(Certificate of HE) Certificate of Higher Education
Health and Social Care
Current
University of Essex
University of Essex
Health and Social Care (School of)
Colchester Campus
Certificate Higher Education
Full-time
CERXL518
10/05/2023
Details
Professional accreditation
None
Admission criteria
UK entry requirements
GCSE: Mathematics and English Language C/4. Acceptable alternatives to our GCSE Maths and English requirements are listed further down this page.
Plus a level 3 qualification. For example: A Levels, BTECs, T-level, NVQ Level 3, Access course or Senior Healthcare Support Worker.
We also consider a range of vocational level 3 qualifications for entry. If you are taking or have achieved any qualifications that are not listed here, please contact the Undergraduate Admissions Office.
GCSE/Level 2 requirements
All applicants must have, or be working towards, acceptable level 2 mathematics and English qualifications such as GCSE grade C/4 or equivalent.
- We can accept a number of OFQUAL regulated level 2 maths qualifications in place of GCSE Maths C/4, including Functional Skills level 2, Key Skills level 2 or numeracy units taken as part of an Access to HE Diploma.
- If you are a first language English speaker or have a lived in the UK for over three years, we can accept a number of OFQUAL regulated level 2 English qualifications, including Functional Skills level 2, Key Skills level 2 or literacy units taken as part of an Access to HE Diploma, in place of GCSE English C/4.
- If you have not listed a suitable maths or English qualification in your application this may form part of any offer given to you.
NHS Constitution and Values
As part of the selection process, students will be expected to demonstrate effective communication skills alongside good knowledge and a clear understanding of the scope of work that a nurse is required to undertake as well as the significance of the NHS Constitution and its core values (you can find further information on these on the Health Education East of England website and the Gov.UK webpages https://www.gov.uk/government/publications/the-nhs-constitution-for-england.
IELTS (International English Language Testing System) code
English language requirements for applicants whose first language is not English: IELTS 7.0 overall, with 6.5 in writing, and 7.0 in all other components.
Other English language qualifications may be acceptable so please contact us for further details. If we accept the English component of an international qualification then it will be included in the information given about the academic levels listed above.
Course qualifiers
A course qualifier is a bracketed addition to your course title to denote a specialisation or pathway that you have achieved via the completion of specific modules during your course. The
specific module requirements for each qualifier title are noted below. Eligibility for any selected qualifier will be determined by the department and confirmed by the final year Board of
Examiners. If the required modules are not successfully completed, your course title will remain as described above without any bracketed addition. Selection of a course qualifier is
optional and student can register preferences or opt-out via Online Module Enrolment (eNROL).
None
Rules of assessment
Rules of assessment are the rules, principles and frameworks which the University uses to calculate your course progression and final results.
Additional notes
None
External examiners
Miss Joanne Bartlett
Academic Lead/Practice Tutor
The Open University
External Examiners provide an independent overview of our courses, offering their expertise and help towards our continual improvement of course content, teaching, learning, and assessment.
External Examiners are normally academics from other higher education institutions, but may be from the industry, business or the profession as appropriate for the course.
They comment on how well courses align with national standards, and on how well the teaching, learning and assessment methods allow students to develop and demonstrate the relevant knowledge and skills needed to achieve their awards.
External Examiners who are responsible for awards are key members of Boards of Examiners. These boards make decisions about student progression within their course and about whether students can receive their final award.
Programme aims
The Cert HE Health and Social Care is a full-time, one-year, Level 4 programme. It has been developed in partnership with a range of health, social care and third sector agencies, in particular, Health Education East of England.
Unlike apprenticeships, students do not need to be already employed in a health and social care sector role. Through extensive simulated learning experiences, students will be provided with all the knowledge and skills required to meet the needs of prospective employers in the sector, and/or to continue their educational journeys into health and social care registered professions, such as Nursing, Occupational Therapy, Speech and Language Therapy and Social Work.
The programme has been designed in line with the Care Certificate, an agreed set of standards that define the knowledge, skills and behaviours expected of support worker roles in the health and social care sectors.
A key component of the CertHE is that it will be delivered alongside our existing Assistant Practitioner Higher Apprenticeship (level 4/5 FdSc qualification). CertHE students will therefore share much of the academic teaching with apprentices who are currently working within support worker roles within health and social care, benefitting from the insight this can offer.
