Course Description
This course builds on existing knowledge and experience and is aimed at providing the student with advanced knowledge, skills and competences required to work and progress in the caring profession within various care settings. The Award provides a specialist work-related programme of study that offers both breadth and depth of and understanding with the practical skills required in the healthcare sector.
In 2025, the pass rate for the course was 94%.
The accreditation category of the Programme is Further Education.
Learning Outcomes
By the end of the course programme, students will be able to:
- Apply analytical and evaluative techniques and enhance those skills.
- Understanding of emotional intelligence and advanced communication techniques for individuals, relatives and family.
- Develop awareness and appreciation of managerial and quality issues.
- Management and leadership concepts pertinent to effective healthcare decision making.
- Legal frameworks and emerging policies and ethics underlying these
- Impact of psycho-sociological factors in healthcare.
- Concepts of dignity, equality, diversity, inclusion and preventing abuse.
- The acquired knowledge will enable the student to communicate effectively using emotional intelligence.
- Apply person centred care and help the individual lead a meaningful and fulfilled life with dignity.
- Be able to carry out a range of basic clinical skills.
- Apply quality management principles in practice.
- Effectively support and care for an individual living in the community or residential care setting.
- Manage and monitor a plan of treatment and/or care and contribute towards its’ implementation.
- Exercise judgment and critical analysis, own and take responsibility for decisions and actions.
- Develop ability to recognise and reflect on personal learning and improve their professional skills.
Target Candidates
The Award is aimed at students who already possess a Level 3 qualification in Healthcare and wish to develop their knowledge and skills at a higher level in order to progress in their career towards management level.
| Course Code | Duration | Credit Value | Next Intake | FT/PT |
|---|---|---|---|---|
| LW/HSC/002 | 10 months | 24 ECTS | April 2026 | PT |
| Contact Hours | Placement Hours | Self Study Hours | Assessment Hours | Total Learning Hours |
|---|---|---|---|---|
| 120 | 51 | 242 | 187 | 600 |
Mode of Training
Lectures and practice
Modules are delivered in the evening, twice a week.
Language of instruction is English.
Assessment
Assessment is designed to promote independent learning and the practical application of knowledge in real-world and clinical settings.
Students are assessed through a combination of written assignments, short answer questions, case study analysis, individual and group presentations, and class participation.
Clinical modules include a portfolio of evidence demonstrating practical competence.
Assessments are both formative and summative, ensuring learners meet the required learning outcomes and professional standards.
Awarding Body
Learning Works
Course Structure
Module 1: Anatomy and Physiology (1 ECTS)
Healthcare professionals at this level should have theoretical and technical knowledge regarding basic anatomy and physiology for understanding the anatomy and physiological functioning of the human system so as to assist in the study of the effects of illness and disease on the individual. This unit sets out to facilitate students to understand the relationship between the concepts of biological health and homeostasis and to examine processes and mechanisms that regulate and integrate physiological functions in order to maintain biological health.
The unit will focus on selected biological systems relevant to the practice of healthcare professionals.
