Health and social care practitioners are regulated by, and must adhere to, a range
of law and policy when working within the most common settings of health trusts,
primary care and other public authority settings. Even those working in voluntary,
non-profit and private organisations will require a sound understanding of law and
policy in order to practice proficiently, safely, ethically and legally. This unit
develops students’ knowledge and appreciation of the need for them to be
thoroughly informed about relevant law and policy. Further to this, the unit
presents opportunities for students to apply relevant law and policy in practice
settings, both actual and realistic, and to consider the place of codes of practice
and ethics in their day-to-day work.
The Learning Outcomes in this unit build progressively from core underpinning legal
principles and perspectives to national and international law on key topics such as
rights and equality, and subject-specific law and policy, within health and care
practice. Students will investigate the legal and policy framework related to health
and care practice in different settings, leading to opportunities to demonstrate their
knowledge and skills through targeted assignments.
Students will evaluate the relative weight of, for example, statute law, case law,
codes of practice and organisational policy, and will develop an understanding of
how to access advice and guidance if unclear about a path to follow. Students will
consider how legal and ethical frameworks are interpreted and applied to different
settings within the community, hospitals and other areas of health and care.
Students will apply this learning to explore the relevance of statute, case law, codes
of practice and organisational policy to their own and others’ practice.
The knowledge and skills developed in this unit will support students in
understanding how and when to access advice and guidance on legal issues relating
to health, care and support service practice and provision. On completion of this
unit, students will have acquired a good working knowledge of the way that
legislation supports the development of policy and underpins ethical practice in
health and care settings. This will support progression in employment and
continuing higher education in areas related to health and social care.
By the end of this unit students will be able to:
1 Explore the legal framework within which health and social care practitioners
operate
2 Describe key legislation, national and organisational policy of fundamental
importance to the health, care or support service practitioner
3 Interpret the law in relation to key ethical and professional Practice Themes in
health and social care
4 Apply law and policy in line with regulatory and ethical requirements in a
relevant practice setting.
Reflecting on our daily activities is an automatic process: it is part of human nature,
and something conducted often unconsciously. Reflective practice involves selfobservation and evaluation with the goal of refining practice on an ongoing basis.
Reflecting on what we do is a fundamental skill that helps us to develop, improve
personally and professionally. It is an active, dynamic process that also helps
develop confidence in our ability to perform our daily working practice and to
become proactive, professional leaders. The art of reflection is a tool that students
will carry with them through and beyond their educational journeys and is a
requisite for many roles in the sector. Developing the necessary skills early helps
students to be prepared for their career progression pathways.
This unit is intended to run alongside other units in this qualification in order that
students may gather evidence to compile a Professional Learning and Development
Portfolio (PLAD) which captures evidence of learning and development against a
framework of Practice Themes which forms the essential core running through the
unit. The unit aims to develop the skills and knowledge necessary for students to
reflect on their own and others’ daily practice and improve students’ own practice
and professional development.
Students will firstly develop an understanding of the purpose and importance of
continually reviewing their own practice and professional development through an
exploration of the benefits and issues associated with reviewing practice. They will
then develop their knowledge and skills of theoretical models and other techniques
needed to support them in carrying out active, dynamic, action-based, real-time
reflection. Students will record their evidence in the PLAD which will comprise
learning from this and other units on an ongoing basis. Finally, students will
evaluate their reflective journeys and the effectiveness of the PLAD in supporting
their ongoing personal and professional development.
On successful completion of this unit, students will have gained the necessary
knowledge and skills to complete a professional development portfolio that records
evidence of a continuous cycle of reflection and improvement of knowledge and
skills and be able to plan for their future career pathway
By the end of this unit students will be able to:
1 Explain the role of reflection in health and social care practice
2 Use the Practice Themes as a framework for reflection
3 Demonstrate active, ongoing, critical reflection of learning experiences
4 Assess the overall success of own reflective journey and consider future career
pathway.
The integration of the Health and Social Care sub-sectors is important in terms of
being able to provide services for the wellbeing of individuals, and to meet the
increasing demands of a growing and ageing population with increasingly complex
needs. Students working in health will need to be aware of integrated care
pathways: a multidisciplinary approach towards anticipated care that enables an
individual with identified needs to move progressively through their journey and
experience positive outcomes.
The aim of this unit is to develop students’ understanding of an individual’s right to
being involved in their own care and develop students’ skills in promoting this right
when working with individuals. This right is, in many cases, enshrined in law and in
the fundamental standards of care. It is a critical element of person-centred care
and leads to improved and often more cost-effective outcomes. Students will
explore the importance of working relationships within multidisciplinary settings and
the impact on the individual.
Students will investigate the importance of professionals being able to communicate
and co-ordinate care with the individual and multidisciplinary teams for and on
behalf the individual. In addition, students will recognise their own responsibilities
in understanding seamless services that support the individual through their
integrated pathway of care, considering personalised care plans – written with
individuals for themselves, families and carers and with their wishes and
preferences clearly identified and monitored. In this unit, students will be expected
to research new models of care, funding availability, legislative frameworks and
policy initiatives that contribute to high-quality person-centred care.
On completion of this unit, students will have expanded their knowledge and
understanding of multidisciplinary working within health, care and support services.
Students will have developed their transferable communication skills to improve
care and better outcomes for individuals within their chosen role. This will also
provide opportunities for them to consider future career pathways in health, care or
support services.
By the end of this unit students will be able to:
1 Examine the health, care and support services available to an individual
requiring multidisciplinary care
2 Assess an individual’s capacity to identify their own needs
3 Describe the impact of own relationship with the individual and multidisciplinary
teams involved in the delivery of the care pathway
4 Demonstrate the need for person-centred communication in implementing
person-centred plans.
Evidence-based practice in health and social care involves taking a systematic
approach to examining a range of evidence in order to answer key questions of
relevance to the sector. The basis of evidence-based practice is research. In health
and social care, research is conducted for a number of reasons for example, to find
prevalence or incidence of disease, to assess quality of life or patient satisfaction.
Research has global relevance and plays a significant role in influencing the
development of high-quality provision, supporting a high-functioning integrated
workforce and promoting the health and wellbeing of those who use health, care
services.
Working in health and social care provides unique opportunities for practitioners to
make a difference, developing the skills and knowledge to conduct research is
fundamental in order to support quality practice, influence positive change and
promote a highly-skilled workforce.
The aim of this unit is to develop students’ knowledge and skills to understand the
purpose and process of research in health and social care particularly in relation to
promoting integrated approaches to care. Students will carry out a literature review
on a topic drawn from the Practice Themes aimed at quality improvement within
wider health, care or support service practice. Students will learn how to source
current literature and assess the reliability and validity of sources to be able to
construct an argument that leads to a proposal for a potential research study.
Throughout this process, students will learn how they can dynamically influence
changes and improvements within the health and social care sector. The unit will
develop students’ skills in understanding the steps they need to take to complete a
literature review, academic conventions for presenting literature and how it forms
the rationale for a personal research project.
On completion of this unit, students will have developed the pre-requisite skills
needed to design a proposal that either extends from their literature review or
highlights a further potential area of research. Possessing the necessary skills for
conducting quality personal research that leads to evidence-based practice, will
enhance students’ academic skills, professionalism and employment opportunities
within the health and social care sector.
By the end of this unit students will be able to:
1 Explain the role of research for evidence-based practice in health and social care
2 Conduct a review of key literature relating to a research topic towards
improvements in care practice
3 Develop a project proposal using evidence-based practice
4 Examine the value of the literature review process in influencing positive change
in health, care or support service provision.
The healthcare industry is a dynamic changing environment and a key aspect of
working in healthcare practices is the ability to embrace change and consider new
and innovative ways to do more with less. The effective operational manager
focuses on processes that manage and monitor all aspects at work within their area
of healthcare practice while driving innovation and change.
To be able to be an effective operational manager this unit will develop students’
understanding of, and the skills required to, manage people effectively in order to
get the best out of them to develop a highly organised, structured health service
that delivers efficient functionality and provision of health services. This unit will
enable students to apply theoretical perspectives applicable to operational
management in healthcare to aspects of practice, through exploring the way they
manage people and influence others and develop new ideas, processes and
strategies within their area of practice.
This unit will provide students with the opportunity to develop their personal and
professional skills. It is particularly useful for students who wish to progress to
supervisory or lower management areas in healthcare practice.
By the end of this unit students will be able to:
1. Describe the competencies required of an operational manager in healthcare
practice
2. Apply theories of leadership to operational management in healthcare practice
3. Demonstrate leadership skills managing a team in healthcare practice
4. Produce a plan to improve an area of provision in healthcare practice.
With the use of technology becoming more widespread, information is increasingly
easy to obtain, store and retrieve. However, it is also becoming easy for the wrong
people to have access to information. With increasing emphasis on accuracy and
digital safety and taking into consideration the sensitive information recorded and
used in healthcare settings, practitioners responsible for handling data or other
information are expected to take the initiative on managing records appropriately
and efficiently, reporting accurately to line managers.
This unit is intended to introduce students to the process of reporting and recording
information in health, care or support services; it will allow them to recognise the
legal requirements and the regulatory body recommendations when using paper or
computers to store information, as well as the correct methods of disposing of
records. This unit will enable students to recognise the importance of accurate
recording and appropriate sharing of information, and be able to keep and maintain
records appropriately in their workplace.
