Assist in the sale of medicines and products
PROQUAL AWARDING BODY
vocational
This element focuses on the safe and legal sale of over-the-counter (OTC) medicines and healthcare products within a retail or clinical setting. Learners develop the ability to assess customer needs through effective questioning, recognise when referral to a pharmacist or other healthcare professional is necessary, and apply legislation and local policies to ensure sales comply with good practice. It underpins the duty of care in protecting customers from harm while providing accessible healthcare advice.
14
Learning Outcomes
18
Assessment Guidance
23
Key Skills
14
Key Terms
23
Assessment Criteria
Assessment criteria
ProQual Level 2 Diploma in Healthcare and Social Care Support Skills
ProQual Level 2 Certificate in Healthcare and Social Care Support Skills
ProQual Level 3 Certificate in Healthcare and Social Care Support Skills
ProQual Level 3 Diploma in Healthcare and Social Care Support Skills
ProQual Level 2 Award in Healthcare and Social Care Support Skills
Topic Overview
The ProQual Level 2 Award in Healthcare and Social Care Support Skills provides a foundational understanding of the principles and practices essential for working in health and social care settings. This qualification covers key areas such as communication, equality and inclusion, duty of care, and safeguarding, preparing learners for roles like healthcare assistant or support worker. It is vocationally relevant, meaning the knowledge and skills gained are directly applicable to real-world care environments, from hospitals to residential homes.
This award is part of the wider Health & Social Care curriculum and is designed to build confidence in providing person-centred care. Learners explore how to respect individuals' rights, promote independence, and work effectively as part of a team. The qualification also emphasises the importance of confidentiality and professional boundaries, which are critical for maintaining trust and safety in care settings. By mastering these support skills, students can progress to higher-level qualifications or employment in the sector.
Understanding this topic matters because the health and social care sector relies on skilled, compassionate workers who can meet the diverse needs of service users. The ProQual Level 2 Award ensures that learners are equipped with the core competencies required by employers, such as effective communication and understanding of safeguarding procedures. It also aligns with regulatory standards, including the Care Quality Commission (CQC) requirements, making it a valuable stepping stone for a rewarding career in care.
Key Concepts
Core ideas you must understand for this topic
- →Person-centred care: Tailoring support to an individual's preferences, needs, and values, ensuring they are actively involved in decisions about their care.
- →Duty of care: A legal obligation to act in the best interest of service users, avoiding harm and ensuring their safety and wellbeing.
- →Safeguarding: Protecting vulnerable individuals from abuse, neglect, or harm, and knowing how to report concerns appropriately.
- →Effective communication: Using verbal and non-verbal techniques to build rapport, actively listen, and convey information clearly with service users, families, and colleagues.
- →Equality and inclusion: Ensuring everyone has equal access to care and is treated with dignity and respect, regardless of age, disability, gender, race, religion, or sexual orientation.
Learning Objectives
What you need to know and understand
- Be able to identify customers' needs, Be able to refer a customer to the appropriate authority, Understand when the sale of OTC medicines cannot be completed, Be able to sell medicines or products, Know the local policy, legislation and good practice for sale of medicines
- Be able to identify customers' needs, Be able to refer a customer to the appropriate authority, Understand when the sale of OTC medicines cannot be completed, Be able to sell medicines or products, Know the local policy, legislation and good practice for sale of medicines
- Identify customer needs through effective questioning and active listening when selling OTC medicines.
- Explain the circumstances under which the sale of OTC medicines cannot be completed in accordance with legislation and pharmacy protocols.
- Demonstrate the process of appropriately referring a customer to a pharmacist or other healthcare professional.
- Apply local policies and good practice guidelines when completing a sale of medicines or products.
- Interpret relevant legislation, such as the Human Medicines Regulations, to ensure compliance during sales transactions.
- Identify customer needs through effective questioning and active listening.
- Explain the legal restrictions and contraindications for OTC medicines.
- Demonstrate the ability to refer customers to a pharmacist or healthcare professional when sales cannot be completed.
- Apply local policies and procedures to ensure safe handling and sale of medicines.
- Evaluate the appropriateness of a sale based on product knowledge and customer information.
- Maintain accurate records of consultations and transactions in line with data protection requirements.
- Be able to identify customers' needs, Be able to refer a customer to the appropriate authority, Understand when the sale of OTC medicines cannot be completed, Be able to sell medicines or products, Know the local policy, legislation and good practice for sale of medicines
Assessment Criteria
Key criteria assessors look for in your portfolio
- Award credit for demonstrating the use of open and closed questioning to accurately identify customer symptoms, medical history, and current medications.
- Evidence of correctly interpreting product information (e.g., patient information leaflets, labels) to advise on dosage, contraindications, and possible side effects.
- Clear documentation of instances where a sale was refused or a referral made, including the rationale based on local protocol (e.g., suspected misuse, age restriction, contraindication).
- Demonstration of following Standard Operating Procedures (SOPs) for the sale of pharmacy-only (P) and general sale list (GSL) medicines, including verifying ID where required.
- Provide evidence of maintaining confidentiality and data protection when recording customer details or transactions, in line with GDPR and local policies.
