NSH_HC_Workbook_Assessor_Jan15FINAL

NHS Health Check
Assessor workbook
to accompany the competence framework
January 2015

2
About Public Health England
Public Health England exists to protect and improve the nation's health and
wellbeing, and reduce health inequalities. It does this through world-class
science, knowledge and intelligence, advocacy, partnerships and the delivery
of specialist public health services. PHE is an operationally autonomous
executive agency of the Department of Health.
Public Health England
Wellington House
133-155 Waterloo Road
London SE1 8UG
Tel: 020 7654 8000
www.gov.uk/phe
Twitter: @PHE_uk
Facebook: www.facebook.com/PublicHealthEngland
About Skills for Health
Skills for Health is responsible for developing National Occupational
Standards (NOS) for the healthcare occupations in the UK. The competences
included in the NHS Health Check competence framework are drawn from
these standards. PHE commissioned Skills for Health to develop this
workbook for use by assessors. www.skillsforhealth.org.uk
Document agreed by: NHS Health Check national competency & training
working group.
For queries relating to this document, please contact
louise.cleaver@phe.gov.uk
© Crown copyright 2015
You may re-use this information (excluding logos) free of charge in any
format or medium, under the terms of the Open Government Licence v3.0. To
view this licence, visit OGL or email psi@nationalarchives.gsi.gov.uk. Where
we have identified any third party copyright information you will need to
obtain permission from the copyright holders concerned.
Published January 2015
PHE publications gateway number: 2014549

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Contents
About Public Health England and Skills for Health 2
Contents 3
Introduction 4
Purpose 4
Role of the assessor 5
Competences 6
Assessment principles 7
Types of assessment 9
Quality assurance 10
Signing off competences 11
Definitions 11
Appendix: Competence Assessment Guide
12
Unit 1: NHS Health Check programme 12
Unit 2: Information governance during NHS Health Check
assessments
14
Unit 3: Obtain valid consent when carrying out NHS Health
Check assessments
15
Unit 4: Carry out NHS Health Check assessments with
clients at risk of developing cardiovascular disease
16
Unit 5: Perform first line calibration on clinical equipment
ready for use during NHS Health Check assessments
18
Unit 6: Perform point-of-care testing during NHS Health
Check assessments
20
Unit 7: Undertake routine clinical measurements for NHS
Health Check assessments
22
Unit 8: Agree courses of action following NHS Health
Check assessments to address health and wellbeing
needs of clients
24
Unit 9: Communicate with NHS Health Check clients about
promoting their health and wellbeing
26
Unit 10: Support NHS Health Check clients to access
information on services and facilities
28
Unit 11: Report results from NHS Health Check
assessments
29

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Introduction
The NHS Health Check is a national initiative to prevent heart disease,
stroke, diabetes, kidney disease and certain types of dementia through early
identification and management of certain risk factors. The tests,
measurements and risk management interventions that make up the NHS
Health Check can be delivered in different settings by different healthcare
professionals. For example, health trainers, healthcare assistants and
pharmacy assistants working in primary care and pharmacy, using a range of
outreach models, have supported commissioners seeking to engage as many
eligible people as possible.
Please see the NHS Health Check competence framework.
Purpose of this document
This document is for assessors to use with their learners. It accompanies the
NHS Health Check competence framework and the NHS Health Check
learner workbook. It is designed as guidance for assessors when assessing
learners both in and outside of the workplace. Following this guidance will
ensure a consistent approach that should support sector confidence in the
new arrangements. The document has been developed with commissioners
and trainers and represents best practice.
Use of this guidance and the learner workbook is encouraged but is not
mandatory. However, local contract arrangements may mean that you are
obliged to use this process, please contact your local commissioner to check
if you are unsure. Assessment can also be achieved by other means, for
example by completing a full qualification, qualification unit or existing internal
assessment process.
This document can be used as a tool to identify potential gaps in internal
assessments and existing training arrangements.

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Role of the assessor
As the assessor your role is to make a judgement, based on the evidence
provided by the learner, on whether or not they meet the learning outcome
and, therefore, when the learner is safe to practice without direct/line of sight
supervision against a particular competence. You may then need to
communicate this to the person’s supervisor or manager (where this isn’t
you) so they can make the decision to allow the person to work without direct/
line of sight supervision. Assessment will usually be done in-house by the
employing organisation but could be carried out via a college or other
programme of study.
Assessor criteria
As an assessor:
 you must be occupationally competent
 you must be occupationally competent to assess. If you do not hold a
recognised assessor qualification you must meet the standards of
assessment practice as set out in the Learning and Development National
Occupational Standard 09 Assess learner achievement.
An assessor must:
 ensure learners understand the purpose, requirements and processes
of assessment
 plan assessments to meet requirements and learner needs
 use valid, fair, reliable and safe assessment methods
 identify and collect evidence that is valid, authentic and sufficient
 make assessment decisions against specified criteria
 provide feedback to the learner that affirms achievement and identifies
 any additional requirements
 maintain required records of the assessment process, its outcomes
and learner progress
 work with others to ensure the standardisation of assessment practice
and outcomes
Your first task as an assessor will be to review the learner’s existing
competences, skills, knowledge, qualifications and experience. Some
learners will need to complete the entire workbook while others will be able to
demonstrate prior learning and experience.

