The healthcare industry is one of the fastest-growing sectors globally, and with it comes a growing demand for skilled professionals who are equipped to provide high-quality support in various healthcare settings. If you are seeking to enhance your career or break into this rewarding field, the NOCN Level 3 Diploma in Healthcare Support is the ideal qualification to help you achieve your goals.
This Ofqual-regulated qualification is specifically designed to develop essential skills and knowledge in healthcare support roles. As a 100% assignment-based qualification, it offers learners the flexibility to gain valuable qualifications without the need for traditional exams.
In this comprehensive guide, we will explore the course content, benefits, and ideal candidates for the NOCN Level 3 Diploma in Healthcare Support, as well as why it is a great choice for those looking to make a positive impact in the healthcare industry.
The NOCN Level 3 Diploma in Healthcare Support is a vocational qualification aimed at individuals working or looking to work in healthcare support roles such as healthcare assistants, care workers, or support workers. The qualification is designed to assess a learner’s competence and understanding in providing person-centered care, promoting health and well-being, and supporting individuals with their daily needs in healthcare settings.
Enrolling in this Ofqual-regulated qualification is straightforward. Start by selecting a recognized training provider offering the NOCN Level 3 Diploma in Healthcare Support, and ensure you meet the entry requirements. The course is designed to be flexible, allowing learners to complete assignments at their own pace while continuing in their job.
The NOCN Level 3 Diploma in Healthcare Support is an excellent choice for anyone looking to build a career in healthcare, particularly those who are already in or aspiring to healthcare support roles. This assignment-based qualification offers practical skills, flexibility, and the chance to gain a recognized certification that will enhance your professional opportunities.
NOCN Level 3 Diploma in Healthcare Support
NOCN Level 3 Diploma in Healthcare Support training program consist of 65 credits, 650 TQT (Total Qualification time).
Study Units
| Sr# | Units Titles | Credit Value |
|---|---|---|
| 1 | Adapt and fit healthcare equipment, medical devices, assistive technology, or products, to meet individuals’ needs | 6 |
| 2 | Administer medication to individuals and monitor the effects | 5 |
| 3 | Administer oral nutritional products to individuals | 4 |
| 4 | Advise and inform individuals on managing their condition | 5 |
| 5 | Anatomy and Physiology for Maternity Support Workers | 2 |
| 6 | Assist and support individuals to use alternative and augmentative communication systems (AAC) | 5 |
| 7 | Assist in implementing treatment programmes for individuals with severely reduced movement/mobility | 5 |
| 8 | Assist in planning and evaluating learning activities | 3 |
| 9 | Assist in receiving, handling and dispatching clinical specimens | 2 |
| 10 | Assist in testing individuals’ abilities prior to planning physical activities | 5 |
| 11 | Assist in the administration of oxygen | 5 |
| 12 | Assist in the delivery of perioperative care and support to individuals | 4 |
| 13 | Assist in the implementation of programmes to increase mobility, movement and functional independence | 4 |
| 14 | Assist individuals who have mental health problems when they are transferring between agencies and services | 2 |
| 15 | Assist others to monitor individuals’ progress in managing dysphagia | 5 |
| 16 | Assist others to plan presentations | 2 |
| 17 | Assist professionals to support individuals from diverse linguistic and cultural backgrounds to access speech and language therapy services | 5 |
| 18 | Assist the practitioner to carry out health care activities | 2 |
| 20 | Awareness of the Mental Capacity Act 2005 | 3 |
| 21 | Care for a newborn baby | 4 |
| 22 | Care for individuals with naso-gastric tubes | 3 |
| 23 | Care for individuals with urethral catheters | 4 |
| 24 | Care for the elderly | 2 |
