Are you passionate about making a difference in the lives of others? Do you dream of a fulfilling career in the healthcare and social care sectors? The ProQual Level 3 Certificate in Healthcare and Social Care Support Skills is your key to unlocking a world of exciting opportunities and personal growth.
In the realm of healthcare and social care, possessing the right qualifications can make all the difference in advancing your career and making a meaningful impact on the lives of others. Among the myriad of certifications available, the ProQual Level 3 Certificate in Healthcare and Social Care Support Skills stands out as a comprehensive and esteemed credential.
The ProQual Level 3 Certificate in Healthcare and Social Care Support Skills is a recognized qualification designed to equip individuals with the essential knowledge, skills, and competencies needed to excel in diverse roles within the healthcare and social care sectors. Accredited by reputable regulatory bodies and developed in collaboration with industry experts, this certificate encompasses a wide range of topics crucial for providing high-quality care and support to individuals in need.
The ProQual Level 3 Certificate in Healthcare and Social Care Support Skills is a valuable asset for individuals seeking to advance their careers and make a positive impact in the healthcare and social care sectors. By investing in your professional development and acquiring this esteemed qualification, you’ll be better equipped to meet the evolving challenges of the industry while delivering compassionate and high-quality care to those in need. Whether you’re just starting your career journey or aiming to progress to higher levels of responsibility, the ProQual Level 3 Certificate serves as a solid foundation for success and fulfillment in the dynamic and rewarding field of healthcare and social care.
Royal Consultant International (RCI) is offering ProQual Qualifications in association with Inspire College of Technologies (ICTQual)
Course overview
Course Introduction
Learning Objectives
Eligibility Criteria
Intended Learner
Course Summary
Study Modules
Course Introduction
The ProQual Level 3 Certificate in Healthcare and Social Care Support Skills is tailored to furnish learners with extensive expertise and practical proficiency essential for excelling in healthcare and social care domains. Offering a holistic approach, this program transcends fundamental knowledge, fostering a profound comprehension of the principles and methodologies crucial for delivering exemplary care and assistance.
Expanding upon the foundational principles introduced in the Level 3 Award, this certificate broadens its scope to encompass a diverse array of subjects. Its overarching goal is to augment learners’ adeptness and efficacy in their caregiving capacities, empowering them to effect substantial positive changes in the lives of those they serve.
Encompassing vital domains such as communication proficiency, health and safety protocols, infection control measures, safeguarding practices, person-centered care philosophies, collaborative dynamics, and specialized areas, the course equips learners with a nuanced understanding of the intricacies inherent in healthcare and social care provision.
The ProQual Level 3 Certificate underscores practical training and hands-on assessments, offering learners opportunities to translate theoretical knowledge into practical application. Through supervised placements in healthcare facilities, care homes, or community settings, learners actively engage with patients, clients, and professionals, refining their skills and bolstering their confidence.
Completion of the ProQual Level 3 Certificate endows learners with the requisite qualifications and proficiencies to pursue diverse career paths within healthcare and social care sectors. They may opt for roles such as healthcare assistants, support workers, care coordinators, or advance to higher echelons with further training and experience.
By furnishing a comprehensive understanding of caregiving fundamentals, the ProQual Level 3 Certificate empowers individuals to deliver compassionate, person-centered care while upholding the safety, welfare, and dignity of those under their charge. This qualification stands as a valuable asset for individuals aspiring to embark on a fulfilling career dedicated to positively impacting the lives of vulnerable individuals.
Learning Objectives
Learning Outcomes for the ProQual Level 3 Certificate in Healthcare and Social Care Support Skills:
- Develop Effective Communication Skills: Enhance your ability to communicate effectively with patients, clients, their families, and colleagues, ensuring clear and empathetic interactions that promote trust and understanding.
- Gain In-Depth Knowledge of Health and Safety Practices: Acquire a comprehensive understanding of health and safety regulations and protocols specific to healthcare and social care settings. Learn to identify and minimize risks, ensuring a safe environment for both caregivers and individuals receiving support.
- Master Infection Control Measures: Learn essential infection control procedures and practices to prevent the spread of diseases and maintain a hygienic environment. Understand the importance of hand hygiene, personal protective equipment (PPE), and proper handling and disposal of hazardous materials.
