ProQual Level 3 Diploma in Healthcare and Social Care Support Skills
ProQual Awarding Body
Average Completion Time:
4-12 Months
Course Level :3
Study Method: Online
Credits Hours:37
Assessment Based
If you’re passionate about making a difference in people’s lives and pursuing a career in the healthcare or social care sector, the ProQual Level 3 Diploma in Healthcare and Social Care Support Skills is the perfect qualification for you. This comprehensive diploma equips you with the knowledge, skills, and practical experience needed to provide high-quality support to individuals in healthcare and social care environments.
The ProQual Level 3 Diploma in Healthcare and Social Care Support Skills is a vocational qualification designed for individuals who work or wish to work in healthcare or social care roles. This diploma focuses on developing practical skills for supporting individuals with a range of healthcare needs, from elderly care to supporting individuals with disabilities or mental health conditions.
The qualification provides a broad understanding of person-centered care, safeguarding, communication, and health and safety practices. It’s perfect for individuals who want to enhance their ability to work directly with individuals in need of support, ensuring they receive the highest standard of care possible.
The ProQual Level 3 Diploma in Healthcare and Social Care Support Skills is an essential qualification for anyone looking to advance their career in healthcare or social care. Whether you’re starting out or looking to formalize and enhance your existing skills, this diploma provides the knowledge and experience needed to deliver exceptional care.
If you’re passionate about making a difference and providing high-quality support to individuals in need, the ProQual Level 3 Diploma will give you the foundation to succeed in the healthcare and social care sectors. Ready to take the next step in your career? Get in touch with us today to learn more about enrolling in this highly respected qualification.
Entry Requirements
Relevant Work Experience:
You should have practical experience working in a healthcare or social care setting, such as as a care assistant, support worker, or healthcare aide.
Age Requirement:
Candidates must be 18 years or older to take this qualification, as it involves working with vulnerable individuals.
Basic Literacy and Numeracy:
A good understanding of written and spoken English is necessary to complete assessments, assignments, and communicate effectively in a care setting.
Access to Learners:
You must have access to learners or service users for practical assessments in a healthcare or social care environment.
No Formal Qualifications Required:
There are no mandatory formal qualifications required, though prior experience or relevant qualifications in healthcare/social care are beneficial.
Qualification structure
To achieve the ProQual Level 3 Diploma in Healthcare and Social Care Support Skills candidates must achieve a minimum of 37 credits a minimum of 25 credits must be from the Level 3 units and the remaining 12 credits can be from any combination of units from the Level 2 or Level 3 or Level 4 units
Level 2 Units
Sr# | Unit Title | Credit Value | GLH |
---|---|---|---|
1 | Implement person centred approaches in health and social care | 5 | 33 |
2 | Principles of safeguarding and protection in health and social care | 3 | 10 |
3 | Assist in the administration of medication | 4 | 31 |
4 | Carry out personal hygiene for individuals unable to care for themselves | 3 | 30 |
5 | Support individuals with speech and language disorders to develop their communication skills | 4 | 27 |
6 | Perform the non-scrubbed circulating role for perioperative procedures | 3 | 20 |
7 | Minimise the risk of infection when transporting and storing healthcare waste | 3 | 30 |
8 | Assist in the issuing of prescribed items | 3 | 30 |
9 | Assist in the manufacture and assembly of medicinal products | 7 | 22 |
10 | Assist in the preparation of documentation, materials and other items for manufacture and assembly of medicinal products | 10 | 32 |
11 | Support individuals to carry out their own health care procedures | 2 | 23 |
12 | Provide support for therapy sessions | 2 | 6 |
13 | Contribute to the discharge of individuals to carers | 2 | 45 |
14 | Paediatric Emergency First Aid | 1 | 23 |
15 | Introduction to communication in health, social care or children’s and young people’s settings | 3 | 20 |
16 | Support individuals to meet personal care needs | 2 | 24 |
17 | Contribute to the safe use of medical devices in the perioperative environment | 4 | 25 |
18 | Causes and Spread of Infection | 2 | 20 |
