Carry out vision screening
PROQUAL AWARDING BODY
vocational
This unit equips learners with the critical skills and underpinning knowledge required to safely and effectively conduct vision screening in health and social care settings. It emphasises the importance of adhering to current legislation and policies, understanding individual needs and environmental factors, and providing holistic support throughout the screening process. Mastery of this skill ensures early detection of visual impairments, enabling timely intervention and promoting the well-being of individuals within care environments.
11
Learning Outcomes
18
Assessment Guidance
23
Key Skills
9
Key Terms
24
Assessment Criteria
Assessment criteria
ProQual Level 3 Award in Healthcare and Social Care Support Skills
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
Topic Overview
The ProQual Level 2 Diploma in Healthcare and Social Care Support Skills is a foundational qualification for those starting a career in health and social care in the UK. It covers essential knowledge and skills required to support individuals in various settings, such as care homes, hospitals, and community care. The diploma is structured around core units including communication, equality and inclusion, duty of care, safeguarding, person-centred approaches, and health and safety. It aligns with the Care Certificate standards and prepares learners for roles like healthcare assistant or support worker.
This qualification matters because it ensures that care workers understand their legal and ethical responsibilities, can communicate effectively with service users and colleagues, and provide safe, compassionate care. It also introduces key legislation such as the Health and Safety at Work Act 1974, the Care Act 2014, and the Mental Capacity Act 2005. By mastering these topics, students build confidence and competence, which are critical for delivering high-quality care and passing inspections by bodies like the Care Quality Commission (CQC).
Within the wider subject of Health & Social Care, this diploma serves as a stepping stone to further study, such as the Level 3 Diploma in Adult Care or nursing degrees. It emphasises practical skills and theoretical knowledge, helping students understand how to promote independence, respect dignity, and work in partnership with other professionals. The course also covers reflection and personal development, encouraging learners to continuously improve their practice.
Key Concepts
Core ideas you must understand for this topic
- →Person-centred care: Tailoring support to the individual's needs, preferences, and values, ensuring they are an active partner in their care.
- →Safeguarding: Protecting vulnerable adults and children from abuse, neglect, and harm, following local policies and the Care Act 2014.
- →Duty of care: A legal obligation to act in the best interest of service users, balancing their rights with risks.
- →Effective communication: Using verbal and non-verbal methods, active listening, and adapting to communication needs (e.g., Makaton, braille).
- →Equality and inclusion: Treating everyone fairly, respecting diversity, and challenging discrimination under the Equality Act 2010.
Learning Objectives
What you need to know and understand
- Summarise key legislation and national policies governing consent and confidentiality in vision screening.
- Explain the anatomy of the eye and common visual pathway disorders relevant to screening.
- Demonstrate correct preparation of equipment and environment for a screening session.
- Perform vision screening using age- and ability-appropriate techniques.
- Communicate screening outcomes sensitively and accurately to the individual and relevant professionals.
- Evaluate the influence of individual factors such as age, culture, and cognitive ability on the screening process.
- Implement infection control measures before, during, and after vision screening.
- Understand current legislation, policy and good practice related to carrying out vision screening, Understand the factors related to vision screening, Be able to prepare to carry out vision screening, Be able to carry out vision screening, Be able to support individuals during and after the procedure
- Understand current legislation, policy and good practice related to carrying out vision screening, Understand the factors related to vision screening, Be able to prepare to carry out vision screening, Be able to carry out vision screening, Be able to support individuals during and after the procedure
- Understand current legislation, policy and good practice related to carrying out vision screening, Understand the factors related to vision screening, Be able to prepare to carry out vision screening, Be able to carry out vision screening, Be able to support individuals during and after the procedure
- Understand current legislation, policy and good practice related to carrying out vision screening, Understand the factors related to vision screening, Be able to prepare to carry out vision screening, Be able to carry out vision screening, Be able to support individuals during and after the procedure
Assessment Criteria
Key criteria assessors look for in your portfolio
- Award credit for accurate identification of legislation such as the Mental Capacity Act and GDPR in context.
- Look for evidence of how equipment (e.g., charts, occluders) was calibrated and positioned according to protocol.
- Credit observation of effective communication with the individual, including gaining valid consent and offering reassurance.
- Assess the ability to correctly record findings in line with local policy and escalate abnormal results.
- Check for demonstration of proper hand hygiene and equipment disinfection between uses.
- Award credit for demonstrating knowledge of current legislation such as the Health and Safety at Work Act and data protection requirements relevant to handling screening results.
