lecture notes and other additional materials

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Level 3 Diploma in Health andSocial Care


Specification (For Centres)


November 2018


QUALIFI Level 3 Diploma in Health and Social CareSpecification November 20182About QUALIFIQUALIFI provides academic and vocational qualifications that are globally recognised. QUALIFI’scommitment to the creation and awarding of respected qualifications has a rigorous focus on high standardsand consistency, beginning with recognition as an Awarding Organisation (AO) in the UK. QUALIFI isapproved 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, Examinationsand Assessment (CCEA) who are responsible for Awarding Organisations and quality assurance in both Walesand 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 assuranceprocesses. This is to ensure that centres approved for the delivery and assessment of QUALIFI’squalifications and awards meet the required standards. This also safeguards the outcome of assessmentsand meets national regulatory requirements.QUALIFI’s qualifications are developed to be accessible to all learners in that they are available to anyonewho is capable of attaining the required standard. QUALIFI promotes equality and diversity across aspects ofthe qualification process and centres are required to implement the same standards of equal opportunitiesand 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 isavailable for centre reference. Centres are responsible for reviewing the applicant’s ability to complete thetraining 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 meetindividual needs as appropriate. The centre must also consider prior learning and qualifications and theymust be in a position to make a judgement on the learner’s entry requirements.Supporting DiversityQUALIFI and its partners recognise and value individual difference and have a public duty to promoteequality and remove discrimination in relation to race, gender, disability, religion or belief, sexualorientation and age.Learner VoiceLearners 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 ofmechanisms for learners to feed back about their experience of teaching and learning. This can includequestionnaires and surveys to allow both centres and QUALIFI to understand how we can improve thelearner experience.QUALIFI Level 3 Diploma in Health and Social CareSpecification November 20183ContentsContents …………………………………………………………………………………………………………………………………………..31 Introduction……………………………………………………………………………………………………………………………………41.1 Why Choose QUALIFI Qualifications?…………………………………………………………………………………………..41.2 Employer Support for the Qualification Development……………………………………………………………………51.3 Qualification Title and Code ……………………………………………………………………………………………………….51.4 Awarding Organisation ………………………………………………………………………………………………………………52 Programme Purpose………………………………………………………………………………………………………………………..52.1 Reasons for the Qualification ……………………………………………………………………………………………………..52.2 Rationale for the Diploma ………………………………………………………………………………………………………….62.3 Aims of the Diploma ………………………………………………………………………………………………………………….62.4 Learning Outcomes of the Diploma……………………………………………………………………………………………..73. Delivering the Qualification……………………………………………………………………………………………………………..73.1 Quality Assurance Arrangements………………………………………………………………………………………………..73.2 Access to Study…………………………………………………………………………………………………………………………83.3 Entry Criteria…………………………………………………………………………………………………………………………….84 Structure of the Qualification……………………………………………………………………………………………………………94.1 Units, Credits and Total Qualification Time (TQT)………………………………………………………………………….94.2 Qualification Structure …………………………………………………………………………………………………………….104.3 Progression and Links to other QUALIFI Programmes ………………………………………………………………….104.4 Recognition of Prior Learning ……………………………………………………………………………………………………115 Guidance to Teaching and Learning …………………………………………………………………………………………………116 Learner Support…………………………………………………………………………………………………………………………….116.1 Data Protection……………………………………………………………………………………………………………………….127. Assessment………………………………………………………………………………………………………………………………….128. Course Regulations ……………………………………………………………………………………………………………………….138.1 Course Requirements ………………………………………………………………………………………………………………138.2 Classification of Awards……………………………………………………………………………………………………………138.3. Learner Voice…………………………………………………………………………………………………………………………….138.4 Complaints……………………………………………………………………………………………………………………………..149 Equality and Diversity …………………………………………………………………………………………………………………….1410. Further Professional Development and Training …………………………………………………………………………….14Appendix 1: Unit Descriptors……………………………………………………………………………………………………………..16Unit HSC301: An introduction to Health and Social Care………………………………………………………………..16Unit HSC302: Communication for Health and Social Care ………………………………………………………………19Unit HSC303: Promoting Health in the Population ………………………………………………………………………..22Unit HSC304: Person-Centred Care ……………………………………………………………………………………………..25Unit HSC305: Understanding Diabetes Care …………………………………………………………………………………28Unit HSC306: Understanding Stroke Care …………………………………………………………………………………….31Unit HSC307: Understanding Dementia Care………………………………………………………………………………..34QUALIFI Level 3 Diploma in Health and Social CareSpecification November 201841 Introduction1.1 Why Choose QUALIFI Qualifications?QUALIFI qualifications look to provide a realistic and broad opportunity for learners seeking career andprofessional development. They will support learners in realising their potential and provide clearobjectives.These objectives are to: provide career path support to learners who wish to develop their management skills, enterprisecapabilities and opportunities in their chosen sector improve learner understanding of any given business environments and organisations and how theyare 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 gaininsight into the functioning, objectives and processes of organisations, appreciating their diversity and theinfluences and impact of external forces on them. The fast-changing and complex business environment anddifferent organisational ability to stay resilient and respond positively to change and opportunities will beexplored.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, socialand other transferable skills.QUALIFI Level 3 Diploma in Health and Social CareSpecification November 201851.2 Employer Support for the Qualification DevelopmentThe development of these qualifications has been initiated and guided by discussions and ideasharing with a range of employers, providers and existing centres demonstrating the rigor, validityand demand for the qualification.Discussions and feedback have been taken throughout the development of the qualifications oncontent, the potential learner audience for the qualification and assessment methods, ensuring avaluable experience and a recognised set of skills, knowledge and understanding is realised.1.3 Qualification Title and CodeThis qualification has been accredited to the Regulated Qualification Framework (RQF) and has itsown unique Qualification Accreditation Number (QAN). This number will appear on the learner’sfinal certification document. Each unit with the qualification has its own RQF code. The QAN for thisqualification is as follows:Qualifi Level 3 Diploma in Health and Social Care (603/0819/9)1.4 Awarding OrganisationQUALIFI LTD2 Programme Purpose2.1 Reasons for the QualificationThe qualification has been created to develop and reward the health and social care workers oftoday and the future, and to continue to bring recognition and professionalism to the health andsocial care sector.We hope that centres and learners take the opportunity to learn a great deal from this programmethat will provide relevant new skills and qualities.It is envisaged that this programme will encourage both academic and professional development sothat your learners move forward to realise not just their own potential but also that of organisationsacross a broad range of sectors.The Diploma is accredited at Level 3 with a total equivalence of 60 credits. It is envisaged thatlearners completing the Level 3 Diploma will progress to