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Level 3 Diploma in Health and
Social Care
Specification (For Centres)
November 2018
QUALIFI Level 3 Diploma in Health and Social Care
Specification November 2018
2
About QUALIFI
QUALIFI provides academic and vocational qualifications that are globally recognised. QUALIFI’s
commitment to the creation and awarding of respected qualifications has a rigorous focus on high standards
and consistency, beginning with recognition as an Awarding Organisation (AO) in the UK. QUALIFI is
approved and regulated by Ofqual (in full). Our Ofqual reference number is RN5160.
Ofqual is responsible for maintaining standards and confidence in a wide range of vocational qualifications.
QUALIFI is also recognised by Qualifications in Wales (QiW) and the Council for the Curriculum, Examinations
and Assessment (CCEA) who are responsible for Awarding Organisations and quality assurance in both Wales
and Northern Ireland. QUALIFI is also a signatory to BIS international commitments of quality.
As an Ofqual recognised Awarding Organisation, QUALIFI has a duty of care to implement quality assurance
processes. This is to ensure that centres approved for the delivery and assessment of QUALIFI’s
qualifications and awards meet the required standards. This also safeguards the outcome of assessments
and meets national regulatory requirements.
QUALIFI’s qualifications are developed to be accessible to all learners in that they are available to anyone
who is capable of attaining the required standard. QUALIFI promotes equality and diversity across aspects of
the qualification process and centres are required to implement the same standards of equal opportunities
and ensure learners are free from any barriers that may restrict access and progression.
QUALIFI’s policy document for learners with specific requirements or who need special consideration is
available for centre reference. Centres are responsible for reviewing the applicant’s ability to complete the
training programme successfully and ultimately achieve a qualification. The initial assessment by the centre,
will need to take into account the support that is readily available or can be made available to meet
individual needs as appropriate. The centre must also consider prior learning and qualifications and they
must be in a position to make a judgement on the learner’s entry requirements.
Supporting Diversity
QUALIFI and its partners recognise and value individual difference and have a public duty to promote
equality and remove discrimination in relation to race, gender, disability, religion or belief, sexual
orientation and age.
Learner Voice
Learners can play an important part in improving the quality of this course through the feedback they give.
In addition to the ongoing discussion with the course team throughout the year, there are a range of
mechanisms for learners to feed back about their experience of teaching and learning. This can include
questionnaires and surveys to allow both centres and QUALIFI to understand how we can improve the
learner experience.
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Contents
Contents …………………………………………………………………………………………………………………………………………..3
1 Introduction……………………………………………………………………………………………………………………………………4
1.1 Why Choose QUALIFI Qualifications?…………………………………………………………………………………………..4
1.2 Employer Support for the Qualification Development……………………………………………………………………5
1.3 Qualification Title and Code ……………………………………………………………………………………………………….5
1.4 Awarding Organisation ………………………………………………………………………………………………………………5
2 Programme Purpose………………………………………………………………………………………………………………………..5
2.1 Reasons for the Qualification ……………………………………………………………………………………………………..5
2.2 Rationale for the Diploma ………………………………………………………………………………………………………….6
2.3 Aims of the Diploma ………………………………………………………………………………………………………………….6
2.4 Learning Outcomes of the Diploma……………………………………………………………………………………………..7
3. Delivering the Qualification……………………………………………………………………………………………………………..7
3.1 Quality Assurance Arrangements………………………………………………………………………………………………..7
3.2 Access to Study…………………………………………………………………………………………………………………………8
3.3 Entry Criteria…………………………………………………………………………………………………………………………….8
4 Structure of the Qualification……………………………………………………………………………………………………………9
4.1 Units, Credits and Total Qualification Time (TQT)………………………………………………………………………….9
4.2 Qualification Structure …………………………………………………………………………………………………………….10
4.3 Progression and Links to other QUALIFI Programmes ………………………………………………………………….10
4.4 Recognition of Prior Learning ……………………………………………………………………………………………………11
5 Guidance to Teaching and Learning …………………………………………………………………………………………………11
6 Learner Support…………………………………………………………………………………………………………………………….11
6.1 Data Protection……………………………………………………………………………………………………………………….12
7. Assessment………………………………………………………………………………………………………………………………….12
8. Course Regulations ……………………………………………………………………………………………………………………….13
8.1 Course Requirements ………………………………………………………………………………………………………………13
8.2 Classification of Awards……………………………………………………………………………………………………………13
8.3. Learner Voice…………………………………………………………………………………………………………………………….13
8.4 Complaints……………………………………………………………………………………………………………………………..14
9 Equality and Diversity …………………………………………………………………………………………………………………….14
10. Further Professional Development and Training …………………………………………………………………………….14
Appendix 1: Unit Descriptors……………………………………………………………………………………………………………..16
Unit HSC301: An introduction to Health and Social Care………………………………………………………………..16
Unit HSC302: Communication for Health and Social Care ………………………………………………………………19
Unit HSC303: Promoting Health in the Population ………………………………………………………………………..22
Unit HSC304: Person-Centred Care ……………………………………………………………………………………………..25
Unit HSC305: Understanding Diabetes Care …………………………………………………………………………………28
Unit HSC306: Understanding Stroke Care …………………………………………………………………………………….31
Unit HSC307: Understanding Dementia Care………………………………………………………………………………..34
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1 Introduction
1.1 Why Choose QUALIFI Qualifications?
QUALIFI qualifications look to provide a realistic and broad opportunity for learners seeking career and
professional development. They will support learners in realising their potential and provide clear
objectives.
These objectives are to:
 provide career path support to learners who wish to develop their management skills, enterprise
capabilities and opportunities in their chosen sector
 improve learner understanding of any given business environments and organisations and how they
are managed and developed
 develop skills and abilities in learners to support their professional development.
Our qualifications provide a rich mix of disciplines and skills development opportunities. Learners will gain
insight into the functioning, objectives and processes of organisations, appreciating their diversity and the
influences and impact of external forces on them. The fast-changing and complex business environment and
different organisational ability to stay resilient and respond positively to change and opportunities will be
explored.
Our qualifications will develop learner ability to:
 apply analytical and evaluative techniques and to enhance those skills
 investigate issues and opportunities
 develop their awareness and appreciation of managerial, organisational and environmental issues
 use management techniques and practices in imaginative ways
 make use of relevant information from different sources
 develop and encourage problem solving and creativity to tackle problems and challenges
 exercise judgement and take responsibility for decisions and actions
 develop the ability to recognise and reflect on personal learning and improve their personal, social
and other transferable skills.
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1.2 Employer Support for the Qualification Development
The development of these qualifications has been initiated and guided by discussions and idea
sharing with a range of employers, providers and existing centres demonstrating the rigor, validity
and demand for the qualification.
Discussions and feedback have been taken throughout the development of the qualifications on
content, the potential learner audience for the qualification and assessment methods, ensuring a
valuable experience and a recognised set of skills, knowledge and understanding is realised.
1.3 Qualification Title and Code
This qualification has been accredited to the Regulated Qualification Framework (RQF) and has its
own unique Qualification Accreditation Number (QAN). This number will appear on the learner’s
final certification document. Each unit with the qualification has its own RQF code. The QAN for this
qualification is as follows:
Qualifi Level 3 Diploma in Health and Social Care (603/0819/9)
1.4 Awarding Organisation
QUALIFI LTD
2 Programme Purpose
2.1 Reasons for the Qualification
The qualification has been created to develop and reward the health and social care workers of
today and the future, and to continue to bring recognition and professionalism to the health and
social care sector.