19 | Prepare documentation, materials, components and other items for the preparation of aseptic products | 6 | 38 |
20 | Introduction to duty of care in health, social care or children’s and young people’s settings | 1 | 28 |
21 | Provide support for mobility | 2 | 30 |
22 | Assist others to plan presentations | 2 | 38 |
23 | Order Routine Pharmaceutical Stock | 3 | 33 |
24 | Dementia Awareness | 2 | 13 |
25 | Support individuals to manage continence | 3 | 26 |
26 | Move and position individuals in accordance with their plan of care | 4 | 25 |
27 | Handle information in health and social care settings | 1 | 43 |
28 | The role of the health and social care worker | 2 | 40 |
29 | Obtain and test specimens from individuals | 2 | 14 |
30 | Prepare individuals for healthcare activities | 3 | 27 |
31 | Assist in planning and evaluating learning activities | 3 | 35 |
32 | Provide support to the surgical team when preparing individuals for operative and invasive procedures | 2 | 35 |
33 | Assist the practitioner to carry out health care activities | 2 | 32 |
34 | Assist the practitioner to carry out health care activities | 2 | 32 |
35 | Work in partnership with families to support individuals | 4 | 45 |
36 | Minimise the risk of infection during the removal of used linen | 2 | 27 |
37 | Understand the context of supporting individuals with learning disabilities | 3 | 24 |
38 | Select and wear appropriate personal protective equipment for work in health care settings | 4 | 20 |
39 | Monitor and maintain the environment and resources during and after clinical / therapeutic activities | 3 | 20 |
40 | Prepare and dress for scrubbed clinical roles | 3 | 26 |
41 | Care for individuals with naso-gastric tubes | 3 | 26 |
42 | The principles of Infection Prevention and Control | 3 | 24 |
43 | Assist with the provision of a pharmacy service to meet individuals’ needs | 3 | 25 |
44 | Contribute to the effectiveness of teams | 3 | 28 |
45 | Support individuals who are distressed | 3 | 10 |
46 | Support individuals undergoing healthcare activities | 4 | 26 |
47 | Assist in receiving, handling and dispatching clinical specimens | 2 | 20 |
48 | Assist in the sale of medicines and products | 8 | 22 |
49 | Prepare aseptic products | 10 | 22 |
50 | Prepare and apply dressings and drains to individuals in the perioperative environment | 2 | 25 |
51 | Planning and Monitoring Work | 2 | 28 |
52 | Cleaning, Decontamination and Waste Management | 2 | 16 |
53 | Ensure your own Actions Reduce risks to Health and Safety | 2 | 14 |
54 | Introduction to equality and inclusion in health, social care or children’s and young people’s settings | 2 | 30 |
55 | Provide agreed support for foot care | 3 | 25 |
56 | Contribute to health and safety in health and social care | 4 | 37 |
57 | Support independence in the tasks of daily living | 5 | 35 |
58 | Prepare equipment for intraoperative cell salvage blood collection | 2 | 30 |
59 | Maintaining quality standards in the health sector | 1 | 23 |
60 | Support participation in learning and development activities | 1 | 24 |
61 | Provide support for sleep | 3 | 30 |
62 | Remove wound closure materials | 3 | 23 |
63 | Support individuals to eat and drink | 2 | 25 |
64 | Undertake agreed pressure area care | 3 | 32 |
65 | Service improvement in the health sector | 2 | 43 |
66 | Meet food safety requirements when providing food and drink for individuals | 4 | 32 |
67 | Understand loss and grief in end of life care | 2 | 30 |
68 | Understand how to work in end of life care | 2 | 28 |
69 | Collection of used equipment | 3 | 35 |
70 | Sort used equipment and dispose of waste | 3 | 41 |
71 | Stroke awareness | 2 | 30 |
72 | Introductory awareness of sensory loss | 2 | 34 |
73 | Assist in the issuing of pharmaceutical stock | 3 | 38 |
Level 3 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 | Speech and language support for under 5s: From theory into practice | 9 | 63 |
167 | Receive pharmaceutical stock | 3 | 9 |
Level 4 Units
Sr# | Unit Title | Credit Value | GLH |
---|---|---|---|
1 | Support disabled children and young people and those with specific requirements | 6 | 45 |
2 | Enable children and young people to understand their health and well-being | 5 | 38 |
3 | Develop and agree individualised care plans for babies and families | 5 | 38 |
4 | Understand the needs of children and young people who are vulnerable and experiencing poverty and disadvantage | 5 | 40 |
5 | Support individuals to access education, training or employment | 4 | 31 |
Who is this Course For
Healthcare Assistants and Support Workers:
Those already working in healthcare settings, such as hospitals, clinics, or home care, who want to improve their skills and gain a recognized qualification.
