community services & health industry skills council ... documents/hlt_knowledge... · hlt...

Community Services & Health

Industry Skills Council

Knowledge Guide

for Aboriginal and/or Torres Strait Islander

Health Worker Qualifications

HLT Health Training Package

Release 1.3 January 2015

Contents

Overview ................................................................................................................................... 4

Endorsed and non-endorsed components ................................................................................... 4

Feedback and contributions ........................................................................................................... 5

Knowledge Evidence in the Assessment Requirements .................................................... 6

AQF levels and areas of knowledge ...................................................................................... 7

Social and emotional wellbeing (SEWB) and mental health ..................................................... 1

Knowledge and administration of medications ............................................................................ 2

Anatomy and physiology ................................................................................................................. 3

Information gathering, research and reporting ............................................................................ 4

Glossary of concepts and resources .................................................................................... 7

Aboriginal and/or Torres Strait Islander Primary Health Care ................................................... 7

Access and Equity ............................................................................................................................ 8

Advocacy ........................................................................................................................................... 9

Budgets ............................................................................................................................................ 10

Cultural competence ...................................................................................................................... 11

Cultural Respect ............................................................................................................................. 11

Cultural safety ................................................................................................................................. 12

Diseases and injuries responsible for high levels of death or disability in Aboriginal and/or

Torres Strait Islander populations ................................................................................................ 13

Health promotion programs .......................................................................................................... 13

Human Resources ......................................................................................................................... 15

Language ......................................................................................................................................... 18

Legislative requirements ............................................................................................................... 18

Mandatory reporting ....................................................................................................................... 19

Medical equipment ......................................................................................................................... 19

Medicines and medications .......................................................................................................... 20

Office systems ................................................................................................................................ 22

Organisation policies and regulatory requirements .................................................................. 22

Policy ................................................................................................................................................ 24

Social determinants of health ....................................................................................................... 25

Social and emotional well being ................................................................................................... 26

Supervision ...................................................................................................................................... 26

Useful resources .................................................................................................................... 28

Organisations and peak bodies ................................................................................................... 35

Aboriginal and Torres Strait Islander health initiatives ............................................................. 35

RTOs offering qualifications for Aboriginal and/or Torres Strait Islander primary health care

.......................................................................................................................................................... 35

Relevant texts ................................................................................................................................. 36

Reports ............................................................................................................................................ 37

Useful journal .................................................................................................................................. 38

Overview

Background to Companion Volumes

In 2010 the National Quality Council accepted recommendations in the VET Training

Products for the 21st Century report. Two of those recommendations were specifically to do

with the design of training packages. These are summarised below:

Simplify and streamline the content of Training Packages by separating the

performance standards in units of competence from guidance and supporting

information for RTOs ….

Restructure and streamline training package content by

Simplifying the endorsed components

Expanding the non endorsed components

Eliminating unnecessary information and consolidating repetitive material.

In November 2012, the National Skills Standards Council (NSSC) endorsed new Standards

for Training Packages which set out new requirements in full.

Endorsed and non-endorsed components

There are four endorsed components of Training Packages, all of which can be found on the

national register www.training.gov.au.

In addition, the non-endorsed components have been expanded to include Companion

Volumes, including the following:

Endorsed components of Training Packages

Units of competency

Assessment requirements

Qualifications

Credit arrangements

Quality Assured components of Training Packages - Companion

Volumes

Implementation Guide

Learning Strategies Guide

Assessment Strategies Guide

Knowledge Guide

This is mandatory for the CS&HISC to

produce

These are optional

Companion

Volumes provided

by the CS&HISC

Knowledge Guide for Aboriginal and/or Torres Strait Islander Health Worker Qualifications HLT Health Training Package

4 of 45

http://www.training.gov.au/

The Companion Volume Implementation Guide is a mandatory requirement for CS&HISC

to produce and is available at www.cshisc.com.au. It contains overview information about

the entire Training Package, including a list of all units, skills sets and qualifications in the

training package. It also contains key implementation advice for use by RTOs.

The Learning Strategies Guide describes potential strategies for working with a diversity of

learners in this industry and possible learning strategies.

The Knowledge Strategies Guide (this guide) identifies knowledge requirements of the

units of competency, a glossary of terms and provides information about potential resources

as well as links to useful information.

The Assessment Strategies Guide provides guidance on implementation of the

Assessment Requirements as well as general advice about assessment in this industry.

Feedback and contributions

In time, these Companion Volumes will provide an opportunity to showcase best practice

from RTOs and provide a forum for sharing information and resources. If you have any

ideas, resources, case studies or feedback to contribute to the Companion Volumes, please

provide your feedback via the CS&HISC Continuous Improvement Feedback Register

http://www.cshisc.com.au/connect/continuous-improvement-register/.


5 of 45

http://www.cshisc.com.au/

Knowledge Evidence in the Assessment

Requirements

Before the NSSC released the Standards for Training Packages, units of competency

contained ‘Required Knowledge’. This was often a non-exhaustive summary of the

knowledge required to perform the performance criteria in the competency.

As part of the new endorsed component of Training Packages called ‘Assessment

Requirements’, we now have Knowledge Evidence. The Knowledge Evidence:

Specifies what the individual must know in order to safely and effectively perform the

work task described in the unit of competency.

Relates directly to the performance criteria and/or range of conditions.

Indicates the type and depth of knowledge required to meet the demands of the unit

of competency.

Example of Knowledge Evidence in Assessment Requirements

HLTAHW003 Provide basic health information to clients

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role under supervision. This includes basic knowledge of:

major body systems, organs and their functions, including:

- cardiovascular system (including heart, arteries and veins)

- respiratory system (including lungs, nose, mouth, throat)

- senses (including sight, hearing, smell, touch, taste and equilibrium)

- skin and integumentary system (including skin layers, hair and nails)

- digestive and gastrointestinal system (including stomach, intestines, bowel)

- nervous system (including brain and nerves)

- circulatory system (including arteries and veins)

- genitourinary system (including male and female genital and reproductive systems)

- endocrine system (including glands and hormones)

- musculoskeletal system (skull, skeleton, muscles, body tissue)

factors contributing to healthy lifestyles including:

- nutrition

- exercise and activity

- alcohol consumption

- smoking

- use and abuse of prescribed and illicit drugs

- healthy weight range

- environmental factors

- mental, social and emotional health and wellbeing

processes to prevent infection and chronic diseases

community health issues

health care plans

organisational standards, policies and procedures.


6 of 45

AQF levels and areas of knowledge

The following tables set out a summary of some areas of knowledge required in primary

health care within the Aboriginal and/or Torres Strait Islander Health Worker qualifications.

They are designed to demonstrate how knowledge expands and becomes more technical or

specific as the AQF level increases. Examples of relevant units of competency are also

provided (these may be core or an elective units depending on each qualification).

Note: these tables are not designed to capture every piece of knowledge required for each

qualification and/or competency. You should always refer to the Knowledge Evidence within

the Assessment Requirements, which are a new endorsed component under the National

Standards for Training Packages.

Remember: when delivering knowledge learning, there should first be analysis of units of

competency to identify any overlapping areas of knowledge that are required across different

units of competency and then demonstrate how same knowledge is used in different ways.

For example, knowledge of anatomy and physiology may be used in terms of carrying out

physical assessments and determining the use of medications.


7 of 45

Social and emotional wellbeing (SEWB) and mental health AQF Level

Qualification Examples of knowledge required Examples of relevant HLTAHW unit/s of competency

2 HLT20113 Certificate II in Aboriginal and/or Torres Strait Islander Primary Health

General understanding of SEWB and mental health

How an individual worker can look after their own needs.

