This unit aims to give learners an understanding of the range of technologies used in health and social care and the subsequent implications for people using services. It will encourage the development of learners' own skills in preparation for work in the health and social care sectors.
The unit introduces learners to the application of the range of information and communication technology used in the health and social care sectors, including the development of national databases. Learners will go
on to produce their own documents which will provide an opportunity to appreciate a range of ways in which
information is collected and presented, and the IT skills needed to work in the health and social care sectors.
Learners will explore types of medical technology used in health and social care contexts, for example, for
diagnostic purposes, invasive procedures or life support. They will also investigate the range of assistive
technology which can be used to improve the wellbeing and independence of individuals using services.
Learners will examine the benefits of information and other technologies, considering related ethical issues
| Course Code: |
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Fee EU/Local Students €350 Exam fee: €20 /module
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Easy Pay Option: €150 deposit €45/ week for 5 weeks |
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| Duration: | 6 weeks |
Awarding Body |  |
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| Start Dates: 2 intakes/yr | January/February | September/October | ||
| Entry Requirement: | Applicants must be a minimum of 18 years old |
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| University Progression Route | ||||
Learning Outcome
On completion of this unit a learner should:
1. Know roles which are involved in non-direct care in social care environments
2. Know the importance of teamworking in social care environments
3. Understand the role of workers not involved in direct care in maintaining health, safety and security.
1. Know roles which are involved in non-direct care in social care environments
Care environments: care homes (personal or nursing care); day services; an individual's own home;
sheltered accommodation; supported housing; other networks and services for individuals, eg education,
religious establishments, third sector organisations, voluntary agencies
Roles: non-direct care, eg administrators, building maintenance, security staff, cleaners, laundry workers,
drivers, gardeners, receptionists, caterers.
2. Know the importance of teamworking in social care environments
Teamworking: definition of a team; formal and informal roles; benefits of team work; responding
to requests from team members; roles and responsibilities; boundaries of role; job descriptions;
organisational structures, eg line management, lines of reporting, supervision; appraisal and personal and
professional development
Interpersonal skills in social care environments: working with managers, professionals, other colleagues,
people who use services, eg communication (verbal, non-verbal), barriers to communication,
interpersonal relationships, reporting issues and concerns, maintaining confidentiality, whistle blowing,
awareness of equal opportunities, non-discriminatory practice
Personal presentation: dress, uniform, name badges, dealing with enquiries, the need to address individuals
appropriately, language, tone.
3. Understand the role of workers not involved in direct care in maintaining health safety and security
Legislation and guidance: relevant sections of, eg Health and Safety at Work Act 1974, Food Safety Act
1990, The Environmental Protection (Duty of Care) Regulations 1991, RIDDOR 1995, The Food Safety
(General Food Hygiene) Regulations 1995, Data Protection Act 1998; Care Standards Act 2000, COSHH
2002, Health Protection Agency Act 2004, Hazardous Waste Regulations 2005
Security in a social care environment: monitor callers, eg service engineers, delivery personnel; ensure
areas are secured, eg garden sheds, store cupboards, garage, storage and use of equipment, eg gardening
tools, knives, domestic appliances, shredder, computer, motor vehicles, keys
Health and safety: infection control measures; hand hygiene (correct hand washing technique, use of
alcohol gels and other antiseptics); hand drying, skin care; personal protective equipment; protective
clothing; gloves.
Safe working practices: general cleanliness (personal, environmental, materials, equipment); principles
of isolation nursing; immunisation, following safe practice procedures; prevention of sharps injury;
management of outbreaks of infection; food handling; storage and disposal of waste specific to the care
environment (clinical waste, household waste; soiled laundry and waste; sharps; medicines; confidential
records) storage and use of substances (hazardous or non-hazardous to health) safeguarding work;
recruitment procedures
Working practices: job descriptions; responsibilities; lines of management; supervision; monitoring;
appraisal; training.
Unit Assessment
Assessment takes the form of written assignments, observations, in-class tests, verbal assessment and projects
To gain the unit learners must achieve, as a minimum, the Pass grade; the Pass grade is in effect the gaining of the credit for the unit, and this contributes to the overall qualification grade. All units must be passes within the rules of combination to achieve the overall qualification.
The table below shows the number of points scored per credit at the unit level and grade
| Level | Points per credit | ||
| Pass | Merit | Distinction | |
| 5 | 7 | 8 | 9 |
| 6 | 9 | 10 | 11 |
Learners who achieve the correct number of points within the ranges shown in the 'qualification grade' tables below will achieve the qualification Pass, Merit, Distinction or Distinction* grades (or combinations of these grades appropriate to the qualification).
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