Unit of competency Outline
Date retreived
22/07/2026 5:47 PM AWST
22/07/2026 5:47 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.
Support the fitting of assistive devices
Support the fitting of assistive devices
Unit of competency
National Code
HLTAH414C
HLTAH414C
State Code
WD035
WD035
TGA Status
Replaced
Replaced
DTWD Status
Replaced
Replaced
State Implementation and Classification
Approved Date
23/08/2012
Field of Education
061799 - Rehabilitation Therapies, N.e.c.
Original Release Date
23/08/2012
Nominal Hours
55
Description
DescriptorThis unit of competency describes the skills and knowledge required to work with clients, their carers and other members of a multi-disciplinary team, where appropriate, to provide and fit assistive devices to meet individual client needsThis will include confirmation of the suitability of the prescription, suitability of fit and operation and the capacity or social interaction of the client which may include use of the assistive devices
Notes
Elements and Performance Criteria
1. Prepare for fitting of assistive device
- 1.1 Confirm assistive device details and fitting requirements against the prescribed information provided by the health professional
- 1.2 Confirm with allied health professional specific client needs and abilities
- 1.3 Confer with allied health professional if fitting requirements are outside scope of role and responsibilities as defined by the organisation
- 1.4 Determine the clients' availability, according to the organisation's protocols
- 1.5 Gather assistive device and any equipment required for fitting
- 1.6 Prepare the setting for the fitting and instruction for use
- 1.7 Obtain informed consent from the clients before commencing the fitting
2. Fit assistive device
- 2.1 Provide client with the assistive device
- 2.2 Confirm the suitability of fit, size and operation meets expected performance parameters and prescription and conforms to the manufacturer's guidelines
- 2.3 Confirm the assistive device is in safe working order within the user environment
- 2.4 Obtain relevant measurements and data where adjustments are required
- 2.5 Restrict device functions for initial or trial periods to enable familiarity and ensure safety, where necessary
- 2.6 Document and report the process and outcomes of fitting ensuring that arrangements for further action are implemented
- 2.7 Document maintenance periods and requirements for the assistive device, where necessary
- 2.8 Identify any faults and complete necessary documentation
- 2.9 Confirm that client (and carer) have relevant documentation and understands any further action that needs to be taken
3. Support client to use assistive device
- 3.1 Explain and reinforce information about the use of the assistive device, in a manner, and at the level and pace, appropriate for the client
- 3.2 Confirm client understanding and answer any questions
- 3.3 Confirm that the assistive is clean and in good working order for the client's requirements before use
- 3.4 Label, remove from use and report defective assistive devices to the appropriate person, and ensure an alternative is supplied as promptly as possible
- 3.5 Remove and minimise potential hazards in the immediate environment
- 3.6 Educate client (and carers) in the safe use, transportation and maintenance of the assistive device within the context of the user environment
- 3.7 Offer appropriate constructive feedback, encouragement and reinforcement
- 3.8 Provide safe physical support to enable the client to use the assistive device
- 3.9 Identify incorrect use and give verbal feedback and physical guidance where necessary
- 3.10 Monitor the effectiveness of the assistive device and report any problems to the appropriate person with minimum delay
- 3.11 Report any adverse effect, and major progress to the appropriate member of the care team
- 3.12 Agree relevant trial period and review periods to co-ordinate with client treatment plan
4. Complete basic equipment construction and modification
- 4.1 Obtain equipment construction or modification specifications from allied health professional
- 4.2 Confirm requirements with allied health professional
- 4.3 Procure materials required for basic equipment construction and modifications
- 4.4 Complete construction and modifications according to specifications
- 4.5 Seek support from allied health professional if difficulty arises meeting the specifications
- 4.6 Check completed construction and modifications with allied health professional
- 4.7 Complete and file any required documentation, according to organisation protocols
5. Clean and store assistive devices after use
- 5.1 Clean assistive devices according to manufacturer's recommendations, infection control requirements and organisation protocols
- 5.2 Store assistive devices according to manufacturer's recommendations and the organisation's protocols
- 5.3 Report faults to the appropriate person(s) and complete necessary documentation
6. Report and document information
- 6.1 Report suggested adjustments to assistive device ,together with rationale, to the responsible allied health professional
- 6.2 Provide client progress feedback to the treating allied health professional
- 6.3 Report client difficulties and concerns to the treating allied health professional
- 6.4 Implement variations to the assistive device according to the advice of the treating allied health professional
- 6.5 Document information about the client use of the assistive device according to the organisation's protocols
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.
