Unit of competency Outline
Date retreived
22/07/2026 4:43 AM AWST
22/07/2026 4:43 AM 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.
Address complex legal and ethical issues in professional practice
Address complex legal and ethical issues in professional practice
Unit of competency
National Code
CHCCS522A
CHCCS522A
State Code
D2357
D2357
TGA Status
Replaced
Replaced
DTWD Status
Replaced
Replaced
State Implementation and Classification
Approved Date
18/08/2009
Field of Education
090913 - Legal Practice
Original Release Date
18/08/2009
Nominal Hours
70
Description
DescriptorThis unit describes the knowledge and skills required to maintain the application of legal and ethical work practices by monitoring, coordinating and promoting their importance in providing community services and supporting duty of care requirements
Notes
Elements and Performance Criteria
1. Perform within legal and ethical parameters of professional practice
- 1.1 Apply a clear understanding of legal and regulatory acts/guidelines as they impact on professional practice
- 1.2 Address the implications of current legislation as incorporated into professional practice
- 1.3 Apply codes of ethics, code of conduct and associated standards in professional practice
- 1.4 Function within the scope of professional practice
- 1.5 Handle client complaints sensitively and in line with organisation policies and procedures
- 1.6 Handle all requests for client information as per state/territory legislation and organisation policies and procedures
2. Apply an understanding of the legal framework
- 2.1 Work with an understanding of how the law operates in relation to professional practice with regard to legal processes, principles and penalties
- 2.2 Accurately apply concepts of negligence, duty of care and vicarious liability to professional practice
- 2.3 Apply a clear understanding of the requirement to obtain consent for treatment
- 2.4 Use common legal terms associated with own area of practice with a clear understanding of their meaning and implications
- 2.5 Apply the legal requirements and expectations in relation to documented records and reports in professional practice
- 2.6 Apply mandatory reporting processes in line with jurisdictional requirements
- 2.7 Apply client privacy and confidentiality practices in line with legislative requirements and organisation policies and procedures
3. Apply ethical concepts to professional practice
- 3.1 Work with a clear understanding of the concept of ethics and its place in own professional practice
- 3.2 Demonstrate ethical practice in all interactions with clients, relatives and carers and colleagues
- 3.3 Identify, document and report any potential ethical issues if and as they arise
- 3.4 Maintain an awareness of contemporary ethical issues that may impact on own professional practice
- 3.5 Develop and implement strategies to resolve ethical issues within practice
- 3.6 Take responsibility for addressing ethical issues and legal requirements in line with own work
- 3.7 Complete all documentation in accordance with state/territory legislation and organisation policies and procedures
- 3.8 Monitor compliance with legal obligations and requirements
4. Support the rights, interests and needs of clients and their families
- 4.1 Comply with legal responsibilities and duty of care in all care activities and interactions with clients and their families and carers
- 4.2 Support client rights, interests and decisions
- 4.3 Encourage the client to exercise their rights to make informed decisions regarding their care
- 4.4 Demonstrate respect and support for the dignity of clients and their families
- 4.5 Act as an advocate for client and family in line with practice standards, guidelines and codes
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.
Clients may include:
Individuals living in residential aged care environments
Individuals living in the community
Prospective individuals to the service or services
Individuals living in government funded services and/or institutions to 'clients'
Job seekers
Children and young people
Contexts may include:
Client's own dwelling
Independent living accommodation
Residential aged care facilities
Community centres
Community, government or private agency or organisation
Homelessness
State housing
Shared housing
Key statutory, legislative and regulatory requirements may include those related to:
Privacy legislation
Health records legislation
Equal employment opportunities
Discrimination and harassment
Residential and community services
Poisons and therapeutics
Registration and practice of health professionals
Pharmaceutical benefits
Occupational health and safety
Freedom of information
Public health
Building standards
Criminal acts
International and national standards
Mandatory reporting
Working with children/police checks
Reports may include:
Verbal:
telephone
face-to-face
Non-verbal (written):
progress reports
case notes
incident reports
Rights may include:
Privacy
Human rights
Confidentiality
Dignity
Freedom of association
Informed choice
To lodge a complaint
Right to express ideas and opinions
To an agreed standard of care
Access to services
Rights are detailed in:
Legislation
Industry and organisation service standards
Industry and organisation codes of ethics and/or codes of conduct and practice
Accreditation standards
Units of competency
International and national charters
Principles of access and equity may include:
Creation of a client orientated culture
Non-discriminatory approach to all individuals using or accessing the service
Respect for individual differences
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.
