Qualifica onSpecifica on - MediPro Limited · 2018. 9. 28. · working closelywith other emergenc...

Level 4 Diploma For

ASSOCIATE AMBULANCE PRACITIONERS

Qualifica�on Specifica�on

Qualifica�on recognition number: 601/7496/1Qualification Reference: L4DAAP

www.futurequals.com

This document is copyright under the Berne Convention. All rights are reserved. Apart from any fair dealing forthe purposes of private study, research, cri�cism or review, as permitted under the Copyright, Designs andPatents Act 1998, no part of this publica�on may be reproduced, stored in a retrieval system, or transmitted inany form or by any means, electronic, electrical, chemical, mechanical, op�cal, photocopying, recording orotherwise, without prior written permission of the copyright owner. Enquiries should be addressed to FutureAwards and Qualifica�ons.

Copyright © Future (Awards and Qualifica�ons) Ltd 2018

Version Control Informa�on

Document detailsDocument name FAQ Level 4 Diploma for Associate Ambulance Prac�tioners

601/7496/1

Specification

Purpose of document Qualifica�on specifica�on, component contents, assessmentguidelines and information for centres.

Change applied to exis�ngversion

L3DAEUCS_V1_20/02/18

Document owner Product Development Team

Version history

New version numbera�er amendment

Date amended Section Details of change/s

L4DAAP_V2_10/08/2018 August 2018 2.5, 3.1 Removal of genericAssessment Principles,inclusion of weblink tolatest version ofAssessment Principlesand update to AppendixC.

Contents

Centre Requirements........................................................................................................ 1

1.1 Introduction .........................................................................................................................1

1.2 Data Protection....................................................................................................................2

1.3 Complaints ...........................................................................................................................2

1.4 Enquiries...............................................................................................................................2

Qualification Information ................................................................................................. 3

2.1 Qualification Outline............................................................................................................3

2.2 Prac�ce Hours......................................................................................................................4

2.3 Additional Information ........................................................................................................7

2.4 Progression ..........................................................................................................................7

2.5 Assessment Principles..........................................................................................................7

2.6 Qualification Structure.........................................................................................................7

2.7 Barred Components and Exemptions ................................................................................10

Assessment Principles and Component Specifications..................................................... 11

3.1 Assessment Principles........................................................................................................11

3.2 Component Specifications ...................................................................................................3

Centre Information................................................................................................................113

4.1 Centre Operations Manual ..............................................................................................113

4.2 Initial Assessment and Centre Learner Support ..............................................................113

4.3 Identifica�on requirements and Learner Authenticity....................................................114

4.4 Legal Considerations ........................................................................................................115

L4DAAP_V2_10/08/2018 (601/7496/1) Qualifica�on Specifica�on 1

Sec�on One

Centre Requirements

1.1 Introduction

Introduction to FutureQuals

FutureQuals is forward thinking, learner and customer-focused, and committed to deliveringinspiring learning and skills.

Our Values“We are a Visionary, Suppor�ve, Innova�ve and Professional Awarding Organisa�on that iscommi�ed to excellence.”

Our Vision“We envisage a place in which every learner realises their full poten�al.”

Our Mission“To provide respected and valued qualifications and assessment to enable quality assured learning.”

FutureQuals is recognised to deliver regulated qualifica�ons by Ofqual in England, CCEA Regula�onin Northern Ireland, the Sco�sh Qualifications Authority (SQA Accreditation) and Qualifica�onsWales to offer a comprehensive and diverse range of qualifica�ons across a wide range of voca�onalareas many of which are transferable across industries and sectors.

A full list of FutureQuals current qualifications can be accessed at http://www.futurequalsquals.com

We have developed a genuine understanding and insight into all types of educational organisa�ons,which ensures that we are highly responsive to their needs. We offer a wide range of benefits andsupport for our learners, our approved centres, and their assessment and quality assurance teams.

FutureQuals offers a wide range of benefits and support for all of our educational products andservices including:

• Vocational qualifications accredited by the UK regulators and recognised by employers,universi�es and professional bodies

• 24/7 online management systems for the registration of learners, ensuring highly efficientservices and access to assessment and results

• A diverse range of qualifica�ons• A flexible approach to assessment• A network of professionals who examine and quality assure our regulated qualifica�ons and

assessments• Regular updates on new developments in education and training• Unrivalled customer service support and extensive guidance materials


Introduction to Qualifica�on Specification

Welcome to the FutureQuals Specification for the FAQ Level 4 Diploma for Associate AmbulancePractitioners. The aim of this specification is to provide our centres with guidance to assist in theadministration, delivery and assessment of this qualifica�on. It is recommended that you study thisspecification in detail and become fully conversant with the procedures and accompanyingdocuments.

This specifica�on is a live document and, as such, will be updated when required. Centres will beno�fied when changes are made. It is the responsibility of the approved centre to ensure the mostup to date version of the Approved Specification is in use.

This document is copyright but may be copied by approved centres for the purpose of assessinglearners. It may also be copied by learners for their own use.

1.2 Data Protec�on

FutureQuals is registered with the Data Protection Act and handles all data in accordance with therequired procedures of the Act.

1.3 Complaints

FutureQuals aims to constantly monitor the levels of service provided and report on performanceindicators on a regular basis. We will endeavour to be open about the levels of service we aim tooffer all our customers.

However, if we fall short of expectations or our own standards, we want to give the opportunity forthose affected to provide feedback so we can put things right.

Our Complaints Policy, which includes information on how to make a complaint, can be found on theFutureQuals website.

1.4 Enquiries

Any enquires rela�ng to this qualifica�on should be addressed to:

Future (Awards and Qualifica�ons) LtdEMP HouseTelford WayCoalvilleLeicestershireLE67 3HE

Tel: 01530 836662Fax: 01530 836668E-mail: [email protected]: www.futurequals.com


Sec�on Two

Qualification Information

2.1 Qualification Outline

Purpose and Aims

The purpose of this FAQ Level 4 Diploma for Associate Ambulance Prac�tioners is to confirm thelearner’s competence in the skills and knowledge you will gain from comple�ng this qualifica�on.

The Associate Ambulance Prac�tioner (AAP) works as part of the wider Emergency & Urgent Carese�ng, having direct contact with service users or others, providing high quality and compassionatecare. Day to day duties and tasks for an AAP would involve working as part of an ambulance crewresponding to emergency (999) & urgent calls providing emergency and urgent assistance, drivingsafely and progressively at high speed.

The AAP will assess, treat and manage service users at the scene or assist with non-conveyance oronward referral if appropriate, reducing the need for hospital admission. Other tasks involveworking closely with other emergency services and the wider NHS. Tasks of an AAP will includeevalua�ng different approaches to solving problems, communica�ng those results accurately andreliably, with structured and coherent arguments.

AAP’s work at a level above that of Clinical Healthcare Support Workers and have knowledge of theunderlying concepts and associated principles within their area of study, including the ability toevaluate and interpret these. They will have the qualities and transferable skills necessary foremployment, exercising some personal responsibility. AAP’s will undertake further annual trainingand develop new skills within a structured and managed environment when employment is secured.The AAP will work under the supervision of an occupationally competent individual at the same levelor above in accordance with Regulatory policies and procedures for an ini�al proba�onary period of750hrs.

A�er successful completion the AAP will be accountable for their own actions, opera�ng within theirown scope of prac�ce. They will work alongside professional colleagues of higher or lower grades.

The Total Qualification Time (TQT) for this qualification is: 1450 hoursGuided Learning (GL) for this qualification is: 1240 hours (this includes 750 hrs prac�ce placement)Minimum credits required to achieve the qualification: 145

Suitable for age ranges: 18+ 19+


Method of assessment: Por�olio of Evidence. This qualifica�on is internally assessed and internallyquality assured by Centre staff and externally quality assured by FutureQuals External QualityAdvisors (EQAs).

If the method of assessment includes forma�ve assessments such as prac�cal tasks, wri�enques�ons, mul�ple choice/short answer and knowledge assessment tasks where supervision of alearner assessment is required, assessment must be undertaken in line with the requirements set onin the FutureQuals Instructions for Conduc�ng Controlled Assessments Policy. This document ispublished on the Policies and Procedures section of the FutureQuals website.Grading: There is no specific grading criteria for this qualifica�on.

Entry guidance: There are no formal qualifica�on entry requirements that a learner must havecompleted before taking this qualifica�on. This qualifica�on must be assessed in line with AppendixC of the FutureQuals Assessment Principles

2.2 Practice Hours

Prac�ce placement learning forms one of the most important components of the AssociateAmbulance Practi�oner qualifica�on; it ensures that the learner has considerable exposure to applytheory to prac�ce, permi�ing refinement of prac�ce to ensure consistent learning and assimila�onof learning throughout the programme. The quality of placements is essen�al in providing learnerswith the opportuni�es to achieve the stated learning outcomes and assessment criterion throughoutthe 42 mandatory components. The Emergency & Urgent care setting is constantly evolving and,therefore, a key component of ensuring the quality of the placement is to provide sufficientexposure in practice to various situa�ons encountered in pre- and out-of-hospital care. To achieveadequate exposure in practice, theminimum number of practice placement hours required is750hrs. Learners employed within the NHS Ambulance Service Emergency & Urgent Care 999 servicedo not require supernumerary placements due to their exis�ng clinical experience. For those outsideof employment by an NHS Ambulance Service may undertake the required prac�ce placement in asupernumerary capacity.

