ProQual Level 3 Award in Healthcare and Social Care Support Skills
The ProQual Level 3 Award in Healthcare and Social Care Support Skills is a professionally designed qualification aimed at individuals working or aspiring to work in the healthcare and social care sectors. Regulated by Ofqual, this internationally recognized award provides learners with the essential knowledge and practical skills needed to deliver person-centred, high-quality care in a variety of health and social care environments.
This qualification focuses on core competencies such as safeguarding, communication, personal care, and support for individuals with physical or emotional needs. Whether you are already working in a support role or are looking to enter the care sector, the ProQual Level 3 Award offers a solid foundation for your professional development and progression.
Who Should Choose this Course?
The ProQual Level 3 Award in Healthcare and Social Care Support Skills is tailored for individuals who are passionate about making a positive impact in the lives of others through care and support. This qualification is ideal for a range of learners and professionals who want to enter or grow within the health and social care sector.
This course is perfect for:
- Aspiring Healthcare and Social Care Professionals
Individuals who are looking to start a rewarding career in care will find this course a strong foundation for employment and future qualifications. - Current Care Assistants and Support Workers
Professionals already working in healthcare or social care roles can use this course to strengthen their skills, enhance their confidence, and work toward promotion or specialization. - Those Without Formal Qualifications
If you have hands-on experience but no recognized certification, this course allows you to formalize your knowledge and demonstrate your competence to employers. - Returners to the Sector
Individuals re-entering the workforce after a break and seeking a refresher or requalification will benefit from the updated, practical content covered in this course. - Career Changers
If you’re switching careers and are interested in the growing field of healthcare or social care, this qualification will help you build the core skills necessary for a smooth transition. - Volunteers in Care Settings
Volunteers who support individuals in care homes, community services, or hospitals can use this qualification to progress into paid roles or formal care positions. - Those Seeking Career Progression
If you’re aiming to move into more senior roles or pursue higher qualifications such as the Level 4 Certificate or Diploma in Health and Social Care, this Level 3 Award acts as a strong stepping stone.
Course Overview
Awarding Body: ProQual
Course Level: Level 3
Average Completion Time:
4 to 6 Months
Credit Hours:6
Evidence & Assignment Based
Inspire Institute of Technologies is Approved Satellite Centre of ProQual
Qualification Structure
To achieve the ProQual Level 3 Award in Healthcare and Social Care Support Skills: Candidates must achieve 6 credits from any combination of units.
| Sr# | Unit Title | Credit Value | GLH |
|---|---|---|---|
| 1 | Work with babies and young children to promote their development and learning | 6 | 45 |
| 2 | Engage in personal development in health, social care or children’s and young people’s settings | 3 | 10 |
| 3 | Support individuals with multiple conditions and/or disabilities | 4 | 31 |
| 4 | Support individuals who are bereaved | 4 | 30 |
| 5 | Prepare for and carry out extended feeding techniques | 4 | 27 |
| 6 | Provide support to continue recommended therapie | 3 | 20 |
| 7 | Insert and secure nasogastric tubes | 4 | 30 |
| 8 | Develop positive relationships with children and young people | 4 | 30 |
| 9 | Provide advice and information to enable parents to promote the health and well-being of their newborn babies | 3 | 22 |
| 10 | Facilitate and monitor housing and accommodation services to support individuals with mental health needs | 5 | 32 |
| 11 | Collaborate in the assessment of environmental and social support in the community | 4 | 23 |
| 12 | Influencing Others at Work | 1 | 6 |
| 13 | Care for the physical and nutritional needs of babies and young children | 6 | 45 |
| 14 | Support families who have a child with a disability | 3 | 23 |
| 15 | Support individuals to manage their finances | 3 | 20 |
| 16 | Obtain venous blood samples | 3 | 24 |
| 17 | Implement therapeutic group activities | 3 | 25 |
| 18 | Collate and communicate health information to individuals | 3 | 20 |