- Understand the Principles of Safeguarding: Explore the principles and procedures of safeguarding vulnerable individuals, including recognizing signs of abuse, taking appropriate action, and promoting their well-being and safety.
- Embrace Person-Centered Care: Develop a deep understanding of person-centered care, placing individuals at the heart of your caregiving practice. Learn to respect their autonomy, values, and preferences, promoting their independence, dignity, and overall well-being.
- Enhance Teamwork and Collaboration Skills: Recognize the importance of effective teamwork in healthcare and social care settings. Develop skills to collaborate with multidisciplinary teams, foster positive working relationships, and contribute to a harmonious and supportive care environment.
- Apply Practical Skills in Real-World Settings: Gain practical experience through supervised placements in healthcare facilities, care homes, or community settings. Apply theoretical knowledge in practical scenarios, honing your caregiving skills and building confidence in your abilities.
- Demonstrate Professionalism and Ethical Conduct: Understand and uphold the highest standards of professionalism, ethical conduct, and confidentiality in your caregiving role. Respect privacy, dignity, and cultural diversity, promoting a person-centered and inclusive approach.
- Reflect on Personal Development: Engage in self-reflection and continuous professional development. Identify areas for growth, seek feedback, and embrace opportunities for lifelong learning to continually improve your caregiving practice.
- Adapt to Changing Needs and Challenges: Develop adaptability and resilience to navigate the dynamic healthcare and social care environments. Learn to effectively respond to changing needs, challenges, and emerging trends, ensuring high-quality care and support.
Eligibility Criteria
To enroll in the ProQual Level 3 Certificate in Healthcare and Social Care Support Skills, learners must meet the following entry requirements:
- Age Requirement: Learners must be at least 18 years old at the start of the course. This requirement ensures that learners have the maturity and readiness to engage in the content and practical aspects of the program.
- Educational Qualifications: There are no specific educational qualifications required for entry into this course. However, a good command of English language skills (both written and spoken) is highly recommended to understand and communicate effectively in the healthcare and social care settings.
- Personal Qualities: As this course involves working closely with individuals in need of healthcare and social care support, learners should possess certain personal qualities. These may include empathy, compassion, patience, and a genuine interest in helping others. Demonstrating a positive and caring attitude towards vulnerable individuals is essential.
- Suitability for the Profession: The healthcare and social care sectors require individuals with good physical and emotional health. Learners should have the capacity to meet the physical demands of the role, which may include assisting with lifting, bending, and prolonged standing. Additionally, learners must be able to manage their emotions effectively, as they may encounter challenging or emotionally charged situations.
It is important to note that entry requirements may vary depending on the training provider or institution offering the course. Therefore, learners are advised to check with the specific provider for any additional requirements or recommendations.
By meeting these entry requirements, learners can embark on the ProQual Level 3 Award in Healthcare and Social Care Support Skills with confidence, knowing they possess the necessary attributes to succeed in this rewarding field.
Intended Learner
The ProQual Level 3 Certificate in Healthcare and Social Care Support Skills is designed for individuals who are passionate about making a difference in the lives of others. This course is ideal for:
- Aspiring Healthcare and Social Care Professionals: If you have a genuine interest in healthcare and social care and aspire to build a career in these sectors, this course provides the essential knowledge and skills to kick-start your journey. Whether you are a school leaver, career changer, or seeking professional development, this course equips you with the necessary qualifications to enter the field.
- Healthcare Assistants and Support Workers: If you are currently working as a healthcare assistant or support worker and wish to enhance your skills and knowledge, this course offers a valuable opportunity for career advancement. It equips you with a deeper understanding of healthcare and social care practices, enabling you to provide higher quality care and support to individuals in need.
- Care Coordinators and Team Leaders: For those in supervisory or leadership positions within healthcare and social care settings, this course provides a comprehensive understanding of best practices and principles. It equips you with the knowledge and skills necessary to effectively coordinate care, support your team, and ensure the well-being of individuals under your responsibility.
