recommend this unit be considered for inclusion. "

Kiara Horwood 22.06.2021 12.15PM

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1 Reply

"Kiara- you will see HLTAHA049 Confirm health conditions also includes mental health now. the previous unit was named Confirm physical health- so this is an improvement."

Debbie Zulch 02.07.2021 01.08PM

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HLTAHA047 Engage with clinical supervision and delegation

"I feel that HLTAHA047 - Engage with clinical supervision and delegation is largely redundant as a core unit. Many of the skill sets include at least one unit that covers delegation and supervision requirements - skills and knowledge, pertaining to AHAs. HLTAHA047 is less desirable than other more critical units, such as HLTAHA011 or HLTAID009 (which many employers would expect students to have prior to employment). "

Kiara Horwood 22.06.2021 12.06PM

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4 Replies

"Hi Kiara, I would like to see the contents of the unit HLTAHA047 before making that decision, as I do think the subject as a stand alone is relevant as a core unit. I don't agree that HLTAHA011 should be a core as conducting group sessions is not core to every AHA role, as well HLTAID009 (or any First Aid training), I don't like seeing this in CertIV training, it is a bit of a 'filler' subject and I am always disappointed when RTOs fill up a CertIV with this unit, as so many people have first aid training for personal and other reasons, also all NSW Health facilities provide CPR training to staff on an annual basis. "

Jenni Devine 25.06.2021 05.46PM

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"Hi Jenni, the selection of First Aid is not one that is chosen as a filler by an RTO. Within Victoria, large clinical health providers are requiring students to have completed first aid to be eligible for placement. RTO's would also prefer to package other alternatives into their implementations. We are guided by our industry consultation and this has been clearly evidenced."

Bradley Wilman 28.06.2021 12.49PM

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"We have up to 8 OT students come here for placements, and completion of First Aid is not a prerequisite for placement."

Sallie Schroder 28.06.2021 01.13PM

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"Thanks Brad, I didn't mean to sound negative about First Aid, and yes interesting to know the requirement in Victoria. Thanks!"

Jenni Devine 28.06.2021 01.35PM

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Core units

"Core units should align with the Department of Health's four Core competencies for the AHA workforce. "

jessica huglin 15.06.2021 03.48PM

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Cultural competence

"In order to promote the importance of culturally competent practice in Australia it would be prudent to include CHCDIV002 Promote Aboriginal and/or Torres Strait Islander cultural safety in the core units for both AHA Certificate qualifications."

Lucy WHELAN 09.06.2021 01.22PM

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1 Reply

"Hi Lucy, while I am all for cultural competence in practice, I do not think CHCDIV002 should be a core as Work with Diverse People should be sufficient as an introduction to working with Aboriginal and/or Torres Strait Islander people, as well all NSW Health facilities have training in this as part of the mandatory employment training. "

Jenni Devine 25.06.2021 05.57PM

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Culturally competent practice recommended

"In order to promote the importance of culturally competent practice in Australia it would be prudent to include CHCDIV002 Promote Aboriginal and/or Torres Strait Islander cultural safety in the core units for both AHA Certificate qualifications."

Kat Habel 06.06.2021 05.57PM

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2 Replies

"absolutely agree with this comment and feedback"

sammi woods 09.06.2021 11.30AM

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"absolutely agree with this comment - especially if student have not had experience with working with clients from Aboriginal backgrounds."

Sallie Schroder 10.06.2021 03.55PM

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Assist with Movement

"Assist with movement should be a core subject or a required subject in the Group A specialisation"

Kylie Saccotelli 06.06.2021 01.11PM

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5 Replies

"Maybe its covered in the Cert 3 instead. Can't edit comment."

Kylie Saccotelli 06.06.2021 03.22PM

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"This would be a great unit to include as it forms a basis for the proposed HLTAHA028 unit. "

Yvette Vos 09.06.2021 01.44PM

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"Not everyone starts with a Cert III. I think it is a good idea to include this unit as a core in the group A specialisation."

Raffaele Quattrocchi 10.06.2021 07.45PM

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"Agreed, assist with movement covers aspects of manual handling for most allied health sectors and should be included either in the core or Group A specialisation."

Samira Fares 22.06.2021 11.04AM

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"No- not a core in Cert III AHA either- an oversight!"