HLTAHW009 Provide information about social and emotional support as an elective

3 HLT30113 Certificate III in Aboriginal and/or Torres Strait Islander Primary Health Care

Understanding of specific SEWB issues and concerns including trans-generational trauma

Support services and referrals

Bereavement and family grieving processes and available support

Self-care strategies

HLTAHW009 Provide information about social and emotional support

4 HLT40113 Certificate III in Aboriginal and/or Torres Strait Islander Primary Health Care HLT40213 Certificate III in Aboriginal and/or Torres Strait Islander Primary Health Care Practice

Obtaining a client history to identify mental health and SEWB concerns

Direct health care options and treatment including client self-management and crisis intervention

Strategies for the community in promotional or educational programs

HLTAHW017 Assess and support client social and emotional wellbeing

5 HLT50113 Diploma of Aboriginal and/or Torres Strait Islander Primary Health Care HLT50213 Diploma of Aboriginal and/or Torres Strait Islander Primary Health Care Practice

Identifying and supporting staff needs in social and emotional wellbeing and mental health

Debriefing and employee assistance support

Delivering direct health care to clients

HLTAHW047 Support and promote social and emotional wellbeing in staff and clients HLTAHW049 Work effectively in social and emotional wellbeing HLTAHW050 Develop a healing framework for social and emotional wellbeing work HLTAHW051 Respond to loss, grief and trauma

6 HLT60113 Advanced Diploma of Aboriginal and/or Torres Strait Islander Primary Health Care

Supervision of SEWB workers and their work delivery

Advanced practice and theory for clients with SEWB and mental health issues

Implementing a healing place in a community to support individual and community health

Principles supporting a narrative approach to social and emotional wellbeing support the clients

HLTAHW072 Provide guidance in social and emotional wellbeing HLTAHW073 Practice social and emotional wellbeing in clinical setting HLTAHW074 Provide closure on healing processes HLTAHW077 Provide supervision for social and emotional wellbeing workers HLTAHW078 Work within a narrative approach


8 of 45

Knowledge and administration of medications AQF Level



Medicines not specifically referred to in core units of qualification, but would be relevant in understanding own role and authority of others


Scope of own role in supporting the use of medication

Legal and ethical boundaries of the role

Basic understanding of commonly used medications, their purposes and side effects

Authorising practitioners

Procedures for supporting clients to use medications

HLTAHW015 Work under instructions to support the safe use of medications


Legal and ethical considerations in using medication

6 Rights of Medicines

Different routes of administration and procedures involved

Pharmacology to address specific pathophysiology

Impact of medication on major body systems and organs

Uses of medication for chronic diseases

Uses of traditional and bush medicines

Cold chain storage and transportation procedures

HLTAHW020 Administer medications HLTAHW037 Support the safe use of medications HLTAWH016 Assess client physical wellbeing


Legal and ethical considerations in using medication

Management of medication within a clinic or primary health care setting

Overseeing administration of medication by other authorized practitioners

Determining the use of medication as part of primary health care treatment of a client

HLT071 Manage medicines in Aboriginal and/or Torres Strait Islander primary health care


More advanced use of medicines for specific chronic diseases e.g. renal treatments, cancer treatments


9 of 45

Anatomy and physiology AQF Level



Basic knowledge of major body organs and their functions

HLTAHW003 Provide basic health information to clients


Knowledge of anatomy and physiology to identify major body systems, relevant organs and their functions

Common conditions and presenting problems associated with major body systems

Impact of chronic diseases on major body systems

Anatomy and physiology through different stages of life e.g. birth, childhood, adulthood, pregnancy, aging

HLTAHW007 Undertake basic health assessments HLTAHW008 Assist in planning and implementation of basic health care HLTAHW011 Assist with basic health screening, promotion and education services


anatomy/physiology and associated microbiology, pathophysiology (disease processes) and pharmacology for major body systems

impact of medication on body systems and organs

HLTAHW016 Assess client physical wellbeing HTAHW018 Plan, implement and monitor health care in primary health care context HLTAHW020 Administer medications HLTAHW037 Support the safe use of medications


Anatomy and physiology knowledge specific to advanced practice

HLTAHW046 Apply advanced skills in primary health care



10 of 45

Information gathering, research and reporting AQF Level



Complete all documentation accurately and on time as required by work task

Respect the confidentiality of all client information received as part of the role


Information gathering responsibilities o Preparing information for planning new

services, reviewing existing services, providing advice to management (for use in policy development, strategic planning, marketing and promotion)

o Providing information specific to an organisation, its clients, interests and relationship with the wider community

o Initiating and brokering research activities to ensure specific client interests and issues are respected and addressed

Information gathering techniques o Interviews and discussions with individuals

and groups o Using networks and established forums o Qualitative and/or quantitative measurements o Reviewing existing documents, records and

statistics

Recording information o In writing o Verbally, by reporting to other required

persons o Photographed o Filmed

Appropriate systems and formats for compiling information o Specified formats for preparing reports o Maintaining databases o Noting information on records systems o Advising appropriate people of the information

gathered


11 of 45

How to receive advice on research outcomes o Preparation and circulation of reports o Verbal reporting at meetings or to individuals o Presentations to meetings or other

organisations


Appropriate systems and formats for compiling information o Specified formats for preparing reports o Maintaining databases o Storing information on records systems o Advising appropriate people of the information

gathered

Presenting information to supervisors or community o Preparation and circulation of reports o Verbal reporting at meetings or to individuals o Presentations to meetings or other

organisations

Document a community health profile o A document detailing current and anticipated

community health issues, concerns and trends

Community health profile information o Community characteristics o Research data from a range of sources o Views and opinions o Statistics o Other relevant documents regarding

community health issues o Relevant records, correspondence and reports


Information collected in the coordination of community health research information o Community characteristics o Research data from a range of sources o Views and opinions o Statistics o Other relevant documents regarding

community health issues o Relevant records, correspondence and reports


12 of 45

Research methodology o Gathering and collection of written and spoken

information o Consultation processes involving individuals,

community and group settings o Recording and reporting and data o Procedures to ensure and demonstrate

accountability and validity o Qualitative and/or quantitative measurements o Use of sound recording, photography, video

and/or film

Research information gathering tools o Questionnaires/ surveys o Focus group interviews o Telephone interviews o Face-to-face interviews

Research action plans o Agreed research techniques to be used o Consultation processes o A timeframe for completion of the research o Methods of ensuring feedback to the

community o Details about who will gather the information o Reporting guidelines

Reports to be written o Written or verbal as required by workplace

requirements o In an appropriate format, as determined by the

purpose or audience of the research


Project planning

Define project scope

Schedules/ timelines

Budgets

Physical and human resources

Work breakdown structure

Risk assessment

Contingency planning


13 of 45

Glossary of concepts and resources

Previously, units of competency included a ‘Range Statement’ which provided a way of

understanding the scope of terms essential to performance criteria. Range Statements are

no longer part of the endorsed components of Training Packages, but this section provides

some general understanding to many of the concepts that are used in the Aboriginal and/or

Torres Strait Islander Health Worker qualifications.

Where possible and appropriate, knowledge should be contextualised to the workplace of

the learner. For example, when dealing with organisational policies and procedures, look at

the actual policies and procedures

Terms are listed alphabetically.

Aboriginal and/or Torres Strait Islander Primary Health Care

A very useful resource for Aboriginal and/or Torres Strait Islander Primary Health Care

Workers is the Australian Indigenous HealthInfoNet at www.healthinfonet.ecu.edu.au

This website has specific resources for a range of health issues include:

social and emotional wellbeing and support workers

family violence

healthy lifestyle including diet, exercise and nutrition

specific chronic illnesses

It also acts as a useful reference point for workers in terms of communication, conference

and training.

History of primary health care and community controlled health

Some significant policy developments include:

1970s saw the development of Aboriginal and/or Torres Strait Islander community

controlled health organisations

1973 was the first federal attempt to develop a national Indigenous health policy

called the ‘Ten Year Plan for Aboriginal Health’

National Aboriginal Controlled Community Health Organisation (NACCHO, previously

NAIHO) was formed in 1975

In 1979, the Commonwealth House of Representatives Standing Committee on

Aboriginal Affairs conducted the first major national inquiry into Aboriginal and Torres

Strait Islander health and found that poor Indigenous health was due to poor housing

conditions and environment, socio-economic factors, and inadequate health services


14 of 45

http://www.healthinfonet.ecu.edu.au/

In 1989, the National Aboriginal Health Strategy (NAHS) was developed after

extensive consultation with Aboriginal and Torres Strait Islander people and is seen

as the benchmark in Indigenous health policy. Findings suggested an urgent need to

meet housing and infrastructure needs of Indigenous communities

The NAHS was evaluated in 1994 and outcomes indicated that governments had not

provided sufficient funding to initiatives in rural and remote areas

In 2003, the Commonwealth of Australia developed the National Strategic

Framework for Aboriginal and Torres Strait Islander Health 2003 – 2013, which was

signed by all state and territory governments

Access and Equity

Access and Equity reflects the principle that all Australians should have equal and fair

access to resources and services to ensure that their basic needs are met and that

improvements are made to their quality of life. This principle stands to provide Australians

with better opportunities to legitimately participate in all decision-making affecting their lives.