- Award credit for correctly identifying and explaining factors that can influence vision screening outcomes, including age, lighting conditions, and individual communication needs.
- Award credit for thorough preparation of the screening environment, including checking equipment calibration, infection control measures, and ensuring comfort and privacy.
- Award credit for accurately performing the vision screening procedure following standard protocols, adapting techniques as necessary for the individual's needs.
- Award credit for providing clear explanations, reassurance, and appropriate support to the individual throughout the procedure, and for accurately recording and reporting results.
- Award credit for demonstrating accurate explanation of relevant legislation and national guidelines (e.g., Health and Safety at Work Act, data protection, equality act) in the context of vision screening.
- Assess for proper preparation: correctly selecting, checking, and calibrating equipment (e.g., Snellen chart/Lea symbols at correct distance), ensuring a quiet, well-lit environment, and confirming individual identification and consent.
- Evidence must show that the learner follows a systematic screening protocol: occluding each eye correctly, using appropriate optotypes, recording results accurately in the correct format (e.g., logMAR, Snellen fraction, or pass/refer), and adapting communication for children or adults with communication difficulties.
- Look for evidence of supporting the individual holistically: explaining the procedure clearly, answering questions, providing reassurance, maintaining privacy, and reporting results sensitively within scope of role and local referral pathways.
- Award credit for explaining current legislation, such as the Health and Social Care Act, Data Protection Act, and Mental Capacity Act, and how they apply to vision screening
- Evidence of obtaining valid informed consent and checking for contraindications prior to screening
- Award merit for demonstrating correct setup of screening environment and equipment, including calibration, lighting, and infection control
- Accurate screening technique, including correct distance, occlusion, and use of appropriate charts/tools for the individual's age and ability
- Provide clear, sensitive communication throughout the procedure, adapting to the individual's needs
- Document results accurately and flag any abnormal findings according to protocol, ensuring appropriate referral or follow-up is discussed
- Award credit for demonstrating accurate preparation of the screening environment and equipment according to current infection control and calibration standards.
- Award credit for clearly explaining the procedure to the individual, confirming their identity and gaining valid consent in line with confidentiality and capacity legislation.
- Award credit for correctly performing at least two types of vision screening tests (e.g., Snellen chart, near vision test) and accurately recording the results using the appropriate notation.
- Award credit for recognising any immediate concerns or abnormal findings and knowing when and how to escalate to a registered practitioner or optometrist.
Assessment Guidance
Guidance for achieving higher grades
- 💡In practical assessments, verbalise your actions clearly – explain what you are doing and why, even if it seems obvious, to demonstrate your underpinning knowledge.
- 💡Always mention the importance of gaining consent and maintaining confidentiality when answering knowledge-based questions.
- 💡Structure your evidence to map directly to the assessment criteria; use witness testimonies and reflective accounts to show how you supported individuals before, during, and after screening.
- 💡In observed assessments, verbalize your actions to demonstrate underpinning knowledge, e.g., explain why you are positioning the individual at the correct distance.
- 💡When completing written tasks, always reference specific legislation and explain how it applies to vision screening practice.
- 💡During practical demonstrations, show consistent adherence to infection control by cleaning equipment and hands at appropriate points.
- 💡Prepare evidence that clearly links to all learning outcomes; for example, include a reflection on how you adapted the procedure for an individual with communication difficulties.
- 💡During a practical assessment, verbalise your actions as you perform them—such as measuring distance, checking lighting, and confirming consent—so the assessor can see your underpinning knowledge.
- 💡Always refer to local policies and national guidance when answering questions about legislation; generic answers may lose marks. Give specific examples of how you would apply confidentiality and equality principles during screening.
- 💡If supporting a nervous individual, demonstrate how you would adjust your communication (e.g., using simple instructions, a pretend run-through) to obtain valid results, as this shows person-centred competence.
- 💡In written assessments, always name relevant legislation and give a clear example of its application to vision screening
- 💡During practical observations, verbally explain each step to demonstrate underpinning knowledge to the assessor
- 💡Practice using different screening tools (e.g., Snellen, LogMAR) and know when each is appropriate
- 💡Learn common referral pathways and when to escalate findings beyond your role
- 💡Use case studies to practise identifying ethical dilemmas and person-centred solutions
- 💡In an observed assessment, narrate your actions as you perform them to demonstrate your reasoning, e.g., 'I am checking the chart is at the correct distance to ensure standardised testing conditions'.
- 💡When completing written assignments, always reference specific legislation by name and outline its direct impact on your practice, such as the Health and Safety at Work Act and the Accessible Information Standard.
