HLTAP301A Learning Guide & Assessment

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HLTAP301A Recognise healthy body systems in a health care context

F OREWORD

This publication is one of a number of Learning Guides produced by The Australian Medical Association (WA) Inc as a resource for the health sector. It is utilised within AMA Training Services and Health Training Australia as a training resource and within the workplace as a support guide. The development of this workbook was undertaken by a number of trainers and developers within AMA and HTA, who have both industry knowledge and specific expertise in the course content.

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Although every effort has been made to present reliable and accurate information, the

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AMA will assume no responsibility for outcomes and actions resulting from the application of the information presented in this workbook.

Users are encouraged to confirm

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application in conjunction with protocols within their specific work environment. This book is copyright. Apart from any fair dealing for the purposes of private study,

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research, criticism or review, as permitted under the Copyright Act, no part may be reproduced by any process without written permission. Please forward all enquiries to:

The Manager

Health Training Australia PO Box 133 NEDLANDS WA 6909 Telephone: (08) 9273 3044 Facsimile: (08) 9273 3045

CONTENTS INFORMATION FOR LEARNERS ...................................................................................... 5 Training............................................................................................................................ 5 On and Off-the-Job Training ............................................................................................ 6 Assessment ..................................................................................................................... 6 Tips for Learners.............................................................................................................. 7 LEARNING OUTCOMES..................................................................................................... 8 INTRODUCTION ................................................................................................................. 9 STRUCTURE OF THE HUMAN BODY ............................................................................. 10 Cells, Tissues and Organs............................................................................................. 10 HUMAN BODY SYSTEMS ................................................................................................ 13

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1. Musculoskeletal System........................................................................................... 13 The skeleton .................................................................................................................. 14 The muscular system..................................................................................................... 16 Muscle types.................................................................................................................. 18 Facts about skeletal muscles......................................................................................... 19 Relevant areas of medicine ........................................................................................... 19

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2. Integumentary System ............................................................................................. 20 Relevant areas of medicine ........................................................................................... 22 3. Cardiovascular System ............................................................................................ 23 Relevant areas of medicine ........................................................................................... 27

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4. Lymphatic System.................................................................................................... 28 Relevant areas of medicine ........................................................................................... 29

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5. Respiratory System.................................................................................................. 30 Factors influencing the rate and depth of breathing....................................................... 31 Relevant areas of medicine ........................................................................................... 32 6. Nervous System....................................................................................................... 33 Central nervous system ................................................................................................. 33 Peripheral nervous system ............................................................................................ 35 Relevant areas of medicine ........................................................................................... 36 7. Sense Organs .......................................................................................................... 38 Relevant areas of medicine ........................................................................................... 43 8. Endocrine System .................................................................................................... 44 Relevant areas of medicine ........................................................................................... 46 9. Digestive System ..................................................................................................... 47 Organs associated with digestion .................................................................................. 50 10. Urinary System......................................................................................................... 52 Relevant areas of medicine ........................................................................................... 54 11. Reproductive System ............................................................................................... 55 Male reproductive system .............................................................................................. 55 Relevant areas of medicine ........................................................................................... 56 Female reproductive system.......................................................................................... 56 Relevant areas of medicine ........................................................................................... 57

CONTENTS MAINTAINING A HEALTHY BODY .................................................................................. 58 Balanced Diet ................................................................................................................ 58 Suggested dietary considerations.................................................................................. 59 Characteristics of a balanced diet and poor nutrition ..................................................... 61 Physical Exercise........................................................................................................... 62 GLOSSARY.......................................................................................................................65 BIBLIOGRAPHY ............................................................................................................... 71 GUIDE TO ASSESSMENT ................................................................................................ 75 Assessment Plan for Participant .................................................................................... 76 Summary of Evidence Sources...................................................................................... 77 Assessment Plan ........................................................................................................... 77

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WRITTEN ACTIVITIES ...................................................................................................... 78 Activity 1 ........................................................................................................................ 78 Activity 2 ........................................................................................................................ 79 Activity 3 ........................................................................................................................ 80 Activity 4 ........................................................................................................................ 81 Activity 5 ........................................................................................................................ 82 Activity 6 ........................................................................................................................ 83 Activity 7 ........................................................................................................................ 84 Activity 8 ........................................................................................................................ 85

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PRE-ASSESSMENT CHECKLIST .................................................................................... 91 INDEX ................................................................................................................................ 92

INFORMATION FOR LEARNERS This learning guide will assist you in developing skills and knowledge to work effectively in the health industry and to apply these skills to your workplace and daily tasks.