the QUALIFI Level 4 Certificate in Healthand Social Care.QUALIFI Level 3 Diploma in Health and Social CareSpecification November 201862.2 Rationale for the DiplomaThe rationale of the programme is to provide a career path for learners who wish to develop theircare capabilities within the health and social care sector. The outcome of the Diploma, which is arecognised 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 andtomorrow.Furthermore, we look to develop the team leaders, managers and leaders of the future through thecreation 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 anddepth of knowledge and understanding, along with practical skills required in the health and socialcare 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 andsocial care sector. The qualification provides a generic core of mandatory units that apply to allhealth 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 directlyon achievement of the awards or following further study to QUALIFI Level 4 Certificate in Health andSocial Care degree level.2.3 Aims of the DiplomaThe programme provides the opportunity for individuals to forge a career in health and social careby seeking a greater knowledge and understanding industry, and to support the individual’sdevelopment into senior positions. The course aims for the following: To equip individuals with the knowledge, understanding and skills required for success inemployment in the health and social care sector To enable progression to the first year of a degree or related professional qualificationQUALIFI Level 3 Diploma in Health and Social CareSpecification November 20187 To provide specialist study relevant to individual vocations and environments in whichlearners are currently working, or to which learners are aiming to work, within the healthand/or social care sector To develop learners’ ability to contribute positively to good practice in the health and socialcare environment through effective use and combination of the knowledge and skills gainedin the qualifications To develop skills and techniques, personal qualities and attributes essential for successfulperformance in working life and thereby enabling learners to make an immediatecontribution to employment.2.4 Learning Outcomes of the DiplomaLearners studying for the Diploma in Health and Social Care will be expected to develop thefollowing skills during the programme of study:1. The ability to read and use appropriate literature with a full and critical understandingthe ability to think independently and solve problems2. Apply subject knowledge and understanding to address familiar and unfamiliar problems3. Recognise the moral and ethical issues of health and social care practice and research;appreciating the need for ethical standards and professional codes of conduct4. An appreciation of the interdisciplinary nature of health and social care service provision5. Capacity to give a clear and accurate account of a subject, in a mature way and engage in debateand dialogue both with specialists and non-specialists6. Transferable skills and knowledge that will enable individuals to meet changing7. To motivate individuals to progress to further professional development through future study oras part of their chosen career.These are the overall learning outcomes in line with a Level 3 qualification. The learning outcomesfor each of the units are identified in Appendix 1 within the descriptors.3. Delivering the Qualification3.1 Quality Assurance ArrangementsAll centres go through an approval process to be recognised as an approved centre. Centres musthave in place qualified and experienced tutors. The experience of tutors and their ability to supportlearners will be important. Centres must commit to working with QUALIFI and its team of QualityReviewers/External Verifiers. Continuing professional development (CPD) for tutors is also required.Approved centres will be monitored by QUALIFI External Quality Reviewers (EQAs) to ensure thatlearners are provided with appropriate learning opportunities and guidance. EQAs will ask to see anddiscuss a centre’s formative assessment plans. The suitability of these plans will be agreed with thecentre.QUALIFI Level 3 Diploma in Health and Social CareSpecification November 20188QUALIFI’s guidance on invigilation, preventing plagiarism and collusion will apply to centres. QUALIFIQuality 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 itsassignment setters, markers and moderators.3.2 Access to StudyAll learners should be invited to an induction event to be introduced to the programme in detailthrough 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 personaltutor and fellow learners. Centres should assess learners carefully to ensure that they take the rightqualification 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 advisinglearners. Centres will need to ensure that learners have access to a full range of information, adviceand guidance in order to support them in making the necessary qualification and unit choices. Whenlearners are recruited, centres need to give them accurate information on the title and focus of thequalification for which they are studying.All learners must be registered with QUALIFI within 30 days of centre registration.3.3 Entry CriteriaQUALIFI Level 3 Diploma in Health and Social Care:The qualifications has been designed to be accessible without artificial barriers that restrict accessand progression. Entry to the qualification will be through centre interview and learners will beexpected to hold the following: qualifications at Level 2 and/or; work experience in the health and social care sector and demonstrate ambition with clearcareer goals; a Level 3 qualification in another discipline and want to develop their careers in health andsocial care.QUALIFI Level 3 Diploma in Health and Social CareSpecification November 20189In certain circumstances, learners with considerable experience but no formal qualifications may beconsidered, subject to interview and being able to demonstrate their ability to cope with thedemands 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 Educationpost-graduate programmes. The applicants are normally required to produce two supportingreferences, at least one of which should preferably be academic.4 Structure of the Qualification4.1 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 amountof time that could reasonably be expected to be required for a learner to achieve and demonstratethe achievement of the level of attainment necessary for the award of a Qualification. TQT includesundertaking 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 specificguidance 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 examinationand 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 timeQUALIFI Level 3 Diploma in Health and Social CareSpecification November 201810 all forms of assessment which take place under the immediate guidance or supervision of atutor or other appropriate provider of education or training, including where the assessmentis competence-based and may be turned into a learning opportunity.4.2 Qualification StructureThere are mandatory and optional units for this qualification. All units cover a number of topicsrelating 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 3Diploma in Health and Social Care. Learners will be expected to attend lectures and workshops thatwill introduce the subject matter. Formative assessments (weighted at 0%) may be used in lecturesor tutorials to check knowledge and understanding of specific topics and subject areas. Units requirereflective 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 ProgrammesLearners 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.QUALIFI Level 3 Diploma in Health and Social CareSpecification November 2018114.4 Recognition of Prior LearningRecognition of Prior Learning (RPL) is a method of assessment (leading to the award of credit) thatconsiders whether learners can demonstrate that they can meet the assessment requirements for aunit through knowledge, understanding or skills they already possess, and so do not need to developthrough a course of learning.QUALIFI encourages centres to recognise