| 25 | Care for the physical and nutritional needs of babies and young children | 6 |
| 26 | Carry out arterial puncture and collect arterial blood | 4 |
| 27 | Carry out blood collection from fixed or central lines | 4 |
| 28 | Carry out intravenous infusion | 4 |
| 29 | Carry out vision screening | 4 |
| 30 | Carry out wound drainage care | 4 |
| 31 | Causes and Spread of Infection | 2 |
| 32 | Cleaning, Decontamination and Waste Management | 2 |
| 33 | Collaborate in the assessment of environmental and social support in the community | 4 |
| 34 | Collate and communicate health information to individuals | 2 |
| 35 | Communicate with children and young people in care settings | 4 |
| 36 | Communicate with individuals about promoting their health and wellbeing | 3 |
| 37 | Conduct External Ear Examinations | 4 |
| 38 | Conduct hearing assessments | 4 |
| 39 | Conduct routine maintenance on clinical equipment | 4 |
| 40 | Contribute to monitoring the health of individuals affected by health conditions | 2 |
| 41 | Contribute to the discharge of individuals to carers | 3 |
| 42 | Contribute to the effectiveness of teams | 2 |
| 43 | Contribute to the safe use of medical devices in the perioperative environment | 4 |
| 44 | Control the use of physical resources in a health setting | 3 |
| 45 | Coordinate the progress of individuals through care pathways | 4 |
| 46 | Deliver exercise sessions to improve individuals’ health and wellbeing | 5 |
| 47 | Deliver training through demonstration and instruction | 3 |
| 48 | Dementia Awareness | 2 |
| 49 | Develop activities and materials to enable individuals to reach specific communication goals | 5 |
| 50 | Develop and agree individualised care plans for babies and families | 5 |
| 51 | Develop and prepare speech and language therapy resources for alternative and augmentative communication (AAC) use | 4 |
| 52 | Develop positive relationships with children and young people | 4 |
| 53 | Duty of care in care settings | 1 |
| 54 | Effective communication and building relationships in mental health work | 5 |
| 55 | Enable children and young people to understand their health and well-being | 5 |
| 56 | Enable individuals to develop strategies to manage their behaviour | 8 |
| 57 | Enable individuals with mental health problems to develop alternative coping strategies | 4 |
| 58 | Enable mental health service users and carers to manage change | 3 |
| 59 | End of life and dementia care | 2 |
| 60 | Examine the feet of individuals with diabetes | 3 |
| 61 | Facilitate and monitor housing and accommodation services to support individuals with mental health needs | 5 |
| 62 | Facilitate learning and development activities to meet individual needs and preferences | 5 |
| 63 | Give presentations to groups | 4 |
| 64 | Human Structure and Functionality | 8 |
| 65 | Implement hydrotherapy programmes for individuals and groups | 5 |
| 66 | Implement therapeutic group activities | 4 |
| 67 | Inform an individual of discharge arrangements | 2 |
| 68 | Insert and secure nasogastric tubes | 4 |
| 69 | Interact with and support individuals using telecommunications | 5 |
| 70 | Maintaining quality standards in the health sector | 2 |
| 71 | Make recommendations for the use of physical resources in a health setting | 4 |
| 72 | Manage the availability of physical resources to meet service delivery needs in a health setting | 5 |
| 73 | Managing symptoms in end of life care | 4 |
| 74 | Manufacture equipment or medical devices for individuals within healthcare | 4 |
| 75 | Measure and record individuals’ body fluid balance in a perioperative environment | 4 |
| 76 | Monitor and maintain the environment and resources during and after health care activities | 3 |
| 77 | Monitor and review individuals’ progress in relation to maintaining optimum nutritional status | 3 |
| 78 | Monitor individuals’ progress in relation to managing their body weight and nutrition | 3 |
| 79 | Move and position individuals in accordance with their care plan | 4 |
| 80 | Obtain a client history | 3 |
| 81 | Obtain and test capillary blood samples | 4 |
| 82 | Obtain and test specimens from individuals | 2 |
