Unit of competency Outline
Date retreived
23/07/2026 6:48 AM AWST
23/07/2026 6:48 AM AWST
Whilst all efforts are made to provide accurate and timely information from the relevant source/documentation, please be aware that the information supplied may not be the most current version. The accuracy of the detail has not been confirmed by the Department and therefore should not be relied upon without first confirming the contents.
Perform ayurvedic health assessment
Perform ayurvedic health assessment
Unit of competency
National Code
HLTAYV609C
HLTAYV609C
State Code
D5807
D5807
TGA Status
Replaced
Replaced
DTWD Status
Replaced
Replaced
State Implementation and Classification
Approved Date
08/08/2014
Field of Education
061999 - Complementary Therapies, N.e.c.
Original Release Date
08/08/2014
Nominal Hours
40
Description
DescriptorThis unit of competency describes the skills and knowledge required to observe the condition of the client and gather information relevant to the case, according to an ayurvedic framework
Notes
Elements and Performance Criteria
1. Determine the scope of the assessment and the client's needs
- 1.1 Establish the client's purpose for consultation and identify the symptoms
- 1.2 Determine the client's eligibility for service using clinic/practitioner policies
- 1.3 Clearly explain services able to be provided and limits of available services
- 1.4 Explore and clarify the client's expectation of the service/clinic
- 1.5 Identify factors likely to have a negative impact on assessment in consultation with the client and wherever possible implement strategies to minimise the effects of these factors
- 1.6 Explain personal abilities, level of professional competence and parameters of role to the client and practise within these at all times
- 1.7 Refer client to other health care providers where the needs of the client are identified as beyond the scope of the services able to be provided, or if in the opinion of the practitioner the needs of the client are best met by doing so
- 1.8 Identify and promote the rights of care of the client
2. Obtain and record an accurate history of the client
- 2.1 Seek information from the client for the client's history with all enquiries asked in a respectful, purposeful, systematic and diplomatic manner
- 2.2 Collect accurate and relevant in a well-organised form which can be interpreted readily by other professionals
- 2.3 Treat information as confidential and store securely at all times
3. Manage the health assessment
- 3.1 Obtain informed client consent prior to conducting tests in accordance with legislative requirements
- 3.2 Pursue abnormal findings and investigate these in a deliberate, logical and appropriate manner
- 3.3 Assess the reliability of data obtained and where possible clinical correlation with the client's complaints is established
- 3.4 Use questions to clarify results and gain further information in a manner relevant to the client's needs and test results
- 3.5 Base decisions to carry out laboratory tests on the integration of previously obtained clinical data and history
- 3.6 Adhere to the protocol required by the agency in ordering tests
- 3.7 Allow adequate time during consultation to gather critical information
- 3.8 Identify and minimise factors that may interfere with the information gathering process
- 3.9 Identify, establish and observe essential requirements for the maintenance of clinical and practitioner hygiene
- 3.10 Anticipate potential sensitivities of the client are and adapt approach accordingly to take these into account.
- 3.11 Take steps to ensure the client's sense of dignity is maintained at all times
4. Make a comprehensive assessment of the client
- 4.1 Apply trividha pariksha (threefold examination method)
- 4.2 Apply the eightfold examination method if further assessment if necessary
- 4.3 Determine causative factors of diseases
- 4.4 Determine different stages of disease
- 4.5 Determine the samprapti (pathogenesis in ayurveda)
- 4.6 Determine the different stages of progression of disease and state and location of ama
- 4.7 Perform ayurvedic differential diagnosis
- 4.8 Accurately record all information in a systematic manner in accordance with clinic guidelines.
RANGE STATEMENT
The Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Add any essential operating conditions that may be present with training and assessment depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts.
