The TQUK Level 3 Diploma in Healthcare Support Work is a comprehensive, Ofqual-regulated qualification designed for individuals aspiring to build or advance their career in the healthcare sector. This course provides the essential skills and knowledge required for effective support work, ensuring that learners are fully equipped to meet the demands of the healthcare industry. What sets this qualification apart is its assignment-based structure, allowing learners to gain practical experience and theoretical understanding while working at their own pace.
The TQUK Level 3 Diploma in Healthcare Support Work is a nationally recognized qualification aimed at healthcare assistants, support workers, and anyone seeking to enter the healthcare profession. The course covers a broad spectrum of topics, from understanding healthcare procedures to developing communication skills, all designed to support high-quality patient care. This qualification is entirely assignment-based, meaning that you’ll be assessed through coursework rather than exams, which gives you the flexibility to learn at your own pace.
The TQUK Level 3 Diploma in Healthcare Support Work equips learners with the knowledge and practical skills needed to assist in the provision of healthcare services. The qualification focuses on developing core healthcare support skills, understanding the needs of patients, and implementing care practices effectively.
The TQUK Level 3 Diploma in Healthcare Support Work is an essential qualification for anyone looking to establish a rewarding career in healthcare. With its assignment-based format, flexible learning structure, and comprehensive coverage of key healthcare skills, it provides an ideal pathway for career progression in the healthcare industry. Whether you are starting your career or looking to enhance your existing knowledge, this qualification equips you with the practical skills and knowledge needed to succeed and make a meaningful difference in the lives of those you care for.
TQUK Level 3 Diploma in Healthcare Support Work
The list below contains ALL mandatory units and optional units with total of 85 Credits Hours.
Manadatory 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 |
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.
Here are the learning outcomes for each study unit of the TQUK Level 3 Diploma in Healthcare Support Work:
1. Assist in Monitoring the Health of Individuals Affected by Health Conditions
- Ability to monitor the health of individuals effectively.
- Identify key indicators of health conditions that require further attention.
- Understand how to assist in tracking health changes over time.
2. Cleaning, Decontamination, and Waste Management
- Understand cleaning protocols and infection control standards.
- Properly manage waste disposal and contamination prevention.
- Apply decontamination procedures in healthcare settings.
3. Communicate with Individuals About Health Promotion and Wellbeing
- Develop the skills to communicate health promotion information.
- Empower individuals with knowledge about their health and wellbeing.
- Use appropriate communication methods tailored to individual needs.
4. Maintain Infection Prevention and Control in a Care Setting
- Demonstrate a thorough understanding of infection prevention protocols.
- Implement infection control measures in a healthcare environment.
- Maintain a safe environment for both patients and staff by adhering to infection control policies.
5. Maintain Quality Standards in the Health Sector
- Understand and uphold quality standards within healthcare settings.
- Implement quality assurance processes to ensure high-quality care.
- Monitor service delivery to meet the required quality standards.
6. Person-Centred Practice, Choice, and Independence
- Promote person-centred care that respects the individual’s choices and preferences.
- Empower individuals to maintain independence where possible.
- Support and respect individual rights in care planning and decision-making.
7. Promote Health, Safety, and Wellbeing in Care Settings
- Recognize and implement safety practices in care settings.
- Support and enhance the physical, emotional, and psychological wellbeing of individuals.
- Promote health and safety standards within the care environment.
8. Promote Personal Development in Care Settings
- Encourage continuous personal and professional development.
- Identify areas for self-improvement and develop strategies to address them.
- Reflect on personal practices and engage in lifelong learning.
9. Promoting Effective Handling of Information in Care Settings
- Understand the importance of confidentiality and data protection.
- Effectively manage and share information in line with legal and ethical guidelines.
- Maintain accurate records that support the delivery of care.
10. Promoting Equality and Inclusion in Care Settings
- Recognize and address inequality and discrimination in care environments.
- Advocate for diversity and inclusion in healthcare settings.
- Apply practices that promote fairness and respect for all individuals.
11. Protection and Safeguarding in Care Settings
- Identify signs of abuse or neglect and know how to act.
- Implement safeguarding policies to protect vulnerable individuals.