It provides recognition and promotion of people’s rights and serves to highlight the

accountability of decision and policy makers.

Underpinning values and philosophies

Empowerment for Aboriginal and Torres Strait Islander people

A holistic client centred approach to service delivery

Promotion of Social and Emotional Wellbeing

Early intervention strategies

Prevention strategies

Delivery of culturally appropriate services

Commitment to meeting the needs and upholding the rights of clients

Encouragement of personal growth and development towards recovery and wellness

Barriers to Access and Equity

Racism, including community and institutionalised racism

Discrimination

Provision of essential services and infrastructure

Lack of co-ordination of government at all levels

Inadequate resources/funding

Lack of community control and ownership

Lack of political leverage

Language barriers

Disease focus of mainstream health care delivery

Differences in concept of ill health

Geographic access to Primary Health Care and specialist health services

Cultural barriers, such as poison cousin and kinship barriers


15 of 45

Strategies to address access and equity issues

Strategies to maintain strong culture and supportive social networks and maximise

educational, employment and social opportunities for children

Understanding the political context of health care system and access to benefits such

as Medicare and pharmaceutical benefits

Community development initiatives

Advocacy

Advocacy is as a process initiated by an individual or group who aim to present their own, or

other’s views to seek redress of concerns or issues. It may occur within political and

economic frameworks, legal and judicial systems or social systems and institutions.

Individuals or groups involved in advocacy work may be motivated from a moral, ethical or

religious standpoint or simply from a need to protect. Advocacy may come in a range of

forms including:

assistance with identifying, articulating and documenting concerns and issues

identifying avenues for to redress these issues

accompanying individuals and/or groups to meetings, hearings or other engagements

where their views are presented either by themselves or other representatives

communicating on behalf of individuals/groups through letter writing, email

correspondence, telephone calls and face to face contact with relevant organisations

and other individuals

providing actual representation for individuals/groups in formal settings such as court

or before tribunals

Rights and needs of community members

Freedom from discrimination

Freedom of choice

Right of equality

Access to services

Eligibility for resources and benefits

Personal safety and security

To have something explained in the way the client understands

Adequate food and shelter

Those relating to holistic health care practices

Right to appeal in relation to a decision or situation that affects the individual and/or

community

Situations where self-advocacy for the client may not be possible

The client is unconscious

The client is unable to express their needs because of language or other barriers

The client feels too intimidated by the situation and / or environment to represent

their own needs


16 of 45

The client chooses not to represent their own needs, for personal reasons

Organisation policies inhibit the client from expressing their needs and/or concerns

Client confidentiality

To protect the right to privacy of the client, by:

o providing only the information relevant to the specific issue of concern

o only to those people who need to action outcomes

o with the permission of the client

Community confidentiality

To protect the right of privacy of the community and members of the community, by providing only the information relevant to the specific issue of concern, only to those people who need to action outcomes, with the permission of the community.

Appropriate forums to promote the rights, needs and interests of the

community

Meetings with agencies and individuals

Public meetings

Conferences

Seminars, workshops

Working parties, committees

The potential impacts of providing client advocacy from inside an

institution

Conflict between the worker and staff / management of the health institution

Resentful treatment of the worker

Personal and/or organisational retribution against the worker

Negative treatment of client

Unrealistic expectations of the worker’s role and ability to cope

Isolation

Changes to processes / practices to prevent future event

Effective outcome for client

Budgets

The budgeting process is the systematic projection of future income and expenses.

Individuals or companies may carry out budgeting processes to determine or estimate

whether the individual or organisation can continue to operate with its projected income and

expenses.

Budget types

o Full year

o Length of project


17 of 45

o Quarter, or another period of time as required

Workplace resource needs

o Human

o Financial

o Physical (equipment) resources

Systems for monitoring and recording finances

o Account books

o Receipts and invoices

o Quotes, when required

o Bank accounts

o Audited statements, as required

o Business activity statements

Cultural competence

Cultural competence is a set of congruent behaviours, attitudes, and policies that come

together in a system, agency or among professionals and enable that system, agency or

those professions to work effectively in cross-cultural situations (Cross et al 1989 cited in

Eisenbruch 2004a). It is much more than simply being aware that someone is from a

different cultural background – it is an awareness of your own culture, how this impacts on

your interactions with others, and how to use cultural diversity to the benefit of supporting

delivery of services and working together. It can refer to an individual’s, a team’s or an

organisation’s competency.

The National Health and Medical Research Council has produced ‘Cultural competency in

health: A guide for policy, partnerships and respect’ available at

http://www.nhmrc.gov.au/guidelines/publications/hp19-hp26.

There are also many different jurisdictions and organisations who have developed their own

cultural competency frameworks, including:

Queensland Health Aboriginal and Torres Islander Cultural Capability Framework

2010 – 2033 - http://www.health.qld.gov.au/atsihealth/cultural_capability.asp

Respecting the Difference: An Aboriginal Cultural Training Framework for NSW

Health – http://www0.health.nsw.gov.au/policies/pd/2011/PD2011_069.html

National Best Practice Framework for Indigenous Cultural Competency in Australian

Universities – https://www.universitiesaustralia.edu.au/uni-participation-

quality/Indigenous-Higher-Education/Indigenous-Cultural-Compet#.VJIYqKO4aUk

Cultural Respect

All competency standards support the recognition, protection and continued advancement of

the inherent rights, cultures and traditions of Aboriginal and Torres Strait Islander peoples.

They recognise that the improvement of the health status of Aboriginal and Torres Strait

Islander people must include attention to physical, spiritual, cultural, emotional and social


18 of 45

http://www.nhmrc.gov.au/guidelines/publications/hp19-hp26

http://www.health.qld.gov.au/atsihealth/cultural_capability.asp

http://www0.health.nsw.gov.au/policies/pd/2011/PD2011_069.html

https://www.universitiesaustralia.edu.au/uni-participation-quality/Indigenous-Higher-Education/Indigenous-Cultural-Compet#.VJIYqKO4aUk

https://www.universitiesaustralia.edu.au/uni-participation-quality/Indigenous-Higher-Education/Indigenous-Cultural-Compet#.VJIYqKO4aUk

well-being, community capacity and governance. Its application must be culturally sensitive

and supportive of traditional healing and health, knowledge and practices.

Cultural safety

Cultural safety refers to the maintenance and protection of traditional and contemporary

Aboriginal and/or Torres Strait Islander communities in terms of:

intellectual property

human rights

resources

ownership of materials

It also refers to the self-protection of Aboriginal and/or Torres Strait Islander Health Workers

and the communities they work in.

Factors which may impact provision of culturally safe practices

Racism

Discriminatory behaviour

Tokenism

Institutional isolation

Exclusion from team meetings and planning processes

Access to care

Language and communication barriers

Lack of cultural respect / recognition

Devaluing worker’s skills / knowledge / culture

Institutional approach and values which may impact provision of

culturally safe practices

Implicit as well as explicitly stated organisational values

Awareness of, openness to and active seeking to understand cultural difference (or

lack of these)

Practices that reflect insensitivity to cultural difference

Provision of cultural safety programs

Measures to support cultural safety

Debriefing

Organisational training and policy dealing with cultural safety

Assertive communication

Building support networks

Access family and community support

Access organisational support, such as external counselling support


19 of 45

Possible impact of immersion in a foreign (and potentially hostile)

cultural environment

Downturn in performance

Isolation

Risks to personal safety

Drop in self esteem

Absenteeism

Burnout

Disillusionment

Physical violence

Lack of understanding of dominant culture

Decline in opportunity to broaden cultural knowledge and contribute to change

Diseases and injuries responsible for high levels of death or

disability in Aboriginal and/or Torres Strait Islander

populations

Coronary heart disease

Respiratory infection

Diabetes

Kidney disease

Suicide/self-harm, family violence/homicide and accidents

Substance misuse (alcohol and other drugs)

Failure to thrive (infants)

Pregnancy and lactation problems

Cardiovascular disease

Cancers

Sexually transmitted diseases

Mental health problems

Oral diseases

Health promotion programs

Health promotion is the process of enabling people to increase control over, and to improve,

their health. To reach a state of complete physical, mental and social well-being, an

individual or group must be able to identify and to realise aspirations, to satisfy needs, and to

change or cope with the environment. Health is, therefore, seen as a resource for everyday

life, not the objective of living. Health is a positive concept emphasising social and personal


20 of 45

resources, as well as physical capacities. Therefore, health promotion is not just the

responsibility of the health sector, but goes beyond healthy life-styles to well-being.1

Strategies for health promotion

Advocate: Health promotion aims to advocate for health in all areas that impact on

health – political, economic, social, cultural, environmental, behavioural and

biological factors can all favour or harm health.

