Are you driven by the desire to make a tangible difference in people’s lives? Look no further than the TQUK Level 3 Diploma in Healthcare Support Work. Our comprehensive program is meticulously crafted to equip you with the knowledge, skills, and confidence necessary for a successful career in the healthcare sector. With a curriculum that covers a wide array of essential topics, including insights into the healthcare sector, effective communication techniques, stringent health and safety protocols, personal development strategies, and specialized healthcare skills, you’ll be thoroughly prepared to navigate the complexities of various healthcare environments.
Whether you’re just starting out in your healthcare journey or seeking to enhance your existing skills, our diploma offers a gateway to a multitude of career opportunities. From bustling hospitals and clinics to nurturing care homes and vital community settings, the skills you’ll acquire are in high demand across the industry. Accredited by Training Qualifications UK (TQUK), our diploma carries the weight of recognition and respect from employers nationwide, ensuring you stand out in a competitive job market.
What’s more, we understand the importance of flexibility in balancing your studies with other commitments. That’s why our program offers flexible learning options, including online courses and blended learning formats, allowing you to tailor your education to your schedule and preferences. Plus, with ongoing career support and guidance, including resume building workshops and interview preparation sessions, we’re committed to empowering you every step of the way on your journey to success.
Embark on a fulfilling career path where you can truly make a positive impact in the lives of others. Enroll in the TQUK Level 3 Diploma in Healthcare Support Work today and take the first step towards a brighter future. Your journey to professional growth, personal fulfillment, and meaningful contribution awaits – seize the opportunity now!
The TQUK Level 3 Diploma in Healthcare Support Work, accredited by Training Qualifications UK (TQUK), is a rigorous program tailored to equip individuals with the essential skills and knowledge required for roles within the healthcare sector. This diploma delves into a broad spectrum of critical subjects, ranging from gaining insights into the intricate workings of healthcare systems and understanding relevant legislation to honing effective communication techniques vital for interactions with patients and healthcare professionals.
Moreover, it encompasses comprehensive training in health and safety protocols, ensuring learners are adept at maintaining a safe and hygienic environment conducive to optimal patient care. Additionally, the curriculum emphasizes personal development, encouraging learners to cultivate reflective practices and engage in continuous learning to enhance their professional growth. Specific healthcare skills are also addressed, encompassing tasks such as administering medication, providing personal care, and supporting individuals with diverse needs.
By blending theoretical understanding with practical application, graduates emerge equipped to excel in diverse healthcare settings, poised to make meaningful contributions to the well-being of patients and the efficiency of healthcare delivery.
The list below contains ALL mandatory units and optional units.
Below that, the available pathways are listed by specialism
Mandatory Units
| Sr# | Unit Title | Credit Hours |
|---|---|---|
| 1 | Assist in monitoring the health of individuals affected by health conditions | 2 |
| 2 | Cleaning, Decontamination and Waste Management | 2 |
| 3 | Communicate with individuals about health promotion and wellbeing | 3 |
| 4 | Maintain infection prevention and control in a care setting | 2 |
| 5 | Maintain quality standards in the health sector | 2 |
| 6 | Person-centred practice, choice, and independence | 6 |
| 7 | Promote health, safety, and wellbeing in care settings | 6 |
| 8 | Promote personal development in care settings | 3 |
| 9 | Promoting effective handling of information in care settings | 2 |
| 10 | Promoting equality and inclusion in care settings | 3 |
| 11 | Protection and Safeguarding in care settings | 3 |
| 12 | Providing support for managing pain and discomfort | 3 |
| 13 | Responsibilities of a senior healthcare worker | 3 |
| 14 | Service improvement within the health sector | 3 |
| 15 | Study Skills support for senior healthcare workers | 6 |
| 16 | Understand duty of care in care settings | 3 |
| 17 | Understand effective communication in care settings | 3 |
| 18 | Understanding Mental Ill Health | 4 |
| 19 | Undertake physiological measurements in care settings | 4 |
Optional Units
| Sr# | Unit Title | Credit Hours |
|---|---|---|
| A. Optional Units | ||
| 1 | Adapt and fit healthcare equipment, medical devices, assistive technology, or products to meet individuals needs | 6 |
| 2 | Administer medication to individuals and monitor the effects | 5 |