learners’ previous achievements and experiences whetherat work, home or at leisure, as well as in the classroom. RPL provides a route for the recognition ofthe achievements resulting from continuous learning. RPL enables recognition of achievement froma range of activities using any valid assessment methodology. Provided that the assessmentrequirements of a given unit or qualification have been met, the use of RPL is acceptable foraccrediting a unit, units or a whole qualification.Evidence of learning must be valid and reliable. For full guidance on RPL please refer to QUALIFI’spolicy document on RPL.5 Guidance to Teaching and LearningTo ensure consistency and quality of delivery amongst centres, QUALIFI has outlined a number ofpolicies and procedures required to ensure the very best standards are available to learners. Theseinclude: 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 toapply for accreditation to deliver QUALIFI qualifications.6 Learner SupportCentres should continue to support learners and encourage appropriate behaviour. To ensureconsistency and quality of delivery amongst centres QUALIFI, has outlined a number of policies andprocedures to ensure the very best standards are available to learners. These include: learners with disabilitiesQUALIFI Level 3 Diploma in Health and Social CareSpecification November 201812 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 toapply for accreditation to deliver QUALIFI qualifications.6.1 Data ProtectionAll personal information obtained from learners and other sources in connection with studies will beheld securely and will be used during the course and after they leave the course for a variety ofpurposes. These should be all explained during the enrolment process at the commencement oflearner studies. If learners or centres would like a more detailed explanation of the partner andQUALIFI policies on the use and disclosure of personal information, please contact QUALIFI via emailsupport@QUALIFI-international.com7. AssessmentThese qualifications are vocational as they can support a learner’s career progression. To meetQUALIFI’s aim to provide an appropriate assessment method each unit will be assessed throughtasks 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, problemsolving and recommendations on actions will also be asked for from learners where appropriatefor 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. Theassignment tasks will address the LO (learning outcome) and AC (assessment criteria)requirements. Within assignments there will always be requirements for learners to engage withimportant and relevant theory that underpins the subject area.The assignment questions will require learners to draw on real organisations to illustrate theiranswers. To support this activity during the programme of learning, centres are required to makesure that they include case studies of relevant organisations and, wherever possible, facilitate incompany opportunities for learners to undertake research and investigation projects and/orsupport the organisation with various tasks. Mature and part-time learners will ideally be able todraw on their personal work experience too.Sample assessments and marking scheme are available on request as part of the QualificationSpecification supplied to centres.QUALIFI has an assessment policy and procedure documents that are available to all centresdelivering this qualification. QUALIFI’s ‘Handbook on Guidance and Requirements for Assessmentand Marking’ covers the following: assessment strategy assessment arrangements for learners with a disabilityQUALIFI Level 3 Diploma in Health and Social CareSpecification November 201813 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 Regulations8.1 Course RequirementsLearners 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 AwardsWhere a candidate has achieved an overall average mark of at least 70% from all the units, QUALIFImay award a Distinction, although offering such a grade to individual candidates is at the discretionof 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 ofthe 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 theminimum requirements.8.3. Learner VoiceLearners can play an important part in improving the quality of this course through the feedbackthey give. In addition to the ongoing discussion with the course team throughout the year, there is arange of mechanisms for learners to feed back about their experience of teaching and learning.QUALIFI Level 3 Diploma in Health and Social CareSpecification November 2018148.4 ComplaintsQUALIFI recognises that there may be occasions when learners and centres have cause for complaintabout the service received. When this happens, the complaints procedure is intended to provide anaccessible, fair and straightforward system that ensures as an effective, prompt and appropriateresponse as possible.For more information on our formal complaints procedure please contact in the first instance oremail: support@QUALIFI-international.com9 Equality and DiversityQUALIFI recognises that discrimination and victimisation are unacceptable and that it is in theinterests of QUALIFI employees to utilise the skills of the total workforce. It is our aim to ensure thatno 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 orbelief, sex, or sexual orientation (protected characteristics).Our aim is that our workforce will be truly representative of all sections of society and eachemployee feels respected and able to give their best. We oppose all forms of unlawful and unfairdiscrimination or victimisation. To that end the purpose of this policy is to provide equality andfairness 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 sexualorientation in the provision of QUALIFI’s goods or services.This policy and the associated arrangements shall operate in accordance with statutoryrequirements, particularly the Equality Act 2010 https://www.gov.uk/equality-act-2010-guidance. Inaddition, full account will be taken of any guidance or codes of practice issued by the Equality andHuman Rights Commission, any government departments, and any other statutory bodies.The policy document will be monitored and reviewed annually and can be downloaded from ourwebsite or by making contact with QUALIFI.10. Further Professional Development and TrainingQUALIFI supports UK and international customers with training related to our qualifications. Thissupport is available through a choice of training options offered through publications or throughcustomised training at your centre.The support we offer focuses on a range of issues including:QUALIFI Level 3 Diploma in Health and Social CareSpecification November 201815 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 needto contact QUALIFI directly:Our customer service number: +44 (0)115 888 2323 or +44 (0)208 123 2946Or email: support@QUALIFI-international.comWebsite: www.QUALIFI.net www.QUALIFI-international.comQUALIFI Level 3 Diploma in Health and Social CareSpecification November 201816Appendix 1: Unit DescriptorsUnit HSC301: An introduction to Health and Social CareUnit code: D/615/3823RQF level: 3AimLearners will come to understand what it is like to work in health and social sare, theresponsibilities in line with maintaining the health and safety and safeguarding rights ofindividuals in their care. Always being aware of issues around data protection, confidentialityand possibilities for discriminatory practice.Learners will come to understand the role of regulatory bodies and their impact upon theirworking lives as well as the monitoring processes in place to ensure the delivery of high qualitycare.Learners will begin to examine the many different professionals who may be involved in thedelivery of care to an individual, what their roles are and how and where these services aredelivered. Potential barriers to inter-professional working and the sharing of information willbe 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 scenariosthat you may come across in health and social care. Each learning outcome will have a separatecase study to allow you to display an in-depth knowledge of each outcome.Learning Outcomes and Assessment Criteria