| 83 | Obtain venous blood samples | 3 |
| 84 | Operate equipment for intraoperative cell salvage blood collection | 5 |
| 85 | Operate equipment for intraoperative cell salvage blood processing and complete intraoperative cell salvage blood process | 5 |
| 86 | Perform first line calibration on clinical equipment to ensure it is fit for use | 3 |
| 87 | Perform intravenous cannulation | 5 |
| 88 | Perform routine electrocardiograph (ECG) procedures | 4 |
| 89 | Perform the non-scrubbed circulating role for perioperative procedures | 3 |
| 90 | Prepare anaesthetic environment and provide support for pre and post operative anaesthesia and recovery | 5 |
| 91 | Prepare and apply dressings and drains to individuals in the perioperative environment | 2 |
| 92 | Prepare and dress for scrubbed clinical roles | 4 |
| 93 | Prepare and provide surgical instrumentation and supplementary items for the surgical team | 6 |
| 94 | Prepare equipment for intraoperative cell salvage blood collection | 2 |
| 95 | Prepare equipment for intraoperative cell salvage blood processing | 4 |
| 96 | Prepare for and carry out extended feeding techniques | 4 |
| 97 | Prepare individuals for healthcare activities | 2 |
| 98 | Principles of Health Promotion | 2 |
| 99 | Promote communication in care settings | 3 |
| 100 | Promote effective handling of information in care settings | 2 |
| 101 | Promote equality and inclusion in care settings | 2 |
| 102 | Promote health, safety and wellbeing in care settings | 6 |
| 103 | Promote person-centred approaches in care settings | 6 |
| 104 | Promote Positive Behaviour | 6 |
| 105 | Promotion of General Health and Well-being | 2 |
| 106 | Provide advice and information to enable parents to promote the health and well-being of their newborn babies | 3 |
| 107 | Provide advice on foot care for individuals with diabetes | 4 |
| 108 | Provide agreed support for foot care | 3 |
| 109 | Provide information and advice to individuals on eating to maintain optimum nutritional status | 5 |
| 110 | Provide support for individuals with communication and interaction difficulties | 5 |
| 111 | Provide support for leisure activities | 3 |
| 112 | Provide support for mobility | 2 |
| 113 | Provide support for sleep | 2 |
| 114 | Provide support to individuals to continue recommended therapies | 3 |
| 115 | Provide support to maintain and develop skills for everyday life | 4 |
| 116 | Provide support to manage pain and discomfort | 2 |
| 117 | Provide support to the surgical team when preparing individuals for operative and invasive procedures | 4 |
| 118 | Receive and handle clinical specimens within the sterile field | 4 |
| 119 | Recognise indications of substance misuse and refer individuals to specialists | 4 |
| 120 | Remove wound closure materials | 3 |
| 121 | Remove wound drains | 4 |
| 122 | Reprocess endoscopy equipment | 4 |
| 123 | Responsibilities of a care worker | 2 |
| 124 | Safeguarding and protection in care settings | 3 |
| 125 | Select and wear appropriate personal protective equipment for work in healthcare settings | 2 |
| 126 | Service improvement in the health sector | 3 |
| 127 | Support carers to meet the care needs of individuals | 4 |
| 128 | Support Child and Young Person Development | 3 |
| 129 | Support children and young people experiencing transitions | 3 |
| 130 | Support children and young people with additional needs | 6 |
| 131 | Support children and young people with mental health conditions | 5 |
| 132 | Support independence in the tasks of daily living | 5 |
| 133 | Support individuals at the end of life | 6 |
| 134 | Support individuals during a period of change | 4 |
| 135 | Support individuals during emergency situations | 3 |
| 136 | Support individuals during the last days of life | 5 |
| 137 | Support individuals in undertaking their chosen activities | 4 |
| 138 | Support individuals to access and manage direct payments | 4 |
| 139 | Support individuals to access and use information about services and facilities | 3 |
| 140 | Support individuals to access and use services and facilities | 4 |