The following prac�ce placement areas within the primary, acute, urgent, community andemergency care environments are unique and acceptable set�ngs for the prac�ce placementlearning outcomes and assessment criterion to be achieved. These locations provide a rare andexceptional opportunity for inter-professional learning for the developing associate ambulanceprac��oner. This should not extend for more than 50 percent of the prac�ce placement timeoutside of the environment of emergency ambulance 999 response; this is to enable the learner todevelop competencies across the full pa�ent journey. Those acceptable areas (as listed below) ofprac�ce placement outside of the environment of emergency ambulance 999 response,must notexceed 10% in each placement setting, this is to enable the learner to develop competencies acrossthe full pa�ent journey.

NHS Ambulance Service 999 Emergency & Urgent Component (at least 50% of required practiceplacement)

Provides the opportunity to develop skills and competencies in clinical prac�ce, under the directrange of emergency and urgent calls and consolidation of theore�cal knowledge into prac�ce.


Operating Theatres/Day Procedure ComponentsProvides an opportunity to develop and consolidate the skills and techniques of airwaymanagement. These will include laryngeal mask airways (LMAs), supraglo�c airways, in a clinicalse�ng supported by an anaesthetist, opera�ng department practi�oners (ODPs) and anaestheticnurses.

Emergency DepartmentProvides the opportunity to experience interaction with other allied health and medicalprofessionals, as well as opportuni�es to develop skills of communication, pa�ent handover, patientassessment and other appropriate departments.

Obstetric/Midwifery ComponentsProvides an opportunity to develop subject knowledge and experience of obstetric and maternalcare including high-and low-risk patients. Depending on the placement area, the opportunity todevelop and learn from obstetricians and midwives, and consolidate theore�cal learning intoprac�ce in a specialist supported prac�cal learning environment.

Cardiac Care/Cardiac Catheterisation ComponentsProvides the opportunity to develop and learn from cardiologists, cardiac specialists and nurses, andfurther develop knowledge of patients experiencing ACS, acute and chronic cardiac conditions, atrialand ventricular regulari�es, irregulari�es and inherited cardiac condi�ons, which include hospitalassessment and management of ACS.

Minor Injuries/Illness ComponentProvides an opportunity to develop pa�ent assessment and communication skills with pa�entspresen�ng with minor injuries and illnesses. Components are staffed by nurses and sometimesspecialist paramedics in primary care. Provides the learner with the opportunity to obtain practicalexperience of alternative care pathways.

Emergency Operation Control Centres (999 and 111 systems)Provides the opportunity to gain an understanding of the use of the communication skills u�lised inproviding a 999 emergency response and urgent case GP referrals. Depending on the serviceprovider this may include call taking advice (CTA), clinical support desk (CSD) or a 111 referral systemto an appropriate care pathway.

Single Response VehiclesProvides an opportunity to deal with a range of emergency and urgent care calls and consolidatestheore�cal knowledge into prac�ce. This will be under the supervision of an occupa�onallycompetent individual resourcing the component in clinical prac�ce dealing with pa�ents who mayrequire an immediate response or ongoing assessment as part of an alterna�ve care referralpathway.

Intensive Care Component (ICU) or High Dependency Component (HDU)Provides the opportunity to gain an understanding of, and focus on, the con�nuing managementand monitoring of patients who are cri�cally ill, from various medical or trauma causes.

Medical Assessment ComponentProvides the opportunity to develop pa�ent assessment skills, gain an appreciation of relevantdischarge criteria. Pa�ent assessment may incorporate medical models of rapid assessment andtreatment for a wide range of medical condi�ons.


Mental Health ComponentProvides an opportunity to gain experience and develop an understanding of the complexities andrange of mental health condi�ons that pa�ents may present with across the lifespan, and the role ofthe associate ambulance prac��oner in assessing and managing these. This should include theopportunity to develop and gain an understanding of compulsory admission to hospital proceduresunder the Mental Health Act.

Paediatric Department/WardsProvides the opportunity to develop and learn from specialists, paediatricians and nurses to enablethe learner to gain an understanding of paediatric illnesses and injuries, as well as developmental,psychological and social problems. This may include resuscitative measures including basic andintermediate life support skills and knowledge.

Out-of-Hours (OoH) Unscheduled CareProvides an opportunity to develop knowledge and experience of pa�ent assessment andcommunica�on skills. These may be similar to minor injury components, however some OoHcomponents provide advice and care for adults who have complex condi�ons. Pa�ents are assessedand managed by advanced care prac��oners, lead/charge nurses and paramedics.

Non-Emergency Services (no more than 10%)Provides an opportunity to develop communica�on skills, implement the skills of moving andhandling, and observe the role and opera�on of pa�ent transport services’ delivery of care andtransporta�on. This may incorporate admissions, discharges and outpa�ent referral appointments.

Allied Health TeamsProvides the opportunity to understand and appreciate the specific and collabora�ve role of otherAHPs, such as physiotherapists, occupational therapists, speech therapists and the role they play inpa�ent care. This may include primary, secondary and community-based se�ngs.

Surgical Assessment ComponentProvides the opportunity to develop pa�ent assessment skills that incorporate surgical models(similar to medical assessment components), which allows students to gain an apprecia�on ofrelevant hospital inves�gations and, if appropriate, admission and discharge criteria.

Other Emergency ServicesProvides an opportunity to develop an understanding and prac�cal experience of the specific rolesof other emergency services in the patient care pathway. These include the Police, Traffic Police,Highways Agency traffic officer, Fire and Rescue Services, Royal Na�onal Lifeboat Ins�tute (RNLI),HM Coast Guard, Search andRescue, and mountain search and rescue teams (which, of course, depends on the geographicallocation of the programme).

Suppor�ve Operational ComponentsProvides the opportunity to gain an understanding of the use of paramedics and other specialists,including the Bri�sh Associa�on for Immediate Care Scheme (BASICS), Special Opera�ons ResponseTeams (SORT)/Hazardous Area Response Teams (HART), Baby/Neonate Emergency Transfer Service(BETS/NETS) and Helicopter Emergency Medical Services (HEMS).


2.3 Additional Information

This qualifica�on is regulated by the Office of the Qualifica�ons and Examinations Regulator(Ofqual) in England https:/ / register.ofqual.gov.uk/ Qualifications and CCEA Regula�on in NorthernIreland http:/ / ccea.org.uk/ regulation

It may be eligible for public funding as determined by the Department for Education (DfE) underSec�ons 96 and 97 of the Learning and Skills Act 2000 and Department of Education in NorthernIreland.

For informa�on regarding poten�al sources of funding please visit the following websites;https:/ / hub.fasst.org.uk/ Pages/ default.aspxhttps:/ /www.gov.uk/ government/ organisations/ education- and- skills- funding- agencyh�ps://www.delni.gov.uk/

or, contact your local funding office.

You should use the Qualifica�on Accreditation Number (QAN) when you wish to seek public fundingfor your learners. Each component within a qualifica�on will also have a unique reference number(Component Reference Number), which is listed in this specifica�on. The qualifica�on title andcomponent reference numbers will appear on the learner’s final cer�fication document. Learnersneed to be made aware of this detail when they are recruited by the centre and registered withFutureQuals.

2.4 Progression

The Level 4 Diploma for Associate Ambulance Prac�tioners has been specifically designed to supportprogression to Higher Educa�on Professional Health Programme at university. This would allowprogression to, for example:

• BSc (Hons) Paramedic Science• BSc (Hons) Paramedic Prac�ce• BSc (Hons) Adult Nursing• BSc (Hons) Mental Health Nursing

2.5 Assessment Principles

The FAQ Level 4 Diploma for Associate Ambulance Prac��oners must be assessed according to theFutureQuals Assessment Principles. The Assessment Principles can be accessed here: h�ps://www.futurequals.com/assets/AssessmentPrinciples.pdf

2.6 Qualification Structure

To achieve the Level 4 Diploma for Associate Ambulance Practi�oners learners must achieve all ofthe mandatory components in Group M.

Learners undertaking supernumerary prac�ce may wish to take Component 43, SupernumeraryPrac�ce in the emergency and urgent care se�ng as an addi�onal component. No credit from thiscomponent will be counted towards the qualifica�on.