| 19 | Provide information and advice to individuals on eating to maintain optimum nutritional status | 5 | 38 |
| 20 | Assist in the implementation of programmes to increase mobility, movement and functional independence | 4 | 28 |
| 21 | Receive and handle clinical specimens within the sterile field | 4 | 30 |
| 22 | Prepare anaesthetic environment and provide support for pre and post-operative anaesthesia and recovery | 5 | 38 |
| 23 | Make recommendations for the use of physical resources in a health setting | 5 | 33 |
| 24 | Maintaining quality standards in the health sector | 2 | 13 |
| 25 | Understand Models of Disability | 3 | 26 |
| 26 | Support individuals to access and use services and facilities | 4 | 25 |
| 27 | Promote and implement health and safety in health and social care | 6 | 43 |
| 28 | Support young people with a disability to make the transition into adulthood | 5 | 40 |
| 29 | Understand mental well-being and mental health promotion | 3 | 14 |
| 30 | Carry out vision screening | 4 | 27 |
| 31 | Assist professionals to support individuals from diverse linguistic and cultural backgrounds to access speech and language therapy services | 5 | 35 |
| 32 | Implement hydrotherapy programmes for individuals and groups | 5 | 35 |
| 33 | Deliver exercise sessions to improve individuals’ health and wellbeing | 5 | 32 |
| 34 | Provide support to the surgical team when preparing individuals for operative and invasive procedures | 4 | 32 |
| 35 | Facilitate person centred assessment, planning, implementation and review | 6 | 45 |
| 36 | Work in partnership with families to support individuals | 4 | 27 |
| 37 | Support individuals to develop and run support groups | 3 | 24 |
| 38 | Monitor own work practice in health, social care or children’s and young people’s settings | 3 | 20 |
| 39 | Perform first line calibration on clinical equipment to ensure it is fit for use | 3 | 20 |
| 40 | Monitor and review individuals progress in relation to maintaining optimum nutritional status | 3 | 26 |
| 41 | Give presentations to groups | 4 | 26 |
| 42 | Support individuals in undertaking their chosen activities | 4 | 24 |
| 43 | Control the use of physical resources in a health setting | 3 | 25 |
| 44 | Support children and young people experiencing transitions | 3 | 28 |
| 45 | Promote communication in health, social care or children’s and young people’s settings | 3 | 10 |
| 46 | Contribute to the prevention of aggressive and abusive behaviour of people | 4 | 26 |
| 47 | Service improvement in the health sector | 3 | 20 |
| 48 | Understand the process and experience of dementia | 3 | 22 |
| 49 | Understand Physical Disability | 3 | 22 |
| 50 | Support individuals with a learning disability to access healthcare | 3 | 25 |
| 51 | Undertake urethral catheterisation processes | 4 | 28 |
| 52 | Promote good practice in handling information in health and social care settings | 2 | 16 |
| 53 | Understand mental health problems | 3 | 14 |
| 54 | Perform routine Electrocardiograph (ECG) Procedures | 4 | 30 |
| 55 | Undertake treatments and dressings of lesions and wounds | 4 | 25 |
| 56 | Adapt and fit healthcare equipment, medical devices, assistive technology, or products, to meet individuals’ needs | 6 | 37 |
| 57 | Administer oral nutritional products to individuals | 5 | 35 |
| 58 | Promote effective communication with individuals with sensory loss | 4 | 30 |
| 59 | Work with other professionals and agencies to support individuals with physical disability | 3 | 23 |
| 60 | Support individuals to access housing and accommodation services | 4 | 24 |
| 61 | Identify information requirements in a health context | 4 | 30 |
| 62 | Prepare and reproduce permanent radiographic images | 4 | 23 |
| 63 | Develop and prepare speech and language therapy resources for alternative and augmentative communication (AAC) use | 4 | 25 |
| 64 | Carry out wound drainage care | 4 | 32 |
| 65 | Prepare and provide surgical instrumentation and supplementary items for the surgical team | 6 | 43 |
| 66 | Care for a newly born baby when the mother is unable to do so | 4 | 32 |
| 67 | Understand Child and Young Person Development | 4 | 30 |
| 68 | Provide support to maintain and develop skills for everyday life | 4 | 28 |
| 69 | Facilitate learning and development activities to meet individual needs and preferences | 5 | 35 |
| 70 | Enable individuals with behavioural difficulties to develop strategies to change their behaviour | 8 | 41 |
| 71 | Reprocess endoscopy equipment | 4 | 30 |