| 141 | Support individuals to access education, training or employment | 4 |
| 142 | Support individuals to access housing and accommodation services | 4 |
| 143 | Support individuals to carry out their own health care procedures | 2 |
| 144 | Support individuals to develop and run support groups | 3 |
| 145 | Support individuals to eat and drink | 2 |
| 146 | Support individuals to live at home | 4 |
| 147 | Support individuals to manage continence | 3 |
| 148 | Support individuals to manage dysphagia | 5 |
| 149 | Support individuals to manage their finances | 3 |
| 150 | Support individuals to manage their own recovery from mental health problems | 3 |
| 151 | Support Individuals to Meet Personal Care Needs | 2 |
| 152 | Support individuals to prepare for and settle in to new home environments | 3 |
| 153 | Support individuals undergoing healthcare activities | 3 |
| 154 | Support individuals who are bereaved | 4 |
| 155 | Support individuals who are distressed | 3 |
| 156 | Support individuals with cognition or learning difficulties | 5 |
| 157 | Support individuals with feeding babies | 4 |
| 158 | Support Individuals With Specific Communication Needs | 5 |
| 159 | Support individuals with speech and language disorders to develop their communication skills | 4 |
| 160 | Support parents or carers to interact with and care for their newborn baby | 4 |
| 161 | Support parents/carers and those in a parental role to care for babies during their first year | 5 |
| 162 | Support positive risk taking for individuals | 4 |
| 163 | Support the spiritual wellbeing of individuals | 3 |
| 164 | Supporting individuals with loss and grief before death | 2 |
| 165 | The Principles of Infection Prevention and Control | 3 |
| 166 | Transport, transfer and position individuals and equipment within the perioperative environment | 5 |
| 167 | Understand Advance Care Planning | 3 |
| 168 | Understand care and support planning and risk management in mental health | 4 |
| 169 | Understand Child and Young Person Development | 4 |
| 170 | Understand end of life care for individuals with specific health needs | 4 |
| 171 | Understand How to Safeguard the Wellbeing of Children and Young People | 3 |
| 172 | Understand Long Term Conditions and Frailty | 3 |
| 173 | Understand mental health and behaviour management of children and young people | 4 |
| 174 | Understand mental health interventions | 4 |
| 175 | Understand mental health problems | 3 |
| 176 | Understand mental well-being and mental health promotion | 3 |
| 177 | Understand risk management in the paediatric mental health setting | 3 |
| 178 | Understand the administration of Medication | 3 |
| 179 | Understand the context of supporting individuals with learning disabilities | 4 |
| 180 | Understand the legal, policy and service framework in mental health | 5 |
| 181 | Understand the process and experience of dementia | 3 |
| 182 | Understanding Suicide Interventions | 6 |
| 183 | Undertake agreed pressure area care | 4 |
| 184 | Undertake personal hygiene activities with individuals | 3 |
| 185 | Undertake physiological measurements | 3 |
| 186 | Undertake stoma care | 4 |
| 187 | Undertake tissue viability risk assessments | 3 |
| 188 | Undertake treatments and dressings of lesions and wounds | 4 |
| 189 | Undertake urethral catheterisation processes | 4 |
| 190 | Work in partnership with families to support individuals | 3 |
| 191 | Work with babies and young children to support their development and learning | 6 |
GLH (Guided Learning Hours) and TQT (Total Qualification Time) are terms commonly used in vocational qualifications to help define the amount of time a learner is expected to spend on heir studies.
1. GLH (Guided Learning Hours)
GLH refers to the number of hours a learner spends being directly taught, supervised, or supported during their course. This includes the time spent in activities such as:
- Classroom instruction
- Practical workshops
- One-on-one tutoring or mentoring sessions
- Online learning sessions with tutor support
In other words, GLH represents the time that learners are actively engaged with their instructors or learning activities.
