Introduction

The Department of Health and Social Care at ICON College of Technology and Management focuses on offering quality undergraduate studies in Health and Social Care leading to gaining a BTEC Higher National Diploma in Healthcare Practice. The purpose of new (RQF) HND Course Diploma in Healthcare Practice is aimed at students wanting to continue their education through applied learning and to develop students as professional, self-reflecting individuals able to meet the demands of employers in the healthcare sector and adapt to a constantly changing world.

During the two years of study, students will be able to demonstrate a sound knowledge of the basic concepts, values and principles of healthcare practice, and the skills to perform effectively as a support worker in a number of different settings in the healthcare sector. They will be able to communicate accurately and appropriately and they will have the behaviours and qualities needed for employment that requires some degree of personal responsibility. They will have developed a range of transferable skills to ensure effective team working, independent initiatives, organisational competence and problem-solving strategies. They will be adaptable and flexible in their approach to healthcare practice, show resilience under pressure, and meet challenging targets within a given resource. 

Students successfully completing the studies will be awarded the Pearson HND after certification. Students with satisfactory grades in the HND can apply to continue their higher education at a UK university to complete a degree course in the chosen field using the top-up courses.

Introduction

The Department of Health and Social Care at ICON College of Technology and Management focuses on offering quality undergraduate studies in Health and Social Care leading to gaining a BTEC Higher National Diploma in Healthcare Practice. The purpose of new (RQF) HND Course Diploma in Healthcare Practice is aimed at students wanting to continue their education through applied learning and to develop students as professional, self-reflecting individuals able to meet the demands of employers in the healthcare sector and adapt to a constantly changing world.

During the two years of study, students will be able to demonstrate a sound knowledge of the basic concepts, values and principles of healthcare practice, and the skills to perform effectively as a support worker in a number of different settings in the healthcare sector. They will be able to communicate accurately and appropriately and they will have the behaviours and qualities needed for employment that requires some degree of personal responsibility. They will have developed a range of transferable skills to ensure effective team working, independent initiatives, organisational competence and problem-solving strategies. They will be adaptable and flexible in their approach to healthcare practice, show resilience under pressure, and meet challenging targets within a given resource. 

Students successfully completing the studies will be awarded the Pearson HND after certification. Students with satisfactory grades in the HND can apply to continue their higher education at a UK university to complete a degree course in the chosen field using the top-up courses.

Entry Requirements

To meet the entry criteria for admission to level 5 HND Courses, 
A candidate must have either:
 A level 3 qualification
 A level 2 qualifications and relevant work experience
 or substantial work experience related to the field of proposed study 
and,
 Demonstrate capability in English equivalent to CEFR level B2 e.g. IELTS 5.5 (including 5.5 for reading and writing), PTE 51 or equivalent. 
and,
 Demonstrate a Commitment to Study and a reasonable expectation of success on the Course

International qualifications at the appropriate level will also be accepted. The College will use UK NARIC to determine the equivalence of any international qualifications..

Where applicants do not have a formal qualification to demonstrate capability in English, they will be required to undertake the Colleges written English Language test before an offer of a place on a course is made. Judgement of their capability in spoken English will be assessed by the Admission Tutors at the interview. Suitable alternative arrangements to written tests will be made where a student declares a disability, specific learning difficulty or long-term health condition on their application form, e.g. oral questioning, amanuensis etc.

 

Course Structure

Unit Details

 

Unit No Level 4 Units (7 Units, 120 Credit Value) Unit Type Unit Credit
1 Law, Policy and Ethical Practice in HSC Core 15
2 Demonstrating Professional Principles and Values in HSC Practice Core 30
3 Supporting the Individual Journey through Integrated HSC Core 15
4 Fundamentals of Evidence-based Practice (Pearson set project) Core 15
5 Health Education in Action Optional 15
13 Supporting Individuals with Specific Needs Optional 15
17 Effective Reporting and Record keeping in HSC Mandatory 15

 

 

Unit No Level 5 Units (7 Units, 120 Credit Value) Unit Type Unit Credit
18 Innovation and Improvement through Action Research (Pearson set project) Core Mandatory 30
19 Reflective Approaches in Implementing Person centred Practice Core Mandatory 15
20 Care Planning Processes in Health Care Practice Specialist Mandatory 15
22 Supporting Individuals through Significant Life Events Specialist Mandatory 15
23 Managing Quality in Care Environments Specialist Mandatory 15
26 Supporting Team and Partnership Working Across HSC Services Specialist Mandatory 15
28 Holistic Approaches to Health Promotion Specialist 15

Note: All units in the above table are subject to change as and when required by the College without prior notice.  