Students will be expected to use appropriate methods to record and store
information from their workplace and to follow data protection principles to use and
dispose of the information on completion of tasks.
Students completing this unit will have developed the knowledge and skills to
manage day-to-day recording and reporting which are essential to being an
effective care practitioner and manager.
By the end of this unit students will be able to:
1 Describe the legal and regulatory aspects of reporting and record-keeping in a
care setting
2 Explore the internal and external recording requirements in a care setting
3 Review the use of technology in reporting and recording service user care
4 Demonstrate how to keep and maintain records in a care setting in line with
national and local policies and appropriate legislation.
Health education involves both giving information and training individuals and
communities to bring about better health outcomes. This role is a key feature of the
role of nurses and other healthcare practitioners. Additionally, health education is
also a key focus for the government. The financial budget for health education has
significantly increased in recent years due to its significant benefits to health
outcomes. This unit will support the development of students’ knowledge,
understanding and skills regarding providing and supporting the provision of health
education to improve the health and wellbeing of individuals accessing healthcare
services.
This unit will develop students’ understanding of the factors that impact upon
health and the methods that are used to identify health inequalities at a local level.
Students will also develop their understanding of the relationship between health
beliefs and illness. Students will be able to assess how health beliefs can influence
communication between healthcare practitioners and clients, and how to address
barriers that may occur as a result.
Theoretical models using health education to bring about behaviour change will be
examined and students will be able to use one such model to implement a health
education initiative. They will also be able to understand and apply methods used to
evaluate health education initiatives.
This unit will be of interest to those individuals wishing to pursue a career as a
nurse, health advisor and in other healthcare-related professions where they will
need to take part in health education initiatives.
By the end of this unit students will be able to:
1 Examine the factors influencing health status
2 Investigate the impact of health beliefs on wellbeing and illness
3 Explore the relationship between theoretical models of health education and
health behaviour
4 Implement a local health education initiative using a theoretical model of health
education
The term ‘dementia’ describes the different brain disorders that trigger a loss or
deterioration of brain function. These changes are often small to start with, but
often they become so severe they affect daily life. A person with dementia may also
experience changes in their mood or behaviour. These conditions are all usually
progressive and eventually severe. The World Health Organisation (WHO) suggest
the number of people living with dementia worldwide is estimated at 35.6 million.
This number is anticipated to double by 2030 and more than triple by 2050.
The WHO and Alzheimer's Disease International highlight dementia as a global
public health priority. Their joint report on dementia makes it clear that dementia
presents a significant challenge to society in terms of the provision of appropriate
care services and support. To address this, it is vital to ensure that the health and
social care workforce of tomorrow is knowledgeable, competent and able to provide
the specialist care and support needed for individuals experiencing dementia, their
families and loved ones.
This unit introduces students to the specialist area of dementia care and the
demands which can be faced when managing a person-centred service. The aim of
this unit is to explore theories relating to the causes, signs and symptoms,
therapies and treatments associated with dementia. The unit will enable students to
identify strategies that will facilitate a person-centred ethos in the delivery of
effective care services that address the needs of people living with dementia. The
unit will also enable students to be aware of the challenges faced when delivering
services which are ensure the rights and choices of people with dementia are
upheld.
On completion of this unit, students will have developed the knowledge and skills to
be involved in the delivery of services which meet the wide and varied needs of
individuals with dementia.
By the end of this unit students will be able to:
1 Describe the causes, symptoms, diagnosis and treatment of dementia
2 Explain factors that can impact on interactions and communication with
individuals with dementia
3 Contribute to the provision of dementia care services which are underpinned by
a person-centred approach
4 Reflect on the challenges involved in implementing services which maximise the
rights and choices of individuals with dementia.
Despite significant advances in public health in the UK over the past century there
remains inequalities in health status across the country. Public health addresses all
areas relating to the health and wellbeing of our communities. It covers an
extremely wide remit and addresses issues such as air pollution, obesity, climate
change and smoking, to name but a few. These are issues that affect not only the
individual but wider populations as well.
Public health is monitored by government groups who develop influential legislation
aimed at improving the health of the nation. Public health remains the responsibility
of all and is significantly influenced by pressure groups across society. The
development of strategies aimed at reduction and prevention of disease is targeted
at different levels across communities.
In this unit, students will explore current public health issues and will develop
understanding of the factors that influence differences in health status across
populations. Students will analyse different types and levels of intervention in
health protections. Health protection and the reduction of disease is an important
public health role and students will review how healthcare professionals prevent
and control the spread of disease.
This unit will support progression to more senior roles with allied health
professionals working in public health and can also support progression to
continuing higher education in public health and health promotion-related degrees.
By the end of this unit students will be able to:
1 Explore the factors that contribute to current public health issues in own nation
2 Explain the different levels of public health intervention
3 Review national strategies aimed at reduction or prevention of disease
4 Explore the role of healthcare professionals in preventing and controlling the
spread of disease
The development of the concept of public health has its roots in the Victorian times.
However, even prior to this era other measures were developed in keeping
communities healthy including the development of sewage systems in Roman times
and in early Egyptian medical practice up to 5000 years ago. Public health has
evolved with time with an emphasis on the leading health issues of any community
at any given time. Significant epidemiological factors have influenced the practice
of public health.
Public health focuses on promoting improvements in attitudes to health and lifestyle
based upon individual responsibility. There has been a shift in the perspectives of
public health linked changing understanding and beliefs of what health means.
Health improvement measures are often guided by societal attitudes and changes
to health are influenced by government policies that legislate for measures aimed
at limiting risk behaviours such as the banning of smoking in public places and
increased tax revenues on alcohol.
In this unit, students will consider the evolution of public health over time with
particular focus on public health research and development in policies and strategic
planning. Students will review the impact of recent public health measures and how
changed understanding of health has influenced responses to those measures. It is
important that healthcare support staff have a sound understanding of the
significance of the role of public health regulatory bodies and skills and knowledge
frameworks in promoting health improvements across communities.
Completion of this unit will support progression to more senior roles in public health
and to continuing higher education study in subjects related to health research and
improvement.
By the end of this unit students will be able to:
1 Review the timeline of the development of public health from historical
antecedents through to contemporary practice
2 Examine the influence of public health research and policy on current practice in
public health
3 Contribute to the implementation of an aspect of current public health strategy
within own local community.
4 Explore the roles of public health regulatory bodies in promoting practice and
strategies aimed at health improvement.
The aim of this unit is to explore the principle of supported independent living and
provide students with the knowledge, understanding and skills to implement
effective programmes of care for individuals living in their own homes or other
domiciliary care environments.
There are a number of individuals who require some level of support to live
independently such as individuals with physical or learning disabilities and some
older adults. Healthcare practitioners can be a vital source of support to these
individuals, providing physical, emotional, cognitive and social support and enabling
individuals to maintain their independence.
Individuals requiring support may have many of the skills and abilities to manage
independence in a number of aspects of their daily living but may require additional
support in with key tasks such as shopping, cooking, personal care and getting out
and about. The role of the healthcare worker is to support and develop skills for
daily living and to provide personalised packages of care to enable this
independence and promote equality of opportunity. This support will ultimately
have an impact upon the individual’s emotional and social wellbeing and will
contribute to reducing emergency use of health and care services in the
community.
Students taking this unit will require a period of work placement in an independent
living environment. Upon completion of this unit, students will have further
developed their skills and knowledge in supporting individuals in an independent
living setting. They will have been involved in wider multidisciplinary care processes
towards developing and facilitating appropriate care for individuals living
independently. The unit will support students in developing their role in health, care
and support services or to continue on to higher education in a related discipline.
By the end of this unit students will be able to:
1 Explain the benefits of supporting independent living for the individual, family
and local service provision
2 Explore the barriers to independent living and strategies to overcome these
3 Contribute to the implementation of a programme of care for individuals who
live independently
4 Examine the role of the healthcare worker as a part of a multidisciplinary team
in supporting independent living.
Healthcare practitioners encounter individuals with specific needs and often these
needs, for example learning disability, may be an inherent part of an individual’s
condition and presentation. Individuals with specific needs often present with
physical and emotional disabilities across a spectrum of disorders or are those who
are considered at high risk of developing specific needs as a result of illness or
injury. Such conditions may impact on an individual’s ability to interpret information
and they may not be able to function effectively, either cognitively and socially.
In this unit, students will consider the factors that shape the contemporary
development of the service provision available for individuals with specific needs.
By reviewing their practice, the student will ensure the provision of effective and
holistic care to individuals with specific needs. The student will reflect upon the
challenges of promoting an inclusive and dignity -based service to individuals that
promotes empowerment, independence and safety.
Upon completion of this unit, students will have developed the skills and awareness
in supporting the care and individuality of individuals with specific needs which can
include a myriad of health conditions affecting physical, emotional social and
intellectual support needs. Students will be able to demonstrate ability to respond
to challenging behaviours using positive behaviour management and to work with
individuals with a level of sensitivity, compassion, understanding and awareness.
This unit supports progression to senior care roles in different health, care and
support services. It will also support progression to nursing and allied care
professions in carrying out roles in supporting and enabling individuals with specific
needs. The unit will provide a clear foundation to developing wider understanding of
the demands of service provision as well as the significant role of carers in this field
of practice.