Training Competence means that you have the required knowledge and skills to do your job. These are described in ‘competency standards’. Your training will be based on these to make sure it is relevant to the needs of your job and yourself. Your Participant Assessment Record and the Pre-Assessment Checklist in the Guide to

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Assessment (included at the back of this Learning Guide) state the standards of

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competence.

The purpose of the training is to develop your workplace competence, so you will be expected to practise your skills whenever you can. This can be done through work

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experience, practical sessions in a training organisation or through your full time or part-

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time job. It is important that you have both theoretical and practical knowledge and skills.

HLTAP301A © Health Training Australia (Inc) ISBN: 978-1-921559-91-4

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INFORMATION FOR LEARNERS

On and Off-the-Job Training Your training may consist of on-the-job coaching with your workplace supervisor and/or trainer on a one-to-one or small group basis. It may also involve formal training sessions conducted off-the-job in addition to working through your learning guide. Make sure you ask lots of questions, complete the activities, and do additional research to ensure you know everything listed in the Pre-Assessment Checklist.

If you do not understand any part of the unit please contact your Trainer.

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Assessment

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Once you have completed your training and practised your skills, you will be ready to have your skills and knowledge assessed. The purpose of this is not to see if you can pass a

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test, but to determine if you can perform work tasks competently.

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Refer to the Guide to Assessment for detailed information on this unit’s Assessment Plan. Complete the Pre-Assessment Checklist in the Guide to Assessment. This sets out the skills and knowledge you will need to demonstrate during your assessment to be deemed competent in this unit.


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INFORMATION FOR LEARNERS

Tips for Learners

Read through the information in the Learning Guide carefully. Make sure you understand the material. If you come across anything you do not understand: Discuss your training with your trainer and make sure you understand what is required

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and how the training will be organised.

Ask for feedback on your progress as you work through the activities.

Ask for help when you need it. Talk to more experienced colleagues or your trainer and

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ask for their guidance.

Listen, take notes, ask questions and practise your new skills as often as possible. This

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way you will improve your speed, memory, and also your confidence. During your training, you should seek other sources of information as well, e.g. reference books, the Internet. Some of these are suggested in the guide.

Try to relate the information presented in this Learning Guide to your own experiences and to what you already know.

Work through the activities. They are there for a reason and even if you already have the knowledge or skills relating to a particular activity, doing them will help to reinforce what you already know. If you do not understand an activity, think carefully about the way the question or instructions are phrased.


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LEARNING OUTCOMES This Learning Guide will provide you with information that will assist in your learning and development skills and knowledge to effectively assist with patient/client care in the health care environment. Completing this work book aims to provide you with a greater understanding of the principles and techniques associated with:

Applying knowledge of the basic structure of the healthy human body.

Applying knowledge of factors that support healthy functioning of the body.

physiology.

Demonstrate an understanding of the relationships between body systems and a healthy lifestyle.

Apply essential knowledge as outlined in your own work role.

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Use and articulate common health terminology related to human anatomy and

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In order to be competent in this unit you will be able to:


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INTRODUCTION This unit is provided as a collective unit for Health Support Workers who have a multifunctional role within a heath care facility but can also be adapted for workers who have a more specific support role in relation to providing quality health care services. It covers the basic knowledge of anatomy and physiology required to recognise body systems and their components and to identify and refer alterations associated with the functioning of the human body in the context of health care work. In reading through the Learning Guide you may well come across information and tasks that are not your everyday responsibility. However, by completing this unit you will gain a

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better understanding of your role and responsibilities in a health care setting and thereby

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improve your existing skills and knowledge in your current work role.


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STRUCTURE OF THE HUMAN BODY Cells, Tissues and Organs The human body is a complex and highly developed structure, which works extremely well most of the time despite its complexity. It is composed of cells, tissues and organs. A system is a group of organs that work together to perform certain tasks.

Cells The cell is the basic unit of all living organisms. A cell cannot be seen by the naked eye and requires a microscope to see it. Some organisms, such as bacteria, have only one cell, while other organisms such as humans have many cells. Human beings have an

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estimated 100,000,000,000,000 (100 trillion) cells.

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While each cell has the same basic structure, the function, the size and shape of the cells may be different. For example, fat cells are spherical, red blood cells are disc-shaped, and nerve cells are branching. Although no one cell type is exactly like all others, cells do have Each cell can take in nutrients, convert these nutrients into

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many common features.

energy, carry out specialised functions, and reproduce as necessary. Each cell stores its

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own set of instructions for carrying out each of these activities. The three main parts of each cell are:

1. The cell membrane, which is the outer covering which holds the cell together and encloses all the cell contents. It allows food, water and oxygen to pass into the cell from the outside and waste material from inside the cell to pass to the outside. 2. The nucleus, which is the control centre of the cell. It directs the work of the cell and enables the cell to reproduce.