Social Care Workers:
If you’re working with individuals in need of social support, such as those with disabilities, mental health conditions, or the elderly, this diploma will help you develop the expertise needed to deliver high-quality care.
Care Home Staff:
Ideal for individuals working in residential care homes or nursing homes who are responsible for the day-to-day care of residents.
Personal Assistants:
People working as personal care assistants to support individuals in daily activities, ensuring their health and wellbeing.
Individuals New to Healthcare or Social Care:
If you’re looking to start a career in healthcare or social care, this qualification provides the foundational knowledge and skills to enter the industry.
Team Leaders or Supervisors in Care Settings:
Those seeking to move into leadership roles in healthcare or social care and wish to enhance their managerial and support skills.
Future Progression
Level 4 and Level 5 Qualifications:
Progress to higher qualifications, such as the Level 4 Diploma in Health and Social Care or the Level 5 Diploma in Leadership for Health and Social Care, to develop advanced skills for managerial or leadership roles.
Care Supervisor or Team Leader:
With the diploma, you may be eligible for roles such as Care Supervisor, Senior Support Worker, or Team Leader in healthcare or social care settings, where you’ll manage teams and oversee the delivery of care.
Healthcare Manager:
For those looking to move into management, the diploma can help you progress towards roles like Care Manager, overseeing the operational management of healthcare services or residential care homes.
Specialized Roles:
You may choose to specialize in areas like palliative care, mental health support, or disability care, with further training or experience in these specific fields.
Further Education:
If you wish to pursue a career in teaching or training, you could go on to take qualifications such as the Level 3 Award in Education and Training.
The Qualification Process
Here’s a clear guide to the journey from pre-registration to certification:
Self-Assessment: Start by evaluating your own eligibility to ensure you meet the qualification requirements.
Registration: Complete your registration by paying the fee and submitting your documents, including a scanned copy of a valid ID.
Induction: An assessor will conduct an induction to verify your eligibility and explain the evidence requirements. If the assessor determines that you do not meet the requirements, your registration will be canceled and the fee refunded.
Evidence Submission: Provide the necessary evidence based on the assessment criteria. If needed, consult with the assessor about the type and nature of evidence required.
Feedback and Revision: The assessor reviews your evidence and provides feedback. Evidence meeting the criteria is marked as “criteria met,” while any gaps will be identified for you to address and resubmit.
Competence Evidence: Submit final evidence demonstrating attainment of all learning outcomes, marked as “Criteria met” by the assessor.
Internal Quality Assurance: The Internal Quality Assurance Verifier (IQA) checks for consistency and standards.
External Verification: The IQA presents your portfolio to ProQual External Quality Assurance Verifiers (EQA) for final confirmation. The EQA may contact you to verify the authenticity of your evidence.
Certification: Upon satisfactory completion of all checks, ProQual will issue your official certificate.
Register Now
To Register in ProQual Level 3 Diploma in Healthcare and Social Care Support Skills Course Please fill the Registration form or contact us on WhatsApp
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The Global Training and Certification Service (TGTCS) Is Associate Training partner of Inspire College of Technologies (ICTQual UK) . TGTCS is offering all ProQual qualifications in association with ICTQual.