Qualifica onSpecifica onVocational qualifications accredited byth eUKreg ula torsan drec ognisedby emplo yers , universi esan dpro fess ionalbodies 24/7online manag em ent systemsforthe

Level 3 Diploma in

AMBULANCE EMERGENCY AND URGENT CARE SUPPORT

Qualifica�on Specifica�on

Qualifica�on recognition number: 603/2146/5Qualification Reference: L3DAEUCS

www.futurequals.com

This document is copyright under the Berne Conven�on. All rights are reserved. Apart from any fair dealing forthe purposes of private study, research, criticism or review, as permitted under the Copyright, Designs andPatents Act 1998, no part of this publica�on may be reproduced, stored in a retrieval system, or transmitted inany form or by any means, electronic, electrical, chemical, mechanical, op�cal, photocopying, recording orotherwise, without prior written permission of the copyright owner. Enquiries should be addressed to FutureAwards and Qualifica�ons.

Copyright © Future (Awards and Qualifica�ons) Ltd 2018

Version Control Informa�on

Document detailsDocument name FAQ Level 3 Diploma in Ambulance Emergency and Urgent Care

Support603/2146/5

Specification

Purpose of document Qualifica�on specifica�on, component contents, assessmentguidelines and information for centres.

Change applied to exis�ngversion

L3DAEUCS_V2_02/11/17

Document owner Product Development Team

Version history

New version numbera�er amendment

Date amended Section Details of change/s

L4DAAP_V2_16/08/2018 August 2018 2.5, 3.1 Removal of genericAssessment Principles,inclusion of weblink tolatest version ofAssessment Principlesand update to AppendixG.

Contents

Centre Requirements ................................................................................................................1

1.1 Introduc�on .........................................................................................................................1

1.2 Data Protec�on....................................................................................................................2

1.3 Complaints ...........................................................................................................................2

1.4 Enquiries...............................................................................................................................2

Qualification Information .........................................................................................................3

2.1 Qualification Outline............................................................................................................3

2.2 Additional Information ........................................................................................................4

2.3 Progression ..........................................................................................................................4

2.4 Assessment Principles..........................................................................................................4

2.5 Qualification Structure.........................................................................................................4

2.6 Barred Components and Exemp�ons ..................................................................................6

Assessment Principles and Component Specifications............................................................7

3.1 Assessment Principles..........................................................................................................7

3.2 Component Specifications ...................................................................................................9

Centre Informa�on..................................................................................................................64

4.1 Centre Opera�ons Manual ................................................................................................64

4.2 Initial Assessment and Centre Learner Support ................................................................64

4.3 Inden�fica�on Requirements and Learner Authen�cty....................................................65

4.4 Legal Considera�ons ..........................................................................................................66

Care Cer�ficate (England) .......................................................................................................67

5.1 Care Certificate (England) ..................................................................................................67

Level 4 Teaching Qualifications: Acceptable Equivalents or Higher. ....................................68

L3DAEUCS_V2_16/08/18 (603/2146/5) Qualifica�on Specifica�on| 1

Sec�on One

Centre Requirements

1.1 Introduction

Introduction to FutureQuals

FutureQuals is forward thinking, learner and customer-focused, and committed to deliveringinspiring learning and skills.

Our Values“We are a Visionary, Suppor�ve, Innovative and Professional Awarding Organisation that iscommi�ed to excellence.”

Our Vision“We envisage a place in which every learner realises their full poten�al.”

Our Mission“To provide respected and valued qualifications and assessment to enable quality assured learning.”

FutureQuals is recognised to deliver regulated qualifica�ons by Ofqual in England, CCEA Regula�onin Northern Ireland, the Sco�sh Qualifications Authority (SQA Accreditation) and Qualifica�onsWales to offer a comprehensive and diverse range of qualifica�ons across a wide range of voca�onalareas many of which are transferable across industries and sectors.

A full list of FutureQuals current qualifications can be accessed at h�p://www.futurequalsquals.com

We have developed a genuine understanding and insight into all types of educational organisa�ons,which ensures that we are highly responsive to their needs. We offer a wide range of benefits andsupport for our learners, our approved centres, and their assessment and quality assurance teams.

FutureQuals offers a wide range of benefits and support for all of our educational products andservices including:

Vocational qualifications accredited by the UK regulators and recognised by employers,universi�es and professional bodies24/7 online management systems for the registration of learners, ensuring highly efficientservices and access to assessment and resultsA diverse range of qualifica�onsA flexible approach to assessmentA network of professionals who examine and quality assure our regulated qualifica�ons andassessmentsRegular updates on new developments in education and trainingUnrivalled customer service support and extensive guidance materials.


Introduction to Qualification Specification

Welcome to the FutureQuals Specification for the Level 3 Diploma in Ambulance Emergency andUrgent Care Support. The aim of this specifica�on is to provide our centres with guidance to assistin the administration, delivery and assessment of this qualifica�on. It is recommended that youstudy this specifica�on in detail and become fully conversant with the procedures andaccompanying documents.

This specifica�on is a live document and, as such, will be updated when required. Centres will beinformed via email when changes are made. It is the responsibility of the approved centre toensure the most up to date version of the Approved Specification is in use.

This document is copyright but may be copied by approved centres for the purpose of assessinglearners. It may also be copied by learners for their own use.

1.2 Data Protec�on

FutureQuals is registered with the Data Protection Act and handles all data in accordance with therequired procedures of the Act.

1.3 Complaints

FutureQuals aims to constantly monitor the levels of service provided and report on performanceindicators on a regular basis. We will endeavour to be open about the levels of service we aim tooffer all our customers.However, if we fall short of expectations or our own standards, we want to give the opportunity forthose affected to provide feedback so we can put things right.

Our Complaints Policy, which includes information on how to make a complaint, can be found on theFutureQuals website.

1.4 Enquiries

Any enquires rela�ng to this qualifica�on should be addressed to:

Future (Awards and Qualifica�ons) LtdEMP HouseTelford WayCoalvilleLeicestershireLE67 3HE

Tel: 01530 836662Fax: 01530 836668E-mail: [email protected]: www.futurequals.com


Sec�on Two

Qualification Information

2.1 Qualification Outline

Purpose and Aims

The purpose of this Level 3 Diploma in Ambulance Emergency and Urgent Care Support is to providethe learner with the skills, knowledge and understanding to be able to work as a part of anemergency ambulance crew, responding to 999 calls suppor�ng the Associate AmbulancePracti�oner (AAP) or registered Paramedic.

This role includes supporting the clinician with the care of a patient with varying needs and in avariety of environments and se�ngs, sometimes including very difficult circumstances such asaccidents and where time to provide support to pa�ents is critical to their health.

The role may also include a�ending to pa�ents with colleagues of the same grade to a patient thathas been referred by the emergency opera�ons centre, 111 service, GP urgent referrals and otherallied healthcare professions within the community.

Emergency and urgent and care support staff have a good understanding of anatomy andphysiology, the ability to carry out pa�ent assessment, physiological measurement and con�nuedpa�ent monitoring with a range of skills that support the lead clinician with advanced procedures.

This qualifica�on will be a combination of full-time educa�on with forma�ve and summativeassessment and consolidation in the real work environment.

The Total Qualification Time (TQT) for this qualification is: 480Guided Learning (GL) for this qualification is: 336 hoursMinimum credits required to achieve the qualification: 48

Informa�on on TQT and GL is available from the FutureQuals websiteh�p://www.futurequals.com/qualifica�ons/explained/regulated.html

Suitable for age ranges: 18+, 19+

Method of assessment: Por�olio of Evidence. This qualifica�on is internally assessed and internallyquality assured by Centre staff and externally quality assured by FutureQuals External QualityAdvisors (EQAs).

If the method of assessment includes forma�ve assessments such as prac�cal tasks, wri�enques�ons, mul�ple choice/short answer and knowledge assessment tasks where supervision of alearner assessment is required, assessment must be undertaken in line with the requirements set onin the FutureQuals Instructions for Conduc�ng Controlled Assessments Policy. This document ispublished on the Policies and Procedures section of the FutureQuals website.


Grading: There is no specific grading criteria for this qualifica�on.

Entry guidance: There are no formal qualifica�on entry requirements that a learner must havecompleted before taking this qualifica�on and no requirement for learners to have prior skills,knowledge or understanding.

2.2 Additional Information

This qualifica�on is regulated by the Office of the Qualifica�ons and Examinations Regulator(Ofqual) in England,Qualifica�ons Wales in Wales, and CCEA Regulation in Northern Ireland.

It may be eligible for public funding as determined by the Department for Education (DfE) underSec�ons 96 and 97 of the Learning and Skills Act 2000, Qualification Wales and Department ofEduca�on in Northern Ireland.

For informa�on regarding poten�al sources of funding please visit the following websites;

h�ps://hub.fasst.org.uk/Pages/default.aspxh�ps://www.gov.uk/government/organisa�ons/educa�on-and-skills-funding-agencyh�ps://www.qiw.wales/

or, contact your local funding office

You should use the Qualifica�on Accredita�on Number (QAN), when you wish to seek publicfunding for your learners. Each component within a qualifica�on will also have a unique referencenumber (Component Reference Number), which is listed in this specification. The qualifica�on �tleand component reference numbers will appear on the learner’s final cer�fica�on document.Learners need to be made aware of this detail when they are recruited by the centre and registeredwith FutureQuals.

2.3 Progression

Progression to higher level ambulance service qualifica�ons such as the Level 4 Diploma forAssociate Ambulance Practi�oners. The full use of RPL is encouraged using skills, knowledge andsubsequent experience of the role mapped directly to scope of prac�ce.

2.4 Assessment Principles

The FAQ Level 4 Diploma for Associate Ambulance Prac��oners must be assessed according to theFutureQuals Assessment Principles. The full version of the Futureuals Assessment Principles can beaccessed here: https:// www.futurequals.com/assets/AssessmentPrinciples.pdf

2.5 Qualification Structure

To achieve the Level 3 Diploma in Ambulance Emergency and Urgent Care Support learners mustcomplete all of the components in the Mandatory Group to a total credit value of 47 and select oneof the components from the optional group.


Group M – Mandatory

ComponentNumber

URN Component Name CreditValue

Level

1 R/616/0476 Principles of Ambulance Pa�ent Care inemergency and urgent settings

5 3

2 Y/616/0477 Anatomy and physiology forambulance pa�ent care

3 3

3 D/616/0478 Assessment, physiologicalmeasurements and con�nuedmonitoring of emergency and urgentcare patients

4 3

4 H/616/0479 Airway management, basic life supportand external defibrillation

3 3

5 Y/616/0480 Support the clinician in themanagement of surgical and medicalcondi�ons in the emergency andurgent care set�ng

4 3

6 M/507/6431 Care for older people in the emergencyand urgent care set�ng

1 3

7 L/505/9734 Support the emergency care ofwounds, bleeding and burns

3 3

8 D/616/0481 Support the management of trauma inthe emergency and urgent care se�ng

3 3

9 L/507/6369 Support the senior clinician withcannula�on, intraosseous, infusion andadvanced airway management in theemergency and urgent care set�ng

3 4

10 H/616/0482 Support the clinician in themanagement of pa�ents duringpregnancy, childbirth and care ofbabies and children

4 3

11 K/616/0483 Support the senior clinician in theadministration of medication in theemergency and urgent care set�ng

1 3

12 M/616/0484 Bereavement and end of life care inthe emergency and urgent care se�ng

1 3

13 L/507/6436 Vehicle familiarisation 2 3

14 T/616/0485 Support the clinician in themanagement of hos�le & majorincidents in the emergency and urgentcare se�ng

1 3


2.6 Barred Components and Exemp�ons

Components with the same �tle at different levels or components with the same content cannot becombined in the same qualifica�on.

