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: 

Master of Nursing 
SAQA QUAL ID QUALIFICATION TITLE
110905  Master of Nursing 
ORIGINATOR
University of Limpopo 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
-   HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Master's Degree  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  180  Level 8 and above  NQF Level 09  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 Master of Nursing will provide the learner with advanced knowledge and research, develop leaders and advanced scholars in nursing.

The learner will conduct research and ensure that the basis of the practice on evidence.

The Exit Level Outcomes are as follows:
  • Identify, analyse and solve convergent and divergent problems (that are related to health and socioeconomic issues in individual's families and committees and societies nationally, and internationally) in a creative and innovative manner.
  • Work effectively and efficiently as an individual, within multidisciplinary and multicultural teams, groups, organisations and communities.
  • Relate learning gained from individual experiences to academic knowledge gained and vice versa.
  • Apply research methodology and demonstrate an understanding of how scientific knowledge and skill contribute to the management, development and utilisation of resources.
  • Organise and manage oneself and one's personal and professional activities appropriately and ethically, taking into account competency level.
  • Communicate effectively, verbally and in writing.
  • Use science and appropriate technology effectively and critically.
  • Ensure a safe environment for individuals, groups, families, community and society.
  • Use knowledge of cultural differences and similarities within the South African context.
  • Identify cultural issues and manage these effectively participate in both formal and informal teaching and in-service training of peers and health care professionals.

    Rationale:
    The qualification provides an intense, focused and applied research in nursing. It also provides a further opportunity for a further study in the career ladder. Learners in this qualification will have the capacity to apply high level academic, research, clinical and management skills as well as comprehensive and systematic knowledge in specialised fields of nursing.

    Learners in this qualification are professional nurses who have completed a four-year Nursing qualification. Once they complete a four-year qualification, they qualify to do a Master of Nursing. There is a range of jobs within the health sector to choose from: such as a clinical nurse/manager/researcher/facilitator.

    The qualification resides in the health sciences and social sciences. Through the qualification, the learner will be able to work in health and education facilities and earn a salary to contribute to the economy. The society will be able to receive quality care that is focused, relevant and evidence-based. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    The institution's Recognition of Prior Learning processes increase access to qualifications by individuals through experience at the workplace, experiences through daily life or credit-bearing exemption.
  • Learners can gain entry into a qualification by the exemption, based on the number of modules completed.
  • Recognition of Prior Learning enables a learner to gain entry into a qualification through non-traditional means, e.g. learners who do not meet the academic requirements for admission into a qualification may access that qualification based on their work experience. Learners need to compile a portfolio of evidence detailing their experience, or they may challenge an examination on that module that they require recognition. The outcome may determine admission or an award of credits toward the module.

    Entry Requirements:
    The minimum entry requirement for this qualification is: 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    The Rules and Regulations of the University as well as those of the South African Nursing Council. 

    EXIT LEVEL OUTCOMES 
  • Identify, analyse and solve convergent and divergent problems (that are related to health and socioeconomic issues in individuals families and committees and societies nationally, and internationally) creatively and innovatively.
  • Work effectively and efficiently as an individual, within multidisciplinary and multicultural teams, groups, organisations and communities.
  • Relate learning gained from individual experiences to academic knowledge gained and vice versa.
  • Apply research methodology and demonstrate an understanding of how scientific knowledge and skill contribute to the management, development and utilisation of resources.
  • Organise and manage oneself and one's personal and professional activities appropriately and ethically, taking into account the competency level.
  • Communicate effectively, verbally and in writing.
  • Use science and appropriate technology effectively and critically.
  • Ensure a safe environment for individuals, groups, families, community and society.
  • Use knowledge of cultural differences and similarities within the South African context.
  • Identify cultural issues and manage these effectively.
  • Participate in both formal and informal teaching and in-service training of peers and health care professionals. 
    		•