Learning Outcomes. To achieve this unit alearner must:


Assessment Criteria: Assessment of theseoutcomes demonstrates a learner can:


1.Show understanding of the main rolesand responsibilities of health and socialcare workers when delivering care


1.1 Explain how health and social careprofessionals protect individuals in their care1.2 Discuss the mechanisms for reportingpoor practice in health and social care


2. Show understanding of the importanceof regulatory bodies in delivery of highquality care


2.1 Discuss the roles of regulatory bodiesthat inspect health and social care provision.2.2 Identify the professional bodies thatregulate the professions within health andsocial care


3. Evaluate the role of the interprofessional team in delivering health andsocial care


3.1 Explain the roles and responsibilities ofthe inter-professional team in meeting careneeds in the case study3.1 Discuss the difference betweenmultidisciplinary and inter-professional teamworking


QUALIFI Level 3 Diploma in Health and Social CareSpecification November 201817


3.2 Discuss the potential barriers to teamworking and how they could be overcome.


Indicative ContentLearners 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, implementingcodes 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 individualsreceiving 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 topicareas.QUALIFI Level 3 Diploma in Health and Social CareSpecification November 201818Delivery GuidanceThe 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 informationaround the topic areas. Learners will need to spend 3 hours a week in face-to-face classroomactivity 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 LearningEnvironment. This means that learners can access resources to study at any time that isconvenient to them. They can go back and look at resources used in the classroom and haveonline 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 andpresentations. Ongoing assessment of learning via question and answer, quizzes and formativeassessments will ensure that learners have understood the topic and are ready to move ontonew areas.Tutors will provide one-to-one feedback to learners on their progress towards summativeassessment submission, feeding back on draft work before final submission.Learners will be encouraged to form study groups to support each other and the VLE willfacilitate this remotely.Assessment GuidanceThis unit will be assessed via a written piece of work. A workbook will be used where learnersare given case studies relevant to each of the learning outcomes and are tasked withanswering 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 careprofession.The total word count will be equivalent to 2,500 words and learners will be given the markingcriteria to show what needs to be achieved to receive higher grades of merit and distinction fortheir work, this will involve deeper analysis and evaluation of the topics covered in theiranswers.Suggested Resourceswww.communitycare.co.ukwww.england.nhs.ukhttps://www.nice.org.uk/www.cqc.org.uk/Cribb, A. and Gerwitz, S. (2015) Professionalism- Key themes in Health and Social care, PolityPressGlasby, J. and Dickinson, H. (2008) Partnership Working in Health and Social Care. Polity PressQUALIFI Level 3 Diploma in Health and Social CareSpecification November 201819Unit HSC302: Communication for Health and Social CareUnit code: H/615/3824RQF level: 3AimBeing able to communicate effectively is a prerequisite in any positive interaction, be this with aservice user, carer, colleague or external agency. We take communication for granted but in healthand 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 healthand social care practice. Be able to outline principles of effective communication and how to identifyand overcome common barriers to high quality communication.Learners will also become familiar with the different methods of oral and written communicationused, be that in handing over information to colleagues face-to-face, or by telephone and thebenefits and potential weaknesses of each. They will also learn how to produce and present orallyvia a presentation, this skill is very useful within the health and social care arena. How to presentwritten 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 bywhich service user information can be communicated within the team and to external partners incare. Issues around data protection and confidentiality will be discussed.Learning Outcomes and Assessment Criteria


