The ProQual Level 3 Award in Healthcare and Social Care Support Skills is a professional qualification designed for individuals seeking to develop or enhance their careers in the healthcare and social care sectors. This course provides learners with essential knowledge, practical skills, and an in-depth understanding of care practices to deliver high-quality support services.
As an Ofqual-regulated qualification, it meets the required standards set by the UK’s regulatory framework, ensuring that learners receive credible and industry-recognized training. Additionally, the course is entirely assignment-based, making it an excellent choice for individuals who prefer coursework over examinations.
This qualification is ideal for individuals working in or aspiring to join the healthcare and social care sectors. It equips learners with fundamental knowledge and practical skills required for effective service delivery in various care settings, such as hospitals, residential care homes, community care, and rehabilitation centers.
The ProQual Level 3 Award in Healthcare and Social Care Support Skills is an excellent opportunity for individuals who want to gain industry-recognized credentials, enhance their skills, and advance their careers in healthcare and social care.With flexible, assignment-based learning, this qualification is designed to fit the needs of working professionals and aspiring care workers.
ProQual Level 3 Award in Healthcare and Social Care Support Skills
To achieve the ProQual Level 3 Award in Healthcare and Social Care Support Skills: Candidates must achieve 6 credits from any combination of units.
| Sr# | Unit Title | Credit Value | GLH |
|---|---|---|---|
| 1 | Work with babies and young children to promote their development and learning | 6 | 45 |
| 2 | Engage in personal development in health, social care or children’s and young people’s settings | 3 | 10 |
| 3 | Support individuals with multiple conditions and/or disabilities | 4 | 31 |
| 4 | Support individuals who are bereaved | 4 | 30 |
| 5 | Prepare for and carry out extended feeding techniques | 4 | 27 |
| 6 | Provide support to continue recommended therapie | 3 | 20 |
| 7 | Insert and secure nasogastric tubes | 4 | 30 |
| 8 | Develop positive relationships with children and young people | 4 | 30 |
| 9 | Provide advice and information to enable parents to promote the health and well-being of their newborn babies | 3 | 22 |
| 10 | Facilitate and monitor housing and accommodation services to support individuals with mental health needs | 5 | 32 |
| 11 | Collaborate in the assessment of environmental and social support in the community | 4 | 23 |
| 12 | Influencing Others at Work | 1 | 6 |
| 13 | Care for the physical and nutritional needs of babies and young children | 6 | 45 |
| 14 | Support families who have a child with a disability | 3 | 23 |
| 15 | Support individuals to manage their finances | 3 | 20 |
| 16 | Obtain venous blood samples | 3 | 24 |
| 17 | Implement therapeutic group activities | 3 | 25 |
| 18 | Collate and communicate health information to individuals | 3 | 20 |
| 19 | Provide information and advice to individuals on eating to maintain optimum nutritional status | 5 | 38 |
| 20 | Assist in the implementation of programmes to increase mobility, movement and functional independence | 4 | 28 |
| 21 | Receive and handle clinical specimens within the sterile field | 4 | 30 |
| 22 | Prepare anaesthetic environment and provide support for pre and post-operative anaesthesia and recovery | 5 | 38 |
| 23 | Make recommendations for the use of physical resources in a health setting | 5 | 33 |
| 24 | Maintaining quality standards in the health sector | 2 | 13 |
| 25 | Understand Models of Disability | 3 | 26 |
| 26 | Support individuals to access and use services and facilities | 4 | 25 |
| 27 | Promote and implement health and safety in health and social care | 6 | 43 |
| 28 | Support young people with a disability to make the transition into adulthood | 5 | 40 |
| 29 | Understand mental well-being and mental health promotion | 3 | 14 |
| 30 | Carry out vision screening | 4 | 27 |
| 31 | Assist professionals to support individuals from diverse linguistic and cultural backgrounds to access speech and language therapy services | 5 | 35 |