We hope that centres and learners take the opportunity to learn a great deal from this programme
that will provide relevant new skills and qualities.
It is envisaged that this programme will encourage both academic and professional development so
that your learners move forward to realise not just their own potential but also that of organisations
across a broad range of sectors.
The Diploma is accredited at Level 3 with a total equivalence of 60 credits. It is envisaged that
learners completing the Level 3 Diploma will progress to the QUALIFI Level 4 Certificate in Health
and Social Care.
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2.2 Rationale for the Diploma
The rationale of the programme is to provide a career path for learners who wish to develop their
care capabilities within the health and social care sector. The outcome of the Diploma, which is a
recognised UK Qualification, is for learners to develop the skills required by organisations globally.
All QUALIFI programmes create learning that advances the thought leadership of organisations,
offering conceptual and practical insights that are applicable in the companies of today and
tomorrow.
Furthermore, we look to develop the team leaders, managers and leaders of the future through the
creation and delivery of learning appropriate for industry.
The qualification will:
 prepare learners for employment; and
 support a range of roles in the workplace.
The qualification provides a specialist work-related programme of study that provides breadth and
depth of knowledge and understanding, along with practical skills required in the health and social
care sector. It also allows specialist development through the optional units.
The qualification will help to prepare professional staff and managers of the future in the health and
social care sector. The qualification provides a generic core of mandatory units that apply to all
health and social care contexts; and allows learners to select specialisms in the Optional units.
The qualification is suitable for part-time learners in the workplace but equally appropriate for fulltime learners who can also participate in formal work placements or part-time employment.
Learners can progress into or within employment in the health and social care sector, either directly
on achievement of the awards or following further study to QUALIFI Level 4 Certificate in Health and
Social Care degree level.
2.3 Aims of the Diploma
The programme provides the opportunity for individuals to forge a career in health and social care
by seeking a greater knowledge and understanding industry, and to support the individual’s
development into senior positions. The course aims for the following:
 To equip individuals with the knowledge, understanding and skills required for success in
employment in the health and social care sector
 To enable progression to the first year of a degree or related professional qualification
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 To provide specialist study relevant to individual vocations and environments in which
learners are currently working, or to which learners are aiming to work, within the health
and/or social care sector
 To develop learners’ ability to contribute positively to good practice in the health and social
care environment through effective use and combination of the knowledge and skills gained
in the qualifications
 To develop skills and techniques, personal qualities and attributes essential for successful
performance in working life and thereby enabling learners to make an immediate
contribution to employment.
2.4 Learning Outcomes of the Diploma
Learners studying for the Diploma in Health and Social Care will be expected to develop the
following skills during the programme of study:
1. The ability to read and use appropriate literature with a full and critical understanding
the ability to think independently and solve problems
2. Apply subject knowledge and understanding to address familiar and unfamiliar problems
3. Recognise the moral and ethical issues of health and social care practice and research;
appreciating the need for ethical standards and professional codes of conduct
4. An appreciation of the interdisciplinary nature of health and social care service provision
5. Capacity to give a clear and accurate account of a subject, in a mature way and engage in debate
and dialogue both with specialists and non-specialists
6. Transferable skills and knowledge that will enable individuals to meet changing
7. To motivate individuals to progress to further professional development through future study or
as part of their chosen career.
These are the overall learning outcomes in line with a Level 3 qualification. The learning outcomes
for each of the units are identified in Appendix 1 within the descriptors.
3. Delivering the Qualification
3.1 Quality Assurance Arrangements
All centres go through an approval process to be recognised as an approved centre. Centres must
have in place qualified and experienced tutors. The experience of tutors and their ability to support
learners will be important. Centres must commit to working with QUALIFI and its team of Quality
Reviewers/External Verifiers. Continuing professional development (CPD) for tutors is also required.
Approved centres will be monitored by QUALIFI External Quality Reviewers (EQAs) to ensure that
learners are provided with appropriate learning opportunities and guidance. EQAs will ask to see and
discuss a centre’s formative assessment plans. The suitability of these plans will be agreed with the
centre.
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QUALIFI’s guidance on invigilation, preventing plagiarism and collusion will apply to centres. QUALIFI
Quality Reviewers/External Verifiers will monitor centre compliance. For assessment purposes,
unless otherwise agreed, QUALIFI:
 appoints assignment setters, markers and moderators
 sets and agrees assignments
 marks and moderates assignments
 agrees the final mark and issues certificates.
QUALIFI’s ‘Handbook on Guidance and Requirements for Assessment and Marking’ will apply to its
assignment setters, markers and moderators.
3.2 Access to Study
All learners should be invited to an induction event to be introduced to the programme in detail
through presentations and discussions with tutors and the centre support team.
All learners should be issued with the Diploma handbook, a timetable and meet with their personal
tutor and fellow learners. Centres should assess learners carefully to ensure that they take the right
qualification and the right pathways or optional units, to allow them to progress to the next stage.
Centres should check the qualification structures and unit combinations carefully when advising
learners. Centres will need to ensure that learners have access to a full range of information, advice
and guidance in order to support them in making the necessary qualification and unit choices. When
learners are recruited, centres need to give them accurate information on the title and focus of the
qualification for which they are studying.
All learners must be registered with QUALIFI within 30 days of centre registration.
3.3 Entry Criteria
QUALIFI Level 3 Diploma in Health and Social Care:
The qualifications has been designed to be accessible without artificial barriers that restrict access
and progression. Entry to the qualification will be through centre interview and learners will be
expected to hold the following:
 qualifications at Level 2 and/or;
 work experience in the health and social care sector and demonstrate ambition with clear
career goals;
 a Level 3 qualification in another discipline and want to develop their careers in health and
social care.
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In certain circumstances, learners with considerable experience but no formal qualifications may be
considered, subject to interview and being able to demonstrate their ability to cope with the
demands of the programme.
In the case of applicants whose first language is not English, then IELTS 5 (or equivalent) is required.
International Qualifications will be checked for appropriate matriculation to UK Higher Education
post-graduate programmes. The applicants are normally required to produce two supporting
references, at least one of which should preferably be academic.
4 Structure of the Qualification
4.1 Units, Credits and Total Qualification Time (TQT)
The QUALIFI Diploma in Health and Social Care is a Level 3 qualification made up of 60 credits.
All units are 10 credits in value. These units have been designed from a learning time perspective,
and are expressed in terms of Total Qualification Time (TQT). TQT is an estimate of the total amount
of time that could reasonably be expected to be required for a learner to achieve and demonstrate
the achievement of the level of attainment necessary for the award of a Qualification. TQT includes
undertaking each of the activities of Guided Learning, Directed Learning and Invigilated Assessment.
Each 10-credit unit approximates to a TQT of 100 hours incorporating 50 hours of GLH.
Examples of activities which can contribute to Total Qualification Time include:
 guided learning
 independent and unsupervised research/learning
 unsupervised compilation of a portfolio of work experience
 unsupervised e-learning
 unsupervised e-assessment
 unsupervised coursework
 watching a pre-recorded podcast or webinar
 unsupervised work-based learning.
Guided Learning Hours (GLH) are defined as the time when a tutor is present to give specific
guidance towards the learning aim being studied on a programme. This definition includes lectures,
tutorials and supervised study in, for example, open learning centres and learning workshops.
