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Qualifi Level 3 Diploma in
Health and Social Care
Specification (For Centres)
January 2020
All course materials, including lecture notes and other additional materials related to your
course and provided to you, whether electronically or in hard copy, as part of your study, are
the property of (or licensed to) QUALIFI Ltd and MUST not be distributed, sold, published, made
available to others or copied other than for your personal study use unless you have gained
written permission to do so from QUALIFI Ltd. This applies to the materials in their entirety and
to any part of the materials.
About QUALIFI
QUALIFI provides academic and vocational qualifications that are globally recognised. QUALIFI’s commitment to the creation and awarding of respected qualifications has a rigorous focus on high standards and consistency, beginning with recognition as an Awarding Organisation (AO) in the UK. QUALIFI is approved and regulated by Ofqual (in full). Our Ofqual reference number is RN5160.
Ofqual is responsible for maintaining standards and confidence in a wide range of vocational qualifications. QUALIFI is also a signatory to BIS international commitments of quality.
As an Ofqual recognised Awarding Organisation, QUALIFI has a duty of care to implement quality assurance processes. This is to ensure that centres approved for the delivery and assessment of QUALIFI’s qualifications and awards meet the required standards. This also safeguards the outcome of assessments and meets national regulatory requirements.
QUALIFI’s qualifications are developed to be accessible to all learners in that they are available to anyone who is capable of attaining the required standard. QUALIFI promotes equality and diversity across aspects of the qualification process and centres are required to implement the same standards of equal opportunities and ensure learners are free from any barriers that may restrict access and progression.
QUALIFI’s policy document for learners with specific requirements or who need special consideration is available for centre reference. Centres are responsible for reviewing the applicant’s ability to complete the training programme successfully and ultimately achieve a qualification. The initial assessment by the centre, will need to take into account the support that is readily available or can be made available to meet individual needs as appropriate. The centre must also consider prior learning and qualifications and they must be in a position to make a judgement on the learner’s entry requirements.
Supporting Diversity
QUALIFI and its partners recognise and value individual difference and have a public duty to promote equality and remove discrimination in relation to race, gender, disability, religion or belief, sexual orientation and age.
Learner Voice
Learners can play an important part in improving the quality of this course through the feedback they give. In addition to the ongoing discussion with the course team throughout the year, there are a range of mechanisms for learners to feed back about their experience of teaching and learning. This can include questionnaires and surveys to allow both centres and QUALIFI to understand how we can improve the learner experience.
1 Introduction
1.1 Why Choose QUALIFI Qualifications?
QUALIFI qualifications look to provide a realistic and broad opportunity for learners seeking career and professional development. They will support learners in realising their potential and provide clear objectives.
These objectives are to:
- provide career path support to learners who wish to develop their management skills, enterprise capabilities and opportunities in their chosen sector
- improve learner understanding of any given business environments and organisations and how they are managed and developed
- develop skills and abilities in learners to support their professional development.
Our qualifications provide a rich mix of disciplines and skills development opportunities. Learners will gain insight into the functioning, objectives and processes of organisations, appreciating their diversity and the influences and impact of external forces on them. The fast-changing and complex business environment and different organisational ability to stay resilient and respond positively to change and opportunities will be explored.
Our qualifications will develop learner ability to:
- apply analytical and evaluative techniques and to enhance those skills
- investigate issues and opportunities
- develop their awareness and appreciation of managerial, organisational and environmental issues
- use management techniques and practices in imaginative ways
- make use of relevant information from different sources
- develop and encourage problem solving and creativity to tackle problems and challenges
- exercise judgement and take responsibility for decisions and actions
- develop the ability to recognise and reflect on personal learning and improve their personal, social and other transferable skills.
1.2 Employer Support for the Qualification Development
The development of these qualifications has been initiated and guided by discussions and idea sharing with a range of employers, providers and existing centres demonstrating the rigor, validity and demand for the qualification.
Discussions and feedback have been taken throughout the development of the qualifications on content, the potential learner audience for the qualification and assessment methods, ensuring a valuable experience and a recognised set of skills, knowledge and understanding is realised.
