Healthcare Practice is a new Pearson qualification which replacing Health and Social Care HNC/HND please click here for more information
The new BTEC Higher National qualifications in Healthcare Practice RQF are designed to address an increasing need for high quality professional and technical education pathways at Levels 4 and 5, thereby providing students with a clear line of sight to employment or to progression to a degree at Level 6. This is never more evident than in the Health and Social Care Sector, where the expectation that students who are progressing on to employment, or Level 6 vocational degrees have substantial, meaningful work experience in the sector is now the norm.
The new Pearson BTEC Higher National qualifications in Healthcare Practice RQF level 4 HNC for England embrace this development and enhance students’ progression opportunities through mandatory work placement requirements that include assessment on placement to further embed meaningfulness.
Pathways at HNC level 4:
- Integrated Health and Social Care
- Healthcare Management
- Public Health & Health Promotion
- Healthcare & Nursing Assistant Practice
Why join London Waterloo Academy?
We are truly proud of what we have already accomplished. Academy has been operating since 2009 with a long list of graduates and successful Health Care Professionals. We are continually striving to provide high quality tuition, and by listening to our learners, we are able to make studying at London Waterloo Academy easy and comfortable, which helps our learners to be confident and successful. This is what we can offer to our students.
- Small groups designed to keep high quality of tuition and progress
- Individual support all the way to graduation
- Interactive lessons (visual, practical, activities, social events)
- Course delivered by lectures from a range of integrated Health Care practitioners
- We offer flexible payment plans, at no extra charge on top of the installments
- Student Card and Oyster Discount Card provide to everyone wishing to enjoy student benefits across the country
- On completion you will hold Pearson BTEC Level 4 Higher National Certificate in Healthcare Practice
- Regular feedback on progress
- We have a community feel where each individual values and respects one another. This may be the reason why our graduates, even those who have completed the course many years ago, continue to come back not only for a chat and a cuppa, but also to share personal issues, tell us of their experience and give us invitations, among many other reasons.
- Central London – Waterloo, behind London Eye
Qualification type: BTEC Higher National
Qualification title: Pearson BTEC Level 4 Higher National Certificate in Healthcare Practice for England
Level: Level 4
Qualification number (QN): 603/2284/6
Pathways: Integrated Health and Social Care Healthcare Management Public Health & Health Promotion Nursing and Healthcare support
HND Health and Social Care in Central London. Full time, part time, distance learning mode of classes. Assessment method includes coursework, presentations and group projects that prepare learners for management positions in health and social care industry.
The HND comprises 120 credits at level 4 and 120 credits at Level 5
The HND Health and Social Care is a two year full time programme consisting of 245 credits. The programme is divided into modules which have credit values of 15 or 20 credits. The structure of each programme and the modules which make it up, their levels, credits are shown below.
Level 5 (Year 2) HND –all of the modules in HNC and the modules below (Equivalent to UCAS 245 Credits in total)
- Empowering Users of Health and Social Care Services
- Health Promotion
- Understanding Specific Needs in Health and Social Care
- Supporting Independent Living
- Supporting Significant Life Events
- Managing Quality in Health and Social Care
- Research Methods (20 credits)
- Work-Based Experience
Levels and Credits
Credit and award requirements
Learners must achieve a minimum of 240 credits to be awarded an Pearson BTEC Level 5 HND. The assessment of Pearson BTEC Higher National qualifications is criterion-referenced and centres are required to assess learners’ evidence against published learning outcomes and assessment criteria. All units are 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. The units in Pearson BTEC Higher National qualifications all have a standard format which is designed to provide guidance on the requirements of the qualification for learners, assessors and those responsible for monitoring national standards.
Your course is modular i.e. it is split up into small chunks of learning on particular topics or subjects called modules. Each module is at a particular level and has a number of credits attached to it in multiples of 15. A 15 credit module represents 150 hours of learning, a combination of taught sessions and self-directed (your own research, reading, writing and note taking). Qualifications are made of the right number of credits at the right levels, so:
When you look at the list of modules for your course, you will see that they should add up to the qualification you are aiming for. Some modules are ‘core’ (compulsory) and others are ‘options’ (you have a choice).
