1Course Overview

Level 3 Diploma in Adult Care RQF

Course code: NC018

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Kick-start you career as a carer, from home!

TQUK (Training Qualifications UK) are the fastest growing awarding organisation in the UK and deliver over 200 qualifications for many various sectors. This course is course is accredited by the Regulated Qualifications Framework (RQF).

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

This course enables you to:

  • Understand how to promote personal development in care settings
  • Explore the responsibilities of a care worker
  • Gain a nationally recognised qualification to kick-start your career
Discounts on selected courses - Ends Today
2Course Content

RQF 603/2553/7

Unit 1: Promote communication in care settings 

(T/616/4049, Unit Level 3, Credit Value: 3; GLH:25)

  • 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 may
  • 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
Unit 2: Promote effective handling of information in care settings 

(K/616/4050, Unit Level 3, Credit Value: 2; GLH:16)

  • 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
Unit 3: Promote personal development in care settings 

(M/161/4051, Unit Level 3, Credit Value: 3; GLH:10)

  • 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
Unit 4: Promote person-centred approaches in care settings 

(T/616/4052, Unit Level 3, Credit Value: 6; GLH:39)

  • 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
Unit 5: Promote equality and inclusion in care settings 

(A/616/4053, Unit Level 3, Credit Value: 2; GLH:18)

  • 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
Unit 6: Promote health, safety and wellbeing in care settings 

(F/616/4054, Unit Level 3, Credit Value: 6; GLH:45)

  • 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
Unit 7: Responsibilities of a care worker 

(J/616/4055, Unit Level 2, Credit Value: 2; GLH:16)

  • 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
Unit 8: Duty of care in care settings 

(L/616/4056, Unit Level 3, Credit Value: 1; GLH:8)

  • 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
Unit 9: Safeguarding and protection in care settings 

(R/616/4057, Unit Level 2, Credit Value: 3; GLH:26)

  • Explain the term safeguarding
  • Own role and responsibilities in safeguarding individuals
  • Physical abuse
  • Domestic abuse
  • Sexual abuse
  • Emotional/psychological abuse
  • Financial/material abuse
  • Modern slavery
  • Discriminatory abuse
  • Institutional/organisational abuse
  • Self-neglect
  • Neglect by others
  • Harm
  • Restrictive practices
  • Recognising signs of abuse
  • 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
Unit 10: The principles of infection prevention and control 

(Y/616/4058, Unit Level 2, Credit Value: 3; GLH:30)

  • 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
Unit 11: Causes and spread of infection 

(Y/616/4061, Unit Level 2, Credit Value: 2; GLH:20)

  • 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
Unit 12: Cleaning, decontamination and waste management 

(D/616/4059, Unit Level 2, Credit Value: 2; GLH:20)

  • 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
Unit 13: Move and position individuals in accordance with their plan of care 

(K/616/4159, Unit Level 2, Credit Value: 4; GLH:26)

  • 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
Unit 14: Support positive risk-taking for individuals 

(M/616/4096, Unit Level 3, Credit Value: 4; GLH:32)

  • 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
Unit 15: Support individuals to maintain personal hygiene 

(L/616/4204, Unit Level 2, Credit Value: 2; GLH:17)

  • 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
Unit 16: Support individuals to access and use services and facilities 

(Y/616/4173, Unit Level 3, Credit Value: 4; GLH:25)

  • 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
Unit 17: Support Individuals with specific communication needs 

(A/616/4179, Unit Level 3, Credit Value: 5; GLH:35)

  • 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
Unit 18: Support use of medication in social care settings

(H/616/4192, Unit Level 3, Credit Value: 5; GLH:40)

  • 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
3Other Information
Assessment

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

Course Duration

This course will take approximately 400 hours to complete. Students will receive 12 months to complete the course, which is a lot more time than you will need. This allows you to work at your own pace, without the pressure of tight deadlines.

Study Method

You will study this course by distance learning, which will enable you to learn when and where you want. 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 Outcomes

At the end of this course successful learners will receive a Certificate of Achievement by Training Qualifications UK (TQUK). The Qualification title is Level 3 Diploma in Adult Care (RQF) and the registered Qualification number is 603/2553/7.

TQUK are fully approved as an awarding organisation by Ofqual and award RQF courses in a number of sectors. RQF courses have various credits values which can be applied to the National Credit Transfer System. TQUK accredit courses which are developed by industry experts and work hand in hand with organisations ensuring the calibre and worth of courses provided.

4Q&As

Your Questions Answered

What are the requirements needed to enrol onto this course?

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

Is there a time limit for the completion of this course?

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

What is included in the cost of my course?
  • Dedicated personal tutor support
  • Dedicated student support
  • Assignment marking and feedback
  • FREE CV writing service
  • *Comprehensive study guide
  • *Open Study College pen and highlighter
  • *Student study planner
  • *Student notebook
  • *Document wallet

* Not included with the online study option

Do I need to be working as a carer to enrol onto this course?

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 that can provide you with a member of staff with occupational competence whom is able to provide supervision and sign the witness testimonies, to prove you have achieved the work-based learning outcomes of this course. At least 50 hours in your work placement is needed to complete this course.

Are there any additional costs?

No, everything you need is included in the course.

How do I get my work assessed?

You will send your work to your personal course tutor for them to mark and return to you. On successful completion of the course you will be awarded your Level 3 Diploma.

What if I still have questions?

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 Support Team a call on 03300 563 100 and they’ll do their best to help.

Finance options

Provided by
Length Of Your Repayment
Your Deposit
Monthly payment:

Deposit to pay:

  • Cash Price:
  • Loan Amount:
  • Loan Repayments:
  • Cost of Loan:
  • Number of Monthly Payments:
  • Total Amount Payable:


The total course fee includes a loan arrangement fee. Your initial deposit payment will be used towards this fee, any remaining fee balance will be added the loan amount.

Provided by

Our finance option is provided in partnership with AffordItNow.
For your finance application to be considered you must meet the following criteria:

  • Be over 18 years old
  • Be employed for at least 16 hours a week or retired and in receipt of a private or company pension. Certain state benefit schemes may also be considered.
  • Be a permanent UK resident with a 3 year address history
  • Have a good credit history with no late payments, debt relief orders or bankruptcies
  • Have a valid email address and can access it

Please note that meeting the above criteria does not guarantee finance acceptance.

Open Study College, 6140 Knights Court, Birmingham Business Park, Birmingham B37 7WY is a licensed credit broker, authorised and regulated by The Financial Conduct Authority (licence number 724179 with FCA).