15 A/616/0486 Extrication and light rescue in theemergency and urgent care set�ng

1 3

16 F/616/0487 Managing hazardous materials,cleaning, decontamina�on and wastemanagement in the emergency andurgent care set�ng

1 3

17 K/507/6430 Conflict resolu�on training 2 3

18 T/507/6432 Conflict resolu�on training forambulance services

1 3

19 K/615/5736 Safe moving and handling duringambulance pa�ent care

2 2

20 H/615/5749 Using communication and informa�onsystems in ambulance patient care

1 2

21 T/615/5738 Conveyance of pa�ents with ownmedica�on and medical devices

1 3

Group O1 – Optional Components

Component URNNumber

Component Name CreditValue

Level

22 L/615/5745 Administration of oxygen therapy inambulance pa�ent care

1 3

23 F/615/5743 Administration of medical gases inambulance pa�ent care

1 3


Sec�on Three

Assessment Principles and Component Specifica�ons

3.1 Assessment Principles

FutureQuals qualifications will always use Assessment Principles whether they have been developedby a Sector Skills Council (SSC) or FutureQuals own. The latest version of the Assessment Principlesare available on the FutureQuals website and should be used in conjunction with any qualification-specific assessment principles. You can view the full version of the FutureQuals AssessmentPrinciples at: h�ps://www.futurequals.com/ assets/AssessmentPrinciples.pdf. Any AssessmentPrinciples specific to a qualifica�on will always be re-produced in the specification they relate to.

APPENDIX G

Level 3 Diploma in Ambulance Emergency and Urgent Care SupportQAN 603/2146/5

Assessment Strategy

This strategy ensures a consistent approach to those elements of assessment which require furtherinterpretation and defini�on, and will support sector confidence in the new qualifica�ons. It appliesto these qualifica�ons and the components therein that assess occupational knowledge oroccupational competence.

1. Where the assessment of knowledge is specified, tasks, short answer questions and reflec�vecommentaries/statements may be u�lised. Any knowledge evidence integral to these learningoutcomes may be generated outside of the work environment.2. Assessment decisions for competence components must be made by an occupa�onallycompetent assessor, as defined in this assessment strategy, primarily using evidence generated inthe workplace during the learner’s normal work activity.3. Expert witnesses are permitted for this qualifica�on. The centre will have approved the expertwitness but a centre Assessor will judge the evidence provided by the expert witness against theassessment criteria. This can be used as competence and knowledge evidence.

Tutor requirements

1. Tutors will need to hold as a minimum a recognised teaching qualification such as the Level 4Cer�ficate in Educa�on and Training or equivalent or above as detailed in the Qualifica�onSpecification and be currently occupationally competent. Tutors not currently qualified must beregistered and actively working towards a teaching qualifica�on or acceptable equivalent as listed inthe assessment principles and be mentored by a suitably qualified tutor. Tutors working towardstheir teaching qualifica�on must achieve this within two years.

Assessors

1. All assessment must be carried out by a currently, occupationally competent assessor qualified tomake assessment decisions.


2. All Assessors must hold a recognised assessor qualifica�on by 1st October 2018. This should be theLevel 3 Cer�ficate in Assessing Vocational Achievement or the Level 3 Award in AssessingVocationally Related Achievement. Assessors holding the A1 or D32/33 legacy qualifica�ons are notrequired to re- qualify.3. Any unqualified Assessors will need to have all of their assessment decisions countersigned by afully qualified Assessor from 1st October 2018.

Internal Quality Assurance

1. All internal quality assurers (IQA) must be currently, occupa�onally competent and qualified tomake quality assurance decisions.2. The IQA must hold a recognised internal quality assurance qualification by 1st October 2018. Thismay be either the Level 4 Award in the Internal Quality Assurance of Assessment Processes andPrac�ce or the Level 4 Certificate in Leading the Internal Quality Assurance of Assessment Processesand Practice, depending on the role of the individual. Internal quality assurers holding the V1 or D34legacy qualifica�ons are not required to re-qualify.3. Any unqualified IQAs will need to have all of their verifica�on decisions countersigned by a fullyqualified IQA from 1st October 2018.

External Quality Assurance

1. All External Quality Assurers (EQA) must be currently, occupationally competent in the area theyare assuring and be qualified to make quality assurance decisions.2. The EQA must hold a recognised external quality assurance qualification by 1st October 2018. Thismay be either the Level 4 Award in the External Quality Assurance of Assessment Processes andPrac�ce or the Level 4 Certificate in Leading the External Quality Assurance of Assessment Processesand Practice, depending on the role of the individual.External Quality Assurers holding the V2 or D35 legacy qualifications are not required to re-qualify.3. Any unqualified EQAs will need to have all of their verification decisions countersigned by a fullyqualified EQA from 1st October 2018.


3.2 Component Specifications


Component 1: Principles of ambulance patient care in emergency and urgent se�ings

Component Reference Number: R/616/0476

Level: 3Credit: 5GL 40

Component SummaryThis component is aimed at those who provide ambulance pa�ent care in emergency and urgentse�ngs and covers a number of the iden�fied set of standards that healthcare providers adhere toin their daily working life.

This gives all stakeholders the confidence that the out of hospital healthcare provider has the sameintroductory skills, knowledge and behaviours to provide compassionate, safe and high quality careand support.

Assessment GuidanceThis component must be assessed in line with the FutureQuals Assessment Principles.

Learning outcomes - The learner will Assessment criteria - The learner can:1. Understand the structure of ownorganisation

1.1 Explain organisa�onal structures withinown organisation1.2 Describe the du�es and responsibilities ofown role in line with organisa�on’s:

Vision statementValuesBehavioursPersonal development proceduresScope of prac�ceCodes of conduct or standards

1.3 Describe the roles and responsibili�es ofstakeholders and agencies who advise andinfluence own organisation

2. Understand the implications of legisla�veframeworks in own organisa�on

2.1 Explain rights and responsibili�es relevantto ambulance pa�ent care2.2 Explain how to access the up to datedetails regarding the scope of prac�cerelevant to own role2.3 Explain the procedure for:

Raising issues or concernsDealing with complaints

2.4 Explain the importance of being open andhonest when iden�fying where errors mayhave occurred

3. Understand working rela�onships in theambulance pa�ent care set�ng

3.1 Explain the difference between a workingand a personal relationship


3.2 Explain how and when to access supportand advice as regards partnership working andthe resolution of conflict in the workingenvironment

4. Understand the individual rightsunderpinning delivery of ambulance patientcare

4.1 Describe the individual rights thatunderpin best prac�ce4.2 Explain the importance of an individual’srights in the ambulance patient care se�ing

5. Understand requirements for informationgovernance in ambulance pa�ent carese�ngs

5.1 Describe legisla�on and codes of prac�cethat relate to information governance5.2 Explain the meaning of the term:

Data protectionConfiden�ality

5.3 Explain the importance of informa�ongovernance.

6. Understand how to address a range ofcommunica�on requirements in own role

6.1 Iden�fy service user types whosecommunica�on needs must be addressed inown job role.6.2 Explain different means of communicationto meet the different needs of individuals

7. Understand how to provide compassionate,safe and high quality care and support in ownrole in line with agreed ways of working

7.1 Explain own role in rela�on to:Duty of careEquality, diversity and inclusionPrivacy and dignityHealth, safety and well-being

7.2 Explain how to work in a person centredway7.3 Explain how the following condi�ons mayinfluence a patient’s care needs:

Mental healthDemen�aLearning disabilityCare of the frailCare of the elderlyCare of the young

7.4 Explain the procedures for safeguardingagainst harm and abuse of vulnerable:

AdultsChildren

7.5 Explain the actions to take in ownorganisation if there are suspicions of Preventconcerns7.6 Describe the following:

Radicalisa�onTraffickingSexual Exploita�onSocial Networking

7.7 Explain Health and Safety in relation to:LegislationResponsibilities


Risk Assessment7.8 Explain own responsibili�es in theimplementa�on of infection prevention andcontrol including:

Causes and spread of infec�onCleaning, decontamina�on and wastemanagementGood personal hygienePPE (personal protective equipment)

Additional information

Personal Development Proceduresmust include reflec�ve prac�ce, Con�nual Professional &Personal Development

Proceduresmust include own role and responsibili�es

Being openmust include organisa�ons procedure for Duty of Candour

Prevent is a national strategy to counter-terrorism

Codes of conduct and standards:England h�p://www.skillsforhealth.org.uk/standards/item/217-code-of-conductWales h�p://www.wales.nhs.uk/nhswalescodeofconductandcodeofprac�ceScotland h�p://www.healthworkerstandards.scot.nhs.uk/


Component 2: Anatomy and physiology for ambulance patient care

Component Reference Number: Y/616/0477

Level: 3Credit: 3GL: 20024/Component SummaryThe purpose of the unit is for learners to gain the understanding of human anatomy and physiologyin rela�on to ambulance pa�ent care.

Assessment GuidanceThis component must be assessed in line with the FutureQuals Assessment principles

Learning outcomes - The learner will Assessment criteria - The learner can:1. Understand the structures of the humanbody

1.1 Explain the structure of the following;Nervous systemCardiovascular systemRespiratory systemDigestive systemUrinary systemLympha�c systemIntegumentary systemReproductive systemMusculo-skeletal system

2. Understand the functions of the humanbody

2.1 Explain the func�ons of the following;Nervous systemCardiovascular systemRespiratory systemDigestive systemUrinary systemLympha�c systemIntegumentary systemReproductive systemMusculo-skeletal system


Component 3: Assessment, physiological measurements and con�nued monitoring ofemergency and urgent care pa�ents

Component Reference Number: D/616/0478

Level: 3Credit: 4GL: 25

Component SummaryThe purpose of the component is for learners to gain the knowledge, understanding and skillsnecessary to take and record physiological measurements and the examination of the patients.