By the end of this unit students will be able to:
1 Assess the factors that impact upon services for individuals with specific needs
2 Review own practice in providing support to individuals with specific needs
3 Assess local service provision for the support of individuals with specific needs
4 Reflect upon the challenges of promoting person-centred service provision for
individuals with specific needs.
The work of sociologists and psychologists have had a significant impact on
healthcare practice. Sociologists investigate the interaction between society and
health. Psychologists explore the relationship among psychological, cultural,
behavioural factors and health. Together they have informed our understanding of
health and illness, contributed to major changes in healthcare policy and been
useful in developing behaviour modification therapies and improving the health
status of individuals. Understanding how these perspectives are used to inform
their practice, deepens students’ approach to caring for individuals and supports
the development of skills and behaviours for effective professional practice.
On completion of this unit, students will be able to develop their understanding of
both sociological and psychological factors that affect health and illness, and the
related theoretical frameworks that underpin healthcare practice. Students will have
the opportunity to observe and report practical examples of how sociological and
psychological concepts are considered when planning support for service users. The
unit will engage students in the assessment of the implications of both perspectives
on current healthcare policies. Furthermore, students will be able to explore a
range of applications of the psychological perspectives and understand how these
can enhance health and wellbeing.
This unit will inform developing healthcare professionals of the importance of
sociological and psychological concepts in improving health status of service users.
This unit is particularly suited to those interested in pursuing a career in health
promotion, public health and counselling.
By the end of this unit students will be able to:
1 Explain a range of sociological perspectives on health and illness
2 Describe a range of psychological perspectives on health and illness
3 Explore the influence of sociological and psychological perspectives on
healthcare provision
4 Assess how psychological theories are applied to elicit behaviour change in
healthcare settings.
Advances in information and other technologies have had a significant impact on
work practices in the healthcare sector. These technological advances have many
benefits including, early diagnosis and detection, reduction in invasive procedures
and consistent measuring of vital signs towards more effective and efficient
healthcare.
Students will explore types of medical technology used in healthcare contexts, for
example for diagnostic purposes, invasive procedures or life support. They will also
consider the range of assistive technology which can be used to improve the
wellbeing and independence of individuals using services. In addition, students will
examine the guidelines and legislation related to the correct use, storage and
decontamination of equipment.
The aim of this unit is to develop students’ understanding of the range of
technologies used in healthcare practice and the subsequent implications for people
using services. It will encourage the development of students’ own skills in using
technology during their practice in healthcare settings.
The unit introduces students to the application of the range of information and
communication technology used in healthcare practice which enable the acquisition
of skills that can be utilised in a variety of health, care and support services,
supporting career mobility and progression on to degree ‘top-up’ programmes.
By the end of this unit students will be able to:
1 Explore the uses of diagnostic technology in healthcare
2 Assess how monitoring and treatment technology in used in healthcare
3 Investigate the use of assistive technology in health, care or support services
4 Demonstrate the safe use and storage of medical and assistive technology.
Adult residential care has changed in its approach, and is constantly evolving to
ensure it keeps up with market forces. Each setting must be responsive, diverse
and able to provide high-quality, personalised care and support that meets the
needs of people, regardless of who pays for care.
Accessing residential care can be a frightening and lonely process for individuals.
They might have made the decision to move for themselves, or the decision might
have been made for them, in their best interests. Assessing what individuals need
is the first stage of getting the right care provision in place. An accurate
assessment has to put the individual at the heart of the process, involving them,
and relevant others, in decisions about their care needs.
This unit is intended to introduce students to the residential care sector and how
practitioners work with individuals, their carers and other professionals to ensure
care needs are met through person-centred practice underpinned by principles and
values. Through this approach practitioners can help ensure the individual’s voice is
heard and their needs are identified and met. In this unit, students will explore how
the residential care sector supports individuals and involves them in assessment to
ensure that care promotes an individual’s health and wellbeing effectively.
This unit develops understanding of the values and principles that underpin the
practice of those who work in residential care.
By the end of this unit students will be able to:
1 Describe the functions of the adult residential care sector
2 Assess the impact of legislation, regulation, codes of practice and standards on
service delivery in adult residential care
3 Explain how inclusive and person-centred practice is applied in adult residential
care
4 Contribute to the provision of adult residential care services which is
underpinned by best practice.
Why conduct research?’ It is an important and interesting question that should be
considered when looking at ways to improve healthcare service provision. Some
who embark on the research process find it can be daunting and see it as an
obstacle to be overcome and swept aside as quickly as possible. Yet research can
be a motivating and engaging experience, particularly for the researcher who is
passionate about making a difference. Research can have a positive impact on local
practice and policy, as well as promoting and informing global health programmes.
Refining and using effective research skills and methods is key to being able to
produce high-quality research that can contribute to developing a richer
understanding of a phenomenon, driving improvements in public health and in
healthcare as a whole.
The aim of this unit is to develop student’s research skills further to be able to carry
out an independent piece of action research using human participants to contribute
to service improvement. Students will make use of the Practice Themes in order to
identify a suitable research project or extend a proposed study devised at level 4.
Students will firstly develop a deeper understanding of the types of research
conducted in public health and develop their research skills further to carry out a
research study using their own research questions. Students will then go on to
design their research methodology and carry out a piece of action research and
produce findings to a range of audiences.
By the end of this unit students will be able to evaluate their research journey and
its impact on their own practice and provision as well as its significance in
contributing to wider public health service improvement. Students will be able to
evaluate the success of their research and make recommendations for future
research that extends or deepens understanding further.
*Please refer to the accompanying Pearson-set Assignment Guide and the
Theme Release document for further support and guidance on the delivery
of the Pearson-set unit.
By the end of this unit students will be able to:
1 Review the role of research in strategies to improve health and wellbeing
2 Develop a methodological framework for action research into health and
wellbeing improvement
3 Carry out action research towards improvements in health and wellbeing
4 Examine the impact of research findings with regard to service improvement
and own professional development.
Reflective practice is used throughout the healthcare profession as a means to
improving the practitioner’s skills, reviewing how they have dealt with situations
that have occurred and identified areas that need further development. Overall this
enables the practitioner to provide a high-quality service and adopt a more
professional approach to the user of services. Being a reflective practitioner is key
to lifelong learning and development for working in health, care and support service
professions. Reflective practice works to ensure that a high-quality service is
offered to the users of services and the effective practitioner identifies areas for
development and where they can share good practice.
This unit builds on learning from Unit 2: Demonstrating Professional Principles and
Values in Health and Social Care Practice. It provides students with an opportunity
to further develop their skills as reflective practitioners. The evidence for the unit
will be based on theoretical considerations as well as practice within the workplace.
It requires students to bring together their classroom and workplace learning across
their programme, demonstrating their professional development using reflective
approaches. Learning in the workplace will be supplemented with wider
understanding and knowledge from all parts of the course.
Through this unit, students will be supported to take responsibility for their own
learning, demonstrate their capacity to continuously learn and grow, reflect on their
own practice and encourage others to develop their practice. It enables students to
have a greater understanding of person-centred care, the legal and ethical
framework under which practitioners operate, and further develop the skills
required to develop them as reflective healthcare practitioners throughout their
learning and career in the health and social care sector.
As students will be reflecting using examples from real practice in their workplace
setting, it is essential that students respect the confidentiality of information used
within this unit.
By the end of this unit students will be able to:
1 Promote a holistic approach to person-centred practice
2 Review current policies, legislation and regulations in relation to effective
person-centred practice
3 Reflect on own practice within health, care and support settings
4 Explore ways to develop own professional skills and behaviours in relation to
health, care or support service provision.
Every organisation should strive for excellence in service and in health and social
care, the process of continuous improvement to safety, wellbeing and satisfaction is
a hallmark of effective service provision. Staff and service users should be
reassured that managers recognise the benefits of improvement to the quality of
provision, and the impact of the individual on the overall success of the
organisation. Being able to able to understand and implement continuous
improvement measures is part of the manager’s role in care service provision.
Further, increasing demands on care settings to improve quality of service have
identified the importance of all staff understanding the different perspectives on,
and methods of, achieving quality on a daily basis.
This unit will enable students to develop their knowledge of these differing
perspectives, to review the requirements of external regulatory bodies and to
analyse these in relation to the needs of patients, customers, staff and other
internal stakeholders. Students will explore the methods used to assess different
quality markers as well as strategies for managing service quality in order to
maintain continuous improvement and positive outcomes. Further, students will
have the opportunity to use this knowledge to plan, implement, monitor and
evaluate a small-scale quality improvement initiative in their own work setting.
A manager in care settings would be expected to be a driving force in terms of
quality improvement. This unit will provide students with the knowledge and skills
that employers will expect their managers to bring to the setting.
By the end of this unit students will be able to:
1 Assess the impact legislation and policy has on measuring and monitoring
quality of practice in a health and social care
2 Discuss the impact that improving quality has on different individuals in a care
setting
3 Explore quality improvement requirements in a care setting
4 Plan and monitor improvements to quality.
Change management is so much more than to make something different. From the
investigation as to whether change is necessary through to the exploration of team
dynamics, leadership, barriers to change, motivation and planning for change,
involvement of the multidisciplinary team with the implementation of change and,
finally, results evaluation, with the potential to re-plan future strategy. The one
constant within the health service is change; from health departments and agencies
which define the shape of training, education, skill and the competence of the
healthcare workforce, through to a number of local initiatives and strategies that
require implementation.