2. TQT (Total Qualification Time)
TQT represents the total amount of time a learner is expected to invest in completing a qualification, including:
- GLH (Guided Learning Hours): Time spent on direct learning, as explained above.
- Self-Directed Learning: This includes time spent on independent study, research, assignment completion, preparation for exams, and any other work the learner does outside of direct teaching hours.
TQT is a broader measure that includes all the time required to achieve the qualification. It helps learners and employers understand the overall commitment required for the qualification.
Key Differences Between GLH and TQT:
- GLH focuses on direct learning with guidance or supervision.
- TQT includes GLH as well as independent study time and other learning-related activities.
Example:
If a qualification has a TQT of 600 hours and a GLH of 250 hours, it means the learner should spend 250 hours in direct learning (classroom, online, or tutor-led sessions) and 350 hours on independent study or research.
Learning Outcomes of NOCN Level 3 Diploma in Healthcare Support
The NOCN Level 3 Diploma in Healthcare Support is designed to equip learners with the skills and knowledge required to provide effective and compassionate support to individuals in various healthcare settings. Below are the key learning outcomes for each unit of the course:
1. Promote Person-Centered Care
- Understand the principles of person-centered care and how to apply them in practice.
- Develop the ability to create, implement, and review individual care plans that meet the specific needs and preferences of patients.
- Ensure that personal dignity and respect are maintained during the delivery of care.
2. Support Communication and Information Sharing
- Demonstrate the ability to use appropriate communication techniques to support individuals and their families.
- Understand the importance of confidentiality and apply the principles of information sharing in line with legal and ethical standards.
- Utilize verbal, non-verbal, and written communication to effectively convey and receive information in a healthcare setting.
3. Understand Health and Safety in Healthcare
- Identify and assess health and safety risks within a healthcare environment.
- Understand and adhere to health and safety legislation relevant to healthcare settings.
- Promote a safe working environment by implementing safety procedures and ensuring compliance with protocols.
4. Support Individuals with Daily Living
- Assist individuals with daily personal care tasks, including bathing, dressing, feeding, and mobility.
- Provide support with nutrition and hydration, ensuring individuals receive the appropriate assistance based on their needs.
- Implement strategies to maintain and improve individuals’ independence as much as possible.
5. Contribute to the Protection of Vulnerable Individuals
- Recognize signs of abuse, neglect, or exploitation and understand the procedures for reporting concerns.
- Apply the safeguarding procedures to protect vulnerable individuals in healthcare settings.
- Promote a culture of respect and dignity to ensure the well-being of all individuals under your care.
6. Promote Health and Well-being
- Develop and implement strategies to promote physical and emotional well-being in individuals receiving care.
- Support individuals in managing their mental health and emotional needs, ensuring their psychological well-being is prioritized.
- Encourage and facilitate participation in health-promoting activities that enhance the overall quality of life for individuals.
7. Support Equality, Diversity, and Inclusion
- Understand and respect the principles of equality, diversity, and inclusion in healthcare.
- Challenge discriminatory practices and promote an environment where all individuals feel valued and respected.
- Provide support in a way that takes into account the cultural, religious, and personal preferences of individuals.
8. Provide Support to Individuals with Specific Healthcare Needs
- Gain knowledge on how to support individuals with specific healthcare conditions such as dementia, physical disabilities, or long-term illnesses.
- Understand the importance of person-centered care in supporting individuals with unique healthcare needs.
- Implement interventions that promote the well-being and independence of individuals with specific needs.
9. Contribute to Teamwork and Care Planning
- Work collaboratively within a healthcare team, ensuring that care plans are followed and updated regularly.
- Develop effective relationships with colleagues to provide integrated care for individuals.
- Participate in team meetings and reviews to assess and improve care plans and delivery.
10. Develop Professional Knowledge and Skills
- Enhance personal skills and knowledge related to healthcare through reflective practice and professional development.
- Demonstrate the ability to work in a professional, ethical, and compassionate manner at all times.
