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: 

Post-basic Diploma: Midwifery 
SAQA QUAL ID QUALIFICATION TITLE
10557  Post-basic Diploma: Midwifery 
ORIGINATOR
FRERE NURSING COLLEGE 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
-   HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Post-basic 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 6  Level TBA: Pre-2009 was L6  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 
The purpose of the qualification is to provide the qualifiers with national diploma level (NQF level 5) know ledge, skills, attitudes and competencies in the field of midwifery. This is done in order to provide opportunities for practice as a midwife / accoucheur so as to provide a contribution to society. Also, for continued personal intellectual growth and for gainful economic activity.

It is also to facilitate the registration of the candidate with the South African Nursing Council as a midwife and to provide a qualification that is internationally recognised.

It is to provide South Africa w it h competent midwives who will provide a high degree of integrated health care in order to reduce the peri-natal and maternal mortality rates. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Registration as a general nurse with the South African Nursing Council, which is a NQF, level 5 diploma. 

RECOGNISE PREVIOUS LEARNING? 
N 

QUALIFICATION RULES 
The Diploma in Midwifery is obtained by completing:
  • clinical learning opportunities at approved training hospitals/community services as laid down by the South African Nursing Council
  • the following subjects:
    - midwifery nursing science
    - neonatal nursing science
    - fundamental nursing science, ethos and professional practice. 
    		•

    EXIT LEVEL OUTCOMES 
    EXIT LEVEL OUTCOMES:

    1. The Provider / Collaborator / Facilitator role

    1.1 Exit Level Outcome 1:

    In order to provide, manage and facilitate comprehensive midwifery practice based on the scientific approach of assessment, planning, implementation and evaluation the student must display the following areas of competence and learning outcomes:

    LEARNING OUTCOMES

    A. ASSESSMENT AND DIAGNOSIS

    OUTCOMES FOR ASSESSMENT
  • Ante-natal assessment.
  • Progress of labour assessment.
  • Neonatal assessment.
  • Post-natal assessment.
  • Risk assessment.
  • Emergency assessment

    OUTCOMES FOR DIAGNOSIS
  • Make a midwifery and neonatal diagnosis.

    B. COMMUNICATION, INTERPERSONAL RELATIONSHIPS

    OUTCOMES
  • Identify "at risk " families - those with poor support systems, social problems, and /or medical problems.
  • Recognise signs and symptoms of depression and psychosis during pregnancy and puerperium; and know where to refer these patients.
  • Give health education to mothers and families regarding coping skills and stress management.
  • Identify community resources for "at risk " families, babies born with physical or mental defects and stillbirths or infant deaths.
  • Provide crisis intervention for families experiencing a stillborn baby, a neonatal death, a baby with a birth defect, a baby needing high or intensive care or a mother needing specialized obstetric care.


    C. PROBLEM-SOLVING AND CRITICAL THINKING

    OUTCOMES
  • Identify problems.
  • Distinguish between problems within the scope of practice and those in need of referral.
  • Select the best alternative for a problem.
  • Evaluate the results of the alternative implemented together with relevant role players.
  • Apply problem -solving skills related to midwifery and neonatology .


    D. PLANNING

    OUTCOMES
  • Facilitate and negotiate realistic and contextualised health and nursing care plans for midwifery and neonatal patient.
  • Is capable of incorporating different cultural approaches, which do not adversely affect the quality of life.
  • Design and prepare a teaching plant with the active involvement of the individual family.

    E. IMPLEMENTATION

    OUTCOMES
  • Implement a care plan for a midwifery and a neonatal patient.
  • Design and develop a plan for counselling and educating the pregnant woman, her family and the community regarding ante-natal education, preparation for parenthood, family planning and child care.


    F. EVALUATION

    OUTCOMES
  • Evaluate the process and outcomes of the implementation of care plans for individuals, the family and communities.


    G. USE OF TECHNO LOGY

    OUTCOMES
  • Use a wide range of processes, tools, techniques 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.
  • Creatively improvise when technology is lacking.
  • Apply technology skills to midwifery and neonatal patients, communities and service rendering.

    1.2 Exit Level Outcome 2

    Be able to analyse, document, report and accurately utilise all relevant information on the situation and nursing care of individuals, families and communities in order to facilitate the continuity of care.

    OUTCOMES

    DOCUMENTATION, REPORTING AND INFORMATION USE

    OUTCOMES
  • Use professional nomenclature in the appropriate way in written and verbal communication.
  • Keep clear, accurate and complete records.
  • Disseminate documented information to colleagues and other stakeholders using the relevant channels.
  • Consult with and refer to team members about areas in which midwifery and health research may be conducted (evidence-based practice).

    1.3 Exit Level Outcome 3:

    To respond efficiently and effectively to emergency save lives situations and prevent to disabilities.

