Elements and Performance Criteria

The Range Statement provides details of the scope of the Elements and Performance Criteria to allow for differences within enterprises and workplaces, including practices, knowledge and requirements. The Range Statement also provides a focus for assessment and relates to the unit as a whole. The following variables may be present.

State/Territory/Commonwealth:

legislation, regulations, industry codes of practice, standards and guidelines, pharmacy policies, procedures and protocols in regard to selling baby/infant care medication and providing information.

Baby/infant care product/service range may include but is not limited to:

disposable nappies

disposable wash cloths

cloth nappies, nappy fasteners, nappy cleaning products

nappy change lotion

barrier cream and healing cream

bath products, soaps, shampoos

sun screen and moisturisers, protective clothing

bottles, teats

bowls, plates and cutlery

steriliser kits

formula products - milk, soy, goat formulae and other products

teething soothers

cradle cap treatments

nappy rash treatments

teething products

cereals and juices

baby clubs

measuring baby weight and height

nappy changing/breast feeding room facilities

hiring of equipment eg. breast pumps, steam vapourizers

non-scheduled products

pharmacy medication

pharmacist only medication

prescription only medication

controlled drugs.

Product range may come in various forms including:

liquid, sprays

ointments, creams, oils, lotions

powders

durable products.

Location may include but is not limited to:
dispensary
professional services area
front of shop.

Regulatory requirements:

vary between States and Territories which may affect the extent to which pharmacy staff members are able to perform some of the functions.

Regulatory and legislative requirements as applicable for each State and Territory may include but are not limited to:

Consumer Law, Environmental Law, Occupational Safety, Health and Welfare Law specific to Local Government, State and Federal Legislation

The Pharmacy/Pharmacists Act and related regulations

Drugs, Poisons and Controlled Substances/Poisons Act and related regulations

Therapeutic Goods Act

Health Act and related regulations

Privacy legislation

Pharmacy Board Guidelines and/or directives

Pharmaceutical Society of Australia's Professional Practice Standards

Codes of conduct/ethics.

Patient self care practices may include but are not limited to:

ensuring baby is comfortable

regular feeding pattern

regular sleeping pattern

regular changing of nappy

appropriate clothing for climate

appropriate immunisation.

Relevant information sources of product knowledge/information may include but is not limited to:

health care information

pharmacy or supplier product leaflets/manuals

brochures eg. patient information leaflets

manufacturers' information

pharmacist

industry and professional publications

customer feedback

support organisations

training and education.

Effective communication techniques may include but are not limited to:

using open and/or closed questions

speaking clearly and concisely

using appropriate language i.e. avoiding highly technical terms

giving the patient your full attention and maintaining eye contact.

Patients may include but are not limited to:

customers, clients or their agents

customers with routine or special requests

customers with special needs eg. elderly, non-English speaking background etc

regular and new customers

people from a range of social, cultural or ethnic backgrounds and physical and mental abilities and may be unwell, drug affected or upset.

Patient needs may include but are not limited to:

seeking product/information for him/herself or another person

specified brand/manufacturer

function/usage

cost or lifestyle

physical characteristics which may include allergic reactions, physical disability and/or a need or desire to use natural products.

Symptoms may include but are not limited to:

minor reactions to immunisation eg. slight temperature, faint rash, runny nose, local swelling

constipation, diarrhoea

teething

coughs and colds

nappy rash.

Situations requiring referral to the pharmacist may include but are not limited to:

skin preparations for measles, chicken pox and other rashes

pain and fever treatments

crying and/or irritability

pain and fever

vomiting, reflux

diarrhoea

injuries such as burns, poisoning

allergies

rash, skin infections, eczema

feeding problems

conjunctivitis

worms

gastric reflux and colic

severe immunisation reaction

tonsillitis

ear ache

appendicitis

mumps

thrush

impetigo

situations where the pharmacy staff member may require further advice or is uncertain

requests for excessive quantity

contra-indications including-
intolerance to certain ingredients in foods
skin sensitivity.

Potential side effects may include but are not limited to:

food intolerances

allergic reaction to medication/products.

Infection control guidelines may include but are not limited to:

handwashing

wearing gloves and appropriate protective clothing

sterilising, disinfecting and/or cleaning equipment.

Companion products may include but are not limited to:

soothers, teething rings and gels

general accessories and toys

thermometers and dosing accessories for medication

baby hair brush

scissors

bibs and clothing

cotton balls

tissues

plastic baby bath

baby oil/lotion/powder.

The following components of the Evidence Guide relate directly to the Performance Criteria and the Range Statement for the Unit of Competency and will inform and provide guidance for assessment of the unit in the workplace and/or training program.
Critical Aspects of Evidence
Evidence of the following knowledge and skills is considered essential to demonstrate competency in this unit. This includes demonstration of the Key Competencies at the performance level identified at the end of this unit:
Consistently applying pharmacy policies, standards and guidelines, protocols and relevant legislation, statutory requirements and codes of practice in regard to sales/customer service procedures including the sale of un-scheduled and scheduled baby/infant care products and medication.
Consistently asking critical questions of the patient in regard to recommending baby/infant care products/medication. These questions should follow industry protocols, for example:
Evidence of the ability to identify products required to treat baby/infant symptoms as listed in the range statement.
Knowledge of the special needs of infants/babies in regard to feeding, skin care, and minor ailments.
Evidence of the ability to consistently use effective communication techniques to provide information to patients while maintaining an awareness of the need for discretion, tact and confidentiality.
Consistently applying product knowledge and appropriate terminology according to relevant information sources, pharmacy policy and procedures, to provide accurate information on types of baby/infant care products to assist patients in making a choice.
Consistently applying legislative requirements in line with pharmacy policies and procedures in referring to the pharmacist all queries requiring therapeutic advice.
Recognition of the situations requiring referral to the pharmacist and/or an alternative product based on patient's condition and according to relevant information sources.
Demonstration of the ability to source, record and disseminate baby/infant care information.