Assessment GuidanceThis component must be assessed in line with the FutureQuals Assessment Principles

Learning outcomes - The learner will Assessment criteria - The learner can:1. Understand current legisla�on, nationalguidelines and agreed ways of working forundertaking pa�ent assessment andexamina�on

1.1 Explain own role and responsibili�es whenobtaining a patient history with regard to:

Current legislationNa�onal guidelinesAgreed ways of workingMental Capacity

1.2 Explain the importance of clear, conciserepor�ng of findings in line with agreed waysof working1.3 Explain the importance of recordingpa�ent observations in line with agreed waysof working1.4 Explain what is meant by confiden�ality inline with agreed ways of working

2. Understand procedures of patientassessment and management

2.1 Explain the importance of ensuring scenesafety prior to approaching the patient for:

The pa�entSelfCo-workersOthers

2.2 Explain the Pa�ent Assessment Triangle(PAT) approach to ini�al pa�ents assessmentto include:

AppearanceWork of breathingCircula�on

2.3 Explain the CABCDE approach to ini�alpa�ents assessment to include:

Catastrophic haemorrhageAirwayBreathing


CirculatoryDisabilityExpose and examine, environment

2.4 Explain factors that affect:• Airway patency• Breathing• Circula�on• Neurological function

2.5 Explain procedures of a secondary surveyto include:• Level of consciousness• Blood Pressure• Temperature, capillary refill,

colour and texture• Pupillary response• Blood Glucose Monitoring• Peak flow measurement• Electrocardiogram (ECG)• End-�dal capnography• Oxygen saturations• Face, arm, speech, time test• Na�onal Early Warning Score

2.6 Explain importance of pa�ent position inrela�on to assessed patient condition2.7 Explain links between findings ofphysiological assessment and homeosta�cstatus

3. Be able to carry out a pa�ent assessment 3.1 Ensure safety prior to approaching anypa�ent for:• The pa�ent• Self• Co-workers• Others

3.2 Communicate with a pa�ent to:• Explain your own role and

responsibili�es• Establish iden�ty• Assess capacity• Gain consent• Maintain consent

3.3 Explain the sequence of assessment todetect time cri�cal disorders for consciousand unconscious pa�ents

3.4 Assess a pa�ent using the CABCDEapproach to ini�al casualty assessment toinclude:• Catastrophic haemorrhage• Airway• Breathing• Circulatory


• Disability• Expose and examine, environment

3.5 Take and record a pa�ent’s history3.6 Priori�se pa�ent management based onassessed pa�ent’s condi�on3.7 Carry out a secondary survey in line withagreed ways of working to include:• Airway adjunct• Level of consciousness• Blood Pressure• Temperature, capillary refill, colour

and texture• Pupillary response• Blood Glucose Monitoring• Peak flow measurement• Oxygen saturations• End-�dal capnography• Electrocardiogram (ECG)• Face, arm, speech, time test• Na�onal Early Warning Score

3.8 Position pa�ents rela�ng to assessedpa�ent’s condition3.9 Inform the receiving clinician about apa�ent’s condition in line with agreed ways ofworking

4. Be able to recognise devia�ons fromexpected pa�ent physiology

4.1 Describe the expected physiological valuesfor patients to include:• Breathing rate and volume• Pulse rate• Blood Pressure• Blood Glucose Monitoring• Temperature• Pulse oximetry• Pupillary response• Electrocardiogram (ECG)• End-�dal capnography

4.2 Prepare, measure, record and reportphysiological measurements in line withagreed ways of working4.3 Explain why physiological measurementsshould be repeated4.4 Explain why con�nued monitoring andobservation of the pa�ent is required in linewith agreed ways of working4.5 Manage devia�on from expectedphysiology4.6 Recognise deterioration and exacerba�onand respond appropriately in line with agreedways of working


5. Be able to manage pa�ent’s iden�fiableinforma�on in line with agreed ways ofworking

5.1 Record findings of pa�ent’s assessment5.2 Gain valid consent to share information5.3 Share information with others5.4 Maintain confiden�ality of pa�ent’sinforma�on

Additional Information

Mental Capacitymust include principles, best interest, diagnostic & func�onal tes�ng, physicalinterven�ons, depriva�on of liberty, relevant roles and responsibili�es

Secondary surveymeans head to toe assessment of the casualty

Airway adjunctmay include OP, NP or supra glo�c in line with agreed ways of working

Co-workers Nurses, paramedics, work colleague, fire, police, highways

Others bystanders, anyone else you ask for assistance

Level of consciousness AVPU (Alert, Voice, Pain, Unresponsive) GCS (Glasgow Coma Scale)


Component 4: Airway management, basic life support and external defibrillation

Component Reference Number: H/616/0479

Level: 3Credit: 3GL: 20024/Component SummaryThe purpose of the component is for learners to gain the knowledge, understanding and skillsnecessary to provide Airway Management, Basic Life Support (BLS) and External Defibrillation tocurrent recognised guidelines and procedures.


Learning outcomes - The learner will Assessment criteria - The learner can:1. Understand how to assess a pa�ent’sairway

1.1 Describe airway anatomy1.2 Explain stepwise airway management1.3 Describe use of airway managementmethodologies1.4 Explain dynamic airway assessment

2. Be able to manage and maintain a pa�ent’sairway

2.1 Iden�fy need to clear the airway2.2 Clear and maintain airway using:

Postural drainageManual techniquesSuc�oning equipmentRecovery position

2.3 Select and insert an airway adjunct2.4 Explain use of:

Facial barriersBag valve mask deviceMechanical ven�lator

2.5 Use bag valve mask device.2.6 Recognise the need for advanced airwaymanagement2.7 Explain the handling procedures ofequipment and consumables used followingthe management of a pa�ents airway, toinclude:

ReplacementDisposal

3. Understand how to manage a responsivepa�ent who is choking

3.1 Explain how to manage a pa�ent with apar�ally blocked airway3.2 Explain how to manage a pa�ent with acompletely blocked airway

4. Understand basic life support 4.1 Explain benefits of the chain of survival tobasic life support


4.2 Explain circumstances under whichresuscitation is

PerformedNot performed

4.3 Describe types of cardiopulmonary arrest4.4 Explain procedure in the Basic Life Supportalgorithm

5. Be able to carry out basic life support 5.1 Recognise need to commence cardio-pulmonary resuscitation5.2 Perform cardio-pulmonary resuscitation5.3 Recognise the return of spontaneouscircula�on5.4 Explain when to cease a resuscita�ona�empt5.5 Explain procedure for Do Not Attempt CPR(DNACPR) order5.6 Explain procedure for recognition of lifeex�nct

6. Be able to use a defibrillator 6.1 Recognise need to use a defibrillator6.2 Explain safety considera�ons when using adefibrillator6.3 Manage defibrillator malfunc�onaccording to manufacturer’srecommendations6.4 Use a defibrillator

7. Understand importance of post-resuscitation procedures

7.1 Explain management of the postresuscitation patient7.2 Describe clinical handover procedure tomedical professionals7.3 Describe procedure for recognition of lifeex�nct in line with agreed ways of working

8. Understand special circumstances relatedto cardiac arrest.

8.1 Explain resuscitation considera�ons for apa�ent during the stages of pregnancy

8.2 Describe respiratory adap�ons for apa�ent in cardiac arrest with:

LaryngectomyTracheostomyMajor maxo-facial injury

8.3 Explain resuscitation considera�ons of ahypothermic pa�ent8.4 Describe post resuscita�on care of ahypothermic pa�ent


Component 5: Support the clinician in the management of medical and surgical conditionsin the emergency and urgent care setting

Component Reference Number: Y/616/0480

Level: 3Credit: 4GL: 30

Component SummaryThis component provides learners the knowledge, skills and experience of transpor�ng pa�ents witha variety of medical conditions whilst assis�ng a clinician.


Learning outcomes - The learner will Assessment criteria - The learner can:1. Understand how to provide pa�ent centriccare

1.1 Explain the importance of patientassessment1.2 Explain the importance of timelytreatment1.3 Explain the importance of the pa�entexperience

2. Understand medical and surgical condi�onsin accordance with scope of prac�ce.

2.1 Explain what is meant by the followingsystems

RespiratoryCardiovascularNervousDigestiveUrinary

2.2 Describe relevant respiratory systemcondi�ons and the underlyingpathophysiology2.3 Describe relevant cardiovascular systemcondi�ons and the underlyingpathophysiology2.4 Describe causes of shock2.5 Describe relevant neurological condi�onsand the underlying pathophysiology2.6 Describe causes of unconsciousness2.7 Describe relevant abdominal condi�onsand the underlying pathophysiology2.8 Describe relevant urological condi�onsand the underlying pathophysiology2.9 Describe Diabetes to include:

TypesCauses

2.10 Describe poisoning to include:


TypesCauses

2.11 Describe chemotherapy and radiotherapyto include:

Common ProblemsCommon side effects

2.12 Describe relevantmental healthcondi�ons to include:

Classification i.e. medical/social modelSigns and symptomsRisk factorsPrevalenceLiving with mental health condi�onsImpact on the family and carers

2.13 Describe the management of a pa�entwith post-operative complications

3. Be able to manage medical and surgicalcondi�ons in accordance with scope ofprac�ce.

3.1 Demonstrate themanagement of apa�ent suffering from respiratory systemconditions3.2 Demonstrate the management of apa�ent suffering from cardiovascular systemconditions3.3 Demonstrate the management of apa�ent suffering from a neurologicalcondi�on3.4 Demonstrate the management of anunconscious pa�ent3.5 Demonstrate the management of apa�ent suffering from an abdominalcondi�on3.6 Demonstrate the management of apa�ent suffering from a urological condi�on3.7 Demonstrate the management of adiabe�c pa�ent3.8 Demonstrate the management of apa�ent with suspected poisoning3.9 Demonstrate the management of apa�ent with amental health condi�on3.10 Demonstrate the management of apa�ent suffering from shock3.11 Demonstrate the management of apa�ent with post-operative complications


Neurological conditions to include:Epilepsy, SeizureCerebrovascular event (CVE), i.e. haemorrhagic and ischaemic, and TIAMeningi�sParalysis condi�ons, e.g. paraplegia


AlzheimersParkinsonsMul�ple SclerosisAtaxia

Respiratory System Conditions to include:Basic Chest Infec�onsPneumoniaAsthmaChronic Obstruc�ve Pulmonary Disease (COPD) to include: Bronchi�s and EmphysemaPulmonary EmbolismRespiratory Distress

Cardiovascular system condi�ons to include:Coronary Artery DiseaseAcute coronary syndromesStable AnginaHeart FailureAllergic Reac�on

Shock to include:HypovolaemicCardiogenicNeurogenicDistributiveAnaphylac�c

Abdominal Condi�ons to include:Bowel Obstruc�onTriple AGI BleedsAppendici�sPep�c UlcersDiver�culi�sHerniasUlcerative ColitisCrohn’s DiseaseGastroenteri�s

Urological conditions to include:Urinary retentionUrinary tract infectionRenal calculiAcute kidney injuryChronic renal failure

Mental health conditions to include:Mental CapacityAnxiety and Panic DisordersSelf Harm


Bi-polar disorderDepressionEa�ng disordersSchizophreniaSubstance Abuse and Addic�onDemen�a with relevant causes and pathophysiology

Living with mental health to include:PsychologicalEmotionalPrac�calFinancialSocial exclusion and discriminationPosi�ve impact

Post Operative Complica�ons to include:Post Operative haemorrhage to include tonsillectomyPost Operative Infec�onPost operative thrombo-embolism

Management to include:Scene SafetyScene SituationPa�ent Assessment Triangle (PAT)CABCDE


Component 6: Care for older people in the emergency and urgent care setting

Component Reference Number: M/507/6431

Level: 3Credit: 1GL: 10024/Component SummaryThis component is aimed at those who work in the emergency and urgent care and/or the widerhealth and social care se�ing. It provides the learner with the knowledge to understand the agreedways of working; the physiology of condi�ons that affect older people and the importance of usingperson centred approaches with older people. It also provides the learner with the necessary skills tocare of older people in the emergency and urgent care set�ng.

Assessment GuidanceThis component must be assessed in line with the FutureQuals Assessment Principles. Assessment ofknowledge based Learning Outcomes must be made by an occupationally knowledgeable assessor.Assessment of performance (e.g. those beginning with ‘Be able to’ or ‘demonstrate’) must be madeby an occupationally competent assessor. Expert witnesses can be used for direct observa�on wherethey have occupa�onal competence for the specialist areas or the observations is of a par�cularsensi�ve nature. An example of occupa�onal competence can be any clinical or social role within theemergency and urgent care or health and social care se�ng where caring for older people is anintegral part of that role.

