envelopetrain@mcq.co.uk phone 0191-265-3003

The Level 2 Diploma in Care is an occupational qualification for learners who work in Health and Care Settings in England. The qualification is linked to the following Trailblazer Apprenticeships:
  • Adult Care Worker (mandatory in the standard)
  • Healthcare Support Worker (optional for on- programme)
The qualification provides the knowledge and skills for workers who have roles with responsibilities for delivery of care and support such as:
  • Adult Care Worker
  • Healthcare Assistant/Support Worker
  • Personal Assistant
This qualification consists of mandatory units covering core knowledge and skills competencies with optional specialisms which can be are combined in flexible ways to reflect the real working context of different learners.

The content of the mandatory units covers person centred approaches, communication, personal development, equality and inclusion, handling information, duty of care, responsibilities of the role, safeguarding, and, health, safety and wellbeing.

The optional units are designed to meet the requirements of a range of Healthcare and Care services and to support the delivery of both the Adult Care Worker and Healthcare Support Worker Apprenticeship Standards.

Unit 286 Knowledge, skills and behaviours expected of an adult care worker will be particularly useful for those learners completing this qualification as part the Adult Care Worker Apprenticeship.

This qualification allows candidates to learn, develop and demonstrate the skills and knowledge required for employment and/or career progression in Healthcare and Adult Care settings.

Learners can progress to the City & Guilds level 3 Diploma in Adult Care (3095-31) or the City & Guilds Level 3

Structure

To achieve the level 2 Diploma in Care Learners must achieve a minimum of 46 credits. 24 credits must come from the mandatory units in group A. The remaining 22 credits can come from groups B and C with a maximum of 8 credits from group C. There is no minimum requirement for credits in group C

 GROUP A mandatory units

Unit 201 Safeguarding and protection in care settings

(UAN: Y/615/7756 - Unit level: Level 2 - Credit value: 3 - GLH: 26)

Unit aim: This unit is aimed at those working in a wide range of care settings. This unit covers the important area of safeguarding individuals from abuse. It identifies different types of abuse and the signs and symptoms that might indicate abuse is occurring. It considers when individuals might be particularly vulnerable to abuse and what a learner must do if abuse is suspected or alleged. Care settings eg. Adult, children and young people’s health settings and adult care settings.

Relationship to NOS: SCDHSC0024 Support the safeguarding of individuals SCDHSC0035 Promote the safeguarding of individuals

Learning outcome

The learner will:

1 Understand principles of safeguarding adults

The learner can:

1.1 Explain the term safeguarding

1.2 Explain own role and responsibilities in safeguarding individuals

1.3 Define the following terms:

1.3 a Physical abuse

1.3 b Domestic abuse

1.3 c Sexual abuse

1.3 d Emotional/ psychological abuse

1.3 e Financial/ material abuse

1.3 f Modern slavery

1.3 g Discriminatory abuse

1.3 h Institutional/ organisational abuse

1.3 i Self-neglect

1.3 j Neglect by others

1.4 Describe harm

1.5 Describe restrictive practices

Range

Domestic abuse: Domestic abuse should include acts of control and coercion.

 

2 Know how to recognise signs of abuse

The learner can:

2.1 Identify the signs and/ or symptoms associated with each of the following types of abuse: 2.1 a Physical abuse

2.1 b Domestic abuse

2.1 c Sexual abuse

2.1 d Emotional/psychological abuse

2.1 e Financial/material abuse

2.1 f Modern slavery

2.1 g Discriminatory abuse

2.1 h Institutional/organisational abuse

2.1 i Self-neglect

2.1 j Neglect by others

2.2 Describe factors that may contribute to an individual being more vulnerable to abuse

Range

Factors: Factors may include:  a setting or situation  the individual Individual: An individual will usually mean the person supported by the learner but may include those for whom there is no formal duty of care.

