Assist functional status

Question 1

Some AHA duties in relation to skill development and maintenance programs:

Answer 1

PREPARATION for the skill development session:
Confirming the program requirements with AHP;
Clarifying client needs;
Escorting client to treatment location (eg. occupational therapy room, gym etc.);
Transferring the client if they are unable to do so themselves (eg. in/out of chair, on/off plinth so that they can participate in the session);
Ensuring a safe environment for the program (eg. room set up with clear access and no safety risks);
Preparing resources and equipment for the session.

DELIVERY AND MONITORING the program by:
Individual or group sessions;
Client/carer education;
Supervising, teaching and prompting the practice of an exercise program prescribed by AHP:
Using equipment required for treatment;
Monitoring clients for compliance issues;
Monitoring clients for any adverse reactions;
Infection control practices when dealing with clients and equipment;
Reporting the outcomes and observations of treatment sessions (according to organisational protocols);
Implementing any specified changes to the program as directed by AHP;
Non-client duties.

ASSIST WITH MANAGEMENT by:
Carrying out housekeeping duties (such as general cleaning and maintenance of the therapy area);
Cleaning and maintaining equipment;
Ordering and maintaining stock;
Preparing resources;
Collecting statistics.

Question 2

Maintaining scope of practice:

Answer 2

DO NOT:
interpret referrals for therapy;
develop a diagnosis;
undertake assessments independently;
conduct initial interviews with clients independently;
plan/develop a treatment program;
modify therapy programs without consulting AHP;
provide verbal information about client progress to the client’s relatives, friends or other medical staff.

Question 3

Scope of practice for the AHA means that:

Answer 3

SUPERVISION:
The AHP decides on the treatment, the level of supervision required for a particular activity, the level of difficulty of a particular activity, and the equipment to be used.

ACCOUNTABILITY:
The AHP is accountable for overseeing the skill development program provided to the client even though the AHA may assist with the activities

RESPONSIBILITY:
The AHA has a responsibility to report back to the AHP, providing details about how a client has performed during treatment and about any concerns which the client has or difficulties which were experienced.

Question 4

Ways the client’s condition/illness could affect their development and learning:

Answer 4

Mobility;
Gross motor skills;
Fine motor skills;
Communication skills;
Self-care skills;
Emotional well-being;
Social skills;
Accessing the community;
Gaining or maintaining employment

Some impairments can also cause fatigue, stress and anxiety as well as grief for clients and their carers. Clients may have a condition, which reduces their stamina, or they may tire because of the energy expended when performing tasks.

Many functional skills used for everyday living, work and play can also be affected such as the skills required for:
dressing
eating and drinking
personal care and grooming.

Question 5

Client centred approach:

Answer 5

Clients are people first - each with their own personality, interests, dreams and abilities.

Each one will have different needs and there will be a range of approaches, strategies, technical aids and equipment that may be used to enable each client to carry out their functional living.

The AHP will have:
Completed an interview with the client/carer; Completed observations and assessment of the client’s abilities and needs;
Discussed the desired outcomes of therapy.

This is necessary to establish mutually agreed upon: Goals;
Strategies;
Resources;
Timeframes;
Reviews;
Evaluations
   of the developmental program.

The goals of the program should reflect the priorities of the client/carer in improving and/or maintaining their functional ability as this is a vital part of the program being client-centred.

Programs which are client-centred have the greatest potential for success, and the AHA should always keep the needs and priorities of the client in mind as the program progresses to ensure that it remains relevant and meaningful to the client.

Program goals should be measurable so that an evaluation can indicate whether desired outcomes have been achieved and this information can guide the next stage of the program.

Question 6

Planning with AHPs:

Answer 6

When working with clients, it is important for the AHA to carry out planning with the AHP in order to find out about:
The type of program which is needed;
The requirements of that particular program;
What the desired outcomes of the program are.
The AHA needs to have this information as it will guide all work tasks associated with the program. This planning stage could also include other people such as the client, their carer and other significant members of the health team.