| 3 | Administer oral nutritional products to individuals | 4 |
| 4 | Advise and inform individuals on managing their condition | 5 |
| 5 | Anatomy and physiology for maternity support workers | 2 |
| 6 | Assist in and monitor the administration of oxygen | 4 |
| 7 | Assist in implementing treatment programmes for individuals with severely reduced movement mobility | 4 |
| 8 | Assist in receiving, handling, and dispatching clinical specimens | 2 |
| 9 | Assist in testing individuals’ abilities prior to planning physical activities | 5 |
| 10 | Assist in the administration and management of medication | 3 |
| 11 | Assist in the delivery of perioperative care and support of individuals | 4 |
| 12 | Assist in the implementation of programmes to increase mobility, movement, and functional independence | 4 |
| 13 | Assist others to plan presentations | 2 |
| 14 | Assist practitioners in carrying out health care activities | 3 |
| 15 | Awareness of mental health legislation | 3 |
| 16 | Build positive relationships with children and young people | 3 |
| 17 | Care for a newborn baby | 4 |
| 18 | Care for individuals with urethral catheters | 4 |
| 19 | Care for the older person | 2 |
| 20 | Caring for the physical and nutritional needs of babies and young children | 5 |
| 21 | Carry out blood collection from fixed or central lines | 4 |
| 22 | Carry out vision screening | 4 |
| 23 | Carry out wound drainage care | 4 |
| 24 | Collaborate in the assessment of environmental and social support in the community | 4 |
| 25 | Conduct intravenous cannulation | 6 |
| 26 | Conduct routine maintenance on clinical equipment | 4 |
| 27 | Conducting hearing assessments | 4 |
| 28 | Contribute to the care of a deceased person | 3 |
| 29 | Contribute to the safe use of medical devices in the perioperative environment | 4 |
| 30 | Coordinate individuals through care pathways | 3 |
| 31 | Deliver exercise sessions to improve individuals’ health and wellbeing | 5 |
| 32 | Deliver training through demonstration and instruction | 3 |
| 33 | Dementia Awareness | 2 |
| 34 | Develop and agree individualised care plans for babies and families | 5 |
| 35 | Effective communication with children and young people in care settings | 4 |
| 36 | Enable children and young people to understand their health and well-being | 5 |
| 37 | Enable individuals with behaviours that challenge to develop strategies to manage their behaviour | 8 |
| 38 | Give presentations to groups | 4 |
| 39 | Identify, collate and communicate health information to individuals | 2 |
| 40 | Implement hydrotherapy programmes for individuals and groups | 5 |
| 41 | Implement therapeutic group activities | 4 |
| 42 | Implement therapeutic group activities | 4 |
| 43 | Manage the use of physical resources in a health setting | 3 |
| 44 | Managing symptoms in end-of-life care | 4 |
| 45 | Measure and record individuals’ body fluid balance in a perioperative environment | 4 |
| 46 | Monitor and maintain the environment and resources during and after health care activities | 3 |
| 47 | Monitor individuals progress in relation to managing their body weight and nutrition | 3 |
| 48 | Move and position individuals ‘safely’ in accordance with their care plan | 4 |
| 49 | Notify an individual of discharge arrangements | 2 |
| 50 | Obtain a client history | 3 |
| 51 | Obtain and test capillary blood samples | 4 |
| 52 | Obtain venous blood samples | 3 |
| 53 | Perform first-line calibration on clinical equipment ensuring it is fit for use | 3 |
| 54 | Perform routine electrocardiograph (ECG) procedures | 4 |
| 55 | Prepare and apply dressings and drains to individuals in the perioperative environment | 2 |
| 56 | Prepare and dress for scrubbed clinical roles | 4 |
| 57 | Prepare and provide surgical instrumentation and supplementary items for the surgical team | 6 |
| 58 | Prepare and support individuals for healthcare activities | 3 |
| 59 | Prepare for, obtain and test specimens from individuals | 3 |
| 60 | Prepare the anaesthetic environment and provide support for pre and post operative anaesthesia and recovery | 5 |
| 61 | Prepare, insert and secure nasogastric tubes | 4 |
| 62 | Principles of health promotion | 2 |
| 63 | Provide advice and information to enable parents to promote the health and well-being of their newborn babies | 3 |
| 64 | Provide advice on foot care for individuals with diabetes | 4 |
| 65 | Provide agreed support for foot care | 3 |
| 66 | Provide information and advice to individuals on eating to maintain optimum nutritional status | 5 |
| 67 | Provide support for individuals with interaction and communication difficulties | 4 |
| 68 | Provide support for mobility | 2 |
| 69 | Provide support to individuals to continue recommended therapies | 3 |
| 70 | Receive and handle clinical specimens within the sterile field | 4 |
| 71 | Recognise indications of substance misuse and refer individuals to specialists | 4 |
| 72 | Remove wound closure materials | 3 |
