Chaperoning in Primary Care

Forthcoming Chaperoning Courses. Please choose your preferred start date and course type from the drop down lists to book your place online. Do not select a date that is listed below as Full as you will  not be allocated a place.

What’s the difference between accredited and non-accredited / CPD courses? Click here to find out.

From: £120

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If yes, full funding may be available on all of our courses except the Flu Update, and will be applied when you checkout.

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Course Delivery & Duration

The module begins with a mandatory one-day workshop followed by 16 weeks of self-managed, directed study.  A variety of teaching methods are used on the workshop including, practical instruction, experiential learning, lecture and group work.  At the workshop the student receives a competency work booklet and a workbook of activities which directs and informs the self-managed learning and summative assessment. The accredited course can be used as part of our Cert. HE Primary Care qualification.

Notional Study Time 100 hours
Duration 16 weeks

Suitable For

Administration Staff, GP, Health Care Assistant, Non-Clinical Receptionist, Nurse, Registered Healthcare Practitioners, Paramedic


Teesside University Certificate of Credit: Chaperoning in Primary Care 20 Credits Level 4

Outline Content

This module is designed for primary health care assistants and other members of the wider health care team who are involved in chaperoning patients as part of their role.

The content covers what is understood by the term chaperone, why a chaperone needs to be present, the role and responsibility of the chaperone and the rights and concerns of patients.

Entry Criteria

Students must be employed as a primary health care assistant or a member of the wider health care team for a minimum of 8 hours per week and work alongside a registered nurse who will act as a Practice Mentor and support them in the clinical environment.


To facilitate the development of knowledge and skills in the role of a chaperone in primary care

As part of the assessment involves writing an essay, it is important that students have a good ability to write clearly in English. You must be able to complete the Literacy & Numeracy Assessment Tools at the Skills for Health website.

Learning Outcomes

  • Use interpersonal and communication skills to clarify tasks and identify and rectify issues in a range of contexts
  • Understand competing perspectives that inform decisions and articulate reasons for own decisions
  • Develop a broader understanding of the knowledge base to identify principles underlying theoretical frameworks and begin to identify their strengths and weaknesses
  • Provide informed solutions to standard problems in familiar contexts
  • Operate under supervision in a range of varied but predictable contexts
  • Reflect on the performance tasks which may be complex and non-routine
  • Be aware of ethical issues in relation to personal beliefs and values during chaperoning

Section Headings

  • Government inquiries
  • Complaints/duty of candour
  • The role of a chaperone
  • Principles of intimate examination, for example dignity and respect
  • Supporting vulnerable adults/safeguarding
  • Equality and diversity
  • Consent and confidentiality, dignity and privacy
  • Infection prevention
  • Record keeping
  • Legal rights
  • Introduction to academic writing and study skills



The summative assessment has two components. There is one written assignment and a competency based booklet. The assignment and competency booklet must be submitted together by week 16 of the module

Component 1:

The student will complete a competency based booklet within the clinical setting alongside the registered nurse who will sign to verify achievement of competence.

Component 2:

Students will submit a 2,000 word written assignment based on a scenario of a chaperoning situation.

This will be assessed according to the student’s ability to:

  • Identify why a chaperone was needed within the scenario
  • Describe how the patient’s physical and psychological needs were met before, during and after the examination
  • Describe any issues that could have raised concerns or cause for complaint from the patient
  • Identify the policies and procedures for incident reporting/safeguarding and show how they are linked to national guidelines/recommendations
  • Discuss the importance of accurate record keeping
  • Adhere to the School of Health & Social Care policy for confidentiality and consent
  • Adhere to the School of Health & Social Care guidance for presentation and referencing

There is no assessment on the non-accredited study day.

Presented in an informative way which didn't make it a boring session...chaperoning always been a gray area, now clear.