Guided Learning includes any supervised assessment activity; this includes invigilated examination
and observed assessment and observed work-based practice.
Some examples of activities which can contribute to Guided Learning include:
 classroom-based learning supervised by a tutor
 work-based learning supervised by a tutor
 live webinar or telephone tutorial with a tutor in real time
 e-learning supervised by a tutor in real time
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 all forms of assessment which take place under the immediate guidance or supervision of a
tutor or other appropriate provider of education or training, including where the assessment
is competence-based and may be turned into a learning opportunity.
4.2 Qualification Structure
There are mandatory and optional units for this qualification. All units cover a number of topics
relating to learning outcomes. Each unit has the equivalency of 10 credits.
Learners are required to complete six units to achieve the 60 credits required to gain the Level 3
Diploma in Health and Social Care. Learners will be expected to attend lectures and workshops that
will introduce the subject matter. Formative assessments (weighted at 0%) may be used in lectures
or tutorials to check knowledge and understanding of specific topics and subject areas. Units require
reflective exam sets and/or summative assessments for marking.
QUALIFI Level 3 Diploma in Health and Social Care comprises six units in total.
The Diploma requires four mandatory units and a minimum of two optional units.
Unit Reference
Mandatory Units
Level
TQT
Credits
GLH
HSC301
An Introduction to Health and Social Care
3
100
10
50
HSC302
Communication for Health and Social Care
3
100
10
50
HSC303
Promoting Health in the Population
3
100
10
50
HSC304
Person-Centred Care
3
100
10
50
Unit Reference
Optional Units
Level
TQT
Credits
GLH
HSC305
Understanding Diabetes Care
3
100
10
50
HSC306
Understanding Stroke Care
3
100
10
50
HSC307
Understanding Dementia Care
3
100
10
50
4.3 Progression and Links to other QUALIFI Programmes
Learners completing the QUALIFI Level 3 Diploma in Health and Social Care can progress to:
 the QUALIFI Level 4 Certificate in Health and Social Care, or
 the first year of undergraduate study in health and social care; or
 directly into employment in an associated profession.
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4.4 Recognition of Prior Learning
Recognition of Prior Learning (RPL) is a method of assessment (leading to the award of credit) that
considers whether learners can demonstrate that they can meet the assessment requirements for a
unit through knowledge, understanding or skills they already possess, and so do not need to develop
through a course of learning.
QUALIFI encourages centres to recognise learners’ previous achievements and experiences whether
at work, home or at leisure, as well as in the classroom. RPL provides a route for the recognition of
the achievements resulting from continuous learning. RPL enables recognition of achievement from
a range of activities using any valid assessment methodology. Provided that the assessment
requirements of a given unit or qualification have been met, the use of RPL is acceptable for
accrediting a unit, units or a whole qualification.
Evidence of learning must be valid and reliable. For full guidance on RPL please refer to QUALIFI’s
policy document on RPL.
5 Guidance to Teaching and Learning
To ensure consistency and quality of delivery amongst centres, QUALIFI has outlined a number of
policies and procedures required to ensure the very best standards are available to learners. These
include:
 expertise of staff
 learning and teaching methods
 study skills
 learning resources
 personal development planning
 career opportunities.
The policies and procedures are available on request to all accredited centres or to those wishing to
apply for accreditation to deliver QUALIFI qualifications.
6 Learner Support
Centres should continue to support learners and encourage appropriate behaviour. To ensure
consistency and quality of delivery amongst centres QUALIFI, has outlined a number of policies and
procedures to ensure the very best standards are available to learners. These include:
 learners with disabilities
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 health and safety
 conduct
 progression
 weekly timetable/attendance requirements.
The policies and procedures are available on request to all accredited centres or to those wishing to
apply for accreditation to deliver QUALIFI qualifications.
6.1 Data Protection
All personal information obtained from learners and other sources in connection with studies will be
held securely and will be used during the course and after they leave the course for a variety of
purposes. These should be all explained during the enrolment process at the commencement of
learner studies. If learners or centres would like a more detailed explanation of the partner and
QUALIFI policies on the use and disclosure of personal information, please contact QUALIFI via email
support@QUALIFI-international.com
7. Assessment
These qualifications are vocational as they can support a learner’s career progression. To meet
QUALIFI’s aim to provide an appropriate assessment method each unit will be assessed through
tasks that will be written in a way to make them realistic ‘work-related’ tasks wherever possible.
Learners will need to demonstrate knowledge, understanding and. Original thought, problem
solving and recommendations on actions will also be asked for from learners where appropriate
for the unit. Intellectual rigour will be expected appropriate to the level of the qualification.
Assignments will contain a question strand for each of the given unit’s learning outcomes. The
assignment tasks will address the LO (learning outcome) and AC (assessment criteria)
requirements. Within assignments there will always be requirements for learners to engage with
important and relevant theory that underpins the subject area.
The assignment questions will require learners to draw on real organisations to illustrate their
answers. To support this activity during the programme of learning, centres are required to make
sure that they include case studies of relevant organisations and, wherever possible, facilitate incompany opportunities for learners to undertake research and investigation projects and/or
support the organisation with various tasks. Mature and part-time learners will ideally be able to
draw on their personal work experience too.
Sample assessments and marking scheme are available on request as part of the Qualification
Specification supplied to centres.
QUALIFI has an assessment policy and procedure documents that are available to all centres
delivering this qualification. QUALIFI’s ‘Handbook on Guidance and Requirements for Assessment
and Marking’ covers the following:
 assessment strategy
 assessment arrangements for learners with a disability
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 verification
 marking scheme/pass mark
 deferral after valid mitigating circumstances
 referral after failure
 dealing with difficulties in meeting assessment deadlines
 late submissions
 assessment boards
 appeals
 cheating and plagiarism
 referencing
 confidential material
 submission.
8. Course Regulations
8.1 Course Requirements
Learners must complete all units and pass the appropriate mark to receive the full Diploma Award.
QUALIFI will issue certificates to all successful learners through the registered centres.
8.2 Classification of Awards
Where a candidate has achieved an overall average mark of at least 70% from all the units, QUALIFI
may award a Distinction, although offering such a grade to individual candidates is at the discretion
of QUALIFI, and is not normally given after any successful referral attempts.
Decisions about the overall classification of awards are made by QUALIFI through the application of
the academic and relevant course regulations. It is based on the Average Percentage Mark (APM) or,
at the discretion of QUALIFI, on the basis of your overall profile and performance subject to the
minimum requirements.
8.3. Learner Voice
Learners can play an important part in improving the quality of this course through the feedback
they give. In addition to the ongoing discussion with the course team throughout the year, there is a
range of mechanisms for learners to feed back about their experience of teaching and learning.
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8.4 Complaints
QUALIFI recognises that there may be occasions when learners and centres have cause for complaint
about the service received. When this happens, the complaints procedure is intended to provide an
accessible, fair and straightforward system that ensures as an effective, prompt and appropriate
response as possible.
For more information on our formal complaints procedure please contact in the first instance or
email: support@QUALIFI-international.com
9 Equality and Diversity
QUALIFI recognises that discrimination and victimisation are unacceptable and that it is in the
interests of QUALIFI employees to utilise the skills of the total workforce. It is our aim to ensure that
no employee or other representative of QUALIFI receives less favourable facilities or treatment
(either directly or indirectly) in recruitment or employment on grounds of age, disability,
gender/gender reassignment, marriage/civil partnership, pregnancy/maternity, race, religion or
belief, sex, or sexual orientation (protected characteristics).