- Ensure the safety and wellbeing of individuals in care settings.
12. Providing Support for Managing Pain and Discomfort
- Understand the principles of pain management in healthcare.
- Assist in implementing care strategies that reduce pain and discomfort.
- Provide emotional support to individuals experiencing pain or discomfort.
13. Responsibilities of a Senior Healthcare Worker
- Understand the key responsibilities of senior healthcare workers.
- Demonstrate leadership in the healthcare setting.
- Ensure effective supervision and support for junior staff.
14. Service Improvement Within the Health Sector
- Identify areas for service improvement and implement strategies to improve care delivery.
- Work collaboratively to enhance service quality and efficiency.
- Use feedback to drive continuous improvement.
15. Study Skills Support for Senior Healthcare Workers
- Develop the skills required for effective study and research.
- Support others in their learning and development.
- Manage time effectively to balance professional responsibilities and study.
16. Understand Duty of Care in Care Settings
- Understand the concept of duty of care and its implications in healthcare.
- Ensure that care practices align with legal and ethical obligations.
- Manage situations where the duty of care may be challenged.
17. Understand Effective Communication in Care Settings
- Demonstrate effective communication techniques with individuals in care.
- Recognize the importance of active listening and empathy in healthcare settings.
- Adapt communication styles to meet the needs of diverse individuals.
18. Understanding Mental Ill Health
- Recognize signs and symptoms of mental health conditions.
- Understand the impact of mental ill health on individuals and their care.
- Provide appropriate support for individuals with mental health challenges.
19. Undertake Physiological Measurements in Care Settings
- Perform and record physiological measurements accurately.
- Understand the significance of various physiological readings.
- Use physiological measurements to inform care planning.
Optional Units Learning Outcomes:
A. Adapt and Fit Healthcare Equipment, Medical Devices, Assistive Technology, or Products to Meet Individual Needs
- Understand the use of medical devices and assistive technologies.
- Adapt equipment and devices to meet the specific needs of individuals.
- Ensure safety and effectiveness in the use of healthcare equipment.
B. Administer Medication to Individuals and Monitor the Effects
- Understand medication administration procedures.
- Monitor individuals for side effects and effectiveness of prescribed medication.
- Provide information to individuals about their medications.
C. Assist in the Administration and Management of Medication
- Support healthcare professionals in administering medications.
- Track and record medication use to ensure accurate documentation.
- Assist in managing the safe storage and disposal of medications.
D. Provide Support for Managing Pain and Discomfort
- Understand techniques to manage and alleviate pain.
- Assist individuals with pain management strategies and interventions.
- Offer emotional and physical support for individuals experiencing discomfort.
Benefits of the TQUK Level 3 Diploma in Healthcare Support Work
The TQUK Level 3 Diploma in Healthcare Support Work is an Ofqual regulated qualification that provides learners with a comprehensive foundation in healthcare support roles. The course offers numerous benefits for those seeking to advance their careers or enter the healthcare sector:
1. Career Advancement Opportunities
- Boost Your Career: Achieving a Level 3 Diploma opens doors to various healthcare support roles, such as healthcare assistant, senior healthcare worker, and care team leader.
- Increased Job Prospects: With the demand for healthcare professionals continuing to rise, this qualification makes you more competitive in the job market, enhancing your chances of securing employment in a wide range of healthcare settings.
2. In-depth Knowledge and Skills Development
- Comprehensive Skillset: The course covers a variety of crucial topics, including patient care, infection control, safeguarding, and communication, ensuring you develop the knowledge needed for effective healthcare support.
- Person-Centred Approach: Learn how to deliver care that respects individual choices, preferences, and needs, ensuring that the care provided is respectful and tailored to each patient.
- Practical Application: The qualification is entirely assignment-based, allowing you to gain practical, hands-on experience and apply what you’ve learned in real-world healthcare settings.
3. Support for Progression into Senior Roles
- Pathway to Leadership Roles: This diploma provides the foundational skills needed for career progression, with opportunities to move into senior roles, such as lead healthcare assistant or healthcare coordinator.
- Enhanced Responsibility: With comprehensive training, you will be better prepared to take on additional responsibilities, from medication administration to leading a care team.