Learning Outcomes. To achieve this unit alearner must:


Assessment Criteria: Assessment of theseoutcomes demonstrates the learner can:


1. Understand the role of communication ineffective health and social care practice


1.1 Describe the methods used tocommunicate in health and social care1.2 Discuss the strengths and weaknesses ofboth formal and informal communicationmethods1.3 Outline the principles of effectivecommunication1.4 Explain potential barriers and how they canbe overcome


2. Be able to communicate information in avariety of formats


2.1 Discuss the different methods of oral andwritten communication found commonly inhealth and social care2.2 Produce an oral presentation and deliver toan audience at appropriate level2.3 Produce a written communication that isappropriate for your organisational role


3. Understand the importance of ICT incommunication in health and social care


3.1 Discuss the benefits and potential hazardsof using technology in communications fororganisations3.2 Discuss the benefits and potential hazards


QUALIFI Level 3 Diploma in Health and Social CareSpecification November 201820


of using technology in communications forservice users3.3 Explain the issues around data protectionand how it is implemented in health andsocial care


Indicative Content1: Understand the role of effective communication in health and social care practice: Methods of communication and an understanding of basic models of communication used inhealth and social care Non-verbal, verbal, visual, face-to-face, formal and informal, vertical and horizontal, internaland 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, discussiongroups, case discussions, interviews, formal and informal, adapting communication methodsfor the audience, the use of non-verbal cues to strengthen the message Producing and delivering a presentation, using appropriate software, producing handoutsand 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 informalwritten 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 GuidanceThe course will be delivered by a blended learning approach where learners will attend face-to-facesessions but will also be expected to work independently to research information around the topicareas. Learners will need to spend 3 hours a week in face-to-face classroom activity but an additional6 – 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 LearningEnvironment. This means that learners can access resources to study at any time that is convenientQUALIFI Level 3 Diploma in Health and Social CareSpecification November 201821to them. They can go back and look at resources used in the classroom and have online chats withtheir 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 willensure 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 summativeassessment 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 facilitatethis remotely.Assessment GuidanceThe learners will be assessed on each of the learning outcomes in a different way, mirroring thediversity of communication methods used in health and social care.LO1 and linked assessment criteria will be assessed by the production of a short written assignmentcovering all four assessment criteriaLO2 and linked assessment criteria will be assessed by the learner, producing and presenting anappropriate 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 careplan that has been produced in the workplace with appropriate validation from the workplace thatthis is the learners work.L03 and linked assessment criteria will be assessed via a professional discussion with the learnercarried out by an assessor from the college. Questions used will be standardised and the discussionwill be recorded.Suggested ResourcesMcCorry, L.K and Mason, J. (2011) Communication skills for Healthcare ProfessionalsMoss, B. (2015) Communication Skills for Health and Social Care. Sage PublicationsTaylor, J. (2003) Study Skills in Healthcare. Nelson Thorneswww.RNIB.org.ukQUALIFI Level 3 Diploma in Health and Social CareSpecification November 201822Unit HSC303: Promoting Health in the PopulationUnit code: K/615/3825RQF level: 3AimPromoting health is the responsibility of everyone who works in health and social care. It is also animportant government agenda. So how do we as individuals promote the health of our service usersand the government promote health within the wider population?Within this unit we will look at how the government through organisations such as Public HealthEngland try to improve the health of the population, we will look at policies and activities theyundertake to improve the health of the nation. We will also look at their role in monitoring thepopulations health. What factors can affect health and the government’s role in trying to reducethese will be discussed.From an individual’s view, we will look at the role of health promotion and some commonapproaches and models used by practitioners to promote and protect the health of the communitiesthey serve. We will look at how to run a small health campaign and how to overcome barriers toparticipation.It may seem strange to look at this area if you currently care for service users with long-termconditions but we must as professional always be looking at ways to support our service users tomaintain as healthy a lifestyle as possible to minimise development of future health conditions.Learning Outcomes and Assessment Criteria


Learning Outcomes. To achieve this unit alearner must:


Assessment Criteria: Assessment of theseoutcomes demonstrates the learner can:


1.Examine how public health policy is developedto improve the health of the population


1.1 Discuss the process for developing a publichealth policy1.2 Identify the potential groups who caninfluence public health policy1.3 Explain how the government monitors thehealth of the nation


2.Examine factors that can affect health in thepopulation


2.1 Discuss the factors affecting health acrossthe nation2.2 Discuss the potential benefits of improvinghealth across the nation