- Award credit for demonstrating active listening and appropriate questioning techniques to accurately identify the customer's symptoms, needs, and any contraindications before proceeding with any sale.
- Look for clear evidence of knowing and stating the circumstances when an OTC sale cannot be completed, such as when the customer is under 16, when the medicine is outside the support worker's scope, or when the customer's condition requires a pharmacist's intervention.
- Assessor must see the candidate identifying the correct authority for referral—usually the responsible pharmacist—and describing the procedure for a safe and timely handover.
- Credit should be given for demonstrating correct handling of the sale process, including checking product information, advising on dosage and storage, and providing clear aftercare advice.
- Require evidence of familiarity with local Standard Operating Procedures (SOPs) and key legislation, such as the Medicines Act 1968, Human Medicines Regulations 2012, and local policies on the sale, record-keeping, and reporting of adverse events.
- Award credit for demonstrating a systematic assessment of customer symptoms and needs before recommending a product.
- Expect the learner to accurately explain when a sale must be refused, citing specific circumstances (e.g., customer under age, contraindications).
- Look for evidence of following organisational procedures for referral, including appropriate documentation.
- Credit responses that reference specific legislation or local standard operating procedures (SOPs) relevant to medicine sales.
- Award credit for clearly documenting the customer's presenting complaint and symptoms.
- Look for evidence of checking patient medication history for potential interactions.
- Expect the learner to explain why a sale was refused with reference to specific legal or policy grounds.
- Assess the use of appropriate referral language and accurate completion of referral forms.
- Award credit for demonstrating a structured approach to customer needs identification, such as using open and closed questions (e.g., 'Who is the product for?', 'What symptoms do they have?').
- Provide clear evidence of accurate referral when a sale falls outside permitted OTC protocols, including a full and accurate handover to the pharmacist or authorised colleague.
- Assess the ability to correctly explain why an OTC sale cannot be completed, referencing specific legal restrictions (e.g., age, pack size, inappropriate indication) or company policy.
- Confirm the learner consistently follows the locally approved protocol for sales, including checking for contraindications, allergies, and concurrent medications before completing a transaction.
- Look for confident application of relevant legislation and good practice, such as correctly classifying products as General Sale List (GSL) or Pharmacy (P) medicines, and maintaining confidentiality.
Assessment Guidance
Guidance for achieving higher grades
- 💡Always follow the WWHAM protocol (Who, What, How long, Action taken, Medication) or similar structured questioning model to gather essential information before making a sale.
- 💡Know your local SOPs inside out – in assessments, reference them explicitly when explaining why you took a particular action.
- 💡When a sale cannot be completed, clearly explain to the customer the reason and the safe alternative (e.g., referral to a pharmacist), documenting the interaction.
- 💡Familiarise yourself with the current MHRA guidelines on reclassification of medicines and the difference between GSL, P, and POM categories.
- 💡In written assessments, always explicitly reference the relevant legislation by name and demonstrate how it applies to the scenario—generic mentions of 'the law' will not achieve full marks.
- 💡For role-play or observation assessments, consistently verbalise your thought process, including why you are asking specific questions and what safety checks you are making.
- 💡Before answering any scenario-based question, pause to consider the limits of your role—if the scenario hints at uncertainty, contraindications, or a need for clinical judgement, the correct answer often involves referral to the pharmacist.
- 💡Use the 'WWHAM' (Who it's for, What symptoms, How long, Action taken, Medication being taken) questioning framework to structure your customer interaction and show a systematic approach to needs identification.
- 💡In role-play scenarios, always begin by actively listening to the customer and asking open-ended questions to establish needs.
- 💡Memorise key points from legislation and the local SOP—questions often test the ability to apply these to case studies.
- 💡When explaining a refusal to sell, always provide a professional rationale and alternative options, such as referral to a pharmacist.
- 💡Always use the WWHAM (Who, What, How long, Action taken, Medication) framework when assessing customer needs.
- 💡Familiarise yourself with the local Standard Operating Procedures (SOPs) for OTC sales and refer to them in your evidence.
- 💡Include examples of refused sales in your portfolio to demonstrate your understanding of legal restrictions.
- 💡In role-play scenarios, always begin by clarifying your own scope of practice and authority—state clearly what you can and cannot advise on.
- 💡Memorise the core referral triggers: any requests for non-OTC products; symptoms requiring diagnosis; suspected misuse; or when contraindications are present.
- 💡Structure your questioning around a recognised model (e.g., 2WHAM: Who is it for, What are the symptoms, How long have they had them, Action taken so far, Medicines being taken concurrently) to ensure consistency.
- 💡When discussing legislation, refer directly to the local standard operating procedures (SOPs) and key regulations like the Human Medicines Regulations 2012—this shows applied knowledge.
- 💡Use specific examples from care settings to illustrate your answers. For instance, when discussing communication, mention how you would adapt your approach for a service user with hearing loss or dementia. This shows application of knowledge.
- 💡Always link your answers to legislation and policies, such as the Care Act 2014, Health and Safety at Work Act 1974, or your organisation's safeguarding policy. Examiners look for evidence that you understand the legal framework.