Group M – Mandatory

ComponentNumber

URN Component Name CreditValue

Level

1 F/507/4098 Engage in organisa�onal effec�veness,personal and professionaldevelopment in the emergency andurgent care set�ng

4 4

2 J/507/4099 Promote Communication in theEmergency and Urgent Care Set�ng

4 4

3 F/507/4103 Promote Equality and Inclusion in theEmergency and Urgent Care Set�ng

1 4

4 H/507/4109 Implement Health & Safety in theEmergency and Urgent Care Set�ng

8 3

5 Y/507/6357 Safeguarding and Protec�on ofIndividuals and Groups

3 3

6 L/507/4119 Promote Person Centred Approachesin the Emergency and Urgent CareSe�ng

5 3

7 F/507/4120 Principles of Emergency and UrgentCare

3 3

8 J/507/4121 Promote Good Prac�ce in Informa�onGovernance in the Emergency andUrgent Care Set�ng

3 3

9 L/507/4122 Promote Infection Prevention andControl measures in the Emergencyand Urgent Care Se�ng

3 3

10 K/507/4242 Causes and Spread of Infec�on in theEmergency and Urgent Care Set�ng

2 2

11 R/507/4123 Cleaning, Decontamination and WasteManagement in the Emergency andUrgent Care Set�ng

3 3

12 H/507/6359 Duty of Care and Candour in theEmergency and Urgent Care Set�ng

1 3

13 D/507/6361 Privacy and Dignity in the Emergencyand Urgent Care Se�ng

4 4

14 T/507/4194 Anatomy & Physiology of the HumanBody

4 3

15 A/507/6366 Assessment and Examination in theEmergency and Urgent Care Set�ng

9 4

16 F/507/4201 Stepwise Airway Management in theEmergency and Urgent Care Set�ng

3 4


17 J/507/6368 Intermediate Life Support and ExternalDefibrillation in the Emergency andUrgent Care Set�ng

4 5

18 F/507/4215 Management of Medical and SurgicalCondi�ons in the Emergency andUrgent Care Set�ng

9 5

19 Y/507/4219 Management of Wounds, Bleeding andThermal Injury in the Emergency andUrgent Care Set�ng

4 4

20 F/507/4246 Management of Injuries in theEmergency & Urgent Care Se�ng

10 5

21 L/507/6369 Support the senior clinician withcannula�on, intraosseous, infusion andadvanced airway management in theemergency and urgent care set�ng

3 4

22 D/507/4240 Process and Systems of Trauma in theEmergency and Urgent Care Set�ng

1 3

23 R/507/6373 Administration of Medical Gases in theEmergency and Urgent Care Set�ng

2 4

24 T/507/6379 Move and position people and objectsin the emergency and urgent carese�ng

6 4

25 M/507/4226 Management of Neonates, Infants andChildren in the Emergency and UrgentCare Set�ng

7 4

26 T/507/4227 Management of Obstetrics andGynecology in the Emergency andUrgent Care Set�ng

4 4

27 L/507/4234 Management of Hos�le &MajorIncidents in the Emergency and UrgentCare Set�ng

2 4

28 R/507/4235 Managing Hazardous Materials in theEmergency and Urgent Care Set�ng

1 3

29 D/507/6411 Extrication and light rescue in theemergency and urgent care set�ng

3 4

30 L/507/6422 Support individuals with demen�a inthe emergency and urgent care se�ng

1 4

31 J/507/6421 Support individuals who are bereavedin the emergency and urgent carese�ng

2 4

32 R/507/6423 Support individuals at the end of life inthe emergency and urgent care se�ng

2 4

33 M/507/6431 Care for older people in the emergencyand urgent care se�ng

1 3


2.7 Barred Components and Exemp�ons

Components with the same title at different levels, or components with the same content, cannot becombined in the same qualifica�on.

34 J/507/4247 Communicate effec�vely usingelectronic communication systems anddevices in the emergency and urgentcare se�ng

1 3

35 T/507/6429 Promote Mental Capacity in theEmergency and Urgent Care Set�ng

3 4

36 L/507/4248 Administration of medication in theemergency and urgent care set�ng

6 4

37 K/507/6430 Conflict Resolu�on Training 2 3

38 T/507/6432 Conflict Resolu�on Training forAmbulance Services

1 3

39 F/507/6434 Suppor�ng individuals with learningdisabili�es in the emergency andurgent care set�ng

2 3

40 L/507/6436 Vehicle Familiarisation 2 3

41 T/507/7452 Promote Environmental Safety in theEmergency & Urgent Care Se�ng

2 3

42 D/507/6960 Support individuals with mental healthin the emergency and urgent carese�ng

4 4

Addi�onal Component

Component URNNumber

Component Name CreditValue

Level

43 L/508/5315 Supernumerary Prac�ce in theemergency and urgent care set�ng*

4 43


Sec�on Three

Assessment Principles and Component Specifica�ons

3.1 Assessment Principles

FutureQuals qualifications will always use Assessment Principles whether they have been developedby a Sector Skills Council (SSC) or FutureQuals own. The latest version of the Assessment Principlesare available on the FutureQuals website and should be used in conjunction with any qualification-specific assessment principles. You can view the principles here: h�ps://www.futurequals.com/assets/AssessmentPrinciples.pdf Any Assessment Principles specific to a qualifica�on will always bere-produced in the specifica�on they relate to.

APPENDIX C

Level 4 Diploma for Associate Ambulance PractitionersQAN 601/7496/1

Assessment Strategy

This strategy ensures a consistent approach to those elements of assessment which require furtherinterpretation and defini�on, and will support sector confidence in the new qualifications. It appliesto these qualifica�ons and the components therein that assess occupa�onal knowledge oroccupational competence.1. Where the assessment of knowledge is specified, tasks, short answer questions and reflec�vecommentaries/statements may be u�lised. Any knowledge evidence integral to these learningoutcomes may be generated outside of the work environment.2. Assessment decisions for competence components must be made by an occupa�onallycompetent assessor, as defined in this assessment strategy, primarily using evidence generated inthe workplace during the learner’s normal work activity.3. Expert witnesses are permitted for this qualifica�on. The centre will have approved the expertwitness but a centre Assessor will judge the evidence provided by the expert witness against theassessment criteria. This can be used as competence and knowledge evidence.

Tutor requirements

1. Tutors will need to hold as a minimum a recognised teaching qualification such as the Level 4Cer�ficate in Educa�on and Training or equivalent or above as detailed in the Qualifica�onSpecification and be currently occupationally competent. Tutors not currently qualified must beregistered and actively working towards a teaching qualifica�on or acceptable equivalent as listed inthe assessment principles and be mentored by a suitably qualified tutor. Tutors working towardstheir teaching qualifica�on must achieve this within two years.

Assessors

1. All assessment must be carried out by a currently, occupationally competent assessor qualified tomake assessment decisions.2. All Assessors must hold a recognised assessor qualifica�on by 1st October 2018. This should be theLevel 3 Cer�ficate in Assessing Vocational Achievement. Assessors holding the A1 or D32/33 legacyqualifica�ons are not required to re- qualify.


3. Any unqualified Assessors will need to have all of their assessment decisions countersigned by afully qualified Assessor from 1st October 2018.

Internal Quality Assurance

1. All internal quality assurers (IQA) must be currently, occupa�onally competent and qualified tomake quality assurance decisions.2. The IQA must hold a recognised internal quality assurance qualification by 1st October 2018. Thismay be either the Level 4 Award in the Internal Quality Assurance of Assessment Processes andPrac�ce or the Level 4 Certificate in Leading the Internal Quality Assurance of Assessment Processesand Practice, depending on the role of the individual. Internal quality assurers holding the V1 or D34legacy qualifica�ons are not required to re-qualify.3. Any unqualified IQAs will need to have all of their verifica�on decisions countersigned by a fullyqualified IQA from 1st October 2018.

External Quality Assurance

1. All External Quality Assurers (EQA) must be currently, occupationally competent in the area theyare assuring and be qualified to make quality assurance decisions.2. The EQA must hold a recognised external quality assurance qualification by 1st October 2018. Thismay be either the Level 4 Award in the External Quality Assurance of Assessment Processes andPrac�ce or the Level 4 Certificate in Leading the External Quality Assurance of Assessment Processesand Practice, depending on the role of the individual.External Quality Assurers holding the V2 or D35 legacy qualifica�ons are not required to re-qualify.3. Any unqualified EQAs will need to have all of their verification decisions countersigned by a fullyqualified EQA from 1st October 2018.


