SAQA

All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.

SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION:

Diploma in Emergency Medical Care

SAQA QUAL ID	QUALIFICATION TITLE
105023	Diploma in Emergency Medical Care
ORIGINATOR
Sefako Makgatho Health Sciences University
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY			NQF SUB-FRAMEWORK
CHE - Council on Higher Education			HEQSF - Higher Education Qualifications Sub-framework
QUALIFICATION TYPE	FIELD		SUBFIELD
Diploma (Min 240)	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	240	Not Applicable	NQF Level 06	Regular-Provider-ELOAC
REGISTRATION STATUS		SAQA DECISION NUMBER	REGISTRATION START DATE	REGISTRATION END DATE
Registered		EXCO 0733/25	2024-06-30	2027-06-30
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2028-06-30		2032-06-30

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 purpose of this qualification is to develop a learner competent in the knowledge, attitude, insight and skills required for the emergency medical care and rescue professions. The qualification is designed to produce mid-level emergency care providers who function as advanced life support paramedics within the field of pre-hospital emergency medical care. The qualification provides an additional entry point into the emergency medical services (EMS) career pathway and an opportunity for employment within the EMS and related sectors.

The qualifying learner will be able to competently apply an integration of theoretical principles, proven techniques, practical experience, clinical procedures and appropriate skills to:

Provide independent emergency medical care and rescue services to all sectors of the community.

Become a reflective practitioner and lifelong learner within the emergency medical care and rescue profession.

Rationale:
About 90% of the global trauma burden occurs in Africa. Reported post-trauma mortality ranged from 13% in Ghana to 40% in Nigeria and preventable mortality is as high as 70% in South Africa. The development of emergency care systems is a growing focus in low-middle income countries (LMICs). It is estimated that as many as 45% of deaths and 35% of disability-adjusted life years can be addressed by developing robust emergency care systems in LMICs.

One of the biggest challenges in many rural low resource settings is the scarcity of emergency care, and where present, the distance and time to access appropriate services. In a scoping review about trained emergency medical care workers a lack of skilled personnel was found to be the key barrier to proficient care, with 32% of out of hospital emergency care being delivered by laypersons without formal training. Further issues related to a fully trained and available skilled workforces include access to pre-hospital treatment and care interventions and care provider aspects.

Other key barriers reported in literature include culture/community, infrastructure, communication/coordination (e.g. uniform access phone number for emergency medical service activation etc.), equipment, personnel and transportation (type and mode of transport), with Ambulances being the most mentioned mode of transporting patients. However, many patients still relied on alternative means of transportation such as hired cars, and animal drawn carts etc.). South Africa and rural areas in Gauteng, Northwest, Limpopo and Mpumalanga provinces are in dire need of proficiently trained emergency medical and rescue workers. As such, the institution has an agreement with Gauteng Provincial Government to train Emergency Care Practitioners.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Recognition of Prior Learning (RPL):

This qualification may be achieved in part through the recognition of prior learning, in accordance with the policies and procedures of the institution and on presenting the relevant evidence that meets the outcomes of the qualification. Possible exemption, for a maximum period of 1 year (50% of the time), based on comparable training and experience gained at another recognized academic institution could be granted, subject to the following conditions:

The periods of training must have occurred within at most two years before registering for the Diploma in Emergency Medical Care.

Provision is made for the number of years in service by way of evaluating a portfolio of evidence

Sufficient experience must be proven using a logbook, portfolio and certification by the Head of the Department of Emergency Medicine where the experience was gained.

The above information must be evaluated by the Head of the Department of Emergency Medicine of the institution and approved as equivalent. With the endorsement of the Dean of School of Medicine.

Entry Requirements:
The minimum entry requirements to this qualification are:

Senior Certificate (SC), NQF Level 4 without endorsement.
Or

National Senior Certificate (NSC), NQF Level 4, granting access to Diploma studies.
Or

National Certificate Vocational (NCV), NQF Level 4 granting access to Diploma studies.
Or

Higher Certificate in Emergency Medical Care, NQF Level 5.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

This qualification consists of compulsory modules at Levels 5 and 6 totalling 249 Credits.

