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Higher Level Qualifications Level 4 Higher ProfessionalDiploma in Health and Well-being (4462)

Qualification handbook

www.cityandguilds.com

Version 2.0 (Jan 2008)

About City & Guilds

City & Guilds is the UK’s leading provider of vocational qualifications, offering over500 awards across a wide range of industries, and progressing from entry level tothe highest levels of professional achievement. With over 8500 centres in 100countries, City & Guilds is recognised by employers worldwide for providingqualifications that offer proof of the skills they need to get the job done.

City & Guilds Group

The City & Guilds Group includes City & Guilds, City & Guilds Institute, ILM (the Instituteof Leadership & Management) which provides management qualifications, learningmaterials and membership services, NPTC which offers land-based qualifications andmembership services, and HAB (the Hospitality Awarding Body). City & Guilds alsomanages the Engineering Council Examinations on behalf of the Engineering Council.

Equal opportunities

City & Guilds fully supports the principle of equal opportunities and we arecommitted to satisfying this principle in all our activities and published material. A copy of our equal opportunities policy statement is available on the City & Guildswebsite.

Copyright

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working towards a City & Guilds qualification, or for internal administration purposes• candidates may copy the material only for their own use when working towards a

City & Guilds qualification

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Accredited by QCA as a Level 4 qualification within theNational Qualifications Framework


Qualification handbook

01.08/PO4500034610/ST00024757

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Introduction and guidance

05 1 City & Guilds vocational schemes

06 2 City & Guilds Higher Level Qualifications

07 3 The qualification

08 4 General structure

11 5 Course planning and delivery

13 6 Entry requirements

13 7 Assessment

15 8 Approval of centres

16 9 The quality assurance system

19 10 Registration and certification

19 11 Appeals

19 12 Equal opportunities

20 13 Legislative changes

20 14 Further progression with City & Guilds and the Institute of Leadership & Management

The units

25 Unit 1 Personal Development and Reflective Learning

29 Unit 2 The Principles and Philosophy of Health Care

35 Unit 3 The Structure, Organisation and Function of the Human Body

43 Unit 4 Health Care Disciplines

47 Unit 5 Lifespan Development and Health Care Needs

53 Unit 6 Research and Development in the Health Care Sector

57 Unit 7 Ensuring a Healthy, Safe and Secure Working Environment

63 Unit 8 Equal Rights and Diversity in the Workplace

69 Unit 9 Leading and Developing a Work Team

75 Unit 10 Working with People in Health Care

81 Unit 11 Quality Improvement

Contents

Appendix A

87 Guidance on assignment design

Appendix B

91 QCA accreditation numbers

ContentsContinued

05Level 4 Higher Professional Diploma in Health and Well-being (4462)

1 City & Guilds vocational schemes

1.1 City & Guilds provides vocational certification for occupational areas at sevenlevels within its Progressive Structure of Awards.

1.2 City & Guilds has developed this scheme with the support of the City & GuildsNational Advisory Committee for Senior and Higher Level Awards and a subjectspecific Steering Group which includes representation from Higher Educationand practitioners in the sector.

1.3 City & Guilds does not itself provide courses but has a 120 year history ofdeveloping qualifications and providing Quality Assurance and has had a RoyalCharter for these activities since 1900.

Guide to levels and qualifications

Introduction and guidance

Level 8

Fellowship (FCGI)8

7

6

Level 5

Engineering Council Certificate5

Level 4

S/NVQ 4, Higher Professional Certificate/Diploma,Licentiateship (LCGI),ILM Diploma in Management

4

Level 3

S/NVQ 3, Advanced Professional Certificate,Advanced Vocational Certificate in Education,ILM Certificate in First Line Management,Pitman Qualifications – Advanced/Professional,Pitman Qualifications – Level 3

3

Level 2

S/NVQ 2, Intermediate GNVQ,ILM Certificate in Team Leading, Pitman Qualifications – Intermediate,Pitman Qualifications – Level 2

Level 1

S/NVQ 1, Foundation GNVQ, GCSE, Pitman Qualifications – Elementary/Essential,Pitman Qualifications – Level 1

1

2

*Only graduates of the City and Guilds College, Imperial College of Science,Technology and Medicine are awarded the Associateship (ACGI)

Level 7

S/NVQ 5, Master Professional Diploma, Membership(MCGI), ILM Executive Diploma in Management, Engineering Council Post Graduate Diploma

Level 6

Graduateship (GCGI)/Associateship (ACGI)*, Engineering Council Graduate Diploma

2 City & Guilds Higher Level Qualifications

2.1 The City & Guilds Higher Level Qualifications have been developed in response to:• government initiatives to increase the numbers participating in higher level

education and training and Lifelong Learning• the emergence of QCA design principles for the submission of higher level

vocational qualifications (excluding NVQs and degrees) into the NationalQualifications Framework

• a need from existing City & Guilds customers for higher level qualificationswhich offer a progression route from traditional level 3 and 4 qualifications

• a City & Guilds initiative to offer its customers the full range of vocationalqualifications from the basic to the highest levels.

2.2 These qualifications have been designed to:• combine the development of knowledge, understanding and skills in a variety

of vocational areas• equip the individual with a flexible programme of study which will provide the

relevant level of knowledge and skills that are needed in the world of work• meet the needs of the health care sector and reflect the knowledge areas

expressed in the relevant National Occupational Standards and/orprofessional standards or frameworks.

2.3 The design and development of the Level 4 City & Guilds Higher ProfessionalDiploma (HPDs) reflects an outcomes-based model that meets the requirementsfor Certificate Level (Level 1 HE) outcomes under the Framework for HigherEducation Qualifications. This articulation facilitates the use of the HPD as thefirst year of a two-year Foundation Degree. Please see the City & Guildspublication: Further Education and Higher Education working together to deliver Foundation Degrees.

2.4 It is anticipated that potential candidates for these qualifications will currentlybe in work or have access to work placement but require a mechanism for theacquisition of relevant knowledge. In the first instance it is expected that manyof these individuals will undertake the City & Guilds Higher Level Qualificationson a part-time basis, ie half day and evening, evenings only or as block release.However, there is also potential for these qualifications to be delivered as full-time programmes.

2.5 It is likely that these qualifications will be delivered in• colleges• training organisations• higher education institutions.

2.6 In the future, City & Guilds plans to develop with partners a range ofmechanisms such as website material and open learning packages to promoteflexible delivery to the individual where suitable materials do not already existto support the Lifelong Learning agenda. In addition, reference should be madeto the ‘Guidance’ sections within the units.

06 Level 4 Higher Professional Diploma in Health and Well-being (4462)

2.7 Some of the content covered in the units can contribute to the underpinningknowledge of S/NVQs. Effective delivery mechanisms could connect the deliveryof units from both qualifications in a coherent, linked fashion for candidates.

3 The qualification

3.1 The Higher Professional Diploma in Health and Well-being:

• has been accredited by QCA at Level 4 on the National QualificationsFramework

• reflects an outcomes-based model that meets the requirements ofCertificate Level (HE Level 1)

• comprises (the equivalent of) 12 units, equating to a total of 120 credits,which can be accredited separately

• provides a progression route for candidates currently working in health care,or with a social care background, and/or with Level 3 NVQ/AVCE or A level

• has been designed to provide progression onto the second year of a relatedFoundation (or Honours) Degree, or an equivalent qualification for healthcare professionals eg Diploma in Nursing

• offers candidates an up to date, dynamic programme, introducing keydevelopment areas at ‘Assistant Practitioner’ level

• has been developed with reference to the relevant core and specific (Healthand Well-being) dimensions of the NHS Knowledge and Skills Framework. TheKSF level for Assistant Practitioner staff will vary depending on the specificresponsibilities and employment context of the particular job role.

• relates to the knowledge areas expressed in relevant National OccupationalStandards, such as the Level 4 Health & Social Care standards

• is likely to be delivered primarily as a 2 year part-time course for individuals inwork or with access to work placement

• enables candidates to reflect on their own personal and professionaldevelopment, identifying strengths and areas for further development

• is assessed by means of centre-devised assignments, based on theassessment requirements of each unit, and externally moderated by City & Guilds.

3.2 How can the qualification be used?

The qualification and the units within them can be used in a variety of ways:• For personal development, to improve and build on core knowledge,

understanding and skills underpinning a job role.• To gain a qualification that recognises higher level learning in health

care provision.• For career progression. The HPD can be used to develop knowledge and

understanding about aspects of a health care role, even before occupyingthat role formally. While competence in a job can only be assessed once inthe job itself, it is possible to learn about, and be assessed on, aspects of the role beforehand.

• To promote access to other career qualifications. Each unit within theHPD has been designed to equate to 10 CATS points at HE level 1. This meansthat the full HPD is equivalent to the first year of a related foundation orhonours degree, or equivalent (120 CATS).


4 General structure

4.1 In order to achieve the full Higher Professional Diploma in Health and Well-being,candidates must successfully complete all 11 units. It has been designed as a 480 guided learning hours programme deliverable most probably part-time, but possibly as a full-time programme. An example of mode of study could be 2 years part-time (6.5 hours/week). The recommended total of notional learninghours for this award (including guided learning hours) is 1200 hours (120 credits).

The award has been designed to provide a set of units which will form the basisof a coherent and targeted course of study.

4.2 The reflective account

The award includes a unit on Personal Development and Reflective Learning.The assessment of this unit involves a reflective account which provides anopportunity to review individual learning throughout the programme of studythat supports this qualification, and its impact on personal practice andunderstanding. As such it constitutes an important integrative component ofassessment, which is required to complete the qualification.

4.3 Award structure

The (equivalent of) 12 units which make up the Higher Professional Diploma inHealth and Well-being are:Unit 1 Personal Development and Reflective LearningUnit 2 The Principles and Philosophy of Health CareUnit 3 The Structure, Organisation and Function of the Human Body (double unit)Unit 4 Health Care DisciplinesUnit 5 Lifespan Development and Health Care NeedsUnit 6 Research and Development in the Health Care SectorUnit 7 Ensuring a Healthy, Safe and Secure Working EnvironmentUnit 8 Equal Rights and Diversity in the WorkplaceUnit 9 Leading and Developing a Work TeamUnit 10 Working with People in Health CareUnit 11 Quality Improvement

4.4 Success in each unit within the qualification will be recognised by the issuing ofa City & Guilds Certificate of Unit Credit. Achievement of all the above units willresult in a City & Guilds Higher Professional Diploma being issued.

4.5 As far as possible the units have been expressed in a standard format which fits with QCA Design Principles for Higher Level Vocational Qualifications. Each unit comprises:• Unit title• Unit summary• Aims• Outcomes – statements of what the candidate is expected to achieve


• Unit content – specifies all the learning the students need to apply and drawupon in order to be able to produce evidence indicated in the assessmentsection which addresses outcomes. In addition, it provides guidance totutors in the design of their programmes and can be used as a diagnostic tool to identify areas of weakness when candidates have not been able toachieve outcomes.

• Assessment – specifies what candidates need to produce to show that theyhave met the outcomes. A form of evidence, eg a report, is indicated in thissection, but different forms of evidence such as a case-study, presentation or a piece of practical work accompanied by appropriate research andinformation gathering activity are valid as long as they provide theopportunity for candidates to produce evidence of comparable quantity andquality and to meet the same outcomes.

• Guidance – on delivery, on assessment, links with other units/qualifications,resources. Guidance also on NHS Knowledge and Skills Frameworksignposting to the following Dimensions: Communication; Personal andpeople development; Health, safety and security; Service improvement;Quality; Equality and diversity; Assessment and care planning to meet healthand wellbeing needs; Enablement to address health and wellbeing needs;Promotion of health and wellbeing and prevention of adverse effects tohealth and wellbeing; and Protection of health and wellbeing.

4.6 Each unit (including the double unit) should be allocated one grade: Pass,

Merit or Distinction. In order for candidates to achieve a Pass, it is necessaryfor them to produce evidence which clearly shows that all the assessmentrequirements (and therefore all the outcomes) have been met. In addition, theoverall quality of the work should be of a satisfactory and reliable standard.

4.7 To gain a Merit grade, candidates will, in addition to meeting the Pass

requirements, need to produce work which meets all of the criteria detailed inthe Merit column. To gain a Distinction grade, candidates will need to meetboth the Pass and Merit requirements and produce a high standard of work as reflected in the Distinction column.

4.8 The criteria for Merit and Distinction focus on the quality of the work, and theway in which candidates have approached it. The criteria have been written tospecify the requirements in terms of ‘better’ (not ‘more’) work.