Debbie Zulch 02.07.2021 01.09PM

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ELECTIVE UNITS

Group A electives – (Movement and Mobility Support) specialisation

HLTAHA028

Deliver and monitor physiotherapy programs

HLTAHA030

Assist with basic foot hygiene

HLTAHA032

Assist with the development and maintenance of an individual’s functional status

HLTAHA037

Deliver and monitor an aquatic physiotherapy program

HLTAHA038

Support the fitting of assistive equipment

Group B electives – (Nutrition and Dietetic Support) specialisation

HLTAHA039

Assist in the development of meals and menus to meet dietary and cultural requirements

HLTAHA040

Assist with the monitoring and modification of meals and menus according to individualised plans

HLTAHA041

Support food services and dietetics in menu and meal order processing

HLTAHA042

Assist with screening and management of nutritional risk

HLTAHA043

Support the provision of basic nutritional advice and education

Group C electives – (Communication Support) specialisation

HLTAHA034

Support the development of speech and communication skills

HLTAHA036

Assist and support the use of augmentative and alternative communication systems

HLTAUD004

Develop and implement individual hearing rehabilitation programs

HLTAUD005

Dispense hearing devices

Group D electives – (Daily Living Support) specialisation

CHCCCS020

Respond effectively to behaviours of concern

HLTAHA029

Support persons independence and community participation

HLTAHA031

Assist in the rehabilitation programs

HLTAHA033

Conduct group sessions for individual outcomes

HLTAHA044

Work within a community rehabilitation environment

Group E electives – (Medical Imaging Support) Specialisation

HLTAHA045

Assist people management in medical imaging

HLTAHA046

Support the medical imaging professional

Other electives

BSBMED303

Maintain patient records

BSBMED401

Manage patient recordkeeping system

BSBWOR202

Organise and complete daily work activities

CHCCCS002

Assist with movement

CHCCCS001

Address the needs of people with chronic disease

CHCCCS023

Support independence and wellbeing

CHCCCS027

Visit client residence

CHCDIV002

Promote Aboriginal and/or Torres Strait Islander cultural safety

CHCPRT003

Work collaboratively to maintain an environment safe for children and young people

HLTADM001

Administer and coordinate Telehealth services

HLTADM002

Manage Telehealth technology

HLTAHA035

Provide support in dysphagia management

HLTAHA048

Provide allied health assistance in remote or isolated setting

HLTAID009

Perform cardiopulmonary resuscitation

HLTAID010

Provide basic emergency life support

HLTAID011

Provide first aid

HLTAUD001

Assess hearing

HLTFSE001

Follow basic food safety practices

HLTFSE005

Apply and monitor food safety requirements

HLTHSS010

Undertake routine stock maintenance

HLTWHS005

Conduct manual tasks safely

 

QUALIFICATION MAPPING INFORMATION

Supersedes and is not equivalent to HLT43015 Certificate IV in Allied Health Assistance

LINKS

Companion Volume Implementation Guide

84 Comments

Linking AHA to Aged Care & Disability

"It was hoped to see more of an integration of Aged Care and/or Disability in the new C.IV in AHA. However, it seems to be left to two lines of Knowledge Evidence: - Principles of empowering the older person - Principles of empowering people living with a disability or serious mental health illness First of all, where is the information (or unit) to deal with mental health issues - how does the AHA know when someone is suffering from a mental health illness, what the illness may be and how to respond to it in their dealings with the person (ie. maybe something as simple as Mental Health First Aid). Where is more indepth information about the older person or the person with a disability? Aspects such as 'changes related to ageing' is part of A&P. It's more about how to interact with the older person; knowing about My AgedCare or the NDIS. How can you empower them if you have no idea about some of these aspects that can be beneficial to the older person or person with a disability. These two knowledge requirements may not do a hell of a lot for students to prepare them to work in either Aged Care or Disability."

Tilly Waite 01.07.2021 12.26PM

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List contains non-specific choices of minmal value

"The following should be removed: HLTAID009 Perform cardiopulmonary resuscitation HLTAID010 Provide basic emergency life support HLTAID011 Provide first aid HLTFSE001 Follow basic food safety practices HLTFSE005 Apply and monitor food safety requirements HLTHSS010 Undertake routine stock maintenance HLTWHS005 Conduct manual tasks safely They are easy and cheap to teach and can be offered at the expense of more relevant units potentially producing a graduate with a list of not very applicable skills. most of these could be in pre-recs or easily taught on the job"

Claire Hewat 30.06.2021 02.00PM

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HLTAUD001 Assess hearing

"I have been working as a Multi Dis AHA for a number of years , including SP and never once have I been asked to assess an individuals hearing. One of the requirements is to: Include summary, recommendations and any further action required. Does not the provision of a recommendation and further action require clinical reasoning, is this not outside the scope of practice of an AHA?"

