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: 

Bachelor of Nursing 
SAQA QUAL ID QUALIFICATION TITLE
111390  Bachelor of Nursing 
ORIGINATOR
Cape Peninsula University of Technology 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
National First Degree(Min 480)  Field 09 - Health Sciences and Social Services  Curative Health 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  480  Not Applicable  NQF Level 08  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Reregistered  EXCO 0821/24  2019-08-19  2027-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2028-06-30   2034-06-30  

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 professional Bachelor of Nursing degree prepares learners for professional practice in nursing. The qualification provides learners with a thorough grounding in the knowledge, skills, attitudes, and values consonant with the nursing profession and the ability to apply conceptual and contextual knowledge and skills to a range of professional contexts. To this end, the delivery of the qualification includes a substantial component of work-integrated learning.

The purpose of the qualification is to:
  • Equip learners with well -developed research skills to enable them to contribute meaningfully to the existing body of knowledge as well as to health services through the application of evidence-based solutions in the Nursing practice.
  • Endow learners with a developed sense of equity, justice and service ethics that will ensure that they work in a responsible and accountable manner, critically reflecting on the suitability of different ethical value systems in a diverse society.
  • Prepare learners to understand roles and relationships in the various systems of health care delivery in the country, ensuring a thorough understanding and application of management principles in different contexts.
  • Instil a commitment to, and desire for continuous professional development by participating in formal and informal education and training, as well as motivate other categories of nurses to do likewise.
  • Offer a wide range of transferable skills for application in other professions, disciplines and general life, including:
    > A methodical solution based approach to problem solving.
    > An empowerment-based approach to development of self and others.
    > Competence in written and oral communication. Academic support will be offered to all learners.
    > Capacity to assess and implement health and other policies.
    > Ability to plan, implement and manage projects of a varied nature.
    > Research capacity.

    Therefore, this qualification strives to produce competent, service-driven nurses, who understand and value the practice of culturally relevant healthcare and who can effect positive changes in healthcare practices for clients. The aim is to deliver professionals who portray in their knowing, doing and being that they are learners of this qualification. This calls for a Professional Nurse to be able to engage in critical thinking, with a sound understanding of health's socio-cultural dynamic, a willingness to be an integral part of a multi-disciplinary health team and an intent, ability, and commitment to advocating at all levels of governance for an improvement in the community's health.

    Rationale:
    The rationale for this qualification is to ensure that the Nursing qualifications offered by this institution align to the requirements of the Higher Education Qualifications Sub-framework as well as the Nursing Qualifications Framework as defined by the South African Nursing Council (SANC). The qualification design of this Bachelor of Nursing Degree is therefore based on the professional requirements of SANC and in keeping with other national policy frameworks applicable to this field of study. Legacy qualifications guided by Regulation 425, as formulated by SANC, will be phased out by 2020 and will be replaced by the phasing in of the new qualification, guided by Regulation 174 of 8 March 2013.

    The envisaged annual intake will take into account the regional and national needs of the country for this category of nurse.

    The Western Cape Province must train between 600-800 professional nurses annually to replace retired staff and provide an adequate number of competent Professional Nurses required to service a District Health System. In the Western Cape alone, 46% of Professional Nurses are older than 55 years; and an estimated 788 will retire by 2018. Training data further predict a 54 % attrition rate in the category professional nurse.

    The revitalisation of primary health care in South Africa places Professional Nurses in the role of heading up primary health care outreach teams.

    This qualification has been developed with these challenges and outcomes in mind and therefore on completion of this qualification learners will be able to contribute meaningfully to the profession as Registered Professional Nurses. On successful completion of this qualification, learners are eligible for registration with the relevant statutory body, the South African Nursing Council, as a Professional Nurse and Midwife.

    The quadruple burden of disease including HIV/AIDS, communicable diseases, non-communicable diseases as well as, in the Western Cape Province, a high rate of violence/injury and substance abuse presents a huge challenge to health care and will therefore be the core learning areas within the qualification, coupled with the development of research skills to ensure that evidence-based solutions are sought for Nursing practice.