Mediate: Health promotion requires the consultation and collaboration of many

different organisations and stakeholders – government, private enterprise, local

authorities, not for profit organisations.

Enable: This involves helping people achieve their best health possible by supporting

individuals and communities to address factors (such as political, economic, social

and environmental factors) to improve their health.

Principles of health promotion

The Department of Health and Health Services Tasmania has developed a Framework of 8

principles of health promotion drawn from landmark health promotion documents from World

Health Organisation Declaration of Alma Ata (WHO 1978), the Ottawa Charter for Health

Promotion (WHO 1986), the Jakarta Declaration on Leading Health Promotion into the 21st

Century (WHO 1996), and the Bangkok Charter for Health Promotion in a Globalised World.

(WHO 1997b).

Evidence based practice – ensuring all health promotion activities are supported by

the best possible evidence and research

Health determinants – what impacts on an individual and a community’s health?

What are positive determinants and negative determinants?

Equity – good health is a universal right but often those most vulnerable in the

community will have poor health due to negative determinants on their health status

Partnerships – collaboration between and across organisations and individuals is an

imperative to health

Action across the continuum – a continuing range of activities to support health need

to be put in place, not simply one type of measure

Cultural change – how is health promotion made into a way of thinking and

incorporated into all health activities and care?

Good environments – some people live in better environments than others e.g. more

access to local produce rather than fast food outlets, more public and open spaces

for physical activity rather than less. This principles looks at how the very

environment of an individual or a community can be changed to be more positive to

health.

Community participation – getting people involved in initiatives to promote their own

health means greater ownership of programs and more impetus to keep programs

1 World Health Organisation Ottawa Charter, First International Conference on Health Promotion, Ottawa, 21

November 1986


21 of 45

running. This involves getting community involved in all stages of health promotion –

research, planning, delivery, evaluations, feedback and continuous improvement.

For more information about the Framework, visit

http://www.dhhs.tas.gov.au/healthpromotion/wihpw

Health promotion activities

Include:

Research to confirm community and regional needs

Health education and information sessions

Ongoing follow-up

Working with individuals and/or groups in line with community needs

Working independently, as an organisation and/or as part of multi-disciplinary teams

with other health professionals.

A list of resources that may be useful for specific health programs and initiatives can be

found at the end of this document.

Human Resources

Human resources is the term given to the individuals who make up the workforce of a given

organisation. From a corporate standpoint, individual workers are seen as an asset of the

organisation and as such are seen in terms of value. Value is often measured through

appraisals by using key performance indicators (KPIs) as a baseline for performance. These

appraisals serve to identify areas of improvement that the worker can further develop.

Personnel

Groups of workers who function as a team to provide health services

Program managers and/or team leaders, supervisors/managers/coordinators

Volunteers, community members

Worker objectives

o Work group or service plans

o Project plans

o Individual work tasks, duties and action plans

o The workers’ and/or work groups’ goals and aims

Performance appraisal

Performance appraisal/ evaluation processes

o Systematic and periodic process

o Measures individual’s job performance and productivity

o Uses pre-established criteria (e.g. key performance indicators)

o Identifies individual’s accomplishments, strengths and weaknesses


22 of 45

http://www.dhhs.tas.gov.au/healthpromotion/wihpw

o Identifies areas of performance requiring further development

o Conducted through interview

o Often involves self-evaluation

o Provides employees with feedback

Key performance indicators

o Reflect critical success factors

o Reflect organisation’s goals

o Must be quantifiable (measurable)

o Definition of what they are and how they are measured do not change

Operational or strategic action plans for professional development

o Specific plans for achieving specific outcomes

o The resources required

o Training plans to develop the required knowledge and skills

o The time frame for achieving the outcomes

Career path

o As an Aboriginal Health Worker or Torres Strait Islander Health Worker

o In another area of health work.

Work plans

Unit workgroup plans

Strategic plans

Corporate plans

Operational plans

Business plans

Annual plans

Other planning documents

Individual work plans

o Specific plans for achieving identified outcomes.

o The resources required.

o Training plans to develop the required knowledge and skills.

o Time frame for achieving the outcomes.

Supervision

Induct and provide new staff with information

Develop work plans

Review staff performance and provide feedback

Identify training needs and opportunities

Ongoing support and development of staff

Assist staff in developing career plans

Set unit objectives in line with priorities, action plans and organisation requirements

Identify skill gaps

Develop rosters


23 of 45

Networking

Networks and or information exchange processes

o Staff and team meetings

o Newsletters, memos, information, flyers

o Telephone and CB radio hook ups

o Verbal and written reports and letters/faxes

o E-mail and other formal and informal structures

Networking with related health care agencies

o Community controlled health providers

o Women’s/men’s centres

o Government health services

o Welfare agencies

o Education and training organisations

o Non-government and private enterprise

o Community Government Councils

o Elected community organisations

o Homeland/outstation service providers

o Churches

o Aboriginal Medical Services

o Accommodation

o Crisis services such as Kids Help Line, Samaritans, Anglicare, Refuges,

Sobering Up Shelters

o Department of Social Security /Centrelink

o Emergency services such as police and hospital

o Employment services and support

o Family and Children’s Services or equivalent

o Financial assistance agencies (e.g. family and children’s services)

o Mental health services

o Ministry of Justice

o Sexual Assault Referral Centre, Sexual Assault Counselling Services

Networking opportunities

o Attend conferences and seminars held by various groups

o Watch out for advertisements in newspapers, business or trade magazines

and online

o Develop relationships with key business contacts

o Join networking groups run through industry associations

o Network through family and friends

o Join online social networking sites such as LinkedIn


24 of 45

Language

Language allows for the expression of identity and reinforces where a person came from and

who they are. By using a word in the individual’s language he/she is safeguarding a link to

the past, keeping the words their ancestors used alive. Language is seen as an ancestral

right, an ingrained part of culture, and thus a means of empowering people. Language is a

contributing factor to the wellbeing of Aboriginal communities as it has the power to

strengthen ties between elders and young people and improve educational outcomes for

people in all age groups.

Preferred language

The language in which a person feels most comfortable communicating their needs,

thoughts, feelings and opinions, including:

o community language

o English

o sign language

Translation and interpreting services

Literal translation of written or spoken words of one person into the language of

another person

Conveying the needs, feelings, opinions and ideas expressed by one person into a

form that is understood by other persons

Leadership

The Australian Indigenous Leadership Centre (AILC) offers Certificate II, Certificate IV and

Advanced Diploma programs in Indigenous Leadership. These courses are designed to

equip Indigenous people with essential skills in goal setting, communication, negotiation and

governance.

For further information, visit: http://ailc.org.au/

Legislative requirements

Federal, state or territory legislation may impact on workers’ practices and responsibilities.

Implementation of the competency standards should reflect the legislative framework in

which a health worker operates. It is recognised that this may sometimes reduce the

application of the Range of Variables in practice. However, assessment in the workplace or

through simulation should address all essential skills and knowledge across the Range of

Variables. Aboriginal and/or Torres Strait Islander Health Workers may be required to

operate in situations that do not constitute “usual practice” due to lack of resources, remote

locations and community needs. As a result, they may need to possess more competencies


25 of 45

http://ailc.org.au/

than described by “usual practice circumstances”. Under all circumstances, the employer

must enable the worker to function within the prevailing legislative framework.

Mandatory reporting

Mandatory reporting is a legal requirement that enforces individuals to report any suspected

cases of children who may be experiencing abuse or neglect at the hands of others. In

Australia all jurisdictions have mandatory reporting requirements, yet, across the different

states and territories, the people mandated to report cases of suspected abuse and neglect

differ, as do the abuse types for which mandatory reporting is required.

For further information, visit:

http://www.aifs.gov.au/cfca/pubs/factsheets/a141787/index.html

Medical equipment

In the assessment requirements of all HLTAHW units of competency, skills are required to

be demonstrated ‘in a health service or centre’. This assumes all of the equipment that

would normally be in a health service or centre and is essential to performing the skills

required by the competency. This may include:

Steriliser

Auroscope

Haemoglobinometer

Eye charts

Tape measure

Sphygmomanometer

Stethoscope

Ophthalmoscope

Glucometer

Scales

Thermometers (relevant types)

Urinalysis strips

Peak expiratory flow rate meters

Blood glucose testing units

Surgical instruments

Centrifuge

Plaster cutter

Nebulisers

Resuscitation equipment (including oxygen equipment)


26 of 45

http://www.aifs.gov.au/cfca/pubs/factsheets/a141787/index.html

Medicines and medications

Medicines and medication are often used interchangeably. In the units of competency

relating to Aboriginal and/or Torres Strait Islander Primary Health Care, the term

‘medications’ has been used to refer to all prescribed and non prescribed medicines.