Question 7

Program requirements:

points to consider

Answer 7

LOCATION
Where the program will be carried out – e.g.: space available, environmental issues such as sensory stimulation.
RESOURCES/EQUIPMENT
This includes an understanding of safe use and maintenance of equipment and materials and any costs involved.
TIMING of sessions
Best times of day, length of time to do the activities, client availability, availability of staff.
STAFF-CLIENT RATIO
The AHP will have assessed the recommended staff – client ratio for the program to ensure the safety and effectiveness of the interventions.
STRATEGIES
What strategies best to use – incorporates understanding of ability level, impact of specific impairment, motivating factors, evidence-based practice.
TRAINING SESSIONS for AHA
Sessions may be necessary for AHA to learn the specific intervention techniques to be used.
TRANSPORT ISSUES
Clients may have problems in getting to and from activities.
DOCUMENTATION REQUIREMENTS
These are in accordance with the organisation’s protocols for documentation.
PLANNING REVIEWS
What is the timing for planning reviews and evaluation processes and how will it take place?

Question 8

Care Plans:

Answer 8

A written document, which includes information such as the client’s personal details, medical history, abilities and needs, and supports required.

It details the overall plan for the care of the client - program goals are also usually recorded there. The client’s care plan identifies each of the client’s current issues and the strategies, which are to be used to address them.

The skill development or maintenance program may be one of the strategies for addressing an issue. Often there are other issues for the client at the same time, particularly if they have a complex illness or injury. In this case, the skill development or maintenance program may be just one of several strategies that are written into the care plan.

When working with the client on the skill development or maintenance program, the AHA should have an awareness of the program’s contribution to the overall care plan. This allows a holistic view to be taken of the client, giving the AHA an appreciation of all the issues that the client is facing.

Once AHA has gathered all the necessary information about the skill development or maintenance program, they should reflect upon the scope of their role and responsibilities as defined by the organisation where they work.

Organisations generally provide details about scope of practice and responsibilities in documents such as role descriptions, supervision agreements, workplace instructions or work practice guidelines.

There may be steps involved in the program that the AHA is not trained to complete or not authorised to carry out. If this situation arises, it must be discussed with the AHP before attempting to proceed with delivering the program.

The AHP may need to be present for some of the program sessions or may make alternative arrangements for the sessions to be carried out safely.

Important:
Proceeding with work that is outside the scope of the work role may put the client at risk of harm and place the Allied Health Assistant at risk of formal disciplinary action.

Question 9

Program Safety:

Answer 9

AHAs should also work with the AHP to identify and plan for any risks or safety issues which may impact upon the client’s ability to participate in the program.

For example, discussion with the AHP may highlight that the client is likely to experience some discomfort when completing certain therapy activities that are part of the program.

The AHP should provide guidance as to the expected level of discomfort and also make a plan with the AHA to be used if the client’s discomfort exceeds the expected level.

There may be other potential risks that can be identified before the program starts and liaising will enable the AHA to thoroughly plan for any potential issues which could impact upon the client’s participation in the program. Effective planning will maximise the success of the skill development or maintenance program.

Question 10

Client’s spiritual and cultural needs:

Answer 10

AHP and AHA should consider cultural and spiritual values in order to determine the most effective interventions to use and most appropriate way to deliver these services. This will affect the client’s motivation to attend, cooperate, and engage in the program activities.

Cultural and spiritual experiences influence how they perceive, think, feel and behave and this influence may be obvious or subtle. Cultural and spiritual factors are very powerful.

As such, thought should be given to cultural and spiritual preferences in relation to the following issues, which may be used in the delivery of the skill development program – all should be sensitive and appropriate:
Activities, games and food;
Music, stories and humour;
Physical assistance to complete therapy tasks;
Pain management;
Style of dress / privacy / modesty of the client;
Response to emotions displayed by the client;
Appointment times (avoid conflict with rituals, taboos etc)

Question 11

Stages of program development:

Answer 11

Once the plan to deliver the skill development or maintenance program has been made, it is time to develop the actual program in greater detail.

The AHA may be involved in some capacity in any or all of these steps, in an assisting capacity, depending upon the instructions of the AHP:
Identifying current skills/abilities and how these can be built upon to make participation meaningful to client;
Identifying specific client needs and priorities;
Developing appropriate goals in conjunction with the client and carers that will allow the client’s own pace to be accommodated;
Identifying methods that will allow the client and carers to build upon their existing strengths.

Question 12

Delegation and scope of role:

Answer 12

Regardless of which task is delegated during the program development stage, the AHA needs to ensure that they understand the requirements of the task and also that the task falls within the scope of their role.
Important

If they are delegated a task that is outside their scope, they should not proceed with it but rather discuss alternatives with the AHP.

