Health and Social Care (Level 5)


Course Code EDOCHSHS48

Course Overview

A distance learning course is the ideal way to gain a Level 5 Diploma in Health and Social Care. Whether you're looking to go on to further education, improve your job prospects or expand your knowledge, distance learning Level 5 Diploma in Health and Social Care is a flexible and convenient course, which allows you to comprehensively prepare for a Level 5 Health and Social Care exam or career through home study. What's more, because the distance learning Level 5 Diploma in Health and Social Care course is a fully comprehensive course, no prior knowledge is required.

Providing high quality Health and Social Care services requires an understanding and effective implementation of a multitude of subjects. The topics on this course are specially selected to give students a detailed understanding of the key issues in social care. This well-recognised and internationally transferable award, can equip you with the skills you need to begin working within the Health and Social Care Sector, or can be used for further study at degree level.

On successful completion of this course, the students will be awarded 240 UCAS points.


What Could I Do After Taking This Health And Social Care Course?

With relevant Experience and Qualification, you could go on become a Practice Nurse. Practice nurses assess, screen, treat and educate all sections of the community, from babies to older people. They work within GP practices to help doctors give nursing and medical care.

If you want a job in which you can use your caring and people skills to help patients, this could be ideal for you. In this job you will need excellent communication and listening skills, so you can work with people of all ages and backgrounds. You will also need patience and empathy, so you can gain the trust of patients with a variety of health issues.


Course Features

Your Health and Social Care (Level 5) Course:

    The topics on this course are specially selected to give students a detailed understanding of the key issues in social care. This well-recognised and internationally transferable award, can equip you with the skills you need to begin working within the Health and Social Care Sector, or can be used for further study at degree level.

Study Time

Study Hours are an approximate figure and are dependant upon how much time you can dedicate to your studies and how well you grasp the learning concepts in the course material. Furthermore, at the end of each lesson there is a question paper that needs to be completed and returned to your tutor. You should allow at least 1 - 2 hours of study to complete each question paper.

The approximate amount of time required to complete the Health and Social Care (Level 5) course is: 960 Hours

Study Time
Please select the average number of hours you can study per week.
Hours per Week
Completion Time (weeks)
* Please note that these are approximate figures.
Key Topics
  • Unit 1: Using information, communication and technology ICT in the study of Health and Social Care practices
  • Unit 2: Human growth and development
  • Unit 3: Essential anatomy and physiology for care practitioners
  • Unit 4: Health and Disease
  • Unit 5: Care and Communication
  • Unit 6: Focus on social issues
  • Unit 7: Socialisation, attachment and lifestyle
  • Unit 8: Focus on disease models
  • Unit 9: Public health contexts
  • Unit 10: Diagnosis and treatments
  • Unit 11: Promoting health
  • Unit 12: Research in health and social care
  • Unit 13: Safe caring and care services
  • Unit 14: Care contexts: roles and responsibilities
  • Unit 15: Antimicrobial resistance
  • Unit 16: Pharmacology for health and social care practitioners

When you have completed the programme, your tutor needs to verify that you have worked through all parts of any Workbooks, Activities and Exercises successfully.

Upon verification of the activities, exercises and assignments, you will be awarded your diploma by ABC Awards as confirmation that your written work has met all of the learning outcomes and assessment criteria for the programme.

Entry Requirements
Level 3 Diploma

All students must be 17 years of age and above. Students should have completed a Level 3 Diploma or an A level standard course (or equivalent) before the Level 5 qualification.

You have the freedom to start the course at any time and continue your studies at your own pace for a period of up to 12 months from initial registration with full tutor support.

The students are required to provide a photocopy of their Photo ID and Qualification after they enrol

Home Study Support

You will be provided with comprehensive materials - Online, designed to provide you with everything required to complete your course of study. You will have your own personal tutor helping you with your course work and with any questions you may have. Plus you can contact our Student Advisors by email or phone for all the practical advice you may need – so we really are with you 100%.

What's more, you'll have access to the online student portal, where you can interact with other students, browse our resource library and manage your account.

Home Study Resources

You will be provided with comprehensive materials designed to provide you with everything required to complete your course of study. Your course fee covers all textbooks, study folders, and/or online learning aids designed for distance learning.

This Level 5 Health and Social Care Course pack includes the Student Handbook with all relevant information that you would need to successfully complete the course.