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Competences
You will assess learners against the following units:
Unit 1: NHS Health Check programme
Unit 2: Information governance during NHS Health Check assessments
Unit 3: Obtain valid consent when carrying out NHS Health Check
assessments
Unit 4: Carry out NHS Health Check assessments with clients at risk of
developing cardiovascular disease
Unit 5: Perform first line calibration on clinical equipment ready for use
during NHS Health Check assessments
Unit 6: Perform point-of-care testing during NHS Health Check
assessments
Unit 7: Undertake routine clinical measurements for NHS Health Check
assessments
Unit 8: Agree courses of action following NHS Health Check assessments
to address health and wellbeing needs of clients
Unit 9: Communicate with NHS Health Check clients about promoting their
health and wellbeing
Unit 10: Support NHS Health Check clients to access information on
services and facilities
Unit 11: Report results from NHS Health Check assessments
The competence framework does not replace employer induction specific to
the workplace in which the learner carries out NHS Health Check
assessments. It builds upon the existing knowledge and skills that they will
already have obtained via the Care Certificate.
The competence framework is also in addition to the Core Competences
expected of all healthcare support workers. All learners should be aware of
the scope of their role, their responsibilities and the limits of their competence
when undertaking an NHS Health Check. They should know the legal and
local requirements associated with their role. They should treat people with
compassion, dignity and respect at all times. They should always begin by
obtaining valid consent prior to any intervention and they should recognise
when to seek assistance or refer a client to others.
Assessment guidance for the Core Competences is not included in this
document but prompts have been added at appropriate points to encourage
assessors to check that these core skills are in daily use.

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The Core Competences are:
1. Personal development
2. Effective communication
3. Equality, diversity and inclusion
4. Duty of care
5. Safeguarding
6. Person-centred care and support
7. Handling information
8. Infection prevention and control
9. Health and safety
10. Moving and assisting
As an assessor you will need to ensure each learner can access a copy of
the learner workbook and/or any other learner resources that will help them in
their learning.
Learners who are not doing full qualifications or units are encouraged to work
through the learner workbook and to keep a portfolio of evidence ready for
assessment.
Assessment principles
o As the competence framework is designed to be used across a range of
roles at different levels the assessment evidence required should reflect
this. It is important that the evidence you ask the learner to produce—
whether this is written evidence, verbal questions, discussion or
observation of their performance in the workplace—is sufficient to make a
judgement and appropriate to the grade/level of the role they have. It is
equally important that you do not ‘over assess’.
o Competence-based (skills-based) learning outcomes must be assessed
using direct observation in the workplace as the primary source of
evidence. Evidence must be generated during the learner’s normal work
activity. The use of Skype or other virtual or remote media is not permitted.
o Knowledge-based learning outcomes may be assessed using evidence
generated outside of the work environment, eg in a classroom, via group
learning or on-line.

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o You should take every opportunity to assess holistically and proportionally.
Evidence generated during the course of an assessment maybe used to
evidence achievement of more than one competence. Where appropriate
the same evidence may also be used towards achievement of the Care
Certificate, Core Competences, QCF qualifications and apprenticeships.
o In undertaking the competence framework it may not be possible for the
same person to be responsible for assessment of every outcome. In some
instances, the learner will undertake learning and assessment of
knowledge in a classroom or group-based setting. In other instances, e-
learning or workbooks may be used to assess some of the knowledge.
Where this is the case there should be a lead assessor who has overall
responsibility for making a decision on whether the standard has been
met. This would include making sure that there is evidence of assessment
decisions against each learning outcome and, where appropriate, that the
knowledge is being integrated into practice.
o Expert witnesses can be used for direct observation where they have
occupational expertise for specialist areas or the observation is of a
particularly sensitive nature. The use of expert witnesses should be
determined and agreed by you, the assessor.
o Where evidence of prior learning for knowledge is used you must assure
yourself that the learner has kept the knowledge current.
o Good assessment practice involves ensuring that you agree a plan with
the learner on what will be assessed and when. You should also plan to
regularly review progress of the learner against the competences and
agree any actions to ensure progress is maintained.

