1Course Overview

CACHE Level 2 Extended Diploma in Health and Social Care

Course code: OSC1137

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Kick-start your career in health and social care, from home!

CACHE (The Council for Awards in Care, Health and Education) qualifications specialise in the care and education sector and are the leading industry specialists. This course has been developed by experts, which ensures everything that employers need is covered.  

As well as providing an excellent knowledge base in health and social care this CACHE Level 2 extended diploma 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 working in the health and social care sector

This CACHE Level 2 extended diploma course enables you to:

  • Gain an understanding about the fundamental principles of health and social care
  • Develop your knowledge in equality, diversity and rights 
  • Gain a nationally recognised qualification to kick-start your career

What's more, you will now also gain FREE access to the CACHE Alumni for 1 year on completion of your course!

20% off selected courses - Until 22nd January
2Course Content

Qualification Number: 601/8855/8

Unit 1: HSC M1: Equality, diversity and rights in health and social care

(L/508/3709, Unit Level 2; GLH:70)

1. Understand equality, diversity and inclusion in health and social care:

1.1. The terms:

  • Equality
  • Diversity
  • Inclusion

1.2. Legislation, policies, procedures and codes of practice in relation to equality, diversity and inclusion:

  • Care Act 2014
  • Health and Social Care Act 2012
  • The Equality Act 2010
  • Human Rights Act 1998
  • United Nations Convention on the Rights of the Child 1989
  • Related policies and procedures
  • Codes of practice relevant to sector
  • Current legislation as relevant to Home Nation

1.3. How the health and social care practitioner contributes to inclusive practice:

  • Knowledge of individual’s beliefs, culture, values, needs, preferences
  • Promote rights
  • Value diversity
  • Person-centred practice
  • Access to services
  • Information and advice
  • Manage risk

2. Understand discrimination:

2.1 Types of discrimination in relation to:

  • Direct
  • Indirect

2.2. Approaches to challenge discrimination:

  • Strategy
  • Communication
  • Reporting
  • Whistleblowing
  • Modelling
  • Training

2.3. How the health and social care practitioner’s own values, beliefs and experiences can influence delivery of care:

  • Self-awareness
  • Acknowledging belief systems, attitudes and behaviours
  • Influence of others on own belief system, attitudes and behaviours to include: media, family and peer pressure
  • Professional versus personal
  • Respect and value diversity

3. Understand person-centred practice:

3.1. The concept of person-centred practice:

  • Individual central
  • Individual in control

3.2. How person-centred practice is used to support individuals:

  • Informed choices
  • Dignity and respect
  • Care planning
  • Tailored communication
  • Consent
  • Risk management

3.3. Impacts of person-centred practice on individuals:

  • Meets individual needs (social, emotional, cognitive and physical)
  • Individual rights
  • Independence
  • Decision-making and confidence
  • Health and well-being

3.4. Ethical dilemmas that may arise when balancing individuals’ rights and duty of care:

  • Confidentiality
  • Managing values and beliefs
  • Risk taking
  • Rights versus responsibilities

 

Unit 2:  HSC M2: Human growth and development

(F/508/3710, Unit Level 2; GLH 70)

1. Understand human growth and development across the lifespan:

1.1. The life stages of human growth and development:

  • Infancy
  • Childhood
  • Adolescence
  • Early, middle, late adulthood

1.2. Social, emotional, cognitive and physical development within each life stage:

  • Social – relationships, independence, cultural
  • Emotional – attachment, emotional resilience, self-image, self-esteem
  • Cognitive – language, memory, reasoning, thinking, problem-solving
  • Physical – early developments, physical health, puberty, ageing process

1.3. Holistic development:

  • Interdependency of each developmental area: social, emotional, cognitive, physical

2. Understand influences which impact upon human growth and development:

2.1. The nature versus nurture debate in relation to human growth and development:

  • Nature: genetic, inherited characteristics and biological influences related to human development and behaviour
  • Nurture: environmental influences related to human development and behaviour

