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Program Specification
Awarding Institution Pearson Education Ltd
Teaching Institution
Program Applied For:-
1) Pearson BTEC Level 4 Higher National Certificate in
2) Pearson BTEC Level 5 Higher National Diploma in
Pearson BTEC Level 4 Higher National Certificate in
The objectives of the Pearson BTEC Higher Nationals in Healthcare Practice are as follows:
To provide students with the information, skills, and understanding needed for outstanding
success in the field of global health and social care.
To provide education and training for a wide range of healthcare careers, such as those in
public health, health promotion, non-clinical healthcare supervisory or lower management,
nursing assistant/auxiliary roles, care navigation, planning, and assessment roles.
To give knowledge and understanding of the wide range of jobs within the healthcare
industry, emphasizing the significance of cooperation at all levels
To educate students about culturally varied organizations, intercultural concerns, diversity,
and values
To give students the chance to enter or advance in the healthcare industry, or to pursue
higher study and earn an honours degree in nursing, public health, healthcare
administration, or a related field.
To give students the chance to develop the skills, methods, and character traits necessary
for successful careers.
To encourage students to aspire to international career pathways by helping them
comprehend the local, regional, and global context of healthcare practice, management, and
health promotion.
To give students the chance to discuss current health and care concerns that the industry
and society are grappling with, with a focus on integrated and compassionate care and
person-centred ways to providing healthcare to people throughout their lifespan.
To provide students the chance to get a nationally recognized professional qualification in
the field of their choice.
To provide students with the chance to advance in their careers in the fields they have
chosen, with a focus on obtaining professional recognition, and higher qualification.
To enable flexible study and to address regional or specialized demands.
To provide students with entrepreneurial, employment, or academic aspirations with a
balance between employability skills and the information they need
To provide students with the context in which to consider professional ethics and their
relation to personal, professional, and statutory responsibilities within the industry.
We meet these objectives by:
Providing a strong foundation in healthcare concepts and a level of specialization at Level 4
that leads the student to a variety of expert advancement tracks at Level 5 pertaining to
specific professions within the healthcare industry.
Providing individuals with the industry-relevant knowledge, comprehension, and healthcare-
practice competencies they need to succeed in a variety of healthcare, health promotion,
navigation, and non-clinical supervisory or lower management roles.
Facilitating the attainment of a university degree by encouraging the growth of suitable
academic study techniques.
Information about Assessment Regulation
The Pearson Academic Guideline is the framework for all programs leading to the Level 4 Higher
National Certificate and Level 5 Higher National Diploma.
Opportunities for work related learning.
Work-related learning is incorporated into this program under the direction of an advisory panel and
in collaboration with Local Hospitals/ Medical Units, Experts, and employers from healthcare
industry. This program also supports the learners' participation in real-world projects, case studies,
and other activities.
Admission Criteria, Registration and Certification
# Admission Criteria
As BTEC HN Qualifications are taught and assessed in English, the applicant must have completed
either of the following: -
A BTEC Level 3 certificate in Health and Social Care (or a comparable subject)
A GCE Advanced Level profile that demonstrates strong achievement in a relevant topic or
sufficient performance in more than one GCE subject. GCSE grades of A* to C and/or 9 to 4
(or equivalent) in subjects like math and English are likely to complement this profile.
Other relevant Level 3 credentials are also likely to.
Related job experiences in healthcare
An international equivalent of the above An Access to Higher Education Diploma granted by
a recognized institution of further education.
When deciding whether to admit applicants for a Pearson BTEC Higher Nationals, centres
may choose to take their prior education into account.
Centres may wish to consider applicants’ prior learning when considering their acceptance
on a Pearson BTEC Higher Nationals, through Recognition of Prior Learning.
# Registration
Name of the Training Institution makes sure to explain the Pearson qualification and certification
procedure to all applicants and their parents/guardians at the time of application. The Exam Officer
must register each applicant on Edexcel Online in a timely, correct, and legitimate manner in
accordance with Pearson's rules. Exam officers are responsible for reviewing or cross-checking the
information with senior managers and program leaders. The examination board must be notified on
each student’s withdrawal or transfer, and its information must be kept updated.
# Certification
After the Exam Officer raises a claim for a certificate, Pearson will be the only entity to grant HNC
and HND certifications. Based on records that have been internally reviewed and certified by
external verifiers, Pearson will issue certificates. The exam officer makes sure that certificates are
issued on time so that students can proceed to their desired possibilities for growth. The Exams
Officer also makes sure that all records are stored properly and securely after certification for the
suggested amounts of time in accordance with the demands of the examination board.
Methods for evaluating and improving the quality and standards of teaching and Learning.
Student’s Feedback on a variety of aspects of learning and teaching, and the information we gather
from this process enables us to enhance the program's delivery, pace of instruction, and material
quality.
Employer’s Feedback after our learners entered the workforce aids us in enhancing the industry-
related attitude and skills necessary to succeed.
Parents' Feedback: to better understand parents' expectations and feedback, two annual sessions
with parents of learners are held.