9
Types of assessment
Assessment will differ according to the individual learning outcomes and their
assessment criteria. This document sets out what must be assessed and how
it should be assessed. Most assessment will be within a work setting and
should be completed face-to-face.
When you are assessing the learner’s performance they should be made
aware that they are being assessed. As a client will also be present at this
time you will need to gain the client’s valid consent to perform assessment on
your learner.
Two main types of assessment are included in this workbook.
1. Underpinning knowledge
Evidence to meet knowledge assessment criteria can be provided through:
 one-to-one discussion
 as part of a group exercise
 written, for example, in a workbook or portfolio1
Where e-learning has been used it must have an associated assessment.
The outcome of this assessment can be used as evidence toward the
achievement of the whole competence.
Assessment of knowledge and understanding is prefixed with verbs such as
‘describe,’ ‘explain,’ ‘define,’ ‘list,’ or ‘identify’ and can be undertaken using
written or verbal evidence such as the workbook, written questions, case
studies or sound files.
Documentation of assessment and evidence of practice should be completed
in the learner’s workbook or the portfolio that is used in your workplace. It can
also be a place where learners can document their continuing training,
learning and development.
The learner workbook/portfolio should also be used to gather assessment
information from peers and supervisors. It should include feedback from the
clients as part of an on-going appraisal and development process.
1
A portfolio will usually include a CV and personal statement, professional development and learning records,
regular reflective pieces and an incident analysis and review log.

10
The learner workbook/portfolio will be used to gather evidence which can be
accessed when changing roles or moving between employers.
2. Competence
The assessment must be observed in the workplace as part of the learner’s
normal work duties. You will record your assessment decision on the
documentation used in your workplace, eg the learner workbook/portfolio.
Assessment of performance in the workplace is prefixed with verbs such as
‘demonstrate,’ ‘take steps to,’ ‘use’ or ‘show’ and must be done during the
learners real work activity and observed by you.
Learners can practice and develop their new skills in a classroom/skills lab or
similar setting but the assessment evidence must be collected during real work
activity. Simulation is not permitted for assessment of the competences included in
the NHS Health Check competence framework.
You may want to seek the views of work colleagues or the client when
making the judgment on the learner’s performance. However, the final
decision still lies with you on whether the learner has met the outcome
required or not.
Quality Assurance
Internal quality assurance is key to ensuring that the assessment of evidence
is of a consistent and appropriate quality between different assessors.
While it is recognised that a formal internal and external quality assurance
infrastructure may not currently be available, where possible assessors
should be encouraged to use standardisation techniques set out in the
Learning and Development National Occupational Standard 11: Internally
monitor and maintain the quality of assessment.
You may also find this document helpful: NHS Health Check programme
standards: a framework for quality improvement.

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Signing off competences
Once a learner has completed and been assessed as meeting all of the
learning outcomes in a particular competence you may judge them fit to carry
it out unsupervised. As soon as you have reached an assessment decision
conferring competence on the learner, you and they should complete the
relevant sign off pages in the learner workbook or portfolio.
The learner’s supervisor should be notified once the learner is deemed
competent against each unit so that they are allowed to work unsupervised.
A learner can be signed off against a single competence at a time rather than
having to be signed off against all of the competences with the NHS Health
Check competence framework simultaneously.
No learner can be partially signed off against a competence. They are either
‘competent’ or ’not yet competent’. To be competent they need to meet all of
the learning outcomes and assessment criteria within the competence.
Definitions
Occupationally competent
This means that each assessor must be capable of carrying out the full
requirements within the competence they are assessing themselves. As
occupational competence must be at competence level this may lead to
having different assessors across the whole framework. Being occupationally
competent means they are also occupationally knowledgeable. Their
occupational competence should be maintained through clearly demonstrable
continuing learning and professional development. This can be demonstrated
through current statutory professional registration.
An expert witness must have a working knowledge of the competences on
which their expertise is based and:
 be occupationally competent in their area of expertise
 have EITHER a qualification in assessment of workplace performance OR
a professional work role that involves evaluating the everyday practice of
staff