Sharon McLean 29.06.2021 03.01PM

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Agree with new format

"I agree with the development of the new format 'specialisations' of Movement and Mobility support etc as it is moving the qualification towards supporting inter/trans discipline models rather than individual multidisciplinary practice. I suggest consideration of a cross discipline specialisation, and also further consideration of the electives being offered in each new specialisation as I don't think this list is quite there yet. "

Jenni Devine 28.06.2021 02.01PM

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Telehealth electives

"I would like to see the introduction of telehealth electives for AHAs. HLTADM001 Administer and coordinate T/H services and HLTADM002 Manage T/H technology may be good starting points, but telehealth units specific to the role of AHAs is definitely a direction in which we need to move especially with the current situation we face with increased use of technology for service delivery. "

Jenni Devine 25.06.2021 06.46PM

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1 Reply

"agree"

Claire Hewat 30.06.2021 12.29PM

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Do not support removal of Social Work unit

"Assist with Social Work HLTAHA017. This is a relatively new unit to the Cert IV AHA and I would not like to see it removed. AHAs supporting SWs is relatively new and I would like to see this unit maintained and the development of a role for AHAs in psychosocial/mental health support. I would also like to see the content of the SW unit reviewed, or amalgamated into a psychosocial support unit covering other mental health issues (if a social worker would like to help me out with wording here, you are welcome..)"

Jenni Devine 25.06.2021 06.33PM

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Removal of Podiatry units

"I agree with the removal of the units HLTAHA007 Assist with podiatric procedures and HLTAHA008 Assist with podiatry exercise and assessment. Unfortunately there is not enough uptake of the use of podiatry assistants in the profession, both public and private. These units were developed at the time of the inception of the Cert IV in AHA (15 years ago?) and back then I did think it was ambitious but I had hope for the profession, but for so many reasons the role of the podiatry assistant has not developed as much as it has in other AH professions. I support the maintenance of the unit Assist with basic foot hygiene, but as a separate elective unit and not part of Group A electives. "

Jenni Devine 25.06.2021 06.28PM

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6 Replies

"I have to disagree with you here Jenni. The role of a podiatry assistant is increasing more than other areas. The podiatry profession plays a key role in the treatment of major foot diseases and wounds caused by diabetes and chronic diseases in our Indigenous communities. The issue is the number of RTOs that offer the podiatry skill set, not that the role has not developed. This is one profession where Podiatrist in regional areas of Australia are thinking outside the box and actually upskilling staff to podiatry assistants. We have seen first hand the value of this skill set in regional Queensland. A Podiatrist in a small town with several aged care facilities had a contract to provide basic foot care to residents but could not secure a Podiatrist to relocate. In this instance the Podiatrist took on 4 of our students for placement, she then employed the 4 students part time (as per the students needs). These students could then perform the basic foot and nail care for our elderly and the Podiatrist could concentrate on high end need of clients. If we did not need Podiatrists than we would not have a Podiatry Association with thousands of members."

Karyn Calcino 25.06.2021 10.50PM

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"Well that is so good to hear Karyn, that QLD is moving ahead with podiatry assistants. NSW has been slow to adopt and take on the role of foot care AHAs, for many reasons that I wont elaborate here. And within NSW the podiatry skill sets have been readily available from TAFE. It is really great to hear of regional podiatrists being innovative. I am only agreeing with the removal of two of the three podiatry units, I am not agreeing with the removal of the unit Assist with Basic Foot Hygiene. "

Jenni Devine 28.06.2021 01.45PM

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"I agree with Karyn. Just because podiatry assistants are not being utilised in one state, does not mean we should remove the training in the entire country. There have been misconception around podiatry assistants and some podiatrists are afraid of their jobs being taken away. These are issues we need to resolve in our podiatry trainings in tertiary settings and educate our current and future podiatrists how to work with assistants. It is important to move forward in our profession, e.g. look at what physio's and OT's have done with their industry with help from assistants. In rural areas where there are limited access to podiatrists, for example QLD, it is important to have allied health assistants to obtain podiatry skill sets training to complement the services. "

Bingyan Pang 02.07.2021 03.03PM

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"Hi Jenni. The low uptake in the use of podiatry assistants is not about the training itself, it's about funding where podiatry is always the last to get a piece of the cake, and the fear of a group of podiatrists losing their jobs to podiatry assistants (which can never happen anyway). The misconception and lack of ability to work with podiatry assistants are matters tertiary need to resolve in podiatry training. There are services in the country where there are clear JDF's for podiatry assistants, please look up different states and see what each states are doing. We should not remove training for the whole country basing on one state. "

Bingyan Pang 02.07.2021 03.42PM

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"Hi Bingyan, yes it is the case that podiatry has less access to FTE to fund assistants (in the public system). And yes, if we want podiatrists to work with assistants then training of AHPs to do this needs to be incorporated at tertiary level, this is common for all AH professions with research showing this. And I am not advocating for the removal of podiatry AHA training at all. A podiatry assistant can be employed with the elective unit Assist with basic foot hygiene as part of their Cert IV. And the flexibility of the Cert IV is such that AHPs who employ or work with AHAs can develop the capability of the AHA to work to the role as required. The PT units in movement would be invaluable to any AHA working in podiatry, I know this from experience having worked with AHAs in a public podiatry (general and high risk) service for over 10 years. "