- Individuals Seeking Personal Development: Even if you are not currently working in the healthcare or social care sectors, but have a personal interest in providing care and support to others, this course can help you develop the necessary skills and knowledge. Whether you aim to volunteer, support family members, or simply enhance your understanding of caregiving, this course provides a solid foundation.
- Those Seeking a Career Change: If you are considering a career change and have a desire to work in a caring profession, this course offers a pathway for transition. It equips you with the fundamental knowledge and skills required to enter the healthcare and social care sectors, opening doors to diverse and rewarding job opportunities.
Regardless of your background or experience, this course welcomes individuals who are compassionate, empathetic, and dedicated to providing high-quality care and support. It is designed for those who believe in the importance of respecting individuals’ dignity, promoting their independence, and making a positive impact in their lives.
Course Summary
Study Modules
Level 2 Units
| Sr# | Unit Title | Credit Value | GLH |
|---|---|---|---|
| 1 | Implement person centred approaches in health and social care | 5 | 33 |
| 2 | Principles of safeguarding and protection in health and social care | 3 | 10 |
| 3 | Assist in the administration of medication | 4 | 31 |
| 4 | Carry out personal hygiene for individuals unable to care for themselves | 3 | 30 |
| 5 | Support individuals with speech and language disorders to develop their communication skills | 4 | 27 |
| 6 | Perform the non-scrubbed circulating role for perioperative procedures | 3 | 20 |
| 7 | Minimise the risk of infection when transporting and storing healthcare waste | 3 | 30 |
| 8 | Assist in the issuing of prescribed items | 3 | 30 |
| 9 | Assist in the manufacture and assembly of medicinal products | 7 | 22 |
| 10 | Assist in the preparation of documentation, materials and other items for manufacture and assembly of medicinal products | 10 | 32 |
| 11 | Support individuals to carry out their own health care procedures | 2 | 23 |
| 12 | Provide support for therapy sessions | 2 | 6 |
| 13 | Contribute to the discharge of individuals to carers | 2 | 45 |
| 14 | Paediatric Emergency First Aid | 1 | 23 |
| 15 | Introduction to communication in health, social care or children’s and young people’s settings | 3 | 20 |
| 16 | Support individuals to meet personal care needs | 2 | 24 |
| 17 | Contribute to the safe use of medical devices in the perioperative environment | 4 | 25 |
| 18 | Causes and Spread of Infection | 2 | 20 |
| 19 | Prepare documentation, materials, components and other items for the preparation of aseptic products | 6 | 38 |
| 20 | Introduction to duty of care in health, social care or children’s and young people’s settings | 1 | 28 |
| 21 | Provide support for mobility | 2 | 30 |
| 22 | Assist others to plan presentations | 2 | 38 |
| 23 | Order Routine Pharmaceutical Stock | 3 | 33 |
| 24 | Dementia Awareness | 2 | 13 |
| 25 | Support individuals to manage continence | 3 | 26 |
| 26 | Move and position individuals in accordance with their plan of care | 4 | 25 |
| 27 | Handle information in health and social care settings | 1 | 43 |
| 28 | The role of the health and social care worker | 2 | 40 |
| 29 | Obtain and test specimens from individuals | 2 | 14 |
| 30 | Prepare individuals for healthcare activities | 3 | 27 |
| 31 | Assist in planning and evaluating learning activities | 3 | 35 |
| 32 | Provide support to the surgical team when preparing individuals for operative and invasive procedures | 2 | 35 |
| 33 | Assist the practitioner to carry out health care activities | 2 | 32 |
| 34 | Assist the practitioner to carry out health care activities | 2 | 32 |
| 35 | Work in partnership with families to support individuals | 4 | 45 |
| 36 | Minimise the risk of infection during the removal of used linen | 2 | 27 |
| 37 | Understand the context of supporting individuals with learning disabilities | 3 | 24 |
| 38 | Select and wear appropriate personal protective equipment for work in health care settings | 4 | 20 |
