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National College Credit Recommendation Service

Board of Regents  |  University of the State of New York

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NOCTI and Nocti Business Solutions (NBS) | Evaluated Learning Experience

Healthcare Core (1141)

Course Category: 
Location: 

NOCTI and NBS proctored test centers throughout the United States.

Length: 

Varies.

Dates: 

January 2017 - Present.

Instructional delivery format: 
Proficiency exam
Learner Outcomes: 

Upon successful completion of this examination, students will be able to: describe how healthcare workers can be aware and sensitive to clients and their families (across the lifespan) emotional, spiritual, mental health and social needs, behaviors, and attitudes; explain how different diseases can influence the functioning, behaviors, and attitudes of individuals including dementia/Alzheimer's disease; describe selected client service strategies (e.g., service, quality client care, client participation); define the stages and processes of death and dying and the influence those stages have on clients and their families; discuss healthcare fields and the types of workers needed; describe employer behavioral expectations of healthcare personnel; identify the impact of quality in healthcare facilities as well as the responsibilities of users of the healthcare system (e.g., healthcare workers maintenance of personal wellness); describe selected types of healthcare facilities and healthcare delivery systems (e.g., organizational and financial structure, departments and services, type and levels of healthcare personnel, policies and requirements); describe the components of verbal and nonverbal communication and situations in which these skills can be effectively used;  explain how active listening skills can improve client/individual and team communication; use a variety of communication techniques to achieve effective interpersonal and team communication; describe communication skills that are important when managing conflict; explain the components of accurate and appropriate documentation and reporting (e.g., common medical abbreviations); explain the roles and responsibilities of team members; describe the use of information technology in healthcare settings; use a problem-solving process applied to healthcare situations to describe how healthcare workers can effectively communicate with their clients/individuals and team members; describe dimensions of values as they impact healthcare; discuss basic principles of professional relationships; describe how ethical decision making influences the care of clients; explain how an individual's diversity, socioeconomic, or religious beliefs could lead to potential ethical differences with that of other healthcare employees; explain the laws (e.g., liability,  influence on client care); explore legal issues such as sexual harassment, wrongful discharge, negligence, malpractice and violence in the workplace (e.g., abuse, neglect, exploitation, and the Vulnerable Adults law); identify the legal issues related to informed consent, advanced directives, ensuring the clients' rights and responsibilities, and accurate documentation; describe the importance of confidentiality (HIPAA) and consequences of inappropriate use of healthcare data (social media and email) in terms of disciplinary actions; list healthcare safety standards and regulatory agencies and the requirements they set for safety standards for healthcare facilities, their employees, and clients/individuals; explain the current requirements of standard precautions and the procedures used at a variety of healthcare facilities to support those standards (e.g., infection control, proper hand washing, and gloving procedures); identify ways in which healthcare workers can demonstrate personal and client safety (e.g., Safety Data  Sheets (SDS), safety signs, symbols, labels, and physical, chemical, and biological safety); explain the procedures used to respond to client/individual and healthcare facility emergencies (e.g., fire safety and natural disasters); describe one's personal belief system as well as the belief systems and practices of diverse cultures; explore personal responsibility as a healthcare employee to treat each person as an individual; discuss the appropriate workplace expectations to interact with team members and care for clients/individuals from diverse cultures, gender, age groups; use a problem-solving process applied to healthcare situations to describe how healthcare employees can respect client and staff diversity.

Instruction: 

This exam assesses individuals' end-of-program knowledge and skills in an online proctored proficiency examination format. In addition, some programs administer a performance component test to assess application of skills.

Credit recommendation: 

In the lower division baccalaureate/associate degree category, 3 semester hours in Health Care Core/Introduction to Healthcare (5/17).

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