 

Semester breakdown

Course Assessment

This HND course is assessed by a mixture of assignments and presentations and a Professional Learning and Development portfolio (PLAD). It also requires at least 450 hours of work experience/placement in health and/or social care settings to be completed over the two year period of qualification.. Each unit is internally assessed and graded by qualified tutor/assessors and internal verifiers, and then externally by an Pearson examiner. Grades awarded are Pass, Merit and Distinction.

Progression Route

You may top-up your HND to a BA/BSc(Hons) at many UK universities. With a UK Honours degree you will be able to compete in global market for jobs, or even proceed to a Master's degree.Please click here for the employment details.

Specifications

Course Title
Pearson BTEC Higher National Diploma (HND) in Healthcare Practice (Integrated Health and Social Care)
Awarding Institution
Pearson Education Ltd. Teaching Institution
ICON College of Technology and Management
Accreditation
Pearson; Qualification Accreditation Number (QAN): 603/2294/9
Approval from date: 02 October 2018
Approval to date:     31 August 2023
Final award
Pearson BTEC Level 5 HND in Healthcare Practice (Integrated Health and Social Care)

 

Aims of Course

    • Equipping individuals with the knowledge, understanding and skills required for success in employment in the health and social care sector at supervisory or management levels.
    • Enabling progression to an undergraduate degree or related professional qualification.
    • Providing specialist study relevant to individual vocations and environments in which learners are currently working, or to which learners are aiming to work within the health and/or social care sector.
    • Developing learners’ ability to contribute positively to good practice in the health and social care environment through effective use and combination of the knowledge and skills gained in different parts of the course.
    • Developing skills and techniques, personal qualities and attributes essential for successful performance in working life and thereby enable learners to make an immediate contribution to employment.
    • Developing transferable skills and knowledge which will enable individuals to meet changing circumstances, whether within their own area of employment, or through promotion to a supervisory or management position, or to adapt to changes in the health/social care environment.
    • Motivating individuals to progress to further professional development through future study or as part of their chosen career.

Learning Outcomes

1. Knowledge and Understanding
Learners will be expected to gain the following knowledge during the Course of study:

  • Developing the knowledge, understanding and skills of learners in the field of health and social care.
  • Equipping learners with knowledge, understanding and skills for success in employment in the health and social care sector.
  • Communication through internet and multimedia tools.
  • Providing opportunities for specialist study relevant to individual vocations and contexts
  • Developing the learner’s ability in the health and social care sector through effective use and combination of the knowledge and skills gained in different parts of the Course.
  • Developing a range of skills and techniques, personal qualities and attributes essential for successful performance in working life and thereby enabling earners to make an immediate contribution to employment

 
 
2. Skills
 Learners will be expected to develop the following skills during the Course of study:
Employability Skills:

  • Cognitive and problem-solving skills: critical thinking, approaching non- routine problems by applying expert and creative solutions, use of systems and digital technology, generating and communicating ideas creatively.
  • Intrapersonal skills: self-management, adaptability and resilience, self-monitoring and selfdevelopment, self-analysis and reflection, planning and prioritising. • Interpersonal skills: effective communication and articulation of information, working collaboratively, negotiating and influencing, self-presentation.

Knowledge and academic study skills

  • Active personal research skills
  • Effective writing skills
  • Analytical skills
  • Critical thinking and reflective practice
  • Evidence-based practice
  • Creative problem-solving
  • Decision-making
  • Team building
  • Exam preparation skills
  • Digital literacy
  • Competence and capability in practice-based skills in the workplace
  • Competence in assessment methods used in higher education.

Assessment Regulations

HSC units will be assessed using a variety of assessment methods, including case studies, assignments, academic posters, leaflets, brochures, role plays, The practical Learning, Assessment and Development portfolio (PLAD), together with projects, PowerPoint (or similar) presentations, performance observation and time constrained assessment. All the assessment material should be valid, reliable and fit for purpose.

The Pearson BTEC Level 5 Higher National Diploma in Healthcare Practice (Integrated Health and Social Care)  requires at least 450 hours of work experience/placement in health and/or social care settings and a Professional Learning and Development portfolio (PLAD), including reflective accounts, to be completed over the two year period of the qualification.

An assignment provides the final assessment for the relevant Learning Outcomes and is normally a final assessment decision. A student who, for the first assessment opportunity, has failed to achieve a Pass for that unit specification shall be expected to undertake reassessment.

