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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Postgraduate Diploma in Critical Care Nursing 
SAQA QUAL ID QUALIFICATION TITLE
111135  Postgraduate Diploma in Critical Care Nursing 
ORIGINATOR
University of the Free State 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Postgraduate Diploma  Field 09 - Health Sciences and Social Services  Curative Health 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  120  Not Applicable  NQF Level 08  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Reregistered  EXCO 0821/24  2019-08-16  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 Postgraduate Diploma in Critical Care Nursing provides a career path for professional nurses who want to stay within the field, but who would like to specialise, focus on an area and add to their depth of knowledge and skill. Graduates of this qualification will become experts in critical care nursing.

The focus of the qualification will be to extend theory and its application in the critical care nursing field. Typical learning activities will include study of appropriate specialist knowledge, case studies and integrated work-based learning.

More specifically, the qualification aims to:
  • Produce high quality and competent specialist nursing practitioners in the critical care nursing field.
  • Provide critical care nurse specialists with a range of skills, knowledge and attitudes that will enable them to set trends and take leadership roles in a meaningful and sustained contribution to health services.
  • Equip specialists with a developed sense of equity, justice and service ethics that will ensure accountability irrespective of their work place.
  • Offer a wide range of transferable skills for application in other professions, disciplines and general life. These include:
    > The ability to influence areas of policy change, development and implementation.
    > The ability to plan and implement and manage projects of a varied nature.
    > The ability to work independently and as part of a team.

    Rationale:
    The increase in patient demand for critical care is primarily caused by the aging population, high burden of violence and vehicle accidents, and advances in medicine that extend life expectancy. A study done by West et al., (2014) confirms that survival of critical care patients is dependent on the number of nurses and doctors available in critical care units. The longstanding shortage of nurses, especially nurses trained in critical care, compound the problem of adequate service provision. There is strong evidence that the mortality rate of hospitalised patients decrease when the majority of nursing staff are degree qualified (Aiken et al., 2014). Therefore, it stands to reason that mortality rate of critical care patients may decrease when they are primarily cared for by critical care trained nurses. Matlakala, Bezuidenhout, and Botha (2014) concluded that one of the biggest challenges for critical care unit managers in South Africa is the demand for efficient and sufficient specialised nurses. By offering the Postgraduate Diploma in Critical Care Nursing, the institution strives to contribute to the supply of highly competent critical care nurses.

    This qualification is aligned with the specifications of the South African Nursing Council (SANC). Both public and private healthcare facilities constantly express a need for trained critical care nurses during annual stakeholder meetings. This qualification aims to meet this need, as it offers the opportunity for general nurses and midwives to become nurse specialists in critical care. Registered nurses with an interest in critical care nursing and those recommended by the healthcare facilities register for the qualification and mostly work in critical care settings on successful completion. Upon completion, learners may progress vertically to a Master's Degree, such as the Master of Nursing or horizontally to other specialised Postgraduate Diploma's offered by the institution. By training critical care nurses this qualification benefits society as it provides trained professionals to care for critically ill patients, and in doing so benefits the economy. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    If learners do not meet the stated requirements they may apply for recognition of prior learning (RPL). Such learners must provide evidence of prior learning by means of a portfolio. This may include other forms of appropriate evidence and/or challenges, including theoretical and practicum examinations, as agreed to between the institution and CHE. This will be evaluated against the minimum admission requirements of this qualification.

    Prior learning is recognised according the RPL policy and procedures of the institution. The previous learning and experience of an applicant will be compared with the Exit Level Outcomes required for a specified qualification as well as any prior learning that meets the requirements in respect of a qualification will be accepted.

    RPL will be used to recognise what a learner has already learnt from: formal, accredited, certified learning, non-formal learning (work experience in a company or industry, or with experts in the field) and Informal learning (life experience, e.g. community work or hobbies).