| 73 | Remove wound drains | 4 |
| 74 | Reprocess endoscopy equipment | 4 |
| 75 | Safeguarding the wellbeing of children and young people | 7 |
| 76 | Select and wear appropriate personal protective equipment for work in healthcare settings | 2 |
| 77 | Support carers in meeting the care needs of individuals | 5 |
| 78 | Support children and young people with mental health conditions | 5 |
| 79 | Support independence in the tasks of daily living | 5 |
| 80 | Support individuals at the end of life | 6 |
| 81 | Support individuals during a period of change | 4 |
| 82 | Support individuals during emergency situations | 3 |
| 83 | Support individuals during the last days of life | 5 |
| 84 | Support individuals in managing continence | 3 |
| 85 | Support individuals in managing dysphagia | 5 |
| 86 | Support individuals in undertaking their chosen activities | 4 |
| 87 | Support individuals to access and use information about services and facilities | 3 |
| 88 | Support individuals to access and use services and facilities | 4 |
| 89 | Support individuals to carry out their own health care procedures | 2 |
| 90 | Support individuals to eat and drink | 2 |
| 91 | Support individuals to live at home | 4 |
| 92 | Support individuals to manage their own recovery from mental health conditions | 3 |
| 93 | Support individuals to meet personal care needs | 2 |
| 94 | Support individuals to retain, regain and develop skills for everyday life. | 4 |
| 95 | Support individuals undertaking healthcare activities | 3 |
| 96 | Support individuals who are bereaved | 4 |
| 97 | Support individuals who are distressed | 3 |
| 98 | Support individuals with cognition or learning difficulties | 5 |
| 99 | Support individuals with feeding babies | 4 |
| 100 | Support individuals with mental health conditions to change patterns of behaviour using coping strategies | 4 |
| 101 | Support individuals with specific communication needs | 5 |
| 102 | Support mental health service users and carers to manage change | 3 |
| 103 | Support parents or carers to interact with and care for their newborn baby | 4 |
| 104 | Support parents, carers and those in a parental role to care for babies during their first year | 5 |
| 105 | Support positive risk taking for individuals | 4 |
| 106 | Support the spiritual wellbeing of individuals | 3 |
| 107 | Support the surgical team when preparing individuals for operative and invasive procedures | 4 |
| 108 | Supporting children and young people experiencing transitions | 3 |
| 109 | Supporting children and young people with additional needs | 6 |
| 110 | Supporting individuals with speech and language disorders to develop their communication skills | 5 |
| 111 | Supporting positive behaviour | 6 |
| 112 | Supporting the care of individuals with nasogastric tubes | 3 |
| 113 | Transport, transfer and position individuals and equipment within the perioperative environment | 5 |
| 114 | Understand advance care planning | 3 |
| 115 | Understand care and support planning and risk management in mental health | 4 |
| 116 | Understand end-of-life care for individuals with specific health needs | 4 |
| 117 | Understand human structure and functionality | 3 |
| 118 | Understand long-term conditions and frailty | 3 |
| 119 | Understand mental health interventions | 4 |
| 120 | Understand mental health, wellbeing and behaviour management of children and young people | 3 |
| 121 | Understand planning and the practical application of health promotion | 2 |
| 122 | Understand suicide interventions | 6 |
| 123 | Understand the administration and management of medication | 3 |
| 124 | Understand the context of supporting individuals with learning disabilities | 4 |
| 125 | Understand the current legal, policy and service framework in mental health | 5 |
| 126 | Understand the impact and experience of dementia | 4 |
| 127 | Understand the importance of personal wellbeing & personal wellbeing when working in mental health services | 4 |
| 128 | Understand, prepare for and, carry out extended feeding techniques | 4 |
| 129 | Understanding effective communication and building relationships in mental health work | 6 |
| 130 | Understanding the development of children and young people | 4 |
| 131 | Understanding the effects of dementia on end-of-life care | 3 |
| 132 | Undertake agreed pressure area care | 4 |
| 133 | Undertake examinations of the feet of individuals with diabetes | 4 |
| 134 | Undertake external ear examinations | 4 |
| 135 | Undertake personal hygiene activities with individuals | 3 |
| 136 | Undertake stoma care | 4 |
| 137 | Undertake the non-scrubbed role for perioperative procedures | 4 |
| 138 | Undertake tissue viability risk assessments | 3 |
| 139 | Undertake treatments and dressings of wounds and lesions | 4 |
| 140 | Undertake urethral catheterisation | 4 |
| 141 | Work in partnership with families to support individuals | 3 |
| 142 | Working with babies and young children to support their development and learning | 5 |