CertHE students will be given extensive simulated learning opportunities to develop the knowledge and skills required for these roles, giving students an understanding of complex nature of working in health and social care settings in a safe and controlled environment. This will be facilitated by a range of health and social care professionals, giving students insight into a broad range of practices, approaches and further study opportunities.
Key features of the programme include:
• All learning and teaching will focus on supporting students to be work ready, with the knowledge and skills identified by employers as desirable and aligned to the widely recognised Care Certificate.
• Learning outcomes are not seen by teaching staff as the threshold for obtaining a pass but are seen as baseline standards that students require to develop on their journey to becoming lifelong learners.
• Teaching and assessment processes are designed to encourage students to move outside their comfort zones in a safe, compassionate, and caring environment.
• A creative and flexible teaching approach, to support students who are at the of start their journey to becoming compassionate, competent, motivated, confident members of society.
Learning outcomes and learning, teaching and assessment methods
On successful completion of the programme a graduate should demonstrate knowledge and skills as follows:
A: Knowledge and understanding
A1: Statutory frameworks, standards, guidance and Codes of Practice which underpin practice in relation to the safe delivery of services.
A2: How to contribute to, promote and maintain a culture which ensures dignity is at the centre of practice.
A3: Principles of risk management, assessment and outcome-based practice
A4: Legislation and national/local solutions for the safeguarding of adults and children, including reporting requirements.
A5: Range of holistic solutions to promote and maintain health and wellbeing using person centred approaches, including models of monitoring, reporting and responding to changes in health and wellbeing.
A6: Theories underpinning own practice and competence relevant to scope of practice.
Learning methods
A1-A6 are achieved by classroom-based teaching using practical skills sessions, subject specific lectures, group work, self-directed and enquiry-based learning approaches.
Working alongside our Skills for Success and Teaching Enhanced Learning teams, students will be supported both in person and via online access to technology learning platforms.
Lectures will be taught by staff from varied health and social care backgrounds from within the School of Health and Social Care, including Nursing, Speech & Language Therapy, Occupational Therapy and Social Work. Staff will introduce theoretical and conceptual material associated with their professional backgrounds but will also deliver material that is interprofessional and advocates the concept of health and social care as a multidisciplinary effort.
Practical sessions encourage and enable students to engage in group activities around soft and hard skills. Students will be encouraged to explore, engage, and challenge ways of working in a safe and supportive simulation area. Whilst bringing new ideas to the classroom and consider the application of these skills in the workplace.
Enquiry-based learning will be encouraged and supported via exploration of research-based theories with group work and supported independent learning sessions.
Students will be encouraged and supported to work alongside apprentices already working in health and social care settings to explore concepts of professionalism. To actively engage in open discussion that takes place in the classroom around real life scenarios. To link theory to practice around ethical and legal aspects of health and social care that are hard to emulate in classroom settings.
Assessment methods
A1-A6 will be assessed by course work, essays, multiple-choice examination, case studies and simulated practice competencies.
B: Intellectual and cognitive skills
B1: Evaluate own practice and identify development opportunities.
B2: Reflect upon and gain understanding around the theory base and practical skills required to work in health and social care settings.
B3: Analyse the knowledge, skills and behaviours that support personal and professional growth throughout an individual's life span.
B4: Evaluate the holistic approach to care and complexities of working with others.
Learning methods
B1 – B4 will be achieved through lectures, seminars, workplace simulation, virtual workplaces, and blended learning approaches.
Workplace simulation and virtual learning platforms will provide simulated learning experiences for students to engage with and reflect upon real world situations in a safe and supportive environment.
Lectures and seminars will enable students to engage in group activities and group discussion to evaluate, explore and reflect on theoretical problem-based learning.
Enquiry-based learning will encourage learning via engagement with real life research-orientated approaches being applied in the classroom.
Assessment methods
B1-B4 will be assessed by course work, essays, multiple-choice examination, case studies and simulated practice competencies.
C: Practical skills
C1: Apply professional judgement, standards and codes of practice relevant to the level of practice, including developing and sustaining professional relationships and identifying and accessing specialist help when required.