| 32 | Implement hydrotherapy programmes for individuals and groups | 5 | 35 |
| 33 | Deliver exercise sessions to improve individuals’ health and wellbeing | 5 | 32 |
| 34 | Provide support to the surgical team when preparing individuals for operative and invasive procedures | 4 | 32 |
| 35 | Facilitate person centred assessment, planning, implementation and review | 6 | 45 |
| 36 | Work in partnership with families to support individuals | 4 | 27 |
| 37 | Support individuals to develop and run support groups | 3 | 24 |
| 38 | Monitor own work practice in health, social care or children’s and young people’s settings | 3 | 20 |
| 39 | Perform first line calibration on clinical equipment to ensure it is fit for use | 3 | 20 |
| 40 | Monitor and review individuals progress in relation to maintaining optimum nutritional status | 3 | 26 |
| 41 | Give presentations to groups | 4 | 26 |
| 42 | Support individuals in undertaking their chosen activities | 4 | 24 |
| 43 | Control the use of physical resources in a health setting | 3 | 25 |
| 44 | Support children and young people experiencing transitions | 3 | 28 |
| 45 | Promote communication in health, social care or children’s and young people’s settings | 3 | 10 |
| 46 | Contribute to the prevention of aggressive and abusive behaviour of people | 4 | 26 |
| 47 | Service improvement in the health sector | 3 | 20 |
| 48 | Understand the process and experience of dementia | 3 | 22 |
| 49 | Understand Physical Disability | 3 | 22 |
| 50 | Support individuals with a learning disability to access healthcare | 3 | 25 |
| 51 | Undertake urethral catheterisation processes | 4 | 28 |
| 52 | Promote good practice in handling information in health and social care settings | 2 | 16 |
| 53 | Understand mental health problems | 3 | 14 |
| 54 | Perform routine Electrocardiograph (ECG) Procedures | 4 | 30 |
| 55 | Undertake treatments and dressings of lesions and wounds | 4 | 25 |
| 56 | Adapt and fit healthcare equipment, medical devices, assistive technology, or products, to meet individuals’ needs | 6 | 37 |
| 57 | Administer oral nutritional products to individuals | 5 | 35 |
| 58 | Promote effective communication with individuals with sensory loss | 4 | 30 |
| 59 | Work with other professionals and agencies to support individuals with physical disability | 3 | 23 |
| 60 | Support individuals to access housing and accommodation services | 4 | 24 |
| 61 | Identify information requirements in a health context | 4 | 30 |
| 62 | Prepare and reproduce permanent radiographic images | 4 | 23 |
| 63 | Develop and prepare speech and language therapy resources for alternative and augmentative communication (AAC) use | 4 | 25 |
| 64 | Carry out wound drainage care | 4 | 32 |
| 65 | Prepare and provide surgical instrumentation and supplementary items for the surgical team | 6 | 43 |
| 66 | Care for a newly born baby when the mother is unable to do so | 4 | 32 |
| 67 | Understand Child and Young Person Development | 4 | 30 |
| 68 | Provide support to maintain and develop skills for everyday life | 4 | 28 |
| 69 | Facilitate learning and development activities to meet individual needs and preferences | 5 | 35 |
| 70 | Enable individuals with behavioural difficulties to develop strategies to change their behaviour | 8 | 41 |
| 71 | Reprocess endoscopy equipment | 4 | 30 |
| 72 | Support individuals with cognition and learning difficulties | 5 | 34 |
| 73 | Assist in testing individuals’ abilities prior to planning physical activities | 5 | 38 |
| 74 | Support individuals to manage dysphagia | 5 | 35 |
| 75 | Provide advice on foot care for individuals with diabetes | 3 | 23 |
| 76 | Transport, transfer and position individuals and equipment within the perioperative environment | 5 | 32 |
| 77 | Understand Sensory Loss | 3 | 21 |
| 78 | Support families who are affected by Acquired Brain Injury | 3 | 30 |
| 79 | Support individuals during a period of change | 4 | 29 |
| 80 | Perform intravenous cannulation | 4 | 34 |
| 81 | Care for individuals with urethral catheters | 4 | 30 |
| 82 | Conduct routine maintenance on clinical equipment | 4 | 30 |
| 83 | Assist and support individuals to use alternative and augmentative communication systems (AAC) | 5 | 35 |