Jenni Devine 02.07.2021 04.00PM

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"The PT units are useful and I am not opposed to these units. But we cannot say this collection of units are suitable for all PT OT and Pod assistants. The elective unit Assist with basic foot hygiene does not provide adequate training for an assistant to work in podiatry. Any assistants can be employed in podiatry, mind you AHPRA only recommends taking training in either cert iii or cert iv, it's not mandatory. BUT, pod assistants without the adequate training from the podiatry skill set have minimal value specifically to podiatry. It's great that you have experience working with AHAs, but please also keep in mind that each health services function differently, we cannot make these changes based on opinions from one state. "

Bingyan Pang 02.07.2021 04.44PM

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Group B Electives

"For Group B electives (Nutrition & Dietetics support specialisation), ‘HLTAHA043 - Support the provision of basic nutritional advice and education’ is included in this skill set requirement. However, this skill set requirement is missing in the detailed unit for HLTSS00071 (AHA Nutrition & Dietetics SKill Set Draft 1.0). "

Vanessa Schuldt 22.06.2021 01.07PM

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HLTAHA033

"It would be a good idea to include HLTAHA033 - conduct group sessions in the Group A electives; many of the units in this group include assessment conditions for working with an individual and then also a group. From a delivery and assessment point of view, this is extremely demanding of time. If HLTAHA033 was included, any group based assessment conditions in other units would be taken care of (and therefore the specification of group assessments could be deleted from these units - i.e., HLTAHA028)"

Kiara Horwood 22.06.2021 12.51PM

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HLTAHA037 - Deliver and monitor an aquatic physiotherapy program

"HLTAHA037 - Deliver and monitor an aquatic physiotherapy program is better placed within the 'other electives' list. Whilst skills relating to hydrotherapy are valuable, this unit greatly reduces the available placement options for students due to the assessment conditions requiring assessment for two aquatic programs in the workplace. Not all placement providers have aquatic physiotherapy programs, let alone pools. Placements are increasingly hard to arrange, especially given the increase in student numbers secondary to AHA courses being made free to eligible students. Further restricting the requirements for placement would only worsen this situation. "

Kiara Horwood 22.06.2021 11.58AM

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5 Replies

"You are spot on Kiara. There are such limited options to complete these in the workplace that if will be close to impossible to offer a physiotherapy specialisation if these three units have to be completed."

Yvette Vos 22.06.2021 05.26PM

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"Yes, this is very important as there are limited options for placement with this unit, and it would mean they would need to complete Assist with Basic Foot Hygiene in order to get the Cert IV in Movement and Mobility qualification, and basic foot hygiene placements are also very limited in availability. "

Jenni Devine 25.06.2021 06.07PM

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"Totally agree Yvette"

Sharon McLean 29.06.2021 02.36PM

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"Totally agree Yvette"

Sharon McLean 29.06.2021 02.36PM

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"Totally agree Yvette"

Sharon McLean 29.06.2021 02.36PM

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Skill Set Titles

"Skill set titles need to reflect industry AHA workforce roles. An AHA graduate applying for a job will be better distinguished as being suitable for an OT or Physio AHA role, if they have undertaken a Physio AHA or OT AHA skill set (rather than a movement and mobility support specialisation, which has no meaning to any potential employer). HLTAHA030 - Assist with basic foot hygiene is an anomaly, and does not belong in the Group A electives. "

Kiara Horwood 22.06.2021 11.48AM

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4 Replies

"I agree Kiara- the skill set title should reflect the job title rather than the range of duties- will make it much easier for industry to recognise and understand a potential employee's completed training"

Debbie Zulch 23.06.2021 04.11PM

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"I agree, Basic Foot Hygiene should be an elective rather than in the Group A electives. Podiatry assistants are thin air and placements for this unit are difficult to come by (in NSW anyway, other states??) "

Jenni Devine 25.06.2021 06.11PM

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"So what about those who might want to work with an Exercise Physiologist or an Osteopath or several different professions? Look forward, not back."