| 39 | Monitor and maintain the environment and resources during and after clinical / therapeutic activities | 3 | 20 |
| 40 | Prepare and dress for scrubbed clinical roles | 3 | 26 |
| 41 | Care for individuals with naso-gastric tubes | 3 | 26 |
| 42 | The principles of Infection Prevention and Control | 3 | 24 |
| 43 | Assist with the provision of a pharmacy service to meet individuals’ needs | 3 | 25 |
| 44 | Contribute to the effectiveness of teams | 3 | 28 |
| 45 | Support individuals who are distressed | 3 | 10 |
| 46 | Support individuals undergoing healthcare activities | 4 | 26 |
| 47 | Assist in receiving, handling and dispatching clinical specimens | 2 | 20 |
| 48 | Assist in the sale of medicines and products | 8 | 22 |
| 49 | Prepare aseptic products | 10 | 22 |
| 50 | Prepare and apply dressings and drains to individuals in the perioperative environment | 2 | 25 |
| 51 | Planning and Monitoring Work | 2 | 28 |
| 52 | Cleaning, Decontamination and Waste Management | 2 | 16 |
| 53 | Ensure your own Actions Reduce risks to Health and Safety | 2 | 14 |
| 54 | Introduction to equality and inclusion in health, social care or children’s and young people’s settings | 2 | 30 |
| 55 | Provide agreed support for foot care | 3 | 25 |
| 56 | Contribute to health and safety in health and social care | 4 | 37 |
| 57 | Support independence in the tasks of daily living | 5 | 35 |
| 58 | Prepare equipment for intraoperative cell salvage blood collection | 2 | 30 |
| 59 | Maintaining quality standards in the health sector | 1 | 23 |
| 60 | Support participation in learning and development activities | 1 | 24 |
| 61 | Provide support for sleep | 3 | 30 |
| 62 | Remove wound closure materials | 3 | 23 |
| 63 | Support individuals to eat and drink | 2 | 25 |
| 64 | Undertake agreed pressure area care | 3 | 32 |
| 65 | Service improvement in the health sector | 2 | 43 |
| 66 | Meet food safety requirements when providing food and drink for individuals | 4 | 32 |
| 67 | Understand loss and grief in end of life care | 2 | 30 |
| 68 | Understand how to work in end of life care | 2 | 28 |
| 69 | Collection of used equipment | 3 | 35 |
| 70 | Sort used equipment and dispose of waste | 3 | 41 |
| 71 | Stroke awareness | 2 | 30 |
| 72 | Introductory awareness of sensory loss | 2 | 34 |
| 73 | Assist in the issuing of pharmaceutical stock | 3 | 38 |
Level 3 Units
| Sr# | Unit Title | Credit Value | GLH |
|---|---|---|---|
| 1 | Work with babies and young children to promote their development and learning | 6 | 45 |
| 2 | Engage in personal development in health, social care or children’s and young people’s settings | 3 | 10 |
| 3 | Support individuals with multiple conditions and/or disabilities | 4 | 31 |
| 4 | Support individuals who are bereaved | 4 | 30 |
| 5 | Prepare for and carry out extended feeding techniques | 4 | 27 |
| 6 | Provide support to continue recommended therapie | 3 | 20 |
| 7 | Insert and secure nasogastric tubes | 4 | 30 |
| 8 | Develop positive relationships with children and young people | 4 | 30 |
| 9 | Provide advice and information to enable parents to promote the health and well-being of their newborn babies | 3 | 22 |
| 10 | Facilitate and monitor housing and accommodation services to support individuals with mental health needs | 5 | 32 |
| 11 | Collaborate in the assessment of environmental and social support in the community | 4 | 23 |
| 12 | Influencing Others at Work | 1 | 6 |
| 13 | Care for the physical and nutritional needs of babies and young children | 6 | 45 |
| 14 | Support families who have a child with a disability | 3 | 23 |
| 15 | Support individuals to manage their finances | 3 | 20 |
| 16 | Obtain venous blood samples | 3 | 24 |
| 17 | Implement therapeutic group activities | 3 | 25 |
| 18 | Collate and communicate health information to individuals | 3 | 20 |
| 19 | Provide information and advice to individuals on eating to maintain optimum nutritional status | 5 | 38 |
| 20 | Assist in the implementation of programmes to increase mobility, movement and functional independence | 4 | 28 |
| 21 | Receive and handle clinical specimens within the sterile field | 4 | 30 |