4.9 The grading criteria

Unit grades

Each unit within the qualification should be graded on the following basis:

Pass: Candidates must meet the assessment requirements and outcomes

in the unit specifications

Merit: Candidates must achieve a Pass and in addition achieve at least 14

marks from the Merit descriptors in the table below

Undertake research with minimum guidance from tutors/assessors (1)

select and use a wide range of appropriate research sources (1), record and analyse data/information accurately (1) to draw valid conclusions (1) 4 marks

Present and analyse information and ideas accurately and clearly (2), using a well-structured format and appropriate technical language (2) 4 marks

Demonstrate effective and consistent application and development of work-related skills (2) knowledge and understanding (2) 4 marks

Demonstrate management of time, resources and learning (2) and an ability to analyse and reflect upon own ideas and actions (2) 4 marks

Distinction: Candidates must achieve a Merit and in addition 16 marks

from the Distinction descriptors in the table below

Define the focus and scope of research (1), carry out research independently (1) evaluate the suitability of research sources and methods used (1), analyse and verify data/information (1) to develop an appropriate work strategy (1) 5 marks

Consolidate and present complex information and concepts fluently and persuasively (2) with evidence of an original and imaginative approach (2) 4 marks

Evaluate and synthesise relevant work-related skills, knowledge and understanding (2) and use these to justify conclusions and recommendations (2) 4 marks

Demonstrate consistently good management of time, resources and learning (2) and an ability to identify areas for development and improvement by critically reflecting upon own ideas and actions (2)

employ appropriate methods to resolve unpredictable problems (1) 5 marks


4.10 Calculating an overall grade for the qualificationEach unit/credit grade achieved by the candidate should firstly be convertedinto points as follows:Pass = 1Merit = 2Distinction = 3

The unit grade allocated to the double unit should be converted into point(s)and then doubled.

Then, the points should be aggregated and converted into an overall scoreand corresponding grade for the whole qualification as follows:Pass = 12-17Merit = 18-27Distinction = 28-36

NB Achievement of all 11 units is necessary for the full award. It is thereforenecessary for candidates to achieve a minimum of 1 point for each singleunit, and 2 points for Unit 3.

5 Course planning and delivery

5.1 In terms of delivering Higher Level Qualifications, the emphasis is expected tobe on the relationship between the content of the unit and the demands madeon the individual by their existing or future job.

5.2 As long as the assessment requirements of units within the Higher LevelQualifications are met tutors/lecturers can design courses of study in any waywhich they feel will meet the needs of their candidates as individuals. There areopportunities for aspects of the NHS Knowledge and Skills Framework (KSF)dimensions to be covered as appropriate throughout the teaching programme,including Communication; Personal and people development; Health, safetyand security; Service improvement; Quality; Equality and diversity; Assessmentand care planning to meet health and wellbeing needs; Enablement to addresshealth and wellbeing needs; Promotion of health and wellbeing and preventionof adverse effects to health and wellbeing; and Protection of health andwellbeing. Please see the ‘Guidance’ section within each unit.

5.3 It is essential that candidates and tutors/lecturers are aware of health and safetyconsiderations at all times. The need to ensure that candidates preserve thehealth and safety of others as well as themselves should be emphasised.

5.4 Equal opportunity issues are relevant to all units of study and these aspectsshould be explicitly addressed in the delivery and assessment of the programme.


5.5 Candidates are likely to come from a variety of backgrounds, in that they willhave had different education, training and work experiences and they will alsohave differing ambitions and opportunities. Tutors/lecturers may therefore findit helpful to• conduct an initial assessment of achievement for each candidate, so that

prior learning and experience can be established and assessment strategies agreed

• consider the best approaches to learning for each candidate.

5.6 Tutors/lecturers need to make these judgements by referring to the requirementsof Higher Level Qualifications and establish what candidates already know andcan do, to clarify where they need further preparation before assessment.

5.7 During this initial assessment tutors/lecturers are likely to consider what, if any• previous educational qualifications the candidates have, what training they

have had and in particular what experience they have had in relevantvocational programmes and Key Skills

• previous and current practical work experience the candidate has which isrelevant to the aims of the scheme and from which relevant skills andknowledge may have been informally acquired.

5.8 When selecting appropriate approaches to learning and locations,tutors/lecturers are likely to consider the result of the initial assessment as well as the availability and suitability of open or distance learning materials and other resources, or co-operative working with other centres.

5.9 Effective communication between the tutor and candidate is a key componentof successful delivery. It is important that candidates know for each assignmentor activity, its purpose, the knowledge and skills required and the criteria for success. In addition, candidates should receive regular constructivefeedback on their progress and achievement and also be provided with theopportunity to provide comments on their progress and course from their own personal perspective.

5.10 Some centres use a ‘self-directed study’ or ‘negotiated approach’ in terms ofassignment design to enable candidates to tailor their response to a particularwork opportunity or scenario. Tutors meet with candidates individually todiscuss the learning outcomes of the unit and negotiate assignments which willallow the achievement of the criteria and relate to the candidate’s work contextor experience. Centres have the flexibility to work with candidates in terms ofthe context of the assignment or the presentation format of the assessment, aslong as the specified requirements are met.

5.11 Consideration should be made regarding candidate access to certification forthe Higher Level Qualification. In cases where the HLQ is the first part of aFoundation (or Honours) Degree, the candidate must be made aware of andenabled to gain City & Guilds certification for the HLQ part of the award.


6 Entry requirements

6.1 City & Guilds Higher Level Qualifications have been designed primarily for thosein work, or with access to work experience as the specifications are vocationallyrelevant to the needs of the sector. In addition, given the high level ofunderstanding and skills required of the qualification, it is likely that in order forprospective candidates to cope with the demands of the programme andachieve their full potential, they will have acquired one of the following:• S/NVQ in Care at Level 3• S/NVQ in Health & Social Care at Level 3• S/NVQ in Health Care at Level 3• S/NVQ in Caring for Children and Young People at Level 3• S/NVQ in Promoting Independence at Level 3• S/NVQ in Diagnostic and Therapeutic Support at Level 3• S/NVQ in Dialysis Support at Level 3• a relevant Level 3 vocationally-related qualification eg the City & Guilds

Progression Award in Care/Certificate in Community Mental Health/Certificatein Working with People who have Learning Disabilities

• Advanced or Advanced Subsidiary Vocational Certificate of Education(formerly GNVQ) in Health and Social Care

• A level of expertise commensurate with Level 3 in the National QualificationsFramework which has been acquired through work experience and can bedemonstrated through an APL procedure.

6.2 In addition, prospective candidates should demonstrate that they aresufficiently mature, capable and motivated to meet the requirements of theprogramme and should be able to provide evidence of a range of relevantpractical skills.

7 Assessment

7.1 Assessment is by means of centre-devised assignments which should providethe opportunity for the assessment requirements of the unit to be achieved.Please refer to Appendix A for guidance on assignment design.

7.2 Each unit has its own assessment which must be rigorous and fit for the purposefor which it is designed. The purpose of the assessment is for candidates todemonstrate that they have fulfilled the outcomes of the unit and achieved thestandard required of the award they seek.

7.3 Assessment must reflect the achievement of the candidate in fulfilling theassessment requirements, which are related to a consistent national standard.The assessment must therefore be carried out by competent and impartialassessors and by methods which enable them to assess a student fairly againstthe set requirements. This process will be monitored by the appointment toeach centre of a City & Guilds External Moderator who will be responsible forupholding the subject standards to a national level.


7.4 Centres must design a selection of assignments prior to the start of the

course, so that there is an opportunity to obtain some feedback on theirsuitability from the Higher Level Qualifications External Moderator.

7.5 Assignments should be designed to provide candidates with the opportunity tomeet the unit outcomes and, where applicable, the grading criteria.

7.6 It is important for centres to use an integrated approach (ie content whicheffectively links across two or more units) in relation to at least one assignment.In the Higher Professional Diploma in Health and Well-being, this can beachieved via Unit 2: Personal Development and Reflective Learning. It providesthe opportunity for candidates to integrate their learning with their practiceand to reflect on how their learning can and has helped them to improve thatpractice. While assessment can only be completed at the end of the course,candidates should be encouraged to reflect on their learning throughout theprogramme, in preparation for this.

Additional examples of units which have links and could potentially form thebasis for the development of an integrated assignment include:

Unit 9: Leading and Developing a Work Team with Unit 10: Working with Peoplein Health Care

Unit 2: The Principles and Philosophy of Health Care with Unit 4: Health CareDisciplines and/or Unit 5: Lifespan Development and Health Care Needs

The approach to marking/assessing integrated assignments should enable anindividual grade to be allocated to each unit covered, for the purposes ofgrading calculations, etc.

7.7 Assignment design should take account of opportunities for the Merit andDistinction criteria to be met for those candidates with the potential toachieve a higher grade. For instance, the grading descriptors (see page 6)reflect the need for students to carry out research with increasing degrees ofindependence and also to take more responsibility for the learning process.

7.8 Centres must ensure that both the marking criteria and candidate guidance forassignments relate to the assessment requirements and outcomes identified inthe unit. Assignments (including candidate guidance and marking criteria)together with candidate evidence must be available for checking by the HigherLevel Qualifications External Moderator.


8 Approval of centres

8.1 Centre approval procedures

a The scheme is open to any organisation which has been approved by City & Guilds to conduct the Programme. Quality Assurance includes initial centreapproval, qualification approval, the centre’s own procedures for monitoringquality and City & Guilds on-going monitoring by an external moderator.

Details of City & Guilds criteria and procedures can be found in the City & GuildsProviding City & Guilds qualifications – A guide to centre and qualificationapproval which may be obtained, together with supplementary HLQinformation, from the Higher Level Qualifications Department at City & Guilds,1 Giltspur Street, London EC1A 9DD.

Organisations that are not approved to offer City & Guilds qualifications willbe required to apply for both initial centre approval (City & Guilds Form CAP)as well as qualification approval (City & Guilds Form QAP). These applicationsshould be made simultaneously.

Centres that already have centre approval will need to obtain qualificationapproval for each City & Guilds qualification that they wish to offer, thisincludes the HLQs. In this case, only the Form QAP should be completed.

For new centres, there is a one-off centre approval fee which includes schemeapproval for the first HLQ applied for by a centre. For existing centres, there isa qualification approval fee for each Higher Level Qualification applied for.

b The centre must provide the followingi facilities adequate for the operational and administrative requirements of

the scheme and a centre co-ordinator who will be the point of contact forCity & Guilds

ii internal Quality Assurance Proceduresiii approved assessors to conduct the assessmentsiv facilities to offer assessments in all the units of the qualification for which

they are approvedv suitable and available industry links/work experience opportunities for

candidates if they are not currently employed.

c An approval visit will be arranged and an external moderator will check thecentre has access to personnel, equipment, facilities and resources to provideproper assessments normally related to a practical workplace situation.

d The centre must be able to provide secure arrangements for the storage ofassessment material, ensuring that the course tutor, coordinator/internalmoderator and external moderator all have access.


e Approval will be valid for up to 4 years from the approval date and City & Guildsreserves the right to withdraw approval from the centre if the circumstancesshould alter from those agreed in the original submission, or if there is abreakdown in the quality assurance system that jeopardises a candidate’ssuccessful completion of the qualification to the required standard.

8.2 Centre staff qualifications

It is important that centre staff involved in delivery or internal moderation have appropriate knowledge and skills to ensure effective delivery of HigherLevel Qualifications. It is a requirement that centre staff have one or more of the following:• a Level 4/5/6/7 qualification eg Degree/HNC or HND/HPD or MPD/NVQ, in an

appropriate subject, with 3 years relevant sector experienceor

• Level 3 qualification in an appropriate subject with 5 years relevant sectorexperience at senior/managerial level

or

• 7 years proven experience in the relevant sector at a managerial/senior levelwhich could include recognised professional practice at a high level egrunning a sector-related business or consultancy. (In certain circumstancesthis may be negotiable on discussion with the external moderator).

and

• A Cert Ed/equivalent teaching qualification and/or 2 yearsteaching/training/adult education experience

NB If additional experts (eg workplace practitioners) involved in the delivery ofthe programme do not have the necessary teaching qualifications or experience,it is necessary for any assessment they undertake to be second-marked by aqualified member of staff and form part of the internal moderation process.

Continuing professional development (CPD)

Centres are expected to support their staff in ensuring that their knowledge ofthe occupational area and of best practice in delivery, mentoring, assessmentand moderation remains current, and takes account of any national or legislative developments.

9 The quality assurance system

9.1 It is important that centres have effective internal quality assurance to ensureoptimum delivery and accurate assessment of the Higher Level Qualifications. It is expected that the centre will appoint a Scheme Co-ordinator/InternalModerator who will ensure that assessment is subject to a suitable and agreed system of internal moderation. In addition, City & Guilds appoints asubject-specific External Moderator to monitor standards, provide advice and guidance, and confirm results. The following roles are key to successfulimplementation and assessment of these schemes.