If the delegated task is within their scope of practice, the AHA should complete it exactly as instructed and thorough feedback should be provided to the AHP so that the program can be successfully developed.

Question 13

Client assessment:

Answer 13

AHPs are trained to carry out thorough assessments of each individual client’s strengths and needs using a variety of methods.

The purpose of this assessment stage is to:
Establish the baseline of the client’s functioning;
Identify which problems can and cannot be addressed through the program;
Gain an indication of the possibility of change (including consideration of the client’s strengths as well as their deficits);
Give information to the client and others to contribute to a possible diagnosis and the overall care plan.

The steps involved in carrying out an assessment include:
The collection of data;
The organisation of this data – measurements and information are converted into a meaningful description of the client’s strengths and deficits with a focus on the areas that the program could assist;
Setting program goals;
Formulating evaluation methods.

The assessment processes can include:
Reviewing medical records;
Observation;
Interview;
Taking measurements (eg: range of motion, strength);
Inventories and checklists;
Standardised assessments.

The type of assessment completed will be determined by the AHP and the AHA may be asked to assist in some parts of the assessment process.

Question 14

Some specific types of assessments used by AHPs:

Answer 14

manual muscle testing;
sensory testing;
tests of memory and cognition;
hand function testing;
endurance testing;
developmental testing;
reflex testing;
tests of visual perceptual skills;
standardised tests of motor skills;
play inventories;
tests of activities of daily living;
pre-vocational and vocational assessment;
identifying specific client needs and priorities.

Question 15

Development of skill program:

Answer 15

Once the assessment process is complete, the AHP will use clinical judgement to determine which skills can be developed and how best to address the client’s areas of interest, age, lifestyle, cultural preferences and motivation to build on their strengths and to improve deficits. This is done in close collaboration with the client/carer and other key stakeholders so that the effects of therapy interventions can be maximised.

Information gained from assessment processes which can help in promoting client function may include:
Level of competence in different areas of functioning;
Preferred learning style;
Talents, interests and aspirations;
The need for specialised equipment and/or resources.

The AHP will use the assessment information to decide which areas are the most likely to respond positively to therapy interventions. They generally then compile all of the assessment data and analyse it to determine the focus areas of need.

A report is often written, summarising this information to inform the health care team in preparation for the next step of developing the program which is establishing priority areas and goals for treatment.

Question 16

Identifying client needs:

Answer 16

Using a team approach:
There are times when a client’s expectations from the therapy intervention may be unrealistic.
If this is the case, it can be discussed and goals set for the program can still often be centred around the area that has been stated as important to the client. A skill development or maintenance program is delivered over weeks or months and this means that all areas of need may potentially be addressed in time.

Note:
All planning for therapy should be done with a team approach – the team consists of the client, carer (if relevant), AHP, AHA and any other health professionals involved in the client’s care. This allows all significant people to have input into the client’s care plan and serves as a way of synchronising services so that interventions can be optimised.

With initial assessment complete, the AHP will move on to identifying client needs and considering how to prioritise these and the AHA may be involved in this process. A planning session generally takes place to discuss the needs of the client as identified through the assessment process and to consider client interests and strengths.

The AHP will use a client centred approach so that the client is part of the planning process and their ideas and issues are listened to when determining priorities for therapy intervention.

Example:
a child with cerebral palsy (poor mobility and fine motor skills) may be more interested in developing skills to get around the playground than in developing pencil skills. Being able to move around the playground may be more important to them as it impacts upon making and keeping friends - highly valued in childhood.
A skill development program should target playground mobility as a priority so that the child is motivated and engaged in the therapy activities. The program should also incorporate other significant needs such as handwriting development but the child is more likely to respond positively to this if he or she feels that her main priority has been addressed.

Question 17

Goals are an essential part of the program because they:

Answer 17

Provide a coordinated approach to therapy intervention;
Guide activity selection and delivery;
Outline the expectations of the client/carer;
Provide a measurable point to evaluate the effectiveness of the program.

Question 18

Goals should be:

Answer 18

Specific:
Goals should be specific – only detailed specific goals can be clearly reviewed.

Measurable:
Goals should be measurable – it should be easy to clearly see whether or not they have been achieved when the program is reviewed and they should have a time-frame written into them to specify when this review is to take place (eg: after one week, two weeks, a month etc).

Client focused:
Goals should be client focused and realistic (realistic goals set the client up for success, whereas unrealistic goals potentially set the client up for failure).