Factors likely to have a negative impact on assessment may include:
Cultural or gender factors
Disabilities
Emotional trauma
Lack of privacy or focus due to additional parties being present
Language difficulties
Other health care professional may include:
Allied health workers
Alternative health practitioners
Counsellors
Doctors
Social workers
Client history may include:
Accidents, injuries, operations
Childhood and adulthood illness
Date of presentation
Family history
General state of health
physical
emotional
allergies
dietary picture
sleep pattern
exercise
leisure activities
Hospitalisations
Identifying personal details
Main presenting complaint or reason for consultation
Medication, supplements and natural remedies - current and previous
Occupational history and environment
Other current medical treatment
Presenting symptom picture
Social lifestyle including social drug usage
Source of referral (if applicable)
Potential sensitivities may include:
Ability
Cultural heritage
Ethnicity
Gender
Language
Presenting disease state and personal history
Religious beliefs
Sexuality
Trividha Pariksha (Threefold examination method) includes:
Darshana (Observation)
Prashna (Questioning)
Sparshana (Touch)
The eightfold examination method includes:
Akriti pariksha ( general physical features, ie height, weight, deformation of limbs, nails, skin etc)
Druka pariksha ((eye diagnosis)
Jivha pariksha (tongue diagnosis)
Mala pariksha (stool examination)
Mutra pariksha (urine examination)
Nadi pariksha (pulse diagnosis)
Shabda pariksha (voice examination)
Sparshana (palpation)
The different stages of disease includes:
Aama stage
Niraama stage
Pacyaama stage
The different stages of progression of disease includes:
Bheda (differentiation or complication)
Prakopa (excitation or provocation)
Prasara (spreading)
Sanchaya (accumulation)
Sthana samsraya (relocation)
Vyakta (manifestation)
The Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Add any essential operating conditions that may be present with training and assessment depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts.
Factors likely to have a negative impact on assessment may include:
Cultural or gender factors
Disabilities
Emotional trauma
Lack of privacy or focus due to additional parties being present
Language difficulties
Other health care professional may include:
Allied health workers
Alternative health practitioners
Counsellors
Doctors
Social workers
Client history may include:
Accidents, injuries, operations
Childhood and adulthood illness
Date of presentation
Family history
General state of health
physical
emotional
allergies
dietary picture
sleep pattern
exercise
leisure activities
Hospitalisations
Identifying personal details
Main presenting complaint or reason for consultation
Medication, supplements and natural remedies - current and previous
Occupational history and environment
Other current medical treatment
Presenting symptom picture
Social lifestyle including social drug usage
Source of referral (if applicable)
Potential sensitivities may include:
Ability
Cultural heritage
Ethnicity
Gender
Language
Presenting disease state and personal history
Religious beliefs
Sexuality
Trividha Pariksha (Threefold examination method) includes:
Darshana (Observation)
Prashna (Questioning)
Sparshana (Touch)
The eightfold examination method includes:
Akriti pariksha ( general physical features, ie height, weight, deformation of limbs, nails, skin etc)
Druka pariksha ((eye diagnosis)
Jivha pariksha (tongue diagnosis)
Mala pariksha (stool examination)
Mutra pariksha (urine examination)
Nadi pariksha (pulse diagnosis)
Shabda pariksha (voice examination)
Sparshana (palpation)
The different stages of disease includes:
Aama stage
Niraama stage
Pacyaama stage
The different stages of progression of disease includes:
Bheda (differentiation or complication)
Prakopa (excitation or provocation)
Prasara (spreading)
Sanchaya (accumulation)
Sthana samsraya (relocation)
Vyakta (manifestation)
EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for this Training Package.
Critical aspects for assessment and evidence required to demonstrate this competency unit:
The individual being assessed must provide evidence of specified essential knowledge as well as skills
Observation of performance in the workplace or a simulated workplace (defined as a supervised clinic) is essential for assessment of this unit
Consistency of performance should be demonstrated over a range of workplace situations
Assessment may contain both theoretical and practical components and examples covering a range of clinical situations
Evidence is required of both knowledge and skills application
Assessment of sole practitioners must include a range of clinical situations and different client groups covering at minimum, age, culture and gender
Assessment of sole practitioners must consider their unique workplace context, including:
interaction with others in the broader professional community as part of the sole practitioner's workplace
scope of practice as detailed in the qualification and component competency units
holistic/integrated assessment including:
working within the practice framework
performing a health assessment
assessing the client
planning treatment
providing treatment
All procedures must be conducted according to legislative and regulatory requirements
Access and equity considerations:
All workers in the health industry should be aware of access and equity issues in relation to their own area of work
All workers should develop their ability to work in a culturally diverse environment
In recognition of particular health issues facing Aboriginal and Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on health of Aboriginal and Torres Strait Islander people
Assessors and trainers must take into account relevant access and equity issues, in particular relating to factors impacting on health of Aboriginal and/or Torres Strait Islander clients and communities
Context of and specific resources for assessment:
Assessment should replicate workplace conditions as far as possible
Simulations may be used to represent workplace conditions as closely as possible
Where, for reasons of safety, access to equipment and resources and space, assessment takes place away from the workplace, simulations should be used to represent workplace conditions as closely as possible
Resources essential for assessment include:
an appropriately stocked and equipped clinic or simulated clinic environment
skilled assessors
relevant assessment instruments
appropriate assessment environment
Method of assessment
Observation of performance in the work place
Written assignments/projects
Case study and scenario as a basis for discussion of issues and strategies to contribute to best practice.