Routes of administration

Routes or methods of administration of medication include:

oral

sublingual/buccal

dry powder inhalers

metered dose/spacer inhalers

nebulisers

oxygen therapy

topical medications

suppositories

subcutaneous injection

intramuscular injections

intravenous injections.

There are many different resources for delivering learning to candidates but a resource that

has been specifically designed for Aboriginal and/or Torres Strait Islander Primary Health

Care Workers is the Medicines Book for Aboriginal Health Workers, which is part of a suite

of resources ‘Remote Primary Health Care Manuals’, available at

http://www.remotephcmanuals.com.au/html/home

Other resources include: CARPA Standard Treatment Manual (with associated reference

book), Minymaku Kutju Women’s Business Manual and Clinical Procedures Manual for

remote and rural practice.

Six Rights of Administration

For anyone with authority to administer medications, there are 6 Rights of Medicine to

observe:

1. RIGHT MEDICINE

This involves ensuring the correct medicine is selected and matches the current valid

prescription; understanding the therapeutic action of the medicine, why it has been

prescribed, the effects and possible side effects.

2. RIGHT PERSON

This involves correctly identifying the individual who is to receive the medicine. Clinicians

should be checking identifier such as:

Client name (first and family, cultural name, skin name)


27 of 45

http://www.remotephcmanuals.com.au/html/home

Date of birth

Gender

Address

Record identifiers such as hospital record numbers

Medicare numbers

Family relationships

It also involves obtaining the correct health records for the individual to receive the

medication.

3. RIGHT DOSE

After the first two checks, the strength and form of the medicine needs to be determined.

Form may be tablet, liquid, soluble. The expiry date of the medicine needs to be checked,

that the packaging is still intact and that the medicine has been stored under the correct

conditions (for example, cold chain storage).

4. RIGHT TIME

This involves making sure the timing of the medicine is correct (for example, does the

person need to wait for a specific event, can they take the medication straight away).

Medicine labels should be checked for ‘right time’ for dosing.

5. RIGHT ROUTE

Medication must be administered according to the medicine order (this might be the protocol,

standing order, valid prescription or other authorising documentation). People receiving the

medication should be clear about what is involved in the administration, and what to expect.

6. RIGHT DOCUMENTATION

Whenever medication is administered, there must be correct and timely record of the

administration including details of:

The medicine, its strength, the amount and the route of administration

The time and date of administration

The person administering the medication

The authorising person

Any side effects or adverse reactions, and any treatment of these

Other details may be specifically required by particular documentation and medications.

Workplace and legislative requirements for administration of

medications

Different states and territories will have different legislation and therefore permissions

around who can administer medication. This will impact on the way assessment of


28 of 45

medications units are carried out by your RTO. You should always refer to the relevant

legislation – a starting point is to refer to the health department in your state or territory.

Office systems

Office systems can refer to a broad range of processes and activities undertaken in a

workplace environment. It can refer specifically to functions involving technology, such as

the use of computers, word processing programs, internet, fax or email, or it can imply the

processes and steps involved in operating and handling day-to-day business within the office

environment. In the latter case, the basic functions of the office system would be to collect

and record information, store and retrieve it from records, files or other storage mechanisms,

and analyse, report and communicate this information.

The structure of an office will vary depending on the intended purpose served by the office

and the available resources the organisation has at its disposal. For example, the office of a

rural health clinic would look very different to a nurses’ office at an established public

hospital.

Office systems

• Communication systems, such as: - telephone system - computer networking - email and intranet systems

• Record storage systems, such as computer systems, filing systems, indexes etc • Accounts systems • Petty cash systems

Organisation policies and regulatory requirements

Industrial rights

Equal Employment Opportunity requirements

Award structures

Union representation

Grievance procedures

Organisational human resource management policies

Enterprise Bargaining Agreements

Industrial Relations Act rights

Industrial parties

Union delegates

Union members

Employer representatives

Representatives of other employers


29 of 45

Standing orders/written care protocols

Written guidelines or orders that support the clinical assessment and management of

presenting health problems (e.g. Central Australian Remote Practitioners Association

- CARPA)

Standard (or universal) precautions

Standard procedures for infection control

Confidentiality as it applies to community/organisation

Workplace policy and procedures for clinical practice

Correct usage of clinical equipment

Correct disposal techniques for wastes/sharps as per workplace policies and

procedures

Emergencies

An emergency can be defined as a situation that poses an immediate risk to the health, life

or property of individuals, or to the environment. In most cases, emergencies require the

urgent intervention of individuals or systems to prevent the situation from escalating. In other

instances, improving the situation may not be possible and care will need to be offered in the

aftermath of the emergency. Handling emergencies requires risk assessment, risk

management and contingency planning. This applies across individual, work unit,

organisation, state/territory and national levels.

ANY SITUATIONS WHICH REQUIRE AN URGENT RESPONSE

trauma experienced by community members and/or the community

other situations that create personal distress to community members and/or the

community

hazardous environmental incidents

car and other vehicle accidents

plane crashes

mining accidents

epidemic diseases

any other situations which require an urgent response

bomb threats

EMERGENCY ACTION/DISASTER PLAN

Guidelines and/or plans for responding to the various types of emergencies that

might be predicted in the community or workplace

o clarifying roles and responsibilities

o developing and implementing a promotions strategy

o adapting disaster plan to meet community needs

o making and distributing amendments to disaster plan to key stakeholders


30 of 45

http://en.wikipedia.org/wiki/Health

http://en.wikipedia.org/wiki/Life

http://en.wikipedia.org/wiki/Property

http://en.wikipedia.org/wiki/Natural_environment

COMMUNITY EMERGENCIES

Riots, raids and other community disturbances

Non-medical aspects of other emergencies

Any other community situations which require an urgent response

STRATEGIES FOR RESPONDING TO COMMUNITY EMERGENCIES

Counseling

Other responses to community trauma

Provision of resources and services

De-briefing

Mobilising other service providers

Raising awareness (both within and externally) of the emergency faced by the

community

Ceremonies

Implementing actions requested by the community council

Types of treatment

Providing access to resources

Co-operative arrangements with other service providers, including government and

non-government organisations

Evacuation

EMERGENCY ACTION PLAN CO-ORDINATOR

The person in the community or service who is assigned the responsibility of

coordinating the full implementation of the emergency action plan

Policy

Policies are principles or rules that help guide decisions and achieve rational outcomes. A

policy is an intention, purpose, or agreed direction for service delivery and is generally

implemented as a procedure or protocol in institutions and organisations. Policies can be

applied at the organisation, work unit, or sector level and will either be formalised or seen as

workplace guidelines.

Aboriginal and/or Torres Strait Islander health bodies, s trategies,

policies and resources

National, state/territory and regional Aboriginal and/or Torres Strait Islander health

strategies, policies, joint planning bodies including:

o National Aboriginal and Torres Strait Islander Health Council

o National Aboriginal Community Controlled Health Organisation (NACCHO)

and its state/territory affiliates

Resources available nationally, locally and at the state/territory level

National Aboriginal Health Strategy (1989)


31 of 45

ABS publications

Government policies

May be at state, commonwealth or local government level and may, for example, include

those relating to:

Health

Welfare

Environment

Housing

Land

Funding

Key stakeholders who endorse policies

Organisational cabinet/board of management

Management committee

Community councils

Community health councils

Review of policies

Informal discussions with individuals and key people in the community

Formal review involving processes such as:

o public meetings

o interviews

o survey questionnaires

Strategies for influencing government policy

Lobbying

Providing information to inform policy development

Providing information to highlight gaps in policy and problematic policies

Social determinants of health

Social determinants theory shows the correlation between population health and inequality

as being determined by many interconnected social factors.

Socio-economic factors include:

o income inequality

o employment, job availability/security

o working conditions

o education

o housing, overcrowding and access to food.