Our aim is that our workforce will be truly representative of all sections of society and each
employee feels respected and able to give their best. We oppose all forms of unlawful and unfair
discrimination or victimisation. To that end the purpose of this policy is to provide equality and
fairness for all.
Our staff will not discriminate directly or indirectly, or harass customers or clients because of age,
disability, gender reassignment, pregnancy and maternity, race, religion or belief, sex, and sexual
orientation in the provision of QUALIFI’s goods or services.
This policy and the associated arrangements shall operate in accordance with statutory
requirements, particularly the Equality Act 2010 https://www.gov.uk/equality-act-2010-guidance. In
addition, full account will be taken of any guidance or codes of practice issued by the Equality and
Human Rights Commission, any government departments, and any other statutory bodies.
The policy document will be monitored and reviewed annually and can be downloaded from our
website or by making contact with QUALIFI.
10. Further Professional Development and Training
QUALIFI supports UK and international customers with training related to our qualifications. This
support is available through a choice of training options offered through publications or through
customised training at your centre.
The support we offer focuses on a range of issues including:
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 planning for the delivery of a new programme
 planning for assessment and grading
 developing effective assignments
 building your team and teamwork skills
 developing learner-centred learning and teaching approaches
 building in effective and efficient quality assurance systems.
You can request customised training through your registered centre in the first instance. If you need
to contact QUALIFI directly:
Our customer service number: +44 (0)115 888 2323 or +44 (0)208 123 2946
Or email: support@QUALIFI-international.com
Website: www.QUALIFI.net www.QUALIFI-international.com
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Appendix 1: Unit Descriptors
Unit HSC301: An introduction to Health and Social Care
Unit code: D/615/3823
RQF level: 3
Aim
Learners will come to understand what it is like to work in health and social sare, the
responsibilities in line with maintaining the health and safety and safeguarding rights of
individuals in their care. Always being aware of issues around data protection, confidentiality
and possibilities for discriminatory practice.
Learners will come to understand the role of regulatory bodies and their impact upon their
working lives as well as the monitoring processes in place to ensure the delivery of high quality
care.
Learners will begin to examine the many different professionals who may be involved in the
delivery of care to an individual, what their roles are and how and where these services are
delivered. Potential barriers to inter-professional working and the sharing of information will
be covered and the effect this can have on the individual receiving care.
The assessment will be by a written assignment using case studies to give real life scenarios
that you may come across in health and social care. Each learning outcome will have a separate
case study to allow you to display an in-depth knowledge of each outcome.
Learning Outcomes and Assessment Criteria
Learning Outcomes. To achieve this unit a
learner must:
Assessment Criteria: Assessment of these
outcomes demonstrates a learner can:
1.Show understanding of the main roles
and responsibilities of health and social
care workers when delivering care
1.1 Explain how health and social care
professionals protect individuals in their care
1.2 Discuss the mechanisms for reporting
poor practice in health and social care
2. Show understanding of the importance
of regulatory bodies in delivery of high
quality care
2.1 Discuss the roles of regulatory bodies
that inspect health and social care provision.
2.2 Identify the professional bodies that
regulate the professions within health and
social care
3. Evaluate the role of the inter
professional team in delivering health and
social care
3.1 Explain the roles and responsibilities of
the inter-professional team in meeting care
needs in the case study
3.1 Discuss the difference between
multidisciplinary and inter-professional team
working
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3.2 Discuss the potential barriers to team
working and how they could be overcome.
Indicative Content
Learners must cover the following topics:
1.Understand the multiple responsibilities of health and social care workers:
 What are their organisations policies and procedures?
 Importance of providing dignified personal care
 How to assess needs of individuals and joint care planning with individual and family
 How to encourage independence
 Promoting anti-discriminatory practices
 Empowering individuals
 How do we ensure safety for both clients and staff?
 Ensuring confidentiality and data protection, codes of practice and legislation.
2. Understand the ways that health and social care providers are regulated and inspected:
 Care Quality Commission (CQC), National Institute for Health and Care Excellence
(NICE) and what they do
 Professional body regulation, e.g. NMC, HCPC etc. and how they work
 The organisation’s role in helping their employees meet standards, implementing
codes of practice, CPD etc.
3. Evaluate the role of inter-professional teams:
 What is the difference between inter-professional and multidisciplinary teams?
 Why do we need inter-professional working and what are the benefits for individuals
receiving care?
 Barriers to inter-professional working and how can they be overcome
 Involving everyone in care decisions, the holistic approach to care delivery
 Learners must be exposed to the relevant legislations/ resources covering these topic
areas.
QUALIFI Level 3 Diploma in Health and Social Care
Specification November 2018
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Delivery Guidance
The course will be delivered by a blended learning approach where learners will attend faceto-face sessions but will also be expected to work independently to research information
around the topic areas. Learners will need to spend 3 hours a week in face-to-face classroom
activity but an additional 6 – 7 hours per week in directed and independent study activity.
Learners can be given access to resources for each of the sessions via a Virtual Learning
Environment. This means that learners can access resources to study at any time that is
convenient to them. They can go back and look at resources used in the classroom and have
online chats with their study groups and lecturers to enhance deep learning of the topic.
The face-to-face sessions will be interactive with group activities, peer learning and
presentations. Ongoing assessment of learning via question and answer, quizzes and formative
assessments will ensure that learners have understood the topic and are ready to move onto
new areas.
Tutors will provide one-to-one feedback to learners on their progress towards summative
assessment submission, feeding back on draft work before final submission.
Learners will be encouraged to form study groups to support each other and the VLE will
facilitate this remotely.
Assessment Guidance
This unit will be assessed via a written piece of work. A workbook will be used where learners
are given case studies relevant to each of the learning outcomes and are tasked with
answering questions about the case study that will cover the individual assessment criteria.
This means that learners will be exposed to real -life scenarios from the health and social care
profession.
The total word count will be equivalent to 2,500 words and learners will be given the marking
criteria to show what needs to be achieved to receive higher grades of merit and distinction for
their work, this will involve deeper analysis and evaluation of the topics covered in their
answers.
Suggested Resources
www.communitycare.co.uk
www.england.nhs.uk
https://www.nice.org.uk/
www.cqc.org.uk/
Cribb, A. and Gerwitz, S. (2015) Professionalism- Key themes in Health and Social care, Polity
Press
Glasby, J. and Dickinson, H. (2008) Partnership Working in Health and Social Care. Polity Press
QUALIFI Level 3 Diploma in Health and Social Care
Specification November 2018
19
Unit HSC302: Communication for Health and Social Care
Unit code: H/615/3824
RQF level: 3
Aim
Being able to communicate effectively is a prerequisite in any positive interaction, be this with a
service user, carer, colleague or external agency. We take communication for granted but in health
and social care there are many methods of communication which we need to be proficient in.
During this unit learners will look at the variety of methods of communication used within health
and social care practice. Be able to outline principles of effective communication and how to identify
and overcome common barriers to high quality communication.