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Appendix: Competence Assessment
Guide
Unit 1: NHS Health Check programme
NHS Health Check area: Programme knowledge
Derived from NOS: CHS227 Conduct health screening programmes
The learner will To meet this standard the learner
can:
Assessment Guidance
1. Understand
how to prepare
to conduct NHS
Health Check
assessments
1. Summarise the current legislation,
national and local guidelines,
policies, protocols and good practice
guidelines in relation to carrying out
an NHS Health Check
Underpinning
Knowledge - assessed by
1:1 or Group work
Also refer to Core
Competences:
Equality, diversity and
inclusion
Duty of Care
Safeguarding
Infection prevention and
control
Health and safety
Moving and assisting
Handling information
2. Explain the purpose and scope of
the NHS Health Check
Underpinning
1:1 or Group work
3. Identify the range of facilities and
resources needed to carry out the
NHS Health Check
Underpinning
1:1 or Group work
4. Describe the range of information
and tests required within the NHS
Health Check
Underpinning
1:1 or Group work
5. Describe the importance of quality
assurance, quality control and
regular monitoring of quality within
the NHS Health Check
Underpinning
1:1 or Group work
6. Identify the range and purpose of
equipment and associated systems
required for the NHS Health Check
and explain their application
Underpinning
1:1 or Group work
2. Understand
the risk factors
associated with
conducting NHS
Health Check
assessments in
their work
place
1. Describe what may influence the
effectiveness of investigations,
procedures and interventions
Underpinning
1:1 or Group work
2. Explain why it is important to
recognise the contra-indications and
risk factors
Underpinning
1:1 or Group work
3. Describe how to comply with risk
assessments
Underpinning
1:1 or Group work
can:
Assessment Guidance

13
3. Be able to
conduct NHS
Health Check
assessments
1. Inform the client of the purpose of
the NHS Health Check and their
expected commitment
Competence – assessed
by learner being
observed in workplace
Also refer to unit 3:
Obtain valid consent
when carrying out NHS
Health Check
assessments
and to Core
Competence:
Effective communication
2. Inform the client if any
structures/systems are in place for
referral and the selection criteria
and processes for referral
by learner being
3. Inform the client of how the
confidentiality of their data is
assured
by learner being
4. Be able to
record the
results of NHS
Health Check
assessments
1. Identify ways of presenting
information, including statistical and
factual information applicable to the
NHS Health Check
Underpinning
1:1 or Group work
Also refer to Core
Competence:
2. Describe the relevant information
that needs to be included in NHS
Health Check reports
Underpinning
1:1 or Group work
3. Collate all data and information
from the NHS Health Check
by learner being
4. Confirm that all NHS Health Check
results have been fully checked
by learner being
5. Check that the reports are
validated and authorised for
inclusion in the report
by learner being
6. Produce a report on the NHS
Health Check in line with local and
national guidelines
by learner being
5. Know how to
refer clients to
others
following NHS
Health Check
assessments
1. Describe the importance of follow
up requirements resulting from NHS
Health Check assessments
Underpinning
1:1 or Group work
Also refer to Core
Competence:
Duty of care
Person-centred care and
support
2. Explain how to initiate a referral
process
Underpinning
1:1 or Group work
Also refer to Core
Competence:
6. Know the
limitations of
the NHS Health
Check
1. Describe how the NHS Health
Check identifies and manages risk
2. Explain what measurements and
assessments are not included in an
NHS Health Check
Underpinning
1:1 or Group work

14
Unit 2: Information governance during NHS Health Check
assessments
NHS Health Check area: Information governance
Derived from NOS: n/a - this is a knowledge only unit
can:
Assessment Guidance
1.Understand
information
governance
policies and
procedures
1. List the information governance
and data protection policies and
procedures they need to adhere to
when carrying out an NHS Health
Check
Underpinning
1:1 or Group work
Also refer to Core
Competence:
and the information
governance pack
2. Describe how to address
questions from the client relating to
protection of their data
Underpinning
1:1 or Group work
2. Know how to
find and
interpret
information on
data protection
and
information
governance
1. Identify where to find additional
information on data protection and
information governance
Underpinning
1:1 or Group work
2. Describe how to interpret a range
of information on data protection
and information governance
Underpinning
1:1 or Group work

15
Unit 3: Obtain valid consent when carrying out NHS Health Check
assessments
NHS Health Check area: Invitation; Client consent; Consent to share data
Derived from NOS: CHS167 Obtain valid consent or authorisation
can:
Assessment Guidance
1. Understand
what is meant
by valid
consent when
carrying out
NHS Health
Check
assessments
1. Describe why it is important to
establish valid consent
Underpinning
1:1 or Group work
Also refer to Core
Competence:
support2. List the range of activities for
which they will need to establish
valid consent
Underpinning
1:1 or Group work
2. Be able to
support clients
to understand
what is meant
by valid
consent when
carrying out
NHS Health
Check
assessments
1. Explain the purpose and
procedures for the valid consent to
the client and/or key people
by learner being
Also refer to Core
Competence:
2. Offer the client or relevant others
opportunities to ask questions or
seek clarification
by learner being
3. Be able to
obtain valid
consent when
carrying out
NHS Health
Check
assessments
1. Check the client’s identification
details according to local guidelines
before starting the valid consent
process
by learner being
Also refer to Core
Competences:
support
Effective communication2. Explain what steps to take if
consent cannot be readily
established
Underpinning
1:1 or Group work
3. Complete the appropriate valid
consent form
by learner being
4. Check the client 's or relevant
other's clear understanding and
confirm valid consent
by learner being
5. Give reassurance that the client or
relevant other can change their mind
for consent at any stage
by learner being