Factors relating to social inclusion and exclusion include:


32 of 45

o level of poverty and unemployment relative to the whole society

o isolation of communities located remotely from centres of high employment,

education and services

o exacerbation by factors such as gender, age, ability, sexual orientation,

culture and religion

o Contribution to the social economy

o Early childhood care and education

Specific risk factors, including:

o rates of substance misuse and abuse

o poorer nutrition

o incidence of family violence

Legacy of past (and current) practices:

o removal from land

o cultural dislocation

o family separation

o discrimination

Strategies to address social determinants of health

Policies of social inclusion to reduce social, economic and environmental inequities

and barriers to access and equity

Promotion of full employment, job security and healthy working conditions

Facilitation of access to a high quality health system that recognizes and addresses

mental, social and spiritual health, including health promotion, disease prevention

and health protection

Facilitation of access to quality education, with early childhood education and care,

and opportunities for meaningful experiences in lifelong learning and employment

training

Facilitation of access to adequate housing and food

Reduction of income disparities to allow access to the basic necessities for healthy

living

Social and emotional well being

Aboriginal and/or Torres Strait Islander people tend to view mental health holistically and

believe in a whole-of-life approach to the physical, social, emotional and cultural wellbeing of

the community and its members. The phrase ‘social and emotional wellbeing' is used across

a broad spectrum of health services in Australia. Although it can be used interchangeably

with ‘mental health’, the use of ‘social and emotional wellbeing' reflects the holistic way of

thinking Aboriginal and/or Torres Strait Islander people have about their health.

Supervision


33 of 45

Supervision must be conducted in accordance with prevailing state/territory and organisation

legislative and regulatory requirements. References to supervision may include either direct

or indirect supervision of work by more experienced workers, supervisors, managers or other

health professionals. A person at this level should only be required to make decisions about

clients within the organisation’s standard treatment protocols and associated guidelines.


34 of 45

Useful resources

The following resources which are relevant to training, assessment and practice of

Aboriginal and Torres Strait Islander Primary Health Care are listed under topic headings.

Care has been taken to make sure the links are current, but please advise of any errors to

www.cshisc.com.au. Also, if you know of specific resources that would be useful to others

that are not included, we welcome your contributions.

Alcohol and Other Drugs

o The National Centre for Education and Training on Addiction (NCETA) is an

internationally recognised research centre that works as a catalyst for change in the

alcohol and other drugs (AOD) field. NCETA offers information and access to a wide

range of AOD resources and research. http://nceta.flinders.edu.au/

o Health Promotion or Self-Promotion: A Central Australian Aboriginal Alcohol Media Strategy http://www.caac.org.au/

Cancer

Cancer Australia produces a wide range of cancer publications, including: Indigenous

specific resources, cancer guides, reports, fact sheets, DVD's, posters and pamphlets.

http://canceraustralia.gov.au/resources

Chronic disease

Queensland Strategy for Chronic Disease 2005-2015 http://www.tdsa.org.au/wp-

content/uploads/2011/06/Chronic-Disease-Strategy-Qld-Health-2008.pdf

Driving Licence

o Keys 4 Life Online is an excellent online resource youth and adults who need

assistance with language and literacy skills to obtain their driving licence. It also

accommodates those living in remote and regional areas.

http://www.det.wa.edu.au/sdera/detcms/navigation/for-schools/resources/keys4life-

online/

o Cert II Indigenous Driver Education (Course Code: 30747 QLD), is an accredited

course developed by Baclites Consultancy Pty Ltd, which focuses on the skills and

literacy needs of Aboriginal and Torres Strait Islander students. It is available on

www.training.gov.au


35 of 45


http://nceta.flinders.edu.au/

http://www.caac.org.au/

http://canceraustralia.gov.au/resources

http://www.tdsa.org.au/wp-content/uploads/2011/06/Chronic-Disease-Strategy-Qld-Health-2008.pdf

http://www.tdsa.org.au/wp-content/uploads/2011/06/Chronic-Disease-Strategy-Qld-Health-2008.pdf

http://www.det.wa.edu.au/sdera/detcms/navigation/for-schools/resources/keys4life-online/

http://www.det.wa.edu.au/sdera/detcms/navigation/for-schools/resources/keys4life-online/

http://www.training.gov.au/

E-learning resources

Flexible Learning Toolboxes available through the National VET E-learning strategy are cost

effective interactive e-learning resources covering a range of topics such as Social and

Emotional Wellbeing, TAE, Infection Risks, Hygiene, Patient Confidentiality, Supervisor

Responsibilities, Cultural Safety and Social Determinants of Health. They are designed for

use by training providers, industry and business and support online delivery of recognised

training packages for the vocational education and training sector.

http://toolboxes.flexiblelearning.net.au/

Environmental health

Nganampa Health produce a range of CDs covering environmental health issues for remote

Aboriginal communities. These resources have been produced to support their UPK

Environmental Health Campaign. http://www.nganampahealth.com.au/

Eye health

Resources from the Brien Holden Vision Institute:

Student Manuals

These student notes are useful for students to understand the basic anatomy of the eye, eye

diseases and how to perform vision assessments. They can be accessed free from the

below link. Register on the Institute website in order to download the resources listed below:

http://www.brienholdenvision.org/education/download-resources.html

The Primary Eye Care Manual is available for download from the Institute website.

Chapters that are relevant for the Eye Care Skill Set include:

o Introduction to the Eye

o The Normal Eye

o Taking a Case History

o Measuring Visual Acuity

o Refractive Error

o Cataracts

o Eyelid Lumps and Bumps

o Painful Red Eye

o Non-Painful Red Eye


36 of 45

http://toolboxes.flexiblelearning.net.au/

http://www.nganampahealth.com.au/

http://www.brienholdenvision.org/education/download-resources.html

o Trachoma

o Glaucoma and Retinal Disease

o Diabetic Retinopathy

o Lifestyle and the Eye

o Vision Screening

o Record Keeping and Referral Letters

o Management of the Eye: Summary

The Refraction Manual is available for download from the Institute website

Chapters that are relevant for the Eye Care Skill Set include;

o Interpupillary Distance

o Pinhole Visual Acuity

o Adjustment and Care of Spectacles

Eye Health Promotion Resources

The I See for Culture Kit can be ordered via an electronic form from the Institutes’

website http://www.brienholdenvision.org/education/learn-about-your-eyes/i-see-for-

culture.html It includes flip charts, posters, model eye simulator masks (cataract and

diabetic retinopathy) and an Information booklet

Other eye health promotion resources can be accessed through the EyeInfoNet link

below: http://www.healthinfonet.ecu.edu.au/other-health-

conditions/eye/resources/health-promotion-resources


37 of 45

http://www.brienholdenvision.org/education/learn-about-your-eyes/i-see-for-culture.html

http://www.brienholdenvision.org/education/learn-about-your-eyes/i-see-for-culture.html

http://www.healthinfonet.ecu.edu.au/other-health-conditions/eye/resources/health-promotion-resources

http://www.healthinfonet.ecu.edu.au/other-health-conditions/eye/resources/health-promotion-resources

Eye Care Clinical Tools

Distance and Near Visual Acuity charts can be ordered through the Institute for a

small cost

PD rules can be ordered from the Institute for free

Contact the Brien Holden Vision Institute at http://brienholdenvision.org/

General health resources

o Factsheets on a range of health issues: http://www.healthinsite.gov.au/a-z-topics

o Education resources: http://www.aihw.gov.au/publications -

o Australian Council on Health Care standards: http://www.achs.org.au

o Health issues: http://www.healthinsite.gov.au o Conditions and treatments: http://betterhealth.vic.gov.au o Video on washing hands: http://healthrattle.com/cleanhands/ o Health Care policies and procedures: http://www.amsantmanual.com o Statistics and health issues: http://www.creativespirits.info

Health careers

Career and training pathways in Health, career resources and health occupation videos: http://www.aatinfo.com.au

Career information for health workers: http://www.workforce.org.au

Immunisation

Immunise Australia Publications & Resources

http://immunise.health.gov.au/internet/immunise/publishing.nsf/Content/resources-

menu?OpenDocument&CATEGORY=1All+Resources-1&SUBMIT=Search

Leadership

The Australian Indigenous Leadership Centre (AILC) offers Certificate II, Certificate IV and

Advanced Diploma programs in Indigenous Leadership. These courses are designed to

equip Indigenous people with essential skills in goal setting, communication, negotiation and

governance.