Claire Hewat 30.06.2021 12.32PM

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"The placement for this unit is NOT difficult. There are plenty of practices where podiatrists are willing to provide supervision. We just need to ask. "

Bingyan Pang 02.07.2021 05.01PM

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Group A Electives

"I agree with others on this comment board regarding the unit CHCCCS002 Assist with movement. This unit belongs in the Group A electives - considering this group has been named Movement and Mobility Support). Assist with basic foot hygiene does not belong in this elective group and I also believe the unit HLTAHA037 Deliver and monitor an aquatic physiotherapy program should be moved out of this group and can sit in the other electives group. "

Helen Garard 20.06.2021 04.03PM

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1 Reply

"Agree with you Helen on all. Basic foot hygiene should be an elective, it will be difficult for anyone to get placement in this subject unfortunately. "

Jenni Devine 25.06.2021 06.13PM

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Overall comment

"We are an RTO that offers all the specialised skill sets in the Certificate IV in Allied Health Assistance. We are shocked by these recommendations for change. 1. Why are we changing the specialised skill set titles. These titles are in line with peak bodies, associations, professions and terminology used as pathways to University. 2. The changes to the Certificate IV has removed the ability for allied health assistants to support Allied Health Practitioners. Correct me if I am wrong but Physiotherapists do not perform basic foot hygiene and very few would conduct aquatic exercises. The changes state that students must complete 4 of Group A units which would be impossible due to the above. 3. The National Guidelines for Best Practice in Early Childhood Intervention should be taken into consideration when making any changes to this qualification. The NDIS is about our most vulnerable including children and NDIS early childhood intervention. 3. As a current IRC member I understand that the enrolment and completion data used to make some of these change decision is not current and not accurate. This data should not have any bearing on the changes to an important qualification like the Certificate IV. 4. From my personal experience with a granddaughter with learning difficulties and diagnosed with autism she sees a speech pathologist regularly and they do not conduct hearing programs or fit audio devices. If there is a need for these skills then a new specialised skill set should be developed. 5. The podiatry specialised skill set needs to stay. It is already difficult for podiatrist to recruit podiatrist in regional areas and the skills learnt by podiatrist assistants is vital for these practices to continue to service aged care facilities and community members with needing to have surgical procedures. 6. The podiatry skill set is a vital skill set for our Indigenous communities. Diabetes and chronic disease is a major concern that affects the feet of our Indigenous people. To remove it would be detrimental to our Indigenous communities. 7. The OT skill set has the most enrolments and it has been removed. Was there an OT on the TAC team. "

Karyn Calcino 15.06.2021 04.21PM

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2 Replies

"Karyn I agree, I think industry does look at specialisations in terms of physiotherapy and occupational therapy. I don't see how assist with basic foot hygiene has been placed with movement and mobility support and there are a limited number of organisations who offer aquatic physiotherapy programs. A specialisation in Group A would be near impossible to deliver unless Assist with movement is included. Considering this specialisation is a movement and mobility support specialisation, I don't understand why Assist with movement has not been included in this group."

Helen Garard 20.06.2021 03.56PM

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"Thanks Helen. I am shocked by the whole idea behind these changes. Hopefully industry will voice their opinion. I believe it was a good qualification to start with. Some of the units required an upgrade and maybe more specialised areas on offer but the changes as they stand are not in line with industry. "

Karyn Calcino 20.06.2021 06.29PM

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Assist with movement

"CHCCCS002 Assist with movement must be included in Elective Group A for Movement and Mobility Support) specialisation"

Lucy WHELAN 09.06.2021 01.22PM

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3 Replies

"I agree Lucy- it could replace HLTAHA030- or even better as a core unit for both Cert III & IV AHA as an essential skill required for all AH staff"

Debbie Zulch 23.06.2021 04.13PM

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"Agree Lucy"

Jenni Devine 25.06.2021 06.13PM

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"I agree Lucy"

Sharon McLean 29.06.2021 02.38PM

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The term specialisation

"The term specialisation does not make sense and these should be termed skill sets"

Lucy WHELAN 09.06.2021 01.20PM

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Paediatrics.... and other elective options...

"I believe there is a need to add additional elective options (specific units) for the aha s including Paediatrics, Aged Care, Learning Difficulties... bringing in specialists who work within those areas to teach those electives"

sammi woods 09.06.2021 11.43AM

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private practice world!

"We feel that the elective untis should also cover the private practice world as well as hospital based settings. It is an ever expanding area for aha s to work within and there needs to be more taught surrounding private practices and what an aha role would look like in this"

sammi woods 09.06.2021 11.33AM

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4 Replies

"Agreed"

Raffaele Quattrocchi 10.06.2021 07.47PM

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"This is a good suggestion sammi, as long as there is sufficient interest from the private sector to assist in placements. "

Jenni Devine 25.06.2021 05.24PM

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"I agree Jenni, private sector would need to actively engage with RTOs and the provision of clinical placement"

Sharon McLean 29.06.2021 02.48PM

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"this is essential if you are going to move into disability practice and other potential markets"