The theoretical aspects of the module will be underpinned by exposure to the laboratory environment where students will begin to apply theory to practice in undertaking specified physiological measurements
- Demonstrate understanding of the processes and mechanisms which regulate and integrate biological functions
- Engage confidently and flexibly in applying appropriate knowledge and skills in working with patients and relatives
- Record and report results of physiological measurements
- Position and structural relationships of the body systems
- Structural and functional aspects of individual biological systems in the maintenance of biological health
- Understanding of agreed ways of working relating to physiological measurements
- Recognise to the body as a whole, tissues, organs, system, and cavities of the body, the cellular structure, the cell surface, cytoplasm, filtration, and simple diffusion
- Differentiate between several tissue types including epithelial, connective, muscle and nervous tissues
- Demonstrate thorough knowledge regarding the position and structural relationships of the body systems, the processes and mechanisms which regulate and integrate biological function and maintenance of biological health
- Demonstrate proficiency in the completion of laboratory based exercises and manuals associated with anatomy and physiology laboratory sessions
- Describe the anatomy and physiology of the integumentary system, skeletal system, muscular system and nervous system
- Evaluate the roles of the integumentary system; the skeletal system and the nervous system with reference to the contribution of each system to the maintenance of homeostasis
- Compare the anatomy and physiology of the central nervous system, the peripheral nervous system and the autonomic nervous system
- Describe agreed ways if working that affect work practice relating to physiological measurements
- Explain role and responsibilities for obtaining valid consent and significance of doing this
- Describe the standard checks that should be made on equipment used to take physiological measurements
- Record and report results in line with agreed ways of working
Undertake standard physiological measurements including: blood pressure, pulse, temperature, oxygen saturation, respiration and Body Mass Index(BMI)
- Total Contact Hours: 5
- Supervised Placement & Practice Hours: 2
- Self-Study Hours: 10
- Assessment Hours: 8
- Total Learning Hours of this Module: 25
Module 2: Basic Pharmacology (1 ECTS)
The purpose of this unit is to introduce students to the basic principles of pharmacology applied to health care. Students are introduced to the major drug groups that affect the differing bodily systems. Throughout this unit, students are enabled to become self-directed learners; specifically, in relation to the most appropriate means of accessing information about individual drugs, their usages, contraindicates, dosages, and routes of administration.
This unit focuses on of antibiotics, antivirals and antifungals used in health care today. A history of the development these drug groups is given and linked to issues of drug resistance in micro-organisms. Content incorporates a range of protocols including pharmacological, surgical, clinical, and biomedical interventions. Pertinent topics will include intervention development, manual writing, administration, quality control, fidelity, dosage and dose-finding, adverse effects monitoring, inventory control treatment compliance and adherence, placebo effects, drop-out and ITT protocol, and clinical practice and monitoring.
Underpinning the above, the importance of the role of the carer in drug administration and evaluation of their effectiveness is emphasised and students are given specific instruction on drug calculations
- Awareness of clinical conditions to enable students link the theory of pharmacology to the medical treatment of various conditions / diseases
- Ability to calculate and administer drugs in all client groups. Evidence based practice is presented to the students in the administration of these procedures
- Basic principles of pharmacology
- Understanding of the major drug groups that are used in disorders and diseases of the endocrine system, respiratory system, urinary system, central nervous system, cardiovascular system, gastrointestinal system
- Pharmacological management of acute and chronic pain, focusing on the World Health Organisations pharmacological pain management ladder
- Identify the major groups of Antibiotics, antiviral & antifungal drugs, drugs used in mental health
- Apply knowledge to drug calculations and mathematical formulations required in administering drug dosages
- Practice in a way, which respects, promotes and supports individual’s health
- Practise in accordance with the relevant codes of professional conduct: standards for conduct, performance and ethics, within the limitations of the individual’s own competence, knowledge and sphere of professional practice, consistent with the legislation relating to healthcare practice
- Work collaboratively with other practitioners and agencies
- Work effectively across professional boundaries and develop professional networks
- Provide seamless care, and where appropriate interventions, in partnership with patient and other care providers during the antenatal, intrapartum and postpartum periods.
- Undertake appropriate emergency procedures to meet the health needs of patients.
- Examine and care for patients with specific health or social needs and refer to other professionals or agencies as appropriate
Monitor and evaluate the effectiveness of programmes of care and modify them to improve the outcomes for patients and their families
- Total Contact Hours: 5
- Supervised Placement & Practice Hours: 2
- Self-Study Hours: 10
- Assessment Hours: 8
- Total Learning Hours of this Module: 25
Module 3: Emotional Intelligence for Care (1 ECTS)
The healthcare sector in recent years has focused heavily on concept of person-centred care. The key elements in this covers communication, care and compassion and thus one of the aims of this unit it to discuss the impact of emotional intelligence and communication in staff providing the positive outcomes on patient health care
This unit enables the learner to develop advanced communication skills whilst working with individuals and others. The focus of this unit is to provide students with the knowledge and skills to communicate in an empathetic way in range of care settings with both patients and relatives/carers and colleagues
The primary focus of this unit is to help students understand the concept of “emotional intelligence” and its role in modern healthcare leadership. The concept will be outlined and contextualised within the healthcare environment, to appreciate how aspects of emotional intelligence support everyday human interactions.