For further information, visit: http://ailc.org.au/


38 of 45

http://brienholdenvision.org/

http://www.healthinsite.gov.au/a-z-topics

http://www.aihw.gov.au/publications

http://www.achs.org.au/

http://www.healthinsite.gov.au/

http://betterhealth.vic.gov.au/

http://healthrattle.com/cleanhands/

http://www.amsantmanual.com/

http://www.creativespirits.info/

http://www.aatinfo.com.au/

http://www.workforce.org.au/

http://immunise.health.gov.au/internet/immunise/publishing.nsf/Content/resources-menu?OpenDocument&CATEGORY=1All+Resources-1&SUBMIT=Search

http://immunise.health.gov.au/internet/immunise/publishing.nsf/Content/resources-menu?OpenDocument&CATEGORY=1All+Resources-1&SUBMIT=Search

http://ailc.org.au/

Mental health

o The Adult Mental Health Initiative known as AIMhi (“Aim-High”) is designed to ensure

that the right types of services are delivered at the right time to adults with mental

illness. http://www.menzies.edu.au/page/Resources

o Loss and Grief - booklet from Central Australian Aboriginal Congress Aboriginal

Corporation http://www.caac.org.au/

o The Applied Suicide Intervention Skills Training (ASIST) workshops are for

caregivers who want to feel more comfortable, confident and competent in helping to

prevent the immediate risk of suicide https://www.livingworks.net/programs/asist/

o Social and Emotional Wellbeing and Mental Health Services in Aboriginal Australia

have developed Culturally Specific Screening Tools for at risk Aboriginal & Torres

Strait Islander people. http://www.sewbmh.org.au/page/3662

o Mental Health First Aid TM (MHFA) Australia, a national non-profit health promotion

charity focused on training and research. Mental health first aid is the help provided

to a person developing a mental health problem or in a mental health crisis, until

appropriate professional treatment is received or until the crisis resolves. MHFA

offers customised courses for Aboriginal & Torres Strait Islander health workers and

community members. https://www.mhfa.com.au/cms/atsi/

o Yarning Up on Trauma was designed to assist workers in Aboriginal and Torres Strait

Islander Community organisations who work with vulnerable children and families

throughout Victoria to understand historical and present day trauma

http://www.berrystreet.org.au/BuyOurResources

Menzies School of Health Research

The Menzies School of Health Research is an independent medical and research institute.

Menzies is a national leader in health, education and research training, specialising in

Indigenous and tropical health research and provides a range of resources and research

findings on its website. http://www.menzies.edu.au/menziesresources

Nutrition

o The National Health and Medical Research Council has developed and disseminated

public health guidelines providing dietary advice for Australians, including: Dietary

Guidelines for Children and Adolescents, Dietary Guidelines for Australian Adults and

Dietary Guidelines for Older Australians. All these guidelines seek to promote the

potential benefits of healthy eating, not only to reduce the risk of diet-related disease

but also to improve the community’s health and wellbeing. The Australian dietary

guidelines and Food for Health information can be found at: http://www.nhmrc.gov.au

o Materials including a poster, booklet and brochure for the general public and nutrition

educators are available by contacting the Population Health Publications Officer,

Commonwealth Department of Health and Ageing on toll free 1800 020 103 Ext 8654

or at email: [email protected]

o Reliable information about food, nutrition and health is also available from:


39 of 45

http://www.menzies.edu.au/page/Resources/?page=3&type=Resources


https://www.livingworks.net/programs/asist/

http://www.sewbmh.org.au/page/3662

https://www.mhfa.com.au/cms/atsi/

http://www.berrystreet.org.au/BuyOurResources

http://www.menzies.edu.au/menziesresources

http://www.nhmrc.gov.au/

mailto:[email protected]

o Nutrition Australia: www.nutritionaustralia.org

o Dietitians Association of Australia (DAA) www.daa.asn.au

o Food Standards Australia New Zealand (FSANZ) including a shopper’s guide to food

additives and labels: know what you are eating at a glance (published by Murdoch)

www.foodstandards.gov.au

o National Heart Foundation of Australia www.heartfoundation.com.au

o Diabetes Australia www.diabetesaustralia.com.au

o HealthInfoNet at www.healthinfonet.ecu.edu.au

Occupational Health and Safety

o Safe Work Australia http://safeworkaustralia.gov.au

o National Safety and Quality Health Service Standards

http://www.safetyandquality.gov.au

Palliative care

The Program of Experience in the Palliative Approach (PEPA) offers supported placements

in specialist palliative care services and workshops in the palliative approach. Funding from

the Dept of Health and Ageing enable placements to be provided at little or no costs.

www.pepaeducation.com

Parenting skills

o The Circle of Security is a relationship based early intervention program designed to

enhance attachment security between parents and children.

http://circleofsecurity.net/

o http://www.earlychildhoodaustralia.org.au/pdf/rips/rip0704.pdf

o The Australian Nurse-Family Partnership (ANFPP) supports women pregnant with an

Aboriginal and/or Torres Strait Islander child to improve their own health and the

health of their baby. The ANFPP will also help with the baby’s development in their

early years. http://www.anfpp.com.au/

Remote area health

o CRANAplus is a member based national health organisation that focuses on

Education, Support and Advocacy for health professionals working in the remote

sector of Australia. Information on resources and short courses are available on the

CRANAplus website. https://crana.org.au/

o The CARPA Standard Treatment Manual is considered an essential tool to support

evidence based practice in remote and Indigenous health services.

http://www.crh.org.au/content/view/234/87/


40 of 45

http://www.nutritionaustralia.org/

http://www.daa.asn.au/

http://www.foodstandards.gov.au/

http://www.heartfoundation.com.au/

http://www.diabetesaustralia.com.au/

http://www.healthinfonet.ecu.edu.au/

http://safeworkaustralia.gov.au/

http://www.safetyandquality.gov.au/

http://www.pepaeducation.com/

http://circleofsecurity.net/

http://www.earlychildhoodaustralia.org.au/pdf/rips/rip0704.pdf

http://www.anfpp.com.au/

https://crana.org.au/


o Medicines Handbook for Aboriginal Health Workers


o Minymaku Kutju Tjukurpa – Women's Business Manual, the Clinical Procedures

Manual for Remote and Rural Practice and the Medicines Book for Aboriginal Health

Workers are available at: http://www.remotephcmanuals.com.au/html/About_WBM

o Primary Health Care Northern Territory http://www.amsantmanual.com o The Public Health Bush Book

http://www.nt.gov.au/health/healthdev/health_promotion/bushbook/inside_oz.pdf o Remote Area Health Corps http://www.rahc.com.au

Tool Kits & CDs

o Range of health resources: http://westone.wa.gov.au

o Excellent range of resources from the Indigenous Lead Centre, Tropical North

Queensland TAFE http://www.tnqit.indigenouslead.tafe.qld.gov.au/index.html 07

40422370. Resources include:

o Australian Core Skill Literacy and Numeracy for Indigenous Learners

o Indigenous Spiritual Wellbeing Toolbox

o Talking about Culture

o Working effectively with Indigenous learners

o Working effectively with Aboriginal and/or Torres Strait Islander people

o Guide for engaging respectfully with Aboriginal and Torres Strait Islander

people

o Resources from from Central Australian Aboriginal Congress Aboriginal Corporation

are available online: http://www.caac.org.au/how-we-help/resources/

o The Diabetes Story (CD-ROM)

o Gammin Love (DVD)

o Cover Your Tracks (DVD)


41 of 45


http://www.remotephcmanuals.com.au/html/About_WBM

http://www.amsantmanual.com/

http://www.nt.gov.au/health/healthdev/health_promotion/bushbook/inside_oz.pdf

http://www.rahc.com.au/

http://westone.wa.gov.au/

http://www.tnqit.indigenouslead.tafe.qld.gov.au/index.html

http://www.caac.org.au/how-we-help/resources/

Organisations and peak bodies

o Aboriginal and Torres Strait Islander Health Practice Board of Australia

http://www.atsihealthpracticeboard.gov.au/

o Australian General Practice Network http://www.agpn.com.au o Community Services and Health Industry Skills Council www.cshisc.com.au

o Health Workforce Australia http://www.hwa.gov.au/

o National Aboriginal and Torres Strait Islander Health Worker Association

http://natsihwa.org.au/

o National Aboriginal Community Controlled Health Organisation

http://www.naccho.org.au/

o Royal Australian College of General Practitioners http://www.racgp.org.au o Medicare Australia http://www.medicareaustralia.gov.au o Primary Health Care for rural communities http://www.farmerhealth.org.au

