Diploma in Adult Care Level 4

Our Level 4 Diploma in Adult Care (RQF) is an accredited qualification on which you will learn about a range of different topics. Some of these are mandatory, whilst others are optional and can be based around your role and the staff team and individual’s you support. The course outlines for the optional units are to provide an overview of those in senior practice and lead roles to continue their development. This is the equivalent of the 1st year of a university degree course.

This level 4 will provide you with the knowledge and skills for assessing performance and quality of care delivery. The content is applicable to a variety of senior practice and lead practitioner roles in adult social care

This is the stand-alone diploma, so no functional skills, end point assessment or off the job requirements to back fill.

Your dedicated tutor will go through what would be most appropriate to learn the skills and knowledge to impact on how you support individual’s.

To achieve this qualification, you need to be working or volunteering in the health and social care sector as a lead practitioner. The modules are a mix of theory and practical based, where the theory aspects are provided as a remote or face to face learning opportunity with assignments, workbooks and resources provided. The practical aspects will be observed in the workplace, and you will be supported by a specialist tutor.

Course Details

Qualification Name: Level 4 Diploma in Adult Care (RQF)
Accreditation: iCQ OfQual recognised qualification
OfQual Qualification Accreditation Number (QAN): 603/3181/1
Average time to completion: 7 to 15 months

Course Content

Module 1

Working in partnership with others in adult care settings

Understand partnership working Actions

  1. Describe the features of effective partnership working
  2. Explain the importance of partnership working with colleagues, other professionals and others
  3. Explain how partnership working delivers better outcomes
  4. Explain how to overcome barriers to partnership working

Establish and maintain working relationships with colleagues

  1. Explain own role and responsibilities in working with colleagues
  2. Develop and agree common objectives when working with colleagues
  3. Evaluate own working relationship with colleagues
  4. Deal constructively with any conflict that may arise with colleagues

Establish and maintain working relationships with other professionals

  1. Describe own role and responsibilities when working with other professionals
  2. Develop procedures for effective working relationships with other professionals
  3. Agree common objectives when working with other professionals within the boundaries of own role and responsibilities
  4. Evaluate procedures for working with other professionals
  5. Deal constructively with any conflict that may arise with other professionals

Work in partnership with others

  • Understand the importance of working in partnership with others
  • Develop procedures for effective working relationships with others
  • Agree common objectives when working with others within the boundaries of own role and responsibilities
  • Evaluate procedures for working with others
  • Deal constructively with any conflict that may arise with others

Module 2 (Mandatory)

Lead practice for managing and disseminating records and reports

Understand the legal and organisational requirements for recording information and providing reports

  1. Explain own responsibilities and those of others when recording information and producing reports
  2. explain the legal requirements and agreed ways of working for the security and confidentiality of information

Prepare professional records and reports that meet legal requirements, and agreed ways of working

  1. Support individuals to participate in the preparation of reports
  2. Produce accurate and coherent records and reports that can be understood by those who have a right to see them
  3. Maintain accurate, complete, retrievable and up to date records
  4. Ensure that records and reports comply with legal and organisational requirements
  5. Understand how to balance the tension between confidentiality and openness in records and reports
  6. Use information communication technology (ICT) systems for the collection and storage of information
  7. Use ICT that supports information exchange within and across disciplines and organisations

Use records and reports to inform judgements and decisions

  1. Clarify the accuracy of records and reports with individuals and others
  2. Respond to feedback from those who receive records and reports
  3. Use facts and evidence-based opinions within records and reports
  4. Evaluate how own records and reports provide evidence for the basis of judgements and decisions

Module 3 (Mandatory)

Equality diversity and inclusion in health, social care or children’s and young people’s settings

Explain current legislation relating to equality

  1. Explain current legislation relating to equality
  2. Describe how legislation, codes of practice and policies and procedures relating to equality and diversity apply to own work role
  3. Evaluate the impact on own practice of equality, diversity and inclusion
  4. Illustrate how barriers to equality impact on individuals
  5. Describe the attitudes that may lead to discriminatory behaviour

Understand how to promote equality, diversity and inclusion

  1. Describe how to challenge discrimination to promote change
  2. Explain how to support others to promote equality, diversity and inclusion
  3. Evaluate current systems and processes to identify improvements which support equality, diversity and inclusion