- Understanding of advanced communication techniques within healthcare
- Be able to use a range of communication techniques to convey information to individuals and others
- Implement emotional intelligence in providing person-centred care
- Understand communication needs and factors affecting them
- Understand what emotional intelligence is and its place in the healthcare and workplace
- Understand the importance of confidentiality in interactions with individuals
- Apply emotional intelligence concepts to workplace situations
- Explain how barriers to communication may be overcome
- Ability to manage and read emotions
- Monitor the individual’s responses during and after the interaction to check the effectiveness of communication
- Appreciate and assess patients/relatives/carers emotions and impact on communication strategies
- Analyse legal and ethical tensions between maintaining confidentiality and sharing information
- Use agreed methods of communication to interact with the individual
- Develop ability into how to encourage emotionally intelligent behaviour in colleagues, and so improve the quality of working relationships.
- Work in partnership with the individual and others to identify their preferred methods of communication
- Explore the different dimensions of emotional intelligence and reflected on students’ own approach, enabling student to gradually improve their personal effectiveness
- Examine how emotional intelligence can improve the quality of professional-patient relationship
- Discuss relationships between emotional intelligence in healthcare professionals, and caring behaviour
Analyse how models of communication can meet the individual’s personal needs, wishes and preferences
- Total Contact Hours: 5
- Supervised Placement & Practice Hours: 0
- Self-Study Hours: 10
- Assessment Hours: 10
- Total Learning Hours of this Module: 25
Module 4: Management and Leadership in Healthcare (1 ECTS)
This unit examines contemporary management and leadership issues which impact on healthcare contexts. Students will explore and debate approaches to management and leadership within healthcare organisations and examine how they influence their role as healthcare workers within this context The unit covers the skills needed to manage a quality, person-centered health service, including the role of the manager and the importance of leadership and people management. It introduces students to the principal frameworks and tools available to practicing managers supporting them in their application of course material to real life management situations in the health service.
- Understand and differentiate between management and leadership
- Identify personal and professional developmental needs for future practice arising from engagement with material covered in unit
- Recognise organisational factors that influence decision-making within healthcare
- Demonstrate an understanding of the language of management and concepts of leadership in providing health and care services
- Identify external influences on healthcare and key management issues currently challenging the health service
- Identify and explain how organisations can react in changes and impact of management and leadership on change process
- Apply leadership theories to healthcare leadership and management and activities
- Apply principles of management & leadership utilizing a systematic problem-solving process and critical thinking skills to plan care for clients and their families
- Identify and assess the factors forcing change in the healthcare sector
- Describe, appraise and critically evaluate the different theoretical approaches to each of the main functions of management, recognising that different approaches work in different situations
- Analyse contemporary issues and emerging trends within healthcare and their implications for practice
- Demonstrate ability to analyse management issues from a critical and objective standpoint
- Research theories of management and leadership
- Discuss how concepts of management and leadership can be applied to a range of situations in work setting
- Explain personal leadership style and how it can be adapted to manage different situations
- Develop personal skills in management thinking and leadership action
- Examine approaches to leadership and the nature of interprofessional working
- Identify impact of management and leadership styles on values of culture of the organisation
- Total Contact Hours: 5
- Supervised Placement & Practice Hours: 0
- Self-Study Hours: 10
- Assessment Hours: 10
- Total Learning Hours of this Module: 25
Module 5: Advanced Clinical Skills for Healthcare (2 ECTS)
This unit aims to develop students’ clinical skills when working in a healthcare context whether residential or domiciliary. The unit covers key areas in care provision from identifying acute and chronic conditions, identifying skin and tissue problems, taking blood samples, treating and dressing lesions and wounds. At all times students will need to understand the importance of their professional working practices in adhering to standards, guidelines, procedures and working with individuals in a compassionate and caring manner.