- Actively engage in learning opportunities to stay updated on current healthcare practices and innovations.
The NOCN Level 3 Diploma in Healthcare Support is a comprehensive qualification designed to provide learners with the skills and knowledge required to excel in healthcare support roles. This Ofqual-regulated qualification is recognized across the healthcare sector, offering numerous benefits to both learners and employers. Below are some of the key advantages of completing this qualification:
1. Recognized and Accredited Qualification
- Ofqual-regulated: The NOCN Level 3 Diploma in Healthcare Support is accredited by Ofqual, meaning it is a nationally recognized qualification that is widely accepted by employers and educational institutions across the UK.
- Credibility in the Healthcare Sector: Earning this qualification demonstrates your competence and professionalism in providing high-quality healthcare support, making you a valuable asset to any healthcare organization.
2. Career Advancement Opportunities
- Pathway to Senior Roles: This diploma can act as a stepping stone to senior healthcare assistant, care coordinator, or other advanced roles within healthcare settings.
- Professional Growth: By completing this qualification, you will gain the practical skills and knowledge necessary to take on more responsibility and progress in your healthcare career.
3. Flexible, Assignment-Based Learning
- No Exams: The course is entirely assignment-based, which means you won’t need to sit for exams. Instead, you will demonstrate your learning through real-world assignments based on your work environment.
- Flexibility: The diploma offers a flexible learning structure, allowing you to study at your own pace while continuing to work in your current role. This makes it perfect for busy professionals who want to improve their skills without disrupting their work-life balance.
4. Develop Practical, Real-World Skills
- The qualification focuses on real-world, practical skills needed to deliver high-quality healthcare support, such as:
- Person-centered care
- Health and safety management
- Effective communication
- Safeguarding vulnerable individuals
- These practical skills can be directly applied to your job, enhancing your ability to provide exceptional care and support to individuals in a variety of healthcare settings.
5. Improve Workplace Safety and Quality of Care
- By completing this course, you will be equipped with the tools to create safer healthcare environments, reducing risks and improving health and safety compliance.
- You will also learn how to promote well-being and mental health for patients, ensuring that individuals receive the best possible care.
6. Enhance Job Security and Employability
- With a recognized qualification in healthcare support, you will stand out to potential employers. It enhances your employability by demonstrating that you have the necessary skills and qualifications to support individuals effectively in healthcare environments.
- In-demand Profession: The healthcare industry continues to grow, and skilled healthcare support workers are in high demand. This qualification increases your chances of securing stable and rewarding employment.
7. Support Your Professional Development
- Completing the NOCN Level 3 Diploma is a great way to boost your professional knowledge in areas such as person-centered care, safeguarding, and health and safety protocols.
- The diploma encourages ongoing professional development, helping you stay up-to-date with the latest healthcare practices and guidelines.
8. Gain Confidence in Providing High-Quality Care
- As you progress through the course, you will develop greater confidence in your ability to deliver compassionate, effective care. This qualification empowers you to make a positive impact on the individuals you care for, improving their overall well-being.
9. Enhance Personal Satisfaction and Fulfillment
- Working in healthcare can be highly rewarding. By gaining the NOCN Level 3 Diploma, you will be better equipped to provide meaningful care that improves the lives of others.
- The knowledge and skills gained throughout the course also help in creating a sense of personal fulfillment, knowing that you are contributing to better patient outcomes.
10. Learn from Experienced Professionals
This training ensures that learners are fully prepared to meet the challenges they may face in real healthcare settings.
The course provides learners with the opportunity to learn from healthcare professionals and industry experts, gaining insights into best practices and new developments in healthcare support.
The NOCN Level 3 Diploma in Healthcare Support is designed for individuals who are either already working in healthcare or looking to begin a career in the sector. This qualification is ideal for those wishing to enhance their knowledge and skills in providing high-quality care and support to individuals in a variety of healthcare settings.