The aim of this unit is for the student to recognise the different components of
change management, and to develop the skills to be able to facilitate the
identification, development, piloting of and evaluation of a change management
initiative in a healthcare context. Students will develop their knowledge of the
theoretical aspects of change management in the application of an identified
change initiative.
Topics included in this unit are the theories behind change management within the
health service, barriers to change the student may experience, especially where
ingrained culture may prove difficult to navigate, decision-making structures made
in partnership with organisational policy, and impact on key stakeholders, e.g.
allied health professionals and patients. Finally, students will explore how change
itself may emerge and how reflection can be used as a building block for future
work.
On completing this unit, the student will have had the opportunity to design and
initiate a change management plan within their own organisation that will support
their career progression in healthcare. Transferable skills the student will develop
through completing this unit include project and staff management, customer
service, enhanced communication skills and the ability to reflect on own practice.
By the end of this unit students will be able to:
1 Discuss factors that have driven recent changes in the healthcare sector
2 Discuss the components of change management within a change management
initiative in healthcare provision
3 Implement own small-scale change management plan
4 Assess the effectiveness of a change management plan.
Recruitment and retention of staff is an extremely important element of the
healthcare sector. Those with responsibility for this need to have the knowledge
and understanding of the processes involved in the recruitment and management of
staff in the healthcare workplace., They need to recognise their responsibilities in
relation to their own developmental needs as well as those they are responsible for.
This unit will allow students to practise valuable staff interviewing skills as well as
giving the opportunity to demonstrate effective recruitment practice in a healthcare
setting in preparation for their role in managing staff. Students will be required to
investigate the recruitment of staff, including the relevant legal and policy
frameworks, as well as relating the process to various advisory documents
providing guidance on recruitment in a healthcare settings. They will also review
their workplace supervision and appraisal practices and make recommendations for
improvement.
Students will investigate how Continuing Professional Development (CPD) is used in
the workplace as well as examining their role in supporting, coaching or mentoring
staff and the purpose and process of providing feedback. Students will also explore
the use of development plans to allow for identification of staff training
requirements and investigate their own management training needs.
The skills and understanding gained in this unit will help students to manage
workplace human resources in a healthcare-related environment at their relevant
level.
By the end of this unit students will be able to:
1 Discuss the processes involved in the recruitment of staff relevant to own
setting
2 Review how staff are monitored and supported on a regular basis
3 Recognise the legal and ethical responsibilities of human resource management
4 Plan for own learning requirements relevant to managing staff.
It is important for organisations to work together to enable access to services to be
provided for the continuation of care and the well- being for the users of services.
This will help to ensure that high-quality provision is offered which is efficient. It is
also important for an integrated service to be applied when the authorities are
dealing with safeguarding and protection to ensure that the health, social services,
and police are aware of children and adults that may need to be supported and if
they are at risk.
The aim of this unit is to help students understand the difference between the
function of a manager and the role of a leader, and be able to apply this
understanding in supporting the development of effective teams.
Students will consider the leadership and management characteristics, behaviours
and traits which enable effective and seamless integrated care provision when
working in partnership in teams across health, care and support service
organisations. In addition, students will investigate how partnership working is
applied across different services and give examples of where good practice is being
applied.
On completion of this unit, students will have demonstrated that they can work in a
leadership role as part of a team and will have developed their knowledge and
understanding of how partnership working benefits the users of services and
organisations across health, care and support service provision. The leadership
qualities that will be enhanced during the unit will help students to gain confidence
and understanding when working as part of a team, or as a leader, which will
support employment opportunities in the healthcare sector and progress into
healthcare-related degree programmes.
By the end of this unit students will be able to:
1 Differentiate between the role of a leader and the function of a manager
2 Discuss the role of partnership working across health, care and support services
3 Explore the outcomes of positive partnership working across health, care and
support services
4 Examine own contributions to working as part of a team.
Social policy is integral to the function of health and care services, it involves the
legislation, guidelines and expectations regarding conduct of professionals and
services that are responsible for securing the welfare of individuals within a society.
In public health, social policy is specifically focused on policies that the government
and other agencies representing the population determine are the vision for
improving and maintaining the health of the nation.
The aim of this unit is to introduce students to a range of legislation, policy and
codes of professional conduct related to public health and the impact these have on
different populations. This will lead on to students appraising current social policy
and how policy can aid in the promotion of health for a population within their own
practice area.
Topics included in this unit are social, political and economic processes, health and
wellbeing inequalities, partnership working, strategies to improve health outcomes
and policy within own practice area.
On successful completion of this unit, students will have an insight into the origins
of social policy documents within their own practice area. This will enhance their
ability to reflect upon social and public health factors which are fundamental within
a career in healthcare and for future study.
By the end of this unit students will be able to:
1 Discuss the historical context of social policy governing public health practice
2 Examine social policy initiatives in public health
3 Carry out a review of social policy in relation to own area of practice
4 Reflect on the impact of social policy as a driver to improve outcomes in public
health.
The purpose of this unit is to enable students to understand the role and
contribution of mentorship in health and social care, which is to support the
personal development and lifelong learning of staff. Mentorship is achieved through
effective leadership, mentoring and/or coaching. Health and social care workers
need to be able to differentiate between team and individual leadership, mentoring
and coaching, and know how to apply these in their own practice.
This unit will support students’ understanding of mentoring as establishing and
developing learning relationships that support people to take charge of their own
development. The unit will enable students to develop their confidence and
motivation, through self-reflection and improved understanding, and their
interpersonal skills. Further, this unit aims to develop students’ practice in being
able to lead, mentor and coach others in health and social care-related
environments.
Students will review relevant theories, approaches and principles of leadership,
mentoring and coaching, as well as considering the purposes and benefits of
mentoring in health and social care practice. Further, students will plan, implement
and review a period of mentoring in their own workplace.
The focus on personal and professional development through developing others will
support students’ progress through lifelong learning and increase their capacity to
develop as well-rounded practitioners in the sector. The learning gained from this
unit can also provide the foundation for undertaking further professional
qualifications in coaching.
By the end of this unit students will be able to:
1 Review theories and principles of team and individual leadership, mentoring and
coaching in health and social care
2 Explore how mentorship, through mentoring and coaching practices, can benefit
individuals and organisations in care environments
3 Apply mentoring and coaching techniques to support mentorship of individuals
in care environments
4 Review own leadership and mentoring practice in a care environment.
This unit will provide students with the opportunity to gain understanding and
develop skills relating to project management principles, methodologies, tools and
techniques. This includes undertaking independent research, managing and
implementing a project. They will develop confidence and abilities in decisionmaking, problem-solving, consequential thinking, critical analysis and research
activities within their chosen field. Further, they will be able to critically assess key
concepts, systems, processes, and practices within a work-based context to
determine appropriate outcomes and solutions, present evidence and make
recommendations in an appropriate, clear and understandable way.
Project briefs will be set by the centres in partnership with participating
organisations. The projects must allow flexibility for student input in project design,
and must enable students to explore and examine relevant and current topics or
other key aspects of business within the healthcare environment.
In completing this unit, students will have developed skills in project management,
supporting continuing further education in healthcare related management degrees
and enhancing employment opportunities in supervisory or junior management
roles in healthcare.
By the end of this unit students will be able to:
1 Apply theories of project management to management systems and practices in
own work setting
2 Implement a planned small-scale project relevant to own workplace experience
3 Produce an end of project evaluation report, taking into account audience and
stakeholders
4 Critically reflect on own performance and learning within the project
management process.
Health and social care practitioners are regulated by, and must adhere to, a range
of law and policy when working within the most common settings of health trusts,
primary care and other public authority settings. Even those working in voluntary,
non-profit and private organisations will require a sound understanding of law and
policy in order to practice proficiently, safely, ethically and legally. This unit
develops students’ knowledge and appreciation of the need for them to be
thoroughly informed about relevant law and policy. Further to this, the unit
presents opportunities for students to apply relevant law and policy in practice
settings, both actual and realistic, and to consider the place of codes of practice
and ethics in their day-to-day work.
The Learning Outcomes in this unit build progressively from core underpinning legal
principles and perspectives to national and international law on key topics such as
rights and equality, and subject-specific law and policy, within health and care
practice. Students will investigate the legal and policy framework related to health
and care practice in different settings, leading to opportunities to demonstrate their
knowledge and skills through targeted assignments.
Students will evaluate the relative weight of, for example, statute law, case law,
codes of practice and organisational policy, and will develop an understanding of
how to access advice and guidance if unclear about a path to follow. Students will
consider how legal and ethical frameworks are interpreted and applied to different
settings within the community, hospitals and other areas of health and care.
Students will apply this learning to explore the relevance of statute, case law, codes
of practice and organisational policy to their own and others’ practice.
The knowledge and skills developed in this unit will support students in
understanding how and when to access advice and guidance on legal issues relating
to health, care and support service practice and provision. On completion of this
unit, students will have acquired a good working knowledge of the way that
legislation supports the development of policy and underpins ethical practice in
health and care settings. This will support progression in employment and
continuing higher education in areas related to health and social care.