Work in a way that supports equality and diversity

  1. Use person centred approaches to support equality and diversity
  2. Work with others to promote equality and diversity
  3. Challenge discrimination to promote change
  4. Access resources to support equality and diversity practice
  5. Disseminate information to others relating to equality and diversity
  6. Reflect on own practice in relation to equality and diversity
  7. Model behaviour that promotes equality, diversity and inclusion

Understand how inclusive practice supports equality and diversity

  1. Explain how inclusive practice promotes equality and supports diversity
  2. Explain how inclusive practice respects the individual’s beliefs, culture, values, preferences and life experience
  3. Describe the principles of inclusive practice

Module 4 (Mandatory)

Understand safeguarding and protection in adult care settings

Understand the impact of current legislation for the safeguarding of adults at risk of abuse and neglect

  1. State the current legislative framework that underpins the safeguarding of vulnerable adults
  2. Explain how current national guidelines and local policies and procedures for safeguarding affect your day-to-day work
  3. Describe own responsibilities relating to the current legislative framework with regard to safeguarding

Understand how to respond to suspected or alleged abuse

  1. Signs and symptoms associated with abuse
  2. Actions to take if there are suspicions that an individual is being abused
  3. Describe actions to take if an individual alleges that they are being abused
  4. Explain how to raise concerns when suspected abuse has been reported but procedure does not appear to have been followed (including ‘whistle blowing’)

Understand how to participate in inter-agency, joint or integrated working in order to protect vulnerable adults

  1. Describe agreed protocols for working in partnership with other organisations
  2. Explain own role in partnership working

Understand how to support others in safeguarding

  1. Explain how to support others to raise concerns
  2. Explain how to support others during the safeguarding process

Module 5 (Mandatory)

Lead Communication in adult care settings

Understand communication needs and the factors that may affect them

  1. Describe the different communication models including:
    • Transactional analysis
    • Laswell’s Model
  2. Explain why individuals communicate
  3. Describe how models of communication can meet the individual’s personal needs, wishes and preferences
  4. Analyse how physical, social, environmental and emotional barriers to communication may be overcome
  5. Describe the consequences of ineffective communication
  6. Explain how independent advocacy can help to meet communication needs
  7. Describe the circumstance when independent advocacy might be required

Understand how to support the use of assistive technology to enhance communication

  1. Explain the role of assistive technology in supporting individuals to communicate
  2. Describe the types of support that an individual may need in order to use assistive technology
  3. Describe the specialist services relating to assistive technology
  4. Explain how to ensure that communication equipment is:
    • fit for purpose
    • correctly set up and working able to be used by the individual

Understand the importance of confidentiality in interactions with individuals

  1. Describe the Legal and ethical tensions between maintaining confidentiality and sharing information
  2. Evaluate the implications of assistive technology for maintaining confidentiality for the individual

Interact with individuals

  1. Work in partnership with the individual and others to identify their preferred methods of communication
  2. Use agreed methods of communication to interact with the individual
  3. Interact with an individual using active and reflective listening
  4. Monitor the individual’s responses during and after the interaction to check the effectiveness of communication

Convey information to individuals and others

  1. Use formats that enable an individual and others to understand the information conveyed
  2. Assess an individual’s understanding of information conveyed

Module 6 (Mandatory)

Facilitate support planning to ensure positive outcomes for individuals and to support wellbeing

Understand the theories and principles that underpin outcome-based practice

  1. Describe approaches to outcome-based practice
  2. Explain the effect of legislation and policy on outcome-based practice
  3. Evaluate the impact of the Mental Capacity Act on support planning processes
  4. Describe how outcome-based practice can impact on an individual’s life

Understand the value of assistive living technology in developing a support plan

  1. Describe everyday situations where assistive living technology solutions can be supportive to an individual and others
  2. Explain the potential value of assistive living technology for an individual in terms of its benefits, risks and challenges

Develop a support plan to meet the identified needs of an individual

  1. Support the individual to make choices over decisions to meet their identified needs, preferences and wishes
  2. Assist the individual to make informed choices about their support plan
  3. Evaluate risks associated with a support plan
  4. Assist the individual to understand the risks associated with the choices they make in their support plan
  5. Work in partnership with the individual and others to identify options, resources and preferences in relation to an assessment
  6. Record a plan according to organisational systems and processes to support information sharing

