Level 3 Diploma in Adult Care RQF

Course code: NC018
RQF accredited

Kick-start your career as a carer from home!

  • Understand how to promote personal development in care settings.
  • Learn how to promote person-centred approaches in care settings.
  • Explore the responsibilities of a care worker.
  • Gain a nationally recognised qualification to kick-start your career.
This course is only available as a study pack.
Course overview

As well as providing an excellent knowledge base in adult care, this course is ideal for:

  • Students who want to achieve a nationally recognised qualification in health and social care.
  • Want to go onto further vocational training and placement opportunities.
  • Those aspiring to achieve a career in a care environment.

Course Duration

up to 1 year.

Course Outcome

You will receive the Level 3 Diploma in Adult Care (RQF) awarded by Training Qualifications UK (TQUK).

Entry Requirements

Yes, you will need to be working or on practical placement in a care setting.

Assessment

Tutor-marked assignments.

Course content

Qualification number: 603/2553/7

  • (T/616/4049 Credit Value: 3)
  • Different reasons people communicate
  • How communication affects relationships in the work setting
  • Managing challenge situations
  • Meeting communication and language needs
  • Maximising the quality of the interaction
  • Promoting effective communication
  • Communication methods and styles
  • Responding to an individual’s reactions when communicating
  • Overcoming barriers to communication
  • Different backgrounds
  • Barriers to effective communication
  • Clarifying misunderstandings
  • Using communication skills to manage complex, sensitive, abusive or challenging situations and behaviours
  • Accessing extra support or services
  • Purposes and principles of independent advocacy
  • Involving an advocate and how to access advocacy services
  • Principles and practices relating to confidentiality
  • Maintaining and promoting confidentiality in day-to-day communication
  • Tensions between maintaining an individual’s confidentiality and disclosing concerns
  • (K/616/4050, Credit Value: 2)
  • Legislation and codes of practice
  • Manual and electronic information storage systems
  • Ensuring security when storing and accessing information
  • Maintaining records that are up to date, complete, accurate and legible
  • Supporting audit processes in line with own role and responsibilities
  • Supporting others to handle information
  • Supporting others to understand the need for secure handling of information
  • Supporting others to understand and contribute to records
  • (M/161/4051 Credit Value: 3)
  • Expectations about own work role as expressed in relevant standards
  • How to work effectively with others
  • Importance of reflective practice in continuously improving the quality of service provided
  • How own values, belief systems and experiences may affect working practice
  • Evaluate own knowledge, performance and understanding against relevant standards
  • Using feedback
  • Agree a personal development plan
  • Sources of support for planning and reviewing own development
  • Working with others to agree own personal development plan
  • Using learning opportunities and reflective practices to contribute to personal
  • How reflective practice has led to improved development ways of working
  • Why continuing professional development is important
  • (T/616/4052, Credit Value: 6)
  • Use of care plans in applying person-centred values
  • Collate and analyse feedback
  • Working in a person-centred way
  • Finding out the individual’s history, preferences, wishes and needs
  • Putting person centred values into practice in a complex or sensitive situation
  • Actions and approaches in response to an individual’s changing needs or preferences
  • Consent when providing care or support
  • Consent for an activity or action
  • Steps to take if consent cannot be readily established
  • Implement and promote active participation
  • Active participation to meet individual needs
  • Agree how active participation will be implemented
  • How active participation can address the holistic needs of an individual
  • Promoting understanding and use of active participation
  • Supporting the individual’s right to make choices
  • Supporting an individual to make informed choices
  • Using own role and authority to support the individual’s right to make choices
  • Managing the risk in a way that maintains the individual’s right to make choices
  • Supporting an individual to question or challenge decisions concerning them that are made by others
  • Promoting individuals’ well-being
  • Links between identity, self-image and self-esteem
  • Contributing to the well-being of individuals
  • Role of risk assessment
  • Different uses of risk-assessment in care settings
  • How risk-taking and risk-assessment relate to rights and responsibilities
  • Why risk-assessments need to be regularly revised
  • (A/616/4053, Credit Value: 2)
  • Diversity, equality, inclusion, discrimination
  • Effects of discrimination
  • How inclusive practice promotes equality and supports diversity
  • Working in an inclusive way
  • How legislation, policy and codes of practice relating to equality, diversity and discrimination apply to own work role
  • Respecting individual’s beliefs, culture, values and preferences
  • Promoting diversity, equality and inclusion
  • Model inclusive practice
  • Supporting others to promote equality and rights
  • Challenging discrimination in a way that promotes change
  • (F/616/4054, Credit Value: 6)
  • Legislation relating to health and safety in a care setting
  • Main points of health and safety policies and procedures agreed with the employer
  • Tasks in the work setting that should not be carried out without special training
  • Carrying out own responsibilities for health and safety
  • Policies and procedures that relate to health and safety
  • Supporting others’ understanding of health and safety and follow agreed safe practices
  • Monitoring potential health and safety risks