    LEARNING OUTCOMES

    MANAGEMENT OF EMERGENCY

    OUTCOMES
  • Identify midwifery and neonatal emergencies
  • Competently deal with the emergencies in order to save lives and prevent disabilities.

    1.4 Exit Level Outcome 4

    Be able to conduct research utilise and research findings in order to improve midwifery and neonatal health care and to contribute to the body of knowledge of also the to other health-related issues.

    OUTCOMES

    RESEARCH PROCESS APPLICATION AND USE OF RESEARCH FINDINGS

    OUTCOMES
  • Initiate and design a research plan.
  • Interpret research findings appropriately.
  • Communicate research results and follow-up.
  • Critically analyse research outcomes.

    1.5 Exit Level Outcome 5:

    Be able to manage and maximise the utilization of resources to improve the quality of health, midwifery, neonatological care and service.

    LEARNING OUTCOMES

    MANAGEMENT OF MIDWIFERY AND NEONATAL PATIENTS AND THE COMMUNITY

    RESOURCE MANAGEMENT.

    LEADING OR PARTICIPATING MULTI-DISCIPLINARY AND INTERSECTORAL TEAMS.

    OUTCOMES
  • Manage midwifery and neonatal patient care.
  • Manage unit care regarding personnel, equipment, supplies, health data and service delivery.
  • Assure the quality of a midwifery unit through planning, organising, implementing and evaluating innovative actions.
  • Do a cost analysis of a health care programme.
  • Propose a model for financial management.
  • Participate in the setting of standards for health care delivery.

    1.6 Exit Level Outcome 6:

    To establish and maintain ethical partnerships with other health care professionals al provide for collaborative planning and implementation of integrated health services.

    LEARNING OUTCOMES

    ESTABLISHING AND SUSTAINING PARTNERSHIPS AND ALLIANCES.

    DEVELOPMENT OF STRATEGIES, MECHANISMS AND PROCESSES FOR COLLABORATION AND NETWORKING.

    OUTCOMES
  • Establish a partnership with a group or community.
  • Develop networking and collaboration.


    2. THE PROFESSIONAL ROLE

    2.1 Exit Level Outcome 7:

    In order to assume autonomy, responsibility and accountability for the effective management of the midwifery and neonatal care of individuals, families and their communities and provide quality care within a multi-disciplinary team the student must be able to:

    LEARNING OUTCOMES

    ACCOUNTABILITY AND RESPONSIBILITY FOR OWN PRACTICE AND OTHERS' PERFORMANCE.

    OUTCOMES
  • Demonstrate accountability for own practice.
  • Practice within own scope of competence.
  • Contribute constructively to professional, work and community settings.
  • Pursue excellence and originality in own work and support these qualities in others.
  • Identify the rights of midwives and the midwifery profession.
  • Respond creatively to the midwifery and neonatal needs of society.

    2.2 Exit Level Outcome 8:

    To be able to maintain professional excellence, credibility and competence through continuing education for professional growth and development.

    LEARNING OUTCOMES

    PROFESSIONAL DEVELOPMENT.

    LEARNING NEEDS.

    HEALTH BEHAVIOUR.

    OUTCOMES

    For Professional Development:
  • Demonstrate an awareness of personal values, strengths, abilities, aspirations and an understanding of how these will affect future options and opportunities.
  • Demonstrate an awareness of the available range of personal and career opportunities.
  • Demonstrate a knowledge of the variety of workplaces and the roles, skills and abilities of colleagues and other members of the health team.
  • Take responsibility to ensure continuous professional competence.
  • Engage constructively in positive change and transformation.

    For Learning Needs:
  • Assess own learning needs through self-reflection and criticism.
  • Set appropriate goals for learning, make realistic plans and keep track of and evaluate progress.
  • Identify various resources to improve own skills and knowledge.
  • Develop professional portfolios of documented evidence of professional progress and experience.

    For Health Behaviour.
  • Use self-knowledge as a basis for decision-making.
  • Demonstrate an ability to reflect on experience and learn from it.
  • Make informed choices that will contribute to physical, mental, emotional and spiritual well-being.


    3. THE ADVOCACY ROLE

    3.1 Exit Level Outcome: 9

    In order to advocate for the rights of individuals, families and communities and also for the continued provision and development of comprehensive quality midwifery and neonatal health care in this country the student must be the competent in the following areas:

    LEARNING OUTCOMES

    ADVOCACY PROCESS PRINCIPLES

    KNO WLEDGE OF PATIENTS' RIGHTS AND THE APPLICATION THEREOF IN HEA LTH CARE

    OUTCOMES

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

    3.2 Exit Level Outcome 10:

    To advocate for the rights and responsibilities of providers (including occupational health and safety within practice settings to promote the safety of patients and providers) the student must meet the following outcomes:

    LEARNING OUTCOMES

    WORKPLACE HUMAN RIGHTS.