Acceptable Equivalents

Level 4 Teaching Qualifications: Acceptable Equivalents or Higher.Advanced Diploma Teaching in Further Educa�on - 2006BTEC Professional Cer�ficate In Instruc�onal Techniques - Level 4CIPD Cer�ficate in Training Prac�ce - Level 3City & Guilds 7307 Certificate in Teaching Adult Learners - Stage 1 & 2City & Guilds 7407 Level 4 Stage 1City & Guilds 7407 Level 4 Stage 1&2City & Guilds L3 Cer�ficate for Learning Support Prac��onersCity & Guilds L3 Cer�ficate in Learning & DevelopmentCity & Guilds L3 Cer�ficate in Supporting LearningCity & Guilds L5 Diploma in TeachingCity and Guilds 7306 Further and Adult Education Teachers Cer�ficate Level 4Edexcel/BTEC L3 Certificate in Ambulance Driving Instruc�onEdexcel L4 Diploma in Learning & developmentEDI Level 3 Certificate in Educa�onal Principles and Prac�ceENB 998: Teaching and Assessing in Clinical Prac�ceFETC Stage 1 Level 4 (old NQF)FETC Stage 2 Level 4 (old NQF)FETC Stage 3 Level 4 (old NQF)Generic Cer�ficates in Educa�on (Cert.Eds.), Post Graduate Cer�ficates in Educa�on (PGCEs) orequivalent from English HEIsGeneric Cer�ficates in Education (Cert.Eds.), Post Graduate Cer�ficates in Educa�on (PGCEs) orequivalent from HEIs in WalesIHCD Ambulance Aid/Clinical Tutor qualifica�onIHCD Ambulance Driving Tutor qualifica�onL3/L4 Cer�ficate in Teaching in the Lifelong Learning Sector,L4 Cer�ficate in Education & TrainingL4/L5 Diploma in Teaching in the Lifelong Learning Sector,L5 Diploma in Education & TrainingNVQ Level 3 Direct Training and SupportNVQ Level 3 in Learning and DevelopmentNVQ Level 3 Training and DevelopmentNVQ Level 4 Co-ordination of Learning & Development ProvisionNVQ Level 4 in Learning and DevelopmentNVQ Level 4 in Training and DevelopmentOCR L3 Cer�ficate in Learning & DevelopmentOCR L4 Diploma in Learning & DevelopmentOCR L5 Diploma in Teaching LearnersOCR L7 Diploma in Teaching LearnersPearson/EDI L3 Cer�ficate in Learning & DevelopmentPearson/BTEC L5 Diploma in TeachingSkills for Life jointly endorsed and approved qualifica�ons integra�ng generic teacher trainingwith a Skills for Life subject specialismUniversity of Ulster Certificate in Further/Higher Educa�on


Level 5 Teaching Qualifications: Acceptable Equivalents or Higher.

City & Guilds L5 Diploma in TeachingFETC Stage 3 Level 4 (old NQF)

Generic Cer�ficates in Education (Cert.Eds.), Post Graduate Cer�ficates in Educa�on (PGCEs) orequivalent from English HEIsGeneric Cer�ficates in Education (Cert.Eds.), Post Graduate Cer�ficates in Educa�on (PGCEs) orequivalent from HEIs in WalesL5 Diploma in Teaching in the Lifelong Learning Sector,L5 Diploma in Education & TrainingOCR L5 Diploma in Teaching LearnersOCR L7 Diploma in Teaching LearnersPearson/BTEC L5 Diploma in TeachingSkills for Life jointly endorsed and approved qualifica�ons integra�ng generic teacher trainingwith a Skills for Life subject specialismUniversity of Ulster Certificate in Further/Higher Educa�on


3.2 Component Specifica�ons


Component 1: Engage in organisational effectiveness, personal and professionaldevelopment in the emergency and urgent care se�ing

Component Reference Number: F/507/4098

Level: 4Credit: 4GL: 30024/Component SummaryThis component is aimed at those who work in the emergency and urgent care setting or within awider health & social care se�ng. The component considers organisa�onal effectiveness, personal,professional and reflective development, which are fundamental to such roles.

Assessment GuidanceThis component must be assessed in line with the FutureQuals Assessment Principles. Assessment ofknowledge based Learning Outcomes must be made by an occupationally knowledgeable assessor.Assessment of performance (e.g. those beginning with ‘Be able to’ or ‘demonstrate’) must be madeby an occupationally competent assessor. Expert witnesses can be used for direct observa�on wherethey have occupa�onal competence for the specialist areas or the observations is of a par�cularsensi�ve nature. An example of occupa�onal competence maybe a Learning & Development tutor,HR manager, CPD manager, organisational development tutor etc.

Relationship to Occupa�onal StandardsN/A

Learning Outcome - The learner will: Assessment Criterion - The learner can:1 Understand what is required forcompetence in own work role.

1.1 Describe the du�es and responsibilities ofown work role in line with own organisational:

• Vision statement• Values• Behaviours

1.2 Explain expecta�ons about own work roleas expressed in relevant standards.

2 Be able to reflect on own prac�ce. 2.1 Explain the importance of reflectiveprac�ce in con�nuously improving the qualityof service provided.2.2 Reflect on own practice.2.3 Describe how own values, belief systemsand experiences may affect working prac�ce.

3 Be able to evaluate own performance. 3.1 Evaluate own knowledge, performanceand understanding against relevant standards.3.2 Demonstrate use of feedback to evaluateown performance and inform development.

4 Be able to achieve personal developmentplan.

4.1 Iden�fy sources of support for planningand reviewing own development.4.2 Assess own personal development needs.4.3 Iden�fy exis�ng development activi�esthat are appropriate with iden�fieddevelopment needs.


4.4 Iden�fy options that would meet theneeds of the development plan.4.5 Translate skill and competence needs intorealis�c development plans.4.6 Work with others to review, agree andpriori�se own learning needs, professionalinterests and development opportuni�es.4.7 Review progress and use feedback tocon�nue personal and professionaldevelopment needs.

5 Be able to use learning opportuni�es andreflective prac�ce to contribute to personaldevelopment.

5.1 Evaluate how learning ac�vities haveaffected prac�ce.5.2 Demonstrate how reflec�ve prac�ce hasled to improved ways of working.5.3 Record progress in rela�on to personaldevelopment.

6 Be able to promote and support actions toimprove organisational effec�veness in theemergency and urgent care set�ng.

6.1 Suggest improvements in organisationaleffec�veness.6.2 Promote policies and procedures that willfacilitate improvements.

7 Understand the need for con�nued personaland professional development.

7.1 Explain the requirements for con�nuingpersonal and professional development.7.2 Iden�fy the personal and professionaldevelopment needs to match the present andfuture role requirements.

8 Be able to maintain professionalcompetence through the use of a con�nualpersonal and professional developmentportfolio.

8.1 Iden�fy different types of informa�on thatcan be included in a portfolio.8.2 Assemble evidence in a portfolio so thatkey elements can be identified to meet ownand organisational requirements.8.3 Review own por�olio in the light ofconstruc�ve feedback.


Component 2: Promote Communication in the Emergency and Urgent Care Se�ing

Component Reference Number: J/507/4099

Level: 4Credit: 4GL: 28024/Component SummaryThis component is aimed at those who work in the emergency and urgent care setting or within awider health & social care se�ng. The component considers addressing the range of communicationrequirements, needs, wishes and preferences of individuals. It will assist the learner the improvecommunica�on systems and overcome barriers to effec�ve communication, which are fundamentalto such roles.

Assessment GuidanceThis component must be assessed in line with the FutureQuals Assessment Principles. Assessment ofknowledge based Learning Outcomes must be made by an occupationally knowledgeable assessor.Assessment of performance (e.g. those beginning with ‘Be able to’ or ‘demonstrate’) must be madeby an occupationally competent assessor. Expert witnesses can be used for direct observa�on wherethey have occupa�onal competence for the specialist areas or the observations is of a par�cularsensi�ve nature. An example of occupa�onal competence can be any role within the emergency andurgent care and/or health and social care se�ng where communication is an integral part of thatrole.

Relationship to Occupa�onal Standards

Learning Outcome - The learner will: Assessment Criterion - The learner can:1 Understand how to address the range ofcommunica�on requirements in own role.

1.1 Iden�fy service users whosecommunica�on needs must be addressed inown job role.1.2 Explain how to support effectivecommunica�on within own job role.1.3 Analyse the barriers and challenges tocommunica�on within own job role.1.4 Explain different means of communicationto meet the different needs of individuals.

2 Be able to meet the communication andlanguage needs, wishes and preferences ofindividuals.

2.1 Establish the communica�on and languageneeds, wishes and preferences of individuals.2.2 Describe the factors to consider whenpromo�ng effec�ve communica�on.2.3 Use a range of communica�on methodsand styles to meet individual needs.2.4 Respond to an individual’s reac�ons whencommunica�ng.

3 Be able to improve communication systems. 3.1 Iden�fy exis�ng communica�on systemsavailable within own role.3.2 Iden�fy own communica�on prac�ces.3.3 Propose improvements to communicationsystems to address:

• Own needs


• Organisa�onal needs3.4 Describe why it is important to observeand be recep�ve to an individual’s reac�onswhen communica�ng.

4 Be able to meet the communication andlanguage needs, wishes and preferences ofindividuals.

4.1 Establish the communica�on and languageneeds, wishes and preferences of individuals.4.2 Describe the factors to consider whenpromo�ng effec�ve communica�on.4.3 Use a range of communica�on methodsand styles to meet individual needs.4.4 Respond to an individual’s reac�ons whencommunica�ng.

5 Understand how to overcome barriers tocommunica�on.

5.1 Explain how people from differentbackgrounds may use and/or interpretcommunica�on methods in different ways.5.2 Explain ways to overcome barriers tocommunica�on.5.3 Describe strategies that can be used toclarify misunderstandings.5.4 Explain how to access extra support orservices to enable individuals to communicateeffec�vely.