| 72 | Support individuals with cognition and learning difficulties | 5 | 34 |
| 73 | Assist in testing individuals’ abilities prior to planning physical activities | 5 | 38 |
| 74 | Support individuals to manage dysphagia | 5 | 35 |
| 75 | Provide advice on foot care for individuals with diabetes | 3 | 23 |
| 76 | Transport, transfer and position individuals and equipment within the perioperative environment | 5 | 32 |
| 77 | Understand Sensory Loss | 3 | 21 |
| 78 | Support families who are affected by Acquired Brain Injury | 3 | 30 |
| 79 | Support individuals during a period of change | 4 | 29 |
| 80 | Perform intravenous cannulation | 4 | 34 |
| 81 | Care for individuals with urethral catheters | 4 | 30 |
| 82 | Conduct routine maintenance on clinical equipment | 4 | 30 |
| 83 | Assist and support individuals to use alternative and augmentative communication systems (AAC) | 5 | 35 |
| 84 | Measure and record individuals’ body fluid balance in a perioperative environment | 4 | 23 |
| 85 | Support parents/carers to interact with and care for their newborn baby | 4 | 30 |
| 86 | Deliver training through demonstration and instruction | 3 | 21 |
| 87 | Principles for implementing duty of care in health social care or children’s and young people’s settings | 1 | 5 |
| 88 | Promote Child and Young Person Development | 3 | 25 |
| 89 | Develop and sustain effective working relationships with staff in other agencies | 4 | 24 |
| 90 | Undertake physiological measurements | 3 | 23 |
| 91 | Undertake stoma care | 4 | 30 |
| 92 | Assure the effective functioning of radiographic image processing equipment | 4 | 25 |
| 93 | Operate equipment for intraoperative cell salvage blood collection | 5 | 40 |
| 94 | Advise and inform individuals on managing their condition | 5 | 31 |
| 95 | Assist others to monitor individuals’ progress in managing dysphagia | 5 | 38 |
| 96 | Support carers to meet the care needs of individuals | 5 | 30 |
| 97 | Maintain pharmaceutical stock | 3 | 4 |
| 98 | Anatomy and Physiology for Maternity Support Workers | 2 | 20 |
| 99 | Receive prescriptions from individuals | 3 | 15 |
| 100 | Understand how to support individuals with autistic spectrum conditions | 3 | 28 |
| 101 | Support Individuals with Specific Communication Needs | 5 | 35 |
| 102 | Obtain and test capillary blood samples | 4 | 30 |
| 103 | Support individuals at the end of life | 7 | 53 |
| 104 | Contribute to effective multidisciplinary team working | 3 | 20 |
| 105 | Analyse and present health related data and information | 4 | 30 |
| 106 | Remove wound drains | 4 | 27 |
| 107 | Develop activities and materials to enable individuals to reach specific communication goals | 5 | 38 |
| 108 | Operate equipment for intraoperative cell salvage blood processing and complete intraoperative cell salvage blood process | 5 | 39 |
| 109 | Support parents/carers and those in a parental role to care for babies during their first year | 5 | 36 |
| 110 | Obtain a client history | 3 | 22 |
| 111 | Manage the availability of physical resources to meet service delivery needs in a health setting | 5 | 33 |
| 112 | Administer medication to individuals, and monitor the effects | 5 | 30 |
| 113 | Undertake an in-process accuracy check of assembled prescribed items prior to the final accuracy check | 4 | 11 |
| 114 | Promote equality and inclusion in health, social care or children’s and young people’s settings | 2 | 8 |
| 115 | Understand the impact of Acquired Brain Injury on individuals | 3 | 28 |
| 116 | Support individuals to live at home | 4 | 25 |
| 117 | Promote person centred approaches in health and social care | 6 | 41 |
| 118 | interact with and support individuals using telecommunications | 5 | 36 |
| 119 | Undertake tissue viability risk assessments | 3 | 26 |
| 120 | Manufacture equipment or medical devices for individuals within healthcare | 4 | 30 |
| 121 | Provide support for individuals with communication and interaction difficulties | 5 | 39 |
| 122 | Monitor individuals’ progress in relation to managing their body weight and nutrition | 3 | 26 |
| 123 | Assist in implementing treatment programmes for individuals with severely reduced movement/mobility | 5 | 29 |
| 124 | Assist in the delivery of perioperative care and support to individuals | 4 | 31 |
| 125 | Examine the feet of individuals with diabetes | 4 | 32 |
| 126 | Communicate with individuals about promoting their health and wellbeing while working as a Health Trainer | 3 | 15 |
| 127 | Understand How to Safeguard the Wellbeing of Children and Young People | 3 | 25 |