By the end of this unit students will be able to:
1 Explore the legal framework within which health and social care practitioners
operate
2 Describe key legislation, national and organisational policy of fundamental
importance to the health, care or support service practitioner
3 Interpret the law in relation to key ethical and professional Practice Themes in
health and social care
4 Apply law and policy in line with regulatory and ethical requirements in a
relevant practice setting.
Reflecting on our daily activities is an automatic process: it is part of human nature,
and something conducted often unconsciously. Reflective practice involves selfobservation and evaluation with the goal of refining practice on an ongoing basis.
Reflecting on what we do is a fundamental skill that helps us to develop, improve
personally and professionally. It is an active, dynamic process that also helps
develop confidence in our ability to perform our daily working practice and to
become proactive, professional leaders. The art of reflection is a tool that students
will carry with them through and beyond their educational journeys and is a
requisite for many roles in the sector. Developing the necessary skills early helps
students to be prepared for their career progression pathways.
This unit is intended to run alongside other units in this qualification in order that
students may gather evidence to compile a Professional Learning and Development
Portfolio (PLAD) which captures evidence of learning and development against a
framework of Practice Themes which forms the essential core running through the
unit. The unit aims to develop the skills and knowledge necessary for students to
reflect on their own and others’ daily practice and improve students’ own practice
and professional development.
Students will firstly develop an understanding of the purpose and importance of
continually reviewing their own practice and professional development through an
exploration of the benefits and issues associated with reviewing practice. They will
then develop their knowledge and skills of theoretical models and other techniques
needed to support them in carrying out active, dynamic, action-based, real-time
reflection. Students will record their evidence in the PLAD which will comprise
learning from this and other units on an ongoing basis. Finally, students will
evaluate their reflective journeys and the effectiveness of the PLAD in supporting
their ongoing personal and professional development.
On successful completion of this unit, students will have gained the necessary
knowledge and skills to complete a professional development portfolio that records
evidence of a continuous cycle of reflection and improvement of knowledge and
skills and be able to plan for their future career pathway.
By the end of this unit students will be able to:
1. Explain the role of reflection in health and social care practice
2. Use the Practice Themes as a framework for reflection
3. Demonstrate active, ongoing, critical reflection of learning experiences
4. Assess the overall success of own reflective journey and consider future career
pathway.
The term ‘mental health’ is often used when mental illness or disorder is actually
being referred to. It is important that students explore what is meant by mental
health in its positive sense, what does it mean to be mentally healthy? It is
estimated that one in four people will experience mental ill-health during their
lifetime, therefore the mental health and wellbeing of individuals, families and
communities should be a primary concern of all those working in social or
community work. A good understanding of individual mental health is important for
staff employed in social and community work settings. Work in this sector can be
stressful at times and it is vital that workers can identify their own mental health
needs, take action to protect their mental wellbeing and are aware of sources of
support for themselves as well as the individuals they provide care or support to.
This unit aims to provide an opportunity for students to explore definitions of
mental health and wellbeing and the complex range of factors that influence our
mental health. They will be encouraged to discuss mental wellbeing as a
continuum, with mental health and emotional wellbeing fluctuating over time.
Influences on mental health will be reviewed, including the interrelation of physical
health, mental health and emotional wellbeing as well as social, psychological and
environmental factors. Students will be encouraged to consider the range of factors
that protect the mental health and wellbeing of individuals, families and
communities and assess strategies that can be employed to maximise protective
factors and build resilience. This unit will also provide students with the opportunity
to explore strategies to maintain their own mental health and wellbeing.
Students will develop skills in independent and collaborative research, and develop
an understanding of the risk and protective factors influencing mental health and
wellbeing. Students will explore strategies that can be used to promote positive
mental health in groups they work with, as well as developing an understanding of
protecting their own mental health while employed in the social and community
work sector.
By the end of this unit students will be able to:
1. Review the factors that influence mental health and emotional wellbeing
2. Explain the value of early intervention in promoting positive mental health
3. Assess strategies to promote mental wellbeing in individuals and communities
4. Review the measures that social and community workers can take to promote
their own mental health and resilience.
Evidence-based practice in health and social care involves taking a systematic
approach to examining a range of evidence in order to answer key questions of
relevance to the sector. The basis of evidence-based practice is research. In health
and social care, research is conducted for a number of reasons for example, to find
prevalence or incidence of disease, to assess quality of life or patient satisfaction.
Research has global relevance and plays a significant role in influencing the
development of high-quality provision, supporting a high-functioning integrated
workforce and promoting the health and wellbeing of those who use health, care
services.
Working in health and social care provides unique opportunities for practitioners to
make a difference, developing the skills and knowledge to conduct research is
fundamental in order to support quality practice, influence positive change and
promote a highly-skilled workforce.
The aim of this unit is to develop students’ knowledge and skills to understand the
purpose and process of research in health and social care particularly in relation to
promoting integrated approaches to care. Students will carry out a literature review
on a topic drawn from the Practice Themes aimed at quality improvement within
wider health, care or support service practice. Students will learn how to source
current literature and assess the reliability and validity of sources to be able to
construct an argument that leads to a proposal for a potential research study.
Throughout this process, students will learn how they can dynamically influence
changes and improvements within the health and social care sector. The unit will
develop students’ skills in understanding the steps they need to take to complete a
literature review, academic conventions for presenting literature and how it forms
the rationale for a personal research project.
On completion of this unit, students will have developed the pre-requisite skills
needed to design a proposal that either extends from their literature review or
highlights a further potential area of research. Possessing the necessary skills for
conducting quality personal research that leads to evidence-based practice, will
enhance students’ academic skills, professionalism and employment opportunities
within the health and social care sector.
*Please refer to the accompanying Pearson-set Assignment Guide and the Theme
Release document for further support and guidance on the delivery of the Pearsonset unit.
By the end of this unit students will be able to:
1. Explain the role of research for evidence-based practice in health and social
care
2. Conduct a review of key literature relating to a research topic towards
improvements in care practice
3. Develop a project proposal using evidence-based practice
4. Examine the value of the literature review process in influencing positive
change in health, care or support service provision.
Social and community work takes place within a range of settings, including
people’s own homes. The role of the practitioner in social and community work is
diverse and requires skills and knowledge that can be adapted to areas of care. The
diverse range of service provision will reflect the needs of local populations and the
current climate of society’s approaches to providing support and care. In addition,
social and community work operates within organisational frameworks influenced
by various factors, including government policy, policy reforms, funding restrictions
and demographic shifts. The work relies upon organisational structures that are
based upon current legislative and regulatory frameworks required to meet social
needs within different settings.
In this unit, students will identify the organisational context of the area of work
they are engaged in and analyse the factors that affect the construct of
organisational policies. They will consider the area of the work and the effects of
internal and external drivers on the development of the service provision.
This unit will enable students to take a wider viewpoint of the functions of social
and community work within society and the impact of changing organisational
contexts. Completion of this unit will provide a basis for further study in the area of
social policy, change management, policy development and management studies.
By the end of this unit students will be able to:
1. Define the contexts underpinning the organisation of social and community
work
2. Explore the effects of external drivers and policy reform on social and
community care service provision
3. Review the role of the care worker in developing partnership approaches to
social and community work
4. Examine the ways that an organisation providing social or community services
meets the needs of the individual service user.
The welfare of individuals is affected not only by their own actions but also by that
of others. The state has a role to play in improving welfare as well as in overseeing
the practicalities of service organisation and delivery in an increasingly complex and
diverse society. For workers in this sector, it is important to develop a knowledge
and appreciation of the need to be thoroughly informed about the impact of
devolution, the European Union and wider international issues such as globalisation
and how this has influenced social policy and the administration of services. Further
to this, they need to develop an awareness of the impact of wider structural and
cultural issues that may affect both the implementation of policy and service user
access.
In this unit, students will explore the fundamental concepts of social policy, in
particular the historical and current context of social policy, the role of central and
local government, devolved government, and comparative and wider influences on
social policy. Students will consider how policy is implemented, the importance of
inter-organisational relationships and the impact of wider social policy structures
and issues on service delivery. They will examine the impact of wider structural and
cultural issues such as social exclusion, discrimination and roles, beliefs and
ideologies. Students will analyse the importance of service-user involvement in the
social policy process and how that involvement has developed over time, and will
also be asked to consider its importance and what difference it has made. Finally,
students will investigate the importance of partnership and inter-agency working,
the constraints affecting service delivery and the importance of evaluating provision
from the service user’s perspective. Students will then apply this learning and
explore its relevance in their own and others’ practice.
This unit will support those interested in working directly with service users in a
range of situations from local authority, independent and community settings. It is
also useful for those who wish to continue on in higher education qualifications such
as social work and related degree programmes.
By the end of this unit students will be able to:
1. Explore the current context of social policy and administration both nationally
and on a global scale
2. Describe how influences on social policy impact social or community service
organisation and delivery
3. Assess the wider structural and cultural issues that affect social policy and
administration globally
4. Explore the value of service user involvement in the social policy process.
Post-war recovery following the Second World War saw countries around the world
taking a greater international and national statutory interest in achieving peace,
stability and reducing inequalities between citizens e.g. on a global scale, the
formation of the United Nations (UN) in 1945, and the World Health Organisation in
1948. One of the fundamental priorities of the UN at its establishment was to
“achieve international co-operation in solving international problems of an
economic, social, cultural, or humanitarian character and in promoting and
encouraging respect for human rights and for fundamental freedoms for all without
distinction as to race, sex, language, or religion”. Many countries around the world
supported this vision and reflected it in the restructure and development of national
systems to tackle inequalities between citizens. The success of such systems has
not been without challenges, especially as society’s needs evolve and change. How
workers in health, social and community care services understand and respond to
these changes is directly related to our capacity to provide the essential services
required to improve the lives of those in need.