Nucleolus, is a sperical structure found within the

nucleus where RNA is produced (RNA is related to DNA). 3. The protoplasm, which is a jelly-like substance made up of water, protein, glucose and salt; the activities of the cell take place here.


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STRUCTURE OF THE BODY SYSTEMS Chromosomes are threadlike structures found within the nucleus that are composed of DNA (deoxyribonucleic acid) within the nucleus. DNA is made up of genes. Genes are the basic unit of heredity information. Genes control the physical and other traits that are inherited by children from the parents. These traits include height, eye colour and skin colour. Human body cells usually have 46 chromosomes. The sex cells (ova and sperm) only have 23 chromosomes. When egg and sperm unite, each cell contributes half of the total 46 chromosomes.

Nucleus Protoplasm

Membrane

Tissues

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Nucleolus

Human cell

Because cells cannot work alone, groups of cells with similar functions combine together to form tissues. The body has four main types of tissue: 1. Epithelial tissue covers internal and external body surfaces. Epithelial cells fit close together to form continuous sheets. Epithelial tissue lines the nose, mouth, respiratory tract, intestines and stomach. The hair, nails, skin and glands are also composed of epithelial tissue. Epithelial tissue does not have a blood supply. 2. Connective tissue is found everywhere in the body. It provides an anchor, connects and also supports other body tissue. Bones, tendons, ligaments, and cartilage are connective tissues. Blood is also a form of connective tissue. HLTAP301A © Health Training Australia (Inc) ISBN: 978-1-921559-91-4

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STRUCTURE OF THE HUMAN BODY 3. Muscle tissue allows the body to move by contracting and stretching. Because of their elongated shape, muscle cells are called fibres. 4. Nervous tissue carries and receives impulses between the brain and body parts.

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Nerve tissue makes up the brain, spinal cord and nerve fibres.

Organs

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Cross section of the peripheral nerve

Groups of tissues form organs. Organs are usually composed of more than one type of

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tissue. The stomach is a good example of an organ; its lining is epithelium, its wall is muscle tissue, and it has nerve cells that stimulate it to contract. Examples of organs include the kidneys, heart, liver, lungs and brain. Systems Systems are formed by groups of organs and tissues working together to perform specialised functions such as breathing, movement, digestion and reproduction.


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HUMAN BODY SYSTEMS The human body is very complex. In order to make the study of the human body a little easier, the body has been divided into systems. Each system is highly complex and while all of the systems have specialised functions, they are also closely related to one another and their interaction is necessary for our survival. The human body can maintain health and survive only if all systems work together as an efficiently functioning cooperative. The human body is comprised of the following systems: 1. Musculoskeletal system. 2. Integumentary system (skin). 3. Cardiovascular system.

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4. Lymphatic system. 5. Respiratory system.

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6. Nervous system.

7. Sense organs (sight, hearing, smell, taste, touch). 9. Digestive system. 10. Urinary system.

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11. Reproductive system.

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8. Endocrine system.

1. Musculoskeletal System

This system involves the bones, ligaments, tendons and muscles which support the body, protect the internal organs and allow for movement. Most muscles that cause movement work by contracting and relaxing in conjunction with a bone. The action of raising your leg involves the contraction of several muscles creating an opposing force in the leg, causing it to move upwards. Some muscles, such as the diaphragm that makes the lungs expand and contract, do not need bones to work with, but function attached to large masses of tissue. The skeletal muscles make up nearly half the total weight of the human body. HLTAP301A © Health Training Australia (Inc) ISBN: 978-1-921559-91-4

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HUMAN BODY SYSTEMS The skeleton The human skeleton consists of bone tissue, cartilage and bone marrow.

The adult

skeleton normally consists of 206 bones and strong connective tissues which form ligaments, tendons and cartilage. The connective tissue is attached to the bones forming joints and there are approximately 100 joints within the human skeleton.

Cervical vertebrae

Clavicle Scapula Humerus

Thoracic vertebrae

Ribs

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Lumber vertebrae

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Sacral vertebrae/Coccyx

Radius Ulna

Femur Patella Tibia Fibula

The functions of the skeleton:

Provides a strong framework for the body.

Provides points of attachment for the muscles and assists in movement.

Stores fats and minerals which are important in muscle contraction and nerve activity.

Produces the bulk of the red blood cells in the bone marrow.

Gives protection to many of the internal organs.