  • Only one opportunity for reassessment of the unit will be permitted.
  • Reassessment for course work, project - or portfolio-based assessments shall normally involve the reworking of the original task.
  • A student who undertakes a reassessment will have their grade capped at a Pass for that unit.
  • A student will not be entitled to be reassessed in any component of assessment for which a Pass grade or higher has already been awarded.

 Repeat units
 A student who, for the first assessment opportunity and resubmission opportunity, still failed to achieve a Pass for that unit specification:

  • At Centre discretion and Assessment Board, decisions can be made to permit a repeat of a unit
  • The student must study the unit again with full attendance and payment of the unit fee
  • The overall unit grade for a successfully completed repeat unit is capped at a Pass for that unit
  • Units can only be repeated once.

Assessment Strategies

The College recognises that it’s Teaching, Learning and Assessment Strategy is fundamental to achieving the aims set out in its Mission Statement and to satisfy expectations contained in appropriate indicators in Chapter B3, B4 and B6 of the UK Quality Code for the Assurance of Academic Quality and Standards in Higher Education.

The aims of the Teaching, Learning and Assessment Strategy is to achieve the following:

  • To widen participation from students who are mature, from Black and Minority Ethnic Communities, and come from lower socio economic backgrounds.
  • To educate students who are motivated and self-directed critical thinkers, capable of independent enquiry
  • To provide student with both sound academic knowledge and vocational expertise
  • To foster independent and collaborative learning among students and to encourage lifelong learning leading to enhancing their career potentials
  • To develop and implement approaches to feedback and assessment that maximise learning and student outcomes.

The generic components of Teaching, Learning and Assessment Strategies normally involve a variety of approaches and include delivering many of the following:

  • Regular use of formal lecture sessions in all courses.
  • Regular assignment workshops and seminars in all courses.
  • Regular use of individual and/or team-based projects in all courses.
  • Regular use of self-directed and directed reading in all courses.
  • Regular use of library resources in all courses.
  • Regular use of tutor-and student-led discussion groups via e-learning platform; ICON VLE in many courses.

 The assessment of Edexcel BTEC Higher National qualifications is criterion-referenced and learners’ will be assessed against published learning outcomes and assessment criteria. All units will be individually graded as ‘Pass’, ‘Merit’ or ‘Distinction’. To achieve a pass grade for the unit learners must meet the assessment criteria set out in the specifications. This gives transparency to the assessment process and provides for the establishment of national standards for each qualification.
(For more details please The College Quality Assurance and Enhancement Manual)

Student support

The teaching philosophy at ICON requires students to be exposed to a range of learning methods and materials.

All tutors now support their classes by the use of “ICON VLE”, a suite of electronic web- based materials that permits students to use the ICON intranet to access materials such as syllabi, schedule of work, digital library materials, reading assignments, and PowerPoint presentations for each of their units.

Student Survey is the primary method of obtaining and gauging student feedback at ICON.  Course evaluation by students is the primary method of obtaining and gauging student feedback at ICON. The evaluation forms are comprised of both qualitative and quantitative elements. Also Student and Staff Liaison Panel meetings, held each semester, to discuss course issues and concerns is another way to support the student.

The Personal Tutorial System is an essential part of the College’s Teaching, Learning and Assessment Strategy. It is also aimed at contributing to enhancement of the teaching and learning experience of the students. Every student must see their personal tutor at least once every semester. The Personal Tutor is available throughout the academic year to assist students through the use of structured, targeted and personal tutorials. The Personal Tutor provides general advice, acts as a first port of call for pastoral, professional or academic concerns (progression) or advice and then directs students to other forms of support by the College, e.g. Counselling Services, The College Hardship Fund and Career Advise.

Evaluation and Revision

The Assessment Boards (AsBs) evaluates the external examiner’s reports every year and makes sure the action plans produced from their reports are well managed and the progress is reported to Academic Board. The College also conducts a feedback on assignments to students by a progress monitoring sheet (control sheet) which has been commended by standard verifiers of Pearson as supportive and effective.
 
Internal verification ensures that before any assignment brief is released to students, clear assessment criteria, and correct administrative information on assignment are included. Internal verifier teams identify what changes if any in the assignment brief are required and what corrective action should be taken by assessor and should ensure that it is fit for purpose. Internal verifiers check a range of assessment decisions for all assessors and units by sampling some of the assignments. In case of unexpected assessment decisions, (e.g. everybody achieving Distinction in the assignment), additional sampling will be conducted on individual units/assessors and reported to Assessment Boards for decision.

Further Information

See the Pearson website https://qualifications.pearson.com for more information about HNDs. 

Course Handbook in PDF