Learning OutcomeThe learner will:

Assessment CriterionThe learner can:

1 Understand agreed ways of working for thecare of older people in the emergency andurgent care set�ng.

1.1 Outline local and national context of carefor older people.1.2 Define ‘older people’.

2 Understand the impact of the ageing processon older people.

2.1 Describe changes that may come withageing.2.2 Explain how the experience of the ageingprocess is unique to each individual.2.3 Explain other factors associated with ageingon older people:

EmotionalSocialEnvironmentFinancial/Economic

2.4 Describe how a posi�ve approach to ageingcan contribute to the health and well-being ofan individual.2.5 Outline at�tudes of society to older peoplein rela�on to:

Contribu�on they makeAge discrimina�on


2.6 Discuss strategies that can be used tochallenge stereotypes and discriminatorya�tudes to older people.

3 Be able to adapt communica�on techniqueswhen caring for older people in the emergencyand urgent care set�ng.

3.1 Use a range of communica�on methods andstyles to meet individual needs.3.2 Iden�fy barriers to effec�vecommunica�on.3.3 Minimise barriers to communica�on.3.4 Adapt communication techniques for olderpeople3.5 Outline ways addi�onal support can beaccessed to enable effective communication.3.6 Support older people to communicate theirwishes, opinions or requests.

4 Understand the physiology of conditions thataffect older people.

4.1 Describe the following condi�ons and howthey may affect older people:

Demen�aParkinson’s diseaseStroke/Transient Ischemic A�ack (TIA)Arthri�sOsteoporosisMental healthLearning disability

4.2 Outline changes to treatment/care planwhen dealing with older people who havecomplex medical condi�ons.

5 Understand the importance of using personcentred approaches with older people in theemergency and urgent care set�ng.

5.1 Describe ways of using person centredapproaches to support older people to maintainhealth and well-being in day to day life.5.2 Describe how using person centredapproaches can contribute to improved care.5.3 Compare a person centred and non-personcentred approaches to care for older people.5.4 Outline the features of good prac�ce incaring for older people.5.5 Outline specific techniques or adap�ons inapproaches to care for older people.

Additional information:

Ageing processmay include:Communica�onCogni�onPsychosocial resiliencePhysicalInjury/illness recoveryMobility


Component 7: Support the emergency care of wounds, bleeding and burns

Component Reference Number: L/505/9734

Level: 3Credit: 3GL: 24024/Component SummaryThe purpose of the component is for learners to gain the knowledge, understanding and skillsnecessary to support the clinician in the management of wounds, bleeding and burns.


Learning outcomes - The learner will Assessment criteria - The learner can:

1. Understand wound management 1.1 Explain what is meant by the term wounds1.2 Recognise types of wound1.3 Explain complica�ons associated withwounds1.4 Explain how to treat wounds1.5 Discuss implica�ons of foreign objects inwounds

2. Be able to manage wounds 2.1 Assess a wound2.2 Prepare pa�ent prior to treatment2.3 Treat a wound2.4 Monitor a wound

3. Understand management of bleeding 3.1 Explain what is meant by the term,bleeding3.2 Describe types of bleeding3.3 Explain how to detect concealed bleeding3.4 Describe signs and symptoms of internalbleeding3.5 Explain complica�ons associated withbleeding3.6 Explain how to estimate blood loss.3.7 Explain how to treat bleeding using:

Direct Pressure

Indirect Pressure

Catastrophic haemorrhage controltechniques

4. Be able to manage bleeding 4.1 Iden�fy type of bleeding4.2 Estimate blood loss4.3 Prepare pa�ent prior to treatment4.4 Treat bleeding using:

Direct Pressure


Indirect Pressure

Catastrophic haemorrhage controltechniques

4.5 Monitor blood loss5. Understand management of burns 5.1 Explain what is meant by the term burn

5.2 Describe causes of burns5.3 Describe types of burns5.4 Explain safety considera�ons when dealingwith burns for:

Self

Colleague

Pa�ents

Others

5.5 State rules associated with es�ma�ng thesize of burns5.6 Explain time cri�cal factors that affectmanagement of burns for:

ChildrenAdults

5.7 Explain complica�ons associated withburns5.8 Explain treatment of burns5.9 Explain why burns pa�ents aretransported to definitive care

6. Be able to manage burns 6.1 Recognise cause of burn6.2 Iden�fy type of burn6.3 Estimate size of burn6.4 Prepare pa�ent for treatment6.5 Treat pa�ent


Treat guidance must be given in respect of all would types

Burnsmust include all thermal injuries

Techniquesmay include tourniquets


Component 8: Support the management of trauma in the emergency and urgent carese�ng

Component Reference Number: D/616/0481

Level: 3Credit: 3GL: 2002Component SummaryThis component is aimed at those who work in the emergency and urgent care se�ng. It providesthe learner with the knowledge required to understand roles, responsibili�es, networks, processesand systems involved in managing trauma. It also provides the learner with the understanding ofmul�ple casualty incident triaging.

Assessment GuidanceThis component must be assessed in line with the FutureQuals Assessment Principles. Assessment ofknowledge based Learning Outcomes must be made by an occupationally knowledgeable assessor.An example of occupational competence can be any clinical role within the emergency and urgentcare se�ng where roles, responsibili�es, networks, processes and systems involved in managingtrauma is an integral part of that role.



1. Understand the role of trauma units in themanagement of trauma

1.1 Define the term:TraumaMajor trauma

1.2 Explain role of the ‘Major Trauma Centres’1.3 Explain role of the ‘Trauma Unit’

2. Understand Mechanisms associated withtrauma.

2.1 Define the term, ‘mechanism of injury’2.2 Explain the mechanisms of injury associatedwith:

Head InjuriesMaxillo facial injuriesSpinal InjuriesChest InjuriesAbdominal InjuriesMusculo-skeletal injuries

2.3 Explain the term ‘Kinetics’ (energy transfer)in rela�on to trauma�c injury

3. Understand trauma scene assessment andmanagement

3.1 Explain factors involved in ensuring safetyprior to approaching trauma3.2 Explain the component parts of an ini�alscene assessment


3.3 Explain the importance of obtaining acomprehensive scene assessment at a traumaincident3.4 Demonstrate ini�al scene safety andassessment when dealing with a trauma pa�entensuring:

• Scene Safety• Gathering a comprehensive history of

the incident4. Understand the value of mul�-disciplinaryworking in Trauma Management.

4.1 Iden�fy themulti-disciplinary services andspecialist assistance teams available.4.2 Describe the roles and responsibili�es ofthe mul�-disciplinary service and specialistteams at a trauma incident

5. Understand the requirement for triage in amul�ple casualty incident.

5.1 Define ‘Triage’5.2 Explain the following terms:

• Triage Sieve• Triage Sort

5.3 Outline Triage Equipment according toagreed ways of working

6. Understand the importance of Pre-alert andhandover systems when dealing with trauma.

6.1 Explain local pre-alert and handoversystems when dealing with Trauma6.2 Describe the importance of an effective andstructured handover

7. Be able to assess a trauma patient 7.1 Explain the use of the major trauma tool

7.2 Explain the primary survey process fortrauma pa�ents7.3 Explain the secondary survey process fortrauma pa�ents7.4 Describe the signs and symptoms of:

Head InjuriesMaxillo facial injuriesSpinal InjuriesChest InjuriesAbdominal InjuriesMusculo-skeletal injuries

7.5 Describe the complications of:Head InjuriesMaxillo facial injuriesSpinal InjuriesChest InjuriesAbdominal InjuriesMusculo-skeletal injuries

7.6 Describe the complications of:Trauma in PregnancySuspension injuries



Pre-alert systems may include:Revised trauma scoreASHICE – Age, Sex, History, Injuries/illness, Condition, ETA — Es�mated Time of ArrivalATMIST - Age, Time of incident, Mechanism of injury, Injuries top to toe, Signs, Treatment,ETA, mode of transport (land vs air) and which specialist resources you need standing by(e.g. resuscita�on, trauma)

Multi-disciplinary services and specialist assistance teams available.

HART - Hazardous Area Response Team

SORT – Special Operations Response Team

Blast injuriesBallis�cs injuries

7.7 Demonstrate the primary survey process ona trauma pa�ent7.8 Demonstrate a secondary survey on atrauma pa�ent

8. Be able to manage a Trauma Pa�ent 8.1 Explain the treatment for:Head InjuriesMaxillo facial injuriesSpinal InjuriesChest InjuriesAbdominal InjuriesMusculo-skeletal Head Injuries

8.2 Explain when intervention from a clinician isrequired for the following injuries:

Head InjuriesMaxillo facial injuriesSpinal InjuriesChest Injuries

Abdominal Injuries8.3 Explain manual spinal immobilisation8.4 Demonstrate spinal immobilisa�on8.5 Describe time cri�cal injuries8.6 Demonstrate the assessment of time cri�calinjuries8.7 Describe ac�ons taken when time cri�calinjuries are iden�fied8.8 Demonstrate the treatment of a traumapa�ent8.9 Demonstrate the delivery of a concise prealert


Component 9: Support the senior clinician with cannula�on, intraosseous, infusion andadvanced airway management in the emergency and urgent care se�ing


Level: 4Credit: 3GLH: 25

Component SummaryThis component is aimed at those who work in the emergency and urgent care se�ng. It providesthe learner with the knowledge and skills required to understand and support a senior clinician withcannula�on, intraosseous, infusion and advanced airway management.

Assessment GuidanceThis component must be assessed in line with the FutureQuals Assessment Principles. Assessment ofknowledge based Learning Outcomes must be made by an occupationally knowledgeable assessor.Assessment of performance (e.g. those beginning with ‘Be able to’ or ‘demonstrate’) must be madeby an occupationally competent assessor. Expert witnesses can be used for direct observa�on wherethey have occupa�onal competence for the specialist areas or the observations is of a par�cularsensi�ve nature. An example of occupa�onal competence can be any clinical role within theemergency and urgent care set�ng where cannulation, intraosseous, infusion and advanced airwaymanagement is an integral part of that role or an individual who supports a senior clinician withcannula�on, intraosseous, infusion and advanced airway management.

Simula�on is permitted in this component for LOs 3 and 4. However, it should not be the only formof evidence presented.

Learning outcomes - The learner will Assessment criteria - The learner can:1. Understand current legisla�on, nationalguidelines and agreed ways of working in theemergency and urgent care set�ng

1.1 Outline the current legisla�on, na�onalguidelines and agreed ways of working for:

Cannula�onIntraosseousInfusionAdvanced Airway Management

1.2 Explain own role in suppor�ng a seniorclinician with:


1.3 Describe safety checks prior to:Cannula�onIntraosseousInfusionAdvanced Airway Management

1.4 Explain own role in Infec�on Prevention &Control (IP&C) during:



1.5 Communicate information in a way that issensi�ve to the personal beliefs andpreferences of the individual

1.6 Explain the importance of ensuring anindividual's privacy and dignity is maintainedat all times

2. Understand the purpose and func�ons ofintravenous cannulation, intraosseous,infusion and advanced airway management inthe emergency and urgent care se�ng.

2.1 Outline the purpose and ra�onale for:Cannula�onIntraosseousInfusionAdvanced Airway Management

2.2 Explain the func�on of equipment usedduring:


2.3 Outline the required equipment availablefor:


2.4 Explain the preparation and positioning ofan individual for:


2.5 Summarise the risks associated with:Cannula�onIntraosseousInfusionAdvanced Airway Management

2.6 Outline agreed ways of working shouldproblems arise

3. Be able to support a senior clinician incannula�on, intraosseous, infusion andAdvanced Airway Management in theemergency and urgent care set�ng.

3.1 Confirm the individual's iden�ty andrecord valid or implied consent3.2 Ensure an individual's privacy and dignityis maintained at all �mes3.3 Assemble equipment required for:

Cannula�on


IntraosseousInfusionAdvanced Airway Management

3.4 Carry out equipment safety checks3.5 Prepare equipment for:


3.6 Support the senior clinician in securingthe:

CannulaGiving Set to Luer lockEndotracheal TubeEndotracheal Tube holder

3.7 Safely dispose of:SharpsClinical WasteSingle pa�ent use itemsGeneral Waste

4. Be able to monitor and report changes tocondi�on or behaviour in cannula�on,intraosseous, infusion and advanced airwaymanagement in line with agreed ways ofworking.