Aboriginal and Torres Strait Islander health initiatives

Various programs and projects at http://www.healthinfonet.ecu.edu.au/key-

resources/programs-projects including:

o Strong women, strong babies, strong culture

o Close the gap Aboriginal sexual health program

o Active Kooris Club

o Adult healing places

o All children being safe program

RTOs offering qualifications for Aboriginal and/or Torres

Strait Islander primary health care

Note, this is not an exhaustive list:

o Aboriginal Health College http://www.ahc.edu.au/

o Aboriginal Health Council of South Australia http://www.ahcsa.org.au/

o Batchelor Institute http://www.batchelor.edu.au/

o Bega Garnbirringu Aboriginal Corporation http://www.bega.org.au/

o Booroongen Djugun Aboriginal College http://booroongendjugun.com.au/

o CAPTER (Centre for Aboriginal Primary health care Training, Education & Research)

http://capter.kamsc.org.au/

o Central Aboriginal Australian Congress http://www.caac.org.au/

o Marr Mooditj http://www.marrmooditj.com.au/

o Nunkuwarrin Yunti of South Australia http://www.nunku.org.au/

o Tasmanian Aboriginal Centre Inc http://www.tacinc.com.au/

o VACCHO (Victorian Aboriginal Community Controlled Health Organisation)

http://www.vaccho.org.au/


42 of 45

http://www.atsihealthpracticeboard.gov.au/

http://www.agpn.com.au/


http://www.hwa.gov.au/

http://natsihwa.org.au/

http://www.naccho.org.au/

http://www.racgp.org.au/

http://www.medicareaustralia.gov.au/

http://www.farmerhealth.org.au/

http://www.healthinfonet.ecu.edu.au/key-resources/programs-projects

http://www.healthinfonet.ecu.edu.au/key-resources/programs-projects

http://www.ahc.edu.au/

http://www.ahcsa.org.au/

http://www.batchelor.edu.au/

http://www.bega.org.au/

http://booroongendjugun.com.au/

http://capter.kamsc.org.au/


http://www.marrmooditj.com.au/

http://www.nunku.org.au/

http://www.tacinc.com.au/

http://www.vaccho.org.au/

Relevant texts

Social determinants of Indigenous Health, Bronwyn Carson (ed.), Allen and Unwin, Crows

Nest, NSW, 2007

Aboriginal Primary Health Care: An evidence based approach, Sophie Couzos and Richard

Murray, Oxford University Press, South Melbourne, Vic, 2008

Handbook for Aboriginal alcohol and drug work, Kylie Lee (et. al.), University of Sydney,

Sydney, NSW, 2012

Eckermann, Anne-Katrin, Dowd, Toni, Chong, Ena, Nixon, Lynette, Gray, Roy, Johnson,

Sally (2006). Binan Goonj Bridging Cultures in Aboriginal Health 2nd edition, Elsevier

Australia.

Mosel Williams, L. 1999, Health, Life & living — Book 1 Heinemann, Melbourne. Mosel

Williams, L. 2000, Health, Life & living — Book 2 Heinemann, Melbourne.

O’Connor, M. & Parker, E. 2001, Health Promotion in the Australian Context: Principles and

practice, Allen & Unwin, Sydney.

Potter, P, Perry, A, Crisp, J & Taylor, C 2001,Fundamantals of Nursing, Australian ed,

Mosby Harcourt Australia, Marrickville, NSW

Verderber, S and Verderber (2004) Inter-Act 10th Edition Interpersonal communication

concepts, skills and contexts. New York: Oxford University Press.

Wass, A. 2000, Promoting Health: The primary health care approach, 2nd edn, Harcourt

Australia, Marrickville.

Also, the following organisations provide relevant learner materials in Aboriginal and Torres

Strait Islander Primary Health, and health in general:

WestOne http://www.westone.wa.gov.au/

Mayfield Education http://www.mayfield.edu.au/

Tregenza, J and Abbott, K, Rhetoric and Reality: Perceptions of the roles of Aboriginal

Health Workers in Central Australia

Devitt, J & McMasters, A, Living on Medicine: A cultural study of end-stage renal disease

among Aboriginal people

Devitt, J & McMasters, A, On the Medicine: Aboriginal stories about kidney troubles


43 of 45

http://www.westone.wa.gov.au/

http://www.mayfield.edu.au/

Reports

Growing our future: final report of the Aboriginal and Torres Strait Islander Health Worker

Project, Health Workforce Australia , December 2011

https://www.hwa.gov.au/sites/uploads/ATSI_HWA_FINAL_REPORT_IN1_SML.pdf

A blue print for action – Pathways in the health workforce for Aboriginal and Torres Strait

Islander people, National Australian Aboriginal and Torres Strait Islander Health Council

2008 http://www.limenetwork.net.au/files/lime/Blueprint%20for%20action.pdf

Aboriginal and Torres Strait Islander Patient Quality Improvement Toolkit for Hospital Staff,

June 2010, La Trobe University

http://www.svhm.org.au/aboutus/community/ICHPtoolkit/Pages/toolkit.aspx

Australian Health Ministers Advisory Council 2011, Aboriginal and Torres Strait Islander

Health Performance Framework Report 2010, AHMAC Canberra

http://www.health.gov.au/internet/publications/publishing.nsf/Content/health-oatsih-pubs-

framereport-toc/$FILE/HPF%20Report%202010august2011.pdf

Cultural Respect Framework for Aboriginal and Torres Strait Islander Health, 2004-2009,

Australian Health Ministers’ Advisory Council

http://www.health.gov.au/internet/main/publishing.nsf/Content/health-oatsih-pubs-crf.htm

Improving the identification of Aboriginal and Torres Strait Islander people in mainstream

General Practice, Australian Primary Health Care Research Institute, August, 2010

http://www.lowitja.org.au/sites/default/files/docs/Identification_report_Kelaher2010.pdf

National Guide to preventive health assessment in Aboriginal and Torres Strait Islander

people, NACCHO 2005 http://www.racgp.org.au/your-practice/guidelines/national-guide/

National Partnership Agreement on Closing the Gap in Indigenous Health Outcomes,

Councils of Australian Governments, 2008

http://www.coag.gov.au/closing_the_gap_in_indigenous_disadvantage

National Health Priority Action Council. National Chronic Disease Strategy, Australian

Government Department of Health and Ageing, Canberra 2006

http://www.health.gov.au/internet/main/publishing.nsf/Content/pq-ncds-strat

Office for Aboriginal and Torres Strait Islander Health: National Aboriginal Health Strategy

1989 and National Strategic Framework for Aboriginal and Torres Strait Islander Health:

Implementation Plan 2007-2013, Australian Government of Health and Ageing, Canberra

2003 http://www.naccho.org.au/download/naccho-historical/nsfatsihimp2.pdf

Working with Aboriginal people and communities, NSW Department of Community Services,

2009

http://www.community.nsw.gov.au/docswr/_assets/main/documents/working_with_aboriginal

.pdf


44 of 45

https://www.hwa.gov.au/sites/uploads/ATSI_HWA_FINAL_REPORT_IN1_SML.pdf

http://www.limenetwork.net.au/files/lime/Blueprint%20for%20action.pdf

http://www.svhm.org.au/aboutus/community/ICHPtoolkit/Pages/toolkit.aspx

http://www.health.gov.au/internet/publications/publishing.nsf/Content/health-oatsih-pubs-framereport-toc/$FILE/HPF%20Report%202010august2011.pdf

http://www.health.gov.au/internet/publications/publishing.nsf/Content/health-oatsih-pubs-framereport-toc/$FILE/HPF%20Report%202010august2011.pdf

http://www.health.gov.au/internet/main/publishing.nsf/Content/health-oatsih-pubs-crf.htm

http://www.lowitja.org.au/sites/default/files/docs/Identification_report_Kelaher2010.pdf

http://www.racgp.org.au/your-practice/guidelines/national-guide/

http://www.coag.gov.au/closing_the_gap_in_indigenous_disadvantage

http://www.health.gov.au/internet/main/publishing.nsf/Content/pq-ncds-strat

http://www.naccho.org.au/download/naccho-historical/nsfatsihimp2.pdf

http://www.community.nsw.gov.au/docswr/_assets/main/documents/working_with_aboriginal.pdf

http://www.community.nsw.gov.au/docswr/_assets/main/documents/working_with_aboriginal.pdf

Useful journal

Aboriginal and Torres Strait Islander Nursing Journal http://atsinj.com.au


45 of 45

http://atsinj.com.au/

community services & health industry skills council ... documents/hlt_knowledge... · hlt...

Documents