    As such, the qualification aims to contribute to meeting the Sustainable Development Goals as determined by the United Nations.

    Inevitably the qualification will produce competent Professional Nurse and Midwife practitioners for a wide range of health service settings with particular emphasis on community-based health care. These professional nurses will, therefore, be able to work as members of a team within a District Health System as well as lead community-based teams towards prevention, promotion, care and rehabilitation of health issues. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    In keeping with national policy frameworks and the institution's mission and vision, widening of access is promoted through Recognition of Prior Learning. Recognition of Prior Learning (RPL) is a process of identifying the knowledge and skills of an applicant against a qualification or part thereof. The process involves the identification, mediation, assessment and acknowledgement of knowledge and skills obtained through informal, non-formal and/ or formal learning. The RPL process is multi-dimensional and multi-contextual in nature, aimed at the individual needs of applicants and is handled in accordance with an institutional RPL policy by a unit dedicated to this activity. The RPL process includes guidance and counselling, as well as the preparation of a body of evidence to be presented by the RPL learner to meet institutional requirements. An appeal procedure is also in place to accommodate queries.

    Entry Requirements:
    The minimum entry requirement for this qualification is:
  • National Senior Certificate, NQF Level 4, granting access to Bachelor's studies.
    Or
  • National Certificate Vocational, NQF Level 4, granting access to Bachelor's studies. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory modules at National Qualifications Framework Levels 5, 6 and 7 totalling 480 Credits.

    Compulsory Modules, Level 5, 120 Credits:
  • Anatomy and Physiology 1, 20 Credits.
  • Microbiology, 10 Credits.
  • Physics, 10 Credits.
  • Chemistry, 10 Credits.
  • Academic Literacy, 10 Credits.
  • Ethos and Professional Practice 1, 10 Credits.
  • Nursing in the Community 1, 25 Credits.
  • Nursing Science 1, 25 Credits.

    Compulsory Modules, Level 6, 120 Credits:
  • Anatomy and Physiology 2, 20 Credits.
  • Sociology, 10 Credits.
  • Ethos and Professional Practice 2, 15 Credits.
  • Nursing in the Community 2, 20 Credits.
  • Nursing Science 2, 25 Credits.
  • Introduction to Mental Health, 15 Credits.
  • Pharmacology 2, 15 Credits.

    Compulsory Modules, Level 7, 120 Credits:
  • Ethos and Professional Practice 3, 15 Credits.
  • Nursing in the Community 3, 15 Credits.
  • Community Midwifery, 30 Credits.
  • Mental Health, 20 Credits.
  • Nursing Science 3, 15 Credits.
  • Pharmacology 3, 10 Credits.
  • Basic Nursing Research Methods, 15 Credits.

