Unit of competency Outline
Date retreived
22/07/2026 11:45 PM AWST
22/07/2026 11:45 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.
Contribute to working with the community to identify health needs
Contribute to working with the community to identify health needs
Unit of competency
National Code
HLTPOP302C
HLTPOP302C
State Code
D8442
D8442
TGA Status
Replaced
Replaced
DTWD Status
Replaced
Replaced
State Implementation and Classification
Approved Date
21/07/2014
Field of Education
061309 - Community Health
Original Release Date
21/07/2014
Nominal Hours
60
Description
DescriptorThis unit develops the skills necessary to contribute working with a particular population/sub-group of interest /community in the assessment of their health needsIt develops the ability to source and develop information and data to assist in reviewing aspects of the problem being targeted and to assist in defining the health needs of the population of interestThis in turn, guides the design, planning and evaluation of Population Health projects or interventions
Notes
Elements and Performance Criteria
1. Assist in conducting a literature review
- 1.1 Identify organisation reports and key documents and assess for relevance to the aims of the literature review
- 1.2 Consult key stakeholders from the community and other relevant bodies for sources of information relevant to the literature review
- 1.3 Identify and source information and data at local, state or regional level that may assist in defining and assessing the health needs of a community
- 1.4 Provide feedback to the work team or team leader on sources of information and stakeholder views
2. Participate in a consultation process with the target community
- 2.1 Contribute to discussions with key stakeholders regarding the health problem, its causes and appropriate interventions/solutions
- 2.2 Provide briefing materials throughout the consultation process to identify and clarify issues of interest/concern to stakeholders and own organisation
- 2.3 Provide feedback to the team leader or work team on the results of the consultation process
3. Contribute to activities that assist the community to identify their health needs
- 3.1 Make positive contributions to activities that develop an understanding of the factors contributing to the health problem of the community
- 3.2 Provide feedback to team members/leader to facilitate discussion and clarify issues arising from the review of literature and consultation process with the community and relevant stakeholders
- 3.3 Collect further information and data when needed for input into the analysis and presentation of results arising from the review of literature and consultation process
- 3.4 Recommend activities that would build the capacity of the community to identify their health needs to relevant stakeholders
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.
Health need is defined as:
State, conditions or factors in the community which, if absent, prevent people from achieving the optimum of physical, mental and social well-being 1
Types of need:
Normative need (based on expert opinion)
Expressed need (based on inferences made from observation of use of health services)
Comparative need (derived from examining the services provided in a similar population)
Felt need (based on what members of the community say they need)
Health problem and communitybeing targeted may be identified through one of the following ways:
Consultation with supervising Population Health professional
Position/job description
Policy documents/legislation detailing national, state or local health goals
Means of finding relevant literature may include:
Web searches for publications and research reports from relevant organisations
Catalogue searches
Briefing materials may include:
Written summaries of issues or opinion
Pamphlets, brochures, charted and tabled data
Collections of reports, articles or research results
Feedback may include:
Written reports
Brief commentary or summary presentations
Consultation may take the form of one of the following:
Interviews (personal, phone, formal or informal)
Nominal group process
Questionnaires
Delphi Method
Focus groups
Forums
Relevant sources of information include:
Books
Journals
Hospital records
Notification systems
Registers
Sentinel recording systems
Surveys
Annual public health reports
Existing epidemiological/socio-demographic data
National Population Health and Health Promotion agencies and organisations
General practitioners/primary care service
Local health authorities
Councils
Voluntary agencies
Relevant databases, such as HEAPS
Publications of Australia Bureau of Statistics (ABS)
Experts in the field (practice and academia)
Target group representatives
Key stakeholders may include:
Representatives of relevant health agencies operating in the local community
Community advocates or change agents
Representatives/leaders of the target population
Population health professionals/Supervisors
Federal, State or local health service and population health planners
Federal, State or local health service providers
Other health and/or non-government organisations
Data may be:
Qualitative
Quantitative
Types of data required about the target group may include:
Demographic characteristics (e.g. age, sex, ethnic composition, residence, education level achieved)
Patterns of behaviour
Lifestyle
Ethical considerations that guide data collection and consultation processes may include:
Privacy and confidentiality
Responsibility to help a community respond to needs they identify which might not necessarily coincide with stated priority health needs
1 Hawe, Degeling and Hall, Evaluating Health Promotion, p. 17.
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.