2.2. The medical model of health and well-being:

  • biological/physical, diagnosis, treatment, cure
  • The social model of health and   well-being
  • Individual experience, social perception, equality, inclusion, participation

2.3. Factors which impact upon human growth and development:

  • Biological
  • Lifestyle
  • Health
  • Education
  • Employment
  • Socio-economic
  • Culture
  • Environment
  • Relationships
  • Bullying
  • Aspirations

2.4. The importance of recognising and responding to concerns regarding an individual’s growth and development:

  • Intervention
  • Promote health and well-being
  • Meet individual needs
  • Meet the needs of others

3. Understand significant life events across the lifespan:

3.1. Significant life events across the life stages:

  • Infancy – separation, nursery, weaning, toilet training
  • Childhood – school, siblings, moving home
  • Adolescence – puberty, relationships, leaving home
  • Early, middle, late adulthood – employment, co-habitation / marriage, parenthood, divorce, bereavement, retirement, age-related medical conditions, adapting to elderly care

3.2. The impact that significant life events may have on an individual:

  • Emotion
  • Relationships
  • Independence
  • Health
  • Resilience

4. Understand how health and social care services meet the care needs of individuals through the lifespan:

4.1. Care needs of individuals through the life stages:

  • Infancy
  • Childhood
  • Adolescence
  • Early, middle, late adulthood

4.2. How health and social care services meet the care needs of individuals through the life stages:

  • Local authorities
  • Hospitals
  • General Practitioner services
  • Day centres
  • Children’s centres
  • Residential
  • Community
  • Rehabilitation
  • Counselling
  • Charities

 

Unit 3: HSC M3: Safeguarding and protection in health and social care

(J/508/3711, Unit Level 2; GLH:70)

1. Safeguarding:

  • Central to high quality health and social care provision
  • Protection of health, well-being and human rights
  • Freedom from harm and abuse
  • Protection 
  • Detecting and preventing harm and abuse

1.2. Legislation, policies, procedures and codes of practice in relation to the safeguarding and protection of:

  • Children and young people
  • Adults
  • Children and young people 
  • Equality Act 2010
  • Children Acts 1989, 2004
  • Human Rights Act 1998
  • Data Protection Act 1998
  • Care Act 2014
  • Health and Social Care Act 2012
  • Equality Act 2010
  • Mental Capacity Act 2005
  • No Secrets 2000
  • Human Rights Act 1998
  • Data Protection Act 1998
  • Public Interest Disclosure Act 1998
  • Local multi-agency Safeguarding Adults policy and procedures, the role of the Local Safeguarding Adults Boards
  • Related policies and procedures
  • Codes of practice relevant to sector
  • Current legislation as relevant to Home Nation

2. Understand the role and responsibilities of the health and social care practitioner in relation to safeguarding:

2.1. How the health and social care practitioner safeguards individuals:

  • Work within policies and procedures
  • Duty of care
  • Person-centred practice
  • Monitoring, observation, reporting, recording
  • Partnership working
  • Confidentiality
  • Whistleblowing

2.2. How the health and social care practitioner safeguards themselves:

  • Working within policies and procedures
  • Duty of care
  • Personal care
  • Physical contact
  • Technology
  • Confidentiality
  • Record keeping
  • Whistleblowing

3. Understand types of abuse:

3.1. Types of abuse:

  • Self-neglect
  • Physical
  • Emotional
  • Sexual
  • Domestic
  • Financial
  • Institutional Bullying

3.2. Signs, symptoms, indicators and behaviours which may cause concern:

  • As related to the types of abuse in 3.1

3.3. Factors which contribute to an individual being vulnerable to harm or abuse:

  • Age
  • Health
  • Substance abuse
  • Disability
  • Isolation
  • Social media
  • Environment

4. Understand action to be taken by the health and social care practitioner in response to evidence or concerns that an individual is at risk or has been harmed or abused:

4.1. Actions to take if harm or abuse is suspected or disclosed:

  • Work within policies and procedures
  • Lines of reporting and responsibility
  • Maintain safety
  • Preservation of evidence
  • Confidentiality
  • Listening, reassurance, non-judgement