Advisory Panel: of professionals and industry specialists advises us on the most recent
developments in technology, curriculum, and other areas of the business.
Faculty Meet: to improvise the gap between Students pace and delivery of the program.
Upskill Program: for Knowledge Enhancement and Industry Update.
HoD/Centre Head Feedback: to the Faculty on Area of Improvement.
Learners Support
Name of the Training Institution strives to assist students succeed academically by supporting them
in creating a positive learning environment. To ensure that they are properly prepared when the
program is through, we are committed to giving students timely and relevant information, advice,
and assistance. It focuses on the additional support that Name of the Training Inst may provide for
students beyond the traditional delivery of curriculum or skill development.
This fosters a supportive learning atmosphere and provides the students with the necessary support.
For Additional Learning
For Career Advancement
For Additional Learning
In the healthcare field, the Additional Learning requirement for learners is essential to ensure the
delivery of quality care and stay up to date with the latest advancements. Learners in healthcare
must constantly strive to expand their knowledge and skills to effectively serve patients and adapt to
evolving practices and technologies.
Additional learning may include attending workshops, conferences, and seminars to acquire new
information and enhance their understanding of various medical conditions, treatments, and
procedures. It may also involve participating in hands-on training, simulation exercises, and clinical
rotations to gain practical experience and develop critical thinking skills. Continuous learning in
healthcare is crucial for professionals to maintain their competence, provide optimal patient care,
and contribute to the advancement of the field.
Also, Students who struggle academically often become discouraged and finally leave institution
because of their inadequate performance. This guidance intends to assist in identifying students who
need additional or special academic support and to ensure that the right interventions are put in
place to help these students reach their full potential. Name of the Training Institution will start an
enrichment program on the weekends for students who perform less well academically.
For Career Progression
Career progression is a crucial aspect for learners pursuing a healthcare course. With the rapid
expansion and advancement in the healthcare industry, there are numerous opportunities for
professional growth and development. Starting off as a healthcare learner, individuals can acquire
the necessary knowledge and skills in their chosen healthcare field.
As they gain experience and expertise, they can gradually progress to more specialized roles such as
nurse practitioners, or healthcare administrators. Furthermore, continuous learning through
additional certifications and advanced degrees can open even more avenues for career
advancement.
By continuously staying updated with the latest healthcare trends and technologies, learners can
ensure a promising and fulfilling career in the healthcare industry.
Teaching Staff
Name of the Training Institution, a leading provider of healthcare courses, takes pride in appointing
expert teaching staff for its students. Recognizing the importance of quality education in the
healthcare industry, Name of the Training Institution ensures that their teaching staff comprises
highly qualified and experienced professionals. These experts possess in-depth knowledge and
expertise in their respective fields, enabling them to deliver excellent training to the students.
With their vast practical experience, the teaching staff at Name of the Training Institution imparts
invaluable insights and practical skills to the students, preparing them to excel in their healthcare
careers. By hiring only, the best faculty members, Name of the Training Institution provides a
comprehensive and enriching learning environment for its students.
Pearson BTEC Level 4 Higher National Certificate in Healthcare
Practice (Integrated Health and Social Care)
Higher National
Level 4
Certificate
Core/Optional 120 Credits for Level 4
Type Name of the Unit Credit GLH Level
Core Unit 1-Law, Policy and Ethical Practice in Health and
15 60 4
Mandatory Social Care
Core Unit 2-Demonstrating Professional Principles and Values
30 60 4
Mandatory in Health and Social Care Practice
Core Unit 3-Supporting the Individual Journey through
15 60 4
Mandatory Integrated Health and Social Care
Core Unit 4-Fundamentals of Evidence-based Practice (Pearson-
15 60 4
Mandatory set Project)
Specialist Unit 17-Effective Reporting and Record-keeping in
15 60 4
Mandatory Health and Social Care Services
Specialist Unit 7 Effective Healthcare Practice using Maths 15 60 4
Optional Unit 16 Supporting Adults in Residential Care 15 60 4
Optional Unit 6 Supporting Dementia Care 15 60 4
Pearson BTEC Level 5 Higher National Certificate in Healthcare
Practice (Integrated Health and Social Care)
Higher National
Level 5
Certificate
Core/Optional 120 Credits for Level 5
Type Name of the Unit Credit GLH Level
Core Unit 18 Innovation and Improvement through Action
30 60 5
Mandatory Research (Pearson-set Project)
Core Unit 19 Reflective Approaches in Implementing Person-
15 60 5
Mandatory centred Practice
Core Unit 26 Supporting Team and Partnership Working Across
15 60 5
Mandatory Health and Social Care Services
Specialist Unit
22 Supporting Individuals through Significant Life Event 15 60 5
Mandatory
38 Nursing – Principles and Fundamentals of
Specialist Unit 15 60 5
Practice
Specialist Unit 24 Health Psychology 15 60 5
Optional Unit 36 End of Life Care Planning and Support 15 60 5
Optional Unit 15 60 5
43 Supporting Practitioners in Urgent Care Environments