4.1 Describe common condi�ons orbehaviours which may signify adversereac�ons to:


4.2 Report to the senior clinician any condi�onor behaviour which may signify adversereactions to the procedure4.3 Assist the senior clinician in monitoringchanges to condi�on or behaviour4.4 Record the procedure of:



Component 10: Support the clinician in the management of patients during pregnancy,childbirth and care of babies and children


Level: 3Credit: 4GL: 25024/Component SummaryThe aim of this component is to enable learners with the knowledge and skills required to supportthe clinician in managing pa�ents during pregnancy and childbirth, and the care of babies andchildren.


Learning outcomes - The learner will Assessment criteria - The learner can:1. Be able to recognise a seriously ill child 1.1 Conduct an ini�al assessment of a child

1.2 Iden�fy deficiencies in a child’s;AirwayBreathingCircula�onNeurological status

2. Be able to recognise a seriously ill baby 2.1 Conduct an ini�al assessment of a baby2.2 Iden�fy deficiencies in a baby’s;

AirwayBreathingCircula�onNeurological status

3. Be able to assist the clinician in themanagement of seriously ill babies andchildren

3.1 Describe the principles that underpin thesupport of a seriously ill baby/child3.2 Demonstrate the procedures to support aclinician to manage a seriously ill baby/child

4. Know how to support the clinician in themanagement of pregnancy-related conditions

4.1 Explain pregnancy-related conditions:pre-eclampsiaectopic pregnancyhaemorrhageplacenta praevia

4.2 Explain ways to support the clinician in themanagement of pregnancy-related conditions

5. Understand how to support the clinician indelivering a baby

5.1 Describe the stages of labour5.2 Iden�fy equipment required for deliveringa baby5.3 Describe how to support a woman inlabour to ensure maintenance of health ofmother and child


5.4 Describe ways to support the clinicianduring childbirth to ensure maintenance ofhealth of mother and child

6. Be able to carry out basic life support for anewborn

6.1 Demonstrate resuscitation of a newborn inline with current national guidelines6.2 Demonstrate the use of airway adjunctson a newborn including:

A bag-valve mask (BVM),Oropharyngeal airwaysSuc�on

7. Be able to carry out basic paediatric lifesupport

7.1 Demonstrate basic life support of apaediatric in line with current na�onalguidelines7.2 Demonstrate the use of airway adjunctson a child, including:

A bag-valve mask (BVM)Suc�onOrophyaryngeal airways

8. Be able to manage a choking paediatric 8.1 Demonstrate how to manage a chokingpaediatric in line with current na�onalguidelines8.2 Describe the management of SuddenInfant Death Syndrome guidelines

9. Know how to support the clinician in themanagement of complications of labour

9.1 Describe complications of labour:cord prolapsemal presentationshaemorrhagemul�ple birthspre-term labour

9.2 Describe ways to support the clinician inthe management of complica�ons of labour

10. Understand the gynaecological condi�onsand their management in line with the scopeof practice

10.1 Describe relevant gynaecological systemcondi�ons and the underlyingpathophysiology10.2 Describe the management of a pa�entsuffering from gynaecological systemconditions


Gynaecological system condi�ons to include:Vaginal �ssue damageProlapsed uterusExcess menstrual periodSurgical/Medical therapeutic abortionPost gynaecological surgery


Component 11: Support the senior clinician in the administration of medication in theemergency and urgent care se�ng

Component Reference Number: K/616/0483


Component SummaryThis component is aimed at those who work in the emergency and urgent care and/or the widerhealth and social care se�ing. It provides the learner with the knowledge to understand national andlocal agreed ways of working; their own role in assisting with the administration of medica�ons; therequirements and procedures for the administration of medica�on and the requirements for patientsafety.

Assessment GuidanceThis component must be assessed in line with the FutureQuals Assessment Principles. Assessment ofknowledge based Learning Outcomes must be made by an occupationally knowledgeable assessor.Assessment of performance (e.g. those beginning with ‘Be able to’ or ‘demonstrate’) must be madeby an occupationally competent assessor. Expert witnesses can be used for direct observa�on wherethey have occupa�onal competence for the specialist areas or the observations is of a par�cularsensi�ve nature. An example of occupa�onal competence can be any clinical role within theemergency and urgent care or health and social care se�ng where administration of medication isan integral part of that role or an individual who supports a senior clinician with the administra�onof medica�on.

Learning outcomes - The learner will Assessment criteria - The learner can:1 Understand the current legisla�on andagreed ways of working for the administrationof medicines

1.1 Iden�fy the current legisla�on and agreedways of working for the administration ofmedicines.1.2 Explain agreed ways of working for:

Storage of medicationStocking of medica�onRestocking of medica�onDisposal of medication

1.3 Explain the different classes ofmedica�ons prescribed/administrated.1.4 Explain the routes of administration.

2 Understand own role in assis�ng with theadministration of medication

2.1 Describe own responsibilities andaccountabilities in relation to theadministration of medica�on in line withagreed ways of working.2.2 Explain the importance of practice underagreed ways of working when administra�ngmedica�on.

3 Understand the requirements andprocedures for the administra�on ofmedica�on

3.1 Explain information provided on the labelof a medication by its:

PurposeSignificance


3.2 Explain the types of equipment needed forthe administration of medica�on withinagreed ways of working.3.3 Describe aids to assist individuals to taketheir medication.3.4 Explain the importance of applyingstandard precautions for infection preventionand control3.5 Explain the consequences of poorinfec�on preven�on and control for the:

Pa�entHealthcare ProviderFriends/familyOrganisa�onEconomy

4 Understand the requirements and safetyprocedures for ensuring pa�ent safety

4.1 Explain the importance of iden�fying theindividual for whom the medica�ons areprescribed.4.2 Explain the safety procedures before theadministration of medications.4.3 Explain the importance of confirming themedica�on against agreed ways of workingbefore administering it.

5 Be able to produce healthcare recordsrelevant to administration of medica�ons

5.1 Explain the importance of keeping up todate and accurate records5.2 Complete records in line with agreed waysof working.5.3 Maintain confiden�ality of healthcarerecords.5.4 Stock take and restock medica�ons in linewith agreed ways of working.


Responsibilities and accountabilities in relation to the administration of medica�on and Safetyproceduresmust include:

Iden�fy patientIden�fy medica�onIntegrity of packIntegrity of contentIn date

Safety Procedures to include:Pa�ent allergies to medicationIs it the correct drugIs it the correct presentationIs it the correct dosageIs the packaging intact/ampoule intactIf it is a fluid, is the fluid clearIs it within the expiry datewhat is the local medica�on checking process


Component 12: Bereavement and end of life care in the emergency and urgent carese�ng

Component Reference Number: M/616/0484


Component SummaryThis component is aimed at those who work in the emergency and urgent care se�ng. It providesthe learner with the knowledge to understand the agreed ways of working and factors that influencethe support of individuals in end of life care and those that are bereaved.




1. Understand legal requirements and agreedways of working to protect the rights ofindividuals at the end of life.

1.1 Define the following:End of life carePalliative care

1.2 Outline legal requirements and agreed waysof working to protect the rights of individuals inend of life care.1.3 Explain how legal requirements designed toprotect the rights of individuals in end of lifecare applies to own role.1.4 Outline the six-step end of life care pathway

2. Understand advance care planning in relationto end of life care.

2.1 Explain the purpose of advance careplanning in rela�on to end of life care.2.2 Describe types of advance care plan:

Living will/advance statement ofpreferencesAdvance Decision to Refuse Treatment(ADRT)

2.3 Explain ethical and legal issues that mayarise in rela�on to advance care planning.2.4 Explain the benefits of an individual inhaving control over their end of life care plan.

3. Be able to provide support to individualsaccording to their end of life care plan.

3.1 Demonstrate the provision of end of lifesupport for the individual within scope ofprac�ce.3.2 Demonstrate the provision of support tokey people immediately following anindividual’s death.


3.3 Explain the importance of respec�ng theindividual’s beliefs, religion and culture whensuppor�ng them in relation to end of life care.

4. Understand the ac�on to take following thedeath of individuals.

4.1 Explain why it is important to know aboutan individual’s wishes for their a�er-death care.4.2 Describe the actions required following thedeath of an individual in line with agreed waysof working.

5. Understand how to manage own feelings inrela�on to the dying or death of individuals

5.1 Iden�fy ways to manage own feelings inrela�on to a patient’s dying or death.5.2 Describe support mechanisms in place todeal with own feelings in rela�on to a patient’sdying or death.

6. Understand the effects of bereavement onindividuals

6.1 Define the following:BereavementBereavedGrief

6.2 Describe the four stages of bereavementand the factors that might influence it.6.3 Describe the grieving process.

7. Be able to support individuals that arebereaved

7.1 Explain techniques for suppor�ng abereaved individual.7.2 Demonstrate the ability to create anenvironment where the individual has privacyto express their emo�ons.7.3 Demonstrate the support of an individualusing ac�ve listening and empathy to expresstheir loss.


Legal requirements to include:Mental Capacity Act 2005Human Rights Act 1998Las�ng power of AttorneyAdvance care planning

Key peoplemay include:RelativesFriendsCare staffSelf

Four stages to include:Accep�ng that the loss is realExperiencing the pain of griefAdjus�ng to life without the personPu�ng less emotional energy into grieving and moving on


Factors that might influence itmay include:Nature of the lossUpbringing of the bereaved personReligious or spiritual beliefsAge of the bereaved personRelationship to the deceasedMental and physical health of the bereaved person

Grieving processmay include:Shock and numbnessSadnessTiredness or exhaustionAngerGuilt


Component 13: Vehicle familiarisation



Component SummaryThis component is aimed at those who work in the emergency and urgent care se�ng. It providesthe learner with the knowledge to understand the range of vehicles operated within the fleet; howto decontaminate and clean a vehicle; the safe use of access and egress equipment on the vehicle;the safe use of stretchers, chairs and associated equipment. It also provides the learner with thenecessary skills to safely secure stretchers, chairs and associated equipment.




1. Understand the range of vehicles within thefleet.

1.1 Iden�fy the range of vehicles1.2 Iden�fy the vehicles:

Internal controlsExternal controls

1.3 Iden�fy vehicle safety features1.4 Iden�fy vehicle fuel type1.5 Describe documentation

Fuel cardDefect bookAccident repor�ng

2. Understand how to decontaminate and cleana vehicle.

2.1 Describe how to decontaminate a vehiclefollowing body fluid spillage2.2 Describe how to decontaminate a vehiclefollowing transportation of individuals withinfec�ous diseases2.3 Iden�fy appropriate devices and cleaningfluids when cleaning a vehicle

3. Understand the safe use of access and egressequipment on the vehicle.

3.1 Iden�fy how to safely operate a vehicle’s:

Tail li�Side stepRampWinch

4. Understand the safe use of stretchers. 4.1 Iden�fy stretchers used in own organisation4.2 Describe different stretcher posi�ons4.3 Describe the different safety features oneach stretcher type4.4 Describe how to safely operate eachstretcher type


5. Understand the safe use of chairs. 5.1 Iden�fy types of chairs used in ownorganisation5.2 Describe the different safety features oneach chair type5.3 Describe how to safely operate each chairtype

6. Be able to safely secure stretchers, chairs andassociated equipment.

6.1 Iden�fy restraining points6.2 Safely secure:

ChairsStretchersAssociated equipment


Own organisa�on - Locality

Chairs to include:Carry Chairs used to transport patients, with or without tracks


Component 14: Support the clinician in the management of hostile and major incidents in theemergency and urgent care se�ing

Component Reference Number: T/616/0485

Level: 3Credit: 1GLH: 5024/Component SummaryThis component is aimed at those who work in the emergency and urgent care se�ng. It providesthe learner with the knowledge to understand the national and local agreed ways of working; theimportance of Emergency Preparedness, Resilience and Recovery (EPRR); the command and controlstructure and the various ranges of major incidents and interoperability with other emergencyservices. It also provides further knowledge for the learner to understand the range of Chemical,Biological, Radioactive, Nuclear and Explosive (CBRNE) threats and the necessary personal protectiveequipment requirements when a�ending major, hos�le, EPRR and CBRNE incidences.