Facilitate the implementation of support plans in partnership with the individual and others

  1. Agree how a support plan will be carried out with an individual and others
  2. Agree the roles and responsibilities of those involved to implement the support plan
  3. Ensure implementation of a support plan

Facilitate a person-centred review of support plans in partnership with the individual and others

  1. Agree the monitoring process for a support plan taking into account time, people, budget and compliance with regulators’ standards
  2. Use systems, procedures and practices that engage an individual and others in the review process according to agreed ways of working
  3. Review a support plan to include feedback from an individual and others and assess risks
  4. Record review processes and outcomes according to organisational systems and procedures to support information sharing

Module 7 (Mandatory)

Understand personalisation in care and support services

Understand the meaning of personalisation in social care and support services

  1. Explain the ‘professional gift’, ’empowerment’ and ‘rights’ models of service provision
  2. Explain the terms:
    • personalised service
    • self-commissioned service
    • self-directed support
    • micro-employer
  3. Describe the features of personalisation within social care and support services
  4. Explain why the concept of ‘outcomes’ is central to personalisation
  5. Explain the legislative and policy drivers for personalised services

Understand the systems and processes that support personalisation

  1. Evaluate the impact that personalisation has on the commissioning, funding and delivery of services
  2. Explain the roles of direct payments and individual budgets in supporting personalisation
  3. Explain the role of brokerage in commissioning and delivering personalised services
  4. Describe the types of support that individuals or their families might need in order to access personalised services

Understand where responsibilities lie within self-directed support

  1. Explain why it is important to know where responsibilities lie for the delivery and quality of self-directed support
  2. Describe the responsibilities that are held for the delivery and quality of self-directed support by direct payments recipients, commissioners, social workers/care managers

Understand how to promote personalisation

  1. Describe the attitudes, approaches and skills needed in own role to implement personalisation
  2. Evaluate the impact of personalisation on own role
  3. Describe ways to enhance own contribution to promoting personalisation

Understand how to develop systems and structures for personalisation

  1. Explain How systems and structures in own organisation have adapted to personalisation
  2. Illustrate ways to improve systems and structures to enhance personalisation

Module 8 (Mandatory)

Facilitate person centred assessment to support wellbeing

Understand theories and principles of assessment

  1. Critically evaluate theoretical models of assessment
  2. Evaluate the effectiveness of assessment tools available to support your role
  3. Explain the effect of legislation and policy on assessment processes
  4. Describe how assessment practice can impact on individuals’ lives

Work in partnership with an individual and others to facilitate person centred assessment

  1. Agree the purpose of the assessment with the individual and others
  2. Agree the intended outcomes of the assessment with the individual and others
  3. Agree with the individual and others how the assessment should be carried out and who else should be involved
  4. Ensure that the individual is supported to carry out self-assessment processes

Carry out person centred assessment that promotes wellbeing

  1. Analyse the interrelationship between factors that support an individual’s wellbeing
  2. Take account of the strengths and aspirations of an individual in the assessment
  3. Work with an individual and others to assess requirements to support wellbeing
  4. Record the assessment in an agreed format according to organisational policies and procedures

Module 9 (Mandatory)

Safeguard children and young people who are present in the adult care sector

Understand the responsibility to safeguard children and young people who are present in an adult care work setting

  1. Explain own responsibility to safeguard children and young people who are present in an adult care work setting
  2. Describe the responsibility of others to safeguard children and young people who are present in an adult care work setting

Understand how to address conflicts and dilemmas associated with safeguarding children and young people

  1. Explain agreed protocols for working in partnership with others
  2. Illustrate actions to take when conflicts and dilemmas about safeguarding arise

Develop the understanding of others about safeguarding children and young people

  1. Access information, advice and support to inform knowledge and practice about safeguarding children and young people
  2. Provide information to others on indicators of harm, abuse or neglect and actions that need to be taken where there are safeguarding concerns

Module 10 (Mandatory)

Develop, maintain and use records and reports

Understand the legal and organisational requirements for recording information and providing reports

  1. Explain own responsibilities and those of others when recording information and producing reports
  2. Explain the legal requirements and agreed ways of working for the security and confidentiality of information

Prepare professional records and reports that meet legal requirements, and agreed ways of working

