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 THAT HAS PASSED THE END DATE: 

Diploma: General Nursing 
SAQA QUAL ID QUALIFICATION TITLE
10533  Diploma: General Nursing 
ORIGINATOR
FRERE NURSING COLLEGE 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
-   HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
National Diploma  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  Level 5  Level TBA: Pre-2009 was L5  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Passed the End Date -
Status was "Registered" 		 SAQA 1337/01  2003-07-01  2006-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2007-06-30   2011-06-30  

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 
To provide qualifiers with basic-level knowledge, specific skills and applied competence in the fields of general nursing science that provide opportunities for continued personal and professional intellectual growth, gainful economic activity and regarding contributions to society.

To provide South Africa with significant numbers of safe, competent, caring and ethically-based professional nurse practitioners so that the health needs of the nation can be met at primary , secondary and tertiary health care levels. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
  • Current enrolment as o nurse with the S A Nursing Council
  • Standard ten or equivalent certificate; or standard eight certificate with nursing college approval. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    N 

    QUALIFICATION RULES 
    The Diploma in General Nursing is obtained by completing:
  • clinical learning opportunities at approved training hospitals / community services as laid down by the SA Nursing Council, and
  • the following subjects:
    - general nursing science
    - social sciences
    - fundamental nursing science, ethos and professional practice. 
    		•

    EXIT LEVEL OUTCOMES 
    EXIT LEVEL OUTCOMES:

    1. Provider / Collaborator / Facilitator role

    1.1 Provide, manage and facilitate comprehensive health and nursing practice (general nursing care, primary health care)based on the scientific approach of assessment, planning, implementation and evaluation in the context of the primary health core approach to individuals, families and communities.

    AREAS OF COMPETENCE

    A. Assessment and diagnosis

    Core competencies for assessment and diagnosis
  • Collect and analyse data;
  • Interpret data against a body of scientific knowledge;
  • Formulate a nursing and a health care diagnosis
  • Identify areas for improvement of quality of health carer / services and care
  • Interpret data / statistics; and
  • Identify health indicators and risk factors.

    B. Planning
    Core competencies for planning
  • Determine individual's / family's and nursing's goal for care in collaboration with the individual, family and other members of the health team.
  • Identify and set priorities
  • Identify and outline objectives for the plan of care (taking into consideration the capacities of the individual / family)
  • Select and outline priorities and other nursing interventions to achieve expected outcomes
  • Set priority areas for teaching-learning taking into consideration cultural issues

    C. Implementation

    Core competencies for implementation
  • Create / facilitate / negotiate an enabling environment that is therapeutic and meets the individual's / family 's / groups' / community 's need for privacy, confidentiality, well-being and dignity.
  • Perform or carry out interventions ranging from personal care to use of technology with active involvement of individuals, families, significant others, members of the health team and stakeholders
  • Collaborate with individuals, families and other stakeholders in developing a discharge plan.
  • Communicate the need for continuity of care of individuals, families and communities to health care providers at the various levels of institutional and
    community core.

    D. Evaluation
    Core competencies for evaluation
  • Monitor progress and outcome of interventions on the physical, psychological and psychosocial well-being of individuals, families and communities within health institutions and in other settings.
  • Formulate and revise nursing interventions through comprehensive and continuing assessment.
  • Review the priorities, objectives and nursing interventions for their relevance and appropriateness based on the assessment and evaluation of the health status, capacity and potential of individuals, families and communities.

    1.2 ANALYSE, DOCUMENT, REPORT AND ACCURATELY UTILIZE ALL RELEVANT INFORMATION ON THE SITUATION, AND NURSING CARE FOR INDIVIDUALS, FAYILIES AND COMMUNITIES TO FACILITATE CONTINUITY OF CARE

    AREAS OF COMPETENCE

    Communication, interpersonal relationships; use of technology
    Core competencies for communication and interpersonal relationships
  • Listening, reflecting
  • Managing silence
  • Managing emotions
  • Empathy
  • Managing conflict
  • Working in a team,
  • Counseling
  • Utilize technology appropriately for needs of:
  • Assessment
  • Planning
  • Implementation and evaluation of health care and service delivery.
  • Record data on assessment and intervention outcomes
  • Document information in a meaningful manner for improving quality care.

