Unit of competency Outline
Date retreived
22/07/2026 11:41 PM AWST
22/07/2026 11:41 PM 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.
Identify needs for referral
Identify needs for referral
Unit of competency
National Code
HLTAU508B
HLTAU508B
State Code
D5796
D5796
TGA Status
Replaced
Replaced
DTWD Status
Deleted
Deleted
State Implementation and Classification
Approved Date
06/08/2014
Field of Education
061709 - Audiology
Original Release Date
06/08/2014
Nominal Hours
90
Description
DescriptorThis unit of competency describes the skills and knowledge required to assess the need for medical, audiometric or rehabilitative referral, through an applying an understanding of anatomy and physiology of the hearing and balance organs, the pathologies that cause hearing loss and balance disorders and the common signs and symptoms of these
Notes
Elements and Performance Criteria
1. Identify the need for medical or audiological referral arising from client interview
- 1.1 Demonstrate knowledge of the anatomy and physiology of the auditory and vestibular systems and central auditory pathways
- 1.2 Discuss the difference between a clinical sign and a symptom
- 1.3 Demonstrate a broad knowledge of the factors that can cause a disruption of the auditory and/or vestibular system
- 1.4 Demonstrate knowledge of the possible effect of a peripheral and central lesion on the auditory system and common signs and symptoms that would be evident to identify each
- 1.5 Demonstrate knowledge of the possible effect of a peripheral and central lesion on the vestibular system and common signs and symptoms that would be evident to identify each
- 1.6 Accurately identify an appropriate professional for referral in each case and explain the rationale for each referral
- 1.7 Demonstrate knowledge of the rehabilitative criteria for audiological referral
2. Identify the need for an audiometric referral
- 2.1 Demonstrate knowledge of the audiometric criteria for medical referral
- 2.2 Demonstrate knowledge of the typical pathologies that can cause these types of audiometric results and explain why medical referral is needed
- 2.3 Demonstrate knowledge of how different types of audiological and electrophysiological tests can be used to provide further information to differentially diagnose a lesion
- 2.4 Identify the need for urgent versus non-urgent referral based on audiometric criteria
3. Make appropriate referrals to other health care professionals
- 3.1 Identify the different professionals that may be involved in the rehabilitation of hearing loss and their role in the rehabilitative process
- 3.2 Determine the need for referral to other health professionals or agencies
- 3.3 Include relevant information in referral and/or brief appropriate health professional on reason for referral
- 3.4 Include client in referral communications
- 3.5 Document referral in accordance with organisation requirements
4. Work in collaboration with other agencies
- 4.1 Identify a range of health care professionals and services
- 4.2 Consult other health care professionals and support services to determine the most appropriate source for referral
- 4.3 Relate effectively and knowledgeably with other health care professionals
- 4.4 Provide assistance to other health care professionals, services and/or carers as required
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.
Anatomy and physiology may include:
Peripheral auditory system
Central auditory system
Peripheral vestibular system
Central vestibular system
Pathologies may include:
Otosclerosis
Otitis media
Cholesteatoma
Glomous tumour
Acoustic neuroma
Meniere's disease
Benign positional vertigo
Auditory neuropathy
Large vestibular aqueduct syndrome
Viral/bacterial labyrinthitis
Perilymphatic fistula
Electrophysiological and audiological tests may include:
Otacoustic emissions
Auditory evoked potentials (including electrocochleography, auditory brainstem response, obligatory and discriminatory cortical auditory evoked potentials)
Electronystagmography
Hallpike test
Audiometric criteria for medical referral include:
Fluctuating hearing loss
Asymmetric hearing loss
Inconsistent audiometric results
Sudden hearing loss
Conductive hearing loss
Factors that identify a need for audiometric referral may include:
Asymmetric hearing loss
Balance problems
Unilateral or sudden onset tinnitus
Sudden hearing loss
Facial palsy
Fluctuating hearing loss
Rehabilitative criteria for audiological referral include:
Profound hearing loss or severe communication impairment, which means communication difficulty that:
prevents the person from communicating effectively in his or her own environment
is caused or aggravated by significant physical, intellectual, mental, emotional or social disability
Rehabilitative needs for referral may include:
Profound hearing loss
Severe communication impairment
Other health professionals or agencies may include:
Audiologists
Other allied health practitioners
Medical practitioners
Medical facilities
Rehabilitation centres
Self help organisations
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.