    The recognition of prior learning will be applicable to prospective and learners seeking:
    Entry to a qualification; exemption from the requirements of a qualification; advanced placement in a qualification; credit transfer; credit recognition towards a qualification; and/or to be deemed competent to be awarded a qualification in its entirety.

    Entry Requirements:
    The minimum entry requirement for this qualification is:
  • Professional Bachelor's Degree in Nursing, NQF Level 8.
    Or
  • Advanced Diploma in Nursing at NQF Level 7.
    Or
  • A cognate Postgraduate Diploma, NQF Level 8.
    Or
  • Honours Degree in Nursing at NQF Level 8.
    And
  • Registration with the South African Nursing Council (SANC) as registered/professional/staff nurse.
    And
  • The School of Nursing reserves the right to request or to obtain information in order to ascertain whether learners are physically and psychologically equipped to meet the demands of the qualification, before admission or during training. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory at National Qualifications Framework Level 8 totalling 120 Credits.

    Compulsory Modules, 120 Credits:
  • Critical Care Nursing Theory, 32 Credits.
  • Critical Care Nursing Practicum, 32 Credits.
  • Professional Ethical-Legal Practice (Critical Care Nursing), 8 Credits.
  • Professional Development (Critical Care Nursing), 8 Credits.
  • Management (Critical Care Nursing), 8 Credits.
  • Research Methodology (Critical Care Nursing) 32, Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Practice within the ethical-legal parameters of the nursing profession and resolve professional-ethical dilemmas by using decision making and moral reasoning models.
    2. Apply knowledge of basic research methodology in the appraisal of articles in the field of critical care.
    3. Demonstrate foundational and conditional knowledge of inter-professional and multisectoral patient/family-centred critical care nursing of patients in a variety of critical care settings in order to promote health outcomes.
    4. Render and coordinate comprehensive interprofessional people-centred critical care nursing care to patients in a variety of critical care units in order to promote health outcomes.
    5. Apply knowledge and principles of the systematic review and guideline development process to evaluate the standard of guidelines used in critical care clinical practice Manage and lead critical care services according to norms and standards.
    6. Apply principles of knowledge translation to promote evidence based care and ensure quality patient care and safety in critical care nursing care.
    7. Develop self and peers by promoting self-directedness through a process of precepting and mentoring.
    8. Manage critical care nursing services by implementing effective medico-legal norms, practices and standards within an interprofessional team. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Decision-making and moral reasoning models are used to guide clinical practice and resolve professional-ethical dilemmas within critical care nursing.
  • The latest legislation, policies, protocols, regulation, guidelines regarding critical care nursing are applied in practice.
  • The professional ethical legal frameworks guide the practice of the critical care nurse specialist.
  • Principles of advocacy are used for the patient's best interest.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Research articles in the field of critical care are appraised through the application of basic knowledge of research methodology.
  • Qualitative, quantitative and mixed methods research designs are differentiated.
  • The standards of each step of the research process are applied during appraisal of research articles.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Health outcomes are promoted through the demonstration of foundational and conditional knowledge of interprofessional people-centred critical care nursing in a variety of critical care units.
  • Epidemiological data pertaining to critical care are interpreted and used to plan a community awareness programme/campaign.
  • Legislation, policies and guidelines relevant to critical care are identified and debated per patient.
  • Strategies are identified to ensure that the human rights of vulnerable populations in critical care units are respected.
  • Best available evidence are used to plan a healing environment in critical care units.
  • The influence of the social, political, cultural and economic developments within the country on the provision of critical care are debated.