    1.3 RESPOND EFFICIENTLY AND EFFECTIVELY TO EMERGENCY AND DISASTER SITUATIONS TO SAVE LIVES AND PREVENT DISABILITY.

    Management of emergency and disaster situations
    Core competencies
  • Familiarise self, team members and others on existing institutional plans.
  • Disseminate documented information to colleagues and other stakeholders using relevant channels.
  • Collaborate with health team members to map out and implement a strategy for classifying the needs for care in emergency and disaster situations for individuals, families and communities.
  • Participate in the development of a database on emergency and disaster management.
  • Demonstrate knowledge, skills and understanding of the physical, psychological and emotional responses, as well as the immediate needs of individuals, families and communities facing emergencies and disasters.
  • Apply the principles of crisis intervention theories and the principles of PHC in educating, teaching, counseling and managing the emergency care of individuals, families and communities.

    1.4 CONDUCT RESEARCH AND UTILIZE RESEARCH FINDINGS TO IMPROVE NURSING AND HEALTH CARE TO INDIVIDUALS, FAMILIES AND COMMUNITIES AND TO CONTRIBUTE TO THE BODY OF KNOWLEDGE OF THE PROFESSION, AS WELL AS TO HEALTH-RELATED ISSUES

    Application of the research process
    Use of research findings
    Core competencies
  • Collaborate with other members of the health core team to identify actual and potential areas for nursing and health research in order to improve or maintain quality care
  • Utilize the process of scientific enquiry in nursing and health research in order to improve or maintain quality care.
  • Utilize findings to improve the quality of care.
  • Apply simple procedures for disseminating information on research findings

    1.5 ESTABLISH AND MAINTAIN ETHICAL PARTNERSHIPS WITH OTHER HEALTH CARE PROFESSIONALS, TO PROVIDE FOR COLLABORATIVE PLANNING AND IMPLEMENTATION OF INTEGRATED HEALTH SERVICES

    Establishment and sustaining of partnerships and alliances
    Development of collaboration and networking strategies, mechanisms and processes.
    Core competencies:
  • Consult and collaborate within the multidisciplinary health teams, organizations and special interest groups
  • Demonstrate information on epidemics, nutritional diseases, maternal and infant morbidity and mortality, and other common diseases.
  • Develop/establish inter-professional and inter-sectoral relationships that promote health care.
  • Demonstrate team leadership skills and function as an effective team member.
  • Network and form alliances with key players in dealing with community health issues and demands.

    2.1 ASSUME AUTONOMY, RESPONSIBILITY AND ACCOUNTABILITY FOR THE EFFECTIVE MANAGEMENT OF THE NURSING OF INDIVIDUALS, FAMILIES AND COMMUNITIES IN ALL SETTINGS TO ENSURE QUALITY OF CARE, WITHIN THE MULTIDISCIPLINARY TEAM. IDENTIFY AND EXPLORE NEW ROLES FOR NURSES WITHIN THE MULTIDISCIPLINARY TEAM.

    Accountability and responsibility for own practice and others' performance.
    Identification and exploration of new roles
  • Implement nursing core management activities according to the Standards of Practice and Scope of Practice.
  • Participate in multi-disciplinary quality assurance task groups at various levels.
  • Participate in peer review based on the agreed upon quality assurance monitoring indicators and tools.
  • Review the effectiveness of the application of scientific approach of nursing and PHC principles for quality care.
  • Apply the scientific process of nursing and PHC principles to the nursing care of individuals, families and communities.
  • Application of management principles of nursing and PHC principles to the nursing care of individuals, families and communities.
  • Application of management principles to nursing core in a variety of settings.
  • Illustrate a balance between professional responsibilities and own human and employment rights.