1.3 Qualification Title and Code
This qualification has been accredited to the Regulated Qualification Framework (RQF) and has its own unique Qualification Accreditation Number (QAN). This number will appear on the learner’s final certification document. Each unit with the qualification has its own RQF code. The QAN for this qualification is as follows:
Qualifi Level 3 Diploma in Health and Social Care (603/0819/9)
1.4 Awarding Organisation
QUALIFI LTD
2 Programme Purpose
2.1 Reasons for the Qualification
The qualification has been created to develop and reward the health and social care workers of today and the future, and to continue to bring recognition and professionalism to the health and social care sector.
We hope that centres and learners take the opportunity to learn a great deal from this programme that will provide relevant new skills and qualities.
It is envisaged that this programme will encourage both academic and professional development so that your learners move forward to realise not just their own potential but also that of organisations across a broad range of sectors.
The Diploma is accredited at Level 3 with a total equivalence of 60 credits. It is envisaged that learners completing the Level 3 Diploma will progress to the QUALIFI Level 4 Diploma in Health and Social Care.
- To provide specialist study relevant to individual vocations and environments in which learners are currently working, or to which learners are aiming to work, within the health and/or social care sector
- To develop learners’ ability to contribute positively to good practice in the health and social care environment through effective use and combination of the knowledge and skills gained in the qualifications
- To develop skills and techniques, personal qualities and attributes essential for successful performance in working life and thereby enabling learners to make an immediate contribution to employment.
2.4 Learning Outcomes of the Diploma
Learners studying for the Diploma in Health and Social Care will be expected to develop the
following skills during the programme of study:
- The ability to read and use appropriate literature with a full and critical understanding the ability to think independently and solve problems
- Apply subject knowledge and understanding to address familiar and unfamiliar problems
- Recognise the moral and ethical issues of health and social care practice and research; appreciating the need for ethical standards and professional codes of conduct
- An appreciation of the interdisciplinary nature of health and social care service provision
- Capacity to give a clear and accurate account of a subject, in a mature way and engage in debate and dialogue both with specialists and non-specialists
- Transferable skills and knowledge that will enable individuals to meet changing
- To motivate individuals to progress to further professional development through future study or as part of their chosen career.
These are the overall learning outcomes in line with a Level 3 qualification. The learning outcomes for each of the units are identified in Appendix 1 within the descriptors.
3. Delivering the Qualification
3.1 Quality Assurance Arrangements
All centres go through an approval process to be recognised as an approved centre. Centres must have in place qualified and experienced tutors. The experience of tutors and their ability to support learners will be important. Centres must commit to working with QUALIFI and its team of Quality Reviewers/External Verifiers. Continuing professional development (CPD) for tutors is also required.
Approved centres will be monitored by QUALIFI External Quality Reviewers (EQAs) to ensure that learners are provided with appropriate learning opportunities and guidance. EQAs will ask to see and discuss a centre’s formative assessment plans. The suitability of these plans will be agreed with the centre.
QUALIFI’s guidance on invigilation, preventing plagiarism and collusion will apply to centres. QUALIFI Quality Reviewers/External Verifiers will monitor centre compliance. For assessment purposes, unless otherwise agreed, QUALIFI:
- appoints assignment setters, markers and moderators
- sets and agrees assignments
- marks and moderates’ assignments
- agrees the final mark and issues certificates.
QUALIFI’s ‘Handbook on Guidance and Requirements for Assessment and Marking’ will apply to its assignment setters, markers and moderators.
3.2 Access to Study
All learners should be invited to an induction event to be introduced to the programme in detail through presentations and discussions with tutors and the centre support team.
All learners should be issued with the Diploma handbook, a timetable and meet with their personal tutor and fellow learners. Centres should assess learners carefully to ensure that they take the right qualification and the right pathways or optional units, to allow them to progress to the next stage.
Centres should check the qualification structures and unit combinations carefully when advising learners. Centres will need to ensure that learners have access to a full range of information, advice and guidance in order to support them in making the necessary qualification and unit choices. When learners are recruited, centres need to give them accurate information on the title and focus of the qualification for which they are studying.
All learners must be registered with QUALIFI within 30 days of centre registration.
3.3 Entry Criteria
QUALIFI Level 3 Diploma in Health and Social Care:
The qualifications has been designed to be accessible without artificial barriers that restrict access and progression. Entry to the qualification will be through centre interview and learners will be expected to hold the following:
- qualifications at Level 2 and/or;
- work experience in the health and social care sector and demonstrate ambition with clear career goals;
- a Level 3 qualification in another discipline and want to develop their careers in health and social care.
