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Course Info

  • apprenticeship
  • healthandsocialcare
  • publicservices

Useful Information

  • Apprenticeship
  • Level:


  • Duration:

    18 – 24  months

  • Awarding/validation body:


Course Overview

Providing high-quality and compassionate specialist health and social care for a range of people.

Occupational profile

Senior Healthcare Support Workers help registered practitioners deliver healthcare services to people (1). As an experienced support worker, you carry out a range of clinical and non-clinical healthcare or therapeutic tasks, under the direct or indirect supervision of the registered healthcare practitioner.  You provide high quality, compassionate healthcare, following standards, policies or protocols and always acting within the limits of your competence. You may work in a range of services eg hospital, community, health or day case unit, birth centre or midwifery led unit, someone’s home, operating theatre, nursing or care home, assessment centre, hospice, school, prison, GP surgery, charity or voluntary organisation; working in partnership with individuals, families, carers and other service providers.

Responsibilities and duty of the role

Duties are delegated to you in line with care plans (2). Not all duties are routine and you will need to use your knowledge, experience and understanding to take decisions within your area of responsibility. You are accountable for your work and for reviewing the effectiveness of your actions. The role is undertaken following a period of experience in healthcare so you are able to demonstrate best practice and act as a role model. You may supervise or guide the less experienced staff in your team. You follow the Code of Conduct for Healthcare Support Workers and Adult Social Care Workers.


  1. adult nursing support,
  2. maternity support,
  3. theatre support,
  4. mental health support,
  5. children and young people support,
  6. allied health profession – therapy support

Course Highlights

C1. Health and wellbeing
  • Assist registered healthcare practitioners with clinical or therapeutic tasks; follow care plans; notice and report changes
  • gather evidence to assist in obtaining a client history, review health-related data and information
  • promote physical and mental health and wellbeing, providing opportunistic brief advice on health and wellbeing
  • assist with an individual’s overall comfort, identify and respond to signs of pain or discomfort
  • recognise issues and deteriorations in mental and physical health, report and respond appropriately, supporting others to do so
  • recognise limitations in mental capacity and respond appropriately
  • perform basic life support for individuals
  • how to carry out routine and complex clinical or therapeutic tasks delegated to you, the care plans and delegation protocols used in your organisation
  • the types of information you need to collate when obtaining a client history, ways to record and share it
  • the indicators for good physical and mental health in relation to the demographic of individuals you are working with; the importance of fluids, nutrition and food safety; ways to signpost individuals to public health interventions or other services if appropriate
  • how to support a person’s comfort and wellbeing, the signs of a person whose health and wellbeing is deteriorating or who is experiencing pain or discomfort
  • the main types of mental ill health and their impact on people’s lives; indicators for mental capacity, the importance of early diagnosis in relation to cognitive issues; the possible signs of mental ill health and learning disability in people; why
  • external factors, adapting from childhood to adulthood, depression, delirium or the normal ageing process may be mistaken for mental ill health; how changes in cognition can impact health and wellbeing; how to report changes and deterioration; how to support others to report changes and deterioration, how to escalate changes and deterioration
  • how to perform basic life support and use adjuncts to support resuscitation
C2. Duty of care and candour, safeguarding, equality and diversity
  • follow the principles for equality, diversity and inclusion
  • implement a duty of care and candour
  • safeguard and protect adults and children; promote the principles to others
  • legislation, policies and local ways of working about duty of care, candour, raising concerns, safeguarding/ protection from abuse, diversity, equality and inclusion; what they mean, why they are important, how to promote them to others
  • how discrimination can happen; how to deal with conflicts between a person’s rights and a duty of care
  • The signs of abuse, what to do if you suspect it, how to reduce the chances of abuse as much as possible
C3. Person centred care, treatment and support
  • demonstrate what it means in practice to promote and provide person centred care, treatment and support by obtaining valid consent, and carrying out risk assessments
  • work in partnership with the individual, their carer, families and the wider healthcare team
  • promote clinical effectiveness, safety and a good experience for the individual
  • why it is important to gain consent (4), even when it is difficult; how to undertake risk assessment in enabling a person centred approach; why it is important to promote ‘person centred care, treatment and support’
  • why it is important to encourage people to be actively involved in their own care or treatment; why it is important to give people choices about their care and to treat people as valuable and unique
  • why safety and clinical effectiveness are important; the importance of managing relationships and boundaries with service users
C4. Communication 
  • demonstrate and promote effective communication using a range of techniques
  • observe and record verbal and non-verbal communication
  • Handle information (record, report and store information) in line with local and national policies, keep information confidential and support others to do so; take part in audits
  • why it is important to promote effective communication at work; how to communicate with people who have specific language needs or wishes; how to reduce communication problems and respond to complaints; techniques for difficult situations, local guidelines for dealing with abusive behaviour
  • how verbal and non-verbal communication may relate to an individual’s condition
  • legislation, policies and local ways of working about handling information; why it is important to record and store information securely and confidentially and support others to do so; e-safety; the audit process and how it relates to your role
C5. Personal, people and quality improvement
  • act within the limits of your competence and authority; ensure that anyone you supervise acts within theirs’
  • take responsibility for, prioritise and reflect on your own actions, work and performance; maintain and further develop your own skills and knowledge, participate in appraisal
  • work as part of a team, seek help and guidance when you are not sure, escalate concerns in a timely manner to the correct person; support or supervise colleagues as required, delegate well- defined tasks appropriately
  • act as a role model; mentor peers; deliver training through demonstration and instruction
  • your responsibilities and duties; the limits of your competence and authority; that of those you supervise; the values of your organisation; legislation, standards, policies, protocols you should adhere to; why it is important to work in ways agreed by your employer
  • how to seek feedback, reflect on your actions, how to evaluate your work and create a personal development plan
  • the importance of working well with others, your own health, wellbeing, resilience and that of colleagues; who or where to go for help and advice about anything related to your work or people you support; how to supervise others
  • behaviours expected from a role model; the principles of training and mentoring
  • the importance of gathering service user views; ways to identify and escalate opportunities to provide a better or more effective service
C6. Health, safety and security
  • maintain a safe and healthy working environment, take appropriate action in response to incidents or emergencies, following local guidelines
  • move and position individuals, equipment and other items safely
  • undertake risk assessments
  • use a range of techniques for infection prevention and control, eg waste management, spillage, hand washing, use of Personal Protective Equipment (PPE)
  • how to promote health and safety at work; what to do in situations that could cause harm; how to handle hazardous materials
  • move and position people, equipment or other objects safely in line with agreed ways of working
  • the meaning of risk /risk assessment; how to recognise risk or hazards, undertake risk assessment, escalate where appropriate, operate safe systems of work
  • the importance of a clean workplace; legislation, policies and local ways of working for the prevention of  infection; personal hygiene, handwashing; the right use of PPE : gloves, aprons, masks; how infections start and spread; how to clean, disinfect and sterilise

Career Opportunities & Further Study

After a period of working and gaining experience, you may be able to work towards an Assistant Practitioner or Nursing Associate post or, providing you meet the entry requirements, apply to university to become a registered healthcare practitioner.


EPA assessment

Entry Requirements

When recruiting, employers may select apprentices with prior experience as a support worker.

employer set entry requirement

Ideally minimum Math and English GCSE C/4 ( alternatively functional skills level 2)

If not achieved may be advised to complete Math and English course with us

How To Apply

Use the below link to apply for the above course.