  • Using risk assessment in relation to health and safety
  • Minimising potential risks and hazards
  • Accessing additional support or information relating to health and safety
  • Procedures for responding to accidents and sudden illness
  • Different types of accidents and sudden illnesses
  • Procedures to be followed if an accident or sudden illness should occur
  • Reducing the spread of infection
  • Causes and spread of infection
  • The use of Person protective equipment (PPE)
  • Washing hands using the recommended method
  • Ways to ensure that own health and hygiene do not pose a risk to an individual or to others at work
  • Moving and handling equipment and other objects safely
  • Types of hazardous substances that may be found in the work setting
  • Storing hazardous substances
  • Using hazardous substances
  • Disposing of hazardous substances and materials
  • Promoting fire safety in the work setting
  • Practices that prevent fires from starting and spreading
  • Emergency procedures to be followed in the event of a fire
  • Agreed procedures for checking the identity of anyone requesting access to premises/information
  • Protecting own security and the security of others in the work setting
  • Managing stress
  • Factors that can trigger stress
  • Accessing sources of support
  • (J/616/4055, Credit Value: 2)
  • Explain how a working relationship is different from a personal relationship
  • Different working relationships in care settings
  • Working in ways that are agreed with the employer
  • Promoting positive experiences for individuals receiving care
  • Working in partnership with others
  • Improving partnership working
  • Skills and approaches needed for resolving conflicts
  • Accessing support and advice about partnership working and resolving conflicts
  • (L/616/4056, Credit Value: 1)
  • Duty of care in own work role
  • Safeguarding or protection of individuals
  • Addressing conflicts and dilemmas
  • Getting additional support and advice about conflicts and dilemmas
  • Responding to complaints
  • Policies and procedures relating to the handling of complaints
  • (R/616/4057, Credit Value: 3)
  • Explain the term safeguarding
  • Own role and responsibilities in safeguarding individuals
  • Physical, domestic, sexual, emotional/psychological ,financial, discriminatory, institutional/organisational abuse
  • Modern slavery
  • Self-neglect
  • Neglect by others
  • Harm
  • Restrictive practices
  • Factors that may contribute to an individual being more vulnerable to abuse
  • How to respond to suspected or alleged abuse
  • Action to take if there are suspicions that an individual is being abused
  • Actions to take if an individual alleges that they are being abused
  • Ways to ensure that evidence of abuse is preserved
  • National and local context of safeguarding and protection from abuse
  • Legislation, national policies and local systems that relate to safeguarding and protection from abuse
  • Roles of different agencies in safeguarding and protecting individuals from abuse
  • Factors which have featured in reports into serious cases of abuse and neglect
  • Protecting individuals from abuse, including whistle blowing
  • When to seek support in situations beyond your experience and expertise
  • Reducing the likelihood of abuse
  • How abuse may be reduced by: working with person centred values, encouraging active participation, promoting choice and rights and supporting individuals with awareness of personal safety
  • Importance of an accessible complaints
  • Procedure for reducing the likelihood of abuse
  • Managing risk and focusing on prevention
  • Recognising and reporting unsafe practices
  • Unsafe practices that may affect the wellbeing of individuals
  • Actions to take if unsafe practices have been identified
  • Action to take if suspected abuse or unsafe practices have been reported but nothing has been done in response
  • Principles for online safety
  • The potential risks presented by: the use of electronic communication devices, the use of the internet, the use of social networking sites and carrying out financial transactions online
  • Reducing the risks presented by each of these types of activity
  • The importance of balancing measures for online safety against the benefits to individuals of using electronic systems and devices
  • (Y/616/4058, Credit Value: 3)
  • Employees’ roles and responsibilities in relation to the prevention and control of infection
  • Legislation and policies relating to prevention and control of infections
  • Regulatory body standards
  • Local and organisational policies
  • Procedures and systems
  • Potential impact of an outbreak
  • Importance of risk assessment
  • Potential risks of infection within the workplace
  • Process of carrying out a risk assessment
  • Personal Protective Equipment (PPE)
  • Employees’ responsibilities regarding the use of PPE
  • Describe employers’ responsibilities regarding the use of PPE
  • Correct practice in the application and removal of PPE
  • Correct procedure for disposal of used PPE
  • Importance of good personal hygiene in the prevention and control of infections
  • Key principles of good personal hygiene
  • Good hand washing technique
  • Correct sequence for hand washing
  • (Y/616/4061, Credit Value: 2)
  • Differences between bacteria, viruses, fungi and parasites
  • Common illnesses and infections caused by bacteria, viruses, fungi and parasites
  • Infection and colonisation
  • Systemic infection and localised infection
  • Poor practices that may lead to the spread of infection
  • Transmission of infection
  • Conditions needed for the growth of micro-organisms
  • Ways an infective agent might enter the body
  • Common sources of infection
  • How infective agents can be transmitted to a person
  • Key factors that will make it more likely that infection will occur
  • Role of a national public health body in communicable disease outbreaks
  • (D/616/4059, Credit Value: 2)
  • General principles for environmental cleaning
  • Purpose of cleaning schedules