 

3 Know how to respond to suspected or alleged abuse

The learner can:

3.1 Explain the actions to take if there are suspicions that an individual is being abused

3.2 Explain the actions to take if an individual alleges that they are being abused

3.3 Identify ways to ensure that evidence of abuse is preserved

Range

Actions to take: The actions to take constitute the learner’s responsibilities in responding to allegations or suspicions of abuse. They include actions to take if the allegation or suspicion implicates:  A colleague  Someone in the individual’s personal network  The learner  The learner’s line manager  Others

 

4 Understand the national and local context of safeguarding and protection from abuse

The learner can:

4.1 Identify relevant legislation, national policies and local systems that relate to safeguarding and protection from abuse

4.2 Explain the roles of different agencies in safeguarding and protecting individuals from abuse

4.3 Identify factors which have featured in reports into serious cases of abuse and neglect 4.4 Identify sources of information and advice about own role in safeguarding and protecting individuals from abuse, including whistle blowing

4.5 Identify when to seek support in situations beyond your experience and expertise

Range

Local systems: Local systems may include:  employer/ organisational policies and procedures  multi-agency adult protection arrangements for a locality Whistleblowing: A whistleblower is a person who exposes any kind of information or activity that is deemed illegal, unethical or not correct

 

5 Understand ways to reduce the likelihood of abuse

The learner can:

5.1 Explain how the likelihood of abuse may be reduced by:

5.1 a working with person centred values

5.1 b encouraging active participation

5.1 c promoting choice and rights

5.1 d supporting individuals with awareness of personal safety

5.2 Explain the importance of an accessible complaints procedure for reducing the likelihood of abuse

5.3 Outline how the likelihood of abuse can be reduced by managing risk and focusing on prevention

Range

Person centred values: Person centred values include:  Individuality  Rights  Choice  Privacy  Independence  Dignity  Respect  Partnership  Care   Compassion  Courage  Communication  Competence Active participation: Active participation is a way of working that recognises an individual’s right to participate in the activities and relationships of everyday life as independently as possible; the individual is regarded as an active partner in their own care or support, rather than a passive recipient.

 

6 Know how to recognise and report unsafe practices

The learner can:

6.1 Describe unsafe practices that may affect the wellbeing of individuals

6.2 Explain the actions to take if unsafe practices have been identified

6.3 Describe the actions to take if suspected abuse or unsafe practices have been reported but nothing has been done in response

Range

Unsafe practices: Unsafe practices may include:  poor working practices  resource difficulties  operational difficulties Well-being: Well-being may include aspects that are:  Social  Emotional  Cultural  Spiritual  Intellectual  Economic  Physical  Mental

 

7 Understand principles for online safety

The learner can:

7.1 Describe the potential risks presented by:

7.1 a the use of electronic communication devices

7.1 b the use of the internet

7.1 c the use of social networking sites

7.1 d carrying out financial transactions online

7.2 Explain ways of reducing the risks presented by each of these types of activity

7.3 Explain the importance of balancing measures for online safety against the benefits to individuals of using electronic systems and devices

 

Unit 202 Responsibilities of a care worker

UAN: J/615/7946 Unit level: Level 2 Credit value: 2 GLH: 16

Unit aim: This unit is aimed at those working in a wide range of settings. It provides the learner with the knowledge and skills required to understand the nature of working relationships, work in ways that are agreed with the employer and work in partnership with others.

Relationship to NOS: SCDHSC0023 Develop your own knowledge and practice. SCDHSC0024 Support the safeguarding of individuals.

Learning outcome

The learner will:

1 Understand working relationships in care settings

The learner can:

1.1 Explain how a working relationship is different from a personal relationship

1.2 Describe different working relationships in care settings

Range

Care settings: Care settings eg. Adult, children and young people’s health settings and adult care settings.

 

2 Be able to work in ways that are agreed with the employer

The learner can:

2.1 Describe why it is important to adhere to the agreed scope of the job role

2.2 Access full and up-to-date details of agreed ways of working

2.3 Work in line with agreed ways of working

2.4 Contribute to quality assurance processes to promote positive experiences for individuals receiving care

Range

Agreed ways of working: Agreed ways of working include policies and procedures where these exist; they may be less formally documented with micro-employers. Individuals: Individual refers to someone requiring care or support; it will usually mean the person or people supported by the learner.

 

3 Be able to work in partnership with others

The learner can:

3.1 Explain why it is important to work in partnership with others

3.2 Demonstrate ways of working that can help improve partnership working

3.3 Identify skills and approaches needed for resolving conflicts

3.4 Access support and advice about:

3.4 a partnership working

3.4 b resolving conflicts

Range

Others: Others may include:  team members and colleagues  other professionals  individual people who require care or support  families, friends, advocates or others who are important to individual people

 

Unit 203 Communication in care settings

UAN: Y/615/7868 Unit level: Level 2 Credit value: 3 GLH: 20

Unit aim: This unit is aimed at those working in a wide range of settings. It provides the learner with the knowledge and skills required to communicate with others in work settings. This also includes how to maintain confidentiality when communicating with and about others.