  1. Support individuals to participate in the preparation of reports
  2. Produce accurate and coherent records and reports that can be understood by those who have a right to see them
  3. Maintain accurate, complete, retrievable and up to date records
  4. Ensure that records and reports comply with legal and organisational requirements
  5. Balance the tension between confidentiality and openness in records and reports
  6. Use information communication technology (ICT) systems for the collection and storage of information
  7. Use ICT that supports information exchange within and across disciplines and organisations

Use records and reports to inform judgements and decisions

  1. Clarify the accuracy of records and reports with individuals and others
  2. Respond to feedback from those who receive records and reports
  3. Use facts and evidence-based opinions within records and reports
  4. Evaluate how own records and reports provide evidence for the basis of judgements and decisions

Module 11 (Mandatory)

Professional practice in adult care settings

Understand theories, values, principles and statutory frameworks that underpin practice within care

  1. Describe theories that underpin own practice
  2. Explain How statutory frameworks underpin service provision
  3. Explain How and principles underpin service provision

Understand how duty of care contributes to safe practice

  1. Describe what it means to have a ‘duty of care’ in own work role
  2. Explain how duty of care contributes to safeguarding or protection of individuals and supports individuals’ rights and choices

Understand how to address conflicts or dilemmas that may arise between an individual’s rights to have choice and control and the duty of care

  1. Explain why conflicts may arise between the duty of care and an individual’s rights
  2. Describe how to manage risks associated with conflicts between an individual’s rights and the duty of care
  3. Explain where to get support and advice about managing conflicts

Apply values, principles and statutory frameworks that underpin service provision in own area of work

  1. Comply with statutory frameworks that underpin service provision
  2. Apply values and principles that underpin service provision
  3. Contribute to quality assurance processes to promote positive experiences for individuals using care services

Module 12 (Mandatory)

Personal development in adult care settings

Understand what is required to be competent in own work role

  1. Describe the duties and responsibilities of own work role
  2. Explain the expectations of own work role as expressed in relevant standards
  3. Describe ways to ensure that personal attitudes or beliefs do not obstruct the quality of own work
  4. Explain why competence includes using own behaviour to model person centred values and practice

Understand how to reflect on practice

  1. Describe a range of reflective models
  2. Describe the cyclical process of reflection
  3. Evaluate the importance of reflective practice in continuously improving the quality of service provided

Evaluate own performance

  1. Demonstrate ways to reflect on day-to-day work practice
  2. Evaluate own knowledge, understanding and performance against relevant standards
  3. Use feedback to evaluate own performance and inform development

Use reflective practice to contribute to personal development

  1. Evaluate how learning activities have affected practice
  2. Demonstrate how reflective practice has contributed to improved ways of working
  3. Record progress in relation to personal development

Agree a personal development plan

  1. Use data and information to plan and review own development
  2. Work with others to review and prioritise own learning needs, professional interests and development opportunities
  3. Take steps to develop own leadership and mentoring skills

Use evidence-based practice

  1. Analyse how evidence-based practice can be used to inform your practice
  2. Apply evidence-based practice in your practice
  3. Evaluate use of evidence-based practice in own setting

Module 13 (Mandatory)

Lead health and safety in adult care settings

Understand own responsibilities and the responsibilities of others, relating to health and safety

  1. Evaluate the current legislation relating to health and safety in own work setting
  2. Explain Health and safety policies and procedures as agreed with the employer in relation to own role
  3. Explain The health and safety responsibilities of: – self – the employer or manager – others in the work setting
  4. Describe specific tasks in the work setting that should not be carried out without special training

Understand how to carry out own responsibilities for health and safety

  1. Explain the limits of own role in relation to moving and positioning
  2. Describe own responsibilities with regard to legislation and policy for:
    • emergency first aid
    • fire safety
    • risk to safety of others
    • infection prevention and control
    • hazardous substances
    • food safety
    • risk to own safety
    • prompting of administration of medication
    • security
  3. Explain the procedures to be followed if an accident or sudden illness should occur
  4. Describe how to record and report health and safety incidents

Work safely in care settings

  1. Apply current legislation relating to Health and Safety in own work setting
  2. Comply with current guidelines for:
    • hand hygiene
    • moving and handling equipment or other objects safely
    • food safety
    • maintaining evacuation routes
    • checking the identity of anyone requesting access to the work setting
  3. Complete health and safety records according to legal and work setting requirements