In certain circumstances, learners with considerable experience but no formal qualifications may be considered, subject to interview and being able to demonstrate their ability to cope with the demands of the programme.
4.2 Qualification Structure
There are mandatory and optional units for this qualification. All units cover a number of topics relating to learning outcomes. Each unit has the equivalency of 10 credits.
Learners are required to complete six units to achieve the 60 credits required to gain the Level 3 Diploma in Health and Social Care. Learners will be expected to attend lectures and workshops that will introduce the subject matter. Formative assessments (weighted at 0%) may be used in lectures or tutorials to check knowledge and understanding of specific topics and subject areas. Units require reflective exam sets and/or summative assessments for marking.
QUALIFI Level 3 Diploma in Health and Social Care comprises seven units in total.
The Diploma requires four mandatory units and a minimum of two optional units.
Unit Reference Mandatory Units Level TQT Credits L3HSC01 An Introduction to Health and Social Care 3 100 10
L3HSC02 Communication for Health and Social Care 3 100 10
L3HSC03 Promoting Health in the Population 3 100 10 L3HSC04 Person Centred Care 3 100 10 Unit Reference Optional Units Level TQT Credits L3HSC05 Understanding Diabetes Care 3 100 10 L3HSC06 Understanding Stroke care 3 100 10
L3HSC07 Understanding Dementia care 3 100 10
4.3 Progression and Links to other QUALIFI Programmes
Learners completing the QUALIFI Level 3 Diploma in Health and Social Care can progress to:
- the QUALIFI Level 4 Diploma in Health and Social Care, or
- the first year of undergraduate study in health and social care; or
- directly into employment in an associated profession.
4.4 Recognition of Prior Learning
Recognition of Prior Learning (RPL) is a method of assessment (leading to the award of credit) that considers whether learners can demonstrate that they can meet the assessment requirements for a unit through knowledge, understanding or skills they already possess, and so do not need to develop through a course of learning.
QUALIFI encourages centres to recognise learners’ previous achievements and experiences whether at work, home or at leisure, as well as in the classroom. RPL provides a route for the recognition of the achievements resulting from continuous learning. RPL enables recognition of achievement from a range of activities using any valid assessment methodology. Provided that the assessment requirements of a given unit or qualification have been met, the use of RPL is acceptable for accrediting a unit, units or a whole qualification.
Evidence of learning must be valid and reliable. For full guidance on RPL please refer to QUALIFI’s policy document on RPL.
5 Guidance to Teaching and Learning
To ensure consistency and quality of delivery amongst centres, QUALIFI has outlined a number of policies and procedures required to ensure the very best standards are available to learners. These include:
- expertise of staff
- learning and teaching methods
- study skills
- learning resources
- personal development planning
- career opportunities.
The policies and procedures are available on request to all accredited centres or to those wishing to apply for accreditation to deliver QUALIFI qualifications.
6 Learner Support
Centres should continue to support learners and encourage appropriate behaviour. To ensure consistency and quality of delivery amongst centres QUALIFI, has outlined a number of policies and procedures to ensure the very best standards are available to learners. These include:
- learners with disabilities
- health and safety
- conduct
- progression
- weekly timetable/attendance requirements.
The policies and procedures are available on request to all accredited centres or to those wishing to apply for accreditation to deliver QUALIFI qualifications.
8. Course Regulations
8.1 Course Requirements
Learners must complete all units and pass the appropriate mark to receive the full Diploma Award.
QUALIFI will issue certificates to all successful learners through the registered centres.
8.2 Classification of Awards
Where a candidate has achieved an overall average mark of at least 70% from all the units, QUALIFI may award a Distinction, although offering such a grade to individual candidates is at the discretion of QUALIFI and is not normally given after any successful referral attempts.
Decisions about the overall classification of awards are made by QUALIFI through the application of the academic and relevant course regulations. It is based on the Average Percentage Mark (APM) or, at the discretion of QUALIFI, on the basis of your overall profile and performance subject to the minimum requirements.
8.3. Learner Voice
Learners can play an important part in improving the quality of this course through the feedback they give. In addition to the ongoing discussion with the course team throughout the year, there is a range of mechanisms for learners to feed back about their experience of teaching and learning.