Supervision refers to:
Instructing, advising, and monitoring another person in order to ensure safe and effective performance in carrying out the duties of their position
The nature of supervision is flexible and may be conducted by various means including:
in person and
through use of electronic communications media such as telephone or video conferencing, where necessary
Frequency of supervision will be determined by factors such as:
the task maturity of the person in that position or clinical placement
the need to review and assess client conditions and progress in order to establish or alter treatment plans in case of students and assistants
the need to correct and develop non clinical aspects such as time management, organisation requirements, communication skills, and other factors supporting the provision of clinical care and working within a team
A person under supervision does not require direct (immediate) and continuous personal interaction, but the method and frequency will be determined by factors outlined above
Assistive device use may include:
Positioning eg soft wedges, adjustable beds
Sitting eg riser recliner chairs
Bathing eg hand rails, bath seats, walk in showers, hoists
Mobility, both inside and outside the setting eg walking sticks, walking frames, crutches, ramps, motorised scooters, specially adapted vehicles, wheelchairs (manual and electric)
Other everyday functions eg special cutlery, adapted can openers, tap attachments, bed tables, adapted shoe horns etc
Clients may include:
Adults
Children and young people
Older people
People with communication difficulties
Information may include::
Client care plan
Hydrotherapy session plan
Client treatment plan
Allied health professional instructions
Client record
Checklists
Case notes
Other forms according to procedures of the organisation
Client needs and abilities may include:
Co-morbidity
Cultural needs
Cardiac risk stratification
Joint or muscle weakness
Orthopaedic conditions
Developmental status
Mental health status
Cognitive ability
User environment may include, but is not limited to:
Hospital
Home
School
Work place
Residential care facility
Education may include:
Demonstration
Facilitation
Observation
Explanation
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.
Supervision refers to:
Instructing, advising, and monitoring another person in order to ensure safe and effective performance in carrying out the duties of their position
The nature of supervision is flexible and may be conducted by various means including:
in person and
through use of electronic communications media such as telephone or video conferencing, where necessary
Frequency of supervision will be determined by factors such as:
the task maturity of the person in that position or clinical placement
the need to review and assess client conditions and progress in order to establish or alter treatment plans in case of students and assistants
the need to correct and develop non clinical aspects such as time management, organisation requirements, communication skills, and other factors supporting the provision of clinical care and working within a team
A person under supervision does not require direct (immediate) and continuous personal interaction, but the method and frequency will be determined by factors outlined above
Assistive device use may include:
Positioning eg soft wedges, adjustable beds
Sitting eg riser recliner chairs
Bathing eg hand rails, bath seats, walk in showers, hoists
Mobility, both inside and outside the setting eg walking sticks, walking frames, crutches, ramps, motorised scooters, specially adapted vehicles, wheelchairs (manual and electric)
Other everyday functions eg special cutlery, adapted can openers, tap attachments, bed tables, adapted shoe horns etc
Clients may include:
Adults
Children and young people
Older people
People with communication difficulties
Information may include::
Client care plan
Hydrotherapy session plan
Client treatment plan
Allied health professional instructions
Client record
Checklists
Case notes
Other forms according to procedures of the organisation
Client needs and abilities may include:
Co-morbidity
Cultural needs
Cardiac risk stratification
Joint or muscle weakness
Orthopaedic conditions
Developmental status
Mental health status
Cognitive ability
User environment may include, but is not limited to:
Hospital
Home
School
Work place
Residential care facility
Education may include:
Demonstration
Facilitation
Observation
Explanation
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 workplace performance is essential for assessment of this unit
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
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 must be completed in the workplace.
Relevant guidelines, standards and procedures
Resources essential for assessment include:
Clients with assistive device requirements
Assistive devices
Documentation
Supervisory allied health professional
Method of assessment
Observation of some applications in the work place (as is appropriate/possible)
Written assignments/projects or questioning should be used to assess knowledge
Case study and scenario as a basis for discussion of issues and strategies to contribute to best practice.
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.
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 workplace performance is essential for assessment of this unit
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
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 must be completed in the workplace.
Relevant guidelines, standards and procedures
Resources essential for assessment include:
Clients with assistive device requirements
Assistive devices
Documentation
Supervisory allied health professional
Method of assessment
Observation of some applications in the work place (as is appropriate/possible)
Written assignments/projects or questioning should be used to assess knowledge
Case study and scenario as a basis for discussion of issues and strategies to contribute to best practice.
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.
Replaces
| State Code | National Code | Title | Type |
|---|---|---|---|
| 5646 | HLTAH414B | Support the fitting of assistive devices | Unit of competency |
Replaced By
| State Code | National Code | Title | Type |
|---|---|---|---|
| AVA96 | HLTAHA016 | Support the fitting of assistive equipment | Unit of competency |
| State Code | National Code | Title | Type |
|---|---|---|---|
| J088 | HLT42512 | Certificate IV in Allied Health Assistance | Qualification |