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Unit 4: Carry out NHS Health Check assessments with clients at
risk of developing cardiovascular disease
NHS Health Check area: Risk assessment
Derived from NOS: CVD EF3 Carry out assessment with individuals at risk of developing cardiovascular
disease
can:
Assessment Guidance
1. Understand
what is meant
by
cardiovascular
disease
1. List the key components of the
cardiovascular system and their
functions
Underpinning
1:1 or Group work
2. List the most common forms of
cardiovascular disease and their
causes
Underpinning
1:1 or Group work
3. List the common risk factors
including lifestyle factors which
determine the risk of cardiovascular
disease and the relative impact of
these factors
Underpinning
1:1 or Group work
4. Describe the physical,
psychological and social effects that
cardiovascular disease can have on a
client and their families
Underpinning
1:1 or Group work
2. Understand
how to carry
out NHS Health
Check
assessments
with clients at
risk of
cardiovascular
disease
1. List the types of clinical
investigations included in the NHS
Health Check
Underpinning
1:1 or Group work
2. Describe how to interpret the
results of tests and measurements
for a client at significant risk of
developing cardiovascular disease
Underpinning
1:1 or Group work
3. Explain how to calculate a client ’s
levels of risk of developing
cardiovascular disease
Underpinning
1:1 or Group work
4. List the appropriate tools and
methodologies to measure
individual’s physical indicators of risk
of cardiovascular disease
Underpinning
1:1 or Group work

17
can:
Assessment Guidance
3. Be able to
carry out NHS
Health Check
assessments
with clients at
risk of
developing
cardiovascular
disease
1. Use appropriate tools and
methodologies to measure a client ’s
physical indicators of risk of
by learner being
2. Use interview techniques to find
out about
a) factors in the client’s family
history and lifestyle that may
affect their levels of risk
b) any symptoms the client has
that may indicate they have
c) any other conditions the
client has that may affect
their levels of risk
by learner being
Also refer to Core
Competence:
support
3. Calculate and record the client’s
level of risk based on their
measurements and findings
by learner being
Also refer to Unit 1: NHS
Health Check
programme, learning
outcome 4.
4. Describe how to refer people to
other practitioners when their needs
are beyond own role or scope of
practice.
Underpinning
1:1 or Group work
Also refer to Core
Competence:
Personal development

18
Unit 5: Perform first line calibration on clinical equipment ready
for use during NHS Health Check assessments
Derived from NOS: GEN77 Perform first line calibration on clinical equipment to ensure it is fit for use
can:
Assessment Guidance
1. Understand
the procedures
involved in the
calibration of
equipment for
use during NHS
Health Check
assessments
1. List the standard operating
procedures and policies and explain
their importance
Underpinning
1:1 or Group work
Also refer to Core
Competence:
Health and safety
2. Explain the importance of
accuracy and precision when
calibrating equipment
Underpinning
1:1 or Group work
3. Explain how to check for validity
and reliability when calibrating
equipment
Underpinning
1:1 or Group work
4. Identify the common faults in
equipment and explain the
corrective action that should be
taken
Underpinning
1:1 or Group work
5. Explain how to recognise the
factors which could affect safety or
pose a risk associated with the use of
equipment
Underpinning
1:1 or Group work
2. Be able to
perform
calibration of
equipment for
use in NHS
Health Check
assessments
1. Perform checks to confirm the
operational status of equipment
by learner being
2. Select reference material to
calibrate equipment for operation
by learner being
3. Use standards to undertake the
calibration of equipment for the
intended purpose
by learner being
4. Follow procedures to confirm the
accuracy, precision and operational
effectiveness of equipment
by learner being
5. Confirm the equipment is suitable
and ready to use
by learner being

19
can:
Assessment Guidance
3. Be able to
conclude and
report on tests
on equipment
for use in NHS
Health Check
assessments
1. Record the validity and reliability
of the calibration procedure
by learner being
Also refer to Core
Competence:
2. Explain what you should do if you
identify any equipment that does
not meet calibration standards and
the actions to take to prevent
accidental use
Underpinning
1:1 or Group work
Also refer to Core
Competence:
Health and safety
3. Describe when to notify the
appropriate person of the status of
equipment following calibration,
seeking advice as necessary
Underpinning
1:1 or Group work
Also refer to Core
Competence:

20
Unit 6: Perform point-of-care testing during NHS Health Check
assessments
Derived from NOS: CHS217 Perform point-of-care testing
can:
Assessment Guidance
1. Understand
point-of-care
testing
1. Define ‘point-of-care testing’ Underpinning
1:1 or Group work
2. Describe the purpose of quality
control in a point-of-care testing
environment
Underpinning
1:1 or Group work
This should specifically
include recognition of
the need for correct,
auditable storage
3. Describe the possible causes and
remedial action in the event of an
erroneous quality control check
Underpinning
1:1 or Group work
4. Explain what to do and who to
contact if the results fall outside of
the expected parameters
Underpinning
1:1 or Group work
Also refer to Core
Competence:
2. Be able to
prepare for
point-of-care
testing in NHS
Health Check
assessments
1. Explain the procedure to the client
and confirm their understanding
by learner being
Refer to unit 3: Obtain
valid consent when
carrying out NHS Health
Check assessments
Also refer to Core
Competence:
2. Match the point-of-care request
against the tests planned, raising
queries if discrepancies occur
by learner being
3. Select and position the
equipment, resources and systems
for the point of care procedure
by learner being
Also refer to Core
Competence:
control
4. Check the integrity and expiry
date of test strips
by learner being
5. Check the calibration and routine
quality control in accordance with
the manufacturer’s guidelines
by learner being
6. Check external quality assurance
results against expected
performance parameters
by learner being
Also refer to Core
Competence:

21
can:
Assessment Guidance
3. Be able to
perform point
of care testing
in NHS Health
Check
assessments
1. Check that the specimen/sample
is of suitable quality for testing in
accordance with policy and
procedures
by learner being
2. Conduct the point-of-care testing
in accordance with policy and
procedures
by learner being
Also refer to Core
Competence:
control
Health and safety
3. Record the point-of-care testing
results in accordance with policy and
procedures
by learner being
Also refer to Unit 1: NHS
Health Check
programme, Learning
outcome 4.
4. Check the test results against
accepted performance parameters
by learner being
Also refer to Core
Competence:
5. Describe the action to take when
encountering limitations/sources of
error when performing point-of-care
testing
Underpinning
1:1 or Group work
6. Dispose of waste materials in
procedures
by learner being
Also refer to Core
Competence:
control
7. Decontaminate equipment used in
procedures
by learner being

22
Unit 7: Undertake routine clinical measurements for NHS Health
Check assessments
NHS Health Check area: Interpreting results
Derived from NOS: CHS19 Undertake routine clinical measurements
can:
Assessment Guidance
1. Understand
what is meant
by
physiological
measurements
undertaking physiological
measurements
Underpinning
1:1 or Group work
Also refer to the best
practice guidance
2. Explain the major factors that
influence changes in physiological
measurements
Underpinning
1:1 or Group work
3. Describe the agreed process when
unable to obtain or read a
physiological measurement
Underpinning
1:1 or Group work
4. Describe the agreed process when
a physiological measurement falls
outside of normal levels
Underpinning
1:1 or Group work
2. Understand
the
physiological
states that can
be measured
1. Explain the principles of blood
pressure to include:
a) blood pressure maintenance
b) differentiation between systolic
and diastolic blood pressure
c) normal limits of blood pressure
d) conditions of high or low blood
pressure
Underpinning
1:1 or Group work
2. I can explain the principles of
pulse rates to include:
a) normal pulse rates limits
b) factors affecting pulse rates –
raising or lowering
c) factors affecting pulse regularity
d) pulse sites on the body
Underpinning
1:1 or Group work
3. Explain the principles of body
mass index (BMI) in relation to
weight/dietary control
Underpinning
1:1 or Group work