  • Suitable injury/condition-specific assessment techniques are explored and debated.
  • Bio-medical and social sciences are used to explain interpretations and planned actions.
  • Subjective and objective assessment findings, results from side room investigations, and laboratory results are interpreted and explained in order to make a diagnoses.
  • Comprehensive individual people-centred treatment plans are based on assessment findings, best available evidence and patient's preference.
  • Care priorities are established in relation to the critical ill patient's problems and severity with due consideration of system and practice challenges.
  • The health status of the patient is continuously monitored, interpreted and actions are planned within an interprofessional team.
  • The use and safety measures of technological devices used in the critical care environment are explained and debated.
  • Principles of health dialogue are used to communicate with patient and families.
  • Care pathways and the referral system are explored and debated Transportation of critically ill patients are discussed and appropriately plan for.
  • Legislature and care standards are used to evaluate the records of critical ill patients.
  • Accuracy of data pertaining to critical care patients are evaluated.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Health outcomes are promoted through rendering and coordinating specialist critical care nursing in a variety of critical care units.
  • Awareness campaigns are based on epidemiological data pertaining to critical care.
  • Nursing care of the critical ill patient is provided within the ethical-legal parameters of the profession.
  • The human rights of vulnerable populations are respected within the critical care unit.
  • A healing environment that is based on best available evidence is created and sustained.
  • Subjective and objective assessment, side room investigations, and obtaining specimens for laboratory investigations are performed competently.
  • Comprehensive individual person-centred treatment plans are executed and coordinated competently within an interprofessional team.
  • Severity of a patients' condition is calculated according to standardises tools and optimal interventions are executed within the limitations of the system and practice.
  • The health status of the patient is continuously monitored, interpreted and acted on within an interprofessional team.
  • Technological devices are used safely and in ways that facilitate diagnosing and treatment of the critical ill patient.
  • Principles of health dialogue are used to negotiate the treatment plan with the patient and family.
  • Care pathways and the referral system are used appropriately.
  • Critical ill patients are transported safely.
  • Nursing Care interventions are documented according to care- and legal standards.
  • Critical care statistics are captured accurately and stored safely.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Standard of guidelines used in critical care practice are evaluated by applying knowledge of the systematic review and guideline development process.
  • Academic writing is demonstrated in reports.
  • Research questions are formulated according to the PICO format.
  • Databases are searched by using Boolean search strategies.
  • Existing evidence based guidelines are evaluated by using standardized evaluation tools.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Quality of patient care and safety in critical care settings are promoted by implementing evidence based practice through a process of knowledge translation.
  • Knowledge translation models are compared in order to select the most appropriate one for use in critical care practice.
  • Evidence based practice is promoted by applying the knowledge translation model in critical care health services.
  • Patient outcomes in critical care nursing, including quality patient care and safety, are monitored by comparing pre-post knowledge translation data.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • Precepting and mentoring processes are applied to develop self-directness in self and peers.
  • Thinking/reasoning processes of self and others and developed through facilitation of learning
  • Learning theories are applied in own development and the development of others
  • A positive learning environment is created by supporting peers and novices
  • Academic networks are established and used to sustain personal development