Health need is defined as:
State, conditions or factors in the community which, if absent, prevent people from achieving the optimum of physical, mental and social well-being 1
Types of need:
Normative need (based on expert opinion)
Expressed need (based on inferences made from observation of use of health services)
Comparative need (derived from examining the services provided in a similar population)
Felt need (based on what members of the community say they need)
Health problem and communitybeing targeted may be identified through one of the following ways:
Consultation with supervising Population Health professional
Position/job description
Policy documents/legislation detailing national, state or local health goals
Means of finding relevant literature may include:
Web searches for publications and research reports from relevant organisations
Catalogue searches
Briefing materials may include:
Written summaries of issues or opinion
Pamphlets, brochures, charted and tabled data
Collections of reports, articles or research results
Feedback may include:
Written reports
Brief commentary or summary presentations
Consultation may take the form of one of the following:
Interviews (personal, phone, formal or informal)
Nominal group process
Questionnaires
Delphi Method
Focus groups
Forums
Relevant sources of information include:
Books
Journals
Hospital records
Notification systems
Registers
Sentinel recording systems
Surveys
Annual public health reports
Existing epidemiological/socio-demographic data
National Population Health and Health Promotion agencies and organisations
General practitioners/primary care service
Local health authorities
Councils
Voluntary agencies
Relevant databases, such as HEAPS
Publications of Australia Bureau of Statistics (ABS)
Experts in the field (practice and academia)
Target group representatives
Key stakeholders may include:
Representatives of relevant health agencies operating in the local community
Community advocates or change agents
Representatives/leaders of the target population
Population health professionals/Supervisors
Federal, State or local health service and population health planners
Federal, State or local health service providers
Other health and/or non-government organisations
Data may be:
Qualitative
Quantitative
Types of data required about the target group may include:
Demographic characteristics (e.g. age, sex, ethnic composition, residence, education level achieved)
Patterns of behaviour
Lifestyle
Ethical considerations that guide data collection and consultation processes may include:
Privacy and confidentiality
Responsibility to help a community respond to needs they identify which might not necessarily coincide with stated priority health needs
1 Hawe, Degeling and Hall, Evaluating Health Promotion, p. 17.
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
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:
This unit may be assessed in the workplace or in a simulated workplace under normal conditions
The unit may be assessed in the classroom and may contain a strong theoretical emphasis
Access to:
a range of government and non government policy documents and reports and statistics
journals, books and external expertise
documents and other materials (charters, declarations, discussion papers, etc.) from international conferences on population health
a range of government and non government policy documents and reports and statistics
organisation policies and procedures
Method of assessment
Observation of performance
Written tasks
Interviewing and questioning
Formal appraisal systems
Staff client feedback
Portfolio/CV
Supporting statement of supervisors
Evidence of relevant work experience/formal or informal learning
Case studies and scenarios as a basis for the discussion of issues in population health project planning
Project, exercise or investigation with relaxed time restraints requiring a significant part of the work to be carried out without close supervision and requiring the completion of a project report
Related units:
This unit should be undertaken and assessed in conjunction with the following units:
HLTPOP303C Contribute to population health project planning
HLTPOP304C Contribute to evaluating a population health project
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
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:
This unit may be assessed in the workplace or in a simulated workplace under normal conditions
The unit may be assessed in the classroom and may contain a strong theoretical emphasis
Access to:
a range of government and non government policy documents and reports and statistics
journals, books and external expertise
documents and other materials (charters, declarations, discussion papers, etc.) from international conferences on population health
a range of government and non government policy documents and reports and statistics
organisation policies and procedures
Method of assessment
Observation of performance
Written tasks
Interviewing and questioning
Formal appraisal systems
Staff client feedback
Portfolio/CV
Supporting statement of supervisors
Evidence of relevant work experience/formal or informal learning
Case studies and scenarios as a basis for the discussion of issues in population health project planning
Project, exercise or investigation with relaxed time restraints requiring a significant part of the work to be carried out without close supervision and requiring the completion of a project report
Related units:
This unit should be undertaken and assessed in conjunction with the following units:
HLTPOP303C Contribute to population health project planning
HLTPOP304C Contribute to evaluating a population health project
Replaces
| State Code | National Code | Title | Type |
|---|---|---|---|
| C9446 | HLTPOP302B | Contribute to working with the community to identify health needs | Unit of competency |
Replaced By
| State Code | National Code | Title | Type |
|---|---|---|---|
| AVZ57 | HLTPOP006 | Contribute to working with the community to identify health needs | Unit of competency |
| State Code | National Code | Title | Type |
|---|---|---|---|
| J581 | HLT30113 | Certificate III in Aboriginal and/or Torres Strait Islander Primary Health Care | Qualification |
| J045 | CHC52312 | Diploma of Community Services (Development and or Humanitarian Assistance) | Qualification |
| D126 | HLT32307 | Certificate III in Indigenous Environmental Health | Qualification |
| C884 | HLT32305 | Certificate III in Indigenous Environmental Health | Qualification |
| J063 | HLT32312 | Certificate III in Indigenous Environmental Health | Qualification |
| D122 | HLT32207 | Certificate III in Population Health | Qualification |
| J062 | HLT32212 | Certificate III in Population Health | Qualification |