    2.2 MAINTAIN PROFESSIONAL EXCELLENCE, CREDIBILITY AND COMPETENCE THROUGH CONTINUING EDUCATION FOR PROFESSIONAL GROWTH AND DEVELOPMENT

    Professional development opportunities
    Learning needs
    Health behavior
    Core competencies
  • Utilize the Nursing Act and the Regulations, the Code of Ethics and Professional Practice of the South African Nursing Council, and the body of scientific knowledge and apply the principles of PHC in service rendering for maintaining professional excellence.
  • Explore and use opportunities for professional development.
  • Identify own learning needs for improving practice, and enhancing professional knowledge.
  • Participate in self-directed learning activities aimed at broadening knowledge base for professional practice.
  • Assume responsibility for lifelong learning.

    3. ADVOCACY ROLE

    3.1 ADVOCATE FOR THE RIGHTS OF INDIVIDUALS, FAMILIES AND COMMUNITIES AND FOR THE CONTINUED PROVISION AND DEVELOPMENT OF COMPREHENSIVE QUALITY NURSING/MIDWIFERY AND HEALTH CARE IN THE COUNTRY.

    Principles of the advocacy process
    Knowledge about patients 'rights and their application to health care
    Core competencies
  • Use principles enshrined in the Constitution of South Africa to advocate for improvement of health care.
  • Understand the advocacy process and the rights of individuals, families, groups and communities.
  • Participate in policy development for nursing/midwifery and health care of individuals, families and communities.
  • Negotiate for stakeholder group involvement in policy formation to ensure that individuals ', families' and communities' needs receive attention.

    3.2 ADVOCATE FOR THE RIGHTS AND RESPONSIBILITIES OF PROVIDERS, INCLUDING OCCUPATIONAL HEALTH AND SAFETY WITHIN THE PRACTICE SETTINGS TO PROMOTE THE SAFETY OF CLIENTS/PATIENTS AND PROVIDERS.

    Human rights in the workplace
    Occupational health and protection of workers' rights
    Acquaintance with the role of labour organizations
    Core competencies
  • Communicate with colleagues on issues related to safety and human rights in the workplace.
  • Participate in promoting and protecting the human rights of clients/patients, nurses and the public in health care settings. 
    		•

    ASSOCIATED ASSESSMENT CRITERIA 
    EXIT LEVEL ASSESSMENT CRITERIA

    1. Provider / Collaborator / Facilitator

    A. Assessment and diagnosis

    Do an assessment of the following:
    a) Individuals
  • health of the individual throughout the life span
    b) Groups
  • communities in partnership with regard to health;
  • environment and epidemiology
  • families in local communities
  • factors influencing health status of communities

    Outcomes for diagnosis

    Make a/an
  • individual diagnosis
  • family diagnosis
  • community diagnosis
  • diagnosis for common minor physical ailments and emergencies
  • diagnosis of common physical illness (acute or chronic)


    B. Planning
  • Use the scientific approach to design a realistic and contextualized health care plan for:
    a) Individuals
  • persons of all age groups in institutions and community settings with regard to
  • common minor physical ailments and emergencies
  • common acute and chronic physical illness
  • disabilities
    b) Groups
  • families
  • communities in partnership
  • Design health education programmes for individuals, groups, families and communities with their full participation and consent so as to meet the individual's / families' learning needs with regard to own health.


    C. Implementation
  • Apply Batho Pele principles during implementation of nursing and health care plans.
  • Implement a comprehensive holistic intervention plan for individuals, families, groups and communities using cognitive, affective and psychomotor skills so as to provide safe, competent, compassionate and ethically based nursing care to persons of all age groups in institutional and community settings.


    D. Evaluation
  • Evaluate the process and outcome of the implementation of health and nursing care plans of individuals, groups, families and communities in partnership with full participation of all stakeholders.


    1.2
  • Use affective skills to communicate in an acceptable and therapeutic way across the cultural spectrum
  • Give appropriate, relevant health education effectively to individuals, groups, families and communities.
  • Communicate in a therapeutic manner with individuals of all age groups in institutional or community settings, including counseling.
  • Work effectively and harmoniously in a team
  • Create a supportive environment for colleagues and patients/ clients.
  • Maintain healthy interpersonal relationships within the health team and with individuals by:
  • non-judgmental attitudes
  • resolution of conflict constructively
  • acceptance of the uniqueness of man
  • following appropriate channels of communication with colleagues and all stakeholders.
  • Use a wide range of processes, techniques, tools and materials to gather information, solve problems, create and evaluate products and to communicate results.
  • Use equipment and technology in health settings safely, appropriately and ethically
  • Keep clear, accurate and complete records.