Functional:
Goals should be functional – for example: instead of aiming for an improvement in muscle strength, the goal would be more functional if it stated that the client aims to walk independently to and from the toilet.

Meaningful:
Goals should be meaningful to the client – for example: the client may want to be able to make a meal as their goal if their occupation is a home-maker, rather than be able to write a whole paragraph of text.

Time-related:
Goals describe what the client aims to achieve within the time period of the intervention and are the focus of the program.

Question 19

To identify functional goals with clients, it is helpful to consider the clients’:

Answer 19

Outcomes:
The client’s desired outcome of therapy.

Life roles:
The client’s usual life roles and the self-care, work, and leisure activities which are important to them.

Strengths:
Identifying methods that will allow the client and carers to build upon their existing strengths.

Question 20

Identifying the most appropriate and effective strategies to use when working towards achieving the goals:

Answer 20

Consider the resources, equipment, materials and venue needed, as well as the way in which therapy activities will be delivered.

Each client requires an individual approach.
Some general principles, however, can be considered.

Learning ability:
All clients can learn – although some clients will need adaptive devices such as hearing aids or modified furniture. Others will need more time or changes to the way in which material is presented.
Access:
Each client should have access to the usual activities that their peers enjoy.
Experiences:
Each client’s experience should enhance their self-esteem, self-worth and sense of identity.
Age-appropriate:
For example: a teenage client with an intellectual impairment may have the equivalent reading age of a six-year-old but will need materials and activities appropriate to his or her actual age.

Question 21

Equipment and resources:

Answer 21

Prepare and check any equipment or resources required, prior to each therapy session to ensure that they are safe and that the client can get the most benefit from the session.

This should be done in a timely manner, therefore planning ahead is helpful to make sure the equipment and resources are ready for use when the client needs them so that the session can be completed efficiently.

Question 22

Some of the different equipment and resources used in programs:

Answer 22

Adaptive equipment:
Standing frames, postural chairs and tables, hoists, dressing aids, modified writing utensils and scissors, kitchen aids etc.

Adaptive technologies:
Alternative keyboards, mouse and software, environmental control units, switches, speech generating devices, electric wheelchair.

Communication aids:
Picture systems, communication boards.

Visual/hearing aids:
Magnifiers, large print screens, hearing aids, visual alerting systems, Braille and speech/telecommunication output devices.

Splinting materials:
Positioning belts, braces, cushions and wedges.

Toys and games:
Lego, computer games, construction kits, wooden kits such as model cars.

Theraputty, therabands, weights:
Hand putty/ thera-putty, digiflex, exercise foam, thera-band, hand weights.

Question 23

Equipment maintenance:

Answer 23

All equipment/materials for use should be thoroughly checked for safety and efficiency prior to each therapy session. This check includes that they are working correctly, that no parts are broken, that all features work well and that they don’t pose any risk to clients who will be using them.

Any faulty equipment should be tagged and removed from use with alternative arrangements made until the equipment can be repaired or replaced.

Question 24

Cleaning equipment:

Answer 24

At the conclusion of any therapy session, all equipment and materials that have been used need to be cleaned thoroughly. Manufacturer’s requirements should be adhered to when this is done to ensure that the type of cleaning that is carried out is appropriate and effective.

Health organisations also have policies in place, which provide direction about cleaning items to infection control standards, and it is important that these are also followed.

Many therapy departments will have developed a specific cleaning regime, which meets both manufacturers and organisational requirements and this is the ideal approach for the AHA to take.

Question 25

Storing equipment:

Answer 25

Manufacturers’ requirements and the protocols of the organisation should be followed in regards to storing equipment and materials after therapy sessions.

This helps to ensure that equipment is kept in good working order and is not likely to be damaged or cause any injuries whilst in storage.

Question 26

Equipment faults:

Answer 26

If identified, the AHA should report it to the AHP as soon as possible so that the fault can be repaired. The faulty item should be tagged and removed from use until repaired or replaced so that it can’t cause harm.

Correct cleaning, storage and maintenance of therapy equipment and materials means that they will be ready to be used safely by future clients, therefore these tasks are an important part of fulfilling duty of care.