Level 5 Diploma in Health and Social Care

Points Awarded : 240 UCAS Points

At the end of this course successful learners will receive a accredited certificate from CIE and a Learner Unit Summary (which lists the details of all the units the learner has completed as part of the course).

The course has been endorsed accredited by CIE. This means that the provider has undergone an external quality check to ensure that the organisation and the courses it offers, meet certain quality criteria. The completion of this course alone does not lead to an Ofqual regulated qualification but may be used as evidence of knowledge and skills towards regulated qualifications in the future.

The unit summary can be used as evidence towards Recognition of Prior Learning if you wish to progress your studies in this sector. To this end the learning outcomes of the course have been benchmarked at Level 5 against level descriptors published by Ofqual, to indicate the depth of study and level of demand/complexity involved in successful completion by the learner.

The course itself has been designed by Oxford Learning to meet specific learners' and/or employers' requirements which cannot be satisfied through current regulated qualifications. The CIE certificates involves robust and rigorous quality audits by external auditors to ensure quality is continually met. A review of courses is carried out as part of the endorsement process.

Possible Career Path

Practice Nurse
Practice nurses assess, screen, treat and educate all sections of the community, from babies to older people. They work within GP practices to help doctors give nursing and medical care. As a practice nurse, your duties could include: setting up and running clinics for conditions such as asthma, diabetes, heart conditions and skin disorders, offering advice on family planning and contraception, taking blood and urine samples and other specimens and swabs, performing routine procedures such as ear syringing, applying and removing dressings and treating wounds, offering specialist information and advice on issues such as blood pressure, weight control and stopping smoking, carrying out infant injections, vaccinations and travel immunisations and giving advice to patients on long-term medical and nursing needs. In larger GP surgeries you may work alongside other practice nurses and have the opportunity to specialise, for example in the needs of a particular client group.

Find out more about the Job Role for Practice Nurse .

Other possible career paths include:
Social Worker
Health Visitor

What's Included

Our online courses are fully digitised so you can study on any smart device. Your learning programme is completely flexible so you can study at a pace that suits you. All our content is broken down into bite size chunks to make your learning more manageable and effective. Your course of study is broken down into units and sections, each of which contains lessons, activities and test papers. Courses are delivered on our Digital Learning Environment allowing you to study from anywhere on any smart device as long as you have access to the Internet. The course concludes by preparing you for examination using past papers in your chosen subject.

As a student, your course fee covers everything you will need to successfully complete the Health and Social Care home study course and earn your award:

  • Online study materials to enable the student to successfully complete the course.
  • Completion Certificate
  • Tutor marked assessments (TMAs)
  • Access to the online student portal (Student Chat, Forums and Online Support Resources)
  • NUS Extra Card (discounted membership)
  • One year educational support by e-mail.

You can also choose to pick from following while you are enrolling and avail the services at a highly discounted price for our students.


Makes your assignment submission and study on the move an absolute breeze. Available at a reduced price of £69.99 (RRP £99) to all students who enrol on 2 or more courses and pay for their course in full at the time of enrolment. Download your study materials and turn commuting time into profitable study time.

See the Specifications of the 'Android Tablet'


Reordering a course pack, if you have damaged yours, can be costly. You can usually expect to pay a huge price for a copy. The 12 month insurance Cover will meet the cost for you if your pack was damaged. We will send out another Course Pack at no extra cost if you send us a proof of the damaged course.

See the details of '12 Month Course Insurance'.


We support our students even after they have graduated from the college. Learning for Life Services include:

  • 1. Academic Reference: We are often asked to provide references for students by employers or colleges and universities. The aims of an academic reference are to confirm facts (confirm accuracy of statements made in any application) and to provide relevant opinion on the candidate's aptitude and ability.

  • 2. CV Refresh Service: When you successfully complete your course you will be entitled to our CV refresh service. We will update your current CV to ensure that your new skills and achievements are presented to the highest standard. We will also add your CV to databank of our sister company

  • 3. 25% off Courses: *(This offer cannot be used in conjunction with any other offers)

    For all students who successfully complete their course, you will be entitled to 25% off any future courses through eDistance Learning or it's partners.

    Furthermore this offer will be extended to your family and friends.

  • See details on 'Learning for Life'

Further Information
Award Level: Level 5 Diploma

Awarding Body: CIE (Cambridge International Examinations)

Format: Online / Paper

If your course is being delivered online, please ensure you meet the minimum requirements below.

