SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION:

Higher Certificate in Nursing

SAQA QUAL ID	QUALIFICATION TITLE
101979	Higher Certificate in Nursing
ORIGINATOR
CHATSMED CANDLELIGHT NURSING SCHOOL
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY			NQF SUB-FRAMEWORK
CHE - Council on Higher Education			HEQSF - Higher Education Qualifications Sub-framework
QUALIFICATION TYPE	FIELD		SUBFIELD
Higher Certificate	Field 09 - Health Sciences and Social Services		Promotive Health and Developmental Services
ABET BAND	MINIMUM CREDITS	PRE-2009 NQF LEVEL	NQF LEVEL	QUAL CLASS
Undefined	120	Not Applicable	NQF Level 05	Regular-Provider-ELOAC
REGISTRATION STATUS		SAQA DECISION NUMBER	REGISTRATION START DATE	REGISTRATION END DATE
Reregistered		EXCO 0821/24	2021-07-01	2027-06-30
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2028-06-30		2031-06-30

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.

This qualification does not replace any other qualification and is not replaced by any other qualification.

PURPOSE AND RATIONALE OF THE QUALIFICATION

Purpose:
The qualification serves to provide learners with the knowledge, affective, cognitive and conceptual tools and practical techniques for additional higher education studies in nursing. The knowledge emphasises general principles and their application in the provision of basic nursing care. This qualification signifies that the learner has attained a basic level of higher education knowledge and competence in nursing and is capable of applying such knowledge and competence in the workplace.

The qualification aims to:

Produce nurses that will provide basic nursing care in all spheres of health care service delivery.

Provide the nurse with a wide range of cognitive, affective and psychomotor skills.

Hone skills in assessment, planning and implementation basic nursing care.

Develop writing and oral communication skills.

The nurse who completes this qualification will be able to:

Apply knowledge of theory and practice of basic nursing care.

Assess, plan, implement and evaluate basic nursing care for individuals and groups throughout the life span.

Demonstrate professionalism when rendering basic nursing care.

Rationale:
The Pick Report recommended the restructuring of human resources and Strategy for Human Resources including the one-year Higher Certificate in Auxiliary Nursing which will alleviate workload on other categories as stated.

The South African Nursing Council has been instrumental in moving nursing education into the realm of higher education. The introduction of the NQF allowed and gave the South African Nursing Council an opportunity to revisit all nursing qualifications and made it possible to place the one-year Higher Certificate in Auxiliary Nursing at Level 5. The reasons for the development of this qualification are for the first level nurse to be capable in delivering skilled fundamental basic nursing care.

Combining nursing care with prevention of diseases, promotion of health, curing diseases and rehabilitation which makes this nurse a strong primary health care worker.

The qualification serves to provide learners with the basic knowledge, affective, cognitive and conceptual tools and practical techniques for additional higher education studies in nursing. This qualification signifies that the learner has attained a basic level of higher education knowledge and competence in nursing and is capable of applying such knowledge and competence in the workplace.

Higher Certificate in Auxiliary Nursing takes into consideration whether students will need transition support as they move from Auxiliary Nursing qualification to the next within the nursing profession. Such support will pay due attention to similarities or differences in education processes (including processes of delivery, teaching methodology and assessment) between the courses and programs that are linked in the pathway arrangement based on credit and articulation arrangements which does not unfairly advantage or disadvantage either students entering the course with credit transfer or articulation or those students who enters directly.

This qualification addresses specific labour demands within the economy in the area of First Level/Basic Nursing practise. Hence it provides much needed entry level employment within the Health sector which alleviate poverty in the society thereby improving health and act as stimulant towards higher nursing qualification.

The first level nurse can work just about everywhere that includes hospitals, clinics, hospice, emergency rooms, government agencies, corporations and doctor's office. They also get employed in numbers in geriatric units, in fact everywhere where Basic Nursing care is required. They have been found to alleviate shortage in government hospitals or clinics whereby registered nurses are supposed to concentrate in administrative and managerial duties. This category assists in alleviating burnout and staff turnover whereby registered nurses leave the profession amid litigation caused by the work load which results in them doing duties which can be done by the first level nurse.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Recognition of Prior Learning (RPL):
A learner may be assessed on prior learning of the prescribed credits towards the programme by:

Applying to a nursing education institution accredited to offer the Auxiliary Nurse programme.

Providing evidence of prior learning by means of portfolios, other forms of appropriate evidence or challenge examinations.

Complying with the nursing education institution's Recognition of Prior Learning policies and procedure.

The process referred to in sub regulation (1) of the Nursing Council must meet the Council's and the general prescripts for recognition of prior learning. The assessment of prior learning referred to in sub regulation (1) must be conducted by an assessor registered in terms of regulation 8(1)(a). The nursing education institution must submit the credits obtained from the assessment of prior learning as part of the completion of training records referred to in regulation 2(2)(c). The nursing education institution where recognition of prior learning has taken place must keep a full record of the assessment conducted and all documentation pertaining to such assessment for a period as prescribed by relevant legislation and, on request, supply such records to the Council. Where a nursing education institution fails to produce the recognition of prior learning records on request of the Council, the Council may refuse such an application for credits or where credit was already granted, such credits may be withdrawn.

Entry Requirements:
The minimum requirements for admission into the Higher Certificate are:

A National Senior Certificate (NSC) with appropriate subject combinations and levels of achievement.

National Certificate Vocational (NCV), Level 4 with appropriate subject combinations and levels of achievement.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

This qualification comprises compulsory modules at Level 5 totalling 120 Credits.