In this unit, students will develop their understanding of the contemporary social
issues that give rise to inequalities, poverty and social injustice. They will explore
historical contexts and their role in contributing to an understanding of how current
day contemporary social issues have given rise to reform. Students will examine
arguments positing the efficacy of addressing social issues through means such as
enquiries and reform, looking at those which assert a reactive approach and
produce legislation impacting on interpretations, delivery and the ability to tackle
forms of inequality in practice. Students will explore a social issue applicable to
their own situation and identify its impact on their own practice, the wellbeing of
individual users of services, their families and the wider social and community work
provision. They will assess the overall impact of social issues and debate the ways
in which society deals with inequalities, diversity and inclusion. Students will use
information to debate different types of reform and put forward their ideas to
provide a robust service that promotes a positive framework for those employed in
social and community work practice.
In completing this unit, students will have a broader, more practical understanding
of contemporary social issues and the fundamental role social and community care
workers play in enabling a fairer, more equal society. It is useful for students
progressing to roles in community and social work support, as well as continuing in
related higher education degrees.
By the end of this unit students will be able to:
1. Describe the historical context for contemporary social issues relevant to social
and community work practice
2. Explore contemporary social issues in social and community work practice
3. Review a social issue in relation to own area of practice
4. Examine own role in challenging or advocating a contemporary social issue.
Community development is undertaken by a wide range of people in different
settings and roles. Community development practitioners may be paid (employed
workers) or unpaid (community activists and voluntary workers). All community
development practitioners need to be competent in the necessary skills and
knowledge, and to work with integrity to support communities which may have few
recognised resources and limited access to decision makers. Community
development practice covers a number of areas and includes working with
individuals, families and groups, supporting their wellbeing and addressing the
issues of social, cultural and economic inequality experienced by communities.
In this unit, students will develop their knowledge and appreciation of the need for
community development. Further, the unit will also develop students’ awareness of
the impact of wider structural and cultural issues that may affect the
implementation of community development initiatives, participation and access.
Students will review the skills, values and processes required for community
development practice, examining the key principles and how they are translated
into practice. They will explore how to engage with communities in order to identify
and respond to needs through action and go on to recognise the need to promote
and support effective relationships with key professionals and individuals. They will
consider ways in which to develop and promote opportunities for community
learning and social change within a community.
The knowledge and skills developed in this unit will support students’ ability to
understand the importance of locally driven community development, the role of
facilitators and the dilemmas affecting community development. This unit will
support students wishing to progress in working in community development as well
as to continuing higher education in subjects related to community development.
By the end of this unit students will be able to:
1. Describe the characteristics of community development
2. Explore approaches to effecting social change through community development
3. Describe the processes involved in effective community development
4. Participate in a community development initiative.
The concept of community cohesion in a society encompasses a sense of
togetherness, bonding and belonging with other members in a community.
Community cohesion is the ‘glue’ that holds a society together and is focused on
avoiding the corrosive effects of inequalities and intolerances to bring about a
society where individuals have shared ideals and values. The cost of care and
support services in the UK can be high to those needing to access care services.
Government initiatives and funding go some way to meet the financial costs
through providing ‘pots of money’. However, such funds are often means-tested
and rarely meet the full cost of the care that individuals need. Obtaining funding
from other sources becomes a necessary requirement for those supporting care
services.
This unit will introduce students to the concept of community through providing a
brief overview of how community life has changed over the past decades and the
factors that have contributed to a decline in community cohesion. Students will go
on to understand the avenues of funding available and how they can access funding
for initiatives to support community development. The core element of this unit
requires students to champion a community-led activity for an initiative through
identifying an area of need within their own area of social or community work
practice. Students will develop a plan that illustrates budgets, human and physical
resource needs and the potential impact of their idea on developing community
cohesion.
By the end of this unit, students will have a broader experience of the skills
required in promoting and carrying out community-led activities. This unit will also
support progression to higher education opportunities in a variety of social or
community work-related disciplines.
By the end of this unit students will be able to:
1. Discuss the concept of community cohesion and its impact on community work
practice
2. Describe how different community-led activities can be funded
3. Explore the steps necessary to develop a strategy to raise funds for a
community-led activity
4. Reflect on own performance in driving a community-led activity towards
developing community cohesion.
Young people today are growing up with ideals, expectations, ambitions and talents
which are unprecedented, driven, as they are, by new technology, affluence and
globalisation. Many will require support and encouragement in order to make a
positive contribution to their communities. Understanding what kinds of activities
and programmes can inspire, motivate and mobilise a new generation of young
people to engage in society and contribute to their community is vital.
In this unit, students will improve their understanding of how to develop young
people’s capacity to improve the quality of their own lives and to effect change in
their communities. While there has been significant research and guidance on
working with children, young people have often been overlooked. Students will
explore how to engage with and mobilise young people to contribute to
transforming and building more just, inclusive and equitable societies through
shared values and principles. Furthermore, students will consider methods of
inspiring young people’s participation in education or employment and will
investigate the potential consequences of non-engagement.
Students will analyse ways in which to inspire young people and support them in
making positive contributions to community and society, including the benefits of
providing young people with opportunities to develop and exercise their leadership
capabilities. They will explore the skills that enable effective leadership and which
have broader significance beyond their potential to prepare young people to take on
formal leadership roles. Students will consider the benefits for an individual young
person, their peer group and society more generally.
This unit is particularly suitable for students who want to progress in roles in the
education, training and support of children and young people, or in continuing
higher education in studies such as childhood education and youth and community
work.
By the end of this unit students will be able to:
1. Describe how to build relationships with young people
2. Explore how to develop young people’s participation and leadership skills
3. Examine methods of inspiring participation in education, employment or
training
4. Apply strategies in own workplace to inspire young people in making positive
contributions to community and society.
Health and Safety legislation, regulations and adherence to agreed ways of working
take priority in all care environments, including the homes of those individuals that
social or community practitioners work with. The holistic approach to assessing
health, safety and risk management serves to secure the rights and responsibilities
of both the individual in receipt of care, the care worker and the care setting, as
well as ensuring a person-centred approach in providing support. Further, by
developing healthy and safe environments, practitioners that work in social and
community care settings safeguard service users and protect them from harm.
In this unit, students will examine risk management, both formal and informal, and
all aspects of risk-taking, making choices and seeking consent and
acknowledgement of rights and responsibilities. They will learn to identify hazards
in all areas of the social or community care environment, ensuring that appropriate
and realistic safeguards are in place in line with agreed ways of working, legislative
guidance and regulatory requirements. In investigating the role of the support
worker, students will develop their understanding of safeguarding and protection
while also recognising the need to acknowledge that we take risks in all aspects of
our daily lives. Trying to remove any element of risk-taking can lead to limitation of
activities and experiences and disempowerment of the individual. Therefore,
students will be assessing person-centred approaches to healthy and safe
environments and evaluating the legislative and regulatory frameworks upon which
policies are developed in the work setting. Students will analyse their own role in
supporting risk management and supporting the rights of the individual.
Completion of this unit will support progression to more senior roles through
developing understanding and skills in policy review, risk assessment and
supporting person-centred approaches in maintaining healthy and safe
environments. Other opportunities for career progression may include accessing
continuing higher education courses in health and social-care related fields.
By the end of this unit students will be able to:
1. Explore aspects of legislation, regulations and codes of practice that support
health, safety and risk management in care environments
2. Determine own role in developing risk assessments and supporting risk-taking
in safe environments
3. Examine the impact upon the individual of risks to personal safety and
wellbeing
4. Review person-centred approaches to health, safety and risk management.
Sociology is a social science relating to the study of human society. Sociologists
seek to understand the nature of a society and how different systems within a
society operate. At a macro level, organisational systems, such as governments,
guide the way in which individuals should behave, setting ‘norms’ through laws,
regulations and policing. At a micro level, family systems can incorporate systemic
‘norms’ but may interpret them in a way that fits their own beliefs, values, customs
and behaviours. Core to the work practice of professionals in social and community
care is the ability to provide support to individuals in an effort to maintain their
independence, challenge inequality, improve their quality of life through social
interaction and empower them to take an active part in society while protecting
them from vulnerable situations.
In this unit, students will develop their knowledge and understanding of the core
information that underpins sociological frameworks, exploring five main theoretical
perspectives in sociology, including functionalism, symbolic interactionism and
conflict theories and how these are used in social and community work practice. For
example, students will explore the concepts of power and status posited by Weber’s
panoptic-type disciplinary ideas and postulated by Foucault. Students will view
gender, ethnicity, social class, disability, sexuality and age through the lens of
sociological theory, exploring systems models of family, community, and
organisations to be able to align these with their daily practice working with
individuals. Finally, students will draw comparisons from an international
perspective and evaluate the effectiveness of other systems in challenging and
tackling inequalities and social deprivation.