For Windows:
Windows 98, 2000, XP, Vista, Windows 7 - Acrobat Reader 4.0 and above

For Macintosh:
Mac OS X, Mac OS 9.2 - Acrobat Reader 4.0 and above

From time to time we may enrol our students with our partner sites; this is dependent on the number of students enrolling on a particular course and course material availability. If this happens, nothing changes for you other than the name of the college administering your course. We will continue to be your point of contact; you will get the exact same course you have enrolled on with the same high level of quality content and support.

This course can be enrolled upon by students internationally. There are no deadlines for enrolments.


Step One: It's simple - all you need to do now is choose whether you want to pay in instalments or in full and then click on the relevant enrolment button at the top of this page.

Step Two: Once you have selected your payment option to enrol you will be redirected (this can take a few seconds) to our PayPal payment page for you to select your payment method and complete your enrolment.

Step Three: Within 7 days (normally 48 hours) your enrolment papers and course materials will be with you. A tutor and a dedicated support advisor will also be allocated to you.

That's it..... Thanks and wishing you the best of luck with your studies.

Professional Membership

About CIE (Cambridge International Examinations)

The international qualifications by CIE are recognised by the world’s best universities and employers, giving students a wide range of options in their education and career. They deliver high-quality educational programmes that can unlock learners’ potential. Their programmes and qualifications set the global standard for international education. They are created by subject experts, rooted in academic rigour and reflect the latest educational research. They provide a strong platform for learners to progress from one stage to the next, and are well supported by teaching and learning resources.


What is a Level 4 Diploma Equivalent to?

Level 4 qualifications recognise specialist learning and involve detailed analysis of a high level of information and knowledge in an area of work or study. Learning at this level is appropriate for people working in technical and professional jobs, and/or managing and developing others. Level 4 qualifications are at a level equivalent to Certificates of Higher Education.

What is a Level 5 Diploma equivalent to?

Level 5 qualifications recognise the ability to increase the depth of knowledge and understanding of an area of work or study to enable the formulation of solutions and responses to complex problems and situations. Learning at this level involves the demonstration of high levels of knowledge, a high level of work expertise in job roles and competence in managing and training others. Qualifications at this level are appropriate for people working as higher grade technicians, professionals or managers. Level 5 qualifications are at a level equivalent to intermediate Higher Education qualifications

Can I re-sit the exam if I fail?

You can take an online exam re-sit within 3 months of taking the exam, or before the end of your course, whichever is sooner. There is a £150 charge to re-sit the exam.

What is the duration of the course?

Our Level 4 Diplomas last for 1 year from the date of enrolment. All studies and the online exam must be completed within the 1 year time frame.

Can I extend the course if I don’t finish in time?

We do offer a course extension programme where Level 4 Diploma courses can be extended for £75 per month for up to 3 months. The extension period starts from the expiry date of the course.

Can I get into university with a Level 4 Diploma?

Most universities require UCAS points to gain entry. Some universities accept Level 4 Diplomas. We urge you to check the entry requirements of your chosen college/university/employer before enrolling on a course with us.

When will I receive my course?

If you have paid in full and opted for the Online version, the course access will be emailed to you within 48 hours. The paper version will take 3 weeks after you have received the online version and are happy with the course contents.

For students, who choose to pay in instalments - you are required to complete the necessary agreement before the course is emailed to you.

Will I get a certificate on completion of my course?

You will receive a certificate from the College. A digital version is included in the price and will be emailed to you within 5 days of taking your online exam.

Should you require an embossed hard copy of your certificate to be sent to you by Special Delivery post, you can order this separately after taking your exam.

How do I contact my tutor and submit assignments?

All our tutors are working professionals in their chosen fields and prefer to be contacted by email. In this way they can record your questions and progress.

Will my tutor answer my support requests quickly?

Yes, all tutors aim to give you feedback on your assignments within 10 working days. However, you do not usually have to wait this length of time.

Are there any exams?

Most of our courses are designed to be completed through assessments so you are not required to take exams except for A Levels and some Bookkeeping courses. However, as mentioned elsewhere, the arrangement for a centre at which to sit your exams is for you to make.

How does distance learning work?

To ensure studying is flexible and convenient, most of our courses are divided into sections. You work through each section at your own pace and time. Once completed, send the test paper back to your personal tutor for marking. You will then move onto the next section once successfully completing the previous section. The support period is dependent on the type of course you choose; our minimum support period is one year.

When can I start the course?

