Do you have a deep passion for positively impacting people’s lives? Are you envisioning a fulfilling career where you can offer vital care and support to those who require it? Search no more! Our ProQual Level 3 Award in Healthcare and Social Care Support Skills serves as the ideal foundation to embark on your healthcare and social care sector journey.
In the dynamic and ever-evolving landscape of healthcare and social care, possessing the right skills and qualifications is paramount. Whether you’re aspiring to embark on a rewarding career in this field or seeking to enhance your existing skill set, the ProQual Level 3 Award in Healthcare and Social Care Support Skills stands out as a comprehensive and valuable qualification.
The ProQual Level 3 Award in Healthcare and Social Care Support Skills is designed to equip individuals with the essential knowledge and competencies required to excel in various roles within the healthcare and social care sectors. Developed by industry experts and accredited by regulatory bodies, this award covers a wide range of topics essential for providing high-quality care and support to individuals in need.
The ProQual Level 3 Award in Healthcare and Social Care Support Skills is more than just a qualification; it’s a gateway to a fulfilling and impactful career in the healthcare and social care sectors. By investing in your professional development and acquiring the knowledge and skills provided by this award, you’ll be empowered to make a meaningful difference in the lives of others while advancing your own career aspirations. Whether you’re a newcomer to the field or a seasoned professional, embracing continuous learning and development through programs like the ProQual Level 3 Award is key to thriving in this dynamic and vital industry.
Royal Consultant International (RCI) is offering ProQual Qualifications in association with Inspire College of Technologies (ICTQual)
Course overview
The “ProQual Level 3 Award in Healthcare and Social Care Support Skills” is a comprehensive vocational qualification meticulously designed to equip individuals with the necessary knowledge and skills for a successful career in healthcare and social care. This esteemed award offers a solid foundation in key areas essential to these sectors.
Geared towards those aspiring to enter or advance within healthcare or social care, the Level 3 award provides a thorough grasp of fundamental principles and practices crucial for effective support provision in diverse settings.
Covering a broad spectrum of industry-relevant topics such as communication, health and safety, infection control, safeguarding, person-centered care, and teamwork, learners gain insight into the ethical responsibilities integral to aiding individuals in need.
The course integrates theoretical study, practical training, and work-based assessments to hone practical skills. Learners may engage in placements or work experiences within healthcare or social care settings, facilitating hands-on application of knowledge.
Successful completion of the ProQual Level 3 Award signifies individuals’ readiness to undertake various roles in healthcare and social care, potentially boosting employment prospects and paving the way for further career progression in these fields.
By completing the ProQual Level 3 Award in Healthcare and Social Care Support Skills, learners will achieve the following learning outcomes:
- Knowledge and Understanding: Acquire a comprehensive understanding of the fundamental principles and practices of healthcare and social care support, including communication skills, health and safety, infection control, safeguarding, person-centered care, and teamwork dynamics.
- Effective Communication: Develop effective communication skills to establish positive relationships with clients, their families, and the wider healthcare or social care team. Understand the importance of clear and empathetic communication in providing quality care and support.
- Health and Safety: Demonstrate knowledge of health and safety regulations and guidelines specific to the healthcare and social care sectors. Identify and implement appropriate measures to ensure a safe and secure environment for clients and yourself.
- Infection Control: Understand the principles and practices of infection control, including proper hand hygiene, use of personal protective equipment (PPE), and safe disposal of waste. Apply infection control measures to minimize the risk of infections in healthcare and social care settings.
- Safeguarding: Recognize the signs of abuse, neglect, and harm in vulnerable individuals and understand the importance of safeguarding their well-being. Learn how to respond appropriately to safeguarding concerns and follow the relevant policies and procedures.
- Person-Centered Care: Develop a person-centered approach to care, acknowledging the unique needs and preferences of individuals. Gain skills in promoting independence, dignity, and autonomy while providing support and assistance.
- Teamwork and Collaboration: Understand the importance of teamwork in healthcare and social care settings. Develop effective teamwork skills, including communication, cooperation, and conflict resolution, to work collaboratively with colleagues and contribute to a positive and cohesive care team.
- Ethical Considerations: Explore the ethical and legal responsibilities involved in healthcare and social care support. Understand and adhere to professional codes of conduct and confidentiality requirements to maintain the highest standards of practice and respect for clients’ rights.
- Practical Skills: Acquire practical skills through theoretical study, practical training, and work-based assessments. Apply learned knowledge and skills in a practical setting to provide competent and compassionate care and support.
- Professional Development: Recognize the importance of continuous professional development in the healthcare and social care sectors. Identify opportunities for further learning and career advancement to enhance personal and professional growth.
By achieving these learning outcomes, learners will be equipped with the necessary knowledge, skills, and attitudes to excel in healthcare and social care support roles, making a positive impact on the lives of individuals they serve.
To enroll in the ProQual Level 3 Award 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.
This course is designed for individuals who have a passion for making a positive impact in the lives of others and are interested in pursuing a career in the healthcare and social care sectors. It is suitable for a diverse range of individuals, including:
- Aspiring Healthcare Professionals: If you dream of becoming a healthcare assistant, support worker, care worker, or similar roles within the healthcare industry, this course provides the foundational knowledge and skills needed to kick-start your career.
- Individuals Seeking a Change in Career: If you are currently working in a different field but have a strong desire to transition into the healthcare or social care sector, this course can help you acquire the necessary qualifications and knowledge to make a successful career change.
- Current Healthcare or Social Care Workers: If you are already working in the healthcare or social care field but want to enhance your skills, knowledge, and career prospects, this course can serve as a valuable professional development opportunity.
- Those Exploring the Field: If you are considering a career in healthcare or social care and want to gain a deeper understanding of the industry, this course provides an insightful introduction to the principles and practices of healthcare and social care support.
- Caregivers and Family Members: This course can also benefit individuals who are caregivers or family members providing support to their loved ones. It equips them with essential skills and knowledge to provide effective care and support in a formalized and informed manner.
Regardless of your background or previous experience, this course welcomes individuals who possess qualities such as empathy, compassion, and a genuine desire to help others. It provides a solid foundation for individuals who wish to embark on a fulfilling and rewarding career dedicated to improving the well-being of individuals in need of healthcare and social care support.
To achieve the ProQual Level 3 Award in Healthcare and Social Care Support Skills: Candidates must achieve 6 credits from any combination of units.
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 | Communication and relationships to promote thewellbeing and mental health of older people | 9 | 63 |