Learners will also become familiar with the different methods of oral and written communication
used, be that in handing over information to colleagues face-to-face, or by telephone and the
benefits and potential weaknesses of each. They will also learn how to produce and present orally
via a presentation, this skill is very useful within the health and social care arena. How to present
written information in a formal way via care plans, reports etc. will also be covered.
Finally, learners will look at the range of IT innovations within the health and social care sector by
which service user information can be communicated within the team and to external partners in
care. Issues around data protection and confidentiality will be discussed.
Learning Outcomes and Assessment Criteria
Learning Outcomes. To achieve this unit a
learner must:
Assessment Criteria: Assessment of these
outcomes demonstrates the learner can:
1. Understand the role of communication in
effective health and social care practice
1.1 Describe the methods used to
communicate in health and social care
1.2 Discuss the strengths and weaknesses of
both formal and informal communication
methods
1.3 Outline the principles of effective
communication
1.4 Explain potential barriers and how they can
be overcome
2. Be able to communicate information in a
variety of formats
2.1 Discuss the different methods of oral and
written communication found commonly in
health and social care
2.2 Produce an oral presentation and deliver to
an audience at appropriate level
2.3 Produce a written communication that is
appropriate for your organisational role
3. Understand the importance of ICT in
communication in health and social care
3.1 Discuss the benefits and potential hazards
of using technology in communications for
organisations
3.2 Discuss the benefits and potential hazards
QUALIFI Level 3 Diploma in Health and Social Care
Specification November 2018
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of using technology in communications for
service users
3.3 Explain the issues around data protection
and how it is implemented in health and
social care
Indicative Content
1: Understand the role of effective communication in health and social care practice:
 Methods of communication and an understanding of basic models of communication used in
health and social care
 Non-verbal, verbal, visual, face-to-face, formal and informal, vertical and horizontal, internal
and external
 When to choose different communication methods
 Differences between communication channels in large and small organisations
 The strengths and weaknesses of different communication methods
 Principles of effective communication, clarity of message, and language, choice of channel,
listening to response.
2: Be able to communicate information in a variety of formats:
 Styles and methods of oral communication, conversation, formal presentation, discussion
groups, case discussions, interviews, formal and informal, adapting communication methods
for the audience, the use of non-verbal cues to strengthen the message
 Producing and delivering a presentation, using appropriate software, producing handouts
and answering questions. Show subject knowledge, adapting answers to audience
 Looking at written styles in health and social care, note writing following care intervention,
care plans, report writing for case discussions. Letters and e-mails. Formal and informal
written communication. Integrating images, tables and graphs into reports.
3: Understand the importance of ICT in communication in health and social care
 Use of technology in health and social care
 Use of communication technology for benefits of carers and organisations, social media,
email, websites, presentation software
 Use of communication technology for service users with communication needs,
communication aids available for various disabilities to promote communication
 The use of tele-medicine
 Issues of data protection and confidentiality.
Delivery Guidance
The course will be delivered by a blended learning approach where learners will attend face-to-face
sessions but will also be expected to work independently to research information around the topic
areas. Learners will need to spend 3 hours a week in face-to-face classroom activity but an additional
6 – 7 hours per week in directed and independent study activity.
Learners can be given access to resources for each of the sessions via a Virtual Learning
Environment. This means that learners can access resources to study at any time that is convenient
QUALIFI Level 3 Diploma in Health and Social Care
Specification November 2018
21
to them. They can go back and look at resources used in the classroom and have online chats with
their study groups and lecturers to enhance deep learning of the topic.
The face-to-face sessions will be interactive with group activities, peer learning and presentations.
On -going assessment of learning via question and answer, quizzes and formative assessments will
ensure that learners have understood the topic and are ready to move onto new areas.
Tutors will provide one-to-one feedback to learners on their progress towards summative
assessment submission, feeding back on draft work before final submission.
Learners will be encouraged to form study groups to support each other and the VLE will facilitate
this remotely.
Assessment Guidance
The learners will be assessed on each of the learning outcomes in a different way, mirroring the
diversity of communication methods used in health and social care.
LO1 and linked assessment criteria will be assessed by the production of a short written assignment
covering all four assessment criteria
LO2 and linked assessment criteria will be assessed by the learner, producing and presenting an
appropriate 10 min presentation to an audience and answering any related questions,
demonstrating knowledge of the subject area. The learner will also provide a written report or care
plan that has been produced in the workplace with appropriate validation from the workplace that
this is the learners work.
L03 and linked assessment criteria will be assessed via a professional discussion with the learner
carried out by an assessor from the college. Questions used will be standardised and the discussion
will be recorded.
Suggested Resources
McCorry, L.K and Mason, J. (2011) Communication skills for Healthcare Professionals
Moss, B. (2015) Communication Skills for Health and Social Care. Sage Publications
Taylor, J. (2003) Study Skills in Healthcare. Nelson Thornes
www.RNIB.org.uk
QUALIFI Level 3 Diploma in Health and Social Care
Specification November 2018
22
Unit HSC303: Promoting Health in the Population
Unit code: K/615/3825
RQF level: 3
Aim
Promoting health is the responsibility of everyone who works in health and social care. It is also an
important government agenda. So how do we as individuals promote the health of our service users
and the government promote health within the wider population?
Within this unit we will look at how the government through organisations such as Public Health
England try to improve the health of the population, we will look at policies and activities they
undertake to improve the health of the nation. We will also look at their role in monitoring the
populations health. What factors can affect health and the government’s role in trying to reduce
these will be discussed.
From an individual’s view, we will look at the role of health promotion and some common
approaches and models used by practitioners to promote and protect the health of the communities
they serve. We will look at how to run a small health campaign and how to overcome barriers to
participation.
It may seem strange to look at this area if you currently care for service users with long-term
conditions but we must as professional always be looking at ways to support our service users to
maintain as healthy a lifestyle as possible to minimise development of future health conditions.
Learning Outcomes and Assessment Criteria
Learning Outcomes. To achieve this unit a
learner must:
Assessment Criteria: Assessment of these
outcomes demonstrates the learner can:
1.Examine how public health policy is developed
to improve the health of the population
1.1 Discuss the process for developing a public
health policy
1.2 Identify the potential groups who can
influence public health policy
1.3 Explain how the government monitors the
health of the nation
2.Examine factors that can affect health in the
population
2.1 Discuss the factors affecting health across
the nation
2.2 Discuss the potential benefits of improving
health across the nation
3. Discuss how health promotion can influence
individuals to adopt healthy lifestyles
3.1 Evaluate two models commonly used in
health promotion
3.2 Discuss approaches commonly used to
increase public awareness
4. Develop a health promotion event and analyse
its effectiveness
4.1 Produce health promotion material for a
target audience
4.2 Deliver a small health promotion campaign
4.3 Analyse any effects of the campaign
QUALIFI Level 3 Diploma in Health and Social Care
Specification November 2018
23
Indicative Content
1: Examine how public health policy is developed to improve the health of the population:
 Identifying and monitoring the health needs of the population
 Identifying and protecting individuals form communicable diseases and environmental
issues that could lead to health consequences
 How do we find out the health needs of the population?
 Local and national provision of public health priorities
 Groups who influence policy, government agencies (DoH), charities and pressure groups,
British Heart Foundation (BHF), Diabetes UK, Cancer Research UK etc. The role of the World
Health Organisation
 How do we monitor the health of the nation?
 Important reports such as the Black Report (1980) and Acheson Report (1998) and their
continuing impact on public health policy.