8.4 Complaints
QUALIFI recognises that there may be occasions when learners and centres have cause for complaint about the service received. When this happens, the complaints procedure is intended to provide an accessible, fair and straightforward system that ensures as an effective, prompt and appropriate response as possible.
For more information on our formal complaints procedure please contact in the first instance or email: support@QUALIFI-international.com
9 Equality and Diversity
QUALIFI recognises that discrimination and victimisation are unacceptable and that it is in the interests of QUALIFI employees to utilise the skills of the total workforce. It is our aim to ensure that no employee or other representative of QUALIFI receives less favourable facilities or treatment (either directly or indirectly) in recruitment or employment on grounds of age, disability, gender/gender reassignment, marriage/civil partnership, pregnancy/maternity, race, religion or belief, sex, or sexual orientation (protected characteristics).
Our aim is that our workforce will be truly representative of all sections of society and each employee feels respected and able to give their best. We oppose all forms of unlawful and unfair discrimination or victimisation. To that end the purpose of this policy is to provide equality and fairness for all.
Our staff will not discriminate directly or indirectly, or harass customers or clients because of age, disability, gender reassignment, pregnancy and maternity, race, religion or belief, sex, and sexual orientation in the provision of QUALIFI’s goods or services.
This policy and the associated arrangements shall operate in accordance with statutory requirements, particularly the Equality Act 2010 https://www.gov.uk/equality-act-2010-guidance. In addition, full account will be taken of any guidance or codes of practice issued by the Equality and Human Rights Commission, any government departments, and any other statutory bodies.
The policy document will be monitored and reviewed annually and can be downloaded from our website or by making contact with QUALIFI.
10. Further Professional Development and Training
QUALIFI supports UK and international customers with training related to our qualifications. This support is available through a choice of training options offered through publications or through customised training at your centre.
The support we offer focuses on a range of issues including:
- planning for the delivery of a new programme
- planning for assessment and grading
- developing effective assignments
- building your team and teamwork skills
- developing learner-centred learning and teaching approaches
- building in effective and efficient quality assurance systems.
You can request customised training through your registered centre in the first instance. If you need to contact QUALIFI directly:
Our customer service number: +44 (0)115 888 2323 or +44 (0)208 123 2946
Or email: support@QUALIFI-international.com
Website: www.QUALIFI.net www.QUALIFI-international.com
Indicative Content
Learners must cover the following topics:
1. Understand the main roles and responsibilities of health and social care workers when delivering care: - What are their organisation’s policies and procedures? - Importance of providing dignified personal care - How to assess needs of individuals and joint care planning with individual and family - How to encourage independence - Promoting anti-discriminatory practices - Empowering individuals - How do we ensure safety for both clients and staff? - Ensuring confidentiality and data protection, codes of practice and legislation. 2. Understand the roles of regulatory and professional bodies in relation to the delivery of high- quality care. - Care Quality Commission (CQC), National Institute for Health and Care Excellence (NICE) and what they do - Professional body regulation, e.g. NMC, HCPC etc. and how they work - The organisation’s role in helping their employees meet standards, implementing codes of practice, CPD etc. 3. Evaluate the role and responsibilities of the inter-professional team in delivering health and social care: - What is the difference between inter-professional and multidisciplinary teams? - Why do we need inter-professional working and what are the benefits for individuals receiving care? - Barriers to inter-professional working and how can they be overcome - Involving everyone in care decisions, the holistic approach to care delivery - Learners must be exposed to the relevant legislations/ resources covering these topic areas.
Delivery Guidance
The course will be delivered by a blended learning approach where learners will attend face-to- face sessions but will also be expected to work independently to research information around the topic areas. Learners will need to spend 3 hours a week in face-to-face classroom activity but an additional 6 – 7 hours per week in directed and independent study activity.
Learners can be given access to resources for each of the sessions via a Virtual Learning Environment (VLE). This means that learners can access resources to study at any time that is convenient to them. They can go back and look at resources used in the classroom and have online chats with their study groups and lecturers to enhance deep learning of the topic.
The face-to-face sessions will be interactive with group activities, peer learning and presentations. Ongoing assessment of learning via question and answer, quizzes and formative assessments will ensure that learners have understood the topic and are ready to move onto new areas.
Tutors will provide one-to-one feedback to learners on their progress towards summative assessment submission, feeding back on draft work before final submission.
Learners will be encouraged to form study groups to support each other and the VLE will facilitate this remotely.