- Be able to monitor individual in identifying signs of deterioration or improvement in an acute or chronic health condition
- Be able to prepare and undertake tissue viability risk assessment
- Obtain both venous and capillary blood samples
- Management of urinary continence and catheter care
- Undertake treatments and dressings of lesions and wounds using techniques following treatment plan and wound assessment documentation
- Understand and differentiate between a range of acute and chronic health conditions, their signs and symptoms
- Understand the anatomy and physiology of the skin and changes It undergoes when there is damage
- Understand the anatomy and physiology of and reasons for obtaining blood samples
- Understand normal and abnormal urinary functions
- Understand the approved procedures and techniques when applying treatments and dressing lesions and wounds
- Understand personal role and responsibilities in providing clinical care
- Identify methods of support (psychological, social or physical) for an individual with an acute or chronic health condition
- Be able to prepare and obtain venous and capillary blood samples and be able to select alternative sites where necessary and in line with individual preferences
- Apply knowledge in explaining actions to be taken when signs and symptoms of common problems associated with the urinary system are identified
- Be able to prepare to treat and dress lesions and wounds and identify potential adverse reactions
- Discuss with individuals their health condition in relation to their psycho-social needs
- Explain actions that need to be taken if complications occur in any procedure covered in unit
- Be able to explain procedures to individual and gain valid consent
- Ensure privacy and dignity of individual throughout any activity and provide care and compassion in addressing individual’s needs and concerns
- Explain procedures in a way that is accurate and sensitive to the individual’s personal beliefs and preferences
- Inform and advise individual on importance of procedure and post effects and notifying without delay
- Respond to questions and concerns from individuals in an accurate and sensitive manner
- Record and report results of any assessment carried out in line with agreed ways of working
- Apply standard procedures for infection prevention and control
- Identify equipment and materials to be used in each procedure
- Monitor individuals following any procedure and report without delay
- Ensure any hazardous waste has been disposed of before leaving care area
- Carry out clinical skills in a professional manner
- Total Contact Hours: 10
- Supervised Placement & Practice Hours: 8
- Self-Study Hours: 17
- Assessment Hours: 15
- Total Learning Hours of this Module: 50
Module 6: Legislation and Ethics (2 ECTS)
This unit introduces students to the fundamental moral principles, ethical issues in health care and how these are reflected in legislation. In parallel the unit will focus on the existing legislative framework for healthcare and emerging policies in this area.
The unit explores the underlying principles and nature of moral responsibility (ethics), analyse and review notions of autonomy, duty, justice, truth, rights and equality and last but not least, it seeks to effectively manage the relationship between the personal and professional judgments.
A broad framework for ethical decision making will be critically evaluated. With reference to the student’s own professional field, this module aims to facilitate a rigorously developed, critical and sophisticated understanding of the ways in which a positive approach to equality and inclusiveness can utilise to improve access to and experience of services and care.
In this fascinating module, questions such as these will be explore and critically evaluate the arguments surrounding organ transplantation, euthanasia and the right to die.
- Practice in a way, which respects, promotes and supports individual’s rights, interests, preferences, beliefs and cultures
- Apply ethical theories and principles to specific cases from practice
- Awareness current legislation in the field and ensure practice is within legislative guidelines
- Notions of autonomy, duty, justice, truth, rights and equality and effectively manage the relationship between personal and professional judgments
- The concept of culture and its importance in holistic care
- Identify deontological and utilitarian approaches to ethical issues in health care
- Understanding of legislation governing healthcare and emerging policies
- Identify ethical issues in health care.
- Advocate the ethical values of patients and his/her family
- Identify the law as it applies to health care issues
- Estimate the value, to health care practice, of commonly held beliefs on the meaning and purpose of life and death.