Underpinning Knowledge and Skills
The following knowledge, understanding and skills are essential to perform work to the required standard in this unit:

Knowledge and application of pharmacy policies, standards and guidelines, industry codes of practice, legislative and regulatory requirements in regard to:

sales/hire/customer service
methods of dealing with special needs/requests of customers
product returns
product storage
product display
product location
selling products and services.

Knowledge and application of knowledge to provide information to patients related to:

pharmacy baby/infant care product and service range.

Operational skills and techniques in:

communicating ideas and information
maintaining confidentiality and privacy
demonstrating empathy and tact
demonstrating/simulating (where applicable) the application or use of baby/infant care products
working with others and in teams
handling customers with special needs, including difficult customers
planning and organising activities
following set routines and procedures
solving problems
collecting, analysing and organising information from a variety of sources
preparing and organising information in regard to baby/infant care product and service knowledge.

Operational knowledge and understanding of customers and their needs including:

buyer motivation
customer behaviour, buying signals and cues
customer types
cultural differences/demographics/lifestyle/income
types of customer needs, eg. functional, psychological, therapeutic, non-therapeutic
complaint resolution.
Language, literacy and numeracy skills relevant to the role and workplace requirements.
Awareness of the circumstances/situations under which referral to the pharmacist and/or other pharmacy staff is indicated.
Operational skills to consistently use time effectively and provide quality customer service in the pharmacy environment.

Context of Assessment
For valid and reliable assessment of this unit, competency should be consistently demonstrated over a period of time and observed by the assessor and/or the technical expert working in partnership with the assessor. The technical expert may include the pharmacist and/or an experienced person at the workplace.
Competency should be demonstrated in the workplace or a simulated workplace environment in a range of situations which may include customer interruptions and involvement in other related activities normally expected in the pharmacy.
Assessment should be undertaken in an environment that meets pharmacy industry codes of practice and relevant industry regulations and legislation.

Interdependent Assessment of Unit
All units which relate to a job function can be considered as co-requisites to assist with an integrated approach to assessment.
For advice on interdependent assessment of units within and across pharmacy qualifications, refer to the Assessment Guidelines.

Assessment Methods
The following assessment methods are suggested:
Observation of the pharmacy staff member performing a range of workplace tasks over sufficient time to demonstrate her/ his handling of a range of contingencies. Tasks may include:
asking critical pre-determined questions to identify baby/infant needs
identifying products to treat common baby/ infant symptoms
applying product knowledge to provide accurate information to customer regarding baby/infant needs
passing on relevant information to the pharmacist and/or other pharmacy staff
recognising and referring requests requiring additional assistance to other pharmacy staff or the pharmacist.
Written and/or oral questioning to assess product knowledge and understanding of relevant pharmacy procedures with regard to applying product knowledge for baby/infant care. Questions will be asked in a manner appropriate to the language and literacy level of the pharmacy staff member.
Role play to demonstrate product knowledge and understanding of pharmacy procedures.
Completing relevant workplace documentation.

Assessment Resources
This refers to the resources that are necessary for undertaking the assessment.
All resources must be provided for the assessment. If workplace based, the resources should relate specifically to pharmacy policies, procedures and range of stock and equipment. If an off the job or simulated work environment is used then resources should be applicable to the work environment.
Resources may include:
A real or simulated pharmacy environment
Relevant documentation such as:
pharmacy policies and procedures
baby/infant care medicinal product information, eg. leaflets, brochures, relevant information sources
industry codes of practice and relevant legislation.
Access to a range of customers with different requirements (real or simulated).
Access to a range of baby/infant products.
A qualified workplace assessor and/or a technical expert working in partnership with the assessor.

There are a number of processes that are required in all jobs. They are fundamental processes and generally transferable to other work functions. Some of these are covered by the key competencies. Key competencies are generic competencies that focus on the capacity to apply knowledge and skills in an integrated way in work situations, but are not specific to any particular industry. Key competencies foster the development of skills, knowledge and understanding necessary to perform work operations. The questions below highlight how these processes are applied in this competency standard. Following each question a number indicates the level to which the key competency needs to be demonstrated where 0 = not required, 1 = is concerned with the level of competence needed to undertake tasks effectively, 2 = the ability to manage tasks, and 3 = use of concepts for evaluating and reshaping tasks.
Communicating ideas and information
By gathering information from parent or their agent on baby and infant care product needs, providing self care information to patient or information to pharmacist. (1)

Collecting analysing and organising information
By collecting information relative to baby and infant care products and patient self care, analysing requirements relative to provision of information and collating in a useable format.
Also collecting information on patient needs, assessing situations requiring pharmacist referral and presenting information in a useable format. (1)

Planning and organising activities
By organising the work requirements and planning the required tasks associated with applying knowledge for baby and infant care products and patient self care practices, in conjunction with other assigned activities, such that the task is undertaken in a realistic time frame. (1)

Working with others and in teams
By interacting with pharmacy staff in general and the pharmacist in particular to support and enhance pharmacy services in providing baby and infant care products. (1)

Using mathematical ideas and techniques
Mathematical ideas and techniques are likely to be involved in gathering and providing information on baby and infant care products. (1)

Solving problems
By identifying issues associated with patient needs for baby and infant care products, providing information for situations that are routine and involving pharmacy staff in general and the pharmacist in particular, where they are not. (1)

Using technology
By utilising technology in developing knowledge of baby and infant care products and patient self care practices. Data or information may be required to be accessed or recorded using technology in relation to the provision of information. (1)