4.2. The responsibilities of the health and social care practitioner in relation to whistleblowing:

  • Reporting concerns of practice
  • Reporting to external body in response

4.3. The boundaries of confidentiality in relation to the safeguarding, protection and well-being of individuals:

  • Duty of care
  • Consent
  • Need to know
  • Policy and procedures

5. Understand the benefits of working in partnership in relation to safeguarding and protection:

5.1. The benefits of working in partnership in relation to safeguarding and protection:

  • Expertise
  • Working together towards shared goals
  • Defined roles and responsibilities
  • Intervention
  • Referrals

 

Unit 4: HSC M4: Communication in health and social care

(L/508/3712, Unit Level 2; GLH: 70)

1. Understand effective communication:

1.1. Types of communication

  • Verbal
  • Non-verbal: body language, written, electronic, specialist

1.2. Communication and language needs and preferences of individuals and others:

  • Aids, adaptations, augmentative approaches
  • Makaton
  • Objects of reference
  • Picture exchange communication system
  • Speech and language services
  • Interpreting and translation services

1.3. The skills of an effective communicator:

  • Active listening
  • Clarifying/checking understanding
  • Proximity
  • Pace
  • Intonation
  • Language
  • Body language
  • Cultural awareness

2. Understand professional relationships in health and social care:

2.1. The difference between a professional relationship and a personal relationship:

  • Working within policies and procedures
  • Limits and boundaries of professional relationships
  • Underpinned by health and social care values
  • Confidentiality

2.2. Working relationships that a health and social care practitioner will have:

  • Individuals
  • Health and social care
  • Practitioners
  • Parents/carers/colleagues
  • Understand professional relationships in health and social care

2.3. The role of communication in building and maintaining professional relationships in health and social care:

  • Listening
  • Empathising
  • Decision making
  • Informing care
  • Concern
  • Reassuring
  • Building trust
  • Confidence
  • Confidentiality
  • Positive personal regard

3. The term confidentiality:

3.1. Legislation, policies and procedures relating to the management of information:

  • Care Act 2014
  • Health and Social Care Act 2012
  • Data Protection Act 1998
  • Human Rights Act 1998
  • Common Law Duty of Confidentiality
  • Related policies and procedures
  • Codes of practice relevant to sector
  • Current legislation as relevant to Home Nation

3.2. How the health and social care practitioner maintains security of data:

  • Work within policies and procedures
  • Verify identification
  • Passwords
  • Consider method of transmission
  • Environment
  • ’Need to know’
  • Accessing, storing and sharing information including online and paper-based records

3.3. The tension between maintaining confidentiality and the need to disclose information:

  • Duty of care
  • Consent
  •  ‘Need to know’

 

Unit 5: HSC M5: Working in health and social care

(R/508/3713, Unit Level 2; GLH: 70)

1. Understand health and social care values across provision

1.1. Legislation, policies, procedures and codes of practice in relation to health and social care:

  • Data Protection Act 1998
  • Human Rights 1998
  • Equality Act 2010
  • Health and Social Care Act 2012
  • Care Act 2014
  • Related policies and procedures
  • Codes of practice relevant to sector
  • Current legislation as relevant to Home Nation

1.2 Health and social care values:

  • Duty of care
  • Safeguarding
  • Person-centred
  • Partnership
  • Dignity
  • Respect
  • Rights
  • Confidentiality
  • Independence

1.3. How individuals accessing health and social care services are valued:

  • Individual needs and preferences
  • Informed choice
  • Active support
  • Aids and adaptations
  • Health and safety
  • Confidentiality
  • During daily routines

2. Understand health and social care provision

2.1. Types of health and social care services:

  • Statutory
  • Private
  • Voluntary

2.2. Functions of health and social care services:

  • Long-term/short-term
  • Residential
  • Respite
  • Community
  • Rehabilitation
  • Specific service provision to meet needs
  • Funding
  • Partnership working

2.3. Barriers to accessing health and social care services and how they may be overcome:

  • Communication
  • Cultural values and beliefs
  • Cost
  • Location
  • Physical access
  • Psychological
  • Lack of resources
  • Time