Relationship to NOS: SCDHSC0021 Support effective communication

Learning outcome

The learner will:

1 Understand why communication is important in the work setting

The learner can:

1.1 Identify different reasons why people communicate

1.2 Explain how effective communication affects all aspects of your own work

1.3 Explain why it is important to observe an individual’s reactions when communicating with them

Range

Work setting: Work setting may include one specific location or a range of locations, depending on the context of a particular work role.

Individual’s: Individual refers to someone requiring care or support; it will usually mean the person or people supported by the learner.

 

2 Be able to meet the communication and language needs, wishes and preferences of individuals

The learner can:

2.1 Find out an individual’s communication and language needs, wishes and preferences

2.2 Demonstrate communication methods that meet an individual’s communication needs, wishes and preferences

2.3 Show how and when to seek advice about communication

Range

Preferences: Preferences may be based on:  beliefs  values  culture Communication methods: Communication methods may include:  non-verbal communication o eye contact o touch o physical gestures o body language o behaviour  verbal communication o vocabulary o linguistic tone o pitch  technological aids

 

3 Be able to reduce barriers to communication

The learner can:

3.1 Identify barriers to communication

3.2 Demonstrate how to reduce barriers to communication in different ways

3.3 Demonstrate ways to check that communication has been understood

3.4 Identify sources of information, support and services to enable more effective communication

Range

Services may include:  translation services  interpreting services  speech and language services  advocacy services

 

4 Be able to apply principles and practices relating to confidentiality at work

The learner can:

4.1 Explain the term ‘confidentiality’

4.2 Demonstrate confidentiality in day to day communication, in line with agreed ways of working

4.3 Describe situations where information normally considered to be confidential might need to be passed on

4.4 Explain how and when to seek advice about confidentiality

Range

Agreed ways of working: Agreed ways of working will include policies and procedures where these exist; they may be less formally documented with micro-employers.

 

Unit 205 Duty of care

UAN: M/615/7925 Unit level: Level 2 Credit value: 1 GLH: 7

Unit aim: This unit covers the knowledge required to understand duty of care and own role in this.

Relationship to NOS: SCDHSC0024

Learning outcome

The learner will:

1 Understand the implications of duty of care

The learner can:

1.1 Define the term ‘duty of care’

1.2 Describe how duty of care relates to duty of candour

1.3 Describe how the duty of care affects own work role

Range

Candour: Candour – being open and honest with patients and being open and honest within organisations in reporting adverse incidents or near misses that may have led to harm.

 

2 Understand support available for addressing dilemmas that may arise about duty of care

The learner can:

2.1 Describe dilemmas that may arise between the duty of care and an individual’s rights

2.2 Explain where to get additional support and advice about how to resolve such dilemmas

Range

Individual: Individual refers to someone requiring care or support; it will usually mean the person or people supported by the learner.

 

3 Know how to respond to complaints

The learner can:

3.1 Describe the process to follow when responding to complaints

3.2 Identify the main points of agreed procedures for handling complaints

 

Unit 206 Handle information in care settings

UAN: F/615/7945 Unit level: Level 2 Credit value: 1 GLH: 10

Unit aim: This unit covers the knowledge and skills to be able to handle information in care settings.

Relationship to NOS: SCDHSC0021

 

Learning outcome

The learner will:

1 Understand the need for secure handling of information in care settings

The learner can:

1.1 Identify the legislation that relates to the recording, storage and sharing of information in care settings

1.2 Explain why it is important to have secure systems for recording and storing information in a care setting

Range

Care settings: Care settings eg. Adult, children and young people’s health settings and adult care settings.

 

2 Know how to access support for handling information

The learner can:

2.1 Describe how to access guidance, information and advice about handling information

2.2 Explain what actions to take when there are concerns over the recording, storing or sharing of information

 

3 Be able to handle information in accordance with agreed ways of working

The learner can:

3.1 Keep records that are up to date, complete, accurate and legible

3.2 Follow agreed ways of working for:

3.2 a recording information

3.2 b storing information

3.2 c sharing information

Range

Agreed ways of working: Agreed ways of working will include policies and procedures where these exist; they may be less formally documented with micro-employers.

 

Unit 207 Personal development in care settings

UAN: J/615/7980 Unit level: Level 2 Credit value: 3 GLH: 23

Unit aim: This unit is aimed at those who work in care settings. The unit introduces the concepts of personal development and reflective practice.