9.2 The role of the Scheme Co-ordinator/Internal Moderator is to:

• liaise with City & Guilds (including completion of Form APU – ApprovalUpdate – to notify City & Guilds of any change in details previously provided)

• ensure that all staff are appropriately qualified to deliver and assess thequalification (see 8.2)

• plan and manage the implementation of the qualification• ensure there are adequate resources – both staff and materials• keep staff who are involved in the delivery of the qualification informed of any

changes to the scheme documentation made by City & Guilds• establish and monitor candidate support systems• ensure all staff carrying out assessment are familiar with and understand the

specifications and assessment requirements• discuss and ensure the implementation of any action agreed with the external

moderator as a result of the outcomes of the approval or any subsequent visits• ensure that assignments and candidate evidence are available and clearly

organised and accessible for the external moderator• ensure that all City & Guilds documentation is completed when required• manage the internal moderation process within the centre• ensure that there is a consistent interpretation of the requirements in the

delivery of the award through standardisation procedures and meetings• ensure that policies for equal opportunities, complaints and appeals are

effectively operated• provide feedback or relevant documentation relating to standardisation

procedures to the external moderator.

9.3 The internal moderation process should provide a sampled check of allaspects of the assessment process and should take account of:• All candidates for each student group• All tutors• All assignments• All forms of assessed work• All grades of performance.

In addition, confidence in the validity, reliability, sufficiency and authenticity ofthe centre’s assessment practice must be established by these internal checks.Consequently, they must show that work assessed as satisfactory or better is:• the candidate’s own work• sufficient and appropriate to meet the requirements of the specification• at the correct level• free from assessor bias.

One of the strategies to be included in internal moderation is double marking ofa representative sample of candidates for each assignment.


9.4 The role of the Tutor is to:

• ensure that each candidate is fully briefed on the characteristics of thisqualification (eg approach to assignment delivery, grading)

• design assignments according to City & Guilds requirements which provideopportunities for the assessment requirements and, where applicable, thegrading criteria to be met

• assess the extent to which the candidate’s work contains evidencedemonstrating that the assessment requirements have been met

• exercise judgement on claims for Accreditation of Prior Learning (APL), as appropriate

• provide each candidate with prompt, accurate and constructive feedback• keep accurate and legible records• assist in the centre’s internal moderation by carrying out double marking,

as required• meet with the co-ordinator and other tutors to monitor, agree and

maintain standards.

9.5 When carrying out monitoring visits and external moderation visits, the

External Moderator will carry out checks to ensure the following:

• continued compliance with centre approval criteria• effective scheme co-ordination• effective internal quality assurance systems by sampling assessment

activities, methods and records• consistent interpretation of the specified standards• appropriate and accurate grading of the completing candidates• centre documentation meets the specified requirements• effective appeals, complaints and equal opportunities provision.

9.6 The role of the External Moderator, in relation to assessment, is to

ensure that:

• the assignments set by the centre are relevant, meet the specifications andare at the correct level

• centres interpret assessment standards fairly, consistently and accurately• centres are following the assessment specifications published by City & Guilds• centre documentation meets the requirements of City & Guilds• judgements on APL are fair, consistent and appropriate• centres carry out internal moderation of candidate work.

The External Moderator will:

• independently assess a piece of work from every candidate against thespecifications and provide feedback

• sample and confirm grading decisionsand will require to see:

• a record of all units completed by candidates• the assignments (including any candidate guidance and marking criteria)

and internally assessed work by all candidates for whom the centre intendsto seek certification

• a record of tutors showing their teaching/assessment responsibility for the units

• evidence of internal moderation and standardisation procedures.


10 Registration and certification

Full details of City & Guilds’ administrative procedures for this qualification areprovided in the Directory of qualifications, available online to City & Guildsregistered centres via the Walled Garden. This information includes details on:• registration procedures• enrolment numbers• fees• claiming certification.

These details are also available in the Directory of qualifications.

Centres should be aware of time constraints regarding the registration andcertification periods for the qualification, as specified in the City & Guilds Directory of qualifications.

Centres should follow all guidance carefully, particularly noting that fees, registrationand certification end dates for the qualification are subject to change.

Please note that the centre should ensure that candidates are registered for thisqualification with City & Guilds within 12 weeks of enrolling at the centre. Theexternal moderator will be unable to check any evidence from a candidate that hasnot be registered with City & Guilds for the qualification.

Please also note that final results for the qualification should not be submitted untilthey have been agreed by the external moderator.

11 Appeals

Centres must have their own, auditable, appeals procedure that must be explainedto candidates during their induction. Appeals must be fully documented by thequality assurance co-ordinator and made available to the external moderator or City & Guilds.

Further information on appeals is given in Appeals – policy and procedures. Thisinformation is also available on the City & Guilds website or from the CustomerRelations department.

12 Equal opportunities

12.1 Access to these awards is open to all entrants, irrespective of gender, race,creed, age or special needs. The course tutor will ensure that no candidate issubject to unfair discrimination on any of these grounds in relation to accessto assessment. City & Guilds will monitor the administration of these awardsthrough external moderation to ensure that this policy is adhered to.


13 Legislative changes

Please note that while legislative details referred to within this qualification werecorrect at the time of going to print, centres should check for and incorporate anysubsequent changes to legislation when delivering units.

14 Further progression with City & Guilds and The Instituteof Leadership & Management

Achieving a City & Guilds Higher Level Qualification provides the opportunity to alsogain a Senior Award from City & Guilds and/or a grade of membership from theInstitute of Leadership & Management.

Senior Awards are available at three levels and are offered under City & Guilds RoyalCharter. They recognise a combination of academic achievement and vocational skills.

The Institute of Leadership & Management (ILM) is part of the City & GuildsGroup. It is a professional body dedicated to raising leadership and managementcapability through qualifications, learning support, publishing and membershipservices across all sectors and at all levels.

Higher Level

Qualification Senior Award ILM Membership grade

Master Professional Membership (MCGI) in ILM Fellow (FInstLM)

Diploma + 10 yrs Managementmanagement experience (Masters Degree level)

Master Professional Graduateship (GCGI) in ILM Fellow (FInstLM) or

Diploma + 5 yrs Management ILM Member (MInstLM)

management experience (Honours Degree level)

Higher Professional Licentiateship (LCGI) in ILM Member (MInstLM)

Diploma + 5 yrs Managementvocational experience (Foundation Degree level)

In order to gain the relevant Senior Award you will need to submit a copy of yourHigher Level Qualification certificate, full CV and an endorsement of your vocationalexperience from a senior manager. All Senior Award holders receive a diploma, postnominal letters, and the opportunity to attend the yearly graduation ceremony.

If you would like more details please contact Senior Awards on 0207 294 8220, email [email protected], or write to us at City & Guilds, 1 Giltspur Street,London, EC1A 9DD.

For more information about gaining ILM membership or any other ILM services please contact the membership team on 01523 251346 or email [email protected]


The units

The Higher Level Qualifications Department of City & Guilds has commissioned anddeveloped this award, and City & Guilds has copyright on the content of all the

units within the qualification. Consequently, none of this material can be used ifnot primarily as a City & Guilds Higher Level Qualification, and all candidatesundertaking the units must therefore be registered with City & Guilds.

The following pages detail the unit specifications for this qualification.



The units

Unit summary

This unit focuses on reflection and personal development and should help thecandidate to understand aspects of their personal development throughout theprogramme, and establish a foundation for continuous professional developmentand lifelong learning.

Reflective practice can also enable an individual to study their own decision makingprocesses, analyse and draw from experiences, assess skills and knowledge gapsand learn how to improve future performance.

Successful achievement of this unit is dependent upon candidates meeting theassessment requirements and outcomes, and producing work of a satisfactory andreliable standard.

Aims

This unit aims to enable candidates to:• become an effective, independent, confident and self directed learner• understand how they learn, and relate that learning to a wider context• Improve their ability to analyse situations• evaluate their progress through a process of reflection and review.

Outcomes

On successful completion of the unit, candidates will be able to:1 Analyse different models of learning and how reflection can contribute to learning

and personal development2 Carry out a personal profile, at the beginning of the programme, which reviews

achievements to date and identifies the need for further personal development3 Use a personal action plan to manage own learning and development4 Employ reflective practice for their learning and personal development.

Unit 1Personal Development and Reflective Learning


Unit content

Outcome 1

Analyse different models of learning and how reflection can contribute to learningand personal development

The candidate needs to know how to:

• Explain different theoretical models of learning and how they might benefitlearning and personal development

• Recognise the different learning domains (cognitive, affective and psycho-motor)and their relationships

• Recognise the difference between ‘knowing that’ (declarative knowledge) and‘knowing how’ (procedural knowledge)

• Distinguish between deep and surface learning• Distinguish between single and double loop learning, and explain the role of

feedback in enabling learning• Explain the role of intuition in reflection as a form of meta-cognition.

Outcome 2

Carry out a personal profile, at the beginning of the programme, which reviewsachievements to date and identifies the need for further personal development

The candidate knows how to:

• Through feedback from others, own experiences, reflection, and other methods,critically review own learning, both formal and informal

• Undertake a variety of self assessments related to personality, behaviour, preferencesand related factors influencing learning and work performance, including– personality inventories– learning styles inventories– team role questionnaires– personal SWOT analysis

• Identify personal development goals on the basis of the review.

Outcome 3

Use a personal action plan to manage own learning and development


• Identify strategies for managing learning towards achievement of their goals• Identify how own learning needs will be achieved across the rest of the programme• Develop the knowledge, skills and understanding needed to achieve the plan• Monitor progress and adapt the plan, as necessary, in line with any unforeseen

opportunities or obstacles• Review outcomes of learning and development activity• Compile a portfolio of evidence supporting achievement of learning and

development goals.

Unit 1 Personal Development and Reflective Learning


Outcome 4

Employ reflective practice for their learning and personal development

The candidate needs to know how to:

• Employ and recognise the value of discussion and peer review and feedback toinform reflective practice

• Analyse different experiences and activities to assess their potential for learning• Evaluate personal strengths and weaknesses• Recognise opportunities and barriers to learning• Build a portfolio of evidence to demonstrate reflective learning and improvement

in professional practice.

Assessment

The outcomes of this unit will be assessed on the production of a word-processedassignment of approximately 2500 words, devised by the centre to meet the needsof the candidate and cover the content of the unit. The following suggests how theassessment requirements could be met:• A CPD portfolio, which includes:

– a personal profile, SWOT analysis and range of completed self assessment toolswhich identify personal learning and development goals

– a completed action plan, which has been monitored throughout theprogramme, recording progress in achieving personal development goals, andincluding details of any unforeseen opportunities or obstacles

– a reflective account, based on a particular learning model, which demonstratesthe candidate’s understanding of the reflective process and also demonstrateslearning, in relation to a specific experience.

GuidanceNHS Knowledge and Skills Framework signpostingCore Dimension 2: Personal and people development

Links with other units/qualificationsThe content of this unit has links with all other units within this qualification.

This unit also has links the Health & Social Care National Occupational Standards(Level 4) – Unit HSC43: Take responsibility for the continuing professionaldevelopment of self and others.

Delivery adviceThis unit should involve approximately 100 hours of study – 40 of which should bethrough guided learning.

The unit should be integrated with all other units to ensure that personaldevelopment plans and reflections relate to other units within the qualification.



Assessments should be practical and realistic and relate to the candidate’s own workteam or group, and its employing organisation and sector, or to a team or group towhich the candidate has access. Candidates should be encouraged to investigateand critically review current trends and innovative practice and use a range ofresources to gather information.

Evidence for assignments should be the candidates’ own work and candidates areexpected to plan and carry out their assessments independently. Tutors shouldprovide one-to-one support to complete and review self assessments, action plans,compilation of portfolio evidence, and any other appropriate advice and guidance as necessary.

Candidates should be encouraged to use ICT resources for activities involvingresearch, investigation, processing and presentation of information. In assessmentoutput candidates must demonstrate appropriate and effective use of ICT resources.

Recommended resources listBolton G 2001 Reflective practice writing and professional development Sage, London

Jasper, M: 2003 Reflective Practice (Foundations in Nursing & Health Care Series)Nelson Thornes

Schön, D. (1990) Educating the Reflective Practitioner Jossey Bass Wiley, London



Unit summary

This unit investigates the principles and philosophy of health care in relation to thebiomedical model as well as the psychological and sociological perspectives. Ifhealth care workers are to effectively meet the needs of their patients, it is essentialthat the influences of the aforementioned model are understood in order forindividualised care to be practised.

Successful achievement of this unit is dependent upon candidates meeting theassessment requirements and outcomes, and producing work of a satisfactory and reliable standard.

Aims

The unit aims to enable the candidate to:• Acquire an understanding the biopsychosocial model • Explore the interaction of individuals with their social context• Consider how human mental processes and behaviour create similarities and

differences in individuals.