6 Be able to overcome barriers tocommunica�on.

6.1 Use ways to overcome barriers tocommunica�on.6.2 Use strategies that can be used to clarifymisunderstanding.

7 Support the use of communica�on aids andtechnology.

7.1 Ensure that any communica�on aids andtechnology are:

• Clean• Work properly• In good repair• Secured safely

7.2 Report any concerns about thecommunica�on aid and technology to theappropriate person.


Component 3: Promote Equality and Inclusion in the Emergency and Urgent Care Se�ing


Level: 4Credit: 1GL: 8024/Component SummaryThis component is aimed at those who work in the emergency and urgent care setting or within awider health & social care se�ng. The component promotes the importance of diversity, equality,inclusion and discrimina�on. It also assists the learner to understand ways in which furtherdevelopment can further promote diversity, equality, inclusion and discrimina�on, which arefundamental to such roles.

Assessment GuidanceThis component must be assessed in line with the FutureQuals Assessment Principles. Assessment ofknowledge based Learning Outcomes must be made by an occupationally knowledgeable assessor.An example of occupational competence can be any role within the emergency and urgent careand/or health and social care se�ng where diversity, equality, inclusion and discrimination is anintegral part of that role.


Learning Outcome - The learner will: Assessment Criterion - The learner can:1 Understand the importance of diversity,equality, inclusion and discrimination in theemergency and urgent care set�ng.

1.1 Define the meaning of Equality, Diversity,Inclusion and discrimina�on.1.2 Outline the legislation that applies to thepromotion of equality and the valuing ofdiversity in the National Health Service (NHS),to include:

• Equality Act• Human Rights Act• Equal Pay Act• Sex Discrimina�on Act• Disability Discrimination Act

1.3 Evaluate the meaning of a personal, fairand diverse NHS when considering pa�entsand staff.1.4 Explain duty of care under legislation,employment regulations and the NHScons�tu�on.1.5 Explain the Equality Delivery System (EDS)and its purpose in the NHS in rela�on topa�ents and staff to include:

• Coverage• Delivery• Quality

1.6 Explain the objectives of the EDS.


1.7 Describe ways in which discrimination maydeliberately or inadvertently occur in the workse�ng.

2 Understand the ways in which a culture andsystem that promotes equality and valuesdiversity can be developed.

2.1 Explain the importance of promo�ngequality, diversity and inclusivity.2.2 Define the ways in which organisationalculture can impact on pa�ents and staff.2.3 Define the ways in which inequality anddiscrimination can affect individuals, groupsand communities and society as a whole.2.4 Evaluate ways to challenge individual andins�tu�onal discrimina�on.2.5 Explain duty of care under legislation,employment regulations and the NHScons�tu�on.2.6 Describe the roles and responsibili�es ofthose involved in promo�ng equality, diversityand inclusivity.2.7 Evaluate own role in promo�ng equality,diversity and inclusivity.2.8 Describe how, who and when to seekadvice from with regards to advice, supportabout diversity, inclusion, equality anddiscrimination.

3 Understand own organisa�onal complaintssystem.

3.1 Explain own:• Organisa�onal policies and

procedures• Role and responsibility

3.2 Explain the benefits of complaints and arobust complaints system.3.3 Give examples of developing andimplemen�ng best prac�ce in relation tohandling complaints.3.4 Explain ways staff can support individualswhose rights have been compromised inhaving their complaints addressed.

Addi�onal Information

Equality Delivery System:

The Equality Delivery System (EDS) was commissioned by the national Equality and Diversity Councilin 2010 and launched in July 2011. It is a system that helps NHS organisations improve the servicesthey provide for their local communities and provide be�er working environments, free ofdiscrimination, for those who work in the NHS, while mee�ng the requirements of the Equality Act2010. The EDS was developed by the NHS, for the NHS, taking inspiration from exis�ng work andgood prac�ce.h�ps://www.england.nhs.uk/ourwork/gov/equality-hub/eds/


Component 4: Implement Health & Safety in the Emergency and Urgent Care Se�ing

Component Reference Number: H/507/4109

Level: 3Credit: 8GL: 48024/Component SummaryThis component is aimed at those who work in the emergency and urgent care setting or within awider health & social care se�ng. The component considers the implementation of health andsafety requirements, such as understanding roles and responsibilities, procedures for respondingand repor�ng accidents and sudden illnesses, ways in which health and safety requirement mayimpact the work se�ng and understanding specific areas, such as Hazardous materials, fire safety,security and Stress. All of which are fundamental to such roles.

Assessment GuidanceThis component must be assessed in line with the FutureQuals Assessment Principles. Assessment ofknowledge based Learning Outcomes must be made by an occupationally knowledgeable assessor.Assessment of performance (e.g. those beginning with ‘Be able to’ or ‘demonstrate’) must be madeby an occupationally competent assessor. Expert witnesses can be used for direct observa�on wherethey have occupa�onal competence for the specialist areas or the observations is of a par�cularsensi�ve nature. An example of occupa�onal competence can be any role within the emergency andurgent care and/or health and social care se�ng where health and safety is an integral part of thatrole.


Learning Outcome - The learner will: Assessment Criterion - The learner can:1 Understand own responsibili�es, and theresponsibili�es of others, rela�ng to healthand safety.

1.1 Outline legisla�on relating to health andsafety in the emergency and urgent carese�ng.1.2 Iden�fy the main points of health andsafety policies and procedures.1.3 Explain systems, policies and proceduresfor communica�ng informa�on on health andsafety.1.4 The main health and safety responsibili�esof:

• Self• Manager• Others in the work se�ng• The organisa�on

1.5 Give examples of specific tasks in the workset�ng that should not be carried out withoutspecial training.1.6 Iden�fy legisla�on relating to moving &handling.1.7 Explain the role of regulatory bodies andtheir ways of working.


2 Be able to carry out own responsibili�es forhealth and safety.

2.1 Use policies and procedures or otheragreed ways of working that relate to healthand safety.2.2 Support others to understand and followsafe practices.2.3 Monitor and report poten�al health andsafety risks.2.4 Use risk assessment in rela�on to healthand safety.2.5 Demonstrate ways to minimise poten�alrisks and hazards.2.6 Access addi�onal support or informationrela�ng to health and safety.

3 Understand procedures for responding toaccidents and sudden illness.

3.1 Describe different types of accidents andsudden illness that may occur in own workse�ng.3.2 Explain procedures to be followed if anaccident or sudden illness should occur.

4 Understand ways in which health and safetyrequirements impact the work of theemergency and urgent care set�ng.

4.1 Explain how informa�on from riskassessments informs organisa�onal decisionsabout policies and procedures.4.2 Analyse the impact of one aspect of healthand safety policy on health prac�ce relevantto your role.4.3 Discuss the impact of non-compliance withhealth and safety legislation.4.4 Explain the components of a riskassessment.4.5 Explain own responsibili�es in the riskmanagement process.

5 Understand the monitoring and review ofhealth and safety in the emergency andurgent care set�ng.

5.1 Explain how health and safety policies andprocedures are monitored and reviewed.5.2 Analyse the effectiveness of health andsafety in the workplace in promo�ng aposi�ve, healthy and safe culture.

6 Be able to handle hazardous substances andmaterials.

6.1 Describe types of hazardous substancesthat may be found.6.2 Demonstrate safe practices for:

• Storing hazardous substances• Using hazardous substances• Disposing of hazardous substances

and materials7 Be able to promote fire safety in theemergency and urgent care set�ng.

7.1 Describe prac�ces that prevent fires from:• Star�ng• Spreading

7.2 Demonstrate measures that prevent firesfrom star�ng.7.3 Explain emergency procedures to befollowed in the event of a fire in a variety ofse�ngs.


7.4 Ensure that clear evacua�on routes aremaintained at all �mes.

8 Be able to implement security measures inthe emergency and urgent care se�ng.

8.1 Demonstrate use of agreed procedures forchecking the iden�ty of anyone reques�ngaccess to:

• Premises• Informa�on

8.2 Analyse measures to protect own securityand the security of others in the work set�ng.8.3 Explain the importance of ensuring thatothers are aware of own whereabouts.

9 Know how to manage own stress. 9.1 Describe common signs and indicators ofstress.9.2 Describe signs that indicate own stress.9.3 Analyse factors that tend to trigger ownstress.9.4 Compare strategies for managing stress.


Regulatory bodiesmust include:Health and Safety Executive (HSE), Care Quality Commission (CQC), NHS Protect, World HealthOrganisa�on (WHO) or the devolved na�on’s equivalent.


Component 5: Safeguarding and Protection of Individuals and Groups

Component Reference Number: Y/507/6357

Level: 3Credit: 3GL: 29024/Component SummaryThis component is aimed at those who work in the emergency and urgent care setting or within awider health & social care se�ng. This component introduces the importance of safeguardingindividuals and groups from abuse and harm. It iden�fies different types of abuse and harm; thesigns and symptoms that might indicate abuse and harm occurring. It considers when individuals andgroups might be particularly vulnerable to abuse and harm; what a learner must do if abuse andharm is suspected or alleged. All of which are fundamental to such roles.