Manage risk in care settings

  1. Contribute to development of policies, procedures and practices which identify, assess and manage risk
  2. Work with others to assess potential risks
  3. Assess how risk-taking impacts on individuals and the organisation
  4. Work with others to manage risks
  5. Evaluate own practice in leading a balanced approach to risk management and diversity

Support others to work safely in relation to health and safety

  1. Identify ways in which others can improve their practice
  2. Feedback to others in order to help them to improve their practice
  3. Support others to work safely

Module 14 (Optional)

Understand how to manage a team

Understand the attributes of effective team performance

  1. Define the key features of effective team performance
  2. Compare the models used to link individual roles and development with team performance

Know how to support team development

  1. Analyse the stages of team development
  2. Identify barriers to success and how these can be overcome
  3. Analyse the effect group norms may have on team development
  4. Differentiate between beneficial conflict and destructive conflict in teams
  5. Evaluate methods of dealing with conflict within a team
  6. Compare methods of developing and establishing trust and accountability within a team

Know how to promote shared purpose within a team

  1. Evaluate ways of promoting a shared vision within a team
  2. Review approaches that encourage sharing of skills and knowledge between team members

Know how to promote a no-blame culture within a team

  1. Define the meaning of a no blame culture
  2. Evaluate the benefits of a no blame culture
  3. Describe how systems and processes can be used to support a no blame culture
  4. Describe strategies for managing risks associated with a no blame culture

Understand different styles of leadership and management

  1. Compare different styles of leadership and management
  2. Reflect on adjustments to own leadership and management style that may be required in different circumstances

Module 15 (Optional)

Lead and manage a team within a health and social care or children and young people’s setting

Understand the features of effective team performance within a health and social care or children and young people’s setting

  1. Explain the features of effective team performance
  2. Identify the challenges experienced by developing teams
  3. Identify the challenges experienced by established teams
  4. Explain how challenges to effective team performance can be overcome
  5. Analyse how different management styles may influence outcomes of team performance
  6. Analyse methods of developing and maintaining:
    • trust
    • accountability
  7. Compare methods of addressing conflict within a team

Be able to support a positive culture within the team for a health and social care or children and young people’s setting

  1. Identify the components of a positive culture within own team
  2. Demonstrate how own practice supports a positive culture in the team
  3. Use systems and processes to support a positive culture in the team
  4. Encourage creative and innovative ways of working within the team

Be able to support a shared vision within the team for a health and social care or children and young people’s setting

  1. Identify the factors that influence the vision and strategic direction of the team
  2. Communicate the vision and strategic direction to team members
  3. Work with others to promote a shared vision within the team
  4. Evaluate how the vision and strategic direction of the team influences team practice

Be able to develop a plan with team members to meet agreed objectives for a health and social care or children and young people’s setting

  1. Identify team objectives
  2. Analyse how the skills, interests, knowledge and expertise within the team can meet agreed objectives
  3. Facilitate team members to actively participate in the planning process
  4. Encourage sharing of skills and knowledge between team members
  5. Agree roles and responsibilities with team members

Be able to support individual team members to work towards agreed objectives in a health and social care or children and young people’s setting

  1. Set personal work objectives with team members based on agreed objectives
  2. Work with team members to identify opportunities for development and growth
  3. Provide advice and support to team members to make the most of identified development opportunities.
  4. Use a solution focused approach to support team members to address identified challenges

Be able to manage team performance in a health and social care or children and young people’s setting

  1. Monitor and evaluate progress towards agreed objectives
  2. Provide feedback on performance to:
    • the individual
    • the team
  3. Provide recognition when individual and team objectives have been achieved
  4. Explain how team members are managed when performance does not meet requirements

Module 16 (Optional)

Manage health and social care practice to ensure positive outcomes for individuals

Understand the theory and principles that underpin outcome-based practice

  1. Explain outcome-based practice
  2. Critically review approaches to outcome-based practice
  3. Analyse the effect of legislation and policy on outcome-based practice
  4. Explain how outcome-based practice can result in positive changes in individuals’ lives

Be able to lead practice that promotes social, emotional, cultural, spiritual and intellectual well being