- 💡When answering questions about equality and inclusion, avoid vague statements like 'treat everyone the same.' Instead, explain how you would provide individualised support to meet diverse needs, such as using a translator or providing accessible information.
Common Mistakes
Common errors to avoid in your coursework
- Failing to ask about other medicines the customer is taking, leading to potential drug interactions.
- Assuming that all OTC products are safe for every customer without checking for contraindications such as pregnancy, chronic conditions, or allergies.
- Not recognising symptoms that are outside the scope of OTC treatment (e.g., red flag symptoms for cancer, serious infection) and failing to refer immediately.
- Overlooking age restrictions for certain medicines (e.g., products containing codeine or cetirizine in under-12s) or for general sale age verification.
- Providing a personal opinion rather than evidence-based advice from the product licence or pharmacy guidance.
- Assuming that all OTC medicines are safe for everyone and failing to check for allergies, pregnancy, or existing medical conditions.
- Not recognising when a customer's symptoms or request fall outside the support worker's scope of practice and proceeding with the sale without referral.
- Confusing the role of a support worker with that of a pharmacist or pharmacy technician, including providing clinical advice or making clinical decisions.
- Inadequate documentation of sales, particularly for medicines that require a record (e.g., pharmacy-only medicines) or when a sale was refused and referred.
- Forgetting to confirm the customer's age for age-restricted products, or assuming age without appropriate ID checks.
- Assuming all OTC medicines are safe for all customers without checking contraindications or interactions.
- Failing to refer complex queries to a pharmacist despite clear protocol triggers.
- Misunderstanding the legal classification of certain products (e.g., confusing P and GSL medicines).
- Neglecting to document a refused sale or referral appropriately.
- Failing to consider contraindications or patient allergies before selling a medicine.
- Not recognising symptoms that require mandatory referral to a pharmacist.
- Assuming knowledge of a product without verifying dosage or usage instructions.
- Omitting to record the sale or referral for audit and continuity of care.
- Learners often confuse their role with that of a pharmacist, offering clinical advice instead of signposting to appropriate sources.
- Failing to ask essential safeguarding questions (e.g., 'Are you taking any other medicines?') before recommending a product, which could lead to harmful interactions.
- Assuming that all products on the shelf are suitable for all customers, without considering individual factors like pregnancy, age, or medical history.
- Proceeding with a sale when a pharmacist referral is clearly required by protocol, due to pressure from the customer or lack of confidence.
- Misunderstanding the legal classification of medicines, for example treating a Pharmacy (P) medicine as if it were General Sale List (GSL) and selling it without professional oversight.
- Misconception: 'Person-centred care means doing whatever the service user wants.' Correction: Person-centred care involves balancing the individual's wishes with professional judgement, safety considerations, and available resources. It is about collaboration, not simply compliance.
- Misconception: 'Confidentiality is absolute and can never be broken.' Correction: While confidentiality is crucial, it can be breached if there is a risk of harm to the service user or others, or if required by law (e.g., safeguarding concerns). Always follow your organisation's policy.
- Misconception: 'Duty of care only applies to direct care tasks.' Correction: Duty of care extends to all aspects of your role, including record-keeping, communication, and reporting concerns. It is a continuous responsibility.
Frequently Asked Questions
Common questions students ask about this topic
Pass / Merit / Distinction Evidence Checklist
How your portfolio evidence is graded for PROQUAL AWARDING BODY Assist in the sale of medicines and products
Pass (P)
Demonstrate baseline knowledge, accurate terminology, and core practical application.
Merit (M)
Provide detailed analysis, structured explanations, and clear workplace reasoning.
Distinction (D)
Deliver thorough evaluation, original problem solving, and fully justified recommendations.
Before You Start
Prior knowledge that will help with this topic
- •Basic understanding of health and social care values, such as dignity and respect.
- •Familiarity with the roles and responsibilities of care workers (e.g., from introductory courses or work experience).
- •Awareness of the importance of confidentiality and data protection (e.g., GDPR principles).
Coursework AI Review
Self-check your coursework evidence against P/M/D criteria
Key Terminology
Essential terms to know
- Be able to identify customers' needs, Be able to refer a customer to the appropriate authority, Understand when the sale of OTC medicines cannot be completed, Be able to sell medicines or products, Know the local policy, legislation and good practice for sale of medicines
- Be able to identify customers' needs, Be able to refer a customer to the appropriate authority, Understand when the sale of OTC medicines cannot be completed, Be able to sell medicines or products, Know the local policy, legislation and good practice for sale of medicines
- Customer Needs Assessment
- Legal and Policy Frameworks
- Referral Procedures
- OTC Medicine Protocols
- Communication Skills
- Ethical Selling Practices
- Customer consultation and needs analysis
- Legal framework for OTC sales
- Referral and safeguarding procedures
- Product knowledge and dosage awareness
- Documentation and record keeping
- Be able to identify customers' needs, Be able to refer a customer to the appropriate authority, Understand when the sale of OTC medicines cannot be completed, Be able to sell medicines or products, Know the local policy, legislation and good practice for sale of medicines
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