| 22 | Prepare anaesthetic environment and provide support for pre and post-operative anaesthesia and recovery | 5 | 38 |
| 23 | Make recommendations for the use of physical resources in a health setting | 5 | 33 |
| 24 | Maintaining quality standards in the health sector | 2 | 13 |
| 25 | Understand Models of Disability | 3 | 26 |
| 26 | Support individuals to access and use services and facilities | 4 | 25 |
| 27 | Promote and implement health and safety in health and social care | 6 | 43 |
| 28 | Support young people with a disability to make the transition into adulthood | 5 | 40 |
| 29 | Understand mental well-being and mental health promotion | 3 | 14 |
| 30 | Carry out vision screening | 4 | 27 |
| 31 | Assist professionals to support individuals from diverse linguistic and cultural backgrounds to access speech and language therapy services | 5 | 35 |
| 32 | Implement hydrotherapy programmes for individuals and groups | 5 | 35 |
| 33 | Deliver exercise sessions to improve individuals’ health and wellbeing | 5 | 32 |
| 34 | Provide support to the surgical team when preparing individuals for operative and invasive procedures | 4 | 32 |
| 35 | Facilitate person centred assessment, planning, implementation and review | 6 | 45 |
| 36 | Work in partnership with families to support individuals | 4 | 27 |
| 37 | Support individuals to develop and run support groups | 3 | 24 |
| 38 | Monitor own work practice in health, social care or children’s and young people’s settings | 3 | 20 |
| 39 | Perform first line calibration on clinical equipment to ensure it is fit for use | 3 | 20 |
| 40 | Monitor and review individuals progress in relation to maintaining optimum nutritional status | 3 | 26 |
| 41 | Give presentations to groups | 4 | 26 |
| 42 | Support individuals in undertaking their chosen activities | 4 | 24 |
| 43 | Control the use of physical resources in a health setting | 3 | 25 |
| 44 | Support children and young people experiencing transitions | 3 | 28 |
| 45 | Promote communication in health, social care or children’s and young people’s settings | 3 | 10 |
| 46 | Contribute to the prevention of aggressive and abusive behaviour of people | 4 | 26 |
| 47 | Service improvement in the health sector | 3 | 20 |
| 48 | Understand the process and experience of dementia | 3 | 22 |
| 49 | Understand Physical Disability | 3 | 22 |
| 50 | Support individuals with a learning disability to access healthcare | 3 | 25 |
| 51 | Undertake urethral catheterisation processes | 4 | 28 |
| 52 | Promote good practice in handling information in health and social care settings | 2 | 16 |
| 53 | Understand mental health problems | 3 | 14 |
| 54 | Perform routine Electrocardiograph (ECG) Procedures | 4 | 30 |
| 55 | Undertake treatments and dressings of lesions and wounds | 4 | 25 |
| 56 | Adapt and fit healthcare equipment, medical devices, assistive technology, or products, to meet individuals’ needs | 6 | 37 |
| 57 | Administer oral nutritional products to individuals | 5 | 35 |
| 58 | Promote effective communication with individuals with sensory loss | 4 | 30 |
| 59 | Work with other professionals and agencies to support individuals with physical disability | 3 | 23 |
| 60 | Support individuals to access housing and accommodation services | 4 | 24 |
| 61 | Identify information requirements in a health context | 4 | 30 |
| 62 | Prepare and reproduce permanent radiographic images | 4 | 23 |
| 63 | Develop and prepare speech and language therapy resources for alternative and augmentative communication (AAC) use | 4 | 25 |
| 64 | Carry out wound drainage care | 4 | 32 |
| 65 | Prepare and provide surgical instrumentation and supplementary items for the surgical team | 6 | 43 |
| 66 | Care for a newly born baby when the mother is unable to do so | 4 | 32 |
| 67 | Understand Child and Young Person Development | 4 | 30 |
| 68 | Provide support to maintain and develop skills for everyday life | 4 | 28 |
| 69 | Facilitate learning and development activities to meet individual needs and preferences | 5 | 35 |
| 70 | Enable individuals with behavioural difficulties to develop strategies to change their behaviour | 8 | 41 |