2: Examine the factors that can affect health in the population:
 Looking at socio-economic factors, environmental, lifestyle choices
 Links between the above and prevalence of health and ill health in populations
 The positive impact of improved health in populations
 Looking at case studies of outcomes of improved public health on the nation and individuals
 Quality of life measures and life expectancy.
3: Discuss how health promotion can influence individuals to adopt healthy lifestyles:
 Models of health promotion: Health belief model, theory of reasoned action, stages of
change model
 Approaches to deliver the health promotion messages: health education, mass media,
community involvement, empowerment, role of individuals, national campaigns.
4: Develop a Health promotion event and analyse its effectiveness:
 Health promotion material- looking at different types
 Understanding your audience and how to reach them
 Planning a campaign, resources/ time/ publicising
 Running a campaign, gaining feedback from participants
 Follow up and how we can measure effects.
 Potential barriers to participation.
Delivery Guidance
The course will be delivered by a blended learning approach where learners will attend face-to-face
sessions but will also be expected to work independently to research information around the topic
areas. Learners will need to spend 3 hours a week in face-to-face classroom activity but an additional
6 – 7 hours per week in directed and independent study activity.
Learners can be given access to resources for each of the sessions via a Virtual Learning
Environment. This means that learners can access resources to study at any time that is convenient
QUALIFI Level 3 Diploma in Health and Social Care
Specification November 2018
24
to them. They can go back and look at resources used in the classroom and have online chats with
their study groups and lecturers to enhance deep learning of the topic.
The face-to-face sessions will be interactive with group activities, peer learning and presentations.
On -going assessment of learning via question and answer, quizzes and formative assessments will
ensure that learners have understood the topic and are ready to move onto new areas.
Tutors will provide one-to-one feedback to learners on their progress towards summative
assessment submission, feeding back on draft work before final submission.
Learners will be encouraged to form study groups to support each other and the VLE will facilitate
this remotely.
Assessment Guidance
LO1 and its linked assessment criteria will be assessed by a short written piece of work (1000 words
max) which addresses the assessment criteria.
LO2 and its linked assessment criteria will be assessed by a professional discussion will be held
between the learner and the lecturer. Standardised questions will be used. Learners can bring notes
and data to the discussion but they must be used to enhance the discussion. The discussion will be
recorded.
LO3 Learners will produce a poster on which they will discuss the two health promotion models and
how these models can be actioned via various approaches to get the health message across.
LO4 and its linked assessment criteria will be assessed by the learners developing and running a
small health promotion campaign. Materials produced, feedback gained and an analysis of
effectiveness will be produced in a portfolio of evidence.
The four sections will be submitted in a portfolio format.
Suggested Resources
Naidoo, J. and Wills, J (2016) Foundations for Health promotion (4th Edition). Elsevier
Wilson, F. and Mabhala, M. (2009) Key Concepts in Public Health. Sage
https://www.gov.uk/government/organisations/public-health-england
QUALIFI Level 3 Diploma in Health and Social Care
Specification November 2018
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Unit HSC304: Person-Centred Care
Unit code: M/615/3826
RQF level: 3
Aim
Within this unit learners will look at the role of person-centred care in their interactions with service
users. They also consider other models of care delivery and discuss their strengths and weaknesses
in delivering care needs to different populations of service users. Delivering high quality care is not
always easy and we will look at potential ethical issues that could arise and how these could be dealt
with.
Learners will develop an understanding of the difficulties of balancing individual autonomy and
minimising potential risk to vulnerable service users.
Learners will look at relevant health and social care legislation that impacts on both those delivering
care and individuals receiving care. The role of government departments and other agencies in
producing legislation and guidance and how this affects local policies, procedures and care delivery
will be discussed.
Learning Outcomes and Assessment Criteria
Learning Outcomes. To achieve this unit a
learner must:
Assessment Criteria: Assessment of these
outcomes demonstrates the learner can:
1. Understand the professional values and
attributes of a health and social care worker
1.1 Compare and contrast person-centred care
with one other model of care delivery
1.2 Discuss how to promote equality and diversity
when working with service users
1.3 Define the personal attributes required in
health and social care and how they inform
practice
1.4 Explain the concept of empathy with links to
current theories
2. Explore the ethical issues involved when
meeting care needs
2.1 Define ethics with particular reference to
medical ethical principles
2.2 Identify the ethical issues from the case study
and discuss how these could be resolved
3. Understand the policies and legislation that
govern health and social care practice
3.1 Discuss two pieces of legislation in relation to
health and social care and how they impact
upon delivery of care
3.2 Analyse the roles of two agencies who provide
guidance for safe and effective care delivery in
the health and social care sector
QUALIFI Level 3 Diploma in Health and Social Care
Specification November 2018
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Indicative Content
1: Understand the professional values and attributes of a health and social care worker:
 Models of care, definitions and the aims of each model. Comparing and contrasting models
 Person-centred care – what does it mean in health and social care practice?
 What is equality, diversity and discrimination, definitions, prevention and the care worker’s
role
 The 6Cs of health and social care workers, definitions
 People skills such as patience, problem-solving skills, communication skills, conflict
management skills and negotiating skills.
 What is empathy and why is it important for health and social care workers to be
empathetic?
 Current theories of empathy.
2: Explore the ethical issues involved when meeting care needs:
 Define ethics. In particular, cover the principles that relate to interaction with service users.
duty of care etc.
 Common ethical issues in relation to health and social care, balancing services against
resources, minimising risk whilst maintaining individual choice, the needs of one against the
needs of many. Sharing of information, issues with confidentiality
 Link the examples to the ethical principles discussed
 Gain examples from learners and discuss the ethical issues and possible positive outcomes of
the situations.
3: Understand the policies and legislation that govern health and social care practice:
 Cover the main legislative and policy making departments and organisations that influence
policies in health and social care, NHS, DH, NICE, HSE and their role in influencing health and
social care delivery
 Look at legislation such as Equality Act 2010, Care Act 2014, Mental Health Act 2007 etc.
 Look at examples of NICE guidance on Care Pathways and Care Plans
 Look at HSE guidance on risk assessments
 Discuss how these national guidelines are enacted in individual organisations.
Delivery Guidance
The course will be delivered by a blended learning approach where learners will attend face-to-face
sessions but will also be expected to work independently to research information around the topic
areas. Learners will need to spend 3 hours a week in face-to-face classroom activity but an additional
6 – 7 hours per week in directed and independent study activity.
QUALIFI Level 3 Diploma in Health and Social Care
Specification November 2018
27
Learners can be given access to resources for each of the sessions via a Virtual Learning
Environment. This means that learners can access resources to study at any time that is convenient
to them. They can go back and look at resources used in the classroom and have online chats with
their study groups and lecturers to enhance deep learning of the topic.
The face-to-face sessions will be interactive with group activities, peer learning and presentations.
On -going assessment of learning via question and answer, quizzes and formative assessments will
ensure that learners have understood the topic and are ready to move onto new areas.
Tutors will provide one-to-one feedback to learners on their progress towards summative
assessment submission. Feeding back on draft work before final submission.
Learners will be encouraged to form study groups to support each other and the VLE will facilitate
this remotely.
Assessment Guidance
The learner would produce an essay covering all the assessment criteria within a piece of work,
which is around 2000 – 2500 words long. Within the essay learners will utilise in text referencing and
produce a reference list utilising the Harvard Referencing style.
