Unit of competency Outline
Date retreived
22/07/2026 12:37 PM AWST
22/07/2026 12:37 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.
Provide specific shiatsu therapy assessment and care
Provide specific shiatsu therapy assessment and care
Unit of competency
National Code
HLTSHU506D
HLTSHU506D
State Code
WD280
WD280
TGA Status
Replaced
Replaced
DTWD Status
Replaced
Replaced
State Implementation and Classification
Approved Date
06/08/2014
Field of Education
061999 - Complementary Therapies, N.e.c.
Original Release Date
06/08/2014
Nominal Hours
90
Description
DescriptorThis unit of competency describes the skills and knowledge required to provide specific shiatsu therapy care relating to age specific, gender specific and common conditions in each phase and epoch of life
Notes
Elements and Performance Criteria
1. Provide specific care for children and adolescents
- 1.1 Take thecase with special reference to the age of the individual
- 1.2 Assess the individual according to standard guidelines relating to age
- 1.3 Assess the individual in an age - specific manner after obtaining appropriate consent from the parent/caregiver/guardian if appropriate
- 1.4 Record any deviations from the normal percentiles, mental and emotional development norms and physiological features for the age group
- 1.5 Develop a treatment plan according to findings and potential sensitivities
- 1.6 Take steps to ensure the client's dignity is maintained at all times
- 1.7 Identify factors likely to have a negative impact on assessment in consultation with the client and implement strategies to minimise the effects of these factors wherever possible
- 1.8 Implement the treatment plan
2. Provide specific care for females/males
- 2.1 Take the case with special reference to the gender of the individual
- 2.2 Examine the individual is examined in a gender specific manner after obtaining consent from the parent/caregiver/guardian if appropriate
- 2.3 Conduct a physical examination with special regard to common conditions of the female/male and findings documented according to clinic guidelines
- 2.4 Anticipate potential sensitivities of the client, adapt approach accordingly and take steps to ensure the client's dignity is maintained at all times
- 2.5 Identify factors likely to have a negative impact on assessment in consultation with the client and strategies are implemented to minimize the effects of these factors wherever possible
- 2.6 Develop a treatment plan
- 2.7 Implement the treatment plan
3. Provide geriatric care
- 3.1 Take thecase with special reference to the age of the individual and with special consideration to the client's health, memory, cognitive ability and care requirements
- 3.2 Assess the health of the client with special consideration to conditions relating to aging
- 3.3 Conduct a physical examination with special regard to common conditions of aging and document findings according to clinic guidelines
- 3.4 Anticipate potential sensitivities of the client, adapt approach accordingly and take steps to ensure the client's sense of dignity is maintained at all times
- 3.5 Identify factors likely to have a negative impact on assessment and implement strategies are to minimise the effects of these factors wherever possible
- 3.6 Develop a treatment plan
- 3.7 Implement the treatment plan
4. Provide palliative care
- 4.1 Take thecase with special reference to the age of the individual with special consideration to fears, needs, expectations and care requirements
- 4.2 Obtain information on the disease, prognosis, potential risks and relevant tests
- 4.3 Assess the vitality of the client with special consideration to current needs and any distressing or painful symptoms
- 4.4 Develop a treatment plan
- 4.5 Anticipate potential sensitivities of the client adapt approach accordingly to take these into account and take steps to ensure the client's sense of dignity is maintained at all times
- 4.6 Identify factors likely to have a negative impact on assessment and implement strategies to minimise the effects of these factors wherever possible
- 4.7 Implement the treatment plan
- 4.8 Provide continued support and communication for the client and carers through the dying process
- 4.9 Refer to other supportive treatment or services if appropriate
5. Provide prophylactic care and advice
- 5.1 Discuss prophylaxis issues with the client
- 5.2 Advise the client of available lifestyle or dietary options for their situation
- 5.3 Discuss responsibilities of practitioner and client within the treatment plan
- 5.4 Negotiate management of selected treatment in relation to any other current therapies
6. Manage the treatment plan
- 6.1 Assess the health of the individual with special regard to common conditions of their age/gender
- 6.2 Document therapeutic expectations in accordance with clinic guidelines
- 6.3 Record findings, recommendations and treatment in accordance with clinic guidelines
- 6.4 Organise and document follow up visit/s in accordance with clinic guidelines
- 6.5 Document actual responses in accordance with clinic guidelines and adjust treatment accordingly
- 6.6 Advise clients on possible adverse effects and personal management techniques
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.