| 84 | Measure and record individuals’ body fluid balance in a perioperative environment | 4 | 23 |
| 85 | Support parents/carers to interact with and care for their newborn baby | 4 | 30 |
| 86 | Deliver training through demonstration and instruction | 3 | 21 |
| 87 | Principles for implementing duty of care in health social care or children’s and young people’s settings | 1 | 5 |
| 88 | Promote Child and Young Person Development | 3 | 25 |
| 89 | Develop and sustain effective working relationships with staff in other agencies | 4 | 24 |
| 90 | Undertake physiological measurements | 3 | 23 |
| 91 | Undertake stoma care | 4 | 30 |
| 92 | Assure the effective functioning of radiographic image processing equipment | 4 | 25 |
| 93 | Operate equipment for intraoperative cell salvage blood collection | 5 | 40 |
| 94 | Advise and inform individuals on managing their condition | 5 | 31 |
| 95 | Assist others to monitor individuals’ progress in managing dysphagia | 5 | 38 |
| 96 | Support carers to meet the care needs of individuals | 5 | 30 |
| 97 | Maintain pharmaceutical stock | 3 | 4 |
| 98 | Anatomy and Physiology for Maternity Support Workers | 2 | 20 |
| 99 | Receive prescriptions from individuals | 3 | 15 |
| 100 | Understand how to support individuals with autistic spectrum conditions | 3 | 28 |
| 101 | Support Individuals with Specific Communication Needs | 5 | 35 |
| 102 | Obtain and test capillary blood samples | 4 | 30 |
| 103 | Support individuals at the end of life | 7 | 53 |
| 104 | Contribute to effective multidisciplinary team working | 3 | 20 |
| 105 | Analyse and present health related data and information | 4 | 30 |
| 106 | Remove wound drains | 4 | 27 |
| 107 | Develop activities and materials to enable individuals to reach specific communication goals | 5 | 38 |
| 108 | Operate equipment for intraoperative cell salvage blood processing and complete intraoperative cell salvage blood process | 5 | 39 |
| 109 | Support parents/carers and those in a parental role to care for babies during their first year | 5 | 36 |
| 110 | Obtain a client history | 3 | 22 |
| 111 | Manage the availability of physical resources to meet service delivery needs in a health setting | 5 | 33 |
| 112 | Administer medication to individuals, and monitor the effects | 5 | 30 |
| 113 | Undertake an in-process accuracy check of assembled prescribed items prior to the final accuracy check | 4 | 11 |
| 114 | Promote equality and inclusion in health, social care or children’s and young people’s settings | 2 | 8 |
| 115 | Understand the impact of Acquired Brain Injury on individuals | 3 | 28 |
| 116 | Support individuals to live at home | 4 | 25 |
| 117 | Promote person centred approaches in health and social care | 6 | 41 |
| 118 | interact with and support individuals using telecommunications | 5 | 36 |
| 119 | Undertake tissue viability risk assessments | 3 | 26 |
| 120 | Manufacture equipment or medical devices for individuals within healthcare | 4 | 30 |
| 121 | Provide support for individuals with communication and interaction difficulties | 5 | 39 |
| 122 | Monitor individuals’ progress in relation to managing their body weight and nutrition | 3 | 26 |
| 123 | Assist in implementing treatment programmes for individuals with severely reduced movement/mobility | 5 | 29 |
| 124 | Assist in the delivery of perioperative care and support to individuals | 4 | 31 |
| 125 | Examine the feet of individuals with diabetes | 4 | 32 |
| 126 | Communicate with individuals about promoting their health and wellbeing while working as a Health Trainer | 3 | 15 |
| 127 | Understand How to Safeguard the Wellbeing of Children and Young People | 3 | 25 |
| 128 | Support Children and Young People’s Health and Safety | 2 | 15 |
| 129 | Develop Positive Relationship with Children, Young People and Others Involved in Their Care | 1 | 8 |
| 130 | Working Together for the Benefit of Children and Young People | 2 | 15 |
| 131 | Understand How to Support Positive Outcomes for Children and Young People | 3 | 25 |
| 132 | Assessment and planning with children and young people | 5 | 35 |
| 133 | Promote the wellbeing and resilience of children and young people | 4 | 30 |