C2: Implement a culture that actively promotes dignity and respects diversity and inclusion by demonstrating high levels of empathy, understanding and compassion.
C3: Apply and support others to adhere to safeguarding procedures and work in partnership with external agencies to respond to safeguarding concerns.
C4: Apply person centred approaches to promote health and wellbeing and collaborate with external partners to achieve best outcomes in health and wellbeing.
Learning methods
C1 – C4 practical and professional skills will be achieved through enquiry based practical skills sessions. Learning in a virtual learning environment with simulated real-life scenarios will enable the linking of theory to practice. Service user engagement will be sourced to give students a real-world perspective from those who engage with and are part of health and social care processes.
Assessment methods
C1 – C4 will be assessed by course work, essay writing, multiple-choice examination, case studies and simulated practice competencies.
An important feature within the course will be the competency-based assessment of a number of key skills through simulated practice. These skills are mapped directly against those in the Care Certificate and Level 4 Lead Care Practitioner standard (ST0007). This means that these skills have been developed in conjunction with employer groups, professional bodies and the Institute for Apprenticeships and Technical Education (IfATE) to ensure that they are industry specific/relevant and at the appropriate academic level.
D: Key skills
D1: Model effective communication skills.
Identify and address barriers to communication using appropriate resources.
Apply organisational processes to record, maintain, store and share information.
Provide meaningful information to support people to make informed choices.
D2: Use of appropriate e-resources to develop own practice. Support others to find accurate and evidence-based information when via technology. Be aware of the need to access evidence-based technology and how to identify unsafe online information.
D3: Demonstrate an understanding of the meaning and interpretation of numerical data in evidence based practice
D4: Understand the complexities of health and social care and working with others to problem solve within your scope of practice. Analyse, evaluate, reflect, and use researched theories and recognised practices to research appropriate outcomes for all.
D5: Respect individuality and diversity of all people in the workplace.
Promote equality and equity for people working in and all users of all health and social care.
Recognise and work within personal and professional limitations.
Support and understand the principles that underpin privacy and dignity in the workplace.
Understand and be honest with themselves and others. Work openly and honestly to recognise their abilities and limitations and the abilities and limitations of those around them.
D6: Evaluate own practice and access identified development opportunities
Evaluate the effectiveness of own leadership, mentoring and supervision skills and take steps to enhance performance
Value individuals to develop effective teams in order to achieve best outcomes
Contribute to the development of an effective learning culture
Lead and support others in professional development through personal development plans, supervision, reflective practice, research, evidence-based practice and access to learning and development opportunities
Learning methods
D1-D6 are achieved by classroom-based teaching using practical skills sessions, subject specific lectures, group work, self-directed and enquiry-based learning approaches.
Working alongside our Skills for Success and Teaching Enhanced Learning teams, students will be supported both in person and via online access to technology learning platforms.
Multifaceted learning platforms empower students to identify, develop and grow lifelong learning skills, alongside digital skills which support their lifelong learning needs.
Practical sessions encourage and enable students to engage in group activities around soft and hard skills. Students will be encouraged to explore, engage, and challenge ways of working in a safe and supportive simulation area. Whilst bringing new ideas to the classroom and consider the application of these skills in the workplace.
Enquiry-based learning will be encouraged and supported via exploration of research-based theories with group work and supported independent learning sessions.
Students will be encouraged and supported to work alongside apprentices already working in health and social care settings to explore concepts of professionalism. To actively engage in open discussion that takes place in the classroom around real life scenarios. To link theory to practice around ethical and legal aspects of health and social care that are hard to emulate in classroom settings.
To ensure that learning and teaching methods will be inclusive for all students, a wide range of methods and approaches will be used throughout the programme. This will include using various audio/visual materials in addition to traditional written resources, supporting individuals with diagnostic testing for SpLDs (when necessary) and encouraging participation through inclusive teaching practices. This will also include ensuring diversity is considered when selecting various materials such reading lists, case studies and simulation equipment.
Assessment methods
D1-D6 will be assessed by course work, essays, multiple-choice examination, case studies and simulated practice competencies.
The assessment methods will ensure that different students’ learning needs and preferences are met, regardless of their backgrounds, learning styles or abilities. This will include considering feedback timing and ensuring that assessment briefs are easily accessible to all students.