2.4. Definition of informal care

2.5. The role of informal carers:

  • Family
  • Friends
  • Neighbours
  • Community groups
  • Volunteers

3. Understand the roles and responsibilities of the health and social care practitioner:

3.1. Job roles within the health and social care sectors

3.2. The responsibilities of the health and social care practitioner:

  • Work within policies and procedures
  • Implement care values
  • Care planning
  • Risk management
  • Job description/person specification

3.3. Skills, behaviours and attributes required by health and social care practitioners:

  • Be trustworthy
  • Be objective
  • Be patient
  • Be respectful
  • Show empathy
  • Show commitment
  • Use communication and interpersonal skills
  • Use initiative
  • Use observation skills
  • Show professionalism
  • Be able to problem solve
  • Be able to work as part of a team
  • Be a reflective practitioner

4. Understand Continuing Professional Development:

  • 4.1. Continuing Professional Development:
  • Staying up-to-date with sector developments
  • Action setting

4.2. Sources of support for learning and development:

  • Formal/informal support
  • Appraisal/supervision
  • Feedback
  • Mentoring
  • Independent study
  • Work experience
  • External agencies
  • Training courses
  • Research
  • Shadowing
  • Media

4.3. Why Continuing Professional Development is integral to the role of the health and social care practitioner:

  • Up-to-date knowledge and practice
  • Continuous improvement
  • Regulatory requirements
  • Reflective practitioner
  • Application of learning

5. Understand reflection in relation to Continuing Professional Development:

5.1. The role of reflection within Continuing Professional Development:

  • Reflective practitioner
  • Responsibility for own learning/professional growth
  • Ongoing review
  • Planning for development
  • Develop knowledge and skills
  • Self-awareness
  • Positive outcomes
Unit 6: HSC O4: Dementia awareness

(M/508/3718, Unit Level 2; GLH: 35)

1. Understand Dementia

1.1. Types of dementia:

  • Alzheimer’s disease
  • Vascular dementia
  • Dementia with Lewy bodies
  • Fronto-temporal dementia
  • Creutzfeldt-Jakob disease
  • Korsakoff’s syndrome

1.2. Signs and symptoms of dementia:

  • Short-term/long-term memory
  • Concentration
  • Planning
  • Organisation; speech and language
  • Visuospatial
  • Orientation
  • Mood
  • Behaviour
  • Confusion
  • Repetition
  • Decision-making
  • Coping with change
  • Progression

1.3. The impact of dementia on an individual’s health and well-being:

  • Quality of life
  • Emotion
  • Independence, control
  • Identity
  • Self-esteem, self-worth
  • Communication
  • Relationships, isolation
  • Risk
  • Discrimination
  • Health
  • Diet
  • Activity levels
  • Personal care
  • Vulnerability

2. Understand legislation and frameworks in relation to dementia care

2.1. Legislation and frameworks in relation to dementia care:

  • Care Act 2014
  • Equality Act 2010
  • Living Well with Dementia – the National Dementia Strategy 2009
  • Mental Health Act 2007
  • Mental Capacity Act 2005
  • Data Protection Act 1998
  • Human Rights Act 1998
  • Current legislation and frameworks as relevant to Home Nation

3. Understand how to support individuals with dementia

3.1. The importance of an early diagnosis of dementia:

  • Eliminate other conditions
  • Planning
  • Advice and guidance
  • Support
  • Treatment, intervention

3.2. How person-centred care is used to support individuals with dementia:

  • Life history
  • Involvement
  • Empowerment
  • Personalised environment
  • Communication
  • Decision-making, choice
  • Time
  • Specialist input

3.3. The role of the health and social care practitioner in supporting the health and well-being of an individual with dementia:

  • Care planning
  • Implement care values
  • Information, advice, guidance
  • Communication
  • Activities
  • Monitor health

3.4. Support available for individuals with dementia:

  • Support groups
  • Voluntary agencies
  • Day care
  • Respite
  • Community resources
  • Self-help groups
  • Networks
  • Crisis services