The answer is simple, when YOU want; you can start the course at any time we do not have any set enrolment dates. Most of our courses don’t require any previous experience or qualifications. All you need is a desire and motivation to succeed. You can even start right now - call and speak to one of our Professional Course Advisors.

How long do the courses take?

This is dependent upon your choice of course and how fast you want to learn. A full breakdown of the course is available in your course literature. We do provide estimated number of study hours; ask our course advisors for details.

I want to buy a course that is not on the course list. What do I do?

Our website has an excellent list of the most popular courses on the market. However, we do have access to a more in-depth portfolio should you not find the course you are looking for. You can call our course advisors and discuss the course you are interested in.

Do the courses have tutorial support?

Yes, You will be allocated an experienced tutor who will guide you through the course, mark your assignments and generally help you with any problems you may have. Your tutors can be contacted via email and post. Please note that some of the courses do not have tutor support. Please check the course literature for details

Is the course work done online or sent via the internet?

Most of our courses are available in both Online & Paper formats. You can choose the way your want to study and submit your course work

Is there a time limit or any deadlines?

We do like you to complete the course within the tutor support period but we can extend this for a small charge (currently £65). If you follow the recommended study hours, this will give you a good guide to complete the course withim the specified time period.

I wish to cancel my course. How do I do this?

If you have decided that this is not the right type of course for you you may cancel your course, in writing, within the first seven days of having received it. You then need to return your materials to the address printed on the course pack. This is at your own expense and we would advise that you return the materials by a traceable service, as this is your responsibility until we receive the materials. Once we have received the materials, in good condition, we will organise a refund cheque to be sent to you. Please note that an admin fee will apply. If you required your materials to be delivered abroad, the additional postage charge will not be refunded.

Do I have to buy any other materials?

Our comprehensive course materials are designed to be self-contained with all the relevant information you require to complete the course and gain the relevant certification. However some of our students undertake additional reading via relevant textbooks/study guides and/or the Internet to add value to their studies.

I’m not sure of what course I should take? Can you help?

Yes we can, it is important that you pursue a course which you will enjoy. Although we cannot make this decision for you, we employ a team of dedicated Professional Course Advisors, who will guide you towards making the right choice. Whether you want specific information, or just a chat about what’s available, contact us now.

Why choose eDistance Learning?

The breadth and depth of our portfolio of courses means that we will have a course to interest you. We are committed to your success, and offer advice and support through every step of the process. We have a dedicated team of Professional Course Advisors that can give you access to career and recruitment advice, whilst offering excellent value and quality courses.

Please contact us if you have not found the answer you are looking for.

Course Outline

How is the course structured?

The Level 5 Diploma in Health and Social Care course is divided into sixteen comprehensive units:

Unit 1: Using information, communication and technology ICT in Health and Social Care practices

Information, communication and technology (ICT) comprises core skills for learning. In this distance learning course utilisation of methods, tools and strategies of ICT is important in order to establish and maintain a sound working relationship with tutors and the college.

Students will need to develop ICT skills in order to communicate effectively and maximise their study progression.

The first unit explains how to set up an ePortfolio which students will use during the lifetime of the course for storage of all their files including coursework, self-assessment activities, independent research notes and reflective journals. The ePortfolio may be requested from time to time by tutors and moderators. Students will be asked at various points in the course to upload files for this purpose. The ePortfolio will not only provide students with a structured system of unique information but once completed can be used as a resource for continuing professional development (CPD), and a body of revision for future studies.

Independent research is fundamental to level H5 study and also equips students with confidence to source and evaluate information relevant to the core course topics.

In this first unit students are presented with tools and strategies with which to begin to undertake independent research and integrate this into coursework activities, for example suggesting ways to read research articles and assimilate types of information from these.

The development of knowledge and understanding through writing skills is important for communicating ideas and arguments to tutors and other readers of written work. Therefore this unit reviews writing skills, and incorporates reflective writing into both the course and coursework activities. Reflective writing is a way that individuals can review their own approaches to learning and communication; and it also promotes pro-active implementation of skills enhancement through tutor feedback and self-assessment

Unit 2: Human growth and development

In this section we will be looking at the general processes of human growth and development together with the different concepts we will be meeting in detail throughout this course.
Human growth and development are gradual and connected processes, culminating in physical and psychological maturation.
There are recognized sets of normal values which are based on statistical predictions, against which sequences and milestones within these processes are measured and compared.