| 71 | Reprocess endoscopy equipment | 4 | 30 |
| 72 | Support individuals with cognition and learning difficulties | 5 | 34 |
| 73 | Assist in testing individuals’ abilities prior to planning physical activities | 5 | 38 |
| 74 | Support individuals to manage dysphagia | 5 | 35 |
| 75 | Provide advice on foot care for individuals with diabetes | 3 | 23 |
| 76 | Transport, transfer and position individuals and equipment within the perioperative environment | 5 | 32 |
| 77 | Understand Sensory Loss | 3 | 21 |
| 78 | Support families who are affected by Acquired Brain Injury | 3 | 30 |
| 79 | Support individuals during a period of change | 4 | 29 |
| 80 | Perform intravenous cannulation | 4 | 34 |
| 81 | Care for individuals with urethral catheters | 4 | 30 |
| 82 | Conduct routine maintenance on clinical equipment | 4 | 30 |
| 83 | Assist and support individuals to use alternative and augmentative communication systems (AAC) | 5 | 35 |
| 84 | Measure and record individuals’ body fluid balance in a perioperative environment | 4 | 23 |
| 85 | Support parents/carers to interact with and care for their newborn baby | 4 | 30 |
| 86 | Deliver training through demonstration and instruction | 3 | 21 |
| 87 | Principles for implementing duty of care in health social care or children’s and young people’s settings | 1 | 5 |
| 88 | Promote Child and Young Person Development | 3 | 25 |
| 89 | Develop and sustain effective working relationships with staff in other agencies | 4 | 24 |
| 90 | Undertake physiological measurements | 3 | 23 |
| 91 | Undertake stoma care | 4 | 30 |
| 92 | Assure the effective functioning of radiographic image processing equipment | 4 | 25 |
| 93 | Operate equipment for intraoperative cell salvage blood collection | 5 | 40 |
| 94 | Advise and inform individuals on managing their condition | 5 | 31 |
| 95 | Assist others to monitor individuals’ progress in managing dysphagia | 5 | 38 |
| 96 | Support carers to meet the care needs of individuals | 5 | 30 |
| 97 | Maintain pharmaceutical stock | 3 | 4 |
| 98 | Anatomy and Physiology for Maternity Support Workers | 2 | 20 |
| 99 | Receive prescriptions from individuals | 3 | 15 |
| 100 | Understand how to support individuals with autistic spectrum conditions | 3 | 28 |
| 101 | Support Individuals with Specific Communication Needs | 5 | 35 |
| 102 | Obtain and test capillary blood samples | 4 | 30 |
| 103 | Support individuals at the end of life | 7 | 53 |
| 104 | Contribute to effective multidisciplinary team working | 3 | 20 |
| 105 | Analyse and present health related data and information | 4 | 30 |
| 106 | Remove wound drains | 4 | 27 |
| 107 | Develop activities and materials to enable individuals to reach specific communication goals | 5 | 38 |
| 108 | Operate equipment for intraoperative cell salvage blood processing and complete intraoperative cell salvage blood process | 5 | 39 |
| 109 | Support parents/carers and those in a parental role to care for babies during their first year | 5 | 36 |
| 110 | Obtain a client history | 3 | 22 |
| 111 | Manage the availability of physical resources to meet service delivery needs in a health setting | 5 | 33 |
| 112 | Administer medication to individuals, and monitor the effects | 5 | 30 |
| 113 | Undertake an in-process accuracy check of assembled prescribed items prior to the final accuracy check | 4 | 11 |
| 114 | Promote equality and inclusion in health, social care or children’s and young people’s settings | 2 | 8 |
| 115 | Understand the impact of Acquired Brain Injury on individuals | 3 | 28 |
| 116 | Support individuals to live at home | 4 | 25 |
| 117 | Promote person centred approaches in health and social care | 6 | 41 |
| 118 | interact with and support individuals using telecommunications | 5 | 36 |
| 119 | Undertake tissue viability risk assessments | 3 | 26 |
| 120 | Manufacture equipment or medical devices for individuals within healthcare | 4 | 30 |
| 121 | Provide support for individuals with communication and interaction difficulties | 5 | 39 |
| 122 | Monitor individuals’ progress in relation to managing their body weight and nutrition | 3 | 26 |