At London Waterloo Academy you can register for an individual unit to complete your qualification .
- BTEC National award or equivalent to NQF level 3 qualification
- Advanced GCE qualification with English and Math at grade A-C
- International students must have completed their 12 years of schooling with good grade e.g. 50%
- English Language language is compulsory at a minimum of B2 Level on the CEFR or equivalent.
- Mature students with relevant work experience can be considered
Course Delivery and Assessment:
Besides Research Project all units are delivered through a combination of lectures, supervised tutorials, project works and assignments. Each unit is assessed against published learning outcomes and assessment criteria which are externally verified by PEARSON BTEC.
BTEC Higher Nationals offer a strong emphasis on practical skills development alongside the development of requisite knowledge and understanding in the sector.
The grading of Pearson BTEC Higher National qualifications is at the unit and the qualification level. Each successfully completed unit will be graded as a pass, merit or distinction. A pass is awarded for the achievement of all outcomes against the specified assessment criteria. Merit and distinction grades are awarded for higher-level achievement. Assessment is through assignments, presentations, research projects, personal journal and other locally devised assessment.
The Pearson BTEC Level 5 HND Diploma in Health and Social Care provides opportunities for learners to apply their knowledge and practical skills in the workplace. Full-time learners have the opportunity to do this through formal work placements or part-time employment experience. The qualification prepares learners for employment in the health and social care sector and will be suitable for learners who have already decided that they wish to enter this area of work. Some adult learners may wish to make the commitment required by this qualification in order to enter a specialist area of employment in health and social care or progress into higher education. Other learners may want to extend the specialism that they followed on the Pearson BTEC Level 4 HNC programme. Learners studying the Pearson BTEC Level 5 HND Diploma in Health and Social Care should be able to progress to the second or third year of an undergraduate degree or directly into employment in an associated profession.
In the past our students have gone to Greenwich University and others etc for their BSc degree top-up.
How Employers Support LWA’s Learners and Project Work
London Waterloo Academy involves employers as much as practically possible in the design, assessment and delivery of our programmes. The benefits of active employer involvement are shown in better learning and increased employability for learners:
● The benefits to learners that derive from effective links between theory and practice are well documented according to Training Standards Council 2000(a) and QSIS Consultants publications). Such links are best developed when communication between employers and learning providers is well established.
● Involving employers helps reinforce theory with practical experience by providing opportunities to apply and test understanding.
● Close links with employers help increase learners’ motivation and commitment to completing a learning programme successfully, by providing clear goals to aim for and demonstrating the value placed on learning by the employer or workplace supervisor. Increased employability
● Enabling learners to apply knowledge in real situations should develop their work-related skills and make them more attractive as employees.
● Involvement with learning makes it possible for employers to recruit staff who are familiar with the company’s culture and trained or ready to be trained in skills directly related to their business operations.
Students Employers Role
Students Employers play a key role in the delivery of the Higher levels BTEC HNC/D qualifications and other diplomas such as Dental Nursing (NEBDN).
They provide assessment evidence through such mechanisms as:
- expert witness statements and observations,
- confirming work attendance experiences;
- confirming 200 hours work experience,
- witnessing student carry out risk assessment at work,
- confirming students communication skills practice,
- granting their staff time out or day release to study
- work with training providers like us to support our students needs
- field visit to work place.
- Making available any materials or documents the leaner may need in support of their project work. Any material provided will be treated with confident and used solely for learning.
We encourage students employers to work with our teaching staff and assessors to support students by providing work and vocational experience opportunities during the students study e.g. work experience opportunities: permanent or temporary, paid or voluntary work.
BTEC Higher National in Health and Social Care have been designed to:
- Equip individuals with underpinning knowledge, understanding and skills for success in employment in the health and social care sector at supervisory or management levels.
- Provide specialist studies relevant to individual vocations and professions in which learners are working or in which they intend to seek employment in the health and/or social care sector.
- Develop the ability of learners to contribute to the health and social care environment through effective use and combination of the knowledge and skills gained in different parts of the programme.