Relationship to NOS: SCDHSC0023 GEN12 GEN13

 

Learning outcome

The learner will:

1 Understand what is required for competence in own work role

The learner can:

1.1 Describe the duties and responsibilities of own role

1.2 Identify standards, regulatory requirements and agreed ways of working that may influence your knowledge, understanding and skills to carry out your work role

1.3 Describe how to ensure that own personal values, attitudes or beliefs do not obstruct the quality of work and working practice

Range

Standards: Standards may include:  codes of conduct and practice  regulations  minimum standards  National Occupational Standards

 

2 Be able to reflect on own work activities

The learner can:

2.1 Explain why reflecting on work activities is an important way to develop knowledge, skills and practice

2.2 Assess how well own knowledge, skills and understanding meet standards

2.3 Demonstrate the ability to reflect on work activities

 

3 Be able to agree a personal development plan

The learner can:

3.1 Identify sources of support and how they can be used for own learning and development 3.2 Describe the process for agreeing a personal development plan and who should be involved

3.3 Contribute and agree to own personal development plan

Range

Sources of support: Sources of support may include:  formal support  informal support  supervision  appraisal  within the organisation  beyond the organisation Personal development plan: A personal development plan may have a different name but will record information such as agreed objectives for development, proposed activities to meet objectives, timescales for review, etc. Who should be involved: Who should be involved may include:  the individual  carers  advocates  supervisor, line manager or employer  team members  other professionals

 

4 Be able to develop own knowledge, skills and understanding

The learner can:

4.1 Describe how a learning activity has improved own knowledge, skills and understanding 4.2 Describe how reflecting on a situation has improved own knowledge, skills and understanding

4.3 Explain the importance of continuing professional development

4.4 Describe how feedback from others has developed own knowledge, skills and understanding

4.5 Demonstrate how to record progress in relation to personal development

Range

Continuing professional development (CPD): Refers to the process of tracking and documenting the skills, knowledge and experience that you gain both formally and informally as you work, beyond any initial training. It is a record of what you experience, learn and then apply. Others: Others may include:  team members  other colleagues  those who use or commission their own health or social care services  families, carers and advocates

 

Unit 209 Equality and inclusion in care settings

UAN: H/615/8165 Unit level: Level 2 Credit value: 2 GLH: 17

Unit aim: This unit introduces the knowledge and skills to enable the individual to work in an equitable and inclusive way.

Relationship to NOS: SCDHSC0024

Learning outcome

The learner will:

1 Understand the importance of equality and inclusion

The learner can:

1.1 Explain what is meant by:

1.1 a diversity 1.1 b equality 1.1 c inclusion 1.1 d discrimination

1.2 Describe ways in which discrimination may deliberately or inadvertently occur in the work setting

1.3 Explain how practices that support equality and inclusion reduce the likelihood of discrimination

Range

Work setting: Work setting may include one specific location or a range of locations, depending on the context of a particular work role.

 

2 Be able to work in an inclusive way

The learner can:

2.1 Identify which legislation and codes of practice relating to equality, diversity and discrimination apply to own role

2.2 Show interaction with individuals that respects their beliefs, culture, values and preferences

2.3 Describe how to challenge discrimination in a way that encourages change

Range

Individual: Individual refers to someone requiring care or support; it will usually mean the person or people supported by the learner.

 

3 Know how to access information, advice and support about diversity, equality and inclusion

The learner can:

3.1 Identify a range of sources of information, advice and support about diversity, equality and inclusion

3.2 Describe how to access information, advice and support about diversity, equality and inclusion

3.3 Identify when to access information, advice and support about diversity, equality and inclusion

 

Unit 210 Health, safety and wellbeing in care settings

UAN: F/615/8173 Unit level: Level 2 Credit value: 4 GLH: 33

Unit aim: The aim of this unit is to prepare the learner for the principles of health and safety within the health and care settings.

Relationship to NOS: SCDHSC0022

 

Learning outcome

The learner will:

1 Understand own responsibilities, and the responsibilities of others, relating to health and safety in the work setting

The learner can:

1.1 Identify legislation relating to general health and safety in a care work setting

1.2 Outline the main points of the health and safety policies and procedures agreed with the employer

1.3 Outline the main health and safety responsibilities of:

1.3 a self 1.3 b the employer or manager 1.3 c others in the work setting

1.4 Identify tasks relating to health and safety that should not be carried out without special training

1.5 Explain how to access additional support and information relating to health and safety

Range

Policies and procedures: Policies and procedures may include other agreed ways of working as well as formal policies and procedures. Health and safety: Health and safety could be in relation to the safety of yourself, your colleagues or the people you support. Others: Others may include: team members  other colleagues  those who use or commission their own health or social care services  families, carers and advocates Work setting: Work setting may include one specific location or a range of locations, depending on the context of a particular work role. Tasks: Tasks that the learner should not carry out without special training may include those relating to:  use of equipment  first aid  medication  health care procedures  food handling and preparation