Here are the key characteristics of the ideal learner for this course:
1. Current or Aspiring Healthcare Support Workers
- Healthcare Assistants, Support Workers, and Care Assistants: Individuals already employed in healthcare support roles who want to formalize their qualifications and improve their skill set.
- Entry-Level Healthcare Workers: Those just starting their careers in healthcare support and seeking a structured learning pathway to gain a formal qualification.
2. Learners Interested in Person-Centered Care
- Ideal learners are passionate about delivering person-centered care, ensuring that each individual receives care tailored to their needs, preferences, and values.
- Individuals who want to make a positive impact on the lives of patients by prioritizing their dignity and well-being.
3. Motivated and Self-Disciplined Individuals
- This assignment-based qualification requires learners to work independently and manage their time effectively.
- Self-motivated learners who are comfortable working at their own pace, balancing studies with work responsibilities, and meeting deadlines without the structure of traditional exams.
4. Those Seeking Career Advancement in Healthcare
- Learners who want to advance in their healthcare careers and pursue more senior roles such as senior healthcare assistant, care coordinator, or healthcare team leader.
- Individuals who aspire to grow within healthcare settings and take on more responsibility in supporting and leading teams.
5. Individuals Committed to Professional Development
- Ideal candidates have a strong interest in continuous professional development and are eager to build their expertise in areas such as health and safety, communication, and safeguarding.
- Those looking to stay up-to-date with the latest practices in healthcare support and improve the care they deliver to individuals.
6. Passionate About Working with Vulnerable Individuals
- Learners who are empathetic and passionate about supporting vulnerable individuals, whether it’s those with disabilities, the elderly, or individuals with long-term health conditions.
- Those who seek to ensure that vulnerable individuals feel safe, respected, and cared for in a healthcare setting.
7. Learners Seeking Flexibility
- The assignment-based structure makes this qualification perfect for those who need to learn flexibly and are currently working in healthcare roles or other related sectors.
- Ideal for individuals who prefer practical, hands-on learning and wish to apply their knowledge directly to their work environment.
8. Individuals Looking for Job Security in a Growing Industry
The qualification helps learners stand out in the competitive job market by enhancing their employability.
Healthcare is an expanding sector with increasing demand for qualified workers. This diploma is perfect for individuals who want to secure long-term job opportunities in the healthcare industry.
Entry Requirements
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Qualification Process
Qualification Process NOCN Level 3 Diploma in Healthcare Support
- Self-Assessment:
Begin by evaluating your eligibility to ensure you meet the qualification requirements, including work experience, knowledge, and language proficiency. - Registration:
Complete your registration by submitting the required documents, including a scanned copy of a valid ID, and paying the registration fee. - Induction:
An assessor will conduct an induction to confirm your eligibility for the course and explain the evidence requirements. If you do not meet the criteria, your registration will be canceled, and the fee will be refunded. - Assignments & Evidence Submission:
Provide all assignments and the necessary evidence based on the assessment criteria outlined in the course. If you are unsure of the required evidence, consult with the assessor for guidance on the type and nature of evidence needed. - Feedback and Revision:
The assessor will review your submitted evidence and provide feedback. Evidence that meets the criteria will be marked as “Criteria Met,” while any gaps will be identified. You will be asked to revise and resubmit if needed. - Competence Evidence:
Submit final evidence demonstrating that all learning outcomes have been met. This evidence will be marked as “Criteria Met” by the assessor once it is satisfactory. - Internal Quality Assurance (IQA):
The Internal Quality Assurance Verifier (IQA) will review your evidence to ensure consistency, quality, and compliance with standards. - External Verification:
The IQA will submit your portfolio to NOCN External Quality Assurance Versifier (EQA) for final confirmation. The EQA may contact you directly to verify the authenticity of your evidence. - Certification:
Upon successful completion of all checks, NOCN will issue your official certificate, confirming that you have attained the NOCN Level 3 Diploma in Healthcare Support
