Unit of competency Outline
Date retreived
22/07/2026 9:04 AM AWST
22/07/2026 9:04 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.
Apply reflective practice, critical thinking and analysis in health
Apply reflective practice, critical thinking and analysis in health
Unit of competency
National Code
HLTEN508B
HLTEN508B
State Code
D8213
D8213
TGA Status
Replaced
Replaced
DTWD Status
Deleted
Deleted
State Implementation and Classification
Approved Date
24/08/2012
Field of Education
060399 - Nursing, N.e.c.
Original Release Date
24/08/2012
Nominal Hours
30
Description
DescriptorThis unit of competency describes the skills and knowledge required of the Enrolled/Division 2 Nurse to demonstrate nursing practice in a contemporary health environment using critical thinking and analysis and reflective practice
Notes
Elements and Performance Criteria
1. Apply the foundations of contemporary nursing practice
- 1.1 Work with an understanding of the historical and current perspectives of nursing and nurse education
- 1.2 Incorporate the theoretical concepts and information related to nursing into practice
- 1.3 Identify contemporary issues in nursing and examine their impact on clients and the health care environment
- 1.4 Clarify the role of regulation and professional standards of practice and apply in own practice
- 1.5 Actively participate as a member of the health care team
- 1.6 Recognise the complementary roles of the Enrolled/Division 2 nurse, registered nurse and other health care professionals
- 1.7 Utilise appropriate models of nursing care in the health care environment
- 1.8 Incorporate into practice a holistic approach to client care
- 1.9 Promote and support individuality of client when implementing planned care
2. Participate in professional review and development
- 2.1 Participate in performance review according to the policies and procedures of the employing organisation
- 2.2 Apply professional, legal and ethical standards to nursing practice
- 2.3 Share professional knowledge and skills with others
- 2.4 Promote a positive image of nursing as a profession and support the role of other health professionals according to codes of ethics and conduct
- 2.5 Undertake professional skill development and apply to work practices
- 2.6 Identify and participate in appropriate professional organisations
3. Work within a contemporary health care environment
- 3.1 Achieve work outcomes and demonstrate good time management within prescribed time frames
- 3.2 Manage resources according to health environment guidelines
- 3.3 Utilise contemporary health informatics systems to gather, collate and document data
- 3.4 Work within context of practice and within boundaries of work role
4. Use critical thinking and analysis effectively
- 4.1 Identify ways to effectively apply the process of critical thinking and analysis within own work role
- 4.2 Differentiate between critical thinking, creative thinking and problem solving
- 4.3 Identify and apply the characteristics of problem solving to the steps of the nursing process and development of nursing care plans
- 4.4 Locate, review and critically analyse topical issues identified in recent articles
5. Promote reflective practice of self and others
- 5.1 Apply reflective practice within the Enrolled/Division 2 nurse role
- 5.2 Recognise the process and benefits of reflective practice in relation to own work role
- 5.3 Reflect on issues that may produce a detrimental view of nursing
- 5.4 Evaluate the effectiveness of self reflection on self and others
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.
Quality management may include:
Best practice
Continuous improvement
Accreditation standards
Evidence-based practice
Professional bodies and regulatory bodies may include
State/territory nurse regulatory body
Australian and Nursing Midwifery Council
Australian Nursing Federation
Royal College of Nursing
Professional development may include:
Formal continuing education
Informal education
In-service education
Specialty education
Computers and information technology may include:
Personal computers
Palm-held computers
Internet
Email
Electronic journals
Learning resource catalogues
Photocopiers
Characteristics of problem solving include:
Identify actual or potential problems
Identify the possible causes
Consideration of a variety of data
Evaluation of credibility
Simple analysis of argument(s)
Possible solutions
Critical thinking and analysis may include:
The intellectually disciplined process of actively and skilfully conceptualizing, applying, analysing, synthesising, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action. (Michael Scriven&Richard Paul for the National Council for Excellence in Critical Thinking, 2004)
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.
Quality management may include:
Best practice
Continuous improvement
Accreditation standards
Evidence-based practice
Professional bodies and regulatory bodies may include
State/territory nurse regulatory body
Australian and Nursing Midwifery Council
Australian Nursing Federation
Royal College of Nursing
Professional development may include:
Formal continuing education
Informal education
In-service education
Specialty education
Computers and information technology may include:
Personal computers
Palm-held computers
Internet
Electronic journals
Learning resource catalogues
Photocopiers
Characteristics of problem solving include:
Identify actual or potential problems
Identify the possible causes
Consideration of a variety of data
Evaluation of credibility
Simple analysis of argument(s)
Possible solutions
Critical thinking and analysis may include:
The intellectually disciplined process of actively and skilfully conceptualizing, applying, analysing, synthesising, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action. (Michael Scriven&Richard Paul for the National Council for Excellence in Critical Thinking, 2004)
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 a work context is essential for assessment of this unit
Consistency of performance should be demonstrated over the required range of workplace situations and should occur on more than one occasion and be assessed by a registered nurse
Context of and specific resources for assessment:
Assessment should replicate workplace conditions as far as possible
Where, for reasons of safety, access to equipment and resources and space, assessment takes place away from the workplace, simulations should be used to represent workplace conditions as closely as possible
Method of assessment:
Observation in the workplace
Written assignments/projects
Case study and scenario as a basis for discussion of issues and strategies to contribute to best practice
Questioning - verbal and written
Role play/simulation
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 a work context is essential for assessment of this unit
Consistency of performance should be demonstrated over the required range of workplace situations and should occur on more than one occasion and be assessed by a registered nurse
Context of and specific resources for assessment:
Assessment should replicate workplace conditions as far as possible
Where, for reasons of safety, access to equipment and resources and space, assessment takes place away from the workplace, simulations should be used to represent workplace conditions as closely as possible
Method of assessment:
Observation in the workplace
Written assignments/projects
Case study and scenario as a basis for discussion of issues and strategies to contribute to best practice
Questioning - verbal and written
Role play/simulation
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 |
|---|---|---|---|
| C9219 | HLTEN508A | Apply reflective practice, critical thinking and analysis in health | Unit of competency |
| State Code | National Code | Title | Type |
|---|---|---|---|
| D096 | HLT51607 | Diploma of Nursing (Enrolled/Division 2 nursing) | Qualification |
| J108 | HLT51612 | Diploma of Nursing (Enrolled-Division 2 nursing) | Qualification |