Learners who develop their arguments by analysing and evaluating the information used within the
assignment and therefore showing a greater in-depth knowledge of the topic area will gain higher
grades than pass.
Suggested Resources
Cuthbert, S and Quallington, L (2008) Values for Care Practice. Reflect Press
Holland, K and Hogg, C (2010) Cultural awareness in Nursing and healthcare- an introductory text
(2nd Ed). Hodder Arnold
Kennedy, P. (2013) Key Themes in Social Policy. Routledge.
Cranmer, P. and Nhemachena, J. (2013) Ethics for Nurses: Theory and Practice. Open University
https://www.nice.org.uk/
www.hse.gov.uk/
QUALIFI Level 3 Diploma in Health and Social Care
Specification November 2018
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Unit HSC305: Understanding Diabetes Care
Unit code: T/615/3827
RQF level: 3
Aim
Diabetes, especially type 2 diabetes, is a growing healthcare issue in the UK. Many service
users will have diabetes and the associated complications associated with it. This can
seriously affect quality of life and, in some cases, can lead to the need for limb amputation
causing enormous physical and psychological challenges for the service user.
An understanding of the physiology behind the condition, associated complications and
associated treatment and care needs will enhance your understanding and care of these
service users.
Learning Outcomes and Assessment Criteria
Learning Outcomes. To achieve this unit a
learner must:
Assessment Criteria: Assessment of these
outcomes demonstrates the learner can:
1.Understand the causes and effects of Type
2 diabetes
1.1 Discuss the reasons for increase in Type
2 diabetes in the population
1.2 Explain the signs and symptoms of Type
2 diabetes
2. Examine the clinical investigations
associated with diagnosis of Type 2 diabetes
2.1 Compare and contrast the clinical
investigations associated with diagnosis of
Type 2 diabetes
3. Examine the treatment and support
available for service users with Type 2
diabetes
3.1 Explain the Treatment and support
available for service users when initially
diagnosed with Type 2 diabetes
3.2 Discuss the common complications
associated with Type 2 diabetes
3.2 Explain the treatment and support
available for service users with long term
complications of Type 2 diabetes
QUALIFI Level 3 Diploma in Health and Social Care
Specification November 2018
29
Indicative Content
1. Understand the causes and effects of Type 2 diabetes:
 What is diabetes?
 Difference between type 1 and Type 2 diabetes
 Causes of Type 2 diabetes
 Prevalence in population/ potential costs to health and social care sector
 Signs and symptoms of type 2 diabetes.
 Link signs and symptoms to body physiology.
2: Examine the clinical investigations associated with diagnosis of Type 2 diabetes:
 Common investigations associated with diabetes
 Accuracy of tests.
3: Examine the treatment and support available for service users with type 2 diabetes:
 Support available upon initial diagnosis, support groups, medical and nursing support,
health education
 Treatment regimes available, lifestyle issues, medication, diet
 The diabetes ‘team’, vascular surgeon, G.P., diabetes nurse specialist, chiropodist
etc.
 Complications of poorly controlled Type 2 diabetes, ulcers, gangrene, limb
amputation, sight loss, neuropathy, kidney problems, heart disease etc.
 Treatment options for complications associated with Type 2 diabetes especially
surgical interventions for ischaemic limbs and implications for care
 Rehabilitation options post -surgery, the role of the rehabilitation team.
Delivery Guidance
The course will be delivered by a blended learning approach where learners will attend faceto-face sessions but will also be expected to work independently to research information
around the topic areas. Learners will need to spend 3 hours a week in face-to-face classroom
activity but an additional 6 – 7 hours per week in directed and independent study activity.
QUALIFI Level 3 Diploma in Health and Social Care
Specification November 2018
30
Learners can be given access to resources for each of the sessions via a Virtual Learning
Environment. This means that learners can access resources to study at any time that is
convenient to them. They can go back and look at resources used in the classroom and have
online chats with their study groups and lecturers to enhance deep learning of the topic.
The face-to-face sessions will be interactive with group activities, peer learning and
presentations. Ongoing assessment of learning via question and answer, quizzes and
formative assessments will ensure that learners have understood the topic and are ready to
move onto new areas.
Tutors will provide one-to-one feedback to learners on their progress towards summative
assessment submission, feeding back on draft work before final submission.
Learners will be encouraged to form study groups to support each other and the VLE will
facilitate this remotely.
Assessment Guidance
The learning outcomes and associated assessment criteria will be assessed by use of a
workbook produced by the college, which gives the learner the opportunity to answer
sections as they are covered in the course.
Learners will be encouraged to use information gained in class activities as well as resources
and from their own investigations to enhance their assignment submission. Learners will be
expected to reference their work.
Learners will be given the marking criteria for the assessment, which will show them what is
required to gain higher grades within the assessment.
Suggested Resources
Whettem, E. (2012) Diabetes (nursing and Health survival guides) Routledge
NICE (2011) Diabetes in Adults quality standards. NICE, London
https://www.diabetes.org.uk/
QUALIFI Level 3 Diploma in Health and Social Care
Specification November 2018
31
Unit HSC306: Understanding Stroke Care
Unit code: A/615/3828
RQF level: 3
Aim
Many of the service users you care for may have had a stroke – or more correctly a cerebrovascular
accident. It is important to know the causes and effects of the condition if you are to provide quality
care.
During this unit, the learners will study the types of cerebrovascular accident (CVA) and the
symptoms displayed including mobility and speech and swallowing problems. Diagnostic tools
utilised in identifying the cause of the CVA will be covered.
Learners will look at the role of acute care in maximising a positive outcome and the longer-term
treatment supplied by the rehabilitation team. Measures that could reduce the incidence of CVA
will be examined as well as looking at support available for both those following a CVA and their
family. Aids to communication will be covered. The benefit of specialised stroke units in positive
outcomes will be discussed.
Assessment will be via workbook with questions/tasks covering all assessment criteria.
Learning Outcomes and Assessment Criteria
Learning Outcomes. To achieve this unit a
learner must:
Assessment Criteria: Assessment of these
outcomes demonstrates the learner can:
1.Understand the causes and effects of
cerebrovascular accident (CVA)
1.1 Explain the different types of CVA
1.2 Discuss the signs and symptoms of left
sided and right sided CVA
1.3 Analyse the reasons for different
presentations of signs and symptoms with
regard to physiology of brain
2. Examine the risk factors associated with a
cerebrovascular accident (CVA) and common
investigations associated with diagnosis
2.1 Discuss the risk factors associated with a
CVA and preventative health measures.
2.2 Compare and contrast the available
investigations associated with diagnosis of CVA
3. Examine the treatment and support available
for service users following a CVA and their
families
3.1 Describe the acute and long-term care post
CVA
3.2 Discuss the roles and interventions of the
rehabilitation team
3.3Evaluate the effectiveness of care in a
specialised stroke unit on outcomes.
QUALIFI Level 3 Diploma in Health and Social Care
Specification November 2018
32
Indicative Content
1. Understand the causes and effects of cerebrovascular accident (CVA):
 Overview of cerebrovascular accidents, definition, prevalence etc.
 Types of CVA (Haemorrhagic and Ischaemic)
 Basic physiology associated with the two types of CVA
 Signs and symptoms of CVA left sided versus right sided
 Mobility problems, paralysis, speech problems (dysphasia/ Aphasia), swallowing problems.