    Associated Assessment Criteria for Exit Level Outcome 8:
  • Critical care health services are managed according to medico-legal norms, practices and standards within an interprofessional team.
  • Appropriate leadership styles (transformational, distributive, servant etc) are demonstrated within the critical care team.
  • Shared decision-making opportunities regarding critical care services are created and documented.
  • Resources are mobilised and utilised to optimise critical care nursing.
  • Referral/care pathways are analysed and optimised.
  • The activities of the interprofessional team within the critical care unit are well coordinated.
  • Morbidity and mortality data of critical care are used to guide decision-making.

    Integrated Assessment:
    Baseline assessment will be done during contact sessions by means of introductory questions to determine prior knowledge of learners. Questioning will be used to determine if difficult concepts and information were successfully mastered. Group participation, organisational skills, leadership, cooperation, initiative and creativity of individual learners will be assessed within group activities.

    Formative assessment will be done by means of completion of workbook activities, group discussion, immersive simulation, reflection after clinical learning experiences.

    A combination of different summative assessment methods allows for testing a wide variety of Exit Level Outcomes (ELOs). The ELOs, learning opportunities and the assessment tasks are constructively aligned. Examples of summative assessment tasks are written tests, written examinations, proficiency tests, case presentations, case studies, project reports., written assignments to name a few. All modules will use continuous assessment activities which will accumulate into a general portfolio. Learners will write one three-hour examination at the end of each semester in critical care nursing. Continuous assessment will be used for the other four modules. 
    		•

    INTERNATIONAL COMPARABILITY 
    Postgraduate qualifications in Critical Care Nursing Science are presented at the Flinders University as well as The University of Sidney.

    Qualifications include a focus on evidence based critical care nursing practice as well as best practice guidelines which equip the critical care nurse to render expert practice and demonstrates clinical judgement within the context of this specialised practice role. The focus on the ethical-legal parameters is emphasised in both qualifications. Development of the nurse as leader and advocate is accentuated with emphasis on functioning in an interdisciplinary team. Research is included as part of both qualifications which is a part of the knowledge transition process.

    The qualifications offered at both Flinders University and the University of Sidney closely resemble the Postgraduate Diploma in Critical Care Nursing.

    Postgraduate qualifications in Critical Care Nursing Science are presented at the Flinders University as well as The University of Sidney.

    Qualifications include a focus on evidence based critical care nursing practice as well as best practice guidelines which equip the critical care nurse to render expert practice and demonstrates clinical judgement within the context of this specialised practice role. The focus on the ethical-legal parameters is emphasised in both qualifications. Development of the nurse as leader and advocate is accentuated with emphasis on functioning in an interdisciplinary team. Research is included as part of both qualifications which is a part of the knowledge transition process.

    The qualifications offered at both Flinders University and the University of Sidney closely resemble the Postgraduate Diploma in Critical Care Nursing.

    Learners should be able to continue onto a Master's Degree in Nursing at this or another national/international nursing education institution. The Postgraduate Diploma is in line with similar qualifications offered by other nursing education institutions.

    Similar postgraduate qualifications in Critical Care Nursing Science are presented at the Flinders University, Australia, The University of Sydney, Australia and the George Brown College in Toronto, Canada. These courses include a focus on evidence based critical care nursing practice as well as best practice guidelines which equip the critical care nurse to render expert practice and demonstrates clinical judgement within the context of this specialised practice role. The focus on the ethical-legal parameters is emphasised in both courses. Development of the nurse as leader and advocate is accentuated with emphasis on functioning in an interdisciplinary team. Research is included as part of both courses as part of the knowledge transition process.

    The courses offered at these institutions closely resemble the way in which the Advanced Diploma in Critical Care Nursing was developed and strive to meet the same learning outcomes as those of the institution's qualification.

    Flinders University in Australia offers the Postgraduate Programme in Acute Care Nursing. This qualification is similar to the institution's qualification type, course content and duration of the qualification.

    The difference in respect of the exit level outcomes that are additional in the qualification curriculum to the mentioned outcomes for the Flinders University qualification are those related to research, evidence-based practice, professional development and quality improvement.

    The University of Sydney, Australia offers a Graduate Certificate in Intensive Care Nursing (Postgraduate). The purpose, admission criteria, duration, level of qualification and prerequisites are similar to the institution's curriculum. The Ausrtalian qualification focus more on international learners.

    George Brown College in Toronto, Canada offers the Critical Care Nursing Program (Postgraduate) for the duration of one (1) semester.
    The Postgraduate Diploma in Critical Care Nursing shows comparability in the exit level outcomes and associated assessment criteria as well as the purpose, admission criteria, level of qualification and prerequisites. The curriculum includes additional modules, related to research, and quality improvement.

    The duration differs in that the qualification is offered over a period of one year while the George Brown College is offered in one semester. 

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

    Horizontal Articulation:
  • Postgraduate Diploma in Occupational Health Nursing, NQF Level 8.
  • Postgraduate Diploma in Nursing Education, NQF Level 8.

    Vertical Articulation:
  • Master of Nursing, NQF Level 9. 
    		•

    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. University of the Free State 


    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.