HND/HTQ in Healthcare Professions' Support for England

The Higher National Diploma is designed for those already in or seeking to advance to a career in diverse healthcare settings, such as; the NHS, primary, secondary and tertiary care, diagnosis, therapeutic inpatient and outpatient departments, theatres, GP practices, community settings, rehabilitation services. You will develop skills, knowledge, and experience in a breadth and depth of the sector that will prepare you for further study or training in healthcare-related fields. 

You will undertake a minimum of 450 hours of work experience/placement in healthcare settings and a PLAD portfolio (Practical Learning Assessment and Development), including reflections on placement/workplace learning and experiences, to be completed over the two-year period of the qualification.

A  minimum of 48 UCAS Points in subjects appropriate to the course. This may include A Levels in PE or sciences (such as Biology), Level 3 Diplomas in Sport or Outdoor Activities, or other vocationally relevant qualifications. Industry related experience and additional qualifications can also be considered i.e. Duke of Edinburgh Gold or NGB qualifications.

You will study the following Core units:

Innovation and Improvement through Participatory Action Research

Effective research is crucial for delivering sustainable, safe, and effective health and social care services. This necessitates focusing research topics on system priorities and employing co-production, which involves the equitable collaboration of service users, practitioners, and researchers throughout the research process, from design to dissemination. However, the implementation of research findings into practice can be a lengthy process.

Participatory Action Research (PAR) offers an approach to bridge the knowledge-practice gap by embedding co-production within its design. This unit aims to equip students with the knowledge, understanding, and application of PAR in health and social care. Students will learn PAR concepts and processes, develop literature review skills, and create a PAR proposal. Reflecting on this process will help them identify their learning needs as future participatory action researchers. Upon completion, students will possess a PAR proposal outline ready for implementation (pending ethical approvals), enhancing their ability to co-produce service development and boosting their employability and foundational skills for further research endeavours.

Reflective Approaches in Implementing Person-centred Practice

Reflective practice is a vital tool in health and social care, fostering skill improvement, situation review, and the identification of developmental needs. By promoting best practices and a professional approach, it ensures high-quality service delivery and empowers practitioners to recognise areas for growth and share effective strategies. This unit builds upon prior learning, offering students the opportunity to further cultivate their abilities as reflective practitioners by integrating classroom knowledge with real-world experiences from their program.

Through this unit, students will be encouraged to take ownership of their learning, demonstrate continuous growth, and reflect on their own practice while inspiring the development of others. This process fosters a deeper understanding of person-centred care and the relevant legal and ethical frameworks. Ultimately, the unit aims to equip students with the essential skills to evolve as reflective healthcare practitioners throughout their academic journey and future careers in the health and social care sector.

Care Planning Processes in Healthcare Practice

Effective healthcare relies on well-defined and structured care plans for all patient interactions, ensuring successful interventions and treatments. Healthcare professionals prioritise a person-centred approach by collaborating with individuals and other professionals to evaluate positive outcomes throughout the care process. This unit aims to familiarise students with various care planning procedures applicable to interactions of any duration and across different care settings. Even professionals with limited long-term patient involvement need to plan effectively for specific care episodes like diagnostic tests, follow-up monitoring, and treatment delivery.

Students will delve into current assessment models and methods, as well as strategies for creating effective care plans and promoting practice review grounded in theoretical frameworks. The unit will explore person-centred care and the essential planning responsibilities of healthcare roles, all within the context of current policies focused on quality in health and care services. Students will develop the skills to implement empowering approaches that enable service users to make informed decisions and access necessary services. Furthermore, this unit will equip students with the abilities to manage and deliver care in their workplaces, apply appropriate responses, utilise assessment tools, and measure outcomes, preparing them for both current practice and future healthcare studies.

Recognising and Meeting the Needs of Individuals with Long-term Health Conditions

Long-term health conditions present complex challenges, impacting all facets of an individual's daily life and often necessitating consistent, specialised healthcare. This can involve addressing specific physical needs like tracheostomy or PEG care, providing emotional support for conditions such as dementia or mental health issues, and managing care packages across various settings. This unit aims to enhance students' understanding of managing these conditions and developing their skills in delivering effective patient care within their professional scope, regardless of the duration of their interaction with the patient.