Question 27

Risk management format:

Answer 27

Identify potential hazards
Assess the risk
Analyse the risk
Evaluate the risk
Address the risk
Review the action to ensure that the risk has been satisfactorily addressed

Question 28

Client safety - steps to safe therapy assistance:

Answer 28

Preparation of the client:
Establishing rapport;
Finding out how much the client knows about the activity so that instruction can be appropriate;
Actively involving the client by making sure he/she understands and values the activity;
Using the correct positioning;
Finding out the client’s preferred learning style as well as cultural or spiritual preferences they may have.

Presentation of the activity:
Using directions which the client understands (eg verbal, demonstrative, visual);
Presenting the activity slowly;
Teaching the process step by step;
Respecting cultural and spiritual preferences;
Monitoring how much information the client needs as the activity progresses.

Performance of the activity:
Client attempting the activity;
Correcting errors (as needed) in a positive way;
Reinforcing successful attempts;
Providing objective feedback to the client about their performance to promote client confidence and sense of achievement.

Follow-up:
This involves reporting back to the AHP about the client’s performance to allow appropriate treatment decisions to be made.

Question 29

Supporting clients:

Answer 29

Due to the nature of daily living skill development and maintenance programs, many clients will require active support in order to be able to participate in them.

Allied Health Assistants are ideal staff members to provide this support but they must make sure that the support is given in a manner that is respectful of the client.
This means that they should seek permission before physically touching a client to provide support and should only provide as much assistance as a client needs in order to complete the therapy task.

Question 30

Importance of providing feedback to clients:

Answer 30

Supporting a client includes providing encouragement during therapy tasks to help maximise the client’s interest and involvement in the tasks and also giving the client positive feedback about their performance.

When assisting with skill development and maintenance programs, constructive feedback is useful as it allows clients to find out how they are going with a task and also how to improve their performance.

Clients who are undergoing rehabilitation have often experienced a major life trauma such as a serious accident or illness and therefore they may be emotionally vulnerable, lacking confidence and / or motivation.
For this reason, it is essential that the feedback provided by the Allied Health Assistant is sensitive, encouraging and constructive.

Question 31

Constructive feedback:

Answer 31

Objective:
Based on actual observation of the client and facts, as opposed to personal opinions which are subjective.

Practical:
Relates to doing the activity.

Relevant:
Relevant to the client and their situation.

Appropriate:
Appropriate to the therapy setting and to the client’s cultural and spiritual belief.

Positive:
Focus is on what can realistically be achieved, rather than factors that cannot be changed.

Question 32

When to modify an approach:

Answer 32

You may have an activity set up to be completed in a certain manner, however it may not be appropriate to continue in that manner if the client:
becomes distressed;
experiences pain;
communicates their desire to slow down or stop the activity.

Question 33

Client distress:

Answer 33

Distress can also occur for reasons not necessarily directly related to the current therapy activity. They may be upset about their condition, be anxious about the future or be feeling overwhelmed about the difficulty of regaining independence.

Many clients who are undergoing therapy have temporarily or permanently lost many of their abilities and this is very challenging.
In addition, personal or family issues may exist and it is not uncommon for any or all of these issues to present themselves in the form of distress during a therapy session. In this situation, the AHA should listen to the client and allow them to talk about their concerns if they wish to.

Often, the simple fact that they are being listened to will help to calm a client’s distress. Some clients, however, may not wish to discuss their concerns but it is still helpful for the AHA to acknowledge their distress. The AHA should then ask the client if they wish to continue with the activity.

Example:
Sometimes, an alternative activity that still fits in with the therapy program is appropriate and the client may prefer to continue with this instead. It is appropriate to give the client this choice as doing so acknowledges their distress and allows them to feel that they have input into their program, whilst still staying within the activity boundaries set by the AHP.

Question 34

Client pain:

Answer 34

Pain whilst completing a therapy activity is not uncommon. The AHP should have previously discussed this possibility with the AHA and the client and given guidance as to how much discomfort is to be expected when doing the activity.
If the client’s pain appears to exceed the level which was expected, the AHA could potentially modify the approach taken by:
reducing the intensity of the activity;
limiting the number of repetitions;
introducing a rest break;
substituting an alternative activity which still meets the requirements of the program.

Question 35

Client asks to stop/slow down:

Answer 35

There may be many different reasons which contribute to this and the AHA should try to find out why the client wishes to slow down or stop. Once this is known, the AHA can then modify their approach accordingly.

Examples:
If a client wishes to stop an activity because they are tired, the AHA could encourage them to complete it, promising the client a rest once they do so.
If a client wishes to stop an activity because they think it is silly, the AHA could explain the purpose of the activity.
If the client wishes to stop because they are bored, the AHA could offer to switch to an alternative activity that the AHP has written into the program.