Compulsory Modules Level 5, 120 Credits:

Biomedical Sciences and Pharmacology, 16 Credits.

Communication, 4 Credits.

Basic Nursing Science, 66 Credits.

Transcultural Nursing, 4 Credits.

Professionalism and Ethics, 6 Credits.

Community Nursing, 24 Credits.

EXIT LEVEL OUTCOMES

1. Apply knowledge of anatomy, physiology, biophysics, pharmacology and microbiology in the provision of nursing care.
2. Communicate effectively in a variety of ways in a nursing context.
3. Use the scientific nursing approach to address the basic needs of individuals and groups in various health care settings.
4. Demonstrate appropriate methods of interacting sensitively and professionally with people from diverse backgrounds.
5. Maintain professionalism in nursing practice within the ethical and legal framework.
6. Participate in addressi11g the needs of individuals and groups in a community.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria for Exit Level Outcomes 1:

Understanding of macro body structure and functioning is demonstrated by the nursing care provided, in accordance with the relevant scope of practice.

Understand the structure and functioning of anatomy, physiology, biophysics, pharmacology and microbiology is demonstrated in the provision of nursing care.

Associated Assessment Criteria for Exit Level Outcomes 2:

Oral and written communication is maintained to promote effective fundamental nursing care.

Ensure written communication is clear, relevant and unambiguous.

Associated Assessment Criteria for Exit Level Outcomes 3:

Implement and evaluate individual and/or group health care plans across the health-illness continuum in collaboration with other members of the health care team.

Apply information obtained from continuous monitoring of responses to nursing interventions correctly to the individual or group.

Demonstrate appropriate emergency care and first aid principles in respect of:
> Treatment of injuries and accidents.
> Basic life support.

Associated Assessment Criteria for Exit Level Outcomes 4:

Implement nursing interventions with sensitivity to people of diverse backgrounds.

Associated Assessment Criteria for Exit Level Outcomes 5:

Ensure recording of data is done in compliance with legal criteria.

Maintain patient records accurately, concisely and systematically, to reflect the basic nursing care rendered.

Maintain confidentiality and integrity of patient information in interaction with patients and others.

Display adherence to professional code of conduct in provision of nursing care.

Associated Assessment Criteria for Exit Level Outcomes 6:

Implement health promotion programmes.

Integrated Assessment:
Different methods of assessment are utilised or applied in cases of Integrated Assessment. Assessment tools will be developed using the appropriated activities which are within the knowledge of the learner. Procedures which are not available in the clinical area where students gain their practical experience, will have to be simulated or role played at the college in the clinical laboratory under the supervision of the Nurse Educators. All specific outcomes, embedded knowledge and outcomes are assessed to ensure holistical development of a student.

Theory Assessment:
Formative Assessment:
Will be in form of test, assignment and projects or case study, in each of these the student should obtain 50%, in order to get an examination entry mark of 50%. Therefore, entry requirement for written examination is 50%. Continuous assessment will be conducted in the clinical area (on the job performance) under the supervision of a clinical facilitator. OSCE will be simulated procedures conducted at the college under the supervision of a Clinical Facilitator.

Assessments will be on the procedures available in that particular clinical area and will be done against a standardised assessment tool. Students will be expected to obtain 60% in each practical assessment.

Summative Assessment:
Students will be expected to obtain 50% as well as 50% in formative assessment and when combined will give a pass mark of 50%.

Any student who obtain less than 50% will fail the examination and sit for supplementary examination if obtained 40% and less than 50%.

A student who passes the theory by 75% and above will obtain a distinction.

Practical Assessment:
Practical assessment is divided into continuous assessment, Objective Structured Clinical Examination (OSCE) and Final Practical Assessment. Final Practical Assessments will be done under the supervision of Clinical Facilitator and Nurse Educator. Pass mark will be obtained by adding all practical assessments dividing by a number of assessments and must obtain a pass mark of 60% and above. A student who passes the practical by 75% and above will obtain a distinction. Students who obtain less than 60% will have to repeat practical examination.

INTERNATIONAL COMPARABILITY

Nursing professional councils or relevant licensing authorities within the nursing care profession in many countries around the world have not generated first level health worker to a full qualification. However, it is very possible that it will be utilised in the Southern African Development Community (SADC) region and throughout the Sub - Saharan Africa as well as other third and first world countries because this qualification is recognised by the South African Nursing Council as a National certificate at Level 5.

In both the international Council of Nurses and international Labour organisation, South Africa is an active member. Hence nursing qualifications in South Africa have always been aligned with the New Zealand, Australia, Saudi Arabia, and America etc.

Similar qualifications exist in other third world countries such as Cameroon, Ghana, Democratic Republic of the Congo (DRC), Botswana etc and other first world countries such as the United States of America (USA), New Zealand etc, but South Africa has developed it into a full qualification with recognition at professional council level for this first level category of a nurse.

This qualification is unique to South Africa and is appropriate for the specific requirements of this country of holistic and comprehensive health care and delivery. This qualification can be adapted to individual sub - Saharan countries and more especially, the SADC region countries, as well as all other countries with similar health provision services.

ARTICULATION OPTIONS

This qualification allows for vertical, horizontal and diagonal articulation.

Horizontal Articulation:

Child and Youth Care Worker, Level 5.

Community Development Practitioner, Level 5.

Safety, Health and Quality Practitioner, Level 5.

Vertical Articulation:

The National Diploma in Nursing, Level 6.

MODERATION OPTIONS

N/A

CRITERIA FOR THE REGISTRATION OF ASSESSORS

N/A

NOTES

N/A

LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION:

NONE

PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS QUALIFICATION:

This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.

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