Assessment GuidanceThis component must be assessed in line with the FutureQuals Assessment Principles. Assessment ofknowledge based Learning Outcomes must be made by an occupationally knowledgeable assessor.An example of occupational competence can be any role within the emergency and urgent careand/or health and social care se�ng where safeguarding and protec�on of individuals and groups isan integral part of that role.


Learning Outcome - The learner will: Assessment Criterion - The learner can:1 Understand current legisla�on and policiesof safeguarding and protec�on of individualsand groups from abuse and harm to self andothers.

1.1 Outline na�onal policies and local systemsthat relate to safeguarding and protec�on.1.2 Explain own role and responsibili�es insafeguarding individuals.1.3 Explain the roles of different agencies insafeguarding and protec�ng.1.4 Iden�fy reports into serious failures toprotect individuals from abuse.1.5 Iden�fy sources of information and adviceabout own role in safeguarding andprotec�ng.1.6 Define the terminology:

• Safeguarding• Protec�on• Abuse• Harm• Maltreatment• Restric�ve Prac�ces

1.7 Outline the reasons where ‘Forcible Entrywith good intent’ can be applied.


1.8 Explain the procedure to be followedwhen applying ‘Forcible Entry with goodintent’.

2 Understand the importance and needs ofchild development.

2.1 Discuss the stages of child development.2.2 Discuss the needs of children to enableappropriate development.2.3 Explain contribu�ng factors that wouldlead to inappropriate child development.

3 Understand the factors that add to thelikelihood of abuse and harm to individualsand others.

3.1 Explain why par�cular groups andindividuals may be at risk of abuse and harm.3.2 Explain the impact of social and culturalfactors on different types of abuse and harm.

4 Understand how to recognise abuse andharm

4.1 Define the following types of abuse andharm:• Physical abuse• Sexual abuse• Emo�onal/psychological abuse• Financial abuse• Institutional abuse• Self neglect• Neglect by others• Female Genital Mu�lation4.2 Iden�fy the signs and/or symptomsassociated with each type of abuse and harm4.3 Describe factors that may contribute to anindividual being more vulnerable to abuse andharm.

5 Understand how to respond to suspected oralleged abuse and harm

5.1 Explain the actions to take if there aresuspicions that an individual is being abusedor harmed5.2 Explain the actions to take if an individualalleges that they are being abused or harmed5.3 Iden�fy ways to ensure that evidence ofabuse or harm is preserved.5.4 Explain the importance of ensuringindividuals are treated with dignity & respectwhen responding to suspected or allegedabuse or harm5.5 Describe the actions to take if barriers inaler�ng or referring are experienced

6 Understand ways to reduce the likelihood ofabuse and harm of individuals and groups

6.1 Explain how the likelihood of abuse andharm may be reduced by:• working with person centred values• Put�ng people in control• encouraging active par�cipa�on• promo�ng choice and rights• managing risk• focusing on preven�on


6.2 Explain the importance of communica�onchannels for reducing the likelihood of abuseand harm.6.3 Evaluate the effectiveness of workingprac�ces in own role designed to minimiseabuse and harm.6.4 Outline improvements to safeguardingand protec�on of individuals and groups.

7 Understand how to recognise and reportunsafe prac�ces.

7.1 Describe unsafe prac�ces that may affectthe well-being of individuals.7.2 Explain the actions to take if unsafeprac�ces have been iden�fied.7.3 Describe the action to take if suspectedabuse or unsafe prac�ces have been reportedbut nothing has been done in response.

8 Understand the na�onal ‘PREVENT’ strategy 8.1 Define CONTEST8.2 Outline the PREVENT strategy8.3 Define the following• Radicalisation• Trafficking• Sexual Exploita�on• Social Networking8.4 Iden�fy key partners8.5 Iden�fy the key message8.6 Explain the actions to take in ownorganisation if there are suspicions ofPREVENT concerns


Na�onal policiesmust include:The Intercollegiate Document from NHS England or the devolved nation’s equivalent.

Agenciesmay include:Local Health Authority, adult & children social care (local authority), Police, adult & childrensafeguarding boards, Local Educa�on Authority, care quality commission.


Component 6: Promote Person Centred Approaches in the Emergency and Urgent CareSe�ng

Component Reference Number: L/507/4119

Level: 3Credit: 5GL: 31024/Component SummaryThis component aimed at those who work in the emergency and urgent care setting or within awider health & social care se�ng. It provides the learner with the knowledge and skills required toimplement and promote person-centred approaches, which are fundamental to such roles.

Assessment GuidanceThis component must be assessed in line with the FutureQuals Assessment Principles. Assessment ofknowledge based Learning Outcomes must be made by an occupationally knowledgeable assessor.Assessment of performance (e.g. those beginning with ‘Be able to’ or ‘demonstrate’) must be madeby an occupationally competent assessor. Expert witnesses can be used for direct observa�on wherethey have occupa�onal competence for the specialist areas or the observations is of a par�cularsensi�ve nature. An example of occupa�onal competence can be any role within the emergency andurgent care and/or health and social care setting where person-centred approaches is an integralpart of that role.


Learning Outcome - The learner will: Assessment Criterion - The learner can:1 Be able to use person-centred values intoprac�ce.

1.1 Iden�fy the values central topersonalisation

• Independence and rights• Coproduc�on, choice and control• Inclusive and competent communi�es

1.2 Demonstrate how person-centred valuesare delivered through own prac�ce in:

• Independence and rights• Coproduc�on, choice and control• Inclusive and competent communi�es

2 Be able to implement person-centredthinking to deliver personalised services.

2.1 Iden�fy person-centred tools and theirimportance to the service user.2.2 Show how to enhance the service user’s:

• Voice• Choice• Control

2.3 Use person-centred thinking tools to learnabout the service user.2.4 Produce a person-centreddescrip�on/support plan.

3 Be able to use person-centred thinking toolsfor on-going implementation of support plans.

3.1 Enable the service user to take the actionneeded to implement their support plan andachieve their required outcomes.


3.2 Clarify responsibilities in delivering asupport plan and achieving outcomesiden�fied by the service user.3.3 Use person-centred prac�ces in thecontext of different support arrangements.3.4 Explain how person-centred prac�ces areadapted to people in diverse contexts.

4 Be able to provide practical assistance withupda�ng and reviewing the pa�ent’s carepathway plans.

4.1 Use person-centred prac�ces tocon�nuously update the informa�on in topa�ent clinical record so that the serviceuser’s choices are considered.4.2 Enable the service user to prepare fortheir review in a way that maximises theircontrol.4.3 Facilitate a person-centred review.4.4 Iden�fy the ac�ons that are required toachieve the outcomes iden�fied at a review.

5 Be able to take a person-centred approachto risk.

5.1 Apply a person-centred approach to risk.5.2 Determine the steps required in order toestablish shared decision-making.

6 Be able to promote well-being andcommunity membership.

6.1 Support service users in iden�fyingoutcomes which promote their well-being.6.2 Iden�fy ways service user’s social capacity,support networks and membership of theircommunity could be established.6.3 Iden�fy ways in which service users canmaintain and widen their involvement in, andcontribution to, their community.

7 Understand how to acknowledge factorsthat may cause discomfort or distress.

7.1 Explain the steps required to remove orminimise environmental factors that couldcause discomfort or distress.7.2 Explain the repor�ng mechanisms and theappropriate person to report concerns to.7.3 Explain ways in which concerns can beraised with the service user, including Duty ofCandour.7.4 Explain ways in which concerns can beraised with your supervisor or manager.7.5 Explain ways in which concerns can beraised via alterna�ve channels.


Component 7: Principles of Emergency and Urgent Care


Level: 3Credit: 3GL: 24024/Component SummaryThis component is aimed at those who work in the emergency and urgent care setting. It providesthe learner with the knowledge and skills required to understand the nature of workingrela�onships, agreed ways of working with the employer and partnership working with others. Italso provides the learner with the understanding of external influences on own organisa�on andindividual rights that underpin the delivery of emergency and urgent care, which are fundamental tosuch roles.

Assessment GuidanceThis component must be assessed in line with the FutureQuals Assessment Principles. Assessment ofknowledge based Learning Outcomes must be made by an occupationally knowledgeable assessor.An example of occupational competence can be any role within the emergency and urgent carese�ng.


Learning Outcome - The learner will: Assessment Criterion - The learner can:1 Understand the structure of your ownorganisation and associated healthcareservices.

1.1 Explain organisa�onal structures withinown organisation.1.2 Evaluate the roles and responsibili�es ofexternal agencies who advise and influenceyour organisation.1.3 Evaluate the ways that your previousexperiences, a�tudes and beliefs may affectthe way that you work.

2 Understand the implications of legisla�veframeworks in own organisa�on andassociated healthcare services.

2.1 Explain the rationale for the range ofcontemporary health and social care policiesthat shape the provision of services in theUnited Kingdom.2.2 Explain the impact of the range ofcontemporary health and social care policieson own organisation.2.3 Explain the way in which legisla�veframeworks have been interpreted in terms ofregula�on, codes of prac�ce and regulatorystandards.2.4 Debate the impact of policies, legislation,regula�on, codes of prac�ce and regulatorystandards on own organisa�on.2.5 Describe the employment rights andresponsibili�es relevant to your current role.