  1. Explain the psychological basis for well-being
  2. Promote a culture among the workforce of considering all aspects of individuals well-being in day-to-day practice
  3. Review the extent to which systems and processes promote individual well being

Be able to lead practice that promotes individuals’ health

  1. Demonstrate the effective use of resources to promote good health and healthy choices in all aspects of the provision
  2. Use appropriate methods to meet the health needs of individuals
  3. Implement practice and protocols for involving appropriate professional health care expertise for individuals
  4. Develop a plan to ensure the workforce has the necessary training to recognise individual health care needs

Be able to lead inclusive provision that gives individuals choice and control over the outcomes they want to achieve

  1. Explain the necessary steps in order for individuals to have choice and control over decisions
  2. Manage resources so that individuals can achieve positive outcomes
  3. Monitor and evaluate progress towards the achievement of outcomes
  4. Develop a plan to ensure the workforce has the necessary training to support individuals to achieve outcomes
  5. Implement systems and processes for recording the identification, progress and achievement of outcomes

Be able to manage effective working partnerships with carers, families and significant others to achieve positive outcomes

  1. Analyse the importance of effective working relationships with carers, families and
  2. Implement systems, procedures and practices that engage carers, families and significant others
  3. Use appropriate approaches to address conflicts and dilemmas that may arise between individuals, staff and carers, families and significant others
  4. Explain how legislation and regulation influence working relationships with carers, families and significant others
  5. Implement safe and confidential recording systems and processes to provide effective information sharing and recording

Module 17 (Optional)

Recruitment and selection within health and social care or children and young people’s settings

Understand the recruitment and selection processes in health and social care or children and young people’s settings

  1. Explain the impact on selection and recruitment processes, in own setting, of:
    • Legislative requirements
    • Regulatory requirements
    • Professional codes
    • Agreed ways of working
  2. Explain circumstances when it is necessary to seek specialist expertise in relation to recruitment and selection
  3. Analyse how serious case reviews and inquiries have contributed to the establishment of policies and procedures within recruitment which safeguard vulnerable adults, children and young people.

Be able to contribute to the recruitment process in health and social care or children’s and young people’s settings

  1. Review job descriptions and person specifications to meet work setting objectives
  2. Work with others to establish the criteria that will be used in the recruitment and selection process
  3. Work with others to establish the methods that will be used in the recruitment and selection process
  4. Involve individuals in the recruitment process

Be able to participate in the selection process in health and social care or children’s and young people’s settings

  1. Use agreed methods to assess candidates
  2. Use agreed criteria to select candidates
  3. Communicate the outcome of the selection process according to the policies and procedures of own setting

Be able to evaluate the recruitment and selection processes in health and social care or children’s and young people’s settings

  1. Evaluate the recruitment and selection methods and criteria used in own setting
  2. Recommend changes for improvement to recruitment and selection processes in own setting

Module 18 (Optional)

Manage induction in health and social care or children and young people’s settings

Understand the purpose of induction for health and social care or children and young people’s settings

  1. Explain why induction is important for practitioners, individuals and organisations
  2. Identify information and support materials that are available to promote effective induction
  3. Explain the link between induction processes, qualifications and progression routes in the sector
  4. Analyse the role of the induction process in supporting others to understand the values, principles and agreed ways of working within a work setting
  5. Analyse the role of induction in safeguarding individuals and others within a work setting

Be able to manage the induction process in health, social care and children and young people’s work settings

  1. Explain the factors that influence induction processes for practitioners
  2. Develop an induction programme in agreement with others
  3. Manage the induction process for practitioners

Be able to support the implementation of induction processes in health, social care and children and young people’s work settings

  1. Identify different methods that can be used to support the induction process for practitioners
  2. Support others involved in the induction of practitioners
  3. Obtain feedback from others on practitioners’ achievement of identified induction requirements
  4. Support practitioners to reflect on their learning and achievement of induction requirements
  5. Provide feedback to practitioners on achievement of induction requirements
  6. Support personal development planning for a practitioner on completion of induction

Be able to evaluate the induction process in health and social care or children and young people’s settings

  1. Explain the importance of continuous organisational improvement in the provision of induction
  2. Obtain feedback on the induction process from practitioners
  3. Obtain feedback on the induction process from others in the work setting
  4. Use feedback to identify areas for improvement within the induction process