 

2 Understand the use of risk assessments in relation to health and safety

The learner can:

2.1 Explain why it is important to assess health and safety risks posed by the work setting, situations or by particular activities

2.2 Explain how and when to report potential health and safety risks that have been identified

2.3 Explain how risk assessment can help address dilemmas between rights and health and safety concerns

 

3 Understand procedures for responding to accidents and sudden illness

The learner can:

3.1 Describe different types of accidents and sudden illnesses that may occur in own work setting

3.2 Outline the procedures to be followed if an accident or sudden illness should occur

 

4 Be able to reduce the spread of infection

The learner can:

4.1 Explain own roles and responsibilities as an employee and those of the employer in the prevention and control of infection

4.2 Explain the causes and spread of infection in care settings

4.3 Demonstrate the recommended method for hand washing settings

4.4 Demonstrate the use of Personal Protective Equipment (PPE) and when to use it

4.5 Demonstrate ways to ensure that own health and hygiene do not pose a risk to others at work

Range

Care settings: Care settings eg. Adult, children and young people’s health settings and adult care settings. Use of Personal, Protective Equipment (PPE): Use of Personal, Protective Equipment (PPE) the learner must know the different types of PPE and how to use PPE correctly and appropriately in their work environment. Appropriate use may, in some cases, mean after consideration PPE is not required.

 

5 Be able to move and handle equipment and objects safely

The learner can:

5.1 Identify legislation that relates to moving and handling

5.2 Explain principles for moving and handling equipment and other objects safely

5.3 Demonstrate how to move and handle equipment and objects safely

 

6 Know how to handle hazardous substances and materials

The learner can:

6.1 Describe hazardous substances and materials that may be found in the work setting

6.2 Explain safe practices for:

6.2 a storing hazardous substances 6.2 b using hazardous substances 6.2 c disposing of hazardous substances and materials

 

7 Understand how to promote fire safety in the work setting

The learner can:

7.1 Describe practices that prevent fires from:

7.1 a starting 7.1 b spreading

7.2 Describe emergency procedures to be followed in the event of a fire in the work setting

7.3 Explain the importance of maintaining clear evacuation routes at all times

 

8 Be able to implement security measures in the work setting

The learner can:

8.1 Use agreed ways of working for checking the identity of anyone requesting access to: 8.1 a premises 8.1 b information

8.2 Implement measures to protect own security and the security of others in the work setting

8.3 Explain the importance of ensuring that others are aware of own whereabouts

Range

Agreed ways of working: Agreed ways of working will include policies and procedures where these exist; they may be less formally documented with micro-employers.

 

9 Know how to manage own stress

The learner can:

9.1 Identify common signs and indicators of stress in self and others

9.2 Identify circumstances and factors that tend to trigger stress in self and others

9.3 Describe ways to manage stress and how to access sources of support

Range
Stress: Stress can have positive as well as negative effects, but in this unit the word is used to refer to negative stress.
Sources of support: Sources of support may include:  formal support  informal support  supervision  appraisal  within the organisation  beyond the organisation  

 

Unit 211 Implement person-centred approaches in care settings

UAN: F/615/7752 Unit level: Level 2 Credit value: 5 GLH: 39

Unit aim: This unit is aimed at those working in a wide range of settings. It provides the learner with the knowledge and skills required to understand and work in a person-centred way. Care settings can include adult, children and young people’s health settings and adult care settings

Relationship to NOS: SCDHSC0024 Support the safeguarding of individuals. SCDHSC0026 Support individuals to access information on services and facilities. SCDHSC0234 Uphold the rights of individuals. GEN12 Reflect on and evaluate your own values, priorities, interests and effectiveness.

Learning outcome

The learner will:

1 Understand person-centred approaches for care and support

The learner can:

1.1 Define person-centred values

1.2 Explain why it is important to work in a way that embeds person-centred values

1.3 Explain why risk-taking can be part of a person-centred approach

1.4 Explain how using an individual’s care plan contributes to working in a person-centred way

Range

Person-centred values: Person-centred values include:  individuality  rights choice  privacy  independence  dignity  respect  care  compassion  courage  communication  competence  partnership Individual: Individual refers to someone requiring care or support; it will usually mean the person or people supported by the learner Care plan: A care plan may be known by other names e.g. support plan, individual plan. It is the document where day to day requirements and preferences for care and support are detailed.