Outcomes

On successful completion of the unit the candidate will be able to:1 Demonstrate an understanding of the principles of the biomedical model in

relation to health care2 Investigate the implications of the principal theories, concepts and perspectives

underpinning the sociological model and its impact on health care 3 Assess how the main theories, concepts, and different perspectives underpinning

the psychological model impact on health care 4 Recognise how biological, sociological and psychological processes create

similarities and differences in individuals and the implications for health care and the promotion of well-being.

Unit 2The Principles and Philosophy of Health Care


Unit content

Outcome 1

Demonstrate an understanding of the principles of the biomedical model in relationto health care


• Explain how physiological or organic factors affect health and well-being, eggenetic predisposition, microorganisms, etc.

• Describe the biomedical approach to the promotion of health and well-being andtreatment of disease eg vaccination, medication, surgery, etc.

• Evaluate the biomedical model in relation to health care.

Outcome 2

Investigate the implications of the principal theories, concepts and perspectivesunderpinning the sociological model and its impact on health care


• Explain the principal theoretical approaches to sociology (eg symbolicinteractionism, conflict analysis and functional theory) and their relationship tohealth care

• Identify the key areas which define social policies and investigate whygovernments provide welfare and social protection

• Recognise the main categories of social stratification (socio-economic, status,gender, and ethnicity) and assess their impact on health care and the promotionwell-being

• Explain current government policy in relation to specific groups of individuals whorequire care services.

Outcome 3

Assess how the main theories, concepts, and different perspectives underpinningthe psychological model impact on health care


• Explain how psychology as a discipline relates to health care• Recognise and distinguish between different psychological perspectives and assess

their contribution to understanding and promoting health and well-being• Contrast different perspectives on human psychological development and assess

their implications for health and well-being• Explain the concept of individualism and diversity and its relevance to healthcare

practice and well-being• Explain the concepts of self-awareness and self-esteem and assess their effect on

health and well-being.

Unit 2 The Principles and Philosophy of Health Care


Outcome 4

Recognise how biological, sociological and psychological processes createsimilarities and differences in individuals, and the implications for health care and the promotion of well-being


• Explain the concept of health and well-being• Compare and contrast the different elements of the biopsychosocial model of

health and well-being• Explain the concept of individual difference in relation to aspects, such as, human

abilities, intelligence, personality and behaviour, and social and cultural influences• Assess the effects of individual differences on health and well-being• Evaluate the implications for, and the effectiveness of, health care services to

respond to the needs of individuals and communities.

Assessment

The outcomes of this unit will be assessed on the production of a word-processedassignment of approximately 2500 words, devised by the centre to meet the needsof the candidate and cover the content of the unit. The following suggests how theassessment requirements could be met:• A study of an individual accessing health care, which identifies their health and

well-being needs in relation to the biopyschosocial model. This should include:– outlining the biomedical basis for the needs of the individual in relation to

health and well-being– identifying how psychosocial models of health can help to understand

individual and community needs in relation to health and well-being.– evaluating the effectiveness of social policy and health care services in

meeting individual and community needs, making recommendations for any improvements.

The above work should combine evidence of research, observation and datacollection in the work place, as appropriate, with reference to the principles andmodels outlined in the Unit Content.

Guidance

NHS Knowledge and Skills Framework signpostingHealth and Wellbeing Dimension 1: Promotion of health and wellbeing and preventionof adverse effects on health and wellbeing

Health and Wellbeing Dimension 2: Assessment and care planning to meet healthand wellbeing needs

Health and Wellbeing Dimension 3: Protection of health and wellbeing



Health and Wellbeing Dimension 4: Enablement to address health and wellbeing needs

Links with other units/qualificationsThis unit has links with the following units within this qualification:Unit 3 The Structure, Organisation and Function of the Human BodyUnit 4 Health Care DisciplinesUnit 5 Lifespan Development and Health Care Needs




Evidence for assignments should be the candidates’ own work and candidates areexpected to plan and carry out their assessments independently. Tutors will provideappropriate advice and guidance as necessary.

Recommended resources listMiers, M (Ed): 2003 Class, Inequalities and Nursing Practice (Sociology in NursingPractice Series) Palgrave Macmillan

Culley, L & Dyson, S (Eds): 2003 Ethnicity and Nursing Practice (Sociology in NursingPractice Series) Palgrave Macmillan

Allen, D: 2000 The Changing Shape of Nursing Practice: The Role of Nurses in theHospital Division of Labour Routledge

Andrews, M & Boyle J: 2002 Transcultural Concepts in Nursing Care LippincottWilliams and Wilkins

Hogg, M & Vaughan, G: 2002 Social Psychology, 3rd Ed. Prentice Hall

Miles Hewstone (Ed): 2001 Introduction to Social Psychology: A EuropeanPerspective Blackwell



Argyle, Michael: 1994 The Psychology of Interpersonal Behaviour (PenguinPsychology Series) Penguin

Bilton, T et al: 2002 Introductory Sociology 4th ed Palgrave Macmillan

Payne, S & Walker, J: 2004 Psychology for Nurses and the Caring Professions OpenUniversity Press



Unit summary

In this unit, each of the systems of the body are looked at and then considered as anorganised group that requires stability and balance. Each system is examined interms of its cellular structure, function and its interaction with the other systems ofthe body. This will enable the candidate to understand the functions of the humanbody as a whole when assessing the impact of environmental demands and lifestylechoices on health, well-being and healthy ageing.


This is a double unit and therefore equates to two units.

Aims

This unit aims to enable the candidate to:• Investigate the principles involved in understanding the basic requirements for

the living organism and the human body’s structure and functions in controllingsystems, movement, and co-ordination.

• Acquire an understanding of the external and internal influences and interactionsof the human body.

• Apply this knowledge to the understanding of health and well-being, inheritanceand variation.

• Understand and describe the various transport systems of the human body.• Learn and investigate the principles involved in understanding the basic fuel

requirements for the human body to produce and conserve energy as well as thefunctions attributed to the elimination of waste.

• Develop an understanding of the body’s protection and reproduction as well as itsfunctions concerned with homeostasis, health variables and ageing effect.

Outcomes

On successful completion of the unit the candidate will be able to:1 Demonstrate an understanding of the fundamental organisation of the

human living cell, from its simplest level to the most complex level found in the human body

2 Analyse the fundamental controls of the body in terms of senses, and chemicaland electrical interaction within the endocrine and nervous system

3 Describe the structure and function of the musculoskeletal system4 Demonstrate and compare the impact of variations on controls and interactions

that affect health and well-being5 Explain the circulatory transportation of blood and its constituents, and the role

and nature of lymph and the lymphatic system

Unit 3The Structure, Organisation and Function of the Human Body


6 Describe how the circulatory and lymphatic systems affect the function of thecardiovascular system

7 Describe the structure of the respiratory system and understand its relationship to the circulatory transport system

8 Explain the structure and operation of the digestive, metabolic and excretorysystem to utilise food and water in order to produce and use energy and eliminate waste

9 Explain the human body’s protection system10 Explain the human reproductive system11 Explain life processes in relation to the human body, considering the effects of

inheritance and variance12 Analyse how the body maintains balance between all its systems, and factors

that may affect the body’s equilibrium and impact on health and well-being.

Unit 3 The Structure, Organisation and Function of theHuman Body


Unit content

Outcome 1

Demonstrate an understanding of the fundamental organisation of the human livingcell, from its simplest level to the most complex level found in the human body


• Explain the cell, structure and function of the building blocks of the human body.• Describe and distinguish between the cell and tissue organisation and systems• Explain tissue stimulus, electrical function and balance and its implications for

interaction between cells and systems.

Outcome 2

Analyse the fundamental controls of the body in terms of senses, and chemical andelectrical interaction within the endocrine and nervous system


• Describe the nature and role of the nervous system, distinguishing between thecentral and peripheral nervous system

• Explain the structure of the eye, the mechanism of sight and its implications forthe process of maintaining and improving vision.

• Explain the structure and function of the ear and the implications for the processof hearing

• Explain the structure and function of the endocrine glands as the human hormonalcontrol system.

• Explain the communication and control function arising from the interaction of thenervous and endocrine system.

Outcome 3

Describe the structure and function of the musculoskeletal system


• Explain bone development and formation• Classify bones and joints on the basis of shape and function.• Identify and describe the function and characteristics of the bones of

– the head and trunk– the limbs

• Identify and explain the structure, types and function of muscles• Explain the nature and inter-relationship between energy, exercise and

muscle tissue• Demonstrate an understanding of healing processes of musculoskeletal

structures and the nerves that serve these structures.



Outcome 4

Demonstrate and compare the impact of variations on controls and interactions thataffect health and well-being


• Explain the mechanism for the control of movement and assess the effect onhealth and well-being of impairment to this control

• Understand the role of the immune system and its response to attack, and assessthe effect on health and well-being of damage to the immune system

• Explain how the body reacts to stress and the process of protection from stress

Outcome 5

Explain the circulatory transportation of blood and its constituents, and the role andnature of lymph and the lymphatic system


• Describe the composition of blood and distinguish between its functions• Explain the mechanism of circulation for the whole body and specific organs• Identify the components of the lymphatic system and explain their functions• Explain tissue cleansing and protection and the role of the spleen.

Outcome 6

Explain how the circulatory and lymphatic systems affect the function of thecardiovascular systems


• Explain the cardiovascular system – the pumping heart and its blood vessels• Measure and evaluate heart rate and sounds, the pulse and maintenance of

blood pressure• Explain the blood-brain barrier and describe the relationship between the

circulatory and lymphatic system for maintaining system balance.

Outcome 7

Describe the structure of the respiratory system and understand its relationship tothe circulatory transport system


• Identify the structure of the respiratory system• Explain the mechanics of inspiration and expiration• Describe the control and interaction of the cardiovascular and respiratory system• Investigate adjustments and responses of the combined systems to altered

situations such as exercise, disease and ageing.



Outcome 8

Explain the structure and operation of the digestive, metabolic and excretory systemto utilise food and water in order to produce and use energy and eliminate waste


• Explain the anatomy of the digestive system (gastrointestinal system)• Describe the process of digestion and absorption of nutrients• Explain energy production, storage and usage for life and balance• Discuss nutrition as the essential for life and well being• Explain the function of the liver, biliary system and pancreas• Explain the function of fluid regulation and excretion.

Outcome 9

Explain the human body’s protection system


• Explain the body’s defences and the immune system• Explain the interaction between the lymphatic and immune system• Describe the functions of the skin and thermo-regulation.

Outcome 10

Explain the human reproductive system


• Identify the location, structure and functions of the male and female reproductive system

• Understand and describe the human reproduction process from fertilisation toimplantation and embryonic development.

Outcome 11

Explain life processes in relation to the human body, considering the effects ofinheritance and variance


• Describe the main life processes of humans• Consider the effect of inheritance in relation to human body function• Recognise how external influences could impact on inherited characteristics.

Outcome 12

Analyse factors that how the body maintains balance between all its systems, andfactors that may affect the body’s equilibrium and impact on health and well-being


• Define homeostasis and explain its importance• Identify how control systems for homeostasis operate to heal and prevent disease• Distinguish between negative and positive feedback systems• Recognise body reactions to pain, ageing, emotion, stress and sleep• Relate life processes, lifestyle and environment to personal health and well-being.



Assessment

The outcomes of this unit will be assessed on the production of a word-processedassignment of 3500 – 4000 words, devised by the centre to meet the needs of thecandidate and cover the content of the unit. The following suggests how theassessment requirements could be met:• A report, or series of mini reports, outlining the structure, organisation and

function of each of the human body systems, with the use of diagrams asappropriate, totalling approximately 2500 words. (This could be presented in a‘work book’ format.)

and• A written study of a selected individual receiving health care which demonstrates

how at least three body systems are affected by their condition eg circulatory,respiratory and musculoskeletal, totalling approximately 1500 words.

Candidates should demonstrate how their knowledge and understanding of thebody systems and processes inform health care practice.

Guidance

NHS Knowledge and Skills Framework signpostingHealth and Wellbeing Dimension 2: Assessment and care planning to meet healthand wellbeing needs

Health and Wellbeing Dimension 3: Protection of health and wellbeing


Links with other units/qualificationsThis unit has links with the following units within this qualification:Unit 2 The Principles and Philosophy of Health CareUnit 4 Health Care DisciplinesUnit 5 Lifespan Development and Health Care Needs





Candidates should have access to physical models of the human body and systems.


Evidence for assignments should be the candidates’ own work and candidates areexpected to plan and carry out their assessments independently. Tutors will provideappropriate advice and guidance, as necessary.

Recommended Resources ListBevan James (1994) ‘A Pictorial Handbook of Anatomy and Physiology’ MitchellBeazley. ISBN 1857323920.