| 123 | Assist in implementing treatment programmes for individuals with severely reduced movement/mobility | 5 | 29 |
| 124 | Assist in the delivery of perioperative care and support to individuals | 4 | 31 |
| 125 | Examine the feet of individuals with diabetes | 4 | 32 |
| 126 | Communicate with individuals about promoting their health and wellbeing while working as a Health Trainer | 3 | 15 |
| 127 | Understand How to Safeguard the Wellbeing of Children and Young People | 3 | 25 |
| 128 | Support Children and Young People’s Health and Safety | 2 | 15 |
| 129 | Develop Positive Relationship with Children, Young People and Others Involved in Their Care | 1 | 8 |
| 130 | Working Together for the Benefit of Children and Young People | 2 | 15 |
| 131 | Understand How to Support Positive Outcomes for Children and Young People | 3 | 25 |
| 132 | Assessment and planning with children and young people | 5 | 35 |
| 133 | Promote the wellbeing and resilience of children and young people | 4 | 30 |
| 134 | Professional practice in children and young people’s social care | 4 | 30 |
| 135 | Support individuals to prepare for and settle in to new home environments | 3 | 23 |
| 136 | Promote positive behaviour | 6 | 44 |
| 137 | Support use of medication in social care settings | 5 | 40 |
| 138 | Provide information and advice to children and young people | 3 | 22 |
| 139 | Support young people to move towards independence and manage their lives | 3 | 20 |
| 140 | Work with children and young people in a residential care setting | 5 | 35 |
| 141 | Support positive practice with children and young people with speech, language and communication needs | 4 | 28 |
| 142 | Support children or young people in their own home | 4 | 30 |
| 143 | Support positive attachments for children and young people | 7 | 55 |
| 144 | Support individuals with autistic spectrum conditions | 4 | 33 |
| 145 | Prepare, load and operate decontamination equipment | 3 | 23 |
| 146 | Carry out sterilisation and product release of reuseable medical devices | 3 | 24 |
| 147 | Understand how to monitor the decontamination process | 2 | 19 |
| 148 | Monitor and solve customer service problems | 1 | 8 |
| 149 | Plan, allocate and monitor work of a team | 6 | 40 |
| 150 | Understand Stroke Care Management | 5 | 25 |
| 151 | Conduct hearing assessments | 4 | 36 |
| 152 | Conduct External Ear Examinations | 5 | 38 |
| 153 | Carry out intravenous infusion | 4 | 28 |
| 154 | Carry out blood collection from fixed or central lines | 4 | 30 |
| 155 | Diabetes Awareness | 4 | 30 |
| 156 | Introduction to the role and responsibilities of a Health Trainer | 6 | 46 |
| 157 | Establishing and developing relationships with communities while working as a Health Trainer | 4 | 20 |
| 158 | Enable individuals to change their behaviour to improve their health and wellbeing while working as a Health Trainer | 3 | 10 |
| 159 | Clinical Imaging Support Worker: Anatomy and Terminology | 5 | 25 |
| 160 | Clinical Imaging Support Worker: Fundamentals of Care | 3 | 24 |
| 161 | Clinical Imaging Support Worker: Radiation Protection and Awareness | 6 | 48 |
| 162 | The Use of Contrast Media in Clinical Imaging | 3 | 24 |
| 163 | Speech and Language Support for 11-16s: From Theory into Practice | 2 | 15 |
| 164 | Speech and Language Support for 5-11s: From Theory into Practice | 9 | 63 |
| 165 | Communication Support for 0-25s with Severe and Complex Needs: From Theory into Practice | 9 | 63 |
| 166 | Speech and language support for under 5s: From theory into practice | 9 | 63 |
| 167 | Receive pharmaceutical stock | 3 | 9 |
Level 4 Units
| Sr# | Unit Title | Credit Value | GLH |
|---|---|---|---|
| 1 | Support disabled children and young people and those with specific requirements | 6 | 45 |
| 2 | Enable children and young people to understand their health and well-being | 5 | 38 |
| 3 | Develop and agree individualised care plans for babies and families | 5 | 38 |
| 4 | Understand the needs of children and young people who are vulnerable and experiencing poverty and disadvantage | 5 | 40 |
| 5 | Support individuals to access education, training or employment | 4 | 31 |