23
can:
Assessment Guidance
3. Be able to
prepare to take
physiological
measurements
for NHS Health
Check
assessments
1. Explain to the client what
measurements will be undertaken
and why these are done
by learner being
Refer to unit 3: Obtain
valid consent when
carrying out NHS health
Check assessments
and to Core
Competences:
support
2. Describe the types of help clients
may need before taking their
physiological measurements
including:
a) adjusting a client’s clothing
b) moving and assisting
Underpinning
1:1 or Group work
Also refer to Core
Competence:
Moving and assisting
3. Check all materials and equipment
to be used are appropriately
prepared
by learner being
Also refer to Core
Competence:
Health and safety
control
4. Be able to
undertake
physiological
measurements
for NHS Health
Check
assessments
1. Reassure the client during the
physiological measurement process
by learner being
Also refer to Core
Competence:
support
2. Answer questions and deal with
concerns during the physiological
measurements process
by learner being
3. Select and use appropriate
equipment at the prescribed time
and in the prescribed sequence to
obtain an accurate measurement
by learner being
Also refer to Core
Competence:
support
4. Monitor the condition of the client
throughout the measurement
by learner being
Also refer to Core
Competence:
Duty of Care
support
5. Respond to any significant
changes in the client’s condition
by learner being
6. Record the client’s physiological
measurements
by learner being
Also refer to Core
Competence:
And Unit 1: NHS Health
Check programme,
learning outcome 4.

24
Unit 8: Agree courses of action following NHS Health Check
assessments to address health and wellbeing needs of clients
NHS Health Check area: Communication of risk
Derived from NOS: CHS45 Agree courses of action following assessment to address health and
wellbeing needs of individuals
can:
Assessment Guidance
1. Understand
the courses of
action
following NHS
Health Check
assessments to
address health
and wellbeing
needs of clients
1. Describe the reasons why it is
important to be honest and
transparent concerning the outcome
of the NHS Health Check
Underpinning
1:1 or Group work
Also refer to Core
Competence:
Duty of care
support2. Describe the different fears and
concerns that clients may have
about the outcomes of the NHS
Health Check
Underpinning
1:1 or Group work
3. Explain the risks which may be
inherent in various courses of action
and how to evaluate these
realistically
Underpinning
1:1 or Group work
Also refer to Core
Competence:
4. List the resources available to
meet the client’s needs within their
own and other organisations, and
how to access these
Underpinning
1:1 or Group work
2. Be able to
review clients’
assessment
results
1. Obtain and review all of the
information from the NHS Health
Check
by learner being
Also refer to Core
Competence:
2. Identify any gaps or ambiguities in
the assessment results and seek
clarification or further information
from relevant members of the team
by learner being
Also refer to Core
Competence:
3. Discuss the assessment results
with members of team to:
a) agree the outcomes
b) identify any risks to the client
c) identify potential actions
by learner being
Also refer to Core
Competence:
3. Be able to
carry out
follow up
meetings with
NHS Health
Check clients
1. Discuss the outcomes of the NHS
Health Check with the client and key
people in a way that is meaningful to
them
by learner being
Also refer to Core
Competence:
support2. Explore the possible actions to be
taken and provide the client and key
people with a rationale for them
by learner being
3. Explain the benefits and risks
associated with the actions
by learner being

25
can:
Assessment Guidance
4. Agree the actions to be taken with
the client based on the results of the
check and other relevant factors
by learner being
Also refer to Core
Competence:
support
4. Be able to
finalise
arrangements
to meet the
needs of clients
1. Make any necessary arrangements
in relation to the actions to meet the
needs of the client
by learner being
Also refer to Core
Competence:
support
2. Produce referrals to other
practitioners that contain all the
necessary information and are
presented clearly and logically
by learner being
Also refer to Core
Competence:

26
Unit 9: Communicate with NHS Health Check clients about
promoting their health and wellbeing
NHS Health Check area: Briefing/signposting/referral
Derived from NOS: HT2 Communicate with individuals about promoting their health and wellbeing
can:
Assessment Guidance
1. Understand
concepts of
health and
wellbeing in
relation to NHS
Health Check
assessments
1. Explain the terms ‘health’ and
‘wellbeing’
Underpinning
1:1 or Group work
2. Define the term ‘lifestyle’ Underpinning
1:1 or Group work
3. Explain the links between lifestyle
and health and wellbeing
Underpinning
1:1 or Group work
2. Understand
factors
influencing
health and
wellbeing
1. Identify the factors influencing an
individual’s health and wellbeing
Underpinning
1:1 or Group work
2. Identify wider determinants of
health and wellbeing
Underpinning
1:1 or Group work
3. Understand key health promotion
messages and the benefits of making
lifestyle changes
Underpinning
1:1 or Group work
4. Identify other people and agencies
who might be able to help clients to
improve their health and wellbeing
Underpinning
1:1 or Group work
3. Encourage
clients to
address issues
relating to their
health and
wellbeing
1. Raise the client’s awareness of the
key issues relating to their health
and wellbeing
by learner being
Also refer to Core
Competence:
support
2. Describe a range of approaches
that apply to promoting health and
wellbeing
by learner being
3. Use a range of methods for
providing information on health and
wellbeing
by learner being
4. Help the client to identify factors
affecting their own health and
wellbeing
by learner being
5. Explore the client’s knowledge
and beliefs about health and
wellbeing
by learner being
6. Encourage the client to take
responsibility for changing their
behaviour
by learner being