The case is taken may include:
Antenatal, birth and post natal period information, Apgar score, birth weight, feeding method and frequency
Family history, maternal and paternal
Growth patterns and changes in the pattern of growth over a series of measurements
Height, weight and head circumference measurements
Major milestones in development
Major milestones in personal and social, fine motor skills, general motor skills and language development to a simplified standard milestone chart
Age specific considerations (emotional and social) of the adolescent of both genders and the aged
Memory and intellectual ability of the aging
Age of the individual may include:
Neonate (birth to 28 days)
Children
Adolescence (puberty to adulthood)
Adulthood
Sescences
Normal percentiles, mental and emotional development norms and physiological features may refer to:
Apgar score, birth weight
Growth patterns and changes in the pattern of growth
Height, weight and head circumference measurements
Major milestones in development
Personal and social skills, fine motor skills, general motor skills and language development
Standard milestone chart
Ages specific considerations (emotional and social) of the adolescent of both genders and the aged
Tongue colour and coating
Pulse type
Muscle and skin tone
Constitutional type
Index finger venule
Complexion
Shan gan
Shen
Facial zones - eyes, nose, ears, mouth, cheeks,
Fingernails
Hara
Urine and stool
Diet
Thirst
Behaviour
Common conditions may include:
Injuries
Over exertion
Over- or improper consumption of foods or fluids
Pain - local sharp, dull, achy, deep, surface
Migraines, headaches
Rashes
Oedema
Urinary and defecation disorders
Sleep
Bleeding and bruising
Nausea, vomiting or diarrhoea
Temperature - hot/cold
Varicose veins
Sprains, bruises or whiplash injuries
Influence of prescribed/non prescribed drugs
A treatment plan may include:
Providing guidance on breast and/or alternative feeding methods and the weaning of children
Describing the importance of breast feeding and the suitability of alternative commonly available feeding formula/s and the weaning process
Toilet training, bladder reprogramming exercises in the postpartum period and in older aged client
Using therapeutic interview
Removing or alleviating of environmental factors likely to impede progress
Researching of allopathic medication for iatrogenic influences
Particular state may include:
Pre pubescent female
Non pregnant female
Pregnant female
Climactic female
Post menopausal female
Follow up visit may include:
Regular phone or face to face contact/consultations eg hourly, daily or weekly depending on client's condition
Monthly phone/long distance or face to face consultations
SOS, face to face or phone/long distance consultations
Effective response to client feedback and/or complaints
Actual responses may include:
Amelioration sustained
Amelioration short lived
Mild aggravation
Prolonged aggravation
No response
Other supportive treatment or services may include:
TCM - herbs, acupuncture etc
Body work - massage, reiki, kinesiology etc
Remedial therapy
Aromatherapy
Acupuncture
Cancer or AIDS support foundations
Local palliative care associations
Counsellors
Nursing community care services
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.
