Unit of competency Outline
Information current as of
20/10/2026 7:50 PM AWST
20/10/2026 7:50 PM AWST
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Promote positive health outcomes
Promote positive health outcomes
Unit of competency
National Code
HLTEN413B
HLTEN413B
State Code
D8204
D8204
TGA Status
Replaced
Replaced
DTWD Status
Replaced
Replaced
State Implementation and Classification
Approved Date
03/08/2011
Original Release Date
25/03/2011
Nominal Hours
30
Field of Education
060307 - Community Nursing
Description
DescriptorThis unit of competency describes the skills and knowledge required to promote a positive healthy lifestyle by developing health promotional strategies to educate clients in the promotion of a healthy lifestyle
General notes
N/A
Elements and Performance Criteria
1. Promote a healthy lifestyle
- 1.1 Provide information to clients on the benefits of a healthy lifestyle
- 1.2 Empower clients to access information and advice from appropriate services before making lifestyle changes
- 1.3 Assists clients to understand the health care environment and the processes for admission, care and discharge
- 1.4 Encourage and support clients to exercise their rights and personal preferences without compromising their safety and the safety of others
- 1.5 Identify and describe current disease prevention activities relevant to identified clients
2. Promote positive lifestyle choices
- 2.1 Discuss factors influencing lifestyle choices with the client and/or their family or significant other
- 2.2 Discuss the consequences of lifestyle choices with the client and/or their family or significant other
- 2.3 Convey non-judgemental attitudes when discussing lifestyle choices and options
- 2.4 Consider age and gender when promoting lifestyle choices
- 2.5 Provide clients with clear information relevant to promoting and maintaining their health
3. Encourage clients to maintain healthy lifestyles
- 3.1 Assist clients, and/or their family or significant other with strategies to monitor changes to lifestyle
- 3.2 Record and report changes in client's physical, psychological and social needs
- 3.3 Reflect age and gender considerations in health teaching
- 3.4 Identify and explain any relevant health care services, resources or products for client use eg.equipment to assist activities of daily living
4. Apply the principles of health promotion and education
- 4.1 Apply principles and strategies of health promotion to address specific client needs
- 4.2 Provide advice within level of role and responsibility in addition to legislative and professional requirements
- 4.3 Consult with the client their health promotion and education needs and document in care plan and report to appropriate health professional
- 4.4 Develop health promotion activities and documents that reflect age, gender and health and/or illness factors
- 4.5 Participate in the implementation of health promotion and health education activities
- 4.6 Evaluate effectiveness of health promotion and health education activities
5. Contribute to health teaching
- 5.1 Discuss the need for client or group health teaching with the registered nurse or other heath care professional
- 5.2 Utilise guiding principles in teaching and learning that underpin all health teaching plans
- 5.3 Select teaching strategies that are appropriate to the health care environment
- 5.4 Incorporate the principles of health teaching into every client contact
- 5.5 Reflect on the learning outcomes of the planned teaching session in relation to changes in client behaviour, actions and level of understanding
- 5.6 Discuss client responses or outcomes of health teaching sessions with the client, their family, registered nurse or other health care professional as appropriate
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.