 Health education in terms of recognising a stroke, F.A.S.T.
2. Examine the risk factors associated with a cerebrovascular accident (CVA) and common
investigations associated with diagnosis:
 Risk factors (diabetes, hypertension, atrial fibrillation etc.) and reducing prevalence, health
education messages (normalising BP, reducing cholesterol, healthy diet, exercise, stopping
smoking, drinking in moderation) and links to risk factors
 Role of medication
 Diagnostic tools used in suspected CVA (blood tests, carotid ultrasound, CT scan, ECG etc.).
3. Examine the treatment and support available for service users following a CVA and their
families:
 Acute care – what does research and clinical guidelines say about best practice?
 Long-term rehabilitation, roles of Rehabilitation team, treatment interventions, aids and
adaptations
 Role of specialised stroke units, evidence of impact on outcomes
 Support available for those post CVA and their families
 Quality of life issues.
Delivery Guidance.
The course will be delivered by a blended learning approach where learners will attend face-to-face
sessions but will also be expected to work independently to research information around the topic
areas. Learners will need to spend 3 hours a week in face-to-face classroom activity but an additional
6 – 7 hours per week in directed and independent study activity.
Learners can be given access to resources for each of the sessions via a Virtual Learning
Environment. This means that learners can access resources to study at any time that is convenient
to them. They can go back and look at resources used in the classroom and have online chats with
their study groups and lecturers to enhance deep learning of the topic.
QUALIFI Level 3 Diploma in Health and Social Care
Specification November 2018
33
The face-to-face sessions will be interactive with group activities, peer learning and presentations.
Ongoing assessment of learning via question and answer, quizzes and formative assessments will
ensure that learners have understood the topic and are ready to move onto new areas.
Tutors will provide one-to-one feedback to learners on their progress towards summative
assessment submission, feeding back on draft work before final submission.
Learners will be encouraged to form study groups to support each other and the VLE will facilitate
this remotely.
Assessment Guidance
The learning outcomes and associated assessment criteria will be assessed by use of a workbook
produced by the college, which gives the learner the opportunity to answer sections as they are
covered in the course.
Learners will be encouraged to use information gained in class activities as well as resources from
their own investigations to enhance their assignment submission. Learners will be expected to
reference their work.
Learners will be given the marking criteria for the assessment, which will show them what is
required to gain higher grades within the assessment.
Suggested Resources
Riske, J. and Culver, K. (2016) Stroke: A Nurse Guide to caring for the patient. Nurseology
Consultants, LLC.
https://www.nice.org.uk/guidance/cg162/evidence/full-guideline-190076509
https://www.stroke.org.uk/
QUALIFI Level 3 Diploma in Health and Social Care
Specification November 2018
34
Unit HSC307: Understanding Dementia Care
Unit code: F/615/3829
RQF level: 3
Aim
Dementia is a growing healthcare issue in the UK. Many service users will have dementia and the
associated complications associated with it. This can seriously affect quality of life not only for the
service user but for their family and friends. The psychological and physical burden of caring for
someone with dementia is huge.
An understanding of the physiology behind the condition, associated complications and associated
treatment and care needs will enhance your understanding and care of these service users.
Learning Outcomes and Assessment Criteria
Learning Outcomes. To achieve this unit a
learner must:
Assessment Criteria: Assessment of these
outcomes demonstrates the learner can:
1.Understand the causes and effects of
dementia
1.1 Discuss the reasons for increase in
dementia in the population
1.2 Explain the signs and symptoms of
dementia
2. Examine the investigations associated with
diagnosis dementia
2.1 Compare and contrast the available
investigations associated with diagnosis of
dementia
3. Examine the treatment and support available
for service users with dementia and their
families
3.1 Explain the treatment and support available
for service users when initially diagnosed with
dementia
3.2 Discuss the long-term complications
associated with dementia
3.3 Explain the treatment and support available
for service users at the end stages of dementia
3.4 Explain the support available for families
with relatives with end stage dementia
Indicative Content
1: Understand the causes and effects of dementia:
 What is dementia?
 Different types of dementia and their causes (Alzheimer’s disease – degenerative changes,
vascular dementia, – atherosclerosis (links to stroke) Lewybody dementia and links to
Parkinson’s disease etc.
 Prevalence in population/ potential costs to health and social care sector
QUALIFI Level 3 Diploma in Health and Social Care
Specification November 2018
35
 Signs and symptoms of dementia- reduced reasoning and communication ability, behaviour
changes, difficulty in processing information and altered sleep patterns, reduced mobility
and signs of anxiety and depression
 Look at symptoms common to all dementias (confusion and forgetfulness, behaviour
changes and mood swings, anxiety, loss of control of bowel and bladder, communication
issues)
 Discuss particular additional symptoms which may be present in the distinct types of
dementia
 Make links between signs and symptoms and brain anatomy/ physiology.
2: Examine the investigations associated with diagnosis of dementia:
 Common investigations associated with dementia
 Accuracy of tests.
3: Examine the treatment and support available for service users with dementia and their families:
 Look at the effects of quality of life issues for both service user and carers
 Support available upon initial diagnosis, support groups, medical and nursing support,
support available for families
 Potential treatment, regimes available, lifestyle issues, medication, diet, exercise and
sensory stimulation, aids and assistive technology
 The dementia ‘team’, geriatrician, G.P., dementia nurse specialist, occupational therapist,
family, charities
 Safeguarding issues with people who have dementia, dignity/ privacy /safety/ ethical issues
around autonomy versus safety
 The course of the disease process, milestones
 End of life care
 Bereavement counselling.
Delivery Guidance
The course will be delivered by a blended learning approach where learners will attend face-to-face
sessions but will also be expected to work independently to research information around the topic
areas. Learners will need to spend 3 hours a week in face-to-face classroom activity but an additional
6 – 7 hours per week in directed and independent study activity.
Learners can be given access to resources for each of the sessions via a Virtual Learning
Environment. This means that learners can access resources to study at any time that is convenient
to them. They can go back and look at resources used in the classroom and have online chats with
their study groups and lecturers to enhance deep learning of the topic.
The face-to-face sessions will be interactive with group activities, peer learning and presentations.
Ongoing assessment of learning via question and answer, quizzes and formative assessments will
ensure that learners have understood the topic and are ready to move onto new areas.
QUALIFI Level 3 Diploma in Health and Social Care
Specification November 2018
36
Tutors will provide one-to-one feedback to learners on their progress towards summative
assessment submission, feeding back on draft work before final submission.
Learners will be encouraged to form study groups to support each other and the VLE will facilitate
this remotely.
Assessment Guidance
The learning outcomes and associated assessment criteria will be assessed by use of a workbook
produced by the college, which gives the learner the opportunity to answer sections as they are
covered in the course.
Learners will be encouraged to use information gained in class activities as well as resources from
their own investigations to enhance their assignment submission. Learners will be expected to
reference their work.
Learners will be given the marking criteria for the assessment, which will show them what is
required to gain higher grades within the assessment.
Suggested Resources
Earlstein, F. (2016) Dementia, types, diagnosis, symptoms, treatment, causes, neurocognitive
disorders, prognosis, research, history, myths and more. NRB Publishing
Andrews, J. (2015) Dementia: The one-stop guide: practical advice for families, professionals and
people living with dementia and Alzheimer’s disease. Profile Books Ltd
https://www.alzheimers.org.uk

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