| 134 | Professional practice in children and young people’s social care | 4 | 30 |
| 135 | Support individuals to prepare for and settle in to new home environments | 3 | 23 |
| 136 | Promote positive behaviour | 6 | 44 |
| 137 | Support use of medication in social care settings | 5 | 40 |
| 138 | Provide information and advice to children and young people | 3 | 22 |
| 139 | Support young people to move towards independence and manage their lives | 3 | 20 |
| 140 | Work with children and young people in a residential care setting | 5 | 35 |
| 141 | Support positive practice with children and young people with speech, language and communication needs | 4 | 28 |
| 142 | Support children or young people in their own home | 4 | 30 |
| 143 | Support positive attachments for children and young people | 7 | 55 |
| 144 | Support individuals with autistic spectrum conditions | 4 | 33 |
| 145 | Prepare, load and operate decontamination equipment | 3 | 23 |
| 146 | Carry out sterilisation and product release of reuseable medical devices | 3 | 24 |
| 147 | Understand how to monitor the decontamination process | 2 | 19 |
| 148 | Monitor and solve customer service problems | 1 | 8 |
| 149 | Plan, allocate and monitor work of a team | 6 | 40 |
| 150 | Understand Stroke Care Management | 5 | 25 |
| 151 | Conduct hearing assessments | 4 | 36 |
| 152 | Conduct External Ear Examinations | 5 | 38 |
| 153 | Carry out intravenous infusion | 4 | 28 |
| 154 | Carry out blood collection from fixed or central lines | 4 | 30 |
| 155 | Diabetes Awareness | 4 | 30 |
| 156 | Introduction to the role and responsibilities of a Health Trainer | 6 | 46 |
| 157 | Establishing and developing relationships with communities while working as a Health Trainer | 4 | 20 |
| 158 | Enable individuals to change their behaviour to improve their health and wellbeing while working as a Health Trainer | 3 | 10 |
| 159 | Clinical Imaging Support Worker: Anatomy and Terminology | 5 | 25 |
| 160 | Clinical Imaging Support Worker: Fundamentals of Care | 3 | 24 |
| 161 | Clinical Imaging Support Worker: Radiation Protection and Awareness | 6 | 48 |
| 162 | The Use of Contrast Media in Clinical Imaging | 3 | 24 |
| 163 | Speech and Language Support for 11-16s: From Theory into Practice | 2 | 15 |
| 164 | Speech and Language Support for 5-11s: From Theory into Practice | 9 | 63 |
| 165 | Communication Support for 0-25s with Severe and Complex Needs: From Theory into Practice | 9 | 63 |
| 166 | Communication and relationships to promote thewellbeing and mental health of older people | 9 | 63 |
GLH (Guided Learning Hours) and TQT (Total Qualification Time) are terms commonly used in vocational qualifications to help define the amount of time a learner is expected to spend on their studies.
1. GLH (Guided Learning Hours)
GLH refers to the number of hours a learner spends being directly taught, supervised, or supported during their course. This includes the time spent in activities such as:
- Classroom instruction
- Practical workshops
- One-on-one tutoring or mentoring sessions
- Online learning sessions with tutor support
In other words, GLH represents the time that learners are actively engaged with their instructors or learning activities.
2. TQT (Total Qualification Time)
TQT represents the total amount of time a learner is expected to invest in completing a qualification, including:
- GLH (Guided Learning Hours): Time spent on direct learning, as explained above.
- Self-Directed Learning: This includes time spent on independent study, research, assignment completion, preparation for exams, and any other work the learner does outside of direct teaching hours.
TQT is a broader measure that includes all the time required to achieve the qualification. It helps learners and employers understand the overall commitment required for the qualification.
Key Differences Between GLH and TQT:
- GLH focuses on direct learning with guidance or supervision.
- TQT includes GLH as well as independent study time and other learning-related activities.
Example:
If a qualification has a TQT of 600 hours and a GLH of 250 hours, it means the learner should spend 250 hours in direct learning (classroom, online, or tutor-led sessions) and 350 hours on independent study or research.