Current health issues may include:
Obesity
Cardiovascular disease
Cancer
Stress
Asthma
Alcohol abuse/Substance abuse
Diabetes mellitus
Accidents
Suicide
Mental illness
Child, spouse, elder abuse
Communicable diseases
Sexually transmitted infections
Hepatitis B, C
Human Immunodeficiency Virus
Aging population
Factors affecting health may include:
Heredity
Environment
Lifestyle
Diet
Socio-economic status
Geographical location
Availability of health care
Cultural norms
Age
Legislative requirements
Pollution
Sanitation
Global patterns of disease
Immunisation
Public health
Principles of health promotion must include:
Building healthy public policy
Creative supportive environment
Strengthen community action
Minimising lifestyle risks to health
Develop personal skills
Promotion of healthy diet and exercise
Assisting clients to identify risks to health
Health promotion strategies may include:
School topics e.g. personal and sexual health, nutrition drugs, mental health
Community outreach e.g. breast feeding mothers
Mass media - e.g. advertising campaigns
Immunisation
Public education
Genetic counselling/screening
Assisting clients to identify risks to health
Promotion of healthy diet and exercise
Minimising lifestyle risks to health
Positive lifestyle choices could include:
Cessation of addictive substances - smoking, alcohol, drugs
Dietary change
Change in exercise level
Modification of medication regime with medical guidance
Continuation of medical treatments
Rehabilitation programs
Lifestyle diversity may include:
Concepts of autonomy/gender roles
Concepts of health, illness and rehabilitation
Expectations of health care
Understanding of lifestyle risk factors
Healthy eating factors
Health teaching could include:
Guiding principles for health teaching
Principles of teaching and learning
Overview of learning behaviour
Teaching aids and strategies
Formulation and implementation of health teaching plans
Evaluation of heath teaching sessions
Handouts provided
Client education strategies may include:
Discussions about relevant issues regarding health
One-on-one guidance/supervision
Small groups
Demonstrations
Referrals to appropriate health professional
Contact with self-help group
Risk factors may include:
Alcohol and substance abuse
Drug abuse
Stress
High blood pressure
Smoking
Obesity
Poor nutrition
Elimination problems
Lack of exercise
Interpersonal conflict
Loneliness
Poor sleep
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.
Current health issues may include:
Obesity
Cardiovascular disease
Cancer
Stress
Asthma
Alcohol abuse/Substance abuse
Diabetes mellitus
Accidents
Suicide
Mental illness
Child, spouse, elder abuse
Communicable diseases
Sexually transmitted infections
Hepatitis B, C
Human Immunodeficiency Virus
Aging population
Factors affecting health may include:
Heredity
Environment
Lifestyle
Diet
Socio-economic status
Geographical location
Availability of health care
Cultural norms
Age
Legislative requirements
Pollution
Sanitation
Global patterns of disease
Immunisation
Public health
Principles of health promotion must include:
Building healthy public policy
Creative supportive environment
Strengthen community action
Minimising lifestyle risks to health
Develop personal skills
Promotion of healthy diet and exercise
Assisting clients to identify risks to health
Health promotion strategies may include:
School topics e.g. personal and sexual health, nutrition drugs, mental health
Community outreach e.g. breast feeding mothers
Mass media - e.g. advertising campaigns
Immunisation
Public education
Genetic counselling/screening
Assisting clients to identify risks to health
Promotion of healthy diet and exercise
Minimising lifestyle risks to health
Positive lifestyle choices could include:
Cessation of addictive substances - smoking, alcohol, drugs
Dietary change
Change in exercise level
Modification of medication regime with medical guidance
Continuation of medical treatments
Rehabilitation programs
Lifestyle diversity may include:
Concepts of autonomy/gender roles
Concepts of health, illness and rehabilitation
Expectations of health care
Understanding of lifestyle risk factors
Healthy eating factors
Health teaching could include:
Guiding principles for health teaching
Principles of teaching and learning
Overview of learning behaviour
Teaching aids and strategies
Formulation and implementation of health teaching plans
Evaluation of heath teaching sessions
Handouts provided
Client education strategies may include:
Discussions about relevant issues regarding health
One-on-one guidance/supervision
Small groups
Demonstrations
Referrals to appropriate health professional
Contact with self-help group
Risk factors may include:
Alcohol and substance abuse
Drug abuse
Stress
High blood pressure
Smoking
Obesity
Poor nutrition
Elimination problems
Lack of exercise
Interpersonal conflict
Loneliness
Poor sleep
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:
This unit is most appropriately assessed in the clinical workplace or in a simulated clinical work environment and under the normal range of clinical environment conditions
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 or 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:
This unit is most appropriately assessed in the clinical workplace or in a simulated clinical work environment and under the normal range of clinical environment conditions
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 or 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 |
|---|---|---|---|
| C9210 | HLTEN413A | Promote positive health outcomes | Unit of competency |