    Compulsory Modules, Level 8, 120 Credits:
  • Ethos and Professional Practice 4, 20 Credits.
  • Nursing in the Community 4, 20 Credits.
  • Complications in Midwifery, 30 Credits.
  • Research Project, 20 Credits.
  • Health Services Management, 15 Credits.
  • Pharmacology 4, 15 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Apply knowledge of biological and natural sciences, psycho-social sciences and pharmacology in the provision of safe nursing and midwifery care, throughout the life span, in a variety of health care settings and communities in response to population needs.
    2. Identify and address ethical and legal issues based on critical reflection on the suitability of different ethical value (and legal) systems to the nursing and midwifery practice within the legal framework.
    3. Manage a health care unit and health facility based on the understanding of the roles and relationships within the multidisciplinary team.
    4. Access, produce and manage information effectively to a range of audiences, including health information.
    5. Conduct research to investigate in nursing and health-related problems aimed at improving the quality of care.
    6. Apply learning strategies effectively to address own and other's professional and personal ongoing learning needs in a self-critical manner.
    7. Apply knowledge of theories, methods and techniques in the practice of safe clinical nursing that is responsive to the needs of the individual, the family and the community, in accordance with national legislative and policy frameworks at all levels of health care.
    8. Provide safe and quality midwifery and neonatal care in a scientific, integrated and evidence based approach in all health care settings. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Apply knowledge of psychology and sociology in nursing and midwifery practice in ways which benefit the level and quality of health care delivery to patients.
  • Apply knowledge of bio-natural sciences in order to meet requirements of professional health care, and promote effective nursing and midwifery care delivery.
  • Provide assistance to the client by identifying indicators of relapse or complications and ways of preventing these.
  • Use technology in the practice of nursing and midwifery in ways that facilitate the effective diagnosis and treatment of illnesses and conditions.
  • Initiate treatment to manage common conditions (including prescribing and dispensing medication) in accordance with relevant legislation and protocols.
  • Understand principles, concepts and facts related to pharmacokinetics and pharmacodynamics, as well as standard treatment protocols/guidelines and apply these in prescribing and administering drugs to women perinatal.
  • Apply principles, concepts and facts related to pharmacology in the care and control of drugs used for neonates.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Promote individual, group and community rights with respect to law and health care provision through advocacy activities and events.
  • Apply nursing practice consistently in a manner that reflects a clear understanding and interpretation of the requirements of South Africa (SA) Nursing and Health Care legislation, including a Primary Health Care approach.
  • Interpret and apply ethical codes, professional accountability and responsibility, and standards for the practice of nursing and midwifery consistently and in keeping with their spirit and intent.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Plan the provision of health care based on sound assessment of the situation as well as based on informed decision making, ensuring that such is inclusive of the patient and other key stakeholders.
  • Develop a philosophy, vision, mission, goals, policy and procedures for nursing and midwifery care provision and personnel management within a health care unit comply with current legislation, South African Nursing Council (SANC) requirements and international best practice for the profession.
  • Promote cost effective and efficient service delivery within a health care unit through the establishment of appropriate systems.
  • Establish a team approach to health care using effective management and leadership styles, systems and activities, as well as the effective delivery of services within a physically safe and emotionally supportive environment.
  • Manage pharmacological preparations and treatment in ways that ensure the correct storage of drugs and the correct preparation and administration of pharmacological treatment.
  • Apply management processes strategically and systematically to manage resources effectively within a health care unit.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Ensure that organisation, presentation and communication of professional information is accurate and consistent with professional expectations.
  • Promote community involvement in health care through information sharing and contact, which promotes ongoing collaboration with the community or group.
  • Document assessment, planning, implementation and evaluation accurately and timeously, and promotes effective service delivery as well as security and confidentiality of information.
  • Monitor standards set for unit health care delivery regularly, and information gathered identifies areas for improvement on an ongoing basis.
  • Communicate effectively using a variety of media and technology, including computers.
  • Use Interpersonal skills effectively to establish supportive and therapeutic relationships.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Conduct research of limited scope based on identified needs and takes into consideration the steps of the research process, as per standard research text.
  • Conduct research based on ethically sound research principles and methods.
  • Develop strategies and/or programmes appropriate to the findings of comprehensive health assessments, and based on sound epidemiological principles.
  • Ensure that the provision of care is based on scientific evidence.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Ensure that own personal development and management maintains emotional balance, and promotes effective and professional service delivery of self and the health care unit as a whole.
  • Engage in professional development activities that contribute significantly to the professional growth of nurses in sphere of influence, and to the standing of the nursing profession.
  • Undertake research activities to develop own professional knowledge and expertise, and contribute to the development of nursing practice and the profession as a whole.
  • Use learning activities that are directed towards positive health outcomes and uses relevant teaching strategies.
  • Use mentoring activities are directed towards the development of others, according to their needs and their scope of practice.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • Provide health care appropriate to the particular context and based on comprehensive health assessment.
  • Implement nursing care d in an integrated manner, according to plans. Health care status of individuals, groups and/or communities identifies changes in general status in time to implement preventive or corrective measures in the interests of general wellbeing.
  • Ensure that conditions are accurately diagnosed and managed according to generally accepted treatment guidelines.
  • Ensure that nursing interventions are based on individualised plans that reflect comprehensive and integrated assessment of mentally ill persons, and