- 💡For professional discussion, prepare examples of how you have supported an individual who was anxious or had communication difficulties during the screening, linking to the principles of person-centred care.
- 💡Use specific examples from your work placement or case studies to illustrate your answers. For instance, when discussing communication, describe a time you used a communication aid or adapted your language for a service user with dementia.
- 💡Always link your answers to legislation or official frameworks. For example, when explaining safeguarding, reference the Care Act 2014 or local safeguarding policies. This shows depth of understanding.
- 💡In questions about duty of care, discuss the balance between protecting the individual and respecting their right to take risks. Mention the Mental Capacity Act 2005 and how you would assess capacity.
Common Mistakes
Common errors to avoid in your coursework
- Assuming implied consent without checking the individual’s understanding – failing to follow consent procedures rigorously.
- Using a screening chart at an incorrect distance or in poor lighting, leading to inaccurate results.
- Overlooking the impact of the individual’s communication needs, such as not providing instructions in an accessible format.
- Forgetting to document results immediately or using non-standard abbreviations, compromising record accuracy.
- Neglecting to clean equipment between individuals, posing an infection risk.
- Failing to check the calibration and functionality of screening equipment before use, leading to inaccurate results.
- Not considering the individual's capacity to consent or failing to obtain informed consent prior to screening.
- Overlooking environmental factors such as glare or distance markers, which can invalidate the test.
- Recording screening results incompletely or not following data protection procedures when storing personal information.
- Failing to calibrate or check equipment before use, such as not measuring the exact testing distance or using a chart at the wrong height, leading to inaccurate results.
- Inadequate occlusion technique, e.g., pressing on the eye or allowing peeking, which invalidates the screening outcome.
- Recording results without the correct notation or failing to note that glasses were worn, leading to confusion in follow-up assessments.
- Forgetting to gain informed consent or not explaining the procedure in simple, accessible language, which can cause anxiety and impact cooperation.
- Failing to gain explicit consent or assuming consent without verbal confirmation
- Using incorrect screening distance or lighting, leading to unreliable results
- Neglecting to clean equipment between individuals, risking cross-infection
- Not explaining the procedure in an accessible way, causing anxiety or non-cooperation
- Misinterpreting results due to lack of understanding of normal variations or common eye conditions
- Forgetting to check for cultural or sensory barriers that may affect the screening process
- Failing to calibrate equipment or check expiry dates on test consumables before use, leading to inaccurate results.
- Not adapting the communication or test method to the individual's specific needs, such as using a picture chart for a child or considering cultural sensitivities.
- Misinterpreting the Snellen fraction (e.g., 6/12 means the smallest line readable at 6 metres, not the individual's distance from the chart).
- Omitting to clean occluders between individuals or not maintaining an appropriate test distance, which compromises infection control and test validity.
- Misconception: 'Confidentiality means never sharing information.' Correction: Confidentiality can be breached if there is a risk of harm to the individual or others, or if required by law (e.g., safeguarding concerns).
- Misconception: 'Person-centred care is just being nice to people.' Correction: It involves a systematic approach including care plans, risk assessments, and regular reviews to empower the individual.
- Misconception: 'Health and safety is only the employer's responsibility.' Correction: Employees also have a duty under the Health and Safety at Work Act to take reasonable care of themselves and others.
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 Carry out vision screening
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 the UK health and social care system, including the roles of different care settings.
- •Familiarity with the Care Certificate standards, as the diploma builds on these.
- •Some knowledge of communication techniques, such as active listening and non-verbal cues.
Coursework AI Review
Self-check your coursework evidence against P/M/D criteria
Key Terminology
Essential terms to know
- Legislation and ethical practice
- Vision screening methods
- Preparation and environment
- Individual-centred support
- Infection prevention and control
- Understand current legislation, policy and good practice related to carrying out vision screening, Understand the factors related to vision screening, Be able to prepare to carry out vision screening, Be able to carry out vision screening, Be able to support individuals during and after the procedure
- Understand current legislation, policy and good practice related to carrying out vision screening, Understand the factors related to vision screening, Be able to prepare to carry out vision screening, Be able to carry out vision screening, Be able to support individuals during and after the procedure
- Understand current legislation, policy and good practice related to carrying out vision screening, Understand the factors related to vision screening, Be able to prepare to carry out vision screening, Be able to carry out vision screening, Be able to support individuals during and after the procedure
- Understand current legislation, policy and good practice related to carrying out vision screening, Understand the factors related to vision screening, Be able to prepare to carry out vision screening, Be able to carry out vision screening, Be able to support individuals during and after the procedure
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