Unit of competency Outline
Date retreived
23/07/2026 2:14 AM AWST
23/07/2026 2:14 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.
Manage Work within a clinical nutritional framework
Manage Work within a clinical nutritional framework
Unit of competency
National Code
HLTNUT604C
HLTNUT604C
State Code
WD224
WD224
TGA Status
Replaced
Replaced
DTWD Status
Deleted
Deleted
State Implementation and Classification
Approved Date
29/08/2012
Field of Education
069901 - Nutrition And Dietetics
Original Release Date
29/08/2012
Nominal Hours
20
Description
DescriptorThis unit of competency describes the skills and knowledge required to manage the effective work practices of self and others within a nutritional medicine framework
Notes
Elements and Performance Criteria
1. Communicate knowledge of nutritional medicine philosophy, principles and practices
- 1.1 Effectively communicate the methods of diagnosis and treatment practices on a one-to-one or group basis
- 1.2 Explain the central philosophies and historical developments
- 1.3 Integrate recent and new developments into client services
2. Demonstrate commitment to ethical work practices
- 2.1 Maintain confidentiality of client by storing and disposing of records according to clinic requirements
- 2.2 Periodically review work practices to ensure skills and practices are kept current
- 2.3 Show respect for staff and client rights
- 2.4 Adhere to legal, regulatory and clinic guidelines
- 2.5 Implement measures to ensure accountability 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 issues related to the wellbeing 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 practise 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 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
- 5.3 Monitor individual performances and ensure opportunities to develop and enhance team performance are accessed where appropriate
- 5.4 Provide effective coaching and mentoring to contribute to development of appropriate 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.
Nutritional medicine philosophy, principles and practices may include:
Nutritional medicine philosophy
first do no harm
identify&treat the causes
treat the whole person as an individual
prevention is better than cure
educate the client
the healing power of nature
Nutritional medicine principles
empiric - respect for nutritional and natural medicine philosophy, tradition and empirical observation
natural - natural is always preferable
individuality - individuals have a unique interaction with their nutritional environment
Nutritional medicine practice
diet as therapy (health maintenance, therapeutic diets, dietary modification)
therapeutic application of special and functional foods (food as medicine)
cultural dietary perspectives
therapeutic and preventive aspects of fasting/detoxification
nutrient supplementation
individual unique dietary needs
behavioural and lifestyle strategies
Forms of nutritional medicine diagnosis may include:
Observation
Discussion
Taking temperature
Taking pulse and blood pressure
Palpation and auscultation
Percussion
External physical examination
Urine tests
Assessment of growth (height, weight, head circumference) and development
Overview of system by enquiring about the presence of previously diagnosed organic diseases and functional disorders
Any other method in which the practitioner has been trained to a competent standard
Procedure which is conducted according to legislative and regulatory requirements
Anthropometric
Biochemical analysis
Diet diary
Nutritional screening
24 hour recall
Food frequency questionnaire
Physical signs of malnutrition
Iridology
Pathology laboratory tests (blood, urine, stool)
Nutritional medicine treatment practices may include:
Prescription of nutritional supplements
Prescription of diets
Effective communication and interpersonal skills may include
Active listening skills
Ability to establish rapport and trust
Eye contact
Verbal communication skills
Written communication skills
Empathy and respect
Ability to clarify needs
Conflict resolution skills
Negotiation skills
Presentation
Honesty and integrity
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
Participation in research projects
Attendance at association meetings
Subscription to professional journals
Clinic supervision
Provision of or participation in training
Study, distance-based learning
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.
Nutritional medicine philosophy, principles and practices may include:
Nutritional medicine philosophy
first do no harm
identify&treat the causes
treat the whole person as an individual
prevention is better than cure
educate the client
the healing power of nature
Nutritional medicine principles
empiric - respect for nutritional and natural medicine philosophy, tradition and empirical observation
natural - natural is always preferable
individuality - individuals have a unique interaction with their nutritional environment
Nutritional medicine practice
diet as therapy (health maintenance, therapeutic diets, dietary modification)
therapeutic application of special and functional foods (food as medicine)
cultural dietary perspectives
therapeutic and preventive aspects of fasting/detoxification
nutrient supplementation
individual unique dietary needs
behavioural and lifestyle strategies
Forms of nutritional medicine diagnosis may include:
Observation
Discussion
Taking temperature
Taking pulse and blood pressure
Palpation and auscultation
Percussion
External physical examination
Urine tests
Assessment of growth (height, weight, head circumference) and development
Overview of system by enquiring about the presence of previously diagnosed organic diseases and functional disorders
Any other method in which the practitioner has been trained to a competent standard
Procedure which is conducted according to legislative and regulatory requirements
Anthropometric
Biochemical analysis
Diet diary
Nutritional screening
24 hour recall
Food frequency questionnaire
Physical signs of malnutrition
Iridology
Pathology laboratory tests (blood, urine, stool)
Nutritional medicine treatment practices may include:
Prescription of nutritional supplements
Prescription of diets
Effective communication and interpersonal skills may include
Active listening skills
Ability to establish rapport and trust
Eye contact
Verbal communication skills
Written communication skills
Empathy and respect
Ability to clarify needs
Conflict resolution skills
Negotiation skills
Presentation
Honesty and integrity
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
Participation in research projects
Attendance at association meetings
Subscription to professional journals
Clinic supervision
Provision of or participation in training
Study, distance-based learning
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
Assessment may contain both theoretical and practical components and examples covering a range of clinical situations
Consistency of performance should be demonstrated over the required range of situations relevant to the workplace
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:
Resources essential for assessment include:
relevant texts or medical manuals
relevant assessment instruments
appropriate assessment environment
skilled assessors
Method of assessment)
Observation in the work place
Practical demonstration and simulations
Written assignments/projects
Case study and scenario as a basis for discussion of issues and strategies to contribute to best practice
Oral Questioning
Role play simulation
Short tests and essays
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
Assessment may contain both theoretical and practical components and examples covering a range of clinical situations
Consistency of performance should be demonstrated over the required range of situations relevant to the workplace
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:
Resources essential for assessment include:
relevant texts or medical manuals
relevant assessment instruments
appropriate assessment environment
skilled assessors
Method of assessment)
Observation in the work place
Practical demonstration and simulations
Written assignments/projects
Case study and scenario as a basis for discussion of issues and strategies to contribute to best practice
Oral Questioning
Role play simulation
Short tests and essays
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 |
|---|---|---|---|
| D8372 | HLTNUT604B | Manage work within a clinical nutritional framework | Unit of competency |
| State Code | National Code | Title | Type |
|---|---|---|---|
| J118 | HLT61012 | Advanced Diploma of Nutritional Medicine | Qualification |