Learning outcomes - The learner will Assessment criteria - The learner can:1. Understand legislative and frameworks forEmergency Preparedness, Resilience andRecovery.

1.1 Describe the relevant aspects of the CivilCon�ngencies Act and local major incidentplans1.2 Describe the following EPRRModels:

The Dynamic Decision Making CycleThe Joint Decision ModelDynamic Operational Risk Assessment

2. Understand the importance ofcommunica�on in EPRR.

2.1 Describe the barriers to EPRRcommunica�on.2.2 Describe the mechanisms to manage EPRRcommunica�on effec�vely at local level.

3. Understand the command and control at anincident.

3.1 Describe the command and controlmechanisms in place at an incident to include:

Strategic CommanderTac�cal CommanderOperational Commander

3.2 Describe the role and responsibili�es incommand and control of the:

Strategic CommanderTac�cal CommanderOperational Commander

3.3 Describe own role and responsibili�es incommand and control to include:

First crew on sceneSubsequent crews on scene


4. Understand the range of major incidentsand interoperability with the other emergencyservices.

4.1 Define the following:Major IncidentHos�le IncidentInteroperabilityJoint emeregency servicesinteroperability programme (JESIP)

4.2 Outline major incidents by:ClassificationPresenta�onScale

4.3 Describe the different on scene commandroles of the Ambulance Service response to amajor incident.

4.4 Ou�ne the principles of JESIP5 Understand the range of Chemical,Biological, Radioactive, Nuclear and Explosive(CBRNE) threats.

5.1 Outline the types of CBRNE threats thatyou might be exposed to5.2 Outline the effects of agents on the body:5.3 Describe a Hazard Assessment5.4 Describe the Opera�onal STEP 1-2-3 Plusprocess.5.5 Describe theMETHANE repor�ngmechanisms used in an incident.

6 Understand the Personal Protec�veEquipment (PPE) requirements whena�ending a major, hos�le, EPRR and CBRNEincident.

6.1 Explain own PPE in line with agreed waysof working.6.2 Outline the repor�ng of defects in linewith agreed ways of working.

7 Understand the Triage processes requiredwhen attending a major, hos�le, EPRR andCBRNE incident.

7.1 Define ‘Triage’.7.2 Describe the different categories used inTriage.7.3 Describe own organisations Triage Sieveand Sort in line with agreed ways of working.7.4 Describe the use of Mass Casualty TriageTag, and the importance of record keeping.


Presenta�on to include:Big bangRising �deCloud on the horizonHeadline newsInternal incidentsDeliberateMass casual�esPlanned major events

Different on scene command roles to include:Safety OfficerParking Officer


Loading OfficerPrimary Triage OfficerCasualty Clearing officerEquipment officerHazardous Are Response (HART) Team LeaderSpecial Opera�ons Response Team (SORT)

Effects of agents on the body to include:SkinEyesAirwayBreathingCircula�onDisabilityOther

Hazard Assessment to include:CBRNE release indicatorsPa�ent NumbersSigns and Symptoms of casual�esWeather condi�onsHazards present or suspectedLoca�on – likely target for terrorist or hazardous materials incidentPresence of perpetrators

EPRR Emergency Preparedness, Resilience and Recovery

STEP 1-2-3 Plus Approach to casualty management

METHANEMajor Incident Declared, Exact loca�on, Type of incident, Hazards, Access, Number andtype of casual�es, and Emergency services present and required.


Component 15: Extrication and light rescue in the emergency and urgent care setting

Component Reference Number: A/616/0486


Component SummaryThis component is aimed at those who work in the emergency and urgent care se�ng. It providesthe learner with the knowledge to understand the agreed ways of working and factors that influenceextrica�on and light rescue. It also provides the learner with the necessary skills to use extricationand light rescue equipment in the emergency and urgent care set�ng.


Learning outcomes - The learner will Assessment criteria - The learner can:1 Understand current guidelines forextrica�on and light rescue.

1.1 Describe local and national guidelines inrela�on to best prac�ce for extrica�on andlight rescue.

2 Understand factors that influenceextrica�on.

2.1 Describe own role in extrication in linewith agreed ways of working2.2 Describe the factors that would impact onextrica�on.2.3 Describe the equipment required forextrica�on.2.4 Describe the timeconstraints/considera�ons of extrica�on.2.5 Describe safe working practices withspecialist and other emergency services.

3 Be able to use extrica�on equipment. 3.1 Demonstrate the use of equipment toextricate a non-time cri�cal pa�ent.3.2 Demonstrate the use of equipment toextricate a time-critical patient.3.3 Demonstrate the ability to work inpartnership with others when usingextrica�on techniques.

4 Be able to remove a crash helmet safely. 4.1 Explain the importance of maintainingmanual in line stabilisation (MILS).4.2 Demonstrate manual in-line stabilisationtechniques.4.3 Describe the circumstances when a crashhelmet should be removed.4.4 Explain the poten�al risks in removing acrash helmet.4.5 Demonstrate safe removal of a crashhelmet.



Factors to include:Type of vehiclePosi�on of vehicleCondi�on of pa�entPresence of hazardous materialsWeather condi�ons

Equipment to include:Hard CollarOrthopaedic Stretcher and strapsHead Block and strapsLong Board and strapsVacuumMa�ress

Safe working practices to include:Dynamic risk assessmentHealth and safety at work

Specialist and other emergency services to include:Fire and Rescue ServicesPoliceMedical Emergency Response Incident Team (MERIT)Hazardous Area Response Teams (HART)Special Opera�ons Response Teams (SORT)Others


Component 16: Managing hazardous materials, cleaning, decontamina�on and wastemanagement in the emergency and urgent care se�ng

Component Reference Number: F/616/0487


Component Summary

This component is aimed at those who work in the emergency and urgent care se�ngs. It providesthe learner with the knowledge to understand the agreed ways of working relating to hazardousmaterials; how risk assessments contribute to safe use of hazardous materials; the effects ofhazardous materials in the workplace. It further providers the learner with the knowledge tounderstand the use of CS spray and the precautions required.

This component also aims to provide the learner with the knowledge and skills required tounderstand good waste management prac�ces; ways of maintaining a clean environment inaccordance with national policies and agreed ways of working; to understand the decontamina�onprocess; and to explain good prac�ce when handling sharps and waste All of which are fundamentalto roles within the emergency and urgent care set�ng.




1 Understand the legislation rela�ng tohazardous materials in the workplace.

1.1 Outline the legislation and agreed ways ofworking for Hazards Substances with regard toControl of Major Accident and HazardRegula�ons1.2 Explain own and organisa�onalresponsibili�es when dealing with hazardousmaterials at work.1.3 Describe the consequences for non-compliance when dealing with hazardoussubstances at work.

2 Understand how to contribute to the safeinteraction with hazardous materials andbiological spillages in the workplace.

2.1 Define the following:HazardRisk

2.2 Describe the types of informa�on availableincluded in HAZCHEM labels.2.3 Outline the procedure for dealing with anaccident/spill involving hazardous materials andbiological spillages in line with agreed ways ofworking.2.4 Iden�fy health and safety issues arisingfrom:


Exposure to hazardous materialsRelease of hazardous materialsHandling and disposal of hazardousmaterialsSafe use of hazardous materials

2.5 Outline the process of dynamic riskassessment for HazChem and contaminationsitua�ons in line with agreed ways of working.2.6 Define ‘Chemsafe’.2.7 Describe safe working prac�ces whendealing with HazChem situa�ons with:

Fire and Rescue ServicePoliceHazardous Area Response Team (HART)Special Opera�ons Response Team(SORT)Other agencies

3 Understand the effects of hazardousmaterials to health.

3.1 Describe entry routes into the body.3.2 Describe the forms and effects of hazardousmaterials to health.

4 Understand the impact of the use of CS Sprayand the precau�ons required in the pre-hospital Emergency and Urgent Careenvironment.

4.1 Explain the precautions needed to be takenwhen dealing with a situation where CS Gas hasbeen used.4.2 Describe the signs and symptoms of CSSpray exposure.4.3 Explain the treatment used when exposedto CS spray.

5 Understand the importance of good wastemanagement prac�ce in the prevention of thespread of infection.

5.1 Outline current legislation and legalresponsibili�es rela�ng to waste management.5.2 Iden�fy the different categories of wasteand the associated risks.5.3 Describe how to store and dispose of thedifferent categories of waste safely and withoutrisk to others.

6 Understand how to maintain a cleanenvironment to prevent the spread of infection.

6.1 Describe the general principles forenvironmental cleaning.6.2 Explain how the correct management of theenvironment minimises the spread of infec�on.6.3 Describe the national policy for colourcoding of cleaning equipment.

7 Understand the principles and steps of thedecontamination process.

7.1 Define the term ‘decontamination’.7.2 Explain the importance of decontamination.7.3 Describe the three steps of thedecontamination process.7.4 Explain the difference between cleaningagents and disinfec�ng agents.


7.5 Explain how the level of risk determines thetype of agent that may be used todecontaminate.7.6 Explain the role of personal protec�veequipment (PPE) during the decontaminationprocess.

8 Understand how to safely handle sharps. 8.1 Define what is meant by the term ‘sharps’.8.2 Describe how to:

Use sharpsSafely open a glass ampouleDispose of a sharpDeal with a sharp incident/accident

9 Understand why the safe handling of laundryis important in minimising the spread ofinfec�on.

9.1 Describe safe working procedures that helpto minimise the spread of infec�on whenhandling:

Contaminated laundrySoiled laundry

9.2 Explain reasons why clean, contaminatedand soiled linen is kept separate.9.3 Explain the importance of changing linen tocontrol and prevent infection.

Assessment Guidance

Categories of waste to include:Infec�ousNon InfectiousDomes�cRecyclablePathologicalSharps

CS Spray O-chlorobenzylidene malonontrite


Component 17: Conflict resolution training



Component SummaryThis component is aimed at those who work in the emergency and urgent care se�ng and/or thewider health and social care set�ng. It provides the learner with the knowledge to understand theroles of all those involved in security management within the NHS; what cons�tutes conflict; the roleof communica�on and the procedural, environmental and legal context of violence; organisationsand own requirements following conflict in the workplace.

Assessment GuidanceThis component must be assessed in line with the FutureQuals Assessment Principles. Assessment ofknowledge based Learning Outcomes must be made by an occupationally knowledgeable assessor.An example of occupational competence can be any security management or clinical role within theemergency and urgent care or health and social care se�ng where understanding and managingconflict resolu�on is an integral part of that role.