 

Unit 7: HSC O10: Nutrition for health and social care

(F/508/3724, Unit Level 2; GLH: 35)

1. Understand nutritional needs across the lifespan

1.1. The main food groups:

  • Starches/whole grains
  • Meats (also poultry, fish, nuts, and seeds)
  • Fruits and vegetables
  • Dairy
  • Fats

1.2. The components of a healthy diet:

  • Nutrients (carbohydrates, proteins, fats) and food sources
  • Vitamins and minerals and food sources

1.3. Current nutritional guidelines for a healthy diet:

  • World Health Organization
  • National Health Service
  • Department of Health
  • National Institute for Health and Care Excellence
  • Reference Intakes

1.4. Nutritional needs across the life stages:

  • Nutritional needs:
  • Balanced diet for growth and health
  • Nutrient and hydration requirements
  • Life stages

2. Understand the impact of diet on health and well-being

2.1. Factors which influence dietary intake:

  • Special dietary requirements (intolerances; allergies; medical; religious/cultural, preparation)
  • Socio-economic
  • Cost
  • Location
  • Life stage
  • Level of activity
  • Preferences
  • Availability
  • Ill-health

2.2. The impact of dietary intake on health and well-being:

  • Balanced diet: (growth and development, energy, increased immunity) versus unbalanced diet (illness, disease, malnutrition, obesity)
  • Long-term and short-term impacts

3. Understand how the health and social care practitioner promotes a healthy diet

3.1. How initiatives promote healthy eating:

  • Local, national, global initiatives
  • Current initiatives as relevant to Home Nation

3.2. How the health and social care practitioner promotes a healthy diet:

  • Education
  • Informed choices
  • Empowerment
  • Modelling
  • Access and availability
  • Nutritional planning
3Other Information
Assessment

This course is assessed by a series of assignments which are submitted to your tutor for marking. No external examination is required, so you can complete all assessed work from home.

Course Duration

This course will take approximately 360 hours to complete. You will receive a full year 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.

On completion of your studies, you will also gain access to the CACHE Alumni for up to 1 year. CACHE Alumni is a Professional Membership Network for those who work in the CACHE Sector, providing valuable resources and advice for professionals with a CACHE qualification.

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 sent to you online, whichever you choose. You will also receive tutor support by email, so help is only a click away!

Course Outcome

Upon successful completion of the course you will achieve an NCFE CACHE Level 2 Extended Diploma in Health and Social Care.

CACHE became part of NCFE in 2015.

CACHE (the Council of Awards in Care, Health and Education) are the UK's leading awarding organisation for the childcare and social care sectors, and are part of the RQF (Regulated Qualifications Framework) which ensures the highest level quality courses and industry recognised qualifications.

4Q&As

Course Questions & Answers

What are the requirements needed to enrol onto this course?

There are no formal entry requirements for this qualification; however you must be at least 16 years of age.

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 the course?
  • Dedicated personal tutor support
  • Dedicated student support
  • Assignment marking and feedback
  • FREE CV writing service
  • FREE access to the CACHE Alumni for a year after completion
  • *Comprehensive study guide
  • *Exclusive Open Study College Pen
  • *Student study planner
  • *Three colour highlighter
  • *Student notebook
  • *Document wallet
  •  
  • * Not included with the online study option
Do I need to be working in a care role to enrol onto this course?

You do not need to be working to enrol onto this course as this is a knowledge only qualification.

Are there any additional costs?

No. Everything you need is included in the price!

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 NCFE CACHE Certificate.

What happens if I lose my course pack?

We offer a course replacement service which ensures that, if your course pack is lost or damaged throughout the duration of your studies, we can issue you with a new set of materials for a one-time additional fee. This is available by calling our Student Support team on 03300 563100.

What do i do if i still have questions?

For further information please contact us.

5Reviews

I cannot wait to start the next unit

I cannot wait to start the next unit it's all I think about. I hope I can realise my dream of becoming a midwife.

- Lisa Turner
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