Questioning
Role play simulation
Examples of assessment notes
Research work or written reports of observations in a practical setting
Oral questioning on technique or assessment strategy
Case studies and scenarios as a basis for discussion of issues and strategies to contribute to best practice in the work environment
Related units:
This unit should be assessed in conjunction with the following related units:
HLTAYV615C Apply ayurvedic diagnostic framework
HLTCOM404C Communicate effectively with clients
HLTIN301C Comply with infection control policies and procedures
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for this Training Package.
Critical aspects for assessment and evidence required to demonstrate this competency unit:
The individual being assessed must provide evidence of specified essential knowledge as well as skills
Observation of performance in the workplace or a simulated workplace (defined as a supervised clinic) is essential for assessment of this unit
Consistency of performance should be demonstrated over a range of workplace situations
Assessment may contain both theoretical and practical components and examples covering a range of clinical situations
Evidence is required of both knowledge and skills application
Assessment of sole practitioners must include a range of clinical situations and different client groups covering at minimum, age, culture and gender
Assessment of sole practitioners must consider their unique workplace context, including:
interaction with others in the broader professional community as part of the sole practitioner's workplace
scope of practice as detailed in the qualification and component competency units
holistic/integrated assessment including:
working within the practice framework
performing a health assessment
assessing the client
planning treatment
providing treatment
All procedures must be conducted according to legislative and regulatory requirements
Access and equity considerations:
All workers in the health industry should be aware of access and equity issues in relation to their own area of work
All workers should develop their ability to work in a culturally diverse environment
In recognition of particular health issues facing Aboriginal and Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on health of Aboriginal and Torres Strait Islander people
Assessors and trainers must take into account relevant access and equity issues, in particular relating to factors impacting on health of Aboriginal and/or Torres Strait Islander clients and communities
Context of and specific resources for assessment:
Assessment should replicate workplace conditions as far as possible
Simulations may be used to represent workplace conditions as closely as possible
Where, for reasons of safety, access to equipment and resources and space, assessment takes place away from the workplace, simulations should be used to represent workplace conditions as closely as possible
Resources essential for assessment include:
an appropriately stocked and equipped clinic or simulated clinic environment
skilled assessors
relevant assessment instruments
appropriate assessment environment
Method of assessment
Observation of performance in the work place
Written assignments/projects
Case study and scenario as a basis for discussion of issues and strategies to contribute to best practice.
Questioning
Role play simulation
Examples of assessment notes
Research work or written reports of observations in a practical setting
Oral questioning on technique or assessment strategy
Case studies and scenarios as a basis for discussion of issues and strategies to contribute to best practice in the work environment
Related units:
This unit should be assessed in conjunction with the following related units:
HLTAYV615C Apply ayurvedic diagnostic framework
HLTCOM404C Communicate effectively with clients
HLTIN301C Comply with infection control policies and procedures
Replaces
| State Code | National Code | Title | Type |
|---|---|---|---|
| C4949 | HLTAYV9A | Perform Ayurvedic health assessment | Unit of competency |
| C9115 | HLTAYV609B | Perform ayurvedic health assessment | Unit of competency |
Replaced By
| State Code | National Code | Title | Type |
|---|---|---|---|
| AVA55 | HLTAYV007 | Diagnose conditions within an Ayurvedic framework | Unit of competency |
| State Code | National Code | Title | Type |
|---|---|---|---|
| J116 | HLT60712 | Advanced Diploma of Ayurveda | Qualification |