3. Discuss how health promotion can influenceindividuals to adopt healthy lifestyles


3.1 Evaluate two models commonly used inhealth promotion3.2 Discuss approaches commonly used toincrease public awareness


4. Develop a health promotion event and analyseits effectiveness


4.1 Produce health promotion material for atarget audience4.2 Deliver a small health promotion campaign4.3 Analyse any effects of the campaign


QUALIFI Level 3 Diploma in Health and Social CareSpecification November 201823Indicative Content1: 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 environmentalissues 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 WorldHealth Organisation How do we monitor the health of the nation? Important reports such as the Black Report (1980) and Acheson Report (1998) and theircontinuing 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 ofchange 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 GuidanceThe course will be delivered by a blended learning approach where learners will attend face-to-facesessions but will also be expected to work independently to research information around the topicareas. Learners will need to spend 3 hours a week in face-to-face classroom activity but an additional6 – 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 LearningEnvironment. This means that learners can access resources to study at any time that is convenientQUALIFI Level 3 Diploma in Health and Social CareSpecification November 201824to them. They can go back and look at resources used in the classroom and have online chats withtheir 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 willensure 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 summativeassessment 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 facilitatethis remotely.Assessment GuidanceLO1 and its linked assessment criteria will be assessed by a short written piece of work (1000 wordsmax) which addresses the assessment criteria.LO2 and its linked assessment criteria will be assessed by a professional discussion will be heldbetween the learner and the lecturer. Standardised questions will be used. Learners can bring notesand data to the discussion but they must be used to enhance the discussion. The discussion will berecorded.LO3 Learners will produce a poster on which they will discuss the two health promotion models andhow 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 asmall health promotion campaign. Materials produced, feedback gained and an analysis ofeffectiveness will be produced in a portfolio of evidence.The four sections will be submitted in a portfolio format.Suggested ResourcesNaidoo, J. and Wills, J (2016) Foundations for Health promotion (4th Edition). ElsevierWilson, F. and Mabhala, M. (2009) Key Concepts in Public Health. Sagehttps://www.gov.uk/government/organisations/public-health-englandQUALIFI Level 3 Diploma in Health and Social CareSpecification November 201825Unit HSC304: Person-Centred CareUnit code: M/615/3826RQF level: 3AimWithin this unit learners will look at the role of person-centred care in their interactions with serviceusers. They also consider other models of care delivery and discuss their strengths and weaknessesin delivering care needs to different populations of service users. Delivering high quality care is notalways easy and we will look at potential ethical issues that could arise and how these could be dealtwith.Learners will develop an understanding of the difficulties of balancing individual autonomy andminimising potential risk to vulnerable service users.Learners will look at relevant health and social care legislation that impacts on both those deliveringcare and individuals receiving care. The role of government departments and other agencies inproducing legislation and guidance and how this affects local policies, procedures and care deliverywill be discussed.Learning Outcomes and Assessment Criteria


Learning Outcomes. To achieve this unit alearner must:


Assessment Criteria: Assessment of theseoutcomes demonstrates the learner can:


1. Understand the professional values andattributes of a health and social care worker


1.1 Compare and contrast person-centred carewith one other model of care delivery1.2 Discuss how to promote equality and diversitywhen working with service users1.3 Define the personal attributes required inhealth and social care and how they informpractice1.4 Explain the concept of empathy with links tocurrent theories


2. Explore the ethical issues involved whenmeeting care needs


2.1 Define ethics with particular reference tomedical ethical principles2.2 Identify the ethical issues from the case studyand discuss how these could be resolved


3. Understand the policies and legislation thatgovern health and social care practice


3.1 Discuss two pieces of legislation in relation tohealth and social care and how they impactupon delivery of care3.2 Analyse the roles of two agencies who provideguidance for safe and effective care delivery inthe health and social care sector


QUALIFI Level 3 Diploma in Health and Social CareSpecification November 201826Indicative Content1: 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’srole The 6Cs of health and social care workers, definitions People skills such as patience, problem-solving skills, communication skills, conflictmanagement skills and negotiating skills. What is empathy and why is it important for health and social care workers to beempathetic? 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 againstresources, minimising risk whilst maintaining individual choice, the needs of one against theneeds 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 ofthe 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 influencepolicies in health and social care, NHS, DH, NICE, HSE and their role in influencing health andsocial 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 GuidanceThe course will be delivered by a blended learning approach where learners will attend face-to-facesessions but will also be expected to work independently to research information around the topicareas. Learners will need to spend 3 hours a week in face-to-face classroom activity but an additional6 – 7 hours per week in directed and independent study activity.QUALIFI Level 3 Diploma in Health and Social CareSpecification November 201827Learners can be given access to resources for each of the sessions via a Virtual LearningEnvironment. This means that learners can access resources to study at any time that is convenientto them. They can go back and look at resources used in the classroom and have online chats withtheir 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 willensure 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 summativeassessment 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 facilitatethis remotely.Assessment GuidanceThe 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 andproduce a reference list utilising the Harvard Referencing style.Learners who develop their arguments by analysing and evaluating the information used within theassignment and therefore showing a greater in-depth knowledge of the topic area will gain highergrades than pass.Suggested ResourcesCuthbert, S and Quallington, L (2008) Values for Care Practice. Reflect PressHolland, K and Hogg, C (2010) Cultural awareness in Nursing and healthcare- an introductory text(2nd Ed). Hodder ArnoldKennedy, P. (2013) Key Themes in Social Policy. Routledge.Cranmer, P. and Nhemachena, J. (2013) Ethics for Nurses: Theory and Practice. Open Universityhttps://www.nice.org.uk/www.hse.gov.uk/QUALIFI Level 3 Diploma in Health and Social CareSpecification November 201828Unit HSC305: Understanding Diabetes CareUnit code: T/615/3827RQF level: 3AimDiabetes, especially type 2 diabetes, is a growing healthcare issue in the UK. Many serviceusers will have diabetes and the associated complications associated with it. This canseriously affect quality of life and, in some cases, can lead to the need for limb amputationcausing enormous physical and psychological challenges for the service user.An understanding of the physiology behind the condition, associated complications andassociated treatment and care needs will enhance your understanding and care of theseservice users.Learning Outcomes and Assessment Criteria