Core Learning Outcomes
Upon completion of the qualification, learners will be able to:
- Work with Babies and Young Children to Promote Their Development and Learning
- Understand child development theories and apply them to support young children’s learning.
- Implement play-based activities that enhance cognitive, emotional, and physical development.
- Identify and address individual needs to promote inclusive early childhood care.
- Engage in Personal Development in Health, Social Care, or Children’s and Young People’s Settings
- Reflect on personal strengths and areas for improvement in a healthcare or social care role.
- Set professional development goals aligned with industry standards.
- Maintain records of continuous professional development (CPD).
- Support Individuals with Multiple Conditions and/or Disabilities
- Recognize the unique challenges faced by individuals with multiple conditions.
- Provide tailored support to enhance independence and well-being.
- Work collaboratively with healthcare professionals to manage complex needs.
- Support Individuals Who Are Bereaved
- Understand the grieving process and emotional responses to bereavement.
- Offer emotional and practical support to individuals experiencing loss.
- Maintain professional boundaries while providing compassionate care.
- Prepare for and Carry Out Extended Feeding Techniques
- Follow medical guidelines for specialized feeding techniques (e.g., enteral feeding).
- Ensure patient safety during feeding procedures.
- Monitor and report nutritional intake and potential complications.
- Provide Support to Continue Recommended Therapies
- Assist individuals in adhering to prescribed therapies (e.g., physiotherapy, speech therapy).
- Encourage participation in therapy sessions to improve health outcomes.
- Document progress and report concerns to healthcare professionals.
- Insert and Secure Nasogastric Tubes
- Understand indications for nasogastric tube placement.
- Follow aseptic techniques during tube insertion.
- Monitor for complications and ensure patient comfort.
- Develop Positive Relationships with Children and Young People
- Establish trust and rapport with children and young people.
- Communicate effectively to support emotional and social well-being.
- Promote a safe and inclusive environment for children.
- Provide Advice and Information to Enable Parents to Promote the Health and Well-being of Their Newborn Babies
- Educate parents on newborn care, including feeding, sleep, and hygiene.
- Provide guidance on vaccinations, common illnesses, and developmental milestones.
- Support parents in managing postnatal challenges.
- Facilitate and Monitor Housing and Accommodation Services to Support Individuals with Mental Health Needs
- Assess housing needs for individuals with mental health conditions.
- Work with housing services to secure suitable accommodation.
- Monitor individuals’ well-being and provide ongoing support.
- Collaborate in the Assessment of Environmental and Social Support in the Community
- Evaluate environmental factors that impact health and social well-being.
- Connect individuals with community resources and support services.
- Promote independent living through community-based interventions.
- Influencing Others at Work
- Utilize effective communication and persuasion techniques in a professional setting.
- Support positive decision-making in healthcare and social care environments.
- Build strong professional relationships to enhance teamwork.
- Care for the Physical and Nutritional Needs of Babies and Young Children
- Ensure proper nutrition, hygiene, and physical activity for young children.
- Identify signs of malnutrition or developmental delays.
- Work with families to promote healthy lifestyle choices.
- Support Families Who Have a Child with a Disability
- Provide emotional and practical support to families.
- Advocate for inclusive education and healthcare services.
- Help families access financial and community resources.
- Support Individuals to Manage Their Finances
- Assist individuals in budgeting and financial planning.
- Provide guidance on benefits and financial assistance programs.
- Promote financial independence and decision-making.
- Obtain Venous Blood Samples
- Perform venipuncture following standard protocols.
- Ensure patient safety and minimize discomfort.
- Label and store blood samples correctly for laboratory analysis.
- Implement Therapeutic Group Activities
- Plan and facilitate group therapy sessions.
- Monitor group dynamics and encourage positive engagement.
- Evaluate the effectiveness of therapeutic interventions.
- Collate and Communicate Health Information to Individuals
- Gather and present health-related data to individuals.
- Provide clear and accurate health advice.
- Maintain confidentiality and professionalism in healthcare communication.
- Provide Information and Advice to Individuals on Eating to Maintain Optimum Nutritional Status
- Assess individual dietary needs and nutritional deficiencies.
