Unit of competency Outline
Date retreived
22/07/2026 1:12 PM AWST
22/07/2026 1:12 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.
Manage work within the ayurvedic framework
Manage work within the ayurvedic framework
Unit of competency
National Code
HLTAYV608C
HLTAYV608C
State Code
D5806
D5806
TGA Status
Deleted
Deleted
DTWD Status
Deleted
Deleted
State Implementation and Classification
Approved Date
08/08/2014
Field of Education
061999 - Complementary Therapies, N.e.c.
Original Release Date
08/08/2014
Nominal Hours
40
Description
DescriptorThis unit of competency describes the skills and knowledge required to manage the effective work practices of self and others within an ayurvedic framework
Notes
Elements and Performance Criteria
1. Communicate knowledge of ayurvedic philosophy, principles and practices to others
- 1.1 Effectively communicate the major and minor forms of diagnosis and treatment practices of ayurveda on a one-on-`one or group basis
- 1.2 Explain the definition, central philosophies and historical developments of ayurveda
- 1.3 Integrate recent developments and new practices into client services
2. Demonstrate commitment to ethical work practices
- 2.1 Maintain confidentiality of client information by storing and disposing of records according to clinic requirements
- 2.2 Review work practices periodically to ensure skills and practices are kept current
- 2.3 Ensure work practices show respect for staff and client rights
- 2.4 Ensure work practices adhere to legal, regulatory and clinic guidelines
- 2.5 Ensure accountability measures are implemented for professional practices
3. Manage workplace relationships
- 3.1 Use effective communication and interpersonal skills to ensure all workplace interactions contribute to achievement of clinic objectives and promotion of the practice
- 3.2 Ensure workplace relations reflect consideration of the full range of individual and cultural differences
- 3.3 Deal with any issues related to the well-being of work colleagues promptly and in accordance with clinic procedures
- 3.4 Handle potential and actual workplace conflicts to minimise disruption
4. Manage the achievement of quality standards
- 4.1 Establish and practice personal hygiene and infection control guidelines throughout the organisation
- 4.2 Undertake hazard control measures and reporting procedures according to clinic guidelines
- 4.3 Review individual and clinic performance against established standards
5. Ensure ongoing development of self and team
- 5.1 Regularly monitor own performance against workplans, clinic objectives and client needs
- 5.2 Seek out and access opportunities for formal and informal development of skills and knowledge to optimise performance
- 5.3 Monitor individual performances and develop performance to enhance team performance
- 5.4 Ensure coaching and mentoring contributes effectively to development of workplace knowledge, skills and attitudes
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.
Major and minor forms of diagnosisinclude:
Trividha Pariksha (Threefold examination method)
Darshana (Observation)
Prashna (Questioning)
Sparshana (Touch)
Eightfold examination method
Nadi Pariksha (Pulse diagnosis)
Druka Pariksha ((Eye diagnosis)
Sparshana (Palpation)
Jivha Pariksha (Tongue diagnosis)
Mala Pariksha (Stool examination)
Mutra Pariksha (Urine examination)
Shabda Pariksha (Voice examination)
Akriti Pariksha ( General physical features, ie height, weight, deformation of limbs, nails, skin etc)
Any other method in which the practitioner has been trained to a competent standard
Procedure which is conducted according to legislative and regulatory requirements
ayurvedic differential diagnosis
Treatment practicesinclude:
Abhyanga (Massage or Oleation treatment)
Aharatatva (Treatment according to ayurvedic Dietary and Nutrition principles based on Rasa and Guna Siddhanta)
Dravyaguna (Treatment by means of ayurvedic preparations based on herbs, minerals and metals)
Langhana Chikitsa (Fasting or restricted diet or food intake)
Pancha Karma (Five-fold ayurvedic cleansing process)
Rasayana Chikitsa (Rejuvenation Treatment
Shamana Chikitsa (Pacification or palliation)
Shodhana Chikitsa (Purification or Detoxification treatment)
Definition of Ayurveda:
Ayurveda is translated as the 'Science of Life' and is a comprehensive approach to physical, mental and spiritual well-being that takes into account each individual's uniqueness and is concerned with self understanding and self responsibility.
Central philosophies of Ayurveda are:
Concepts of natural harmony and constitutional balance
Constitutional types (Vata, Pitta&Kapha)
Ojas tejas, prana
The 3 prime qualities or Gunas: Sattva - wholeness, integration, clarity, purity, lightness, 'being'; Rajas - activity, energy, passion, goal oriented, 'doing'; and Tamas - inertia, heaviness, dullness inconscience, 'sleep'
The 5 basic elements - space, air, fire, water, earth
The 'digestive fire' (Agni); the health and integrity of the digestive system; the integrity of the tissues (Dhatus); and the flow of 'life forces' through subtle energy channels (Nadis)
The recognition of ourselves as spiritual beings, with an innate connection to the universal spirit/consciousness
Measures are implemented could refer to:
Case notes
Clinic standards and procedures
Current certification for special services offered - where appropriate
Documentation of medicine prescription and supply
Financial documentation
Performance reviews
Practitioner qualification
Supervision of practice
Effective communication and interpersonal skills may include:
Ability to clarify needs
Ability to establish rapport and trust
Active listening skills
Conflict resolution skills
Empathy and respect
Eye contact
Honesty and integrity
Negotiation skills
Presentation
Verbal communication skills
Written communication skills
Opportunities for formal and informal development of skills and knowledge may include:
Articles, public presentations, interviews and other communications
Attendance at lectures or other education activities
Attendance of association meetings
Clinic supervision
Participation in research projects
Provision of, or attendance in, training
Study, distance-based learning
Subscription to professional journals
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.