2.6 Discuss the ways that you are able toaccess the up to date details regarding theagreed ways of working relevant to your role.2.7 Explain the ways in which you can raiseany issues or concerns.2.8 Explain the importance of being open andhonest when iden�fying where errors mayhave occurred.

3 Understand working relationships in theemergency and urgent care set�ng.

3.1 Evaluate the difference between aworking and a personal rela�onship.3.2 Discuss the different working rela�onshipthat you may experience.3.3 Describe how and when to access supportand advice as regards partnership working andthe resolution of conflict in the workingenvironment.

4 Understand external influences on ownorganisation.

4.1 Discuss the factors which have influencedgovernment decisions on provisions ofemergency and urgent care.4.2 Discuss the impact of social values anda�tudes on provision of emergency andurgent care.4.3 Iden�fy barriers to accessing emergencyand urgent care.4.4 Discuss ways in which barriers can beovercome.

5 Understand the individual rightsunderpinning delivery of emergency andurgent care.

5.1 Outline the individual rights that underpinbest practice.5.2 Discuss the importance of individual rightsin emergency and urgent care se�ng.5.3 Draw conclusions on how individual rightsunderpins best practice.

6 Understand the psychosocial influences onhealthcare.

6.1 Explain the influence of changingdemographic and social variables on health.6.2 Define the social and psychologicalinfluences on health and health relatedbehaviour.

7 Understand the value of health promotion in 7.1 Define the range of health promo�onthe emergency and urgent care se�ng. theories and the place of the service user in

the provision of healthcare.7.2 Summarise own role in the promotion ofhealth.


External agenciesmay include:• Trust Board• Clinical Commissioning Groups (CCG’s)• Health Educa�on England• NHS England• Care Quality Commission (CQC)


• Monitor• Trust Development Authority (TDA)• Governors• Members


Component 8: Promote Good Practice in Information Governance in the Emergency andUrgent Care Se�ing

Component Reference Number: J/507/4121

Level: 3Credit: 3GL: 19024/Component SummaryThis component is aimed at those who work in the emergency and urgent care se�ng or within awider health & social care se�ng. It provides the learner with the knowledge and skills required toimplement and promote good prac�ce in recording, sharing, storing and accessing informa�on,which are fundamental to such roles.

Assessment GuidanceThis component must be assessed in line with the FutureQuals Assessment Principles. Assessment ofknowledge based Learning Outcomes must be made by an occupationally knowledgeable assessor.Assessment of performance (e.g. those beginning with ‘Be able to’ or ‘demonstrate’) must be madeby an occupationally competent assessor. Expert witnesses can be used for direct observa�on wherethey have occupa�onal competence for the specialist areas or the observations is of a par�cularsensi�ve nature. An example of occupa�onal competence can be any role within the emergency andurgent care and/or health and social care se�ng where information governance is an integral part ofthat role.


Learning Outcome - The learner will: Assessment Criterion - The learner can:1 Understand requirements for informationgovernance in emergency and urgent carese�ngs.

1.1 Outline legisla�on and codes of prac�cethat relate to information governance.1.2 Outline the statutory and regulatoryrequirements for information governance.1.3 Explain the meaning of the term:

• Data protection• Confiden�ality

1.4 Explain the importance of informa�ongovernance.1.5 Describe the roles and responsibili�es ofInforma�on Governance teams.

2 Be able to apply principles and prac�cesrela�ng to informa�on governance in ownrole.

2.1 Describe features of manual andelectronic information storage systems thathelp ensure security.2.2 Use prac�ces that ensure security whenstoring and accessing information.2.3 Iden�fy information governance threatsand vulnerabili�es.2.4 Demonstrate ways to maintaininforma�on governance.2.5 Apply organisa�onal policies andprocedures for information governance.


2.6 Produce records that are accurate andlegible.2.7 Describe the poten�al tension betweenmaintaining an individual’s confiden�ality anddisclosing concerns.

3 Be able to support others in informationgovernance.

3.1 Support others to understand the need forinforma�on governance.3.2 Describe how to report concerns if agreedways of working have not been followed.


Component 9: Promote Infection Prevention and Control measures in the Emergency andUrgent Care Se�ing

Component Reference Number: L/507/4122

Level: 3Credit: 3GL: 3024/Component SummaryThis component is aimed at those who work in the emergency and urgent care se�ng or within awider health & social care se�ng. It provides the learner with the knowledge and skills required tounderstand na�onal and local policies in rela�on to infection prevention and control; to explainemployer and employee responsibili�es in this area; to understand procedures and risk assessmentand how they can help minimise the risk of an outbreak of infection. Learners will also gain anunderstanding of how to use PPE correctly, the importance of good personal hygiene and the role ofOccupa�onal Health services in the emergency and urgent care set�ng. All of which are fundamentalto such roles.

Assessment GuidanceThis component must be assessed in line with the FutureQuals Assessment Principles. Assessment ofknowledge based Learning Outcomes must be made by an occupationally knowledgeable assessor.Assessment of performance (e.g. those beginning with ‘Be able to’ or ‘demonstrate’) must be madeby an occupationally competent assessor. Expert witnesses can be used for direct observa�on wherethey have occupa�onal competence for the specialist areas or the observations is of a par�cularsensi�ve nature. An example of occupa�onal competence can be any role within the emergency andurgent care and/or health and social care se�ng where infection preven�on and control is anintegral part of that role.


Learning Outcome - The learner will: Assessment Criterion - The learner can:1 Understand roles and responsibili�es in theprevention and control of infec�ons.

1.1 Explain employees’ roles andresponsibili�es in rela�on to the preventionand control of infec�on.1.2 Explain employers’ responsibili�es inrela�on to the prevention and control ofinfec�on.1.3 Explain role and responsibility in rela�onto the prevention and control of infec�on by:

• World Health Organisa�on• Health Protection Agency• Regulator

1.4 Outline the chain of Infec�on.1.5 Explain infection preven�on and controlmeasures.1.6 Outline universal precau�ons forprevention and control of infec�on.


2 Understand legislation and policies rela�ngto preven�on and control of infec�ons.

2.1 Outline current legislation and regulatorybody standards which are relevant to theprevention and control of infec�on.2.2 Describe local and organisa�onal policiesrelevant to the prevention and control ofinfec�on are implemented.

3 Understand systems and procedures rela�ng 3.1 Describe procedures and systems relevantto the prevention and control of infec�ons. to the prevention and control of infec�on.

3.2 Explain the poten�al impact of anoutbreak of infection on the individual and theorganisation.3.3 Describe processes for repor�ng accidentsand incidents rela�ng to infection preventionand control.3.4 Explain how the category of diseasesimpact on agreed ways of working.

4 Understand the importance of riskassessment in relation to the preven�on andcontrol of infec�ons.

4.1 Define the term risk.4.2 Outline poten�al risks of infec�on withinthe workplace.4.3 Describe the process of carrying out a riskassessment.4.4 Explain the importance of carrying out arisk assessment.

5 Understand the importance of usingPersonal Protec�ve Equipment (PPE) in theprevention and control of infec�ons.

5.1 Explain correct use of PPE.5.2 Explain different types of PPE.5.3 Explain the reasons for use of PPE.5.4 Outline current relevant regulations andlegisla�on rela�ng to PPE.5.5 Describe employees’ responsibili�esregarding the use of PPE.5.6 Describe employers’ responsibili�esregarding the use of PPE.5.7 Explain the correct prac�ce in theapplica�on and removal of PPE.5.8 Describe the correct procedure fordisposal of used PPE.

6 Understand the importance of goodpersonal hygiene in the prevention andcontrol of infec�ons.

6.1 Explain how your own health or hygienemight pose a risk to others.6.2 Describe the key principles of goodpersonal hygiene.6.3 Describe correct procedures that relate toskincare.

7 Be able to use hand washing techniques inprevention and control of infec�on.

7.1 Explain when and why hand washingshould be carried out.7.2 Describe the correct sequence for handwashing.


7.3 Describe the types of products that shouldbe used for hand washing.7.4 Use good hand washing techniques.

8 Understand the role of Occupa�onal HealthService in rela�on to infection prevention andcontrol.

8.1 Explain the role of the Occupa�onal healthservice in rela�on to :

• Promotion of health• Prevention and control of infec�on

Addi�onal information

Typesmust include:Gloves, Apron, Sleeve Protectors, Overalls, Surgical Masks, Visors, FFP3 masks, safety goggles, shoeprotectors.


Component 10: Causes and Spread of Infection in the Emergency and Urgent Care Se�ing

Component Reference Number: K/507/4242

Level: 2Credit: 2GL: 20024/Component SummaryThis component is aimed at those who work in the emergency and urgent care se�ng or within awider health & social care se�ng. It provides the learner with the knowledge and skills required tounderstand the causes and spread of infec�on and the common illnesses that may result as aconsequence; to understand the difference between infec�on and colonisation and pathogenic andnon-pathogenic organisms; the areas of infec�on and the types caused by different organisms. Inaddi�on the learner will understand the methods of transmission, the condi�ons needed fororganisms to grow, the ways infec�ons enter the body and key factors that may lead to infec�onoccurring. All of which are fundamental to such roles.