Assessment Guidance
This unit will be assessed via a written piece of work. A workbook will be used where learners are given case studies relevant to each of the learning outcomes. Learners will be tasked with answering questions about the case study that will cover the individual assessment criteria. This means that learners will be exposed to real -life scenarios from health and social care.
The total word count will be equivalent to 2,500 words and learners will be given the marking criteria to show what needs to be achieved to receive higher grades of merit and distinction for their work, which will involve deeper analysis and evaluation of the topics covered in their answers.
Suggested Resources
www.communitycare.co.uk
www.england.nhs.uk
https://www. nice .org.uk/
www. cqc .org.uk/
Cribb, A. and Gerwitz, S. (2015) Professionalism- Key themes in Health and Social care, Polity Press
Glasby, J. and Dickinson, H. (2008) Partnership Working in Health and Social Care. Polity Press
- Understand the importance of ICT in communicating in health and social care practice.
3.1 Assess the benefits and potential hazards of using ICT to communicate information in health and social care practice for organisations. 3.2 Discuss the benefits and potential hazards of using ICT to communicate information for service users 3.3 Explain the issues around data protection and how it is implemented in health and social care practice.
Indicative Content
1: Understand the role of effective communication in health and social care practice:
- Methods of communication and an understanding of basic models of communication used in health and social care
- Non-verbal, verbal, visual, face-to-face, formal and informal, vertical and horizontal, internal and external
- When to choose different communication methods
- Differences between communication channels in large and small organisations
- The strengths and weaknesses of different communication methods
- Principles of effective communication, clarity of message, and language, choice of channel, listening to response.
2: Communicate information in a variety of formats:
- Styles and methods of oral communication, conversation, formal presentation, discussion groups, case discussions, interviews, formal and informal, adapting communication methods for the audience, the use of non-verbal cues to strengthen the message
- Producing and delivering an oral presentation, using appropriate software, producing handouts and answering questions. Show subject knowledge, adapting answers to audience
- Looking at written styles in health and social care, note writing following care intervention, care plans, report writing for case discussions. Letters and e-mails. Formal and informal written communication. Integrating images, tables and graphs into reports.
3: Understand the importance of ICT in communicating in health and social care practice
- Use of ICT in health and social care
- Use of ICT for benefits of carers and organisations, social media, email, websites, presentation software
- Use of ICT for service users with communication needs, communication aids available for various disabilities to promote communication
- The use of tele-medicine
- Issues of data protection and confidentiality.
Delivery Guidance
The course will be delivered by a blended learning approach where learners will attend face-to-face sessions but will also be expected to work independently to research information around the topic areas. Learners will need to spend 3 hours a week in face-to-face classroom activity but an additional 6 – 7 hours per week in directed and independent study activity. Learners can be given access to resources for each of the sessions via a Virtual Learning Environment (VLE). This means that learners can access resources to study at any time that is convenient to them. They can go back and look at resources used in the classroom and have online chats with their study groups and lecturers to enhance deep learning of the topic.
The face-to-face sessions will be interactive with group activities, peer learning and presentations. Ongoing assessment of learning via question and answer, quizzes and formative assessments will ensure that learners have understood the topic and are ready to move onto new areas.
Tutors will provide one-to-one feedback to learners on their progress towards summative assessment submission, feeding back on draft work before final submission.
Learners will be encouraged to form study groups to support each other and the VLE will facilitate this remotely.
Assessment Guidance
The learners will be assessed on each of the learning outcomes in a different way, mirroring the diversity of communication methods used in health and social care.
LO1 and linked assessment criteria will be assessed by the production of a short-written assignment covering all four assessment criteria
LO2 and linked assessment criteria will be assessed by the learner producing and presenting an appropriate 10 min presentation to an audience and answering any related questions, demonstrating knowledge of the subject area. The learner will also provide a written report or care plan that has been produced in the workplace with appropriate validation from the workplace that this is the learner’s work.
L03 and linked assessment criteria will be assessed via a professional discussion with the learner carried out by an assessor from the college. Questions used will be standardised and the discussion will be recorded.
Suggested Resources
McCorry, L.K and Mason, J. (2011) Communication skills for Healthcare Professionals Moss, B. (2015) Communication Skills for Health and Social Care. Sage Publications Taylor, J. (2003) Study Skills in Healthcare. Nelson Thornes
www.RNIB.org.uk