Learning Outcomes. To achieve this unit alearner must:


Assessment Criteria: Assessment of theseoutcomes demonstrates the learner can:


1.Understand the causes and effects of Type2 diabetes


1.1 Discuss the reasons for increase in Type2 diabetes in the population1.2 Explain the signs and symptoms of Type2 diabetes


2. Examine the clinical investigationsassociated with diagnosis of Type 2 diabetes


2.1 Compare and contrast the clinicalinvestigations associated with diagnosis ofType 2 diabetes


3. Examine the treatment and supportavailable for service users with Type 2diabetes


3.1 Explain the Treatment and supportavailable for service users when initiallydiagnosed with Type 2 diabetes3.2 Discuss the common complicationsassociated with Type 2 diabetes3.2 Explain the treatment and supportavailable for service users with long termcomplications of Type 2 diabetes


QUALIFI Level 3 Diploma in Health and Social CareSpecification November 201829Indicative Content1. 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, chiropodistetc. Complications of poorly controlled Type 2 diabetes, ulcers, gangrene, limbamputation, sight loss, neuropathy, kidney problems, heart disease etc. Treatment options for complications associated with Type 2 diabetes especiallysurgical interventions for ischaemic limbs and implications for care Rehabilitation options post -surgery, the role of the rehabilitation team.Delivery GuidanceThe 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 informationaround the topic areas. Learners will need to spend 3 hours a week in face-to-face classroomactivity but an additional 6 – 7 hours per week in directed and independent study activity.QUALIFI Level 3 Diploma in Health and Social CareSpecification November 201830Learners can be given access to resources for each of the sessions via a Virtual LearningEnvironment. This means that learners can access resources to study at any time that isconvenient to them. They can go back and look at resources used in the classroom and haveonline 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 andpresentations. Ongoing assessment of learning via question and answer, quizzes andformative assessments will ensure that learners have understood the topic and are ready tomove onto new areas.Tutors will provide one-to-one feedback to learners on their progress towards summativeassessment submission, feeding back on draft work before final submission.Learners will be encouraged to form study groups to support each other and the VLE willfacilitate this remotely.Assessment GuidanceThe learning outcomes and associated assessment criteria will be assessed by use of aworkbook produced by the college, which gives the learner the opportunity to answersections as they are covered in the course.Learners will be encouraged to use information gained in class activities as well as resourcesand from their own investigations to enhance their assignment submission. Learners will beexpected to reference their work.Learners will be given the marking criteria for the assessment, which will show them what isrequired to gain higher grades within the assessment.Suggested ResourcesWhettem, E. (2012) Diabetes (nursing and Health survival guides) RoutledgeNICE (2011) Diabetes in Adults quality standards. NICE, Londonhttps://www.diabetes.org.uk/QUALIFI Level 3 Diploma in Health and Social CareSpecification November 201831Unit HSC306: Understanding Stroke CareUnit code: A/615/3828RQF level: 3AimMany of the service users you care for may have had a stroke – or more correctly a cerebrovascularaccident. It is important to know the causes and effects of the condition if you are to provide qualitycare.During this unit, the learners will study the types of cerebrovascular accident (CVA) and thesymptoms displayed including mobility and speech and swallowing problems. Diagnostic toolsutilised 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-termtreatment supplied by the rehabilitation team. Measures that could reduce the incidence of CVAwill be examined as well as looking at support available for both those following a CVA and theirfamily. Aids to communication will be covered. The benefit of specialised stroke units in positiveoutcomes 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 alearner must:


Assessment Criteria: Assessment of theseoutcomes demonstrates the learner can:


1.Understand the causes and effects ofcerebrovascular accident (CVA)


1.1 Explain the different types of CVA1.2 Discuss the signs and symptoms of leftsided and right sided CVA1.3 Analyse the reasons for differentpresentations of signs and symptoms withregard to physiology of brain


2. Examine the risk factors associated with acerebrovascular accident (CVA) and commoninvestigations associated with diagnosis


2.1 Discuss the risk factors associated with aCVA and preventative health measures.2.2 Compare and contrast the availableinvestigations associated with diagnosis of CVA


3. Examine the treatment and support availablefor service users following a CVA and theirfamilies


3.1 Describe the acute and long-term care postCVA3.2 Discuss the roles and interventions of therehabilitation team3.3Evaluate the effectiveness of care in aspecialised stroke unit on outcomes.