    ASSOCIATED ASSESSMENT CRITERIA 
    The following Associated Assessment Criteria will assess the Exit Level Outcomes in an integrated manner.
  • Solve problems by means of exploration, critical analysis and generation of alternative strategies.
  • Demonstrate effective co-operation with members in the teams, groups, organisations and communities nationally and internationally.
  • Compile a Portfolio of Evidence that reflects personal and professional growth and knowledge gained during the learning period.
  • Determine the need for research, develop a proposal and establish, manage and evaluate findings.
  • Demonstrate the use of organisational self-management and ethical skills.
  • Successfully write reports and keep authentic records and communicate learning from experience and from academic contexts to peer and the public.
  • Demonstrate the use of science and technology in an integrated and appropriate manner during patient care and within the academic context.
  • Demonstrate the ability to ensure a safe environment.
  • Demonstrate cultural sensitivity and acceptance during interactions with learners, communities and societies.
  • Defend the need for acceptance of cultural differences and similarities and demonstrate competency in solving culture-related issues.
  • Actively participate in informal and formal teaching and learning of peers and other health care professionals.

    Integrated Assessment:
    Registered assessors do both formative and summative assessment. The learner must be competent in all the Exit Level Outcomes

    Formative Assessments:
    Theoretical Formative assessment:
    Modules taught will be continuously assessed individually and with integration with the other modules to affect understanding and application. Remedial/Academic support interventions will be incorporated to assist the learner in achieving the expected outcomes. Theoretical assessment methods include classroom question and answer (formal and informal written class tests), assignments, essays, interviews, case studies, projects inclusive of research proposals, portfolios of evidence and Quizzes.

    Clinical facilitators will conduct formative clinical evaluations. These will be based on the integration of theory and practice. Assessment of the clinical competency is through practical performance in the areas as outlined by the South African Nursing Council. Preceptors in the clinical area will periodically provide progress reports on learner performance. Learners whose performance is not satisfactory will receive remedial teaching and further coaching.

    A minimum of 60% of formative clinical assessment activities is in a real-life situation.

    Marks obtained during formative assessments in the classroom or clinical area (WIL) are recorded and used separately to determine entry into the summative assessment (Theory and Practice).

    Summative Assessment:
    The summative assessment is at the end of completion of the module to determine the progression of the learner.

    The summative assessment is always integrated, with the application of the knowledge of the other biological sciences necessary for providing an understanding of nursing care. The summative assessment would consist of a question paper with a variety of questions that are differently composed. The learner should demonstrate competence in all prescribe learning outcomes (theory and practice) at the end of a learning period as determined by the institutional assessment policy. 
    		•

    INTERNATIONAL COMPARABILITY 
    The South African Nursing Council and Democratic Nursing Organisation in South Africa, are members of the International Council of Nurses which is an organisation that brings national and international nurses together. This organisation has a lot of influence on Nursing Education. Hence the nursing programs tend to articulate.

    The Master of Nursing as a qualification compares favourably with universities internationally. In most of the universities that have a nursing faculty in various countries, the qualification is an MNS/MSc, and its duration is no longer than two years.

    In the UK a university, similar to the South African universities, offers several qualifications such as an MSc in Children Nursing, Mental health, Community Health (Health Visiting specialist), Masters in Professional nursing. Admission criteria are that the nurse must hold a degree in nursing, be registered with the statutory body of the mother country as a professional nurse and have at least a year's experience in practice.

    The qualifications aim to build on and advance knowledge, skills and expertise to deliver, manage and develop a nursing practice within the context of global health. The distribution of learners' applications is sent to a central point, the University Admission Centre UK, which will then place learners into the various universities. Examples of some of the universities that would offer these programs include but are not limited to: The London South Bank University, University of East London, University of Nottingham, and the University of Birmingham. In Scotland, it the Glasgow Caledonian University.

    Similarly, in Canada, the United States of America, Australia all offer qualifications that compare well with programs offered in South Africa based on Programme packaging, the purpose of the qualification (advancing knowledge in research), duration, the language of instruction (mostly English). In all instances, the learner must be a registered professional nurse. Examples of Universities include University of Calgary, Canada; University of Victoria, British Columbia; University of Western Ontario, Canada; Duke University, North Carolina; University of Massachusetts, USA; the Curtin University of Technology, Perth, Australia. 

    ARTICULATION OPTIONS 
    This qualification allows possibilities for both vertical and horizontal articulation.

    Horizontal Articulation:
  • Master of Nursing in Child Nursing, NQF Level 9.

    Vertical Articulation:
  • Doctor of Philosophy in Nursing, NQF, Level 10. 
    		•

    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.
     
    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.