Learning outcomes - The learner will Assessment criteria - The learner can:

1. Understand the role of NHS Protect, localan�-crime roles and security managementwork in the NHS

1.1 Iden�fy the main areas of work and theobjectives of NHS Protect1.2 Explain the role of the Local SecurityManagement Specialist (LSMS)1.3 Explain the role of the SecurityManagement Director (SMD)1.4 Explain the role of the Senior Quality andCompliance Inspector (SQCI) and the qualityAssurance programme1.5 Explain the role of the Area SecurityManagement Specialist (ASMS)

2. Understand what cons�tutes conflict 2.1 Describe the common causes of conflict2.2 Iden�fy the different stages of conflict2.3 Reflect on experience of conflictsitua�ons.

3. Understand strategies to manage andreduce conflict

3.1 Explain how to develop strategies toreduce the opportunity for conflict to occur3.2 Explain how to manage conflict situationsto agreed ways of working3.3 Outline the methods and ac�onappropriate for conflict situa�ons

4. Understand the role of communication inconflict situations

4.1 Describe different forms ofcommunica�on4.2 Explain verbal and non-verbalcommunica�on in conflict situa�ons4.3 Analyse the impact that culturaldifferences may have in rela�on tocommunica�on


4.4 Iden�fy the cause of communica�onbreakdown4.5 Iden�fy the right conditions forcommunica�ons4.6 Explain the importance of crea�ng theright conditions for communica�on to succeed4.7 Explain the behavioural pa�erns ofindividuals during conflict4.8 Explain different communica�on models inrela�on to conflict4.9 Explain the warning and danger signalsdisplayed by individuals during conflictsitua�ons4.10 Explain the signs that may indicate thepossibility of a physical attack

5. Understand the procedural, environmentaland legal context of violence in the workplace.

5.1 Explain procedural and environmentalfactors in decision making5.2 Explain the importance of keeping a safedistance in conflict situations5.3 Explain the use of ‘reasonable force’ asdescribe in law and its limita�ons

6. Understand own responsibili�es followinga conflict situation.

6.1 Outline the range of support, both shortand long-term, available to those affected bya conflict situation6.2 Explain incident reporting using agreedways of working

7. Understand the support available followinga conflict situation

7.1 Explain the need to provide support tothose directly affected7.2 Explain the wider organisa�onal benefitsof providing support to those affected byconflict

8. Understand the requirements oforganisations following conflict

8.1 Explain the process to follow after aconflict situation


Component 18: Conflict resolution training for ambulance services


Level: 3Credit: 1GLH: 10024/Component SummaryThis component is aimed at those who work in the emergency and urgent care se�ng. It providesthe learner with the knowledge to understand the how to assess and reduce the risk of conflict inthe work environment. It further provides the learner to understand behaviours indica�ng anescalation towards conflict.0


Learning outcomes - The learner will Assessment criteria - The learner can:1. Understand how to assess and reduce therisk of violence in the work environment

1.1 Outline current regulations and legisla�onlinked to risk assessment1.2 Explain the responsibili�es of employers andemployees in current regula�on and legisla�onassociated with risk assessment1.3 Outline the hazards and risks that exist inthe working environment1.4 Explain how hazards and risks can bereduced in the working environment1.5 Explain organisa�onal policies andprocedures rela�ng to work related violence1.6 Explain ways of reducing or elimina�ng risk1.7 Iden�fy the key risks of violence faced byambulance personnel1.8 Explain precautions to be taken when loneworking1.9 Explain how ambulance personnel canassess threat levels1.10 Explain the importance of providingproactive services1.11 Explain agreed ways of working whendealing with complaints

2. Understand behaviour indica�ng anescalation towards violence

2.1 Explain the common triggers and situationswhere there is a risk of escala�ng into violencein the emergency and urgent care set�ng2.2 Outline communica�on considera�onsrela�ng to acutely unwell individuals in termsof:

Mental healthIndividuals with learning difficul�es

2.3 Iden�fy appropriate asser�ve ac�ons forconfron�ng obstruc�ve and unacceptablebehaviour


Component 19: Safe moving and handling during ambulance patient care


Level: 2Credit: 2GLH: 15024/Component SummaryThis component is aimed at those working in a wide range of set�ngs.It provides the learner with the knowledge and skills required to move and position pa�ents as partof their plan of care according to their specific needs.


Relationship to Occupa�onal StandardsCHS6

Learning outcomes - The learner will Assessment criteria - The learner can:1. Understand legislation and agreed ways ofworking when moving and positioning pa�ents

1.1 Describe how legislation and agreed ways ofworking affect working prac�ces related tomoving and posi�oning patients1.2 Describe what health and safety factorsneed to be taken into account when movingand positioning pa�ents and any equipmentused to do this

2. Understand anatomy and physiology inrela�on to moving and posi�oning pa�ents

2.1 Describe what health and safety factorsneed to be taken into account when movingand positioning pa�ents and any equipmentused to do this2.2 Describe the impact of specific conditionson the correct movement and posi�oning of apa�ent

3. Be able to minimise risk before moving andpositioning pa�ents

3.1 Describe how to access up-to-date copies ofrisk assessment documenta�on3.2 Carry out preparatory checks using:

The pa�ent’s care needs

The moving and handling riskassessment

3.3 Iden�fy any immediate risks to the pa�ent3.4 Describe ac�ons to take in rela�on toiden�fied risks3.5 Explain what action should be taken if thepa�ent requests a change to their plan of carein rela�on to

Health and safetyRisk assessment


3.6 Prepare the immediate environmentensuring

Adequate space for the move inagreement with all concerned

That poten�al hazards are removed

3.7 Apply standard precautions for infec�onprevention and control

4. Be able to prepare patients before movingand positioning

4.1 Demonstrate effective communica�on withthe pa�ent to ensure that they:

Understand the details and reasons forthe action/activity being undertaken

Agree the level of support required

4.2 Obtain valid consent for the planned ac�vity5. Be able to move and posi�on a pa�ent inaccordance with agreed ways of working

5.1 Follow the care plan to ensure that thepa�ent is posi�oned:

Using the agreed technique in a waythat will avoid causing undue pain ordiscomfort

Moved with dignity

5.2 Demonstrate effective communica�on withany others involved in the manoeuvre5.3 Describe the aids and equipment that maybe used for moving and posi�oning5.4 Use equipment to maintain the patient inthe appropriate posi�on5.5 Encourage the pa�ent’s ac�ve participa�onin the manoeuvre5.6 Monitor the pa�ent throughout the ac�vityso that the procedure can be stopped if there isany adverse reaction5.7 Demonstrate how to report and record theac�vity noting when the next positioningmanoeuvre is due

6. Know when to seek advice from and/orinvolve others when moving and positioning apa�ent

6.1 Describe when advice and/or assistanceshould be sought to move or handle a pa�entsafely6.2 Describe what sources of informa�on areavailable about moving and positioning pa�ents6.3 Explain procedures for moving a bariatricpa�ent in line with agreed ways of working6.4 Assess �ssue viability in relation toprevention of damage during moving procedure

7. Be able to secure a wheel chair and stretcherto the vehicle in accordance with agreed waysof working

7.1 Inspect mobility aids and equipment afteruse7.2 Secure a wheel chair to the vehicle7.3 Secure a stretcher trolley to the vehicle7.4 Clean and prepare equipment


7.5 Record the activity noting:Equipment usedTechnique used


Specific condi�ons – bariatric pa�ent, �ssue viability, osteoporosis, MRSA, amputees.


Component 20: Using communication and information systems in ambulance patient care


Level: 2Credit: 1GLH: 4024/Component SummaryThe aim of this component is to provide the learner with the knowledge, skills and understandingrequired to efficiently use communication equipment, systems and devices in an ambulance pa�entcare se�ng.


Learning outcomes - The learner will Assessment criteria - The learner can:1. Understand the use of communicationsystems and devices

1.1 Describe the different types ofcommunica�on systems and devices available1.2 Explain communication systems anddevices:

Benefits

Health and safety issues

Capacity issues linked with network use

1.3 Explain agreed ways of working oncommunica�on device security1.4 Explain the following:

Power management process

Ba�ery management

Screen layout

Messaging functionality

Warning displays

Rou�ng and naviga�ng options

1.5 Describe agreed ways of working in rela�ngto:

Loss or the�

Concerns or defects

2. Be able to operate communication systemsand devices

2.1 Ensure systems and devices are in safe andgood working order2.2 Show how to navigate using screen layout,including sign in and out2.3 Demonstrate functionality of the systemsand devices2.4 Demonstrate how to operate the systemwhen:

Receiving a new allocation

Receiving allocations when mobile

Receiving a revised allocation



Func�onality of the systems and devices may include power management process, screen layout,screen brightness and controls such as volume.

Statusesmay include meal breaks, refuelling, use of excep�ons and mobile to base.

Map func�ons and op�onsmay include zoom in/out, go to function, rou�ng and naviga�ng,tracking, visual/audible routes, auto zoom, navigation op�ons available.

Booking events

Running comple�ons

End of day sequence2.5 Demonstrate how to set statuses andunderstand warning messages received2.6 Show how to send and receive messages2.7 Navigate and usemap functions andop�ons2.8 Demonstrate a:

Voice request

Emergency call


Component 21: Conveyance of patients with own medication and medical devices



Component SummaryThis component covers the knowledge, understanding and skills required for a learner who workswithin ambulance patient care se�ng to support a patient who may have medical devices and theirown medica�on.


Learning outcomes - The learner will Assessment criteria - The learner can:1. Understand current legisla�on, na�onalguidelines, policies and procedures rela�ng totransporta�on of pa�ents own medica�on

1.1 Explain own role and responsibili�es whentranspor�ng patient’s own medica�on withregard to:

Current legislationNa�onal guidelinesAgreed ways of working

1.2 Describe the importance of transpor�ngpa�ent’s own medication1.3 Explain the procedures used to transport apa�ent’s own medication in accordance withagreed ways of working

2. Understand importance of following correctprocedures for pa�ents who have Intravenous(IV) access

2.1 Explain the purpose of an IV access2.2 Describe the procedure to be followedfor conveyance of a pa�ent with a IV access2.3 Describe the procedure to be followed inrela�on to the management of an IV accesssite if visible haemorrhage occurs at oradjacent to the access site

3. Understand how to manage the conveyance 3.1 Explain the purpose of catheterisationof a pa�ent with a catheter 3.2 Iden�fy the difference between

intermi�ent catheter and indwelling catheter3.3 Describe the procedures to be followedwhen transpor�ng a catheterised patient3.4 Describe the procedure to be followed inthe event of:

BleedingDevice pulled outDevice leakingDevice torn or damagedDevice blocked


4. Understand how to manage the conveyanceof a pa�ent with a syringe driver or othermedical devices

4.1 Explain the purpose of a syringe driver orother medical devices4.2 Describe common uses of a syringe driveror other medical devices4.3 Iden�fy syringe driver positioning sites4.4 Explain the procedure to be followedwhen a warning alarm or error occurs within asyringe driver or other medical devices


Importance –Medication compliance, medica�on review, prescription governance.

Access – This may include fistulas, cannulas and other IV devices.

Other medical devicesmay include external differentiators, medical tapes, cardiac monitoringdevice, blood pressure devices, generic monitoring devices.


Component 22: Administration of oxygen therapy in ambulance patient care



Component SummaryThis component provides the knowledge, understanding and skills required to provide medicaloxygen to a pa�ent in line with medical gas administra�on guidelines and service protocols.