    WORKERS RIGHTS PROTECTION AND OCCUPATIONAL HEALTH.

    ACQUAINTANCE WITH THE ROLE OF LABOUR ORGANISATlONS

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

    ASSOCIATED ASSESSMENT CRITERIA 
    EXIT LEVEL ASSESSMENT CRITERIA:

    1. The Provider / Collaborator / Facilitator role

    1.1 Exit Level Assessment 1:

    AREAS OF COMPETENCE

    A. ASSESSMENT AND DIAGNOSIS

    CORE COMPETENCIES
  • 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 the quality of the health care services and care.
  • Interpret data / statistics.
  • Identify health indicators and risk factors.

    B. COMMUNICATION, INTERPERSONAL RELATIONSHIPS

    CORE COMPETENCIES
  • Listening, reflecting.
  • Formulating questions.
  • Managing silence.
  • Managing emotions.
  • Empathy.
  • Managing conflict.
  • Teamwork.
  • Counselling.

    C. PROBLEM-SOLVING AND CRITICAL THINKING

    CORE COMPETENCIES
  • Utilise the problem-solving process in approaching nursing care and other related problems.
  • Utilize critical thinking competencies.
  • Solve problems objectively and within context
  • Challenge assumptions.
  • Demonstrate contextual awareness and thinking.
  • Explore alternatives.
  • Enquire actively.

    D. PLANNING

    CORE COMPETENCIES
  • Determine the individual 's / family 's and nursing 's goals 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 to achieve expected outcomes.
  • Set priority areas for teaching-learning taking into consideration cultural issues.
  • Outline and document the plan including short and long-term goals and time frames.

    E. IMPLEMENTATION

    CORE COMPETENCIES
  • Create / facilitate / negotiate an enabling environment that is therapeutic and meets the individual's / family's / group's / community's need for privacy, confidentiality, well-being and dignity.
  • Perform or carry out interventions ranging from personal care to the 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 care.

    F. EVALUATION

    CORE COMPETENCIES
  • Monitor the progress and outcomes of interventions on the physical, psychological and psychosocial well being of individuals, families and communities within health institutions and other settings.
  • Formulate and revise nursing interventions through comprehensive and continuing assessment.
  • Review the priorities, objectives and nursing interventions for their relevance, appropriateness and currency, based on the assessment and evaluation of the health status, capacity and potential of individuals, families and communities.

    G. USE OF TECHNO LOGY

    CORE COMPETENC IES OUTCOMES
  • Be able to use the technology appropriate for the needs of assessment, planning, implementation and evaluation of health care service and delivery.

    1.2 Exit Level Assessment 2

    AREAS OF COMPETENCE

    DOCUMENTATION, REPORTING AND INFORMATION USE

    CORE COMPETENCIES
  • Record data on assessment and intervention outcomes.
  • Analyse the outcome data accordingly.
  • Report the consolidated information based on the analysis of the outcome data verbally and / or in writing.
  • Document information in a manner that is meaningful for improving quality care.

    1.3 Exit Level Assessment 3:

    AREAS OF COMPETENCY

    MANAGEMENT OF EMERGENCY

    CORE COMPETENCIES
  • Familiarise self, team members and others on the existing institutional procedures emergencies that deal with patient emergencies.
  • Demonstrate knowledge, skill and understanding of the physical, psychological and emotional responses of midwifery patients and neonates (plus their families) in times of medical emergencies and how to deal with them.
  • Apply the principles of crisis intervention in these situations.

    1.4 Exit Level Assessment 4

    Be able to conduct research utilise and research findings in order to improve midwifery and neonatal health care and to contribute to the body of knowledge of also the to other health-related issues.

    AREAS OF COMPETENCE

    RESEARCH PROCESS APPLICATION AND USE OF RESEARCH FINDINGS

    CORE COMPETENCIES
  • Collaborate with other health care team members to identify actual and potential areas for research in order to improve or maintain quality health care.
  • Utilise the scientific enquiry process in midwifery and neonatology.
  • Utilise research findings to improve the quality of care.
  • Apply simple procedures to disseminate information regarding research findings.

    1.5 Exit Level Assessment 5:

    AREAS OF COMPETENCE

    MANAGEMENT OF MIDWIFERY AND NEONATAL PATIENTS AND THE COMMUNITY

    RESOURCE MANAGEMENT.

    LEADING OR PARTICIPATING MULTI-DISCIPLINARY AND INTERSECTORAL TEAMS.