Major and minor forms of diagnosisinclude:
Trividha Pariksha (Threefold examination method)
Darshana (Observation)
Prashna (Questioning)
Sparshana (Touch)
Eightfold examination method
Nadi Pariksha (Pulse diagnosis)
Druka Pariksha ((Eye diagnosis)
Sparshana (Palpation)
Jivha Pariksha (Tongue diagnosis)
Mala Pariksha (Stool examination)
Mutra Pariksha (Urine examination)
Shabda Pariksha (Voice examination)
Akriti Pariksha ( General physical features, ie height, weight, deformation of limbs, nails, skin etc)
Any other method in which the practitioner has been trained to a competent standard
Procedure which is conducted according to legislative and regulatory requirements
ayurvedic differential diagnosis
Treatment practicesinclude:
Abhyanga (Massage or Oleation treatment)
Aharatatva (Treatment according to ayurvedic Dietary and Nutrition principles based on Rasa and Guna Siddhanta)
Dravyaguna (Treatment by means of ayurvedic preparations based on herbs, minerals and metals)
Langhana Chikitsa (Fasting or restricted diet or food intake)
Pancha Karma (Five-fold ayurvedic cleansing process)
Rasayana Chikitsa (Rejuvenation Treatment
Shamana Chikitsa (Pacification or palliation)
Shodhana Chikitsa (Purification or Detoxification treatment)
Definition of Ayurveda:
Ayurveda is translated as the 'Science of Life' and is a comprehensive approach to physical, mental and spiritual well-being that takes into account each individual's uniqueness and is concerned with self understanding and self responsibility.
Central philosophies of Ayurveda are:
Concepts of natural harmony and constitutional balance
Constitutional types (Vata, Pitta&Kapha)
Ojas tejas, prana
The 3 prime qualities or Gunas: Sattva - wholeness, integration, clarity, purity, lightness, 'being'; Rajas - activity, energy, passion, goal oriented, 'doing'; and Tamas - inertia, heaviness, dullness inconscience, 'sleep'
The 5 basic elements - space, air, fire, water, earth
The 'digestive fire' (Agni); the health and integrity of the digestive system; the integrity of the tissues (Dhatus); and the flow of 'life forces' through subtle energy channels (Nadis)
The recognition of ourselves as spiritual beings, with an innate connection to the universal spirit/consciousness
Measures are implemented could refer to:
Case notes
Clinic standards and procedures
Current certification for special services offered - where appropriate
Documentation of medicine prescription and supply
Financial documentation
Performance reviews
Practitioner qualification
Supervision of practice
Effective communication and interpersonal skills may include:
Ability to clarify needs
Ability to establish rapport and trust
Active listening skills
Conflict resolution skills
Empathy and respect
Eye contact
Honesty and integrity
Negotiation skills
Presentation
Verbal communication skills
Written communication skills
Opportunities for formal and informal development of skills and knowledge may include:
Articles, public presentations, interviews and other communications
Attendance at lectures or other education activities
Attendance of association meetings
Clinic supervision
Participation in research projects
Provision of, or attendance in, training
Study, distance-based learning
Subscription to professional journals
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 a range of workplace situations
Assessment may contain both theoretical and practical components and examples covering a range of clinical situations
Evidence is required of both knowledge and skills application
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
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:
Assessment should replicate workplace conditions as far as possible
Simulations may be used to represent workplace conditions as closely 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
Resources essential for assessment include:
relevant texts or medical manuals
relevant paper-based/video assessment instruments
appropriate assessment environment
skilled assessors
Method of assessment
Case study and scenario as a basis for discussion of issues and strategies to contribute to best practice.
Observation in the work place
Questioning
Role play simulation
Written assignments/projects
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 a range of workplace situations
Assessment may contain both theoretical and practical components and examples covering a range of clinical situations
Evidence is required of both knowledge and skills application
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
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:
Assessment should replicate workplace conditions as far as possible
Simulations may be used to represent workplace conditions as closely 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
Resources essential for assessment include:
relevant texts or medical manuals
relevant paper-based/video assessment instruments
appropriate assessment environment
skilled assessors
Method of assessment
Case study and scenario as a basis for discussion of issues and strategies to contribute to best practice.
Observation in the work place
Questioning
Role play simulation
Written assignments/projects
Replaces
| State Code | National Code | Title | Type |
|---|---|---|---|
| C4948 | HLTAYV8A | Manage work within the Ayurvedic framework | Unit of competency |
| C9114 | HLTAYV608B | Manage work within the ayurvedic framework | Unit of competency |
| State Code | National Code | Title | Type |
|---|---|---|---|
| J116 | HLT60712 | Advanced Diploma of Ayurveda | Qualification |