4. Flexibility and Accessibility
- Flexible Learning: The assignment-based nature of the qualification allows you to learn at your own pace, making it easier to balance your studies with personal or work commitments.
- No Exams Required: As the qualification is entirely assignment-based, there are no exams. This makes the learning process more accessible and allows you to focus on practical, real-world skills.
5. Job Readiness
- Ready for the Workforce: Upon completion, you will be fully equipped to start working in healthcare settings, having developed a wide range of transferable skills that are valued by employers.
- Meet Industry Standards: This qualification aligns with industry standards, ensuring that you are fully prepared to meet the challenges of modern healthcare environments.
6. Contribution to Patient Wellbeing
- Impactful Work: As a healthcare support worker, you will have a direct positive impact on the lives of individuals, helping to promote health, safety, and wellbeing in care settings.
- Holistic Care Approach: You’ll gain the knowledge needed to provide high-quality, compassionate care, ensuring the dignity, independence, and safety of those under your care.
7. Recognition of Professional Skills
- Ofqual Regulated Qualification: Being accredited by Ofqual, this qualification is recognized by employers, educational institutions, and professional bodies across the UK, giving you a respected credential in the healthcare industry.
- Official Recognition: This nationally recognized qualification ensures that your skills are in line with industry expectations, enhancing your professional reputation.
8. Personal Development
- Enhanced Confidence: The course boosts your confidence by giving you the tools and knowledge necessary to effectively contribute to the healthcare sector.
- Improved Communication Skills: The qualification enhances your ability to communicate with patients, families, and healthcare teams, fostering positive relationships and collaboration in the workplace.
9. Continuous Learning Opportunities
- Foundation for Further Study: The TQUK Level 3 Diploma in Healthcare Support Work can serve as a stepping stone for further professional development and qualifications, including specializations in specific areas such as mental health or elderly care.
Best Fit for the TQUK Level 3 Diploma in Healthcare Support Work
The TQUK Level 3 Diploma in Healthcare Support Work is designed for individuals who are passionate about providing quality care and support in healthcare settings. This qualification is best suited for:
1. Aspiring Healthcare Assistants
- Perfect for beginners who want to start a career in healthcare. If you’re looking to enter the healthcare industry as a healthcare assistant or care support worker, this qualification offers the knowledge and skills necessary to get started.
2. Existing Healthcare Support Workers Seeking Career Advancement
- If you’re already working in a healthcare support role but want to formalize your skills and gain recognition for your experience, this diploma can help you progress to more senior positions, such as senior healthcare assistant or care team leader.
3. Individuals Looking to Specialize in Patient Care
- Those interested in gaining a deeper understanding of patient care, communication, infection control, and safeguarding will find this qualification highly beneficial. It provides the necessary skills to deliver personalized, compassionate care to patients in a range of settings.
4. Professionals in Social Care Settings
- Individuals currently working in social care or looking to transition into healthcare can benefit from this diploma. It enhances your ability to support vulnerable individuals in a wide variety of care environments, including elderly care, palliative care, and disability services.
5. Those Seeking Flexibility in Learning
- If you’re looking for a flexible, assignment-based qualification, this course is a great fit. You can study at your own pace while working full-time or managing other responsibilities, making it ideal for learners who need a flexible schedule.
6. Individuals with Strong Communication Skills
- As communication is a critical part of healthcare, this course is well-suited to individuals who have an interest in improving their communication skills and building effective relationships with patients, families, and healthcare teams.
7. Individuals Interested in Healthcare Career Progression
- This course is ideal for those who see healthcare as a long-term career path and wish to advance further into more specialized or leadership roles, such as healthcare coordinator, support worker supervisor, or healthcare manager.
8. People Interested in Working with Vulnerable Populations
If you’re passionate about supporting vulnerable individuals—whether the elderly, those with disabilities, or those with mental health needs—this diploma will equip you with the expertise to provide compassionate and professional care.
Entry Requirements
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Qualification Process
Qualification Process for the TQUK Level 3 Diploma in Healthcare Support Work
- 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 TQUK 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, TQUK will issue your official certificate, confirming that you have attained the TQUK Level 3 Diploma in Healthcare Support Work.