Blows William T (2000) ‘The Biological Basis of Nursing: Clinical Observation’Routledge, ISBN 0415212553

Kapit et al (1999) ‘The Physiology Colouring Book’ Longman; ISBN 0321036638

Ross Janet S, Wilson Kathleen J W (2001) Ninth Edition ‘Ross and Wilson Anatomy andPhysiology in Health and Illness. Churchill Livingstone ISBN 0443064687

Springhouse (2000) ‘Anatomy and Physiology made Incredibly Easy’ SpringhouseCorporation. ISBN 1582550433

Watson Roger (2002) ‘Anatomy and Physiology for Nurses’ 11th Edition. BailliereTindall/Elsevier Science. ISBN 0702025852.



Unit summary

This unit looks at the role and function of the carer in a variety of settings and someof the theoretical frameworks that shape care practice, education, administration,and research. It focuses on the knowledge, understanding and skills needed forhealth and other care provision to assess, promote, maintain, and restore health andwellbeing and to prevent disease. It also provides the opportunity to investigatecurrent practice and trends in the provision of health care.


Aims

This unit aims to enable candidates to understand:• the role and development of different practitioners in the provision of health care

and the promotion of wellbeing• the main theories and approaches to care provision underpinning the role of the

healthcare practitioner• the importance of moral and ethical considerations in providing health care.

Outcomes

On successful completion of the unit the candidate will be able to:1 Compare the roles of different practitioners, organisations and institutions in

providing health care and promoting well-being2 Evaluate policies and current developments in the delivery of health care and the

promotion of well-being and how these impact on their own organisation3 Consider the legal and ethical responsibilities of those providing health care to

respect privacy and confidentiality4 Recognise the importance of values and ethics in decision-making and relate

these to their own role.

Unit 4Health Care Disciplines


Unit content

Outcome 1

Compare the roles of different practitioners, organisations and institutions inproviding health care and promoting well-being


• Compare the roles of medical, nursing, social care work and other professions andtheir contribution to the provision of health care and the promotion of well-being

• Explain their own role and that of others working in their area, identifying theknowledge, understanding and skills needed to undertake them

• Distinguish between public, private and voluntary sector organisations and theirroles in providing health care and promoting well-being

• Recognise how their own organisation fits into both local and national health careprovision frameworks.

Outcome 2

Evaluate policies and current developments in the delivery of health care and thepromotion of well-being and how these impact on their own organisation


• Describe and explain the goals of current health care policies and developments• Evaluate the effectiveness of current health care these policies and developments

and how they impact on practices within their own organisation• Assess the implications of current health care policy and practice for their own role.

Outcome 3

Consider the legal and ethical responsibilities of those providing health care torespect privacy and confidentiality


• Consider how different organisations and professionals collect, hold, analyse andshare information relating to the health care needs of individuals

• Distinguish between legal and ethical responsibilities with respect to privacy and confidentiality

• Explain the current legal requirements of organisations with respect to privacyand confidentiality of information

• Review policies, practices and attitudes in relation to privacy and confidentiality ofinformation within their own organisation.

Unit 4 Health Care Disciplines


Outcome 4

Recognise the importance of values and ethics in decision-making and relate theseto their own role


• Recognise the implications of value and ethics in making judgements• Identify and discuss own values and ethical standards• Critically appraise the values and ethical standards of patients, colleagues

and others• Analyse situations presenting ethical dilemmas and justify own judgements.

Assessment

The outcomes of this unit will be assessed on the production of a word-processedassignment of approximately 2500 words, devised by the centre to meet the needsof the candidate and cover the content of the unit. The following suggests how theassessment requirements could be met:• A report in which the candidate:

– Outlines the nature and purpose of the department, organisation or agencywhere they work, and assesses the effect on its operations of current policiesand developments in health care and the promotion of well-being

– Explains their particular role, and compares this with the role of those withwhom they work, and other professionals, in the provision of health care andpromotion of well-being

– Identifies the knowledge, understanding and skills that they and others workingin their area need to undertake their roles

– Reflects on how their own values and ethical standards shape their approach totheir work role and service users and their needs

– Explains how they ensure that they respect the rights of others to privacy andconfidentiality, both in legal and ethical terms.

The above work should combine evidence of research, observation and datacollection in their own and other work places, with reference to the principles andmodels and legislation outlined in the Unit Content, as appropriate.

Guidance

NHS Knowledge and Skills Framework signpostingCore Dimension 6: Equality and diversity

Health and Wellbeing Dimension 1: Promotion of health and wellbeing and preventionof adverse effects on health and wellbeing

Health and Wellbeing Dimension 2: Assessment and care planning to meet healthand wellbeing needs




Links with other units/qualificationsThis unit has links with the following units within this qualification:Unit 2 The Principles and Philosophy of Health CareUnit 3 The Structure, Organisation and Function of the Human BodyUnit 5 Lifespan Development and Health Care Needs

It also has links with the Health & Social Care National Occupational Standards (Level 4) – Unit HSC414: Assess individual needs and preferences.





Suggested resources listAlexander, MF (Editor), et al: 2000 Nursing Practice: Hospital and Home – The AdultChurchill Livingstone

Allen, D: 2000 The Changing Shape of Nursing Practice: The Role of Nurses in theHospital Division of Labour Routledge

Burnard, P & Chapman, C: 2004 Professional and Ethical Issues in Nursing Bailliere Tindall

Gillian Snowley, Cynthia Gilling, Neil Kenworthy (Eds): 2001 Common FoundationStudies in Nursing Churchill Livingstone

Siviter, B & Stevens, D: 2004 The Student Nurse Handbook Bailliere Tindall

Nursing Ethics (Journal)



Unit summary

This unit is concerned with the effect on people’s health and well-being of the stageof development in their lifespan, and the extent to which this is affected by theirfamily, social and other environmental factors. It also considers how health carepractice responds to the needs of service users at different stages in their lifespan.


Aims

This unit aims to enable candidates to understand:• Development as a lifelong process• Research techniques used to gather data on the developmental process• Stage theories of development• Issues surrounding the developmental process (nature/nurture,

continuity/discontinuity, stability/instability, critical periods).

Outcomes

On successful completion of the unit the candidate will be able to:1 Consider physical, cognitive, emotional, and social developmental changes from

the prenatal period throughout the lifespan and their effect on health and well-being2 Describe the stages of human development and explain the processes

underlying them3 Recognise the effect of ageing and developmental disability on health and

well being4 Apply concepts of lifespan development to the care of individuals of various

age groups.

Unit 5Lifespan Development and Health Care Needs


Unit content

Outcome 1

Consider physical, cognitive, emotional, and social developmental changes from theprenatal period throughout the lifespan and their effect on health and well-being


• Recognise and describe changes in physiological, cognitive, emotional and social development throughout the lifespan

• Relate these developmental changes to changes in social roles and relationships over time

• Analyse how morbidity and mortality rates change over the lifespan• Explain how concepts like nature/nurture, continuity/discontinuity and

stability/instability, help understanding of the developmental process• Explain how race, culture, gender, age, ethnicity, religion, sexual orientation,

ability/disability might affect lives over the lifespan.

Outcome 2

Describe the stages of human development and explain the processes underlying them


• Explain Piaget’s child developmental stages and compare this with other theoriesof development (eg Erikson, Kohlberg or Vygotsky)

• Describe the capabilities of infants and young children at the variousdevelopmental stages

• Assess the role of the caregiver in promoting child development and the effect ofcultural practices in care provision on cognitive development

• Describe the stages of development from adolescence to old age and identifymajor challenges to health and well-being at each stage

• Reflect on own development and the factors that shaped it.

Outcome 3

Recognise the effect of ageing and developmental disability on health and well-being


• Explain the effect of ageing on physical, cognitive, emotional, social and cultural processes

• Discuss the impact of developmental disability on the psychosocial experiences of individuals

• Assess the impact of deteriorating physical and mental health and well-being onindividuals and those who care for them, and outline strategies to help them.

Unit 5 Lifespan Development and Health Care Needs


Outcome 4

Apply concepts of lifespan development to the care of individuals of various age groups


• Compare the principal health care needs of people at different stages of development

• Describe the main patterns of care provision for people at various stages of development

• Assess the healthcare needs of individuals at different stages of development• Respond appropriately to people who are dying and to those affected by

their death• Provide information on health and well-being to people at different stages

in the lifespan.

Assessment

The outcomes of this unit will be assessed on the production of a word-processedassignment of approximately 2500 words, devised by the centre to meet the needsof the candidate and cover the content of the unit. The following suggests how theassessment requirements could be met:• A study of a service or services available for clients at a particular stage of lifespan

development, in which candidates should:– describe the specific services, the clients, the staffing and organisation– identify the particular needs of the clients for whom the service is designed,

with reference to their developmental stage, including relevant physiological,psycho-social and other environmental factors

– evaluate the effectiveness of the service(s) in meeting clients’ needs, and makerecommendations for any improvements.

In order to specify the particular characteristics of the service and clients at thechosen developmental stage, candidates should include some comparison with theprincipal health care needs of people at other developmental stages and the types ofprovision for them.

The candidate’s work should be approximately 2500 words in length, and combineevidence of research, observation and data collection in the workplace withreference to the principles and models outlined in the Unit Content.

Guidance

NHS Knowledge and Skills Framework signpostingHealth and Wellbeing Dimension 2: Assessment and care planning to meet healthand wellbeing needs




Links with other units/qualificationsThis unit has links with the following units within this qualification:Unit 2 The Principles and Philosophy of Health CareUnit 3 The Structure, Organisation and Function of the Human BodyUnit 4 Health Care Disciplines





Suggested resources listBeckett, C: 2002 Human Growth and Development Sage Publications

Booth, K & Luker, K (Ed): 1999 A Practical Handbook for Community Health Nurses:Working with Children and Their Parents Blackwell Science

Cantley, C (Ed): 2001 A Handbook of Dementia Care Open University Press

Fallon, M Bill O’Neill, B (Eds):1998 ABC of Palliative Care BMJ Books

Heath,H & Schofield, I: 1999 Healthy Ageing: Nursing Older People Mosby

Huband, S (Ed), et al: 1999 Practices in Children’s Nursing: Guidelines for Communityand Hospital Churchill Livingstone

Kinghorn,S & Gamlin, R:2001 Palliative Nursing: Bringing Comfort and Hope Bailliere Tindall

Lefrancois, GR: 1998 The Lifespan Wadsworth



MacGregor, J: 1999 An Introduction to the Anatomy and Physiology of ChildrenRoutledge

Whaley, L: 2002 Wong’s Nursing Care of Infants and Children Mosby

Moules,T & Ramsey, J: 2004 The Textbook of Children’s Nursing Nelson ThornesSmith,L (Editor), et al Family Centred Care: Concept, Theory and Practice Palgrave Macmillan

Springhouse Publishing, et al: 1998 Handbook of Geriatric Nursing Care Springhouse Publishing



Unit summary

This unit introduces the principles and practice of research undertaken to meet needsin health care and the promotion of well-being. This includes understanding researchmethodologies employed within the context of natural and social sciences; carryingout a small-scale research project relevant to their own area of work; evaluating theprocesses involved in carrying out research and methods for collecting and analysingdata; and examining how findings may be effectively used to develop health care and well-being practice.


Aims

This unit aims to enable candidates to understand:• the fundamental principles of practical research• the practice of research in the area of healthcare and well-being• the effectiveness and limitations of research in changing practice in healthcare

and well-being.

Outcomes

On successful completion of the unit the candidate will be able to:1 Compare the basic methodologies of research in the natural and social sciences2 Evaluate methods for data collection and analysis3 Undertake a research project on an aspect of health care and well-being relevant

to their own area of work4 Identify critical factors in the effectiveness of research in developing practice in

health care and the promotion of well-being.

Unit 6Research and Development in the Health Care Sector


Unit content

Outcome 1

Compare the basic methodologies of research in the natural and social sciences


• Compare and contrast the ways that knowledge is obtained in the natural andsocial sciences

• Recognise the limitations of research methods• Distinguish between quantitative and qualitative research, and between basic and

applied research• Appreciate the ethical considerations that apply in research, especially in

healthcare and well-being.

Outcome 2

Evaluate methods for data collection and analysis


• Compare the principal methods of data collection• Distinguish between different probability and non-probability sampling

methodologies and appreciate their validity and limitations• Explain the methodologies used, and importance, of epidemiology for research in

healthcare and well-being• Evaluate the main methods of data collection and their suitability and validity in

collecting particular types of data• Recognise the main types of data analysis and their value in determining

causal links.

Outcome 3

Undertake a small-scale research project on an aspect of health care and well-beingrelevant to their own area of work


• Identify research and development needs within their own work environment• Undertake a literature review of a specific topic relevant to their area of work in

healthcare and well-being• Formulate a research hypothesis or question for a small scale study relevant to

their own area of work• Select research methodology that is appropriate for the problem and hypothesis

being tested or research question to be answered.

Unit 6 Research and Development in the Health Care Sector


Outcome 4

Identify critical factors in the effectiveness of research in developing practice inhealth care and the promotion of well-being


• Distinguish between methods and treatments based on valid research and thoselacking an appropriate research basis

• Evaluate research to determine its value in relation to health care and promotionof well-being

• Plan the development of practice, relevant to their own area of work, based onvalid and appropriate research findings.