| 128 | Support Children and Young People’s Health and Safety | 2 | 15 |
| 129 | Develop Positive Relationship with Children, Young People and Others Involved in Their Care | 1 | 8 |
| 130 | Working Together for the Benefit of Children and Young People | 2 | 15 |
| 131 | Understand How to Support Positive Outcomes for Children and Young People | 3 | 25 |
| 132 | Assessment and planning with children and young people | 5 | 35 |
| 133 | Promote the wellbeing and resilience of children and young people | 4 | 30 |
| 134 | Professional practice in children and young people’s social care | 4 | 30 |
| 135 | Support individuals to prepare for and settle in to new home environments | 3 | 23 |
| 136 | Promote positive behaviour | 6 | 44 |
| 137 | Support use of medication in social care settings | 5 | 40 |
| 138 | Provide information and advice to children and young people | 3 | 22 |
| 139 | Support young people to move towards independence and manage their lives | 3 | 20 |
| 140 | Work with children and young people in a residential care setting | 5 | 35 |
| 141 | Support positive practice with children and young people with speech, language and communication needs | 4 | 28 |
| 142 | Support children or young people in their own home | 4 | 30 |
| 143 | Support positive attachments for children and young people | 7 | 55 |
| 144 | Support individuals with autistic spectrum conditions | 4 | 33 |
| 145 | Prepare, load and operate decontamination equipment | 3 | 23 |
| 146 | Carry out sterilisation and product release of reuseable medical devices | 3 | 24 |
| 147 | Understand how to monitor the decontamination process | 2 | 19 |
| 148 | Monitor and solve customer service problems | 1 | 8 |
| 149 | Plan, allocate and monitor work of a team | 6 | 40 |
| 150 | Understand Stroke Care Management | 5 | 25 |
| 151 | Conduct hearing assessments | 4 | 36 |
| 152 | Conduct External Ear Examinations | 5 | 38 |
| 153 | Carry out intravenous infusion | 4 | 28 |
| 154 | Carry out blood collection from fixed or central lines | 4 | 30 |
| 155 | Diabetes Awareness | 4 | 30 |
| 156 | Introduction to the role and responsibilities of a Health Trainer | 6 | 46 |
| 157 | Establishing and developing relationships with communities while working as a Health Trainer | 4 | 20 |
| 158 | Enable individuals to change their behaviour to improve their health and wellbeing while working as a Health Trainer | 3 | 10 |
| 159 | Clinical Imaging Support Worker: Anatomy and Terminology | 5 | 25 |
| 160 | Clinical Imaging Support Worker: Fundamentals of Care | 3 | 24 |
| 161 | Clinical Imaging Support Worker: Radiation Protection and Awareness | 6 | 48 |
| 162 | The Use of Contrast Media in Clinical Imaging | 3 | 24 |
| 163 | Speech and Language Support for 11-16s: From Theory into Practice | 2 | 15 |
| 164 | Speech and Language Support for 5-11s: From Theory into Practice | 9 | 63 |
| 165 | Communication Support for 0-25s with Severe and Complex Needs: From Theory into Practice | 9 | 63 |
| 166 | Communication and relationships to promote thewellbeing and mental health of older people | 9 | 63 |
Who Should Take this course?
The ProQual Level 3 Award in Healthcare and Social Care Support Skills is designed for individuals who are either beginning their journey in the care sector or looking to enhance their existing knowledge and responsibilities in a healthcare or social care setting. This qualification is suitable for a wide range of learners and professionals.
You should take this course if you are:
- An Aspiring Care Professional
Looking to start a career in healthcare or social care and want a recognized qualification to enter the field confidently. - A Current Support Worker or Care Assistant
Working in a care home, hospital, residential setting, or community-based service and seeking to upgrade your skills or move into a more senior role. - Someone Without Formal Qualifications
With practical experience but no official certification and aiming to gain formal recognition of your knowledge and skills. - Re-entering the Workforce
Returning to the care sector after a career break and looking for a refresher course aligned with current care standards and practices. - A Volunteer in a Care Environment
Volunteering in healthcare or social care and now ready to transition into paid employment with a nationally recognized award. - Pursuing a Long-Term Career in Care
Interested in progressing toward higher-level qualifications like the ProQual Level 4 Certificate or Diploma, and eventually into supervisory or management positions.