 

2 Be able to work in a person-centred way

The learner can:

2.1 Find out the history, preferences, wishes and needs of the individual

2.2 Apply person-centred values in day to day work taking into account the history, preferences, wishes and needs of the individual

Range

Preferences: Preferences may be based on:  beliefs  values  culture

 

3 Be able to establish consent when providing care or support

The learner can:

3.1 Explain the importance of establishing consent when providing care or support

3.2 Establish consent for an activity or action

3.3 Explain what steps to take if consent cannot be readily established

Range

Consent: Consent means informed agreement to an action or decision; the process of establishing consent will vary according to an individual’s assessed capacity to consent (‘mental capacity’).

 

4 Be able to encourage active participation

The learner can:

4.1 Describe how active participation benefits an individual

4.2 Identify possible barriers to active participation

4.3 Demonstrate ways to reduce the barriers and encourage active participation

Range

Active participation: Active participation is a way of working that recognises an individual’s right to participate in the activities and relationships of everyday life as independently as possible; the individual is regarded as an active partner in their own care or support, rather than a passive recipient.

 

5 Be able to support the individual’s right to make choices

The learner can:

5.1 Support an individual to make informed choices

5.2 Use agreed risk assessment processes to support the right to make choices

5.3 Explain why a worker’s personal views should not influence an individual’s choices

5.4 Describe how to support an individual to question or challenge decisions concerning them that are made by others

 

6 Be able to support the individual’s well-being

The learner can:

6.1 Explain how an individual’s identity and self-esteem are linked with well-being

6.2 Describe attitudes and approaches that are likely to promote an individual’s well-being 6.3 Support an individual in a way that promotes a sense of identity and self-esteem

6.4 Demonstrate ways to contribute to an environment that promotes well-being

6.5 Recognise and respond to changes in physical and mental health

6.6 Explain the importance of good nutrition and hydration

Range

Well-being: Well-being may include aspects that are:  social, emotional, cultural, spiritual  intellectual, economic, physical, mental

 GROUP B optional units

You need 22 credits from group B and C (max of 8 credits from C) *Note the following barred combinations apply: Unit 245 is barred with unit 260 Unit 260 is barred with unit 245

Unit 241 Support individuals to meet personal care needs 2

This unit covers the skills required to support individuals with their personal care needs. It includes monitoring and reporting on the personal care of individuals

Unit 244 Move and position individuals in accordance with their care plan 4

This unit is aimed at those working in a wide range of settings. It provides the learner with the knowledge and skills required to move and position individuals as part of their plan of care according to their specific needs

Unit 245 Support individuals to manage continence (barred with unit 260) 3

This unit is aimed at those who work in a wide range of settings. The unit provides the learner with the knowledge and skills needed to support individuals to manage continence. It covers the factors affecting continence, the management of continence and use of continence equipment. In the case of children and young people, the learner will be working with parent and/or carers of the child or young person

Unit 246 Obtain and test specimens from individuals 2

The aim of this unit is to provide the learner with the knowledge and skills required to obtain and test specimens from individuals in a health care setting

Unit 247 Prepare individuals for healthcare activities 2

The aim of this unit is for the learner to be able to prepare individuals for healthcare activities in a safe and professional manner

Unit 249 Provide support to manage pain and discomfort 2

This unit is aimed at those working in a wide range of settings. It provides the learner with the knowledge and skills required to understand the nature of working relationships, work in ways that are agreed with the employer and work in partnership with others.

Unit 250 Select and wear appropriate personal protective equipment for work in healthcare settings 2

This unit aims to develop the learner in achieving a professional standard when dressing for work. Aspects of the control of crossinfection impact on correctly preparing and dressing for work in healthcare areas. Emphasis is placed on following requirements for wearing personal protective equipment and hand cleansing

Unit 251 Monitor and maintain the environment and resources during and after health care activities 3

This unit develops the learner’s ability to maintain and monitor the environment and resources while under supervision during health care activities. Knowledge of monitoring and maintenance parameters informs practice.

Unit 253 Contribute to the effectiveness of teams 2

The aim of this unit is to introduce candidates to the skills and knowledge that will ensure that they contribute to the effectiveness of teams. The unit also addresses time management.