| B. Adult Nursing Support – Clinical Care | ||
| 143 | Care for individuals with urethral catheters | 4 |
| 144 | Carry out blood collection from fixed or central lines | 4 |
| 145 | Conduct intravenous cannulation | 6 |
| 146 | Obtain and test capillary blood samples | 4 |
| 147 | Obtain venous blood samples | 3 |
| 148 | Remove wound closure materials | 3 |
| 149 | Undertake personal hygiene activities with individuals | 3 |
| 150 | Undertake stoma care | 4 |
| 151 | Undertake tissue viability risk assessments | 3 |
| 152 | Undertake treatments and dressings of wounds and lesions | 4 |
| C. Adult Nursing Support/Health Navigation | ||
| 153 | Obtain a client history | 3 |
| 154 | Support individuals to access and use services and facilities | 4 |
| D. Adult Nursing Support/Elderly Care | ||
| 155 | Care for the older person | 2 |
| 156 | Support individuals at the end of life | 6 |
| 157 | Support individuals during a period of change | 4 |
| E. Adult Nursing Support/Learning Disability Support | ||
| 158 | Support independence in the tasks of daily living | 5 |
| 159 | Understand the context of supporting individuals with learning disabilities | 4 |
| F. Adult Nursing Support/Community Support | ||
| 160 | Advise and inform individuals on managing their condition | 5 |
| 161 | Implement therapeutic group activities | 4 |
| 162 | Work in partnership with families to support individuals | 3 |
| G. Maternity Support | ||
| 163 | Care for a newborn baby | 4 |
| 164 | Caring for the physical and nutritional needs of babies and young children | 5 |
| 165 | Develop and agree individualised care plans for babies and families | 5 |
| 166 | Manage the use of physical resources in a health setting | 3 |
| 167 | Provide advice and information to enable parents to promote the health and well-being of their newborn babies | 3 |
| 168 | Support individuals with feeding babies | 4 |
| 169 | Support parents or carers to interact with and care for their newborn baby | 4 |
| 170 | Support parents, carers and those in a parental role to care for babies during their first year | 5 |
| 171 | Supporting children and young people with additional needs | 6 |
| H. Theatre Support | ||
| 172 | Assist in the delivery of perioperative care and support to individuals | 4 |
| 173 | Contribute to the safe use of medical devices in the perioperative environment | 4 |
| 174 | Measure and record individuals’ body fluid balance in a perioperative environment | 4 |
| 175 | Prepare the anaesthetic environment and provide support for pre and post operative anaesthesia and recovery | 5 |
| 176 | Support the surgical team when preparing individuals for operative and invasive procedures | 4 |
| 177 | Transport, transfer and position individuals and equipment within the perioperative environment | 5 |
| 178 | Undertake the non-scrubbed role for perioperative procedures | 4 |
| I. Mental Heath Support | ||
| 179 | Awareness of mental health legislation | 3 |
| 180 | Enable individuals with behaviours that challenge to develop strategies to manage their behaviour | 8 |
| 181 | Recognise indications of substance misuse and refer individuals to specialists | 4 |
| 182 | Support children and young people with mental health conditions | 5 |
| 183 | Support individuals to manage their own recovery from mental health conditions | 3 |
| 184 | Support individuals with mental health conditions to change patterns of behaviour using coping strategies | 4 |
| 185 | Support mental health service users and carers to manage change | 3 |
| 186 | Support positive risk taking for individuals | 4 |
| 187 | Understand care and support planning and risk management in mental health | 4 |
| 188 | Understand mental health interventions | 4 |
| 189 | Understand mental health, wellbeing and behaviour management of children and young people | 3 |
| 190 | Understand suicide interventions | 6 |
| 191 | Understand the current legal, policy and service framework in mental health | 5 |
| 192 | Understand the importance of personal wellbeing & personal wellbeing when working in mental health services | 4 |
| 193 | Understanding effective communication and building relationships in mental health work | 6 |
| J. Children and Young Peoples Support | ||
| 194 | Build positive relationships with children and young people | 3 |
| 195 | Caring for the physical and nutritional needs of babies and young children | 5 |
| 196 | Effective communication with children and young people in care settings | 4 |
| 197 | Enable children and young people to understand their health and well-being | 5 |
| 198 | Support children and young people with mental health conditions | 5 |
| 199 | Supporting children and young people experiencing transitions | 3 |
| 200 | Supporting children and young people with additional needs | 6 |
| 201 | Understand How to Safeguard the Wellbeing of Children and Young People. | 3 |
| 202 | Understand mental health, wellbeing and behaviour management of children and young people | 3 |