Course Benefits
The ProQual Level 3 Award in Healthcare and Social Care Support Skills offers a range of benefits for individuals aiming to build a successful career in the care sector. Whether you’re just starting out or looking to formalize your existing experience, this Ofqual-regulated qualification equips you with the essential knowledge, practical abilities, and confidence to thrive in real-world care environments.
Key Benefits:
Ofqual Regulated & Internationally Recognized
Gain a qualification that is officially regulated in the UK and accepted globally by employers and care organizations.
100% Assignment-Based – No Exams
The course is assessed entirely through practical assignments and work-based evidence, offering a flexible, stress-free learning experience.
Build Core Skills in Care and Support
Learn vital competencies such as safeguarding, person-centred care, effective communication, and supporting individuals with diverse needs.
Enhance Your Employability
Improve your job prospects in healthcare and social care with a recognized qualification that proves your readiness to work in professional settings.
Career Progression Opportunities
Use this award as a stepping stone to more advanced qualifications like the ProQual Level 4 Certificate or Diploma, leading to supervisory or management roles.
Flexible Learning for Working Professionals
Study at your own pace while balancing personal and work commitments, with support from qualified assessors and access to online learning resources.
Gain Confidence and Competence
Strengthen your ability to deliver high-quality care, work collaboratively with teams, and handle responsibilities more independently.
Ideal for a Wide Range of Roles
Perfect for care assistants, support workers, healthcare aides, or anyone transitioning into or advancing within the care sector.
Eligibility Criteria
The ProQual Level 3 Award in Healthcare and Social Care Support Skills is designed to be accessible, practical, and inclusive. While it does not require formal academic qualifications, there are key criteria to ensure learners are prepared to successfully engage with the course content and assessments.
Minimum Age Requirement:Learners must be at least 18 years old at the time of enrollment.
No Prior Qualifications Needed: This qualification is open to those without previous academic achievements, making it ideal for learners who wish to gain formal recognition for their practical experience or transition into a professional care role.
Basic Literacy and Numeracy Skills:Learners should have a basic level of reading, writing, and numeracy to complete written assignments and understand care-related documentation. This ensures they can fully participate in the course and demonstrate their knowledge effectively.
Relevant Experience:Although formal qualifications are not required, it is recommended that learners have some prior experience in a care-related role—either paid, voluntary, or informal.
Commitment to the Profession: Applicants should demonstrate a genuine interest in healthcare and social care, a commitment to ethical practice, and a willingness to support vulnerable individuals with compassion and professionalism.
Current Role:It is advantageous if learners are currently employed in a healthcare or social care setting, such as a care assistant, support worker, or community care staff. This allows for easier integration of course tasks with practical workplace evidence.
The Qualification Process
Here is a step-by-step guide to help you understand the entire journey from pre-registration to certification:
- Self-Assessment:
Learners begin by completing a self-assessment to evaluate their current skills, experience, and understanding of healthcare and social care practices. - Registration:
Once eligible, learners formally register with an approved training provider. During registration, candidates provide personal and professional information, confirm their commitment, and receive access to course resources and guidance. - Induction:
All learners participate in a structured induction session. This covers the course objectives, assessment methods, study timelines, and expectations. It also introduces learners to the support available throughout the course. - Evidence Submission:
As learners progress, they are required to submit written assignments and practical evidence related to their current role or workplace experience. Evidence may include care plans, reflective accounts, observation reports, or case studies. - Feedback and Revision:
Submitted work is reviewed by a qualified assessor who provides constructive feedback. If any part of the evidence does not meet the required standards, learners are encouraged to revise and resubmit, ensuring quality and understanding are achieved. - Competence Evidence:
Learners must demonstrate competence in core areas such as safeguarding, communication, person-centred care, and supporting individuals with specific needs - Internal Quality Assurance (IQA):
All submitted work undergoes an Internal Quality Assurance process. IQA ensures that assessments are consistent, fair, and meet the qualification standards set by ProQual and Ofqual. - External Verification:
Following internal review, the course materials and learner portfolios are submitted for External Verification by ProQual. This independent verification confirms that the course delivery and assessment meet national quality standards. - Certification:
Once all components are successfully completed and verified, learners are awarded the ProQual Level 3 Award in Healthcare and Social Care Support Skills.
This streamlined qualification process supports learners at every stage, ensuring they gain the confidence, skills, and recognition needed to progress in the healthcare and social care sectors.