Unit 254 Support individuals who are distressed 3

This unit is aimed at those working in a wide range of settings. It provides the learner with the knowledge and skills required to provide support to individuals through periods of distress

Unit 260 Support individuals to manage continence and care for indwelling catheters (barred with unit 245) 4

The aim of this unit is provide the learners with the knowledge, understanding and skills to support individuals to manage continence and care for indwelling catheters.

Unit 261 Provide support for therapy sessions 2

This unit is aimed at those working in a wide range of settings. The unit provides the learner with the knowledge and skills needed to support individuals participating in therapy sessions. It covers preparation, support, observation, recording and review of therapy sessions

Unit 265 Support effective communication with individuals with a sensory loss 3

The purpose of this unit is to provide the learner with the knowledge and skills required to support effective communication with individuals with sensory loss.

Unit 266 Working as part of a team in health and social care 2

The purpose of this unit is to develop the learner’s knowledge, skills and understanding of working as part of a team in health and social care or children and young people’s setting

Unit 268 Contribute to the support of positive risk-taking for individuals 3

This unit is aimed at those working in a wide range of settings. It provides the learner with the knowledge and skills required to contribute to supporting positive risk-taking to benefit individuals

Unit 269 Support care plan activities 2

This unit is aimed at those working in a wide range of settings. It provides the learner with the knowledge and skills required to prepare and implement activities within a care plan and contribute to the review of activities.

Unit 270 Contribute to supporting group care activities 3

This unit is aimed at those working in a wide range of settings. It provides the learner with the knowledge and skills required to support individuals to participate in and enjoy group care activities

Unit 272 Meet food safety requirements when providing food and drink for individuals 2

This unit is aimed at those working in a wide range of settings. It provides the learner with the knowledge and skills required to meet food safety requirements when preparing, serving, clearing away and storing food

Unit 273 Safe practice when visiting individuals in their home 2

This unit is aimed at those who support individuals to live in their own home. It provides the learner with the knowledge and skills required to gain access to an individual’s home, deal with emergencies and ensure security on departure

Unit 276 Understand and implement a person centred approach to the care and support of individuals with dementia 3

This unit is aimed at those who provide care and support to people who have dementia in a wide range of settings.  It requires the demonstration of knowledge and skills in planning and delivering support to meet an individual’s identified and agreed abilities and needs, in order to reflect the person centred approach

Unit 281 Contribute to supporting individuals in the use of assistive technology 3

The purpose of this unit is to provide the learner with the knowledge and skills to contribute to supporting the use of assistive technology

Unit 283 Contribute to the support of individuals with multiple conditions and/or disabilities 3

The purpose of this unit is to provide the learner with the knowledge and skills to contribute to the support of individuals with multiple conditions and/or disabilities

Unit 284 Contribute to the support of infection prevention and control in adult care 3

The purpose of this unit is to develop the learner’s knowledge, and skills when contributing to the support of infection prevention and control in a work setting

Unit 286 Knowledge, skills and behaviours expected of adult care workers 2

This unit aims to provide underpinning knowledge and opportunities to develop the skills required to be an effective and compassionate adult care worker. It links to the values and behaviours expected in adult care work

Unit 314 Undertake physiological measurements 3

This unit is aimed at health and social care staff involved in the taking and recording of physiological measurements as part of the individual’s care plan

Unit 317 Obtain and test capillary blood samples 4

This unit is aimed at workers involved in the collection of capillary blood samples using either manual or automated lancets and testing of the sample where this is required. Caution must be applied with taking multiple samples from neonates or children under one-year-old, as venepuncture may be the preferred method depending on the type of sample and quantity required

Unit 326 Support individuals at the end of life 6

This unit is aimed at those working in a wide range of settings.  It provides the learner with the knowledge and skills required to support end of life care

 GROUP C optional units

You can choose a maximum of 8 credits from group C. There is no minimum requirement for credits in group C

Unit 204 Causes and spread of infection 2

This unit is to enable the learner to understand the causes of infection and common illnesses that may result as a consequence. To understand the difference between both infection and colonisation and pathogenic and non-pathogenic organisms, the areas of infection and the types caused by different organisms. In addition the learner will understand the methods of transmission, the conditions needed for organisms to grow, the ways infection enters the body and key factors that may lead to infection occurring

Unit 208 Cleaning, Decontamination and Waste Management 2

This unit aims to explain to the learner the correct way of maintaining a clean environment in accordance with national policies; to understand the procedures to follow to decontaminate an area from infection; and to explain good practice when dealing with waste materials. This unit does not cover the decontamination of surgical instruments