Genetic and environmental factors and influences work together to produce behaviour. The one cannot have complete success without the other. In 1972 the ‘Southgate Test’ was used in the National Child Development Study (Davie, Butler and Goldstein). This test looked at the effect of social class on children’s development
This was a large study using 16,000 children, and the results are still applied in some situations today, although the specific operating components of the test and how they were applied is still largely unclear. The study measured school and academic attainments, IQ, social skills and personality. The results were very clear that ‘social class’, and therefore the environment did have a definitive impact on development, revealing that those children in social class V demonstrated approximately 40% less cognitive development to their counterparts in social class I. This unit will explore relevant data and concepts.

Child development begins before birth through a sequence of genetic mechanisms. These mechanisms produce the inherited traits which are apparent between generations within a family group. This unit will briefly look at genetic influence on development

There is a measurement of diversity within family and relationship roles which is a dynamic process, often emulating the political and economic status of a society. However the primary developmental functions of the family within a modern society appear to be similar across all types and forms; protection and rearing of children, provision of a stable environment both emotionally and socially, the teaching of socialisation skills, norms and values. In addition, the family provides emotional attachments which are essential for personal development and enhancement of social skills, and provides love and affection which influences how relationships are formed during adulthood. The unit concludes with discussion relating to these social factors.

Unit 3: Essential anatomy and physiology for care practitioners

Homeostasis can be described as a basic principle of biological order in which a constant condition of balance between opposing forces within the body can be maintained.

The body’s internal environment is rigidly controlled and this state needs to remain as constant as possible within certain ranges. The process of homeostasis is controlled by sophisticated mechanisms which are sensitive to changes that affect the body’s internal environment, and they respond accordingly. This unit explains the processes involved in homeostasis and links these processes to anatomy and physiology

The remainder of the unit is devoted to essential anatomy and physiology of all body systems. It describes the structure of organs and explains their function in relationship to growth, development and repair.

Unit 4: Health and Disease

Defining health is a difficult and subjective issue; it could simply be an absence of disease or disease symptoms, to other individuals it may be a snapshot of how they feel at any given time and may even be when diagnosed disease exists. Disease likewise is just as difficult to define but in 2003 the World Health Organization introduced the 10 th revision of the International Classification of Diseases (ICD-10) which is a framework for disease categorization and statistical reference. Each disease is coded and grouped in one of 4 sub-categories. Another more simplistic way of categorization is to describe diseases as being physical, mental or social.

Crucially, there are two distinguishing characteristics of disease that are important within the care practitioner setting and they are the communicable and non-communicable. Communicable can be bacterial, fungal, protozoan or viral, and can be transmitted from one person to another; non-communicable can be environmental, degenerative, inherited, deficient-based or lifestyle related and cannot be transmitted to others.

There are also many notifiable diseases which mean that they must be reported to public health officers and practitioners in order that they can compile statistics of trend and spread, together with monitoring outbreaks and dealing with these efficiently. This unit discusses the processes for notifying disease and how diseases are categorised

The remainder of the unit is concerned with describing the signs, symptoms, diagnosis and treatment of some common illnesses and diseases. Previous unit material will be referred to and your knowledge of anatomy and physiology will facilitate understanding of disease processes

Unit 5: Care and Communication

There are millions of people in the UK providing unpaid support for older, disabled or ill relatives, friends and neighbours (more than 6 million in 2006 according to Carers UK).

Much care within families goes unnoticed or unrecognised as many people care out of a sense of duty or because they feel it is part of their role as parent or spouse. There are also expectations of society and culture involved in this type of role but sometimes circumstances can result in resentment and guilt.

In any care environment the service user or person receiving care needs to convey their needs and have these needs assessed and addressed.

Effective delivery of care is dependent upon excellent communication skills which promote accurate exchange of information, understanding and management, together with developing positive relationships with colleagues, service users and other individuals. Within any care situation communication occurs by way of interpersonal interactions with these groups.

There are many general and specialized methods and forms of communication; many we use every day without conscious thought but several are specifically learnt new or enhanced skills to use within specific care settings for individuals and groups who have particular needs and requirements.

Whatever method of communication is used it has a cyclical process which is the conveyance and reception of messages that need to be disseminated.

There are many barriers to effective communication and some of these would not seem obvious, for example those things that we subconsciously hold as prejudices or personal beliefs which may influence our attitude and behaviour towards others or in certain circumstances. Even appearance can infer identity with certain groups or sections of society and within a caring situation this may result in presenting as a barrier to exchange of messages.