This unit is essential for those wishing to progress to working in a range of settings
and environments in the social and community work sector as well as for those
wishing to progress to continuing higher education in areas such as social policy.
By the end of this unit students will be able to:
1. Describe factors influencing an individual’s vulnerability to social inequality
2. Explore sociological approaches used in social and community work practice
3. Explore how sociological approaches are used to address issues of social
deprivation and inequality in own country
4. Compare sociological approaches to social and community work practice in
different nations.
With the use of technology becoming more widespread, information is increasingly
easy to obtain, store and retrieve. However, it is also becoming easy for the wrong
people to have access to information. With increasing emphasis on accuracy and
digital safety and taking into consideration the sensitive information recorded and
used in healthcare settings, practitioners responsible for handling data or other
information are expected to take the initiative on managing records appropriately
and efficiently, reporting accurately to line managers.
This unit is intended to introduce students to the process of reporting and recording
information in health, care or support services; it will allow them to recognise the
legal requirements and the regulatory body recommendations when using paper or
computers to store information, as well as the correct methods of disposing of
records. This unit will enable students to recognise the importance of accurate
recording and appropriate sharing of information, and be able to keep and maintain
records appropriately in their workplace.
Students will be expected to use appropriate methods to record and store
information from their workplace and to follow data protection principles to use and
dispose of the information on completion of tasks.
Students completing this unit will have developed the knowledge and skills to
manage day-to-day recording and reporting which are essential to being an
effective care practitioner and manager.
By the end of this unit students will be able to:
1. Describe the legal and regulatory aspects of reporting and record-keeping in a
care setting
2. Explore the internal and external recording requirements in a care setting
3. Review the use of technology in reporting and recording service user care
4. Demonstrate how to keep and maintain records in a care setting in line with
national and local policies and appropriate legislation.
As a supervisor or manager in social and community care services, it is important
to recognise that resource planning is not just about financial considerations.
Resources can also be physical, human or operational and can include new or
existing resources. The ability to identify and put in place appropriate and effective
resources is key to supporting and promoting the positive health and wellbeing of
individuals.
In this unit, students will understand the importance of identifying resources that
meet the specific needs of individuals and situations. Students will understand how
the principles of wellbeing, as well as specific, individual, organisational and
regulatory needs, can be used to identify appropriate resources. They will discuss
the skills and processes required for effective resource planning, taking into account
the specific needs of individuals, families, carers, groups and communities in a wide
range of contexts, including statutory and non-statutory social services, community
organisations, criminal justice and educational welfare. Finally, students will
conduct their own needs analysis on a specific task or activity in order to identify
appropriate resources, examining the impact of the use of resources on provision,
cost effectiveness and individual health and wellbeing in practice.
The knowledge and skills developed in this unit will support students in
understanding the importance of resource identification, securing resources that are
matched to need, and developing their own role as a community resource. This unit
will support students wishing to progress to management positions in project
management or similar roles as well as those wishing to continue in higher
education in health or social care related subjects.
By the end of this unit students will be able to:
1. Explain the importance of effective resource identification in social and
community care services
2. Explore individual and organisational factors that give rise to the need for
specific resources in social and community care services
3. Explain the process of needs analysis in supporting and promoting effective use
of resources
4. Conduct a needs assessment on a specific aspect of provision in a social or
community care service.
Reflective practice is used throughout the healthcare profession as a means to
improving the practitioner’s skills, reviewing how they have dealt with situations
that have occurred and identified areas that need further development. Overall this
enables the practitioner to provide a high-quality service and adopt a more
professional approach to the user of services. Being a reflective practitioner is key
to lifelong learning and development for working in health, care and support service
professions. Reflective practice works to ensure that a high-quality service is
offered to the users of services and the effective practitioner identifies areas for
development and where they can share good practice.
This unit builds on learning from Unit 2: Demonstrating Professional Principles and
Values in Health and Social Care Practice. It provides students with an opportunity
to further develop their skills as reflective practitioners. The evidence for the unit
will be based on theoretical considerations as well as practice within the workplace.
It requires students to bring together their classroom and workplace learning across
their programme, demonstrating their professional development using reflective
approaches. Learning in the workplace will be supplemented with wider
understanding and knowledge from all parts of the course.
Through this unit, students will be supported to take responsibility for their own
learning, demonstrate their capacity to continuously learn and grow, reflect on their
own practice and encourage others to develop their practice. It enables students to
have a greater understanding of person-centred care, the legal and ethical
framework under which practitioners operate, and further develop the skills
required to develop them as reflective healthcare practitioners throughout their
learning and career in the health and social care sector.
As students will be reflecting using examples from real practice in their workplace
setting, it is essential that students respect the confidentiality of information used
within this unit.
By the end of this unit students will be able to:
1. Promote a holistic approach to person-centred practice
2. Review current policies, legislation and regulations in relation to effective
person-centred practice
3. Reflect on own practice within health, care and support settings
4. Explore ways to develop own professional skills and behaviours in relation to
health, care or support service provision.
We live in an ever-changing world in which what is current today may not be
tomorrow. The arrival of technology and computers has directly changed the way
we communicate and do things. In today’s working environment, terms such as
‘innovation’, ‘creativity’ and ‘enterprise’ are not only being used in the commercial
world but also in world of social and community care. Very often they are used
interchangeably even though they mean different things. The commonality between
each of these terms is the development of a solution-focused approach to
unanticipated problems that may arise and finding a simple but original response to
them.
In this unit, students will focus on what it means to be innovative, what innovative
practice in social and community work means in reality, and the potential impact it
can have on the service user. They will examine how organisations are increasingly
building a culture of innovation through engaging with staff and creating workplace
environments where innovation can be fostered. Students will study a range of key
terms and concepts related to innovation and will investigate how innovation in
social work, although not a new concept, has produced new ways of tackling
problems and has had a positive impact on the health and wellbeing of individuals.
Students will undertake research within their own area of work and identify how
innovation is influencing their workplace, the work of others that they interact with
and the impact on the service user. Students will evaluate how their own research
skills can promote evidence-based practice and impact positively on an
organisation, as well as contributing to their own professional development.
This unit will support those interested in working directly with service users in a
range of situations from local authority, independent and community settings. It is
also useful for those who wish to progress onto higher education or professional
qualifications such as social policy, social work or international development. It is
also useful for those who intend to progress in their employment into management
or more senior roles in social or community care.
1. Discuss how innovative approaches to community and social work practice can
effect improvement
2. Examine how organisations manage and develop innovative practice
3. Review how own research and investigation skills can support innovation in
social and community work practice
4. Demonstrate project-based learning in investigating the impact of innovation
on current social or community work practice.
Every organisation should strive for excellence in service and in health and social
care, the process of continuous improvement to safety, wellbeing and satisfaction is
a hallmark of effective service provision. Staff and service users should be
reassured that managers recognise the benefits of improvement to the quality of
provision, and the impact of the individual on the overall success of the
organisation. Being able to able to understand and implement continuous
improvement measures is part of the manager’s role in care service provision.
Further, increasing demands on care settings to improve quality of service have
identified the importance of all staff understanding the different perspectives on,
and methods of, achieving quality on a daily basis.
This unit will enable students to develop their knowledge of these differing
perspectives, to review the requirements of external regulatory bodies and to
analyse these in relation to the needs of patients, customers, staff and other
internal stakeholders. Students will explore the methods used to assess different
quality markers as well as strategies for managing service quality in order to
maintain continuous improvement and positive outcomes. Further, students will
have the opportunity to use this knowledge to plan, implement, monitor and
evaluate a small-scale quality improvement initiative in their own work setting.
A manager in care settings would be expected to be a driving force in terms of
quality improvement. This unit will provide students with the knowledge and skills
that employers will expect their managers to bring to the setting.
By the end of this unit students will be able to:
1. Assess the impact legislation and policy has on measuring and monitoring
quality of practice in a health and social care
2. Discuss the impact that improving quality has on different individuals in a care
setting
3. Explore quality improvement requirements in a care setting
4. Plan and monitor improvements to quality.
The planning, organisation, buying, and monitoring of social and community care
services is known as commissioning. In the UK, this is carried out by the local
government through commissioning teams. The act of commissioning a service
consists of setting out what service is required, its delivery structure and
confirmation of its approaches and outcomes. Commissioning also involves the
contracting and procurement of the service and the process is based upon the
commissioning cycle. Strategic commissioning of social care is complex and
challenging due to reducing budgets, changing demographics, growing demands
and expectations, as well as personalisation of care packages. There is a drive in
the sector to involve users and carers more actively in decisions about social care
services, and in evidencing the difference the services make to people’s quality of
life to provide a sound evidence base for commissioning.
In this unit, students will explore the restrictions and challenges involved in
commissioning projects as well as the processes involved in developing contracts
and procuring the best value service. Students will gain a clear understanding of
the ways in which services are developed and the structures of local commissioning
teams who act on behalf of local councils or governments. They will explore the role
of the supervisor or manager in care services.
This unit will support and develop students’ overview of strategic planning in social
and community care, and will develop understanding of processes that facilitate
service delivery in local areas. This will prepare them for progress into more senior
roles in care leadership and management or continuing higher education in social
policy, administration or management degrees.
