Unit of competency Outline
Date retreived
23/07/2026 5:07 PM AWST
23/07/2026 5:07 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.
Conduct screening hearing tests for children
Conduct screening hearing tests for children
Unit of competency
National Code
HLTAU501D
HLTAU501D
State Code
WD072
WD072
TGA Status
Replaced
Replaced
DTWD Status
Replaced
Replaced
State Implementation and Classification
Approved Date
12/08/2014
Field of Education
061709 - Audiology
Original Release Date
12/08/2014
Nominal Hours
90
Description
DescriptorThis unit of competency describes the skills and knowledge required to conduct screening hearing tests for individuals who are employed in industry or other employment that might give rise to hearing loss
Notes
Elements and Performance Criteria
1. Prepare for screening tests
- 1.1 Ensure information, including required forms are accessible and ready for use
- 1.2 Assess the environment for screening test suitability
- 1.3 Check equipment and attachments for assessments and ensure they are calibrated ready for use
- 1.4 Ensure personal protective equipment is available and used if required
2. Establish a positive relationship with the client
- 2.1 Explain the test procedure clearly and simply to the client
- 2.2 Gain informed consent from client where applicable
- 2.3 Give client the opportunity to ask questions and discuss concerns
- 2.4 Identify and meet special needs of client
- 2.5 Maintain confidentiality of client information
3. Conduct otoscopy
- 3.1 Follow personal hygiene and infection control procedures
- 3.2 Conduct otoscopy to produce valid, reliable and accurate results and in accordance with relevant policy and procedures
- 3.3 Identify contra-indications for proceeding with further screening tests
- 3.4 Make referral to appropriate agency for further assessment and treatment if required
4. Conduct further screening hearing tests
- 4.1 Follow personal hygiene and infection control procedures
- 4.2 Conduct screening hearing tests to produce valid, reliable and accurate results and in accordance with relevant policy and procedures
- 4.3 Take steps maximise test accuracy, validity and reliability
- 4.4 Conduct a re-test if test results are unreliable
- 4.5 Record results in accordance with relevant policies and procedures
5. Review test results with client and their carer
- 5.1 Examine results to determine outcome of screening test
- 5.2 Communicate outcome of tests clearly and simply to the client and their carer
- 5.3 Discuss options for further tests with client
- 5.4 Give the client/carer the opportunity to ask questions and discuss areas of concern
- 5.5 Record, document and file in accordance with relevant policies and procedures
6. Refer client to appropriate facility
- 6.1 Make referral to appropriate agency for detailed assessment if client fails screening test
- 6.2 Establish contact with referral facility and key client information provided
- 6.3 Discuss relevant issues and concerns with relevant personnel at facility
- 6.4 Follow up referral with facility to ensure continuity of case management
7. Clean and store equipment
- 7.1 Clean and/or dispose of equipment in accordance with manufacturers' requirements and infection control procedures
- 7.2 Store equipment and attachments in accordance with organisation policy and procedures
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.
Screening tests restricted to:
Pure tone audiometry tests ie air conduction screening test, air conduction threshold test
Information may include:
Client medical history
Referral letter
Consent form
Correspondence
Previous test results
Current Standards
Equipment and attachments may include:
Otoscope
Screening audiometer
Personal protective equipment may include:
Gloves
Clients may include:
Children (of school age) and their carers
Informed consent may include:
Written
Verbal
Implied
Client confidentiality may include:
Legal and ethical requirements
Secure location for written records
Consulting rooms with privacy
Information disclosed to an appropriate person consistent with the responsibility of this position
Adherence to Privacy Act
Personal hygiene/infection control procedures may include:
Washing hands
Current National Health and Medical Research Council (NHMRC) guidelines for infection control in health care settings
Standard Precautions and Additional Precautions as defined by the NHMRC
Current Australian Standards
Local Government ordinances
Other legislative requirements
Relevant policies and procedures may include:
Organisation
Industry standards (state and national)
Office of Hearing Services
Privacy Act
Research organisations e.g. National Acoustic Laboratory (NAL)
Relevant state/territory WHS bodies
Industry professional bodies
Relevant Australian standards
Contraindications for proceeding with further screening tests include:
Excessive cerumen
Foreign body
Discharge from the ear
Atresia
Referral agencies may include:
Audiologist
Medical practitioner
Medical facilities
Steps taken to maximise test accuracy may include:
Sound proof facility
Client comfort
Outcome of tests may include:
Pass or fail test
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.
Screening tests restricted to:
Pure tone audiometry tests ie air conduction screening test, air conduction threshold test
Information may include:
Client medical history
Referral letter
Consent form
Correspondence
Previous test results
Current Standards
Equipment and attachments may include:
Otoscope
Screening audiometer
Personal protective equipment may include:
Gloves
Clients may include:
Children (of school age) and their carers
Informed consent may include:
Written
Verbal
Implied
Client confidentiality may include:
Legal and ethical requirements
Secure location for written records
Consulting rooms with privacy
Information disclosed to an appropriate person consistent with the responsibility of this position
Adherence to Privacy Act
Personal hygiene/infection control procedures may include:
Washing hands
Current National Health and Medical Research Council (NHMRC) guidelines for infection control in health care settings
Standard Precautions and Additional Precautions as defined by the NHMRC
Current Australian Standards
Local Government ordinances
Other legislative requirements
Relevant policies and procedures may include:
Organisation
Industry standards (state and national)
Office of Hearing Services
Privacy Act
Research organisations e.g. National Acoustic Laboratory (NAL)
Relevant state/territory WHS bodies
Industry professional bodies
Relevant Australian standards
Contraindications for proceeding with further screening tests include:
Excessive cerumen
Foreign body
Discharge from the ear
Atresia
Referral agencies may include:
Audiologist
Medical practitioner
Medical facilities
Steps taken to maximise test accuracy may include:
Sound proof facility
Client comfort
Outcome of tests may include:
Pass or fail test
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 and equipment where screening hearing tests 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 of the National Acoustic Laboratories
Manufacturers' specifications for the use and storage of equipment
Method of assessment
Observation in the work place
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
Case studies and scenarios
Interviews/Questioning
Role plays
Related units:
This unit can be assessed independently, however holistic assessment practice with other audiometry units of competency is encouraged
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 and equipment where screening hearing tests 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 of the National Acoustic Laboratories
Manufacturers' specifications for the use and storage of equipment
Method of assessment
Observation in the work place
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
Case studies and scenarios
Interviews/Questioning
Role plays
Related units:
This unit can be assessed independently, however holistic assessment practice with other audiometry units of competency is encouraged
Replaces
| State Code | National Code | Title | Type |
|---|---|---|---|
| D5792 | HLTAU501C | Conduct screening hearing tests for children | Unit of competency |
Replaced By
| State Code | National Code | Title | Type |
|---|---|---|---|
| AVA64 | HLTAUD002 | Conduct play audiometry | Unit of competency |
| State Code | National Code | Title | Type |
|---|---|---|---|
| J582 | HLT40113 | Certificate IV in Aboriginal and/or Torres Strait Islander Primary Health Care | Qualification |
| J584 | HLT50113 | Diploma of Aboriginal and/or Torres Strait Islander Primary Health Care | Qualification |
| J583 | HLT40213 | Certificate IV in Aboriginal and/or Torres Strait Islander Primary Health Care Practice | Qualification |
| J585 | HLT50213 | Diploma of Aboriginal and/or Torres Strait Islander Primary Health Care Practice | Qualification |
| J078 | HLT41312 | Certificate IV in Audiometric Assessment | Qualification |
| D093 | HLT51307 | Diploma of Hearing Device Prescription and Evaluation | Qualification |