- Evaluate critically the ethical and legal arguments concerning procurement and allocation of organs for transplantation, euthanasia and right to die
- Work collaboratively with other health professionals, patients and families
- Work effectively across professional boundaries and develop professional networks
- Reflect on own practice and learn from it
Advocate the ethical values of patients and his/her family and apply ethical theories and principles to specific cases from practice in ways that are capable of evaluation
- Total Contact Hours: 10
- Supervised Placement & Practice Hours: 0
- Self-Study Hours: 20
- Assessment Hours: 20
- Total Learning Hours of this Module: 50
Module 7: Health and Safety in Care (2 ECTS)
Health and safety are a vital priority in all health and social care practice and this unit gives students an understanding of key principles that underpin work in the sector. On completing this unit, students will understand how to minimise risks to all individuals in healthcare settings, be they service users, their friends and family, or employees in the setting. At the end of the unit, students should be able to foresee potential hazards and know how to make appropriate responses to minimise risks, in the context of relevant legal and local policy requirements.
Students will investigate potential hazards for individuals in healthcare settings. Informal observations, particularly during work placements, of how care workers implement safe practice with different service user groups in different environments would be useful background research.
Students will explore the nature of incidents and emergencies that may arise in healthcare settings and possible responses to these. This could then lead to more focused consideration of the risks arising from a specific incident from a case study, the media or actual experience, and an analysis of the factors that caused the incident or emergency and recommendations of how the risk could have been minimised.
- Understand own responsibilities, and the responsibilities of others, relating to health and safety
- Health and safety policies and procedures protect those in healthcare settings
- Address potential health and safety risks identified
- Promote health and safety within the healthcare setting
- Procedures to be followed if an accident or sudden illness should occur
- Describe current legislation relating to health and safety in own work setting
- Different responsibilities relating to health and safety in social care settings
- Risk assessments and their importance in relation to health and safety
- Procedures for responding to accidents and sudden illness
- Infection control
- How to move and handle equipment and other objects safely
- The principles of assisting and moving an individual
- Handling hazardous substances
- Promote environmental safety procedures in the social care setting
- Procedures regarding handling medication
- How to handle and store food safely
- Analyse the limits of own role in relation to moving and positioning
- Analyse own responsibilities with regard to legislation and policy for:
- emergency first aid
- food safety
- fire safety
- risk to own safety
- risk to safety of others
- prompting of administration of medication
- infection prevention and control
- hazardous substances
- security
- Evaluate own practice in leading a balanced approach to risk management.
- Comply with current guidelines for:
- hand hygiene
- moving and handling equipment or other objects safely
- checking the identity of anyone requesting access to the work setting
- maintaining evacuation routes
- food safety
- Describe the routes by which an infection can get into the body
- Explain the following prevention methods:
- hand washing
- own personal hygiene
- encouraging the individual’s personal hygiene
- Understand principles for safe moving and handling protects those in the social care setting from injury or harm
- Describe the main points of food safety standards in a health care setting with regard to:
- store food
- maximize hygiene when handling food
- dispose of food
- Assess how risk taking impacts on individuals, the organization & work with others to manage risks
- Critically analyse the potential consequences of not following food safety standards
- Explain procedures to be followed if an accident or sudden illness should occur
- Record and report health and safety incidents
- Work with others to assess potential risks
- Complete health and safety records according to legal and work setting requirements
- Explain own role in supporting others to follow practices that reduce the spread of infection
- Understand how to carry out own responsibilities for health and safety
- Be able to manage risk
- Contribute to development of policies, procedures and practices which identify, assess and manage risk
- Total Contact Hours: 10
- Supervised Placement & Practice Hours: 4
- Self-Study Hours: 18
- Assessment Hours: 18
- Total Learning Hours of this Module: 50
Module 8: Understanding Dementia (2 ECTS)
This Unit will provide students with an understanding of the neurology and diagnosis of dementia. It provides students with the knowledge of the neurology of dementia to support the understanding of how individuals may experience dementia and its impact on them and others
It will be viewed from a holistic standpoint and focuses on introducing students to person centred care for individuals with dementia. Person Centred Care is key to providing individualised, good quality care. The use of effective meaningful communication, supports and promotes the wellbeing of both the individuals, relatives, friends and colleagues.