Assessment

The outcomes of this unit will be assessed on the production of a word-processedassignment of approximately 2500 words, devised by the centre to meet the needsof the candidate and cover the content of the unit. The following suggests how theassessment requirements could be met:• A research study, including carrying out a small-scale research project, on an

aspect of health care and well-being relevant to the candidate’s own area of work,which should:– outline the issue being addressed in their research– evaluate the research methodology used, including a comparison with other,

possible methodologies that may have been employed– summarise the findings of the research, and assess the applicability to practice– plan or propose development of practice in their own area of work in the

light of the research findings.

The candidate’s work should combine evidence of research, observation and datacollection in the workplace with reference to the principles and practices outlined inthe Unit Content.

Guidance

Links with other units/qualificationsThis unit relates broadly to all other units within this qualification.







Suggested resources listBell, J: 1999 Doing Your Research Project: A Guide for First-time Researchers inEducation and Social Science Open University Press

Bowers, D et al: 2001 Understanding Clinical Papers John Wiley and Sons

Crombie, IK: 1996 The Pocket Guide to Critical Appraisal BMJ Books

Greenhalgh, T: 2004 How to Read a Paper: The Basics of Evidence Based MedicineBMJ Books

Hek, G: 2003 Making Sense of Research Sage Publications

Johns, C: 2002 Guided Reflection: Research in Practice Blackwell Science

Parahoo, K: 1997 Nursing Research: Principles, Process and Issues Palgrave Macmillan

Polgar, S & Thomas, S: 2000 Introduction to Research in the Health Sciences Churchill Livingstone

Polit, et al: 2001 Essentials of Nursing Research: Methods, Appraisal, and Utilization5th ed Lippincott Williams and Wilkins

Sim, J & Wright, C: 2000 Research in Health Care: Concepts, Designs and MethodsNelson Thornes



Unit summary

This unit is concerned with the need to maintain a safe, secure and healthy workingenvironment, by recognising the nature and source of hazards at work and assessingrisks in relation to premises, people, and services. The unit enables candidates torecognise the main legislation that applies to their own workplace. It alsoemphasises that health and safety is a common responsibility and the role thatcandidates have in ensuring their own, their colleagues’, service users’, and thegeneral public’s health and safety.


Aims

This unit aims to enable candidates to understand:• the legal context of health and safety at work and the implications for their role• the sources of hazards and risks at work• strategies for risk assessment and reduction• the importance of maintaining accurate records.

Outcomes

On successful completion of the unit the candidate will be able to:1 Explain the current legal responsibilities and liability of employers in relation to

health, safety and security, and how these impact on policies and procedureswithin their own work environment

2 Assess and monitor the hazards and risks to health, safety and security in theirown work environment

3 Maintain a healthy, safe and secure working environment and implementappropriate control measures

4 Review strategies in their own work environment for ensuring the health, safetyand security of colleagues and others, making recommendations forimprovement, as necessary.

Unit 7Ensuring a Healthy, Safe and Secure Working Environment


Unit content

Outcome 1

Explain the current legal responsibilities and liability of employers in relation tohealth, safety and security, and how these impact on policies and procedures withintheir own work environment


• Distinguish between regulations, guidance and codes of practice, in relation tohealth, safety and security at work, and interpret those that are relevant to ownorganisation or workplace

• Explain the requirements imposed on employers by the:– Health and Safety at Work etc. Act 1974– The Management of Health and Safety at Work Regulations 1999– Workplace (Health, Safety and Welfare) Regulations 1992

• Recognise the significance to own work environment of relevant regulations• Explain the purpose of health, safety and security procedures in their own work

environment and identify responsibilities for their operation and control• Recognise the legal and financial implications of failing to comply with necessary

health and safety regulations and standards.

Outcome 2

Assess and monitor the hazards and risks to health, safety and security in their ownwork environment


• Recognise and distinguish between ‘hazards’ and ‘risks’• Carry out a risk assessment of health, safety and security in their own

work environment• Carry out an assessment of their own work team’s awareness of risks to health,

safety and security, their roles and responsibilities• Maintain records of and report accidents or near accidents and security incidents

in accordance with organisational policy and practice and regulatory requirements• Monitor compliance or non-compliance with organisational policies and legal

requirements for maintaining health, safety and security.

Unit 7 Ensuring a Healthy, Safe and Secure Working Environment


Outcome 3

Maintain a healthy, safe and secure working environment and implementappropriate control measures


• understand the principles of accident prevention• prioritise recommendations in line with the results of risk assessments using the

range of control measures available• carry out procedures for dealing with accidents, emergencies and evacuation• make provision for first aid• monitor fire safety policies and procedures• ensure the safe and hygienic storage, distribution handling and use of items• ensure the regular cleaning and sterilisation of equipment, as appropriate• ensure that arrangements are in place to maintain the safety of equipment• manage and control the safe storage of hazardous substances and disposal

of waste• manage and monitor appropriate standards of infection control.

Outcome 4

Review strategies in their own work environment for ensuring the health, safety and security of colleagues and others, making recommendations for improvement,as necessary


• Audit own team’s practices and compliance with organisational policies andprocedures and regulatory requirements

• Assess areas which are non-compliant and areas where improvements areneeded or possible

• Make recommendations for improvements in health, safety and security• Implement measures for further risk reduction, including

– removing identified hazards– guarding, reducing, or eliminating identified risks– training, supervising and protecting operators or users, as necessary

• Identify opportunities, consulting with colleagues, to improve and promote thehealth, safety and security of their own team and others

• Carry out a cost-benefit analysis of possible strategies to improve health andsafety and security.



Assessment

The outcomes of this unit will be assessed on the production of a word-processedassignment of approximately 2500 words, devised by the centre to meet the needsof the candidate and cover the content of the unit. The following suggests how theassessment requirements could be met:• A report on health, safety and security practice in the candidate’s own workplace.

This should include:– a review of the relevant regulations, guidelines, codes of practice, and

standards, policies and procedures that apply, how these relate to the health,safety and security policies and procedures of their own workplace, and theimplications and risks of non-compliance

– a health, safety and security risk assessment of their work environment, whichincludes an appraisal of their team’s practices and compliance with health,safety and security policies and accident prevention procedures

– make proposals for improvements supported by a cost-benefit assessment tosubstantiate the value to the organisation.

Guidance

NHS Knowledge and Skills Framework signpostingCore Dimension 3: Health, safety and security

Links with other units/qualificationsIt also has links with the following qualifications:• Health & Social Care National Occupational Standards (Level 4) – Unit HSC42:

Contribute to the development and maintenance of healthy and safe practices inthe working environment

• Level 4 S/NVQ in Administration – Unit 417• ILM Level 4 Diploma in Management.



Risk assessments should not be conducted without the knowledge of those that areaffected and the results of any risk assessments must be made known to them. It isimportant that the candidate is in a position to establish communication with othersregarding the issues and any actions required.



If at anytime during the process of risk assessment the candidate comes across aserious problem, immediate action should be taken. When dealing with others andwriting the report, the relevance of appropriate health and safety legislation shouldbe made clear. When writing the report the candidate should make clear thereasoning behind the decisions they have made and the actions they have taken.



Suggested resources listHolt A StJ, Principles of Health and Safety at Work IOSH Services Ltd 2002

HSE Successful Health and Safety Management (HSG) Health & Safety Executive: 1997

Stranks J, Health and Safety Law (Health & Safety in Practice) Prentice Hall: 2001

Ridley J, Health and Safety in Brief Butterworth-Heinemann: 2001

C.J. Barrow Environmental Management: Principles and Practice (RoutledgeEnvironmental Management) Routledge: 1999

Richard Welford (Editor) Corporate Environmental Management: Systems andStrategies Earthscan: 1998

The Health and Safety Executive (HSE) publishes a large number of leaflets andguidance notes, most of which are freely available as downloads from its website, at http://www.hse.gov.uk/

The Department for Environment, Food & Rural Affairs website has some usefulinformation about environmental protection at http://www.defra.gov.uk/environment/

The Environment Agency also has some information, at http://www.environment-agency.gov.uk/



Unit summary

This unit is concerned with the importance of ensuring that policy and workingpractice in health care recognises that this is a diverse society in which everyoneshould recognise the rights and responsibilities of service users and work colleaguesto be treated fairly and without discrimination. It emphasises the importance ofaccepting personal responsibility for taking action when encountering inappropriatebehaviour or language.


Aims

This unit aims to enable candidates to understand:• the legal, regulatory and policy environment relating to equal opportunities

and diversity• the implications for the organisation of failing to encourage equality of

opportunity for all• strategies for increasing equality of opportunity and diversity in the workplace.

Outcomes

On successful completion of the unit the candidate will be able to:1 Evaluate the effect of living in a diverse society and its implications for workplace

relationships and health care provision2 Explain the current legal, regulatory and policy requirements relating to equality

of opportunity and the implications for employment and workplace policy andpractice

3 Review workplace policies and practices in terms of their effectiveness in meetingcurrent legal requirements, promoting diversity and encouraging a productiveand socially inclusive working environment

4 Promote strategies that welcome diversity and create equal opportunities in thework environment.

Unit 8Equal Rights and Diversity in the Workplace


Unit content

(NB: References to ‘in the workplace’ includes fellow team members, otheremployees and to those they come into contact with, including service users,suppliers, managers and colleagues)

Outcome 1

Evaluate the effect of living in a diverse society and its implications for workplacerelationships and health care provision


• Explain the meaning of ‘rights and responsibilities’• Distinguish between ‘equal opportunities’ and ‘diversity’ as constructs and their

implications for practice• Consider the effects of different types of discrimination, such as, race, sex, age

and disability, on life chances• Explain the implications of living in a diverse society on health care provision• Consider the effects of their own and others’ attitudes, behaviours, and other

aspects of interpersonal relationships, on equality of opportunity and diversity at work.

Outcome 2

Explain the current legal, regulatory and policy requirements relating to equality ofopportunity and the implications for employment and workplace policy and practice


• Identify the legislative and other regulatory requirements for equality ofopportunity in employment and service provision relevant to their workplace,including specific equal opportunities legislation and the Human Rights Act

• Explain how their own organisation’s policies and procedures are set up toaddress equality of opportunity in employment and service provision

• Recognise the implications for both the individual and the organisation of failing tocomply with relevant legal and other requirements.

Outcome 3

Review workplace policies and practices in terms of their effectiveness in meetingcurrent legal requirements, promoting diversity and encouraging a productive andsocially inclusive working environment


• Investigate best practice in policies and procedures designed to ensure equality ofopportunity and promote diversity in the workplace

• Identify appropriate systems for monitoring equality of opportunity and diversityin the workplace

• Analyse data relating to equality of opportunity and diversity in health careprovision and employment in their workplace and locality

• Review the effectiveness of their own organisation’s policies and practices andidentify any areas for improvement.

Unit 8 Equal Rights and Diversity in the Workplace


Outcome 4

Promote strategies that welcome diversity and create equal opportunities in thework environment


• Challenge procedures, behaviour and language that could be discriminatory oroppressive to others

• Propose and justify suitable strategies for dealing with bullying, harassment andother discriminatory behaviour in the workplace

• Develop strategies to promote positive attitudes and behaviours in relation toequality of opportunity and diversity in the workplace.

Assessment

The outcomes of this unit will be assessed on the production of a word-processedassignment of approximately 2500 words, devised by the centre to meet the needsof the candidate and cover the content of the unit. The following suggests how theassessment requirements could be met:• A study of a particular aspect of equality of opportunity and diversity in the

workplace. The study should:– describe the specific issue that is the subject of the study (eg under-

representation of a particular group in employment or the failure to meet thespecific needs of a particular group in terms of service provision)

– provide a rationale for the chosen subject, highlighting the organisation’s legaland ethical responsibilities, and individual rights and responsibilities, within adiverse society

– the implications for the organisation of current policy, activities or behaviour inrelation to this particular issue or group

– propose strategies for addressing the issue and the implications for theorganisation of introducing them.

The candidate’s work should combine evidence of research, observation and datacollection in their own and other workplaces with reference to the concepts,principles, and legislation outlined to in the Unit Content.

Guidance

NHS Knowledge and Skills Framework signpostingCore Dimension 6: Equality and diversity



Links with other units/qualificationsThis unit has links with Unit 10 ‘Working with People in Health Care’ within this qualification.

This unit also has links with the following qualifications:• Health & Social Care National Occupational Standards (Level 4) – Unit HSC452:

Contribute to the development, maintenance and evaluation of systems topromote the rights, responsibilities, equality and diversity of individuals

• Level 4 S/NVQ in Administration Unit 416: Monitor your organisation’s compliancewith its legal, regulatory, social, environmental and ethical responsibilities.