27
can:
Assessment Guidance
7. Help the client to get hold of
reliable and up-to-date information
and advice
by learner being
8. Help the client to access
appropriate support
by learner being

28
Unit 10: Support NHS Health Check clients to access information
on services and facilities
NHS Health Check area: Briefing intervention / signposting / referral
Derived from NOS: SCDHSC0027 Support individuals to access information on services and facilities
can:
Assessment Guidance
1. Know ways
to support NHS
Health Check
clients to
access
information on
services and
facilities
1. Identify the types of services and
facilities about which clients may
require information
Underpinning
1:1 or Group work
2. Identify possible barriers to
accessing and understanding
information
Underpinning
1:1 or Group work
Also refer to Core
Competence:
3. Describe ways to overcome
barriers to accessing information
Underpinning
1:1 or Group work
4. Describe how to access a range of
formats, translations and technology
that could make information more
accessible for clients
Underpinning
1:1 or Group work
5. Describe types of support clients
may need to enable them to identify
and understand information
Underpinning
1:1 or Group work
Also refer to Core
Competence:
support
2. Be able to
work with
clients to select
and obtain
information
about services
and facilities
1. Work with the client to identify
relevant and up to date information
on services and facilities that meet
their assessed needs and wishes
by learner being
Also refer to Core
Competence:
support2. Support the client to obtain
selected information in their
preferred format and language
by learner being
3. Be able to
work with
clients to
access and use
information
about services
and facilities
1. Support the client to access the
content of information about
services and facilities
by learner being
Also refer to Core
Competence:
support
2. Demonstrate ways to check the
client’s understanding of the
information
by learner being
3. Work with the client to access a
service or facility using the
information, in ways that promote
active participation
by learner being
4. Describe ways to support clients
to deal with any issues or concerns
that may arise from the content of
information
Underpinning
1:1 or Group work

29
Unit 11: Report results from NHS Health Check assessments
NHS Health Check area: Communication with GP
Derived from NOS: CHS221 Report results from healthcare investigations
can:
Assessment Guidance
1. Be able to
collate data
following NHS
Health Check
assessments
recognising when the check is
complete
Underpinning
1:1 or Group work
2. Collate results from a complete
check using the approved protocols
and procedures
by learner being
Also refer to Core
Competence:
2. Be able to
process data
following NHS
Health Check
assessments
1. Explain how to process data to
extract relevant and accurate results
from the check to create a report in
line with appropriate guidelines,
protocols and procedures
Underpinning
1:1 or Group work
Also refer to Core
Competence:
2. Describe the authorisation
protocols and procedures required
for issuing reports and how to gain
this within their work practice
Underpinning
1:1 or Group work
3. List the protocols and procedures
for providing verbal reports to
authorised recipients within their
work practice
Underpinning
1:1 or Group work
4. Identify how to recognise
situations where there is a need for
urgent reporting of results to
colleagues or key stakeholders
Underpinning
1:1 or Group work
Also refer to Core
Competence:
5. Check that the identity of the
client and the results for the
appropriate check match
by learner being
Also refer to Core
Competence:
6. Check the accuracy of results
using defined validation criteria,
identify any anomalous results and
take the appropriate action
by learner being
7. Identify the range of normal
values and the significance of normal
and abnormal results during the
check
Underpinning
1:1 or Group work
8. Check the correlation of results
with the client’s information
by learner being
9. Where applicable, transfer results
into a database or other record in
preparation for hard copy or
electronic reporting
by learner being

30
can:
Assessment Guidance
3. Be able to
report against
data collected
during NHS
Health Check
assessments
1. Describe how and when to add
additional statements to clarify
results, in line with your work
practice protocols and procedures,
ensuring this does not change the
meaning of the result
Underpinning
1:1 or Group work
Also refer to Core
Competence:
2. Explain how to recognise
anomalous results and the
appropriate actions required
Underpinning
1:1 or Group work
3. Explain how and when to generate
additional results
Underpinning
1:1 or Group work
4. Consult, as appropriate, with
colleagues to support, confirm or
resolve any concerns in the reporting
of results
by learner being
Also refer to Core
Competence:
5. Generate the report in the agreed
format, using relevant data as
appropriate to your work practice
by learner being
Also refer to Core
Competence:
6. Confirm authorisation from
relevant clients for the release of the
report
by learner being
7. Issue authorised reports in line
with appropriate guidelines,
protocols and procedures
by learner being

NSH_HC_Workbook_Assessor_Jan15FINAL

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