Claire Hewat 30.06.2021 12.33PM

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Non bed based units

"As an AHA working in a community health setting I frequently supervise students who know very little, if anything about the role of an AHA in a non bed based setting. They often have difficulty getting their heads around what we do in community, the differences in how we deliver treatment plans, complex presentations we see both physically and socially in our community and also the progression of clients from the acute setting all the way through to community. We've had to develop a community AHA tutorial for all our students (especially those placed in bed based settings who don't get to experience the community setting) so that they can gain an understanding of what is involved in being a community AHA. I would like to see a better representation of the community AHA role so that students are better equipped 1) for their placements and 2) to gain an insight into the varying roles and AHA can fulfil. "

Kristy Probert 08.06.2021 04.15PM

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3 Replies

"Agreed Kristy"

Lucy WHELAN 09.06.2021 01.22PM

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"Agreed"

Raffaele Quattrocchi 10.06.2021 07.46PM

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"Totally agree Kristy, there is more to the AHA role than bed based"

Sharon McLean 29.06.2021 02.40PM

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Clinical placement requirements

"As an employer in the acute tertiary hospital setting, we currently deem the Certificate III AHA qualification insufficient and stipulate a minimum of Cert IV qualifications. Consistent with the Victorian AHA Workforce planning recommendations feedback point 5, i agree that candidates must provide evidence of a minimum of 200 hours of workplace experience, with a mandatory component of this completed in the acute hospital setting. This would require placement arrangements and contracts with acute care providers and healthcare services."

Benjamin Tarrant 07.06.2021 10.23AM

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3 Replies

"Agreed Ben!"

Lucy WHELAN 09.06.2021 01.23PM

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"There seems to be a misunderstanding with how many hours are required for this qualification. The 120 hours mentioned in the unit descriptor does not include the individual hours required for each specialised unit. All specialised units state a student must "perform the activities outlined in the performance criteria of this unit during a period of at least 120 hours of work." This is per unit unless the performance criteria for others units in the specialised skill set can be performed simultaneously. A student enrolled in the physiotherapy skill set should be completing 120 hours per unit unless the performance criteria in the units can be performed together. If you have RTOs informing students they only need to do 120 hours in total than please question the RTO and ask them to review the units of competency requirements."

Karyn Calcino 20.06.2021 06.34PM

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"Hi Ben, has there been some evidence presented on how the 200 hour clinical placement was arrived at? It would be interesting to know what difficulties were being reported in the demonstration of the Performance Evidence requirements with two clients over 120 hours of work given students have completed them via simulation prior to their placement. If a student was only completing one specialisation would they still be required to compete a 200 hour clinical placement in your model?"

Bradley Wilman 28.06.2021 12.37PM

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Clear emphasis on Delegation (key governance theme for AHA) in each core and elective unit

"Each core and elective unit needs to have embedded in them for Allied health assistants the first task of clarifying the delegation, a performance criteria where anomalies and risks are reported effectively and a final mention of appropriate documentation and feedback to delegating allied health professional. This needs to read consistently for each therapy related unit of competency, core and elective. "

Kat Habel 06.06.2021 06.00PM

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5 Replies

"Agreed, Kat."

Raffaele Quattrocchi 10.06.2021 07.48PM

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"Agreed Kat- as it is now for the new HLTAHA027 Assist with an allied health program- Element 1 is confirming the delegation and Element 4 is reporting and documenting. If this was done in each AHA unit- we would not need the additional core HLTAHA027 Engage with clinical supervision and delegation- it is just repetitive."

Debbie Zulch 23.06.2021 04.20PM

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"Agreed Kat, and agreed Debbie. This absolutely needs to be embedded in each unit. It's astounding the amount of students I deal with on placement who don't understand the importance of this fundamental aspect of an AHA's role. "

Tony Sheng 25.06.2021 01.51PM

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"Agreed Debbie. HLTAHA027 is repetitious and should simply be embedded in each relevant UOC. "

Kiara Horwood 25.06.2021 02.21PM

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"Absolutely agree, the basic fundamental for any AHA clinical task irrespective of discipline "

Sharon McLean 29.06.2021 02.53PM

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Further comment grouping according according to work function

"HLTAHA035 Provide support in dysphagia management belongs in the communication support elective group"

Kat Habel 06.06.2021 05.59PM

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1 Reply

"Agree Kat"

Sharon McLean 29.06.2021 02.40PM

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Remove the term specialisation from the elective groups

"The terminology specialisation used to describe the elective groups is inappropriate for this workforce and requires consideration as to its alignment with various state and territory industrial agreements."

Kat Habel 06.06.2021 05.58PM

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Elective Group A suggestion

": CHCCCS002 Assist with movement must be included in Elective Group A for Movement and Mobility Support) specialisation"

Kat Habel 06.06.2021 05.57PM

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2 Replies

"Agreed Kat"

Lucy WHELAN 09.06.2021 01.23PM

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"Agreed Kat"

Lucy WHELAN 09.06.2021 01.23PM

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Cert IV AHA Specialisations

"Specialisations should be named according to discipline (e.g., Occupational Therapy, Physiotherapy, Social Work)."