- Provide personalized dietary recommendations.
- Promote healthy eating habits and lifestyle choices.
- Assist in the Implementation of Programmes to Increase Mobility, Movement, and Functional Independence
- Support individuals in physical rehabilitation exercises.
- Encourage participation in mobility-enhancing activities.
- Track progress and report on improvements.
- Receive and Handle Clinical Specimens Within the Sterile Field
- Ensure proper collection, labeling, and transportation of clinical specimens.
- Follow infection control protocols.
- Maintain accuracy and compliance with laboratory procedures.
- Prepare Anaesthetic Environment and Provide Support for Pre- and Post-Operative Anaesthesia and Recovery
- Assist in setting up anaesthetic equipment.
- Monitor patients during pre- and post-operative stages.
- Support pain management and recovery strategies.
- Make Recommendations for the Use of Physical Resources in a Health Setting
- Assess resource availability and efficiency.
- Suggest improvements to optimize patient care.
- Manage inventory and equipment maintenance.
- Maintaining Quality Standards in the Health Sector
- Understand regulatory requirements for healthcare settings.
- Implement quality improvement strategies.
- Monitor and report on service performance.
- Understand Models of Disability
- Explore different perspectives on disability.
- Identify barriers to inclusion.
- Promote accessibility and equal opportunities.
- Support Individuals to Access and Use Services and Facilities
- Assist individuals in navigating healthcare and social services.
- Advocate for individuals’ rights to access appropriate support.
- Reduce barriers to service engagement.
- Promote and Implement Health and Safety in Health and Social Care
- Understand legal requirements for workplace safety.
- Conduct risk assessments to prevent hazards.
- Ensure compliance with infection control procedures.
- Support Young People with a Disability to Make the Transition into Adulthood
- Provide guidance on education, employment, and independent living.
- Work with families and support networks to ease the transition.
- Encourage self-advocacy and decision-making skills.
- Understand Mental Well-being and Mental Health Promotion
- Recognize early signs of mental health issues.
- Promote strategies for emotional resilience and well-being.
- Provide mental health support and referrals when necessary.
- Carry Out Vision Screening
- Perform basic eye examinations.
- Identify signs of visual impairment.
- Refer individuals for further ophthalmic assessment.
The ProQual Level 3 Award in Healthcare and Social Care Support Skills is a highly valuable qualification for individuals looking to enhance their career in the health and social care sector. This Ofqual-regulated qualification provides learners with practical skills, knowledge, and professional development opportunities to support individuals in various healthcare and social care settings.
Key Benefits of the Qualification
1. Enhances Career Opportunities
- Recognized by employers in healthcare and social care sectors.
- Qualifies individuals for roles such as care assistants, healthcare support workers, social care workers, and more.
- Provides a stepping stone for further studies in nursing, social work, and healthcare management.
2. Ofqual-Regulated and Recognized Qualification
- Meets national regulatory standards, ensuring high-quality education and training.
- Provides a credible and respected certification for professionals in the field.
- Accepted by employers and organizations across the UK and internationally.
3. 100% Assignment-Based – No Exams
- Ideal for individuals who prefer coursework over exams.
- Allows learners to demonstrate knowledge and skills through practical assignments.
- Enables flexible learning, reducing stress and improving knowledge retention.
4. Develops Practical Skills for Real-World Application
- Focuses on hands-on learning in areas such as:
- Supporting individuals with disabilities and multiple conditions.
- Providing emotional and physical care.
- Assisting in personal care, therapy, and health interventions.
- Equips learners with job-ready skills to work in hospitals, care homes, and community settings.
5. Improves Knowledge of Health and Social Care Practices
- Covers essential topics, including:
- Mental health support and well-being promotion.
- Therapeutic interventions and patient care techniques.
- Health and safety in care environments.
- Helps professionals deliver safe, person-centered care.
6. Builds Confidence and Professional Competency
- Encourages self-reflection and professional development.
- Enhances communication, teamwork, and problem-solving skills.
- Prepares individuals to work independently and as part of a team.
7. Suitable for a Wide Range of Learners
- Ideal for:
- Aspiring healthcare and social care professionals.