The case is taken may include:
Antenatal, birth and post natal period information, Apgar score, birth weight, feeding method and frequency
Family history, maternal and paternal
Growth patterns and changes in the pattern of growth over a series of measurements
Height, weight and head circumference measurements
Major milestones in development
Major milestones in personal and social, fine motor skills, general motor skills and language development to a simplified standard milestone chart
Age specific considerations (emotional and social) of the adolescent of both genders and the aged
Memory and intellectual ability of the aging
Age of the individual may include:
Neonate (birth to 28 days)
Children
Adolescence (puberty to adulthood)
Adulthood
Sescences
Normal percentiles, mental and emotional development norms and physiological features may refer to:
Apgar score, birth weight
Growth patterns and changes in the pattern of growth
Height, weight and head circumference measurements
Major milestones in development
Personal and social skills, fine motor skills, general motor skills and language development
Standard milestone chart
Ages specific considerations (emotional and social) of the adolescent of both genders and the aged
Tongue colour and coating
Pulse type
Muscle and skin tone
Constitutional type
Index finger venule
Complexion
Shan gan
Shen
Facial zones - eyes, nose, ears, mouth, cheeks,
Fingernails
Hara
Urine and stool
Diet
Thirst
Behaviour
Common conditions may include:
Injuries
Over exertion
Over- or improper consumption of foods or fluids
Pain - local sharp, dull, achy, deep, surface
Migraines, headaches
Rashes
Oedema
Urinary and defecation disorders
Sleep
Bleeding and bruising
Nausea, vomiting or diarrhoea
Temperature - hot/cold
Varicose veins
Sprains, bruises or whiplash injuries
Influence of prescribed/non prescribed drugs
A treatment plan may include:
Providing guidance on breast and/or alternative feeding methods and the weaning of children
Describing the importance of breast feeding and the suitability of alternative commonly available feeding formula/s and the weaning process
Toilet training, bladder reprogramming exercises in the postpartum period and in older aged client
Using therapeutic interview
Removing or alleviating of environmental factors likely to impede progress
Researching of allopathic medication for iatrogenic influences
Particular state may include:
Pre pubescent female
Non pregnant female
Pregnant female
Climactic female
Post menopausal female
Follow up visit may include:
Regular phone or face to face contact/consultations eg hourly, daily or weekly depending on client's condition
Monthly phone/long distance or face to face consultations
SOS, face to face or phone/long distance consultations
Effective response to client feedback and/or complaints
Actual responses may include:
Amelioration sustained
Amelioration short lived
Mild aggravation
Prolonged aggravation
No response
Other supportive treatment or services may include:
TCM - herbs, acupuncture etc
Body work - massage, reiki, kinesiology etc
Remedial therapy
Aromatherapy
Acupuncture
Cancer or AIDS support foundations
Local palliative care associations
Counsellors
Nursing community care services
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 the required range of situations relevant to the workplace
Assessment may contain both theoretical and practical components and examples covering a range of clinical situations
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
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
Context of and specific resources for assessment:
Relevant texts or medical manuals
Relevant paper-based/video assessment instruments
Appropriate assessment environment
Skilled assessors
Measuring tape, measuring blocks and scales
Basic physical examination equipment
Age specific toys
Infection control equipment
Method of assessment
Observation in the work place
Short tests and essays
Oral questioning and discussion
Actual or simulated clinical encounters
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
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
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 the required range of situations relevant to the workplace
Assessment may contain both theoretical and practical components and examples covering a range of clinical situations
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
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
Context of and specific resources for assessment:
Relevant texts or medical manuals
Relevant paper-based/video assessment instruments
Appropriate assessment environment
Skilled assessors
Measuring tape, measuring blocks and scales
Basic physical examination equipment
Age specific toys
Infection control equipment
Method of assessment
Observation in the work place
Short tests and essays
Oral questioning and discussion
Actual or simulated clinical encounters
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
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
Replaces
| State Code | National Code | Title | Type |
|---|---|---|---|
| D8495 | HLTSHU506C | Provide specific shiatsu therapy assessment and care | Unit of competency |
Replaced By
| State Code | National Code | Title | Type |
|---|---|---|---|
| AUZ78 | HLTSHU008 | Adapt Shiatsu and oriental therapies practice to meet specific needs | Unit of competency |
| State Code | National Code | Title | Type |
|---|---|---|---|
| J100 | HLT50212 | Diploma of Shiatsu and Oriental Therapies | Qualification |