Raffaele Quattrocchi 04.06.2021 02.22PM

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1 Reply

"Broader thinking required - what if you need to undertake multidisciplinary work?"

Claire Hewat 30.06.2021 12.35PM

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Qualification

"I believe the work-integrated learning hours are too short, there is too much emphasis on dietetics assistance, and I believe RTOs should have to evidence Langauge, Literacy, and Numeracy proficiency in applicants prior to being accepted into the program."

Mitchell Dunn 04.06.2021 02.10PM

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7 Replies

"Agreed Mitchell"

Lucy WHELAN 09.06.2021 01.24PM

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"Agreed!"

Raffaele Quattrocchi 10.06.2021 07.49PM

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"Agreed Mitchell"

jessica huglin 15.06.2021 04.05PM

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"Our RTO has been offering this qualification for over 10 years and we have not had 1 student with LLN issues. RTOs are already responsible for ensuring a student has an appropriate LLN level. If an RTO is not doing this they are non-compliant. To request all students to complete an LLN test is not feasible. Why do we assume people undertaking VET qualifications need an LLN test but not students entering University?"

Karyn Calcino 20.06.2021 06.38PM

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"Hi Mitchell, within Victoria it is a Skills First funding requirement for RTO's to conduct LLN assessments as part of the Pre-Training Review. This assessment is then used to determine the suitability of an applicant for the program prior to enrolment. "

Bradley Wilman 28.06.2021 12.16PM

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"Agreed Mitchell, I have been hosting students for many years on placement. There have been times where it has been a clinical risk, due to a students inability to process and comprehend the instructions from the clinician. "

Sharon McLean 29.06.2021 02.42PM

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"Hi Bradley, this only covers students that are enrolling under the funding and not all students. "

Karyn Calcino 29.06.2021 04.21PM

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Elective selection

"Women’s Health Victoria would like to propose that the packaging of these Community Services qualifications include the ability to select a unit that develops the capacity of the graduate to apply a gender lens to their work. In 2018 the Victorian Government funded the development of a new accredited course - 22521VIC Course in Gender Equity. This course has 8 units of competency with the foundational unit being - VU22770 Develop a gender lens to support gender equity work. The Royal Commission into Family Violence (Vic) revealed that family violence is a gendered crime, as 75% of victims are women. (1) Gender inequality is at the core of violence against women and is a serious social issue in Australia. A number of new gender equity strategies and policies have been developed to address this issue. Workplace gender equity is crucial for today’s workplace. Gender equality boosts productivity, innovation, and performance in all industries. It improves workplace conditions and supports all employees to fully participate in the workforce and achieve their career aspirations. Workplace gender equality, which starts with individual actions, is also crucial for future-proofing the Australian workforce. (2) As highlighted by the Workplace Gender Equality Agency (WGEA) the aim of gender equality in the workplace is to achieve broadly equal opportunities and outcomes for women and men, not necessarily outcomes that are exactly the same for all. This applies not only to outcomes for internal staff but also for the clients and customers they serve. The Community Services Sector works with Australia’s most vulnerable people with a wide range of intersectional perspectives, we can see that the needs of those that are indigenous, migrant, aged, young and old dealing with addiction, justice systems and living with a disability are all addressed within different units of competency, however what we do not see is the impact of gender inequality being considered, or the teaching of how to apply a gender lens to one’s work practices. We see this as vital to ensure that within future careers the needs of all people – women, men and gender diverse people are being met in service provision, as well as within internal work policies and procedures. Women’s Health Victoria believes that to truly achieve the transformational change required to create a society free from the impact of gender inequality, that gender equity knowledge and skills are needed at the foundational stage, within training package qualifications for all careers, we see this as a current knowledge and skills gap in the qualifications packaging currently under review. To that end we propose that SkillsIQ consider the inclusion of - VU22770 Develop a gender lens to support gender equity work, as an elective option within the qualifications currently under review. Women’s Health Victoria as owner of - 22521VIC Course in Gender Equity, is happy to discuss this further with SkillsIQ during the review. (1) Safe and Strong: A Victorian Gender Equality Strategy, Victorian Government https://www.vic.gov.au/safe-and-strong-victorian-gender-equality#download-the-pdf Accessed 27/05/2021 (2) Workplace Gender Equality: the business case, Workplace Gender Equality Agency https://www.wgea.gov.au/publications/gender-equality-business-case Accessed 27/05/2021 "

Debra Parker 04.06.2021 09.26AM

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Group C electives (communication support specialisation)