When we talk about ‘values’ relating to care settings it relates to the way practitioners behave towards service users and colleagues, group principles and values belonging to different care fields, empowerment of others ( namely the service users) to have control in care decisions, and legislative codes of conduct and guidelines around which most care practitioners work.

The Care Value Base which encompasses most of the issues surrounding care values, was devised by the Care Sector Consortium in 1992 in order to provide a common set of principles and values for workers and professionals in health and social care. For the first time the Health and Social Care industry had basic premises from which ethical decisions and judgements could be made; these serve to give a basis for equality and consistency of care across a broad spectrum of service user needs and settings, and also aims to keep standards high within identifiable cross-demographic and cross-practice situations. In other words it seeks to offer the service user the same positive experiences and high standards of care no matter which aspects of services they are using, their place of residence or their cultural background.

Unit 6: Focus on social issues

In order to understand aspects of human behaviour and factors within people’s lives which affect these behaviours, care practitioners need a basic knowledge and understanding of both the physical and psychological functions of the human body The aspects of the social sciences that care practitioners should be concerned with especially are: lifestyle choices and activities that people choose and that affect their wellbeing, this is also related to ethnicity, gender and social class. In addition the individuals’ personal development within their social group and community will affect their experiences, so this is a key factor as well.

The biological aspects involve understanding how the body works, health and disease and lifestyle; all these being related to what sort of care requirements they may need or seek. Psychological aspects are concerned with the human mind, including thoughts and emotions that may influence actions, behaviours, and again, lifestyle choices.

Life events impact the lifestyle choices that each one of us makes and this in turn influences health, wellbeing and development.

Close examination of lifestyle factors and evaluation of different models of health will allow informed consideration of care requirements and provisions

Unit 7: Socialisation, attachment and lifestyle

Socialization is a process in which we all learn to be ‘ourselves’ and to fit into the society in which we exist. During this common process we internalise the values, attitudes and culture of our society and through these are able to engage with, and relate to other members.
Family is the structure where individuals go through primary socialization; it is a period where we learn the basics of how to behave as a competent member of society, therefore babies are socialized by their carers. Secondary socialization takes place outside the family structure and involves a continuous learning process throughout life

The basis of the key concepts surrounding the attachment theory is that humans have a basic need to form human emotional bonds with other people or indeed, animals. This is believed to be an innate process. The experience of loss in childhood can affect people throughout their adult life and manifest itself as a particular behaviour trait or pattern. With a view to relationships and problems that adults subsequently face within these bonds, their past experiences unconsciously influence both behaviour and decision making processes.

In practice it was suggested that through interaction with their carers, children form expectations about their carers and this framework is subsequently developed and carried through into adult life.

Having a healthy lifestyle is paramount in both the political and health arenas within modern society; reasons are many, including health care costs, the ageing society and lack of resources to cope with this, the health of future generations and therefore concerns regarding chronic disease and mortality.

Unit 8: Focus on disease models

Diagnosing mental ill health is very difficult and it usually depends on the accepted norms of society. Clinical staff may have added diagnosis difficulties if they do not understand people’s cultural and religious backgrounds. Categorization of common forms of mental illness has been made by the psychiatric profession and this gives a broad guide to defining the conditions.

The meaning the individuals give to health, illness and disease varies between individuals, social groups (depending on their age or gender, etc.) and between societies. Views of acceptable standards of health are likely to differ widely between people living in a poor African country and in Britain. In addition, views of health change over time. At one time mental illness was viewed as a sign of being cursed by the devil or a sign of witchcraft at work, a matter best dealt with by a member of a clergy rather than by a doctor. In modern times problems that were previously considered to be ‘personal’ − such as drug addiction, alcoholism, obesity and smoking − are now considered to be medical problems.

Different meanings are attached to health and illness according to different circumstances. There are two main approaches to health that arise from different views about what the causes of ill-health are, and the policies that are needed to resolve those causes. These two competing models of health are often referred to as the medical (or biomedical) and social models of health.