The client’s treatment plan / program is the best document to refer to in deciding how to proceed with therapy if there are barriers to completing the therapy activities as originally planned.

Question 36

AHA’s role in reviewing progress:

Answer 36

Monitoring client’s progress;
Providing accurate feedback to the AHP.
This allows the AHP to make to decisions regarding the skill development or maintenance program so that the outcomes can be maximised.

Any changes made to the program are the responsibility of the AHP; however they may direct the AHA to implement these changes.

The AHA and the AHP should have regular times allocated in their daily schedules to allow for the sharing of information and their communication strategies should be reviewed regularly to ensure that they are effective.

Question 37

Issues to report regarding skill development/maintenance program:

Answer 37

Changes in the client’s medical condition e.g. new symptoms reported by the client or observed;
Deterioration of client skills;
Client’s inability to carry out therapy activities;
Hazards or risks identified;
Concerns about client progress;
Concerns voiced by the client;
Non-compliance with therapy activities;
Equipment faults or other problems with equipment.

Question 38

Methods of evaluation:

Answer 38

As well as reporting relevant information, the AHA may also be involved in determining methods of evaluating the effectiveness of therapy activities and methods.

The AHP may ask for input into how best to determine which parts of the program are working well and which may need to be modified.
Reviewing the original goals of the program to see whether they have been achieved provides an objective basis from which to work out how successful the program has been to date.

Once the program has been evaluated, the AHP may provide instructions to the AHA about changes to the program to maximise its’ success. If this is the case, the AHA should follow the instructions precisely and then continue to feed back information about client progress to the AHP on an ongoing basis.

Question 39

Supervisory requirements:

Answer 39

Supervision will be flexible and may be conducted either in person by the AHP, or through phone, video conferencing or emails.

The frequency of this supervision will depend upon the following:
Level of experience of the AHA (as determined by the AHP and organisational policies / procedures);
The need to review and assess the client due to their own individual abilities and deficits, so that treatment plans can be changed as needed;
The need to review other factors such as time management, compliance issues or communication issues.

Question 40

Needs beyond the AHA’s scope:

Answer 40

Examples of simple needs include things such as:
Referral to another discipline (eg: another member of the multidisciplinary team);
Information about a topic that the AHA isn’t qualified to give (eg: education about a diagnosed condition);
Help in getting to appointments (eg: transport);
Practical assistance that falls outside the scope of the AHA role (eg: help with making their bed)

Examples of more complex needs include things such as:
Medical review or assistance;
Social support or counselling;
Financial assistance.

Regardless of the type, if it is outside the scope of practice or if AHA doesn’t have adequate skills/knowledge to meet the need, report to the supervising AHP. This should be done promptly so that appropriate follow up can be arranged.

The AHP will then advise about the most suitable intervention and the AHA should follow their instructions to ensure that the client need gets met in a timely manner.

Important
If the need is of an urgent medical nature, such as if a client has fallen and requires an ambulance, action should be taken immediately.

There should be time scheduled regularly for the AHA to meet with the supervising AHP to:
Review completed work;
Provide feedback;
Share information;
Discuss new instructions;
Monitor task completion. 

These supervision sessions can also provide the opportunity for new learning and for performance appraisal and development.

Question 41

When documenting, the AHA should report on:

Answer 41

The setting of the session – where (location) and who;
Activities completed;
Supports used to assist the client to complete the activities;
How skills were taught and what skills were acquired;
Any progression of the activities;
Any improvements in the person’s skills and activity;
Any compliance issues;
Any adverse effects;
The client’s motivation and enjoyment of the activity.

Question 42

Methods of reporting to AHP:

Answer 42

In some workplaces, the AHA is not authorised to write in client charts, rather this responsibility falls upon the AHP.
In this situation, the AHA still needs to make sure that they provide all relevant feedback to the AHP about their involvement in the program so that the AHP can enter details into the client’s chart.

The AHP may request that the AHA provides the information to them verbally, or they may request that it is written.

At times, the AHA may also be asked to provide feedback to other members of the client’s care team. Once again, the AHP should outline the appropriate way in which this is to be done and the AHA should follow these instructions.

When providing feedback, appropriate terminology should be used so that the information is clear, objective and adequately represents the client’s progress as well as any problems related to the program.