"I have been working at Monash Health (in adult subacute) as an AHA in speech pathology for 6 years now and have seldom if ever conducted hearing rehabilitation. HLTAUD004 and HLTAUD005 do not relate to the work AHAs in Speech Pathology at MH ever carry out. Maybe they are more common with paediatric case-loads? I have never heard of this however (at MH) I feel it would be worth consulting more comprehensively with AHAs and SPs to find out whether these need to be replaced by areas of practice more commonly delegated to eg dysphagia therapy, "

louise britzman 02.06.2021 12.39PM

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Reinstate Podiatry Skill Set as a SEPARATE elective

"Why is this skill set "HLTAHA030 - Assist with basic foot hygiene" within elective A being amalgamated into an elective with other skills aimed for physiotherapist assistants? It is disrespectful to podiatry assistants and by association, podiatry as a profession. Also, it is NOT reflection of the role of physiotherapist assistants as only podiatrists and their trained assistance should be responsible for the provision of foot hygiene and care. As a podiatrist in regional NSW, having skilled podiatry assistants is a way of encouraging more people into the profession. The removal of the Podiatry specific group of electives and amalgamating it within physiotherapy is completely DISRESPECTFUL to me and the podiatry profession."

Heidi Jennings 01.06.2021 06.17PM

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6 Replies

"Hi Heidi, as a physiotherapist I agree that this unit should not be part of the group A electives which are aimed at physiotherapy assistants. "

Yvette Vos 04.06.2021 03.24PM

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"Agree with you Heidi and Rachelle (below) ... Podiatry needs to have it's own skill set. I don't have a direct interest, but can't see the sense of this."

Kylie Saccotelli 06.06.2021 01.20PM

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"Hi Heidi, don't be so offended please!! Group A electives cover physio, OT and podiatry so as a podiatrist myself that is exactly where I would want to be placed ! HLTAHA032/038 are OT units. For other reasons I think HLTAHA030 should be in the list of other electives and not listed in Group A. "

Jenni Devine 25.06.2021 06.20PM

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"I totally agree with you Heidi and I do not believe you are being offended. Podiatrists are just as important as any other allied health professional if not more. The podiatry profession plays a key role in the treatment of major foot diseases and wounds caused by diabetes and chronic diseases in our Indigenous communities. "

Karyn Calcino 25.06.2021 10.37PM

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"Agree with Heidi, Yvette, Kylie and Karyn. I don't see how "HLTAHA030 - Assist with basic foot hygiene" fits in this group with it aiming at physiotherapy assistants. The two professions function every differently both in public and private settings. As a podiatrist myself who have worked with podiatry assistants, I can say that in some instances, allied health assistants are funded more than half from podiatry department, I don't see how this 'proposed' model can provide adequately trained assistants, and be any value to a podiatry team. Podiatrists will end up either not having assistants at all (great, another set back to podiatry compared to the rest of allied health), or having to use a lot of their own time to train their assistants which I don't imaging is useful usage of time. "

Bingyan Pang 02.07.2021 03.24PM

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"Just to clarify for all, the proposed Movement and Mobility speciality consists of PT, POD and OT units. HLTAHA028 Deliver and monitor PT programs and HLTAHA037 Deliver and monitor an aquatic physiotherapy program are physio specific, with elements transferable to any role. HLTAHA032 Assist with the development and maintenance of an individual’s functional status and HLTAHA038 Support the fitting of assistive equipment are Occupational Therapy specific units, with elements transferable to any role of an AHA. And the podiatry unit HLTAHA030 Assist with basic foot hygiene is the podiatry unit most relevant to Movement and Mobility, as without adequate 'foot hygiene' (aka basic foot care), safe mobility and movement can be at risk. The Movement and Mobility specialisation is not aimed at physiotherapy assistants only but rather aimed at encompassing the varied skills an AHA may require to have in a role that promotes and assists in safe mobility and movement. The main issue with the cluster of units is lack of availability of roles for assistants in foot care and hydrotherapy, making student placements difficult to obtain. "

Jenni Devine 02.07.2021 03.48PM

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Please reinstate Podiatry Skill Set as a SEPERATE ELECTIVE

"Podiatry Assistants are a valuable asset to any Podiatry business. To take the Podiatry Skill Set (HLTSS00055) electives out of this course and place one unit under Physiotherapy is appalling!!! Why has this decision been made and I request that it be reinstated. As a Podiatry business owner in regional Australia it is very difficult to find Podiatry skilled health professionals. I have only found one provider that offers the Podiatry Skill Set in Australia (Health Industry Training) and to remove it completely would be detrimental to the profession. "

Rachelle Brunton 01.06.2021 05.53PM

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"Agree Rachelle- let's return to skill sets or specialisations that reflect the range of allied health disciplines- Podiatry; Physiotherapy; Occupational Therapy; Speech Pathology; Nutrition and Dietetics..."

Debbie Zulch 23.06.2021 04.23PM

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