- Identify different types of dementia, main causes, signs and symptoms
- Understand services, therapies and treatments available for individuals with dementia and others
- Use a person-centred approach in dealing with individuals with dementia and others
- Use of appropriate communication techniques and positive interactions in dealing with individuals with dementia and others
- Understand the neurology of dementia
- Understand the impact of recognition and diagnosis of dementia
- Understand the impact of dementia on individuals and others
- Understand the importance of a person-centred approach in dementia care
- Understand factors which affect communication with individuals with dementia
- Describe the main therapies and treatments and how they can help to manage symptoms of dementia
- Promote and apply person centred care
- Provide support to the person living with dementia through out the various stages of the illness
- Evaluate how services with a person-centred approach can improve an individual’s sense of wellbeing
- Analyse how the attitudes and behaviours of carers and others can affect communication with individuals with dementia
- Analyse how the attitudes and behaviours of carers and others can affect communication with individuals with dementia
- Record possible signs or symptoms of dementia in an individual in line with agreed ways of working
- Reporting possible signs of dementia within agreed ways of working
- Document observations and hand over effectively within agreed ways of working
- Be able to use communication techniques in giving impact of a diagnosis of dementia to the individual, relatives and friends with empathy and compassions
- Identify different signs and symptoms of dementia on a person centred basis
- Follow a plan of treatment and/or care and contribute towards its’ implementation
- Research national initiatives designed to support and improve dementia care services for individuals with dementia and others
- Total Contact Hours: 10
- Supervised Placement & Practice Hours: 5
- Self-Study Hours: 20
- Assessment Hours: 15
- Total Learning Hours of this Module: 50
Module 9: Caring for Individuals and Models of Care (3 ECTS)
This unit enables students to recognise the value of a person-centered approach to adult health and social care. The focus of the unit is on person-centered values and the reasons why these should influence all aspects of care work. This is further explored by comparing and contrasting a range of care models The use of the person-centered approach is investigated with regard to the formation and use of care plans in ensuring that individuals have their needs, preferences and wishes addressed. The use of personal histories is explained and their value analysed in respect of contributing to the promotion of self-esteem and individual identity. The unit also discusses issues around risk management and their place in a person-centered approach to care and support.
- Understand person-centred approaches in adult health and social care
- Create a therapeutic culture
- Promote individual well-being
- Understand how to implement a person-centered approach in an adult healthcare setting
- Understand a range of approaches and models relevant to adult healthcare
- Understand the importance of establishing consent when providing care or support
- Understand how to support an individual’s right to make choices
- Apply a holistic approach to meeting the needs and preferences of individuals; attention to the detail of treatment and individual provision
- Work towards person-centred outcomes eg satisfaction with care, involvement with care, feeling of wellbeing,
- Empower individuals to use their strengths and potential
- Importance of applying a person-centred approach when using care plans
- Critically analyse a range of models of care
- Assess the use of care plans in applying person-centred values
- Evaluate care plans to assess effectiveness of meeting individual needs
- Communicate with individuals to find out their history, preferences and wishes
- Communicate with others such as; team members, advocates, relatives, working in ways that recognise individual beliefs and preferences
- Negotiate and consult in empowering individuals to make decisions and choices in relation to care and support
- Promote the independence and autonomy of individuals
- Identify ways to put person centred values into practice in a complex or sensitive situation
Share decision-making when implementing person-centred planning
- Total Contact Hours: 15
- Supervised Placement & Practice Hours: 10
- Self-Study Hours: 32
- Assessment Hours: 18
- Total Learning Hours of this Module: 75
Module 10: Psycho-sociological Perspectives in Care (3 ECTS)
The aim of this unit is to identify the impact psycho-sociological factor have on healthcare practice. Sociologists investigate the interaction between society and health. Psychologists explore the relationship among psychological, cultural, behavioural factors and health. Together they have informed our understanding of health and illness, contributed to major changes in healthcare policy and been useful in developing behaviour modification therapies and improving the health status of individuals.