Learning OutcomesThe learner will:

Assessment CriteriaThe learner can:

1. Understand the guidelines for the use oxygentherapy.

1.1 Explain benefits of oxygen therapy1.2 Explain contraindications prohibi�ng use ofoxygen1.3 Explain dangers of using compressed gas1.4 Outline health and safety rules for the:

Iden�fica�on

Use

Storage

Handling of oxygen

2. Be able to administer oxygen therapy inaccordance with agreed ways of working

2.1 Carry out opera�onal checks in prepara�onfor use of oxygen therapy equipment2.2 Iden�fy when oxygen therapy is required2.3 Administer oxygen using the required flowrate for the following oxygen delivery devices:

Non re-breather mask

Bag, valve and mask

2.4 Administer oxygen to a pa�ent2.5 Complete required documentation for:

Prescribed useEmergency use


Component 23: Administration of medical gases in ambulance patient care

Component Reference Number: F/615/5743


Component SummaryThis component provides the knowledge, understanding and skills required to provide medicaloxygen and Entonox to a pa�ent in line with medical gases administration guidelines and serviceprotocols.


Learning outcomesThe learner will:

Assessment criteriaThe learner can:

1. Understand the guidelines for the use oxygentherapy.

1.1 Explain benefits of oxygen therapy1.2 Iden�fy indications for the use of oxygen1.3 Explain contraindications prohibi�ng use ofoxygen1.4 Describe dangers of using compressed gas1.5 Outline health and safety rules for the:

Iden�fica�onUseStorageHandling of oxygen

2. Be able to administer oxygen therapy in linewith agreed ways of working.

2.1 Carry out opera�onal checks in prepara�onfor use of oxygen therapy equipment2.2 Iden�fy when oxygen therapy is required2.3 Administer oxygen using the required flowrate for the following oxygen delivery devices:

Nasal cannulaSimple/venturi maskNon re-breather maskBag, valve and mask

2.4 Administer oxygen to a pa�ent2.5 Complete required documentation for

Prescribed useEmergency use

3. Understand the guidelines for the useEntonox therapy.

3.1 Describe properties of Entonox3.2 Explain complica�ons of environmentaltemperature3.3 Explain benefits of Entonox therapy3.4 Iden�fy the indications for the use ofEntonox3.5 Explain cautions and contraindica�ons foruse of Entonox


4. Be able to administer Entonox therapy in linewith agreed ways of working.

4.1 Carry out opera�onal checks in prepara�onfor use of Entonox therapy equipment.4.2 Iden�fy when Entonox therapy is required4.3 Administer Entonox to a pa�ent4.4 Complete required documentation


Sec�on Four

Centre Informa�on

4.1 Centre Operations Manual

Informa�on regarding centre support, learner registra�on, cer�fica�on, reasonableadjustements and special consideration, complaints and appeals can be found in theCentre Operations Manual

4.2 Ini�al Assessment and Centre Learner Support

It is important that centres carry out some form of initial assessment that iden�fies whatcompetence and knowledge a learner already has and any proven and documented needs whichshould be taken into account. This should include an assessment of minimum core personal skills inEnglish, Mathema�cs and ICT.

This should be recorded so that centres can iden�fy any associated needs and record this inappropriate plans. This will help in planning the learning programme. It is important at the ini�alassessment stage to ensure that learners commence a programme at the appropriate level.

Centres should assess each learner’s poten�al and make a professional judgement about his/herability to successfully complete the programme of study and achieve the qualifica�on.

This assessment will need to take account of:

the support available to the learner within the centre during his/her programme of studyany specific support that might be necessary to allow the learner to access the assessment forthe qualificationdiagnoses of the requirements of the learner, making use of specialist advice from externalsources, as appropriate.

Centres should iden�fy any learner requirements and how they may affect successful comple�on ofthe par�cular programme. Programme teams should refer closely to the qualifica�on specificationswhen discussing possible op�ons for learners. They should advise learners on the appropriatenessof the qualification to the learner and iden�fy more suitable qualifications if necessary.

It is our intention that there should be no discrimination on the grounds of a protectedcharacteris�c. FutureQuals and approved centres have a responsibility to ensure that the process ofassessment is robust and fair and allows a learner to show what they know and can do withoutcompromising the assessment criteria.

Details on how to make adjustments for learners to ensure fair access to assessment is set out in theFutureQuals Reasonable Adjustment and Special Considera�ons Policy.


4.3 Indentification Requirements and Learner Authen�cty

Iden�fication Requirements

It is a centre’s responsibility to confirm the iden�ty of a learner as part of its registra�on process. Acentre may do this by requesting sufficient personal data and a unique learner number (ULN) toensure the learner can be clearly and uniquely iden�fied.

The use of a ULN is now a mandatory requirement for publicly funded education and whensubmi�ng Individualised Learner Record (ILR) returns.

Centres must have systems in place to ensure that an individual comple�ng an assessment is theperson he/she is claiming to be.

Therefore, centres are required to ensure that each learner’s iden�fication is checked and that thetype of iden�fication provided by each learner is recorded before assessments are undertaken.FutureQuals External Quality Assurers will check this record during quality assurance monitoringac�vi�es.

The following would be permitted proof of a learner’s Iden�ty:

a valid passport (any na�onality)a signed UK photo card driving licencevalid warrant card issued by HM Forces or the Policeother photographic ID card, e.g. employee ID card (must be current employer), student IDcard, travel cardUK biometric residence permit.

If an assessment is taking place in a learner’s place of work and a learner is unable to supply any ofthe above, authentication of a learner’s iden�ty by a third-party representative, for example his/herline manager or a member of his/her workplace Human Resources Team can be accepted.

Learner Authenticity

It is a regulatory requirement that every assessment submission is authenticated as the work of thenamed learner whether submitted to a centre or to FutureQuals. Therefore, the FutureQualsEvidence Logbook requires that a declaration of authen�city is signed by a learner for eachassessment submitted.

By signing the declaration a learner is acknowledging that if the statement is untrue, an assessmentbreach has been committed.

If a centre uses electronic systems or e-por�olios, an alternate form of formal declara�on ofauthen�city must be completed with each assessment that is submitted.

If a centre uses its own version of the FutureQuals Evidence Logbook it must ensure that the versionused captures the same informa�on i.e. the assessment method, evidence reference, the assessor’sdecision (including the signature and date to evidence completion assessment) and the learner’sdeclaration of authen�city.


Any submission that does not carry a formal declara�on of authen�city will not be externally qualityassured. If an alternate formal declaration of authenticity is completed by a learner it must, as aminimum, include the statement:

Statement of confirma�on of authen�city

I declare that thework presented for thiscomponent isentirelymy ownwork.

The learner must sign and date the declara�on.

4.4 Legal Considerations

Learners and centres should be aware of regulations affec�ng those who deal with children, youngpeople and vulnerable adults in the country the qualifica�on is delivered in.

The Prevent duty guidance available from the Home Office, makes clear the important role of furthereduca�on leaders in stopping extremists seeking to radicalise learners on campuses and insuppor�ng learners at risk of extremist influences.

Ofsted has responsibility for monitoring the Prevent duty in publicly funded further education andskills providers.


Sec�on Five

Care Cer�ficate (England)

5.1 Care Cer�ficate (England)

Unit 1: Principles of ambulance pa�ent care provides the learner with the majority of knowledge andunderstanding to achieve the care cer�ficate along with other various criteria in the remainingunits.

The Care Cer�ficate links to National Occupa�onal Standards and the units in this qualifica�on andcovers what is needed to be caring - giving attendants a good basis to develop the requiredknowledge and skills.

For CQC regulated providers in England, such as the Ambulance Service, the Care Cer�ficate isexpected of care workers.

This qualifica�on provides the learner with knowledge and skills that contribute to the CareCer�ficate. It remains the responsibility of the employer to ensure all relevant elements of the CareCer�ficate are completed in line with the recommenda�ons and guidance supplied.

The following standards apply to the Care Cer�ficate:Understand your roleYour personal developmentDuty of careEquality and diversityWork in a person centred wayCommunica�onPrivacy and dignityFluids and nutri�onAwareness of mental health, demen�a and learning disabili�esSafeguarding adultsSafeguarding childrenBasic life supportHealth and safetyHandling informa�onInfec�on preven�on and control.

Achievement of the qualifica�on requires that the relevant components of the Care Cer�ficate havebeen achieved in line with guidance provided.h�p://www.skillsforhealth.org.uk/standards/item/216-the-care-cer�ficate

The Care Cer�ficate was developed, as part of the Cavendish Review work, jointly by Skills forHealth, Health Education England and Skills for Care It:

applies across health and social care in Englandgood prac�ce for devolved na�onslinks to National Occupa�onal Standards and units in qualifica�onscovers what is required to be caring, giving workers a good basis from which they can furtherdevelop their knowledge and skills.


Sec�on Six

Level 4 Teaching Qualifications: Acceptable Equivalents or Higher

Level 4 Teaching Qualifications: Acceptable Equivalents or Higher.

Advanced Diploma Teaching in Further Educa�on - 2006BTEC Professional Cer�ficate In Instruc�onal Techniques - Level 4CIPD Cer�ficate in Training Prac�ce - Level 3City & Guilds 7307 Certificate in Teaching Adult Learners - Stage 1 & 2City & Guilds 7407 Level 4 Stage 1City & Guilds 7407 Level 4 Stage 1&2City & Guilds L3 Cer�ficate for Learning Support Prac��onersCity & Guilds L3 Cer�ficate in Learning & DevelopmentCity & Guilds L3 Cer�ficate in Suppor�ng LearningCity & Guilds L5 Diploma in TeachingCity and Guilds 7306 Further and Adult Education Teachers Cer�ficateLevel 4Edexcel/BTEC L3 Certificate in Ambulance Driving Instruc�onEdexcel L4 Diploma in Learning & developmentEDI Level 3 Certificate in Educa�onal Principles and Prac�ceENB 998: Teaching and Assessing in Clinical PracticeFETC Stage 1 Level 4 (old NQF)FETC Stage 2 Level 4 (old NQF)FETC Stage 3 Level 4 (old NQF)Generic Cer�ficates in Education (Cert.Eds.), Post Graduate Cer�ficates inEduca�on (PGCEs) or equivalent from English HEIsGeneric Cer�ficates in Educa�on (Cert.Eds.), Post Graduate Cer�ficates inEduca�on (PGCEs) or equivalent from HEIs in WalesIHCD Ambulance Aid/Clinical Tutor qualifica�onIHCD Ambulance Driving Tutor qualifica�onL3/L4 Cer�ficate in Teaching in the Llifelong Learning Sector,L4 Certificate in Education & TrainingL4/L5 Diploma in Teaching in the Llifelong Learning Sector,L5 Diploma in Education & TrainingNursing & Paramedic Mentorship Qualifica�onsNVQ Level 3 in Learning and DevelopmentNVQ Level 3 Training and DevelopmentNVQ Level 4 Co-ordination of Learning & Development ProvisionNVQ Level 4 in Learning and DevelopmentNVQ Level 4 in Training and DevelopmentOCR L3 Cer�ficate in Learning & DevelopmentOCR L4 Diploma in Learning & DevelopmentOCR L5 Diploma in Teaching LearnersOCR L7 Diploma in Teaching LearnersPearson/EDI L3 Cer�ficate in Learning & DevelopmentPearson/BTEC L5 Diploma in TeachingSkills for Life jointly endorsed and approved qualifica�ons integra�nggeneric teacher training with a Skills for Life subject specialismUniversity of Ulster Certificate in Further/Higher Educa�on

www.futurequals.com

Future (Awards and Qualifications) LtdEMP House, Telford Way, Coalville,Leicestershire, LE67 3HE

Telephone: 01530 836662Fax: 01530 836668Email: [email protected]

FutureQualsINSPIRING LEARNING AND SKILLS

TM

Documents

Qualifica onSpecifica onVocational qualifications accredited byth eUKreg ula torsan drec ognisedby emplo yers , universi esan dpro fess ionalbodies 24/7online manag em ent systemsforthe