- Develop skills and techniques, and personal qualities and attitudes essential for successful performance in working life and thereby enable learners to make an immediate contribution to employment.
- Develop transferable skills and knowledge which will enable individuals to meet changing circumstances, whether moving within their own area of employment, promotion to a supervisory or management position or general changes in the provision or environment of health and social care.
- Prepare individuals to progress to further professional development of higher-level skills through to future study or career advancement.
- Enable focused study in defined areas of the health and social care sector with specialist designed units.
Higher level skills and abilities
Learners studying for BTEC Higher Nationals in Health and Social Care will be expected to develop the following skills during the programme of study:
- Analysing, synthesising and summarising information critically
- Ability to read and use appropriate literature with a full and critical understanding
- Ability to think independently and solve problems
- Applying subject knowledge and understanding to address familiar and unfamiliar problems
- Recognising the moral and ethical issues of health and social care practice and research; appreciating the need for ethical standards and professional codes of conduct
- Appreciation of the interdisciplinary nature of health and social care service provision
- Capacity to give a clear and accurate account of a subject, assemble arguments in a mature way and engage in debate and dialogue both with specialists and non-specialists.
Virtual Learning Environment
Please click on http://www.issuesonline.co.uk/subscription/moodle/Waterloo/121694 to access online resources while at the Academy.
- Mott J and Leeming A –Information and communication Technology (Hodder and Stoughton, 2002)
- Bolton G –Reflective Practice (Paul Chapman Publishing, 2000)
- Denscombe M – Ground Rules for good research (Open University Press 2002)
- Walsh M – Research Made Real (Cheltenham Stanley Thornes, 2001)
- Health and safety Executive –health and safety in Resident Care Homes (HSE books, 2001)
- Hayes J- Interpersonal Skills at Work, 2nd Edition (Routledge Hove, 2002)
- Gomm R, Needham G, Bullman A (2000) Evaluating research in health and social care London:Sage
- Green S – Research Methods in Health, Social and Early Years Care (Cheltenham, Stanley Thornes, 2001)
- Edward K- Partnership in Mental Health Care (Churchill Livingstone,2004)
- Blaxter L et al – How to research (Open University Press, 1996)
- Watson N – Working in Partnership with Schools (Grove Books,1995)
- Hinton P – Statistics Explained: A Guide for Social Science Students (London: Rout ledge Publishing 1995)
- Dickson DA, Hargie O and Morrow NC- Communication Skills Training for Health professionals, 2nd Edition (Nelson Thornes, 1996)
- Jasper M –Beginning Reflective Practice (Nelson Thornes, 2003)
- Sapsford R and Abbot P – Research Methods for Nurses and the Caring Professionals (Open University Press, 1992)
- Webb R and Tossell D – social Issues for Carers: Towards Positive Practice, 2nd Edition (Hodder Arnold, 1998)
- Argyle M- The psychology of interpersonal behaviour, 5th Edition (Penguin, 1994)
- Denscombe M – The good Research Guide, 2nd Edition (Open University Press, 2002)
- Egan G- The skilled Helper: A Systematic Approach to Effective Helping (Wadsworth)
- Morris J – Community Care, Working in Partnership With Service Users (Venture Press,1997)
- Glasby J and Peck E (Editors) – Care Trusts: Partnership Working in action (Radcliffe Medical Press, 2003 )
- Morath J M and Turnbull J E- To Do No Harm Ensuring Patient Safety in Health Care Organisations (Jossey Basss Wiley, 2004)
- Exercise Physiology: Energy, Nutrition and Human Performance
- Research Methods in Physical Activity, Thomas, Jerry R.; Nelson, Jack K.
- Physiology of Sport and Exercise ; Jack H. Wilmore, David L. Costill
HND Health and Social Care Diploma Level
Our aim is to provide affordable and quality education. We offer almost 50% off fees from government funded courses (we don’t accept Student Finance), therefore learners benefit from not having to pay back sizeable loans. (We offer payment plan and accept installments at no extra charges)
Course Fee: £3,000 per year
Registration Fee – £500
Individual modules – from £215
Mode of study: Full, part time (class based) and distance learning
Duration – 12 months