Compulsory Modules, Level 5, 126 Credits:

Anatomy 1, Level 5, 12 Credits.

Health Sciences: Chemistry, Level 5, 6 Credits.

Emergency Medical Care I Theory, Level 5, 12 Credits.

Emergency Medical Care I Practical, Level 5, 24 Credits.

Clinical Practice I, Level 5, 30 Credits.

Mental Health and Wellness, Level 5, 6 Credits.

Computer Literacy, Level 5, 3 Credits.

Foundations of Professional Practice, Level 5, 12 Credits.

Health Sciences: Physics, Level 5, 6 Credits.

Physical Preparedness 1, Level 5, 3 Credits.

Physiology 1, Level 5, 12 Credits.

Physical Preparedness II, Level 5, 3 Credits.

Compulsory Modules, Level 6, 123 Credits:

Clinical Practice II, Level 6, 36 Credits.

Emergency Medical Care II Theory, Level 6, 12 Credits.

Emergency Medical Care II Practical, Level 6, 24 Credits.

Primary Health Care, Level 6, 12 Credits.

Fire Search & Rescue, Level 6, 12 Credits.

Motor Vehicle Rescue, Level 6, 12 Credits.

High Angle I, Level 6, 12 Credits.

EXIT LEVEL OUTCOMES

1. Demonstrate fundamental knowledge of South African Health Care System and applicable legislation as it relates to Emergency Care Services
2. Demonstrate skills and applied competencies to render emergency care services and in the use of relevant equipment, devices and vehicles
3. Demonstrate understanding of the normal and abnormal structure and function of the human body as well as issues relevant to continued patient emergency care and rescue, safety, transportation and infection control.
4. Demonstrate commitment to personal and professional health and wellbeing for practice and lifelong learning.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria for Exit Level Outcome 1:

Explain the role, function, challenges, goals and strategies of the South African National Department of Health and the different tiers and levels of emergency medical services and legislation relevant to both public and private health care delivery and the role of the Professional Board for Emergency Care.

Explain the interdependence and inter-professional relationships between EMS and other allied health care services, including the key roles and responsibilities

Demonstrate accurate, comprehensive, comprehensible, relevant, up to date recording and adherence to language conventions, including accurate details of patient information, assessment and treatment and other administrative duties

Execute efficient patient hand over to other professionals/services aligned with local and national protocols and procedures, including consultation with and referral to the health care team.

Implement effective strategies for dealing with bystanders and crowds and ensure patients and family members are managed as per ethics guidelines of confidentiality, in-formed consent, justice, beneficence etc. and appropriately communicated with, respect-ing diversity and their dignity.

Associated Assessment Criteria for Exit Level Outcome 2:

Perform duties and function effectively as part of a high-angle team using the appropriate equipment and techniques.

Demonstrate effective and safe use, maintenance, registration, cleaning/disinfecting of Emergency vehicles in compliance with the road traffic act, prevailing road conditions, warning devices, navigation, and other operational requirements and logistics, including while transporting patients or when involved in an accident.

Maintain and effective troubleshooting failure and/or assembly of medical care and rescue equipment, cylinders and communication or other devices etc. including its appropriate and safe use as well as storage.

Identify hazards within the emergency care environment, including its source and impact; and take measures to prevent of minimise negative impact and control the hazard, including environmental hazards such as radioactivity, electricity, heat, ect.

Associated Assessment Criteria for Exit Level Outcome 3:

Explain normal function and structure of the human body (anatomy, physiology) as well as pathophysiology relevant to all body systems (such as nervous, cardiovascular, lymphatic, endocrine, respiratory, digestive, reproductive, integumentary, muscular-skeletal and urinary systems).

Explain normal anatomical and physiological differences between adults and children, as well as that of other special patient groups such as pregnant patients.

Perform comprehensive and accurate patient assessment (history taking, examination etc.) in the emergency care and rescue context consistent with the scope of practice of a Paramedic and correctly identify life threatening symptoms/conditions.

Apply appropriate clinical reasoning and decision-making relevant to the presenting condition, identify life-threatening disorders, and provide relevant treatment and life support interventions, including transportation and emergency care for adults, children and neonates.