Understanding how these perspectives are used to inform their practice, deepens students’ approach to caring for individuals and supports the development of skills and behaviours for effective professional practice.
On completion of this unit, students will be able to develop their understanding of both sociological and psychological factors that affect health and illness, and the related theoretical frameworks that underpin healthcare practice. Students will have the opportunity to observe and report practical examples of how sociological and psychological concepts are considered when planning support for service users. The unit will engage students in the assessment of the implications of both perspectives on current healthcare policies. Furthermore, students will be able to explore a range of applications of the psychological perspectives and understand how these can enhance health and wellbeing. This unit will inform developing healthcare professionals of the importance of sociological and psychological concepts in improving health status of service users.
- Identify key sociological and psychological concepts for care planning
- Income
- Social class
- Education
- Ethnicity
- Gender
- Job roles
- Cultural influences
- Mental health
- Stages of development
- Understand a range of sociological perspectives on health and illness
- Describe a range of psychological perspectives on health and illness
- Describe the role of nature and nurture in the development of personality characteristics
- Explain current demographic trends in health and illness using different sociological perspectives
- Describe how psychological concepts can be used to explain the behaviour of service users and workers in own work setting
- Explore the influence of sociological and psychological perspectives on healthcare provision
- Compare different psychological theories and approaches in terms of how they can be used when caring for service users to enable positive behaviour change
- Analyse how the holistic approach to healthcare practice takes into account different psychological theories of human behavior
- Critically assess how different sociological and psychological perspectives inform our understanding of mental health disorders
- Critique care planning processes in own workplace using different psychological and sociological perspectives
- Evaluate different healthcare interventions designed to improve the health of specific populations using a range of sociological and psychological concepts and perspectives
- Assess how psychological theories are applied to elicit behaviour change in healthcare settings.
- Produce an observational record of how both psychological and sociological concepts are considered when planning care for service users in own work setting
- Work collaboratively with other practitioners and agencies
- Assess the effectiveness of cognitive behavioural therapy on enabling behaviour change using current research
Evaluate impact of psychological and sociological factors on the relationship between culture and concepts of health and disease
- Total Contact Hours: 15
- Supervised Placement & Practice Hours: 10
- Self-Study Hours: 25
- Assessment Hours: 25
- Total Learning Hours of this Module: 75
Module 11: Managing Quality in Healthcare (3 ECTS)
Every organisation should strive for excellence in service and in health and social care, the process of continuous improvement to safety, wellbeing and satisfaction is a hallmark of effective service provision. Healthcare is a high contact service industry, and students will be introduced to some of the concepts of managing service quality with an aim of achieving continuous improvement and exceeding minimum standards.
The focus of this unit is on how quality plays an essential role in healthcare services and the idea that it has many different interpretations and perspectives. Students will gain knowledge of these differing perspectives and consider ways in which health and care service quality may be improved. Students will gain knowledge of some of the methods that can be used to assess different quality perspectives, and develop the ability to evaluate these methods against service objectives.
This unit will also enable students to develop their knowledge of these differing perspectives, to review the requirements of external regulatory bodies and to analyse these in relation to the needs of patients, customers, staff and other internal stakeholders. Further, students will have the opportunity to use this knowledge to plan, implement, monitor and evaluate a small-scale quality improvement initiative in their own work setting.
A manager in care settings is expected to be a driving force in terms of quality improvement. This unit will provide students with the knowledge and skills that employers will expect their managers to bring to the setting.