Unit 221 Principles of Health Promotion 2

The aim of this unit is to allow learners to be able to describe the factors that influence people’s health and to state the role of effective communication in promoting a healthy living

Unit 230 Promotion of General Health and Well-being 2

This unit is concerned with health promotion related to general health and wellbeing. It covers the scientific basis of health promotion, the practical application of health promotion and methods of health promotion planning

Unit 243 Dementia Awareness 2

The aim of the unit is to enable learners to gain knowledge of what dementia is, the different forms of dementia and how others can have an impact on the individual with dementia

Unit 262 Understand the impact of Acquired Brain Injury on individuals 3

The aim of the unit is to gain knowledge to support people who have an Acquired Brain Injury. It covers both the impact on the individual who has the Acquired Brain Injury and their carers

Unit 263 Stroke awareness 3“ class =

The aim of this unit is to provide an understanding of the different types of stroke, signs and symptoms and effects on individuals.  It will also help learners to gain knowledge of the response needed in the event of an emergency stroke incident, managing stroke and the support available following stroke

Unit 264 Introductory awareness of sensory loss 2

The purpose of this unit is to provide the learner with introductory knowledge about sensory loss

Unit 267 Understanding advocacy 2

This unit is designed to introduce health and social care workers to the legal status, purpose and function of different types of advocacy

Unit 271 Understand the benefits of engaging in activities in adult care 2

Understanding the benefits of engaging in activities to enhance wellbeing, physical, mental and social well-being in a diverse range of settings

Unit 274 Understand physical disability 2

This unit is aimed at those who provide a service for people with physical disabilities. It covers an understanding of physical disability, the impact of a physical disability on a person’s life, the environment in which the service is provided and person centred working

Unit 275 Understand how to work in end of life care 3

The purpose of this unit is to assess the learner’s knowledge and understanding when beginning to work in End of Life Care

Unit 277 Understand the context of supporting individuals with learning disabilities 2

The unit explores the meaning of learning disability and considers issues closely linked with learning disability support. These include an awareness of how the attitudes and beliefs of others affect individuals who have learning disabilities. The unit introduces themes of inclusion, human rights, advocacy, empowerment and active participation and also considers the central place of communication in working with individuals who have learning disabilities

Unit 278 Principles of supporting individuals with a learning disability to access healthcare 2

This unit covers the principles of supporting individuals with a learning disability to access healthcare. It covers legislation, barriers to and functions of healthcare services, and plans for healthcare

Unit 279 Introductory awareness of autistic spectrum conditions 2

The unit provides introductory awareness on autistic spectrum conditions. It provides learners with key areas of knowledge and explores important themes such as individuality, communication, behaviour and person centred support.  The terminology chosen to describe the Autistic Spectrum in this unit is Autistic Spectrum Condition (ASC), one of several different usages in this field. In diagnosis and other clinical and research settings, the more usual term is Autism Spectrum Disorders (ASDs). Other usages, such as ‘autism’ as an umbrella term for the spectrum, are also frequently used informally and by organisations such as the National Autistic Society. ASC has been chosen here since it forms a more neutral and less medical phrase than ASDs in this context

Unit 282 The principles of Infection Prevention and Control 3

To introduce the learner to national and local policies in relation to infection control; to explain employer and employee responsibilities in this area; to understand how procedures and risk assessment can help minimise the risk of an outbreak of infection. Learners will also gain an understanding of how to use PPE correctly and the importance of good personal hygiene

Unit 308 Understand mental well-being and mental health promotion 3

This unit aims to provide the learner with an understanding of the key concepts of mental wellbeing, mental health and mental health promotion. It focuses on the range of factors that can influence mental wellbeing and how to effectively promote mental wellbeing and mental health with individuals and groups in a variety of contexts, not just specialist mental health services

Unit 309 Understand mental health problems 3

This unit aims to provide the learner with knowledge of the main forms of mental ill health according to the psychiatric classification system. Learners also consider the strengths and limitations of this model and look at alternative frameworks for understanding mental distress. The focus of the unit is on understanding the different ways in which mental ill health may affect the individual and others in their social network. It also considers the benefits of early intervention in promoting mental health and well-being

Pricing

Co-invested rate as part of an Apprenticeship £2,300.00+vat
Commercial rate £1,700.00 +vat (payment terms available over 10 x installments)
Please check for discounts, availability, grants and funding opportunities