Alternative therapy has grown in popularity in recent years with over a billion pounds being spent each year on these treatments. The move away from conventional medicine is all part of what has been called a ‘flight from deference’, as people move away from trusting high status doctors. Increasing numbers of people prefer to consult practitioners they feel they can work with, who will listen to them and have time for them as individuals instead of a collection of symptoms. In addition, the internet has given many individuals instant access to a wide range of information about both conventional and alternative medicine

Unit 9: Public health contexts

Unit content
Public health services are concerned with large populations and communities. The sorts of involvement included in public health provision are:
- Screening programmes
- Environmental health services
- Political directives
- Campaigns
- Infra structure

The study of public health identifies social and demographic patterns in health, disease and need, and this is appropriate as health is a collective as well as personal issue.

Public health considerations take into account many areas and issues, the following are examples of some of these:
- Ageing: the increasing over 65 years population, the financial, health and care cost and provisions
- Ethnicity and diversity
- The natural environment including water, food and clean air
- The physical environment including housing, infra structure and services
- The social environment for example, employment and issues of equality
- Illness and disease, for example screening and vaccination programmes

Gathering data is an importance process in the field of public health as it not only provides a snapshot in time of current health status of populations and communities but also identifies trends and potential problems.

Specific issues in public health data collection which informs policy and care service provision, for example obesity, cardiovascular disease and addiction.

Unit 10: Diagnosis and treatments

Unit content
Effective disease control within a population is a key role of the public health department. Through immunization and vaccination programmes, widespread transmission of ‘killer’ diseases such as smallpox, tuberculosis and cholera can now be controlled and in some cases eradicated.

Infections of one kind or another are common. The rate of infection varies depending on the type of origin and context. However it is appropriate to look in detail at some common infections as health and social care practitioners will normally meet these ate regular times during their client and patient encounters.
In unit 15 we will be looking at antimicrobial resistance in detail as it is a problem both within primary care, secondary care and community based residential homes.

In a separate section the unit details parasitic infections such as malaria, scabies, head lice and many others.

Finally the unit explores MRSA, E-Coli, C-Difficile and Salmonella.

Unit 11: Promoting health

Unit content
Health promotion is a collaborative process; as well as involvement by public health departments, the NHS and local provisions, there are many ways in which individuals can take responsibility fro improving their own health and maintaining a positive status. The following are some of the ways this can be done:

In this unit theories and models of health promotion are evaluated and discussed in terms of application and context

Health promotion is delivered through a number of routes which can be formal or informal, for example we may attend a support group or take part in an organized campaign, or alternatively we may exchange or impart health education within and between family members.

There are numerous types of data that can be collected from a health promotion activity; the aims, objectives and expected outcomes should all be related to the activity itself and take into account all the aspects that were carefully considered in the planning stage.

The evaluation outcomes may be used to design further activities, or it may be used to shape care services because specific needs have been identified. Once data has been collected and appropriately evaluated and recorded it can be used in the future for comparison or for others wishing to undertake similar activities or research.

Unit 12: Research in health and social care

Unit content
Research is important in order to predict and establish trends, possible outcomes and health needs relevant to care service provision and disease control. In order to move or progress practice in health and social care forward, research based evidence in strategic areas is needed.

High standards are expected when research is carried out which involves patients and members of the public, therefore research governance are a collection of crucial processes to ensure that these standards are met. They include: ethical approval, research and development approval, evidence of informed consent and where clinical interventions are taking place, evidence of appropriate safety procedures.

Researcher often review current and past research and this is particularly relevant to practice where techniques or procedures need to be evaluated in order to assess whether they are still effective, relevant or appropriate.

For this specific purpose a systematic review would be undertaken which collates relevant research on a particular topic or issues, synthesizes the information and then presents the findings in a structured manner.

These findings may be either of a quantitative or qualitative nature and may also be part of a wider review known as meta-analysis. The aim of this type of research is to update current practice and even contribute to ground breaking research.

Unit 13: Safe caring and care services

Unit content
Social services and health care organisations have limited budgets which are controlled by central government.
- PCT’s (primary healthcare trusts) purchase services from acute hospitals and other providers with funding that they receive directly from the Department of Health.
- A close partnership between health and social care agencies is encouraged in order to meet the needs of service users
- Joint funding of local area posts encouraged so that integration of services can occur more easily
- Development of the voluntary sector in provision of cost effective services by statutory sector

Today any information we obtain from others of a personal nature when running a business should be done so not only lawfully but fairly as well. This is where the Data Protection Act 1998 UK assists. It ensures that all personal data whether it be in electronic or paper (manual) format is held in the right kind of system.

In the care environment this means that patient records and notes should be kept locked away and only be accessible on a need to know basis.