| 203 | Understanding the development of children and young people | 4 |
| 204 | Working with babies and young children to support their development and learning | 5 |
| K. Allied Health Professional Therapy Support | ||
| 205 | Assist in implementing treatment programmes for individuals with severely reduced movement mobility | 4 |
| 206 | Assist in the implementation of programmes to increase mobility, movement, and functional independence | 4 |
| 207 | Assist others to plan presentations | 2 |
| 208 | Deliver exercise sessions to improve individuals’ health and wellbeing | 5 |
| 209 | Deliver training through demonstration and instruction | 3 |
| 210 | Give presentations to groups | 4 |
| 211 | Emplement hydrotherapy programmes for individuals and groups | 5 |
| 212 | Monitor individuals progress in relation to managing their body weight and nutrition | 3 |
| 213 | Principles of health promotion | 2 |
| 214 | Provide agreed support for foot care | 3 |
| 215 | Provide information and advice to individuals on eating to maintain optimum nutritional status | 5 |
| 216 | Provide support for individuals with interaction and communication difficulties | 4 |
| 217 | Provide support for mobility | 2 |
| 218 | Support individuals in undertaking their chosen activities | 4 |
| 219 | Supporting individuals with speech and language disorders to develop their communication skills | 5 |
| 220 | Undertake examinations of the feet of individuals with diabetes | 4 |
| 221 | Contribute to the discharge of individuals to carers | 2 |
| 222 | Contribute to the effectiveness of teams | 2 |
The TQUK Level 3 Diploma in Healthcare Support Work caters to individuals aspiring to build a career in the healthcare sector as support workers. It appeals to:
- Those genuinely interested in delivering care and assistance to patients within diverse healthcare settings.
- Individuals aiming to acquire the essential knowledge and competencies required for effective performance as healthcare support workers across a range of healthcare environments, including hospitals, clinics, residential care facilities, and community settings.
- Aspiring healthcare professionals seeking a comprehensive grasp of healthcare systems, patient care principles, and ethical considerations inherent in the healthcare field.
- Individuals looking to make an entry into the healthcare domain or transition from related roles into healthcare support positions.
- Those desiring to pursue further education or advance their careers in healthcare, as this diploma serves as a robust foundation for subsequent studies or specialization within the healthcare industry.
Certainly, here are the learning outcomes for the TQUK Level 3 Diploma in Healthcare Support Work rephrased:
- Healthcare Systems Understanding: Gain comprehensive insight into the organization and operations of healthcare systems, enabling proficient navigation within healthcare environments.
- Patient-Centered Care: Develop the necessary competencies to deliver exemplary care to patients, including proficient assessment, implementation of care plans, and fostering patient well-being with empathy and respect.
- Effective Communication: Enhance communication proficiency to facilitate clear and precise interactions with patients, families, and healthcare professionals, ensuring seamless information exchange for optimal care outcomes.
- Safeguarding and Well-being: Acquire knowledge and skills in safeguarding principles and procedures to promptly identify and appropriately respond to situations involving vulnerable individuals, prioritizing their safety and welfare.
- Health and Safety Compliance: Demonstrate aptitude in recognizing potential hazards, implementing preventive measures, and adhering to health and safety guidelines to uphold a secure environment for patients, colleagues, and oneself.
- Continuous Professional Growth: Engage actively in ongoing professional development endeavors to augment knowledge, skills, and competence in healthcare support work, thereby ensuring the delivery of contemporary and evidence-based care.
- Collaborative Teamwork: Foster effective collaboration within multidisciplinary teams, demonstrating cooperative efforts towards shared objectives and positively contributing to comprehensive patient care delivery.
- Embracing Diversity and Inclusion: Acknowledge and embrace the diversity among patients and colleagues, advocating for inclusive practices that honor individual disparities and cultural sensitivity in healthcare service provision.
- Ethical and Legal Integrity: Uphold ethical standards and legal obligations governing healthcare practice, maintaining confidentiality, honesty, and professionalism in all interactions and decision-making processes.
- Reflective Learning: Cultivate the habit of self-reflection and critical analysis of personal practice, utilizing feedback and learning opportunities to continually enhance performance and contribute to the advancement of healthcare services.