The unit focuses on enabling students to consider the holistic needs of individuals with long-term health conditions, developing their skills in comprehensive assessment and personalised care. This includes effective communication, medication administration, mobility support, personal care assistance, and collaborative work with other professionals. Students will explore person-centred care and multidisciplinary teamwork, recognising the importance of diverse support services in meeting the complex needs of these individuals. Ultimately, this unit will foster the development of consistent, high-quality, skilled, and compassionate healthcare workers, providing valuable experience for future progression in nursing or allied health professions.

Team and Individual Leadership: Mentoring and Coaching Others

This unit explores the fundamental principles and theories of leadership, coaching, and mentorship within healthcare. It highlights their crucial role in fostering personal growth, health, well-being, and continuous learning in others. The materials and activities underscore the value of these practices across personal, individual, and organisational levels, while also examining critical issues and opportunities in supporting the diverse emotional and physical needs of the healthcare workforce.

Students will build confidence and practical skills in applying effective leadership, mentoring, and coaching principles and techniques in healthcare settings. The unit emphasises the importance of communication in building strong relationships and encourages students to evaluate the impact of their personal characteristics on supporting individual development. Through planning, implementing, and reflecting on a leadership, mentoring, or coaching experience in their workplace, students will gain awareness of their effectiveness in empowering others and enhancing their own personal growth.

End of Life Care Planning and Support

Caring for individuals at the end of life is a delicate and emotionally charged aspect of healthcare, requiring practitioners and support staff to offer compassionate and empathetic support to patients and their families through death and bereavement, which can occur at any life stage and sometimes suddenly. Effective end-of-life care often involves careful planning to provide optimal support during this sensitive period.

This unit will guide students in reviewing relevant guidelines and legislative processes related to reporting death, as well as developing skills in planning and delivering end-of-life care. Reflecting on their experiences and understanding their role within the wider palliative care team will be crucial. The unit will also explore the diverse cultural and social factors that shape approaches to end-of-life care. By completion, students will have enhanced knowledge of the impact of death and bereavement, be equipped to support individuals facing loss, and understand the emotional impact on practitioners, including the importance of self-care and available support resources. The learning from this unit will facilitate progression to higher education and more advanced roles, potentially specialising in palliative care or counselling.

Students will build on their knowledge and skills following the core units with an optional unit linked to their specialist area of study. You must have a suitable, appropriate placement before undertaking any optional unit.

Optional units include:

• Supporting Individuals through Significant Life Events
• Health Psychology
• Supporting Team and Partnership Working across Health and Social Care Services
• Social Policy in Public Health
• Holistic Approaches to Health Promotion
• Nursing - Principles and Fundamentals of Practice
• Psychophysiological Disorders
• Global Health and Wellbeing
• Project Management for Healthcare
• Complementary Therapies in Healthcare Practice
• Working with People Affected by Drug and Alcohol Addiction
• Healthcare Practice with Children and Young People
• Supporting Practitioners in Maternity Care
• Supporting Practitioners in Urgent Care Environments
• Fundamentals of Rehabilitation and Reablement
• Supporting Mental Health Services

Pearson BTEC Higher Nationals are assessed using a combination of internally assessed assignments and externally set Pearson assignments.

Students will receive ongoing one-to-one guidance and support. Learning resources are provided and available from home via the college's Moodle system. Our dedicated Student Support Tutor for Higher Education also provides support with assignment planning, organisation and time management, presentation skills, reading and notetaking.

Upon completion of this course, you could gain employment or continue existing employment in the public or private sector, as well as committing to continuing professional development.
The Level 5 Higher National Diploma is recognised by higher education providers as meeting admission requirements to many relevant health and social care-related courses.

To join this course please click the Register Interest button to receive an email with a unique link and instructions to register with UCAS at www.ucas.com and then apply through UCAS.

You will then receive a confirmation email from UCAS and the college will be in contact with an interview date. Current Shrewsbury Colleges Group students should seek support from their tutor before applying.

If after reading this fact sheet, you are still undecided about the programme most suitable for you, please drop into one of our advice events, ring the Admissions Team on 01743 653333 or email courseadvice@scg.ac.uk