- Current support workers looking to upskill.
- Individuals planning to pursue higher-level healthcare qualifications.
8. Flexible Learning with Work-Based Training
- Can be studied part-time, allowing learners to balance work, education, and personal commitments.
- Offers opportunities for practical work experience and on-the-job learning.
9. Contributes to Continuous Professional Development (CPD)
- Helps professionals meet mandatory training and regulatory requirements.
- Strengthens career progression opportunities within healthcare and social care sectors.
10. Supports the Growing Demand for Skilled Healthcare Workers
- The healthcare and social care industry is rapidly expanding, increasing the demand for qualified professionals.
- Provides essential training to address workforce shortages and enhance patient care services.
The ProQual Level 3 Award in Healthcare and Social Care Support Skills is designed for individuals looking to develop their skills and knowledge in the health and social care sector. This qualification is ideal for those who are currently working or aspiring to work in various healthcare and social care settings.
Best Fit for This Course
1. Aspiring Healthcare and Social Care Professionals
- Individuals who want to start a career in healthcare or social care.
- Those looking for entry-level roles such as care assistants, healthcare support workers, or social care workers.
- People who wish to gain foundational knowledge before progressing to higher-level qualifications.
2. Current Health and Social Care Workers Seeking Career Progression
- Professionals already working in hospitals, care homes, residential settings, or community care.
- Those aiming to enhance their skills and move into supervisory or senior support roles.
- Individuals looking to upskill and gain a recognized qualification to improve job prospects.
3. Individuals Looking for a Flexible, Assignment-Based Qualification
- Learners who prefer coursework-based assessment over exams.
- Professionals who want to study part-time while working.
- Individuals who seek a structured learning approach with practical application.
4. Those Interested in Specializing in Healthcare Support
- Individuals who want to work with elderly patients, individuals with disabilities, mental health conditions, or special care needs.
- Those looking to develop expertise in patient care, therapeutic interventions, and health promotion.
5. Professionals Planning to Progress to Higher-Level Qualifications
- Individuals who want to pursue Level 4 or higher qualifications in health and social care, nursing, or social work.
- Those who want a solid foundation before undertaking further studies in healthcare management or specialist care.
6. People Interested in Making a Positive Impact in the Healthcare Sector
- Those passionate about helping others and improving lives.
- Individuals who want a rewarding career in a high-demand sector with job stability.
- Those who value person-centered care and ethical healthcare practices.
Entry Requirements
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Qualification Process
Qualification Process for the ProQual Level 3 Award in Healthcare and Social Care Support Skills
- Self-Assessment:
Begin by evaluating your eligibility to ensure you meet the qualification requirements, including work experience, knowledge, and language proficiency. - Registration:
Complete your registration by submitting the required documents, including a scanned copy of a valid ID, and paying the registration fee. - Induction:
An assessor will conduct an induction to confirm your eligibility for the course and explain the evidence requirements. If you do not meet the criteria, your registration will be canceled, and the fee will be refunded. - Assignmnets & Evidence Submission:
Provide all assignmnets and the necessary evidence based on the assessment criteria outlined in the course. If you are unsure of the required evidence, consult with the assessor for guidance on the type and nature of evidence needed. - Feedback and Revision:
The assessor will review your submitted evidence and provide feedback. Evidence that meets the criteria will be marked as “Criteria Met,” while any gaps will be identified. You will be asked to revise and resubmit if needed. - Competence Evidence:
Submit final evidence demonstrating that all learning outcomes have been met. This evidence will be marked as “Criteria Met” by the assessor once it is satisfactory. - Internal Quality Assurance (IQA):
The Internal Quality Assurance Verifier (IQA) will review your evidence to ensure consistency, quality, and compliance with standards. - External Verification:
The IQA will submit your portfolio to ProQual’s External Quality Assurance Verifiers (EQA) for final confirmation. The EQA may contact you directly to verify the authenticity of your evidence. - Certification:
Upon successful completion of all checks, ProQual will issue your official certificate, confirming that you have attained the ProQual Level 3 Award in Healthcare and Social Care Support Skills.