- Be able to evaluate systems, policies and procedures in healthcare services
- Understand methodologies for evaluating health and social care service quality
- Be able to understand and implement continuous improvement measures as part of the manager’s role in care service provision
- Understand the impact that improving quality has on different individuals in a care setting
- Understand differing perspectives of quality in relation to healthcare services
- Understand strategies for achieving quality in healthcare services
- Evaluate systems, policies and procedures in healthcare services to improve quality
- Identify different models for ensuring quality improvements
- Identify the stakeholders in the improvement of quality delivery in Health and social care
- Explain perspectives that stakeholders in health and perspectives of quality in social care have regarding quality in relation to health and social
- Explain the standards that exist in health and social care for achieving quality in health for measuring quality and social care services
- Assess different quality markers and strategies for managing service quality in order to maintain continuous improvement and positive outcomes
- Analyse the role of benchmarks in maintain quality in Health and social care
- Analyse the role of external agencies in setting care services standards
- Evaluate different approaches to implementing quality systems
- Evaluate the methods by which Health and Social care can gather feedback to improve quality
- Analyse potential barriers to delivery of quality health and social care services
- Assess the impact of poor service quality on healthcare stakeholders
- Liaise with users of services in the evaluation process and its impact on service quality
- Promote ways in which the health and social care service could improve its quality
- Evaluate the effectiveness of quality systems, policies and policies and procedures used in a healthcare setting in achieving quality in the service(s) offered services
- Manage, plan and monitor improvements to quality in a healthcare setting
- Total Contact Hours: 15
- Supervised Placement & Practice Hours: 5
- Self-Study Hours: 35
- Assessment Hours: 20
- Total Learning Hours of this Module: 75
Module 12: Promoting and Supporting Individual's Rights and Preventing Abuse (3 ECTS)
This unit will provide students with an understanding of the importance of diversity, equality, inclusion and prevention of abuse in promoting an individual’s right to dignity.
The unit defines the terms and supports the learner in investigating the importance of dignity and inclusive practice in healthcare. Key legislation is examined and the consequences of non-compliance in the work place.
Students will consider their own values and beliefs and potential effects on care delivery and professional practice. Students will compare the differences between inclusive and discriminatory practice and investigate ways in which to challenge discrimination.
Students will also develop an understanding of the factors of abuse, and study the working practices and strategies to reduce and prevent its occurrence.
- Understand the importance of inclusive practice in promoting dignity, equality, supporting diversity & preventing abuse
- Understand how to work in an inclusive way which promotes and supports right to dignity & respect
- Reflect on their own beliefs, culture, values and preferences and how they may affect working practice
- Identify different types of abuse that can occur within healthcare settings and strategies to combat such abuse
- Individual’s right to dignity and right to make choices
- The importance of diversity, equality, inclusion and prevention of abuse in healthcare settings
- The factors that contribute to the incidence of abuse and harm to self and others
- Effective working practice and strategies used to minimise abuse in health and social care contexts
- Incorporate right to dignity into person centred care approach
- Compare inclusive practice with practice which excludes an individual
- Identify the potential effects of discrimination and abuse
- Understand how to raise awareness of dignity, diversity, equality, inclusion & preventing abuse
- Analyse key legislation and codes of practice relating to diversity, equality, inclusion, discrimination and abuse in adult healthcare settings
- Discuss the possible consequences of not actively complying with legislation and codes of practice relating to diversity, equality, inclusion, discrimination and abuse in adult healthcare settings
- Describe how to challenge discrimination and abuse in a way that promotes change
- Communicate in ways to ensure that own interactions with individuals respect their beliefs, culture, values and preferences
- Explain how to raise awareness of diversity, equality and inclusion
- Explain how to support others to promote diversity, equality, inclusion and preventing abuse
- Identify appropriate intervention strategies to prevent abuse and ways of communicating
- Incorporate practices and strategies used to support and promote diversity, equality and inclusion
- Work effectively with practices and strategies used to minimise abuse in health and social care contexts
Analyse the impact of social and cultural factors on different types of abuse and/or harm to self and others
- Total Contact Hours: 15
- Supervised Placement & Practice Hours: 5
- Self-Study Hours: 35
- Assessment Hours: 20
- Total Learning Hours of this Module: 75
Entry Requirements
Learners need to satisfy the following criteria:
- Ages 18 +
- Hold a Level 3 qualification in Healthcare
- Be able to communicate in the English Language
- Hold a clean Police Conduct Certificate.