Be able to implement improvements to the induction process in health and social care or children and young people’s settings

  1. Work with others to identify improvements within the induction process
  2. Work with others to implement changes required to address areas for improvement within the induction process

Module 19 (Optional)

Support individuals to manage dysphagia

Understand how to support individuals to manage dysphagia in line with current legislation, national guidelines, policies, protocols and good practice guidelines

  1. Summarise current legislation, national guidelines, policies, protocols and good practice guidelines related to supporting individuals with dysphagia
  2. Describe why individuals with dysphagia should be encouraged to promote their own health and wellbeing
  3. Describe the types of activities to compensate, support development or maintenance of swallowing ability

Understand how dysphagia affects individuals

  1. Describe the main clinical causes of dysphagia
  2. Outline how to recognise the main types of dysphagia
  3. Identify major risks and secondary difficulties associated with dysphagia
  4. Describe the anatomy and physiology relevant to maintaining a safe swallow
  5. Explain how an individual’s ability to swallow is affected by:
    • sensory impairment
    • cognitive impairment
    • neurological impairment
    • physical impairment
    • previous experiences of oral feeding
    • age
  6. Explain how to provide a suitable environment for affected individuals

Know the importance of nutritional intake for individuals with dysphagia

  1. Describe the impact of dysphagia on oral intake and nutrition for an individual
  2. Describe safe practices with regard to preparing oral intake
  3. Describe food or drink textures in accordance with national guidelines and how this relates to individuals with dysphagia
  4. Explain how to implement feeding techniques within scope of own role
  5. Identify reasons for modifying the consistency and appearance of oral intake for an individual with dysphagia

Be able to support individuals in managing dysphagia by developing skills through participating in therapy programmes

  1. Confirm the individual’s identity and gain valid consent prior to carrying out the therapy programme
  2. Explain the skill development activities to the individual or carer
  3. Support the individual’s active participation with skill development activities as specified in the individuals care programme, seeking advice from the care team if the level of support required by the individual is beyond own scope of practice
  4. Provide oral intake in the consistency and appearance outlined in the individuals care programme
  5. Provide the individual with sufficient time to practice newly developed skills
  6. Provide the individual or carer with information and advice in regard to management, as instructed by the specialist
  7. Carry out therapeutic feeding activities with dysphagic individuals under direction
  8. Assist others in the development of:
    • optimal feeding strategies
    • modelling and reinforcing strategies recommended by a Speech and Language Therapist

Be able to provide information to colleagues regarding individuals treatment

  1. Update records regarding the support provided, in line with local policy and protocol
  2. Provide feedback to the individuals therapist and care team to aid future care planning

Enrolment and Delivery

Please use our enquiry form or contact us by telephone if you have any queries about this qualification or would like to express an interest to enrol onto this course. A member of our team will be happy to answer any questions, help to make sure this course is right for you and/or your staff team, and talk you through what is involved in enrolment and course completion.

Upon enrolment, you will be assigned a personal tutor who will assist you through achieving successful and meaningful completion of your award. All of the electronic resources, workbooks and assignments required for you to complete the course will be emailed to you for you to commence working with at a time of your convenience. Your tutor will work with you to set targets and milestones that are achievable for you and will check in with you regularly, providing assistance whenever necessary.

On successful completion of your award, your assessor will coordinate with the awarding body for the issuance of your certificates, which will be promptly delivered to you.

Funding and Pricing

Including Assignment, Workbook and Resources:

The full cost of this qualification is £1400 per person which is duly invoiced at the point of enrolment.

Upon completion and certification of this qualification, the certificate(s) for you/your staff members will be sent to you.

Quality Assurance

This Level 4 Diploma in Adult Care is accredited to the Regulated Qualification Framework (RQF), the new framework for creating and accrediting qualifications in England, Wales and Northern Ireland. The Office of Qualifications and Examinations Regulation (OfQual) regulates this qualification, examinations and assessments in England.

Complete Training is an approved registered centre with the OFQUAL regulated awarding organisation ‘I Can Qualify‘ (iCQ). All our qualifications are subject to both internal and external quality assurance processes to ensure we meet all of the awarding body specifications. All course materials are developed to meet the specific outcomes that make up the full qualification.

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