• ILM Level 4 Diploma in Management.





Suggested resources listKirton G & Greene A-M, Dynamics of Managing Diversity: A Critical ApproachButterworth-Heinemann: 2000

Fullerton J & Kandola R, Diversity in Action CIPD: 1998

Roemer JE, Equality of Opportunity Harvard University Press: 2000

Iganski P & Mason D Ethnicity, Equality of Opportunity and the British NationalHealth Service Ashgate Publishing: 2002

Smith PD, Valued: Equality of Opportunity in a National Child Care Charity (Social Issues and Equity Series, No 2) Trentham Books: 1996



Cartwright R, Managing Diversity Capstone Express Exec: 2001

Hammonds Family Friendly Rights CIPD: 2003

Modood T, Ethnic Minorities in Britain: Diversity and Disadvantage (PSI Report) PolicyStudies Institute: 1991

Barry B Culture and Equality Polity Press: 2000

Parekh B, Rethinking Multiculturalism: Cultural Diversity and Political TheoryPalgrave Macmillan: 2000

Alibhai-Brown Y, After Multicuturalism Foreign Policy Centre: 2000

Websites

• The Equality and Human Rights Commission www.equalityhumanrights.com• The DTI’s equality website www.dti.gov.uk/er/equality/index.htm contains

details of the legal rights of employees and the advantages for business ofwelcoming diversity

• The NHS has published a variety of resources related to equality of opportunityand diversity, available at www.doh.gov.uk/nhsequality/index.htm

A search on the Internet for equal opportunities policies will produce a wide range ofexamples that may be of use in making a comparative analysis.



Unit summary

This unit is about the principles and practices associated with team leadership and development, reflecting the importance of teams and team working in mostorganisations. It has a particular focus on the role of the team leader in ensuring that the team works effectively together and that individuals are able to identify and have access to relevant development opportunities that will help them tomaximise their contribution to the team.


Aims

This Unit aims to enable candidates to understand:• the nature and role of leadership• the benefit of effective team working• strategies for developing effective teams.

Outcomes

On successful completion of the unit the candidate will be able to:1 Distinguish between management and leadership and assess the implications of

each on effective team performance2 Describe the processes of team formation, and evaluate strategies for

encouraging team formation and development3 Evaluate the stages of development of their own work group as a team and select

and employ strategies to improve and develop team working4 Set standards and targets and review performance5 Identify own leadership style and skills, and assess own effectiveness in leading

and developing the team and its performance.

Unit 9Leading and Developing a Work Team


Unit content

Outcome 1

Distinguish between management and leadership and assess the implications ofeach on effective team performance


• Explain significant theories about nature and role of management, such asclassical management theorists, human relations approach and contingencytheories, combining human relations and systems approaches

• Explain significant theories about nature and role of leadership, including:– the evolution of leadership theory (trait, behaviour and situational/contingency

theories)– contribution of significant theorists in development of these models (Likert,

Fiedler, Hersey & Blanchard, Burns and Bass, Greenleaf, Kotter, etc)• Evaluate the strengths and weaknesses of different management and leadership

styles and their implications for effective team performance• Analyse the relationship between leadership and management and their roles at

different levels in hierarchy.

Outcome 2

Describe the processes of team formation, and evaluate strategies for encouragingteam formation and development


• Define a team, distinguish between different types of teams (eg operational,project and management teams) and their roles, and explain how teams differfrom work groups

• Assess the contribution that teams and team working can make to effective workperformance

• Use different models of team formation to explain a team’s developmentalprogress, eg– Tuckman model – forming, storming, norming & performing [plus mourning] or– Drexler, Sibbet, and Forrester’s seven stage Team Performance Model

• Explain the characteristics of self-managing teams, their role and how they are developed.

Outcome 3

Evaluate the stages of development of their own work group as a team and selectand employ strategies to improve and develop team working


• Use appropriate models of team roles to identify team leadership and teammember roles and their contribution to team effectiveness (eg team versus taskroles, Adair’s three circle model, Belbin’s team roles inventory)

• Assess own work team’s developmental stage and progress towards effectiveteam working and employ appropriate team development strategies

• Identify relationship and organisational barriers to effective team working.

Unit 9 Leading and Developing a Work Team


Outcome 4

Set standards and targets and review performance


• Identify the characteristics of a properly set objective, including– the nature of the objective– SMART (specific, measurable, achievable, realistic, time based)

• Link individual, team and group objectives to the objectives of the organisation• Identify types of review, including

– formal– informal– appraisal– performance

• Identify assessment methods, including– self-Assessment– peer assessment– tests– work sample– observation

Outcome 5

Identify own leadership style and skills, and assess own effectiveness in leading anddeveloping the team and its performance


• Assess own leadership style and evaluate its effectiveness• Identify appropriate styles to use in different situations• Explain concept and models of motivation and select and employ appropriate

techniques to motivate team members• Evaluate and communicate organisational vision and goals• Develop team vision and goals, and motivate team to work towards their achievement.

Assessment

The outcomes of this unit will be assessed on the production of a word-processedassignment of approximately 2500 words, devised by the centre to meet the needsof the candidate and cover the content of the unit. The following suggests how theassessment requirements could be met:• A report on leadership and team/work group development and performance

within their own organisation or another organisation to which they have access.The report should assess:– management and leadership styles prevalent in the organisation, their impact on the

environment within which the team or work group operates, and the effectivenessof strategies set out by the organisation to promote effective team working

– the extent to which the team or work group demonstrates the characteristicsassociated with effective work teams and their stage of development, includingthe role and contribution of individual members making up the team andbarriers to effective team working



– the leadership style adopted by the team/group leader or manager, and itseffectiveness in communicating with, motivating, developing and enabling theteam/group to work to agreed standards and achieve its goals. (Where thecandidate is the team/group leader or manager, this section should includereflection on own performance supported by feedback from those beingled/managed.)

The candidate’s work should combine evidence of research, observation and datacollection in the workplace with reference to the principles and models and theoriesoutlined in the Unit Content.

Guidance

Links with other units/qualificationsThis unit has links with Unit 10 ‘Working with People in Health Care’ within this qualification.

This unit also has links with the following qualifications:• Health & Social Care National Occupational Standards (Level 4) – Unit HSC451:

Lead teams to support a quality provision• Level 4 S/NVQ in Administration Units 413 and 414• ILM Level 4 Diploma in Management.







Suggested resources listAdair J, The Inspirational Leader: How to Motivate, Encourage and Achieve SuccessKogan Page: 2003

Bass BM & Stogdill RM, Bass and Stogdill’s Handbook of Leadership: Theory,Research, and Managerial Applications The Free Press 1990

Belbin JM, Management Teams Butterworth-Heinemann 2003

Goleman D, Boyatzis R & McKee A, The New Leaders: Emotional Intelligence at WorkLittle, Brown 2002

Katzenbach J & Smith D, The Wisdom of Teams: Creating the high performanceorganisation HarperBusiness: 2003

Kotter, JP, Leading Change Harvard Business School Press 1996

Leigh A & Maynard M, Leading Your Team: How to Involve and Inspire TeamsNicholas Brealey 2002

Levi D, Group Dynamics for Teams Sage: 2001

James M. Kouzes JM & Posner BZ, The Leadership Challenge Jossey Bass Wiley 2002

Robbin H & Finley M, Why Teams Don’t Work: What Went Wrong and How to Make ItRight Texere: 2000

Pardey, D: 2004 Leading Teams ILM

Teams that work (video case studies) Institute of Leadership and Management

Center for the Study of Work Teams website at the University of North Texas:www.workteams.unt.edu

Wharton Leadership Digest (on-line free subscription newsletter)http://leadership.wharton.upenn.edu/digest/index.shtml



Unit summary

This unit is concerned with the way that people work together and interact withservice users. It focuses on understanding the factors that shape interpersonalrelationships, including the causes and effects of conflict, and the skills that peopleneed to be able to manage others and encourage a harmonious and productiveworking environment.


Aims

This unit aims to enable candidates to understand:• the importance of ensuring good interpersonal relationships and handling

conflict at work• organising work to make the most effective use of resources• how to ensure that people work effectively towards the achievement of goals.

Outcomes

On successful completion of the unit the candidate will be able to:1 Identify own interpersonal skills and the implications for relationships at work2 Employ effective communication skills within a healthcare environment3 Recognise and manage conflict, tension, stress and other existing or

potential problems4 Recognise the nature and role of advocacy in enabling people to express

their needs5 Employ appropriate skills to build effective relationships and identify needs.

Unit 10Working with People in Health Care


Unit content

Outcome 1

Identify own interpersonal skills and the implications for relationships at work


• Identify preferred communication styles• Reflect on own behaviour and personal style in interpersonal relationships• Evaluate the importance of psychological and social factors in shaping how they

relate to others• Identify personal strengths and weaknesses in interpersonal relationships.

Outcome 2

Employ effective communication skills within a healthcare environment


• Describe various communication methods– written– spoken– face-to-face– using technology and visual aids

• Select an appropriate communication method for different situations andevaluate its effectiveness

• Present complex and significant information formally and informally to others inan appropriate way

• Describe the possible advantages and disadvantages of various communicationmethods

• Identify barriers to communication and strategies for overcoming them• Check own and other’s understanding of complex and significant information

and instructions• Make accurate and appropriate notes to record complex and significant

information received• Identify the legal implications of recording information about people.

Outcome 3

Recognise and manage conflict, tension, stress and other existing or potential problems


• Recognise conflict in the workplace• Identify the likely causes of conflict, tension, stress and other personal problems,

and their effect on individuals, groups and their performance at work• Distinguish between conflict, tension, stress and other personal problems that

arise from organisational factors and those from individual or groupcharacteristics and behaviour

• Evaluate different strategies for addressing conflict, tension, stress and otherproblems in the workplace

• Employ appropriate methods to reduce conflict and encourage trust, co-operationand good relationships both between colleagues and with service users.

Unit 10 Working with People in Health Care


Outcome 4

Recognise the nature and role of advocacy in enabling people to express their needs


• Explain the role of the advocate and support those acting as advocates for others• Identify the skills used by those acting as advocates• Employ basic advocacy skills, where appropriate, to support the wishes of those

being cared for• Request specialist advocates to support those being cared for, where appropriate.

Outcome 5

Employ appropriate skills to build effective relationships and identify needs


• Treat those being cared for in an appropriate manner, to build effectiverelationships and maintain their personal dignity

• Recognise and employ verbal and non-verbal communication methods whichbuild effective relationships

• Ask appropriate questions and listen actively to others to identify their care needs• Explain what care is being provided, the options available to individuals and the

implications of any choices they may make

Assessment

The outcomes of this unit will be assessed on the production of a word-processedassignment of approximately 2500 words, devised by the centre to meet the needsof the candidate and cover the content of the unit. The following suggests how theassessment requirements could be met:• A study of a specific communication and/or relationship problem at work,

identifying the nature, likely causes and effects of the problem, an appropriatestrategy to resolve it and how it might be implemented. If the strategy has beenused, or an alternative, its effectiveness should be evaluated.

The candidate’s work should combine evidence of research and observation in ahealth care environment coupled with reference to the principles, models andevidence referred to in the Unit Content. Given the nature of the topic, individualdetails should be anonymised if possible and all content treated with appropriatecare and confidentiality.

The above work should total approximately 2500 words.



Guidance

NHS Knowledge and Skills Framework signpostingCore Dimension 1: Communication

Links with other units/qualificationsThis unit has links with the following unit within this qualification:Unit 8 Equal Rights and Diversity in the WorkplaceUnit 9 Leading and Developing a Work Team

This unit also has links with the following:• Health & Social Care National Occupational Standards (Level 4) – Use and develop

methods and systems to communicate, record and report• ILM Level 4 Diploma in Management.







Suggested resources listBerne E, Games People Play: The Psychology of Human Relationships PenguinBooks: 1968

Paterson, R The Assertiveness Workbook: How to Express Your Ideas and Stand Upfor Yourself at Work and in Relationships New Harbinger Publications: 2000

Hayes, J Interpersonal Skills at Work Taylor & Francis Books Ltd: 2002

Wondrak, R Interpersonal Skills for Nurses and Health Care Professionals BlackwellScience Ltd: 1998

Kagan C & Evans J, Professional Interpersonal Skills for Nurses Nelson Thornes(Publishers) Ltd: 1994

Hargie O, Saunders C & Dickson D, Social Skills in Interpersonal CommunicationRoutledge: 1994

Hartley P, Interpersonal Communication Routledge: 1999

Wetherell M (Ed) Identities, Groups and Social Issues Sage: 1996

Bolton R, People Skills Simon & Schuster: 1986

Burnard P, Effective Communication Skills for Health Professionals Nelson Thornes: 1997

O’Connor J & Seymour J, Introducing NLP HarperCollins: 1993



Unit summary

This unit is concerned with the principles and practices of quality improvement,looking at the development, implementation and management of policies,strategies, tools and techniques of quality control and quality monitoring, qualityassurance and continuous improvement.


