Care Diploma Level 3: Units (With GLH)

Example of One Generic Pathway HSC Level 3 QCF Diploma

A: Mandatory

Unit code Unit title 28 Credits Credit GLH
SHC 31 Promote communication in health, social care or children's and young people's settings 3 10
SHC 32 Engage in personal development in health, social care or children's and young people's settings 3 10
SHC 33 Promote equality and inclusion in health, social care or children's and young people's settings 2 8
SHC 34 Principles for implementing duty of care in health, social care or children's and young people's settings 1 5
HSC 024 Principles of safeguarding and protection in health and social care 3 26
HSC 025 The role of the health and social care worker 2 14
HSC 036 Promote person centred approaches in health and social care 2 41
HSC 037 Promote and implement health and safety in health and social care 6 43
HSC 038 Promote good practice in handling information in health and social care settings 2 16

B: Knowledge (Mandatory) Context or specialist Knowledge credits

Unit code Unit title Min of 2 credits Max of 7 Credits Credit GLH
HSC 3046 Introduction to personalisation in social care 3 22

C: Competence Units

Unit code Unit title Competence Units Min of 23 credits Credit GLH
HSC 3020 Facilitate person centred assessment, planning, implementation and review 6 45
HSC 3029 Support individuals with specific communication needs 5 35
HSC 3003 Provide Support to Maintain and Develop Skills for Everyday Life 5 35
HSC 3013 Support individuals to access and use services and facilities 4 25
HSC 3019 Support individuals in their relationships 4 27
HSC 3047 Support use of medication in social care settings 5 40
TOTALS 60 402


58 credits is the minimum required, this plan provides a maximum of 60

Example of a Unit within a Level 3 qualification

Unit 1: Promote Communication in Health, Social Care or Children’s and Young People’s Settings
  • Unit code: SHC 31
  • Unit reference number: J/601/1434
  • QCF level: 3
  • Credit value: 3

Communication in the health and social care setting is of central importance when stepping into the role of stakeholders to understand their perspectives. The Senior Practitioner needs to have a clear vision of outcomes to gain a balanced approach.

  • By understanding the reasons for communicating effectively and how communication affects relationships by exploring group interaction theory
  • By responding to reactions using different communication methods to meet the communication and language needs and preferences of individuals
  • Demonstrate ways to overcome barriers to communication and explore strategies to identify barriers to effective communication
  • Be able to explain how to access extra support or services to enable individuals to communicate effectively and apply principles and practices when dealing with confidential communications

To enable the occupationally competent assessor to complete an assessment of the learner the following methods of assessment could be used:

  • You will be required to carry out research activities to gain knowledge about Tuckman’s stages of group interaction (forming, storming, norming, performing) and complete a reflective log to demonstrate your understanding
  • You will be observed in the workplace responding to reactions using different communication methods and be asked questions to fill in any knowledge gaps
  • A witness testimony may be required to validate how you deal with confidentiality
  • Common Induction Standards ( CIS ) can be used as recognised prior learning (RPL)
  • Evidence will be checked to ensure competence is sufficient to meet the standards of the Awarding Organisation

 

Example of a Unit within a Level 3 qualification

Unit 2: Engage in Personal Development in Health, Social Care or Children’s and Young People’s Settings
  • Unit code: SHC 32
  • Unit reference number: A/601/1429
  • QCF level: 3
  • Credit value: 3

Reflective Practice and Personal Development, are both fundamental to a professional practitioner. Achieving a credit in Personal Development indicates that the Learner is able to put reflection and knowledge into successful practice

  • Understand what the purpose of reflective practice is all about, to improve and develop skills by thinking about reflecting in and out of practice
  • Demonstrate how reflection has changed behavior thereby resulting in learning and development by recording how further reflection can lead to a possible change in beliefs and values
  • Identify what learning styles you respond to. There are different approaches and ways of learning, understand and demonstrate the theory and practice using theoretical methodologies