  • Correct management of the environment minimises the spread of infection
  • National policy for colour coding of cleaning equipment
  • Principles and steps of the decontamination process
  • Three steps of the decontamination process
  • How and when cleaning agents are used
  • How and when disinfecting agents are used
  • (PPE) during the decontamination process
  • Risk in dealing with specific types of contamination
  • How equipment should be cleaned and stored
  • Importance of good waste management practice
  • Different categories of waste and the associated risks
  • How to dispose of the different types of waste safely and without risk to others
  • Reduce the risk of sharps injury
  • (K/616/4159, Credit Value: 4)
  • Anatomy and physiology of the human
  • Importance of correct moving and positioning of individuals
  • Health and safety factors
  • Minimising risks
  • Access up-to-date copies of risk assessment documentation
  • Preparatory checks using: the individual’s care plan and the moving and handling risk assessment
  • Immediate risks
  • Actions
  • Conflict
  • Preparing the immediate environment
  • Standard precautions for infection prevention and control
  • Effective communication with the individual
  • Obtaining valid consent for the planned activity
  • Equipment
  • Reporting and recording the activity and noting when the next positioning manoeuvre is due
  • Sources of information
  • (M/616/4096, Credit Value: 4)
  • Why individuals may have been discouraged or prevented from taking risks
  • Links between risk-taking and responsibility, empowerment and social inclusion
  • Importance of a positive, person-centred approach to risk assessment
  • Positive person-centred approach
  • Consequences for individuals of a service focused approach to risk-assessment
  • Legal and policy framework underpinning an individual’s right to make decisions and take risks
  • Human rights based approach
  • Supporting individuals to make decisions about risks
  • Supporting an individual to recognise potential risk in different areas of their life
  • Supporting the individual to balance choices with their own and others’ health, safety and wellbeing
  • How own values, belief systems and experiences may affect working practice when supporting an individual to take risks
  • Recording all discussions and decisions made relating to supporting the individual to take risks
  • Agreed ways of working
  • Communicating the content of the risk assessment to others
  • Principle of duty of care
  • (L/616/4204, Credit Value: 2)
  • Effects of poor personal hygiene on health and well-being
  • Supporting individuals to maintain personal hygiene
  • Factors that contribute to good personal hygiene
  • Addressing personal hygiene issues with the individual in a sensitive manner without imposing own values
  • Developing awareness of the effects of poor hygiene on others
  • Maintaining dignity of an individual when supporting intimate personal hygiene
  • Personal hygiene routines
  • Reducing risks to own health
  • When poor hygiene may be an indicator of other underlying personal issues
  • When personal issues might be addressed
  • (Y/616/4173, Credit Value: 4)
  • Services and facilities can be beneficial to an individual’s well being
  • Barriers that individuals may encounter in accessing services and facilities
  • Ways of overcoming barriers to accessing services and facilities
  • Supporting individuals to select services and facilities
  • Range of services and facilities
  • Agreed responsibilities
  • Evaluate whether services or facilities have met their assessed needs and preferences
  • Providing feedback on their experience of accessing and using services or facilities
  • Changes needed to improve the experience and outcomes
  • (A/616/4179, Credit Value: 5)
  • Importance of meeting an individual’s communication needs
  • Communication needs
  • Communication methods and aids
  • Features of the environment that impact on communication
  • Formal language system
  • Effects on an individual of having unmet communication needs
  • Communication technology and aids
  • Specialist services relating to communication technology and aids
  • Communication equipment
  • Work in partnership with the individual and others
  • Individual’s communication needs
  • Monitoring the individual’s responses during and after the interaction
  • Supporting others to be understood by the individual
  • Evaluating the effectiveness of agreed methods of communication and support provided
  • (H/616/4192, Credit Value: 5)
  • Legislation that governs the use of medication in social care settings
  • Legal classification system for medication
  • Policies and procedures or agreed ways of working must reflect and incorporate legislative requirements
  • Common types of medication and their use
  • Changes to an individual’s physical or mental well-being that may indicate an adverse reaction to a medication
  • Roles and responsibilities in the use of medication in social care settings
  • ‘Over the counter’ remedies and supplements
  • Techniques for administering medication
  • Routes by which medication can be administered
  • Different forms in which medication may be presented
  • Materials and equipment that can assist in administering medication
  • Receive, store and dispose of medication supplies safely
  • Receive supplies of medication
  • Store medication safely
  • Dispose of un-used or unwanted medication safely
  • Promote the rights of the individual when managing medication
  • Consent
  • Self-medication or active participation
  • Dignity and privacy
  • Confidentiality
  • Risk assessment
  • Ethical issues
  • Access information about an individual’s medication
  • Supporting an individual to use medication in ways that promote hygiene, safety, dignity and active participation
  • Strategies to ensure that medication is used or administered correctly
  • Address any practical difficulties that may arise when medication is used
  • Further information or support
  • Record and report on use of medication
Extra info