QUALIFI Level 3 Diploma in Health and Social CareSpecification November 201832Indicative Content1. 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 commoninvestigations associated with diagnosis: Risk factors (diabetes, hypertension, atrial fibrillation etc.) and reducing prevalence, healtheducation messages (normalising BP, reducing cholesterol, healthy diet, exercise, stoppingsmoking, 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 theirfamilies: Acute care – what does research and clinical guidelines say about best practice? Long-term rehabilitation, roles of Rehabilitation team, treatment interventions, aids andadaptations 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-facesessions but will also be expected to work independently to research information around the topicareas. Learners will need to spend 3 hours a week in face-to-face classroom activity but an additional6 – 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 LearningEnvironment. This means that learners can access resources to study at any time that is convenientto them. They can go back and look at resources used in the classroom and have online chats withtheir study groups and lecturers to enhance deep learning of the topic.QUALIFI Level 3 Diploma in Health and Social CareSpecification November 201833The 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 willensure 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 summativeassessment 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 facilitatethis remotely.Assessment GuidanceThe learning outcomes and associated assessment criteria will be assessed by use of a workbookproduced by the college, which gives the learner the opportunity to answer sections as they arecovered in the course.Learners will be encouraged to use information gained in class activities as well as resources fromtheir own investigations to enhance their assignment submission. Learners will be expected toreference their work.Learners will be given the marking criteria for the assessment, which will show them what isrequired to gain higher grades within the assessment.Suggested ResourcesRiske, J. and Culver, K. (2016) Stroke: A Nurse Guide to caring for the patient. NurseologyConsultants, LLC.https://www.nice.org.uk/guidance/cg162/evidence/full-guideline-190076509https://www.stroke.org.uk/QUALIFI Level 3 Diploma in Health and Social CareSpecification November 201834Unit HSC307: Understanding Dementia CareUnit code: F/615/3829RQF level: 3AimDementia is a growing healthcare issue in the UK. Many service users will have dementia and theassociated complications associated with it. This can seriously affect quality of life not only for theservice user but for their family and friends. The psychological and physical burden of caring forsomeone with dementia is huge.An understanding of the physiology behind the condition, associated complications and associatedtreatment and care needs will enhance your understanding and care of these service users.Learning Outcomes and Assessment Criteria


Learning Outcomes. To achieve this unit alearner must:


Assessment Criteria: Assessment of theseoutcomes demonstrates the learner can:


1.Understand the causes and effects ofdementia


1.1 Discuss the reasons for increase indementia in the population1.2 Explain the signs and symptoms ofdementia


2. Examine the investigations associated withdiagnosis dementia


2.1 Compare and contrast the availableinvestigations associated with diagnosis ofdementia


3. Examine the treatment and support availablefor service users with dementia and theirfamilies


3.1 Explain the treatment and support availablefor service users when initially diagnosed withdementia3.2 Discuss the long-term complicationsassociated with dementia3.3 Explain the treatment and support availablefor service users at the end stages of dementia3.4 Explain the support available for familieswith relatives with end stage dementia


Indicative Content1: 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 toParkinson’s disease etc. Prevalence in population/ potential costs to health and social care sectorQUALIFI Level 3 Diploma in Health and Social CareSpecification November 201835 Signs and symptoms of dementia- reduced reasoning and communication ability, behaviourchanges, difficulty in processing information and altered sleep patterns, reduced mobilityand signs of anxiety and depression Look at symptoms common to all dementias (confusion and forgetfulness, behaviourchanges and mood swings, anxiety, loss of control of bowel and bladder, communicationissues) Discuss particular additional symptoms which may be present in the distinct types ofdementia 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 andsensory 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 issuesaround autonomy versus safety The course of the disease process, milestones End of life care Bereavement counselling.Delivery GuidanceThe course will be delivered by a blended learning approach where learners will attend face-to-facesessions but will also be expected to work independently to research information around the topicareas. Learners will need to spend 3 hours a week in face-to-face classroom activity but an additional6 – 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 LearningEnvironment. This means that learners can access resources to study at any time that is convenientto them. They can go back and look at resources used in the classroom and have online chats withtheir 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 willensure that learners have understood the topic and are ready to move onto new areas.QUALIFI Level 3 Diploma in Health and Social CareSpecification November 201836Tutors will provide one-to-one feedback to learners on their progress towards summativeassessment 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 facilitatethis remotely.Assessment GuidanceThe learning outcomes and associated assessment criteria will be assessed by use of a workbookproduced by the college, which gives the learner the opportunity to answer sections as they arecovered in the course.Learners will be encouraged to use information gained in class activities as well as resources fromtheir own investigations to enhance their assignment submission. Learners will be expected toreference their work.Learners will be given the marking criteria for the assessment, which will show them what isrequired to gain higher grades within the assessment.Suggested ResourcesEarlstein, F. (2016) Dementia, types, diagnosis, symptoms, treatment, causes, neurocognitivedisorders, prognosis, research, history, myths and more. NRB PublishingAndrews, J. (2015) Dementia: The one-stop guide: practical advice for families, professionals andpeople living with dementia and Alzheimer’s disease. Profile Books Ltdhttps://www.alzheimers.org.uk