Assessment GuidanceThis component must be assessed in line with the FutureQuals Assessment Principles. Assessment ofknowledge based Learning Outcomes must be made by an occupationally knowledgeable assessor.An example of occupational competence can be any role within the emergency and urgent careand/or health and social care se�ng where infec�on prevention and control is an integral part ofthat role.


Learning Outcome - The learner will: Assessment Criterion - The learner can:1 Understand the causes of infection. 1.1 Iden�fy the differences between bacteria,

viruses, fungi and parasites.1.2 Iden�fy common illnesses and infec�onscaused by bacteria, viruses, fungi andparasites.1.3 Describe what is meant by “infection” and“colonisation”.1.4 Explain what is meant by “systemicinfec�on” and “localised infection”.1.5 Explain poor prac�ces that may lead to thespread of infection.

2 Understand the transmission of infec�on. 2.1 Explain the conditions needed for thegrowth of micro-organisms.2.2 Explain the ways an infec�ve agent mightenter the body.2.3 Iden�fy common sources of infection.2.4 Explain how infec�ve agents can betransmitted to a person.2.5 Iden�fy the key factors that will make itmore likely that infection will occur.


Component 11: Cleaning, Decontamination and Waste Management in the Emergency andUrgent Care Se�ing

Component Reference Number: R/507/4123

Level: 3Credit: 3GL: 21024/Component SummaryThis component is aimed at those who work in the emergency and urgent care se�ng or within awider health & social care se�ng. It provides the learner with the knowledge and skills required tounderstand good waste management prac�ces; ways of maintaining a clean environment inaccordance with national policies and agreed ways of working; to understand the decontamina�onprocess; and to explain good prac�ce when handling sharps and waste. This component does notcover the decontamination of surgical instruments. All of which are fundamental to such roles.

Assessment GuidanceThis component must be assessed in line with the FutureQuals Assessment Principles. Assessment ofknowledge based Learning Outcomes must be made by an occupationally knowledgeable assessor.An example of occupational competence can be any role within the emergency and urgent careand/or health and social care se�ng where infec�on prevention and control is an integral part ofthat role.


Learning Outcome - The learner will: Assessment Criterion - The learner can:1 Understand the importance of good wastemanagement prac�ce in the prevention of thespread of infection.

1.1 Outline current legislation rela�ng towaste management.1.2 Iden�fy the different categories of wasteand the associated risks.1.3 Describe how to dispose of the differenttypes ofwaste safely and without risk toothers.1.4 Explain how waste should be stored priorto collection.1.5 Identify the legal responsibili�es inrela�on to waste management.1.6 Describe the actions to take to deal with abiological spillage.

2 Understand how to maintain a cleanenvironment to prevent the spread ofinfec�on.

2.1 Describe the general principles forenvironmental cleaning.2.2 Explain the purpose of cleaning schedules.2.3 Describe how the correct management ofthe environment minimises the spread ofinfec�on.2.4 Explain the reason for the na�onal policyfor colour coding of cleaning equipment.


3 Understand the principles and steps of thedecontamination process.

3.1 Define the term ‘decontamination’.3.2 Describe the importance ofdecontamination.3.3 Describe the three steps of thedecontamination process.3.4 Describe how and when cleaning agentsare used.3.5 Describe how and when disinfec�ngagents are used.3.6 Describe the safe storage requirements forcleaning agents and equipment.3.7 Explain the role of personal protectiveequipment (PPE) during the decontaminationprocess.3.8 Explain the concept of risk in dealing withspecific types of contamina�on.3.9 Explain how the level of risk determinesthe type of agent that may be used todecontaminate.3.10 Describe how equipment should becleaned.

4 Understand how to safely handle sharps. 4.1 Define what is meant by the term ‘sharps’.4.2 Describe how to:Use sharpsSafely open a glass ampouleDispose of a sharpDeal with a sharp incident/accident

5 Understand how to safely handle laundry. 5.1 Describe the risk associated with handling:• Contaminated laundry• Soiled laundry

5.2 Describe safe working procedures thathelp to minimise the spread of infec�on whenhandling:

• Contaminated laundry• Soiled laundry

5.3 Describe the process of changing anddisposing of:

• Linen• Contaminated linen• Soiled linen

5.4 Describe the process for:• Storage of contaminated laundry• Storage of soiled laundry• Collec�on of contaminated laundry• Collec�on of soiled laundry

5.5 Explain reasons why clean, contaminatedand soiled linen is kept separate.


5.6 Explain the importance of changing linento control and prevent infec�on.

Addi�onal information

Category for waste:• Yellow: Waste which requires disposal by incineration• Orange: Waste which may be “treated”• Blue: Medicinal waste for incinera�on

Wastemay cover the following:• Medical• General• Soiled waste• Pathological• Genotoxic• Radioactive• Vaccine• Pharmaceu�cal


Component 12: Duty of Care and Candour in the Emergency and Urgent Care Se�ing

Component Reference Number: H/507/6359

Level: 3Credit: 1GL: 10024/Component SummaryThis component is aimed at those who work in the emergency and urgent care se�ng or within awider health & social care se�ng. It provides the learner with the knowledge and skills required tounderstand how duty of care and candour contributes to safe prac�ce, and how to addressdilemmas or complaints that may arise, which are fundamental to such roles.

Assessment GuidanceThis component must be assessed in line with the FutureQuals Assessment Principles. Assessment ofknowledge based Learning Outcomes must be made by an occupationally knowledgeable assessor.An example of occupational competence can be any role within the emergency and urgent careand/or health and social care se�ng where duty of care and candour is an integral part of that role.


Learning Outcome - The learner will: Assessment Criterion - The learner can:1 Understand legislation and agreed ways ofworking in duty of care and candour in theemergency and urgent care set�ng.

1.1 Outline legisla�on and agreed ways ofworking in relation to:

• Duty of Care• Duty of Candour

1.2Define the following terms:• Statutory• Contractual• Ethical• Professional• Standards• Honesty• Openness• Harm• Culture• Transparency

1.3 Outline consequences to individuals andorganisation should breaches occur.

2 Understand how duty of care and candourcontributes to safe practice.

2.1 Outline own agreed ways of workingrequirements for compliance.2.2 Explain the relationship between duty ofcare and candour to:

• Contract of employment• Current statutory legislation• Professional bodies


• Codes of prac�ce• Regulators

2.3 Explain what it means in own role to have:• Duty of care• Duty of Candour

2.4 Outline duty of care and candour by staffto service users.2.5 Explain how duty of care and candourcontributes to the safeguarding or protectionof individuals

3 Understand how to address conflicts ordilemmas that may arise between anindividual’s rights and the duty of care andcandour.

3.1 Describe poten�al conflicts or dilemmasthat may arise between an individual’s rightsand:


3.2 Describe how to manage risks associatedwith conflicts or dilemmas between anindividual’s rights and:


3.3 Explain where to get addi�onal supportand advice about conflicts and dilemmas.3.4 Explain agreed ways of working for raisingconcerns

4 Understand how to respond to complaints. 4.1 Understand own responsibili�es whenresponding to complaints4.2 Explain agreed ways of working forhandling complaints4.3 Describe how to respond to complaints


Component 13: Privacy and Dignity in the Emergency and Urgent Care Se�ing

Component Reference Number: D/507/6361

Level: 4Credit: 4GL: 32024/Component SummaryThis component aimed at those who work in the emergency and urgent care setting or within awider health & social care se�ng. It provides the learner with the knowledge and skills required tounderstand the principles that underpin privacy and dignity; how to maintain privacy and dignity andsupport ac�ve par�cipation and individual’s rights to make choices. All of which are fundamental tosuch roles.

Assessment GuidanceThis component must be assessed in line with the FutureQuals Assessment Principles. Assessment ofknowledge based Learning Outcomes must be made by an occupationally knowledgeable assessor.Assessment of performance (e.g. those beginning with ‘Be able to’ or ‘demonstrate’) must be madeby an occupationally competent assessor. Expert witnesses can be used for direct observa�on wherethey have occupa�onal competence for the specialist areas or the observations is of a par�cularsensi�ve nature. An example of occupa�onal competence can be any role within the emergency andurgent care and/or health and social care se�ng where privacy and dignity is an integral part of thatrole.


Learning Outcome - The learner will: Assessment Criterion - The learner can:1 Understand the principles that underpinprivacy and dignity in care.

1.1 Describe what is meant by privacy anddignity.1.2 Outline situa�ons where an individual’sprivacy and dignity could be compromised.1.3 Explain the processes used to maintainprivacy and dignity in the work setting.

2 Be able to maintain privacy and dignity ofthe individual in their care.

2.1 Maintain an individual’s privacy anddignity.2.2 Maintain an individual’s right to non-disclosure of informatio

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