To enable the occupationally competent assessor to complete an assessment of the learner the following methods of assessment could be used:

  • A SWOT analysis
  • Reflective practice
  • Witness testimony
  • Recognised prior learning (RPL)
  • Evidence will be checked to ensure competence is sufficient to meet the standards of the Awarding Organisation

 

Example of a Unit within a Level 3 qualification

Unit 3: Promote Equality and Inclusion in Health, Social Care or Children’s and Young People’s Settings
  • Unit code: SHC 33
  • Unit reference number: Y/601/1437
  • QCF level: 3
  • Credit value: 3

Diversity and inclusivity is fundamental in the role of a senior practitioner, both in the way it provides a service and the way in which staff are managed.

  • Explain the definition of what inclusivity, diversity, equality and inclusion mean in a work setting and how to promote and support this in practice
  • Understand legislation and codes of practice and how equality, diversity and discrimination applies to own work role
  • Demonstrate interaction with people concerning beliefs, culture, values and preferences and describe practically how to encounter discrimination to promote change

To enable the occupationally competent assessor to complete an assessment of the learner the following methods of assessment could be used:

  • Preparing a training session for employees
  • Producing work based evidence
  • Professional Discussion to assess knowledge and understanding
  • Recognised prior learning (RPL)
  • Evidence will be checked to ensure competence is sufficient to meet the standards of the Awarding Organisation

 

Example of a Unit within a Level 3 qualification

Unit 4: Principles for Implementing Duty of Care in Health and Social Care or Children and Young People’s Settings
  • Unit code: SHC 34
  • Unit reference number: R/601/1436
  • QCF level: 3
  • Credit value: 1

Dilemmas or complaints may arise where there is a duty of care and if carried out in depth, the Common Induction Standards can provide excellent evidence of underpinning knowledge towards the diploma at level 3.

  • Understand how duty of care contributes to safe practices in your own work role and how you manage the protection of individuals within your remit of responsibility and authority
  • Understand legislation and codes of practice and how equality, diversity and discrimination applies to own work role
  • Demonstrate how you would address conflicts that may arise between an individual’s rights and the duty of care and how you would manage the risks by following polices, practices and procedures
  • Explain where you would get additional support and advice about conflicts and dilemmas

To enable the occupationally competent assessor to complete an assessment of the learner the following methods of assessment could be used:

  • Professional Discussion to assess knowledge and understanding
  • Work based products for example Reports / Minutes / Polices
  • Recognised prior learning (RPL)
  • Evidence will be checked to ensure competence is sufficient to meet the standards of the Awarding Organisation

Example of a Unit within a Level 3 qualification

Unit 5: Principles of Safeguarding and protection in Health and Social Care
  • Unit code: SHC 24
  • Unit reference number: A/601/1874
  • QCF level: 2
  • Credit value: 3

There are many definitions of adult abuse; many vary in scope and common elements. The learner will need to appreciate the importance of safeguarding individuals from abuse, by considering when individuals might be vulnerable to abuse and what a learner must do if abuse is suspected or alleged.

  • What do we mean by abuse and what are the factors contributing to vulnerability? You will explore these factors by recognising signs and symbols of abuse
  • Know how to take action regarding allegations of abuse, the importance of following legislation, policies and procedures in line with agreed working ways
  • Understand the national policies and local systems of safeguarding and protection from abuse, and investigating reports on serious failures
  • Understand ways of working with person centered values promoting choices and rights: decreasing the likelihood of abuse through promoting individual choices and decision-making

To enable the occupationally competent assessor to complete an assessment of the learner the following methods of assessment could be used:

  • An Essay or an assignment to demonstrate your knowledge and understanding
  • Common Induction Standards (CIS) can be used as Recognised Prior Learning (RPL)
  • The assessor may complete a question and answer session to fill in any gaps of knowledge
  • Evidence will be checked to ensure competence is sufficient to meet the standards of the Awarding Organisation
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