Ensure all medical treatment / drugs administered are done correctly and within scope of practice in line with the provisions of the HPCSA, and sterility and infection control is correctly executed.

Associated Assessment Criteria for Exit Level Outcomes 4:

Demonstrate a commitment towards own mental, social, psychological, spiritual and physical health and wellness for sustainable practice and to enhance job effectiveness.

Maintain a healthy lifestyle, diet and adequate levels of exercise as well as personal safety protocols and regularly perform appropriate risk assessment, decision-making and option taking.

Maintain fitness and provide evidence of fitness through relevant strength tests, cardio-respiratory exercises, flexibility assessments, muscle endurance tests and swimming proficiency assessments as relevant to the emergency care and rescue environment.

INTEGRATED ASSESSMENT
Integrated Assessment:
Integrated assessment strategies across related modules and critical cross-field outcomes are applied. Integrated assessment takes the form of an appropriate variety of assessment methods, for example: written and oral examinations, problem solving assignments, projects presentations, case studies, portfolios, logbooks, clinical reports and objectively structured clinical examination, reflective practice journals and simulated medical and rescue scenarios.

Formative Assessment:
Learning and assessment are integrated. The scheme of work includes tests and assignments, practical work and competency evaluation of practical skills. The process is continuous and focuses on smaller sections of the work spread over the course of the relevant module.

Summative Assessment:
Summative assessments evaluate the learners' abilities to manage and integrate a larger body of knowledge and to achieve the stated outcomes. The summative assessment also focuses on the learners' ability to integrate knowledge and skills in emergency care. Summative assessments include theory and practical assessments tests and examinations

INTERNATIONAL COMPARABILITY

Country: Australia
Qualification: Diploma of Emergency Healthcare
The accredited course is approved by the Australian Qualifications Framework and provides learners with advanced skills and knowledge in complex emergency situations, and the diploma is offered by various institutions.

Similarities:

Both Australia and SMU include modules on Anatomy and Physiology of the human body and aetiology of trauma and disease; and both include knowledge and skills to perform a prescribed range of functions and predetermined procedures common in out of hospital emergency care, including life support.

Differences:

In Australia the qualification is divided into four phases with didactic classroom phase, practical and clinical in-house, field internship assigned to medical response ambulance unit, and final theoretical and practical assessments.

In SMU these are fully integrated over the 2-year duration of the diploma, where learners are involved with work-integrated learning and assessment from year 1.

Country: India
Institution: Shiksha: Diploma in Emergency Medical Technician course

This 2-year diploma course is designed to train learners in providing pre-hospital emergency care and to handle critical medical emergencies, including trauma, cardiac arrest, respiratory distress and other life-threatening situations.
Similarities:

Both Shiksha and SMU has very similar purpose for the diploma, scope and range of content and duration of training. Both also put an emphasis on health and physical fitness standards as the course and workplace involves practical and demanding work.

Both SMU and Shiksha the qualification provides entry into further training opportunities.

Differences:

The Shiksha diploma is offered over a range of associated colleges e.g. KGMU, Christian Medical College and Hospital Ludhiana, Teerthanker Mahaveer University, Era University, Rama University, etc. and the title of the diploma at SMU is Diploma in Emergency Medical Care, although the outcome is the same as it provides job opportunities as Emergency Medical Technician, Paramedic Assistant, Emergency Room Technician, ICU/CCU Technician, Ambulance driver or operator.

At SMU the aim focus on providing mid-level emergency care workers with the necessary skills and knowledge to function as advanced life support paramedics within the field of pre-hospital emergency medical care.

ARTICULATION OPTIONS

This qualification has the following articulation possibilities:

Horizontal Articulation:

Advanced Certificate in Technical Rescue Operations, NQF Level 6.

Vertical Articulation:

Bachelor of Emergency Medical Care, NQF Level 8.

Bachelor of Medicine and Bachelor of Surgery, NQF Level 8.

Diagonal articulation
No relevant OQSF qualifications are currently available for diagonal articulation.

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.

1.	Sefako Makgatho Health Sciences University