In this section of the unit data protection and other key legislation relevant to health and social care practices is described and evaluated.

Unit 14: Care contexts: roles and responsibilities

Unit content
Those who work in areas of care have a responsibility to themselves, their colleagues and the individuals that they are caring for. From a wider perspective the care worker has responsibilities to family and visitors of the cared for individual.

We may initially overlook the roles and responsibilities of non-care workers related to infection control. However all these staff including gardeners, drivers, cleaners, administration staff etc. have non-direct and direct contact with the care environment and therefore can influence infection control practices and outcomes.

Unit 15: Antimicrobial resistance

Unit content
Microbes produce many useful products, and humans have made use of this for thousands of years. Today there is a wide range of products made by microbial biotechnology, most of which are too complex to be synthesised by purely chemical techniques. These include: food (bread, cheese, yoghurt, single cell protein (SCP)); drink (beer, wine, vinegar); fuels (ethanol, methane); enzymes; hormones; antibiotics; chemicals (citric acid, amino acids, steroids); plastics; etc.

Antibiotics are antimicrobial agents produced naturally by other microbes (usually fungi or bacteria). The first antibiotic was discovered in 1896 by Ernest Duchesne and "rediscovered" by Alexander Flemming in 1928 from the filamentous fungus Penicilium notatum. Neither investigator appreciated the importance of what he had found, and the antibiotic substance, named penicillin, was not purified until the 1940s (by Florey and Chain), just in time to be used at the end of the second world war. Today there are hundreds of different antibiotics, though many are modified forms of naturally-produced antibiotics (semi-synthetic antibiotics). There are also other completely synthetic antimicrobial drugs (i.e. not derived from microbes) in use, notably the sulphonamides.

When antibiotics were first introduced after the second world war, they were seen as "miracle drugs" because they killed all bacteria and cured all bacterial diseases. However, within a few years, some antibiotics lost their effectiveness as bacteria became resistant to them.

The most common sources for antibiotic-resistant bacteria (and especially multiple-resistant bacteria) are hospitals. This is partly because they have a high concentration of people with bacterial infections, but also because the environment is awash with antibiotics. This provides a strong selection pressure for any antibiotic-resistant strains, which multiply in the absence of much competition.

Unfortunately we are now in an "antibiotic culture" where many doctors prescribe antibiotics routinely for common ailments such as the flu (even though they have no effect), simply to keep the patient happy. And farmers, especially in the USA, routinely feed their livestock small concentrations of antibiotics, just in case they come into contact with an infection. If this overuse of antibiotics continues, then most antibiotics will become useless, and we will revert to the pre-antibiotic age, where common bacterial infections will become more prevalent.

Unit 16: Pharmacology for health and social care practitioners

Unit content
Drugs originally derived from natural sources such as plants, animals and minerals but these days they are mostly synthesized within a laboratory setting in order to they are free from impurities. In addition in the laboratory environment the molecular structure of the drug can be altered to maximize effectiveness, hence the term first, second, third generation etc.

The unit explains how drugs work and the different groups of drugs in common use. This will aid understanding of drug addiction which is briefly covered.

Drugs vary enormously in their effectiveness, specifically related to dosage. Many drugs will have multiple effects, for example morphine reduces sensitivity to pain but also depresses heart rate and respiration by affecting the activity of neurons within the brain. Therefore, normally there is a large margin of safety in drug dosage called the therapeutic index. The reasons for this are that drugs act on different sites within the central nervous system; drugs exert their effects by binding with other molecules within the central nervous system or with receptors involved in neurotransmission.

Course Fees

Our aim is to provide you with the best deal available, therefore any registration fee, certification fee and full tutor support is included in the course price for you. The enrolment fee for the Health and Social Care home study course is £4375, though for a limited time we are offering you the opportunity to pay only £3500 which is a 20% discount if you enrol online and pay in full.

You can also opt for our Easy Payment Plan and enrol online today by paying a deposit of £875 and then 4 equal payments of £875 per month. The first instalment is paid about a month after you receive your course.

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With online based study you can access the course online. You can then review them in your own time and complete the assignments which you are required to submit to your personal tutor for marking and feedback.

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With online & paper based study we post out the course materials to you and you can also access the course online. You can then review them in your own time and complete the assignments which you are required to submit to your personal tutor for marking and feedback.

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Award Level Level 5 Diploma
Format Online / Paper
Study Time 960 Hours
Entry Requirements Level 3 Diploma
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