Entry Requirements

You will need to be working on a practical placement before enrolling on to this course as you need to show competence in both knowledge and skills.

It is essential you secure a placement where a member of staff with occupational competence can provide supervision and sign the witness testimonies, to prove you have achieved the work-based learning outcomes of this course.

You will need to complete a work placement of at least 50 hours in order to complete this course.

Assessment

This course requires you to complete a series of assignments, which will be sent to your tutor for marking.

Course Duration

You may start at any time and have up to 1 year to complete your studies. This course is truly flexible and adaptable around your lifestyle.

Study Method

You will study this course by distance learning, which will enable you to learn when and where you want. You will need to complete a work placement of at least 50 hours in order to complete this course. You can study from home or at work; it is completely up to you. All your materials will be posted or emailed to you online, whichever you choose. You will also receive tutor support by email, so help is only a click away!

Course Outcome

At the end of this course you will receive the Level 3 Diploma in Adult Care (RQF) awarded by Training Qualifications UK (TQUK).

Awarding body

TQUK is an Awarding Organisation recognised by the qualification regulators for England, Wales and Northern Ireland. The regulators are the Office of the Qualifications and Examinations Regulator (Ofqual) in England, the Welsh Government in Wales and the Council for Curriculum, Examinations and Assessment (CCEA) in Northern Ireland.

TQUK aim to provide qualifications that meet the needs of industry. They are designed by leading professionals and delivered to centres and learners with integrity and compliance in mind.

Q&As

There are no requirements needed to enrol onto this course, however we do recommend you have background knowledge within the care industry.

You may start at any time and have up to a full year to complete your studies. It is truly flexible and is designed to be adaptable around your lifestyle and other commitments.

  • Dedicated personal tutor support
  • Dedicated student support
  • Assignment marking and feedback
  • FREE CV critique service
  • FREE employability guide to help you impress future employers
  • FREE XO Student Discounts card
  • Comprehensive study guide
  • Open Study College pen and highlighter
  • Student study planner
  • Student notebook
  • Document wallet

Yes, you will need to be working or on a practical placement as you need to show competence in both knowledge and skills.

It is essential you secure a placement where a member of staff with occupational competence can provide supervision and sign the witness testimonies, to prove you have achieved the work-based learning outcomes of this course.

You will need to complete a work placement of at least 50 hours in order to complete this course.

No, everything you need is included in the course.

You will send your work to your personal course tutor for them to mark and return to you. On successful completion of this course you will receive your Level 3 Diploma in Adult Care (RQF) awarded by Training Qualifications UK (TQUK).

It's not a problem. We offer a course replacement service, so if you get into trouble and your course pack is lost or damaged, our Student Support Team can provide you with a new set of materials for a one-time additional fee.

That's not a problem. We want to make sure you’re 100% confident about enrolling on the course and starting your study. So, just give our Student Adviser Team a call on 03300 563 100 and they’ll do their best to help.

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If you are interested in and you’re looking for a more flexible approach to learning that fits around your life - this is the ideal course for you. Enrol online today by clicking below or speak to one of our advisers for more information.

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