By the end of this unit students will be able to:
1. Investigate the process of the commissioning cycle in developing projects and
services in care
2. Review partnership approaches in ensuring that services and projects meet the
needs of individuals requiring the service
3. Contribute to the planning for a project or delivery of a service in social and
community care in response to commissioning requirements
4. Support service user involvement in the decision-making process in
commissioning of projects and services.
Management and supervision in social and community practice are keystones to
service provision. The quality and competence of these make a significant
difference to operational performance, cohesive team working and the health and
wellbeing of individuals. Making a transition into management in social services
carries with it the responsibility of supervising and managing teams but also further
opportunities for progression to more senior roles within social and community
service provision.
This unit is aimed at students new to the management and/or supervision of others’
practice and service delivery within a particular work setting. Students will first
understand the primary functions, core professional competencies and behaviours
needed to effectively supervise and manage others in social and community service
provision. They will explore more specific tasks, activities and duties, including
supervising workload and case management systems and practices, developing
relationships with individuals and supervising induction processes. Students will
also investigate different ways in which they can effectively supervise and manage
others in group and individual situations and the requirements for recording and
storing records relating to supervision. To complete this unit, students will conduct
a critical review of their own effectiveness and professional development in
innovating and championing best practice and driving change.
This unit supports students intending to move to more senior positions within social
and community work practice or who intend to continue in higher education in
social and community care administration and management and social policy
related areas.
By the end of this unit students will be able to:
1. Discuss key concepts underpinning the supervision and management of others
in social and community care-related settings
2. Examine practice requirements for those who supervise and manage others in
social and community care environments
3. Explore supervision and management strategies in group and individual
situations
4. Review own role in influencing development and change through the
supervision and management of others.
Coproduction refers to professionals, carers, service users and others in the
community working together to define and achieve shared goals relating to the
improvement of the quality of life of individuals and their communities. It serves to
remove barriers, recognises the service user as an asset to the service and enables
the service user to be at the centre of the services they receive. Social and
community services working in partnership is an essential element of this
collaborative approach to service provision.
This unit will help students to understand the use of coproduction and partnership
working to enable effective systems of care for different individuals accessing
support from social or community care services. In this unit, students will explore
how shared goals are defined, agreed and achieved through working in a way that
identifies and values individuals’ skills, building on their existing capabilities and
taking a collaborative approach to the planning and provision of systems of care
and support. Students will explore the value of collaborative thinking within teams
and coproduction to find and work towards shared solutions.
Utilising the principles and practice of coproduction will support students to develop
their knowledge around the importance of individual work with peer and personal
support networks, alongside professional systems and networks of support.
Students will also consider the importance of protecting service users’ rights in
coproduction in such a way that promotes workers and professionals as facilitators
of change, rather than being seen as enablers or directors of care or support.
Students will develop effective approaches to collaborative relationships with
professionals and servicer users that contribute to making improvements in the
quality of life of individuals in a community-based organisation.
On completion of this unit, students will be able to apply the core values that
underpin coproduction, including self-responsibility in acknowledging that the
person themselves is the expert in understanding their own situation and in
supporting an asset-based approach to support. This unit will support students’
progress in career pathways and also in continuing higher education in social and
community work-related areas.
By the end of this unit students will be able to:
1. Explore the value of coproduction as a mechanism for working with service
users in social and community care-related settings
2. Review current policies, principles and practice in relation to enabling effective
partnership working to support coproduction
3. Examine the impact of coproduction on individual service users’ wellbeing and
in relation to service improvement
4. Reflect on own practice of working in partnership and coproduction within a
social or community care-related setting.
It is important for organisations to work together to enable access to services to be
provided for the continuation of care and the well- being for the users of services.
This will help to ensure that high-quality provision is offered which is efficient. It is
also important for an integrated service to be applied when the authorities are
dealing with safeguarding and protection to ensure that the health, social services,
and police are aware of children and adults that may need to be supported and if
they are at risk.
The aim of this unit is to help students understand the difference between the
function of a manager and the role of a leader, and be able to apply this
understanding in supporting the development of effective teams.
Students will consider the leadership and management characteristics, behaviours
and traits which enable effective and seamless integrated care provision when
working in partnership in teams across health, care and support service
organisations. In addition, students will investigate how partnership working is
applied across different services and give examples of where good practice is being
applied.
On completion of this unit, students will have demonstrated that they can work in a
leadership role as part of a team and will have developed their knowledge and
understanding of how partnership working benefits the users of services and
organisations across health, care and support service provision. The leadership
qualities that will be enhanced during the unit will help students to gain confidence
and understanding when working as part of a team, or as a leader, which will
support employment opportunities in the healthcare sector and progress into
healthcare-related degree programmes.
Learning Outcomes
By the end of this unit students will be able to:
1. Differentiate between the role of a leader and the function of a manager
2. Discuss the role of partnership working across health, care and support
services
3. Explore the outcomes of positive partnership working across health, care and
support services
4. Examine own contributions to working as part of a team.
The growing issues and divides in society, and the inequality of allocation of
resources and wealth across the world, emphasise the need for community
development practice to uphold the rights of the individual. The basic principles of
this practice are based upon theoretical perspectives of social classification and
social justice. Models of community development reinforce responses to everchanging economic and political influences and promote projects that are selfsustaining and innovative, reducing inequality and supporting positive and
sustainable development in communities. Working in community development
practice requires practitioners with vision, energy and drive, people capable of
understanding the global influences on community development practice.
Students taking this unit are required to have completed Unit 8: Community
Development - Principles and Practice. In this unit, students will be focusing on
specific community development activity in their local area - referring to the
projects and initiatives that are provided to meet local needs. These community
development projects should be specific and responsive to the community. They are
likely to be needs-led activities and services that rely upon local responses,
volunteers and funding through social enterprise and local government grants.
As a result of studying this unit, students will have a wider awareness of the issues
involved and the skills required for planning and implementing community
development projects. They may be interested in travel and volunteering
opportunities or, equally, in supporting development projects in local areas. This
unit will also support progression to higher education opportunities in a variety of
social or community work-related disciplines.
By the end of this unit students will be able to:
1. Explore approaches to community development
2. Examine community development projects with local communities
3. Review the role of the social or community care worker in facilitating projects
that support community development
4. Reflect upon the contribution of own role in supporting partnership approaches
in community development.
The purpose of this unit is to enable students to understand the role and
contribution of mentorship in health and social care, which is to support the
personal development and lifelong learning of staff. Mentorship is achieved through
effective leadership, mentoring and/or coaching. Health and social care workers
need to be able to differentiate between team and individual leadership, mentoring
and coaching, and know how to apply these in their own practice.
This unit will support students’ understanding of mentoring as establishing and
developing learning relationships that support people to take charge of their own
development. The unit will enable students to develop their confidence and
motivation, through self-reflection and improved understanding, and their
interpersonal skills. Further, this unit aims to develop students’ practice in being
able to lead, mentor and coach others in health and social care-related
environments.
Students will review relevant theories, approaches and principles of leadership,
mentoring and coaching, as well as considering the purposes and benefits of
mentoring in health and social care practice. Further, students will plan, implement
and review a period of mentoring in their own workplace.
The focus on personal and professional development through developing others will
support students’ progress through lifelong learning and increase their capacity to
develop as well-rounded practitioners in the sector. The learning gained from this
unit can also provide the foundation for undertaking further professional
qualifications in coaching.
By the end of this unit students will be able to:
1. Review theories and principles of team and individual leadership, mentoring
and coaching in health and social care
2. Explore how mentorship, through mentoring and coaching practices, can
benefit individuals and organisations in care environments
3. Apply mentoring and coaching techniques to support mentorship of individuals
in care environments
4. Review own leadership and mentoring practice in a care environment
Community development is often thought of as a local approach to problem-solving.
With globalisation comes a globalised economy and transnational organisations
concerned with a range of social issues. Global processes have an impact on local
community development and community development practitioners, who may be
paid (employed workers) or unpaid (community activists and voluntary workers),
so they need to have an understanding of how to use global mechanisms to
advance local needs. Community development is a process whereby global efforts
are united with those of local people to improve the social, cultural and economic
conditions of communities.
This unit develops students’ knowledge and appreciation of the global mechanisms
that impact on local community development and supports them in how to make
best use of these mechanisms to advance local needs. It examines how global,
economic, political, environmental and social forces are reshaping the world in
which we live, particularly in places that are generally thought to be the less
developed areas of the world. In this unit, students will explore ideas of community
and the principles of national and international community development. They will
consider the issues and dichotomy of community development between the global
north and global south. In addition, students will examine the principle of
participation as a prerequisite for community development, the role of community
development organisations to build global collaborations to bring about solidarity
and the skill of thinking globally yet acting locally.
The knowledge and skills developed in this unit will support students’ knowledge
and understanding in relation to comparative social policies in local and global
community development. This unit supports students’ progress in employment in
various areas of community development, particularly with organisations operating
internationally. It also supports students continuing in higher education in subjects
such as community work, community development, and international development.
By the end of this unit students will be able to:
1. Explore the international context of community development
2. Explore the differences in the development of communities in the ‘global north’
and the ‘global south’
3. Discuss how global approaches to community development impact on
community development within countries
4. Explain the central role that local participation plays in supporting international
community development.
BTEC Higher National Certificate or Diploma in Healthcare Practice (Healthcare Management)