    CORE COMPETENCIES

    Gain accurate information on the following:
  • human resources available to midwifery and neonatal patients, their families and communities
  • the distribution and accessibility health services
  • the acceptability of the health services and their providers to individuals, families and communities (taking into account the nurses' competence, the priorities and cultural values of the individuals, families and communities)
  • the nurses' perceptions of the communities needs and of the health technologies used.
    Assess the competencies of non-professional community workers, traditional health care providers, family members and volunteers to provide specific, simple and agreed upon care
  • Familiarise self with the costs of material resources.
  • Promote / identify ways of containing health care costs without compromising standards.

    1.6 Exit Level Assessment 6:

    AREAS OF COMPETENCE

    ESTABLISHING AND SUSTAINING PARTNERSHIPS AND ALLIANCES.

    DEVELOPMENT OF STRATEGIES, MECHANISMS AND PROCESSES FOR COLLABORATION AND NETWORKING.

    CORE COMPETENCIES
  • Consult and collaborate within the multidisciplinary team needed to provide midwifery and neonatal care.
  • Demonstrate an understanding of the role of other stakeholders in providing care.
  • Disseminate information on maternal and neonatal morbidity and mortality.
  • Develop / establish inter-sectoral 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 the community.

    2. THE PROFESSIONAL ROLE

    2.1 Exit Level Assessment 7:

    AREAS OF COMPETENCE

    ACCOUNTABILITY AND RESPONSIBILITY FOR OWN PRACTICE AND OTHERS' PERFORMANCE.

    CORE COMPETENCIES
  • Implement maternal and neonatal care management activities according to the Standards and Scope of Practice.
  • Participate in peer reviews.
  • Review the effectiveness of the scientific approach to neonatal and maternal care.
  • Apply the scientific process in maternal and neonatal nursing.
  • Apply management principles in a variety of settings.
  • Illustrate a balance between professional responsibilities and own human and employment rights.

    2.2 Exit Level Assessment 8:

    AREAS OF COMPETENCE

    PROFESSIONAL DEVELOPMENT.

    LEARNING NEEDS.

    HEALTH BEHAVIOUR.

    CORE COMPETENCIES
  • Utilize the Nursing Act and its Regulations, the Code of Ethics and Professional Practice of the South African Nursing Council plus the available body of scientific knowledge to maintain professional excellence.
  • Explore and use opportunities for professional knowledge.
  • Identify own learning needs for improving practice and enhancing professional knowledge.
  • Participate in self-directed learning activities that are aimed at broadening the knowledge base for professional practice.
  • Assume responsibility for life-long learning.

    3. THE ADVOCACY ROLE

    3.1 Exit Level Assessment: 9

    AREAS OF COMPETENCE

    ADVOCACY PROCESS PRINCIPLES

    KNO WLEDGE OF PATIENTS' RIGHTS AND THE APPLICATION THEREOF IN HEA LTH CARE

    CORE COMPETENCIES
  • Advocate for the improvement of health care by using the principles enshrined in the families South African Constitution.
  • Understand the advocacy process and what the rights of individuals, families and communities are.
  • Participate in policy development for health care - especially in maternal and neonatal care.
  • Negotiate for stakeholder group involvement in policy formation to ensure that individuals', families' and communities' needs are met.

    3.2 Exit Level Assessment 10:

    AREAS OF COMPETENCE

    WORKPLACE HUMAN RIGHTS.

    WORKERS RIGHTS PROTECTION AND OCCUPATIONAL HEALTH.

    ACQUAINTANCE WITH THE ROLE OF LABOUR ORGANISATlONS

    CORE COMPETENCIES
  • Communicate with colleagues on issues of workplace safety and human rights.
  • Participate in promoting and protecting the human rights of patients, midwives and the public in health care settings.
  • Promote the safety of patients in health care settings.


    INTEGRATED ASSESSMENT:

    ASSESSMENT / EVALUATION METHODS:

    A range of formative and summative methods will be used in an integrated way to asses whether the specific outcomes have been achieved. These include:
  • Written tests and examinations
  • Open book examinations
  • Oral examinations
  • Objective Structured Clinical Evaluations (OSCE)
  • Work place allocation and assessment/evaluation of practica
  • Clinical and academic ward rounds and inspections
  • Case studies and presentations
  • Clinical workbooks
  • Written assignments and creative work
  • Research projects and seminars
  • Journal assessments 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
  • lncidentation and report writing
  • Exhibition of student projects, poster displays and illustrated charts
  • Games
  • Student designed outcomes. 
    		•

    ARTICULATION OPTIONS 
    Credits obtained at other nursing colleges recognised for this qualification (i.e. nursing dynamics component).

    This diploma and credits can lead to vertical articulation regarding:
  • Diploma in Advanced Midwifery and Neonatology
  • Diploma in Neonatal Intensive Care. 
    		•

    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 Bachelor 's 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.