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HLTAP301A

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RECOGNISE HEALTHY BODY SYSTEMS IN A HEALTH CARE CONTEXT

GUIDE TO ASSESSMENT

GUIDE TO ASSESSMENT

Assessment Plan for Participant

Unit of Competency: HTLAP301A Recognise healthy body systems in a health care context. Unit Description: This unit of competency describes the basic knowledge of anatomy and physiology required to recognise body systems and their components and to identify and refer alterations associated with the functioning of the human body in the context of health care work. Work will be within a prescribed range of functions involving known routines and procedures with some accountability for the quality of outcomes.

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The workplace context may be: Specific community.

Community or regional service.

Department of a large institution or organisation.

Specialised service or organisation.

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Plan: Assessment

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Training, mentoring and support in relation to each unit of competency will be provided to participants on a regular basis in person, on the phone or via email. More intensive training will be provided to participants if required, as identified by the trainer/assessor (this may include off-the-job training). Participants on the job performance is discussed with the coach/supervisor (through the use of the Participant Assessment Record) forming the Third Party Report. Verbal and written instructions will be given to all participants prior to assessment. Ask your trainer/assessor for additional support if there are particular cultural and language needs. Alternative assessment methods are available – these are outlined in the Participant Assessment Record The assessment report is discussed with participant providing feedback on the outcomes of assessment and guidance on future options. Participant receives a copy of the final assessment report. HLTAP301A © Health Training Australia (Inc) ISBN: 978-1-921559-91-4

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GUIDE TO ASSESSMENT

Summary of Evidence Sources

Elements / Performance Criteria 1.1 1.2 1.3 2.1 2.2

ASSESSMENT OFF-THE-JOB

ON-THE-JOB Demonstration / Simulation

Oral Questions

Direct Observation

9 9 9 9 9

9 9 9 9 9

9 9 9 9 9

Third Party Report

Written Activites

9 9 9 9 9

Case Studies /Projects

Workplace documents

Diary / Journal

Other

9 9 9 9 9

Assessment Plan Verbal and written instructions will be given to all participants prior to assessment. Ask your trainer for additional support if there are particular cultural, language, literacy or numeracy needs. Resources required Learning Guide

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Assessment Assessment Brief description of Task Type Task 1 Written KnowledgeDirected activities/written Assessment based questions in the Learning assessment Guide and Guide to Assessment. 2 Observation Direct observation of Caring and skills/performance relating supporting to applying essential the patient/client knowledge of assisting the patient/client to maintain a in the healthy body. workplace

Workplace Organisation’s policies/procedures Assessment Tool

Using and articulating accurately common health terminology.

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Questioning

Third Party Report

Oral questions

Workplace performance

These questions will accompany observation of workplace tasks relating understanding the basic structure and functions of the body systems and associated components. Assessor determines work performance of participant through consultation with supervisor.

Organisation’s policies/procedures Assessment Tool

Participant’s Record Book.


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Date of Assessment

WRITTEN ACTIVITIES Activity 1

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Human Cell

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Label the structure of the human cell and explain the function of each part.


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WRITTEN ACTIVITIES

Activity 2

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Label the structure of the skeleton


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WRITTEN ACTIVITIES

Activity 8 1. Which organs and structures make up the urinary system? (Circle correct answer) a) Kidneys, bladder, aorta and seminal vesicle b) Bladder, lungs, bowel and pancreas c) Kidneys, bladder, ureters and urethra

2. What is the urethra? (Circle correct answer) a) The collective name for the thousands of nephrons contained in each kidney b) The main vein that transports deoxygenated blood from the kidney back to the heart

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c) The slender tube that connects the bladder to the outside of the body

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3. What do genes control?

4. List all the human body systems.


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PRE-ASSESSMENT CHECKLIST Use this checklist to see if you feel ready to be assessed for this unit. You need to be able to tick each of the criteria listed to be competent. Once you feel ready to be assessed, speak to your supervisor and trainer/assessor to arrange a suitable time for your final assessment to take place.

UNIT

HLTAP301A

Recognise healthy body systems in a health care context

Apply knowledge of the basic structure of the healthy human body.

1.1

I use accepted health terminology to describe the normal structure, function and location of the major body systems.

1.2

I apply a basic understanding of the fundamental principals of maintaining a healthy body.

1.3

I work with knowledge of the major components of each body system and their location in relation to other structures.

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Apply basic knowledge of factors that support healthy functioning of the body.

2.1

I work with a basic understanding of how to maintain the whole body in an overall state of health.

2.2

I work with a basic understanding of the relationships between body systems required to support healthy functioning.

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I consider myself competent in this area

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HLTAP301A Learning Guide & Assessment

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