Aims

This unit aims to enable candidates to understand:• the nature and role of quality management• quality management techniques for use in the workplace• setting and monitoring standards of performance• leading the continuous improvement process

Outcomes

On successful completion of the unit the candidate will be able to:1 Compare and evaluate alternative models of quality management2 Critically evaluate the quality culture in their own workplace3 Collect and analyse data on their own work team/group’s performance and

identify areas for improvement4 Prepare a business case for improvements in own work team/group’s

service delivery5 Lead a continuous improvement process to identify and implement

improvements in service delivery.

Unit content

Outcome 1

Compare and evaluate alternative models of quality management


• Explain and contrast basic concepts and principles used in quality management,including quality, inspection, quality control, quality assurance, continuousimprovement/kaizen, benchmarking, performance indicators, standards andtargets, TQM, quality circles and quality improvement teams

• Employ external standards for quality assurance from:– generic standard setting bodies (eg ISO 9000, EFQM, IiP)– professional, regulatory or sector specific standards issued by bodies

appropriate to own sector or organisation (eg the NICE clinical guidelines)• Explain the role of, and respond to, external assessors, regulators, auditors or

inspectors operating within the context of quality assurance.

Unit 11Quality Improvement


Outcome 2

Critically evaluate the quality culture in their own workplace


• Explain the concept and significance of a ‘quality culture’ in shaping theimplementation of quality policy and practices

• Evaluate the assessment and sampling tools and techniques employed by theirown organisation to assess performance against benchmarks, and explain theoperational implications

• Analyse trends and developments, both internal and in other health careorganisations, which have been identified through quality improvement processes

• Identify and promote measures to improve the quality culture to meet the needsof ‘service users’ and other stakeholders.

Outcome 3

Collect and analyse data on their own work team/group’s performance and identifyareas for improvement


• Identify data collection requirements and methodologies to help workteam/group monitor its own performance

• Use appropriate tools and techniques to analyse data on own work team/group’sperformance

• Critically appraise current performance data collection in relation to own workteam/group’s activities

• Identify and use benchmarks to assess work team/group’s performance• Evaluate own work team/group’s performance and identify areas for improvement.

Outcome 4

Prepare a business case for improvements in own work team/group’s service delivery


• Recognise the importance of using accurate, comprehensive and accessibledocumentation as the basis for quality improvement processes

• Liaise with relevant groups of people to make decisions on the use of theoutcomes of quality improvement processes

• Identify types of resources which may be needed to implement therecommendations of a quality improvement process, and how these might be accessed

• Calculate the ‘costs of quality’ and potential benefits associated with identifiedimprovements in own work team/group’s activities

• Make recommendations for improvements based on this analysis.

Unit 11 Quality Improvement


Outcome 5

Lead a continuous improvement process to identify and implement improvements inservice delivery


• Employ appropriate techniques for identifying the root cause of problems anddeveloping creative solutions

• Establish the criteria for selecting appropriate solutions to identified problems• Agree solutions to problems to improve own work team/group’s performance• Implement, monitor and review improvements (PDCA).

Assessment

The outcomes of this unit will be assessed on the production of a word-processedassignment of approximately 2500 words, devised by the centre to meet the needsof the candidate and cover the content of the unit. The following suggests how theassessment requirements could be met:• A report on the candidate’s own work team or group’s performance in relation to

quality management. This should include:– a comparison of their own organisation’s model of quality management with

alternative models– an analysis of the quality culture at their organisation and trends and

developments, both internal and in other health care organisations, which havebeen identified through quality improvement processes

– a case for changing their own work team or group’s practices to raiseperformance, based on an analysis of current operational performance andquality standards, or proposed improved quality standards, as appropriate

– an assessment of the costs of quality– recommendations for improvement and how to effectively implement, monitor

and review progress.

The candidates’ assignment should be about 2500 words in length and containrealistic recommendations that are possible to implement. The candidate’s workshould combine evidence of research, observation and data collection in theworkplace with reference to the principles, models and evidence from otherworkplaces referred to in the Unit Content.

Guidance

NHS Knowledge and Skills Framework signpostingCore Dimension 4: Service improvement

Core Dimension 5: Quality



Links with other units/qualificationsThis unit has links with the following qualifications:• Health & Social Care National Occupational Standards (Level 4) – Unit HSC436:

Promote and manage a quality provision• ILM Level 4 Diploma in Management.





Suggested resources listThere are many books about quality management. The following list identifies someof them, but is designed only to be indicative.

Sector-specific examples:Donabedian, A: 2003 An Introduction to Quality Assurance in Health Care OxfordUniversity Press

Asher, M Managing Quality in the Service Sector Kogan Page: 1996

Ross, R & Kogan M: 1995 Advancing Quality: Total Quality Management in the NHS(Health Services Management Series) Open University Press

Al-Assaf, AL & Schmele, JA (Eds): 1993 The Textbook of Total Quality in Healthcare St Lucie Press

Scrivens, E: 2004 Quality Management Models Open University Press

Stationery Office books:Inspecting for Quality: Guidance on Practice for Inspection Units in Social Services1991 Caring for Quality



Guidance on Standards for Residential Homes for Elderly People 1990

Quality by Design 1994

Norah Fry Research Centre Observing for Quality 1996

Generic:Juran, JM and Gryna, FM Juran’s Quality Control Handbook McGraw-Hill BookCompany (1988)

Juran, JM Juran on Quality by Design: The New Steps for Planning Quality into Goodsand Services (1992)

Oakland, JS Total Quality Management (2nd ed) Butterworth-Heinemann (1993)

Swanson, RC The Quality Improvement Handbook: Team Guide to Tools andTechniques (1995)

Howard, H Managing Quality Scitech Educational (Universal Manager series): 2000

Hutchins, D. Quality Circles Handbook. Pitman, 1985

Smith, G Quality Problem Solving McGraw-Hill Education: 1998

Zairi, M Benchmarking for Best Practice Butterworth-Heinemann (1998)

Websites:www.asq.org The American Society for Quality has many useful definitions, articlesand other informationwww.quality.nist.gov The Baldridge award, the US equivalent of the EFQMwww.nice.org.uk for details of clinical guidelines and other quality assessment procedureswww.efqm.org for details of the business excellence model



1 Designing assignments

1.1 The purpose of an assignment is to provide candidates with the opportunity toproduce work which demonstrates that they have gained the knowledge andskills detailed in the learning outcomes. Assignments may focus on either asingle unit or more than one unit where there are common themes across someof the units.

1.2 It is important for centres to use an integrated approach (ie content which linkseffectively across two or more units) in relation to at least one assignment. Inthe Higher Professional Diploma in Health and Well-being, this can be achievedvia Unit 1: Personal Development and Reflective Learning. It provides theopportunity for candidates to integrate their learning with their practice and toreflect on how their learning can and has helped them to improve that practice.While assessment can only be completed at the end of the course, candidatesshould be encouraged to reflect on their learning throughout the programme,in preparation for this.

Additional examples of units which have links and could potentially form thebasis for the development of an integrated assignment include:

Unit 9: Leading and Developing a Work Team with Unit 10: Working with Peoplein Health Care

Unit 2: The Principles and Philosophy of Health Care with Unit 4: Health CareDisciplines and/or Unit 5: Lifespan Development and Health Care Needs

The approach to marking/assessing integrated assignments should enable anindividual grade to be allocated to each unit covered, for the purposes ofgrading calculations, etc.

1.3 Regardless of whether the assignment is based on an individual unit or anintegrated selection of units, complete familiarity with the specificationrequirements will allow both tutors and candidates to identify relevantopportunities, content, and topics which can facilitate the development ofwork-related and challenging assignments. Specifically, the assessment andguidance section of the specifications should be used to generate ideas aboutpossible approaches to assignment design.

Appendix AGuidance on assignment design


1.4 In some units the assessment section is quite detailed and provides a strongbasis for an assignment. In these cases, the main focus is likely to be onproviding further background or a scenario to place the assignment into ameaningful context with a clear vocationally-related purpose. In addition, it isprobable that centres will wish to present the assignment in a user-friendlymanner for candidates, eg addressing the candidate in the first person, using adifferent font-size. Other units in the specifications have a less detailedassessment section which provides more scope for centres and candidates totailor assignments to their specific work roles and experience, bearing in mindthe need for the unit outcomes to be met. Although a particular form ofassessment may be identified in the assessment section of the unit eg a report,it is possible to select an alternative approach such as a case-study orpresentation, as long as candidates produce evidence of comparable quantityand quality and meet the same outcomes.

1.5 To aid manageability and clarity, the assignment may be broken down intoactivities or tasks which relate to each other so that the overall assignment iscoherent. In addition, assignments should be vocationally-relevant, realisticand motivating. It is important that each assignment brief provides thefollowing information:• the purpose of the brief or rationale for the assignment• intended context• knowledge and skills to be demonstrated• the criteria for success.

1.6 Assignment design should take account of those candidates who have thepotential to achieve a higher grade to meet the Merit and Distinction criteria.For instance, the grading descriptors reflect the need for candidates to carryout research with increasing degrees of independence, apply work-relatedskills, knowledge and understanding effectively, and analyse and reflect onideas and actions. There should therefore be opportunities for candidates torespond to their assignments in this way.

1.7 Assignments can be completed in any order; however, centres will be expectedto sequence assignments logically according to the requirements of thecandidates, the course, and resources within the centre.

2 Opportunities for repeating assignments

2.1 At this level candidates should be encouraged to take a proactive role in theirown self assessment and be encouraged to match their work to the unitrequirements. This should be supplemented with tutor feedback onperformance. As part of this process, if candidates have not been successful inthe assignment, there should be discussion and illustration of why they werenot successful. If a candidate is then able to attempt the assignment again andmeet the criteria independently, a pass can be achieved.


3 Safe working

3.1 The importance of safe working practices must always be stressed. Candidates have responsibilities for the safety of others as well as themselves.A candidate cannot be allowed to continue working on an assignment if theyhave contravened health and safety requirements. To complete the unit, thecandidate will be allowed to recommence on a different occasion and tutors will closely monitor the achievement of the safety aspects.

4 Permission & confidentiality

4.1 Candidates may need to maintain confidentiality in the use of business data by‘anonymizing’ sensitive information.

5 Marking and grading of assignments

5.1 To confirm that an outcome is achieved, it is useful to identify the key points orkey assignment indicators which one would expect to see in a candidate’sresponse. Reference should be made to the unit content of each outcome aswell as the requirements of the brief/task to select the key points.

5.2 The content of the assignments and feedback to candidates should take intoconsideration the importance of• a formative approach• candidates being encouraged to reflect on building their achievements

throughout the provision of the qualification, rather than only on the final outcome

• indicating clearly and supportively to candidates on a regular basis any gapsthere might be in the sufficiency and level of achieving the outcomes.

5.3 In order for candidates to achieve a Pass, it is necessary for them to completeall parts of the assignment and produce evidence which clearly shows that theoutcomes have been met. The overall quality of the work must be of asatisfactory and reliable standard.

5.4 The assignments should be graded: Pass, Merit or Distinction. Candidates who show greater degrees of autonomy in the ways in which they carry outresearch, approach and evaluate their work, or demonstrate originality andimagination will gain higher grades than those who work completely from tutorprepared material. Please refer to the general Guidance section, paragraph 4.8‘The grading criteria’ for full grading descriptors.

6 Internal and external moderation of assignments

6.1 Please refer to the general Guidance section, paragraph 9 ‘The qualityassurance system’ for information on how assignments are moderated.


Appendix BQCA accreditation numbers


QCA Qualification accreditation number

100/4848/0

QCA unit number

L/102/9186

R102/9187

Y/102/9188

D/102/9189

R/102/9190

Y/102/9191

D/102/9192

H/102/9193

K/102/9194

M/102/9195

T/102/9196

City & Guilds

unit number

1

2

3

4

5

6

7

8

9

10

11

Unit title

Personal Development and Reflective Learning

The Principles and Philosophy of Health Care

The Structure, Organisation and Function ofthe Human Body

Health Care Disciplines

Lifespan Development and Health Care Needs

Research and Development in the HealthCare Sector

Ensuring a Healthy, Safe and SecureWorking Environment

Equal Rights and Diversity in the Workplace

Leading and Developing a Work Team

Working with People in Health Care

Quality Improvement

Qualification title

City & Guilds Level 4 Higher Professional

Diploma in Health and Well-being

Published by City & Guilds

1 Giltspur Street

London

EC1A 9DD

T +44 (0)20 7294 2468

F +44 (0)20 7294 2400

www.cityandguilds.com

City & Guilds is a registered charity

established to promote education

and training

HL-04-4462

higher level qualifications level 4 higher professional ... · introduction and guidance 05 1 city...

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