    1.3
  • Compile an appropriate emergency care and life-saving plan for an individual, a family, a group or a community.
  • Compile an appropriate post-disaster plan for a community.
  • Participate with communities and other stakeholders in the management of emergency situations as well as in the determination of the roles of various groups in emergency or disaster situations.

    1.4
  • Conduct a research project within a team context.
  • Maintain the ethics and relevant legislation applicable to research.
  • Interpret research findings appropriately.
  • Critically analyse research outcomes.

    1.5
  • Establish a partnership in a community or group.
  • Develop collaboration and networking strategies in partnerships.
  • Apply the PHC approach and strategies in promoting community participation and collaboration.

    2. Professional role

    2.1
  • Function according to the scope of practice and accept responsibility for own competence.
  • Demonstrate accountability for own practice.
  • Render competent, safe, ethically-based nursing care to individuals, groups and families.
  • Identify the rights and obligations of the individual nurse as well as those of the profession.
  • Identify and explore new roles for nurses in a changing health environment.

    2.2
  • Identify personal and professional strengths, abilities and aspirations that could influence future career opportunities.
  • Demonstrate knowledge of the roles, skills and abilities of colleagues and other members of the health team to enhance team work and collaboration
  • Take responsibility for own competence.
  • Engage constructively in positive change and transformation.
    Learning needs
  • Critically analyse own level of knowledge and skills and assess learning needs.
  • Set appropriate goals for learning and plan, implement and evaluate learning process.
  • Develop a professional portfolio of documented evidence of professional progress and experience.
    Health behaviour
  • Make informed choices that will contribute to physical, mental, emotional and spiritual well-being.

    3. Advocacy role

    3.1
  • Advocate for the rights of individuals, families and communities.
  • Identify and utilise relevant social and political networks.

    3.2
  • Plan a policy document to protect the rights of employees and clients / patients.
  • Maintain good labour relations.


    INTEGRATED ASSESSMENT:

    ASSESSMENT / EVALUATION METHODS:

    A range of formative and summative methods will be used in on integrated way to assess whether the specific outcomes have been achieved. These include:
  • Written tests and examinations
  • Open book examinations
  • Oral examinations
  • Objective Structured Clinical Evaluation (OSCE)
  • Simulation
  • Work place allocation and assessment/evaluation of practica
  • Clinical and academic ward rounds and ward inspections
  • Case-studies and case-presentation
  • Clinical workbooks
  • Written assignments and creative work
  • Research projects and seminars
  • Journal assessment and self-evaluation
  • Peer group and preceptor evaluation
  • Competency related evaluation of clinical skills
  • Problem-based learning strategies
  • Evaluation of nursing care plans
  • Oral presentations by individuals and project teams
  • Incidentation and report writing
  • Exhibition of student projects, poster displays, illustrated charts
  • Games
  • Student designed outcomes 
    		•

    ARTICULATION OPTIONS 
    Credits obtained at other nursing colleges / universities for corresponding courses are recognized for this qualification (i.e. Ethos and Professional Practice)

    This diploma can lead to:
  • vertical articulation
    - Diploma in Medical and Surgical Nursing Science
  • horizontal articulation
    - Diploma in Psych iatric Nursing Science
    - Diploma in Community Nursing Science
    - Diploma in Midwifery 
    		•

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    The following quality assurance procedures form part of the overall evaluation and accreditation system:
  • Internal and second examiners all of whom have at least two appropriate professional qualifications and a Bachelors degree with a major in nursing education.
  • External examiners from the South African Nursing Council at the exit level of the qualification.
  • Accreditation requirements and guidelines of the South African Nursing Council. 
    		•

    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.
     
    NONE 


    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.