Clients may include:
Individuals living in residential aged care environments
Individuals living in the community
Prospective individuals to the service or services
Individuals living in government funded services and/or institutions to 'clients'
Job seekers
Children and young people
Contexts may include:
Client's own dwelling
Independent living accommodation
Residential aged care facilities
Community centres
Community, government or private agency or organisation
Homelessness
State housing
Shared housing
Key statutory, legislative and regulatory requirements may include those related to:
Privacy legislation
Health records legislation
Equal employment opportunities
Discrimination and harassment
Residential and community services
Poisons and therapeutics
Registration and practice of health professionals
Pharmaceutical benefits
Occupational health and safety
Freedom of information
Public health
Building standards
Criminal acts
International and national standards
Mandatory reporting
Working with children/police checks
Reports may include:
Verbal:
telephone
face-to-face
Non-verbal (written):
progress reports
case notes
incident reports
Rights may include:
Privacy
Human rights
Confidentiality
Dignity
Freedom of association
Informed choice
To lodge a complaint
Right to express ideas and opinions
To an agreed standard of care
Access to services
Rights are detailed in:
Legislation
Industry and organisation service standards
Industry and organisation codes of ethics and/or codes of conduct and practice
Accreditation standards
Units of competency
International and national charters
Principles of access and equity may include:
Creation of a client orientated culture
Non-discriminatory approach to all individuals using or accessing the service
Respect for individual differences
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 unit of competency:
The individual being assessed must provide evidence of specified essential knowledge as well as skills
This unit will be most appropriately assessed in the workplace or in a simulated workplace and under the normal range of workplace conditions
It is recommended that assessment or information for assessment will be conducted or gathered over a period of time and cover the normal range of workplace situations and settings
Access and equity considerations:
All workers in community services should be aware of access, equity and human rights 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 issues facing Aboriginal and Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on 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 Aboriginal and/or Torres Strait Islander clients and communities
Context of and specific resources for assessment:
This unit can be assessed independently, however holistic assessment practice with other community services units of competency is encouraged
Resources required for assessment include access to:
an appropriate workplace and/or simulation of realistic workplace setting where assessment can take place
relevant legislation and regulations, organisation policy, protocols and procedures
Method of assessment:
Observation in the workplace
Written assignments/projects
Case study and scenario analysis
Questioning
Role play simulation
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 unit of competency:
The individual being assessed must provide evidence of specified essential knowledge as well as skills
This unit will be most appropriately assessed in the workplace or in a simulated workplace and under the normal range of workplace conditions
It is recommended that assessment or information for assessment will be conducted or gathered over a period of time and cover the normal range of workplace situations and settings
Access and equity considerations:
All workers in community services should be aware of access, equity and human rights 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 issues facing Aboriginal and Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on 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 Aboriginal and/or Torres Strait Islander clients and communities
Context of and specific resources for assessment:
This unit can be assessed independently, however holistic assessment practice with other community services units of competency is encouraged
Resources required for assessment include access to:
an appropriate workplace and/or simulation of realistic workplace setting where assessment can take place
relevant legislation and regulations, organisation policy, protocols and procedures
Method of assessment:
Observation in the workplace
Written assignments/projects
Case study and scenario analysis
Questioning
Role play simulation
Replaced By
| State Code | National Code | Title | Type |
|---|---|---|---|
| WC867 | CHCCS522B | Address complex legal and ethical issues in professional practice | Unit of competency |
| State Code | National Code | Title | Type |
|---|---|---|---|
| D310 | CHC50608 | Diploma of Community Services Work | Qualification |