Anatomy and physiology may include:
Peripheral auditory system
Central auditory system
Peripheral vestibular system
Central vestibular system
Pathologies may include:
Otosclerosis
Otitis media
Cholesteatoma
Glomous tumour
Acoustic neuroma
Meniere's disease
Benign positional vertigo
Auditory neuropathy
Large vestibular aqueduct syndrome
Viral/bacterial labyrinthitis
Perilymphatic fistula
Electrophysiological and audiological tests may include:
Otacoustic emissions
Auditory evoked potentials (including electrocochleography, auditory brainstem response, obligatory and discriminatory cortical auditory evoked potentials)
Electronystagmography
Hallpike test
Audiometric criteria for medical referral include:
Fluctuating hearing loss
Asymmetric hearing loss
Inconsistent audiometric results
Sudden hearing loss
Conductive hearing loss
Factors that identify a need for audiometric referral may include:
Asymmetric hearing loss
Balance problems
Unilateral or sudden onset tinnitus
Sudden hearing loss
Facial palsy
Fluctuating hearing loss
Rehabilitative criteria for audiological referral include:
Profound hearing loss or severe communication impairment, which means communication difficulty that:
prevents the person from communicating effectively in his or her own environment
is caused or aggravated by significant physical, intellectual, mental, emotional or social disability
Rehabilitative needs for referral may include:
Profound hearing loss
Severe communication impairment
Other health professionals or agencies may include:
Audiologists
Other allied health practitioners
Medical practitioners
Medical facilities
Rehabilitation centres
Self help organisations
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 workplace performance is essential for assessment of this unit
Consistency of performance should be demonstrated over the required range of situations relevant to the workplace
Where, for reasons of safety, space, or access to equipment and resources, assessment takes place away from the workplace, the assessment environment should represent workplace conditions as closely as possible
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:
Access to appropriate workplace, equipment and instruments where assessment can take place or the simulation of realistic workplace setting, including access to equipment for assessments
Relevant organisation policy, guidelines, procedures and protocols
Relevant professional bodies policies and guidelines on the conduct of screening hearing tests
Relevant legislative and regulatory documents
Relevant publications from peer-reviewed sources
Access to professional library for accurate and current relevant information
Manufacturers' specifications for the use and storage of equipment
Method of assessment
Observation in the work place (if possible)
Written assignments/projects or questioning should be used to assess knowledge
Case study and scenario as a basis for discussion of issues and strategies to contribute to best practice.
Clinical skills involving direct client care are to be assessed initially in a simulated clinical setting (laboratory). If successful, a second assessment is to be conducted during workplace application under direct supervision.
Practical case presentation
Case studies and scenarios
Interviews/questioning/written examination
Role plays
Related units:
This unit is to be assessed in conjunction with the following related units:
HLTAU505B Dispense and maintain hearing devices for adults and provide communication counselling
HLTAU506B Develop, implement and evaluate an individual hearing program
HLTAU507B Apply hearing device technology
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 workplace performance is essential for assessment of this unit
Consistency of performance should be demonstrated over the required range of situations relevant to the workplace
Where, for reasons of safety, space, or access to equipment and resources, assessment takes place away from the workplace, the assessment environment should represent workplace conditions as closely as possible
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:
Access to appropriate workplace, equipment and instruments where assessment can take place or the simulation of realistic workplace setting, including access to equipment for assessments
Relevant organisation policy, guidelines, procedures and protocols
Relevant professional bodies policies and guidelines on the conduct of screening hearing tests
Relevant legislative and regulatory documents
Relevant publications from peer-reviewed sources
Access to professional library for accurate and current relevant information
Manufacturers' specifications for the use and storage of equipment
Method of assessment
Observation in the work place (if possible)
Written assignments/projects or questioning should be used to assess knowledge
Case study and scenario as a basis for discussion of issues and strategies to contribute to best practice.
Clinical skills involving direct client care are to be assessed initially in a simulated clinical setting (laboratory). If successful, a second assessment is to be conducted during workplace application under direct supervision.
Practical case presentation
Case studies and scenarios
Interviews/questioning/written examination
Role plays
Related units:
This unit is to be assessed in conjunction with the following related units:
HLTAU505B Dispense and maintain hearing devices for adults and provide communication counselling
HLTAU506B Develop, implement and evaluate an individual hearing program
HLTAU507B Apply hearing device technology
Replaces
| State Code | National Code | Title | Type |
|---|---|---|---|
| C9104 | HLTAU508A | Identify needs for referral | Unit of competency |
| State Code | National Code | Title | Type |
|---|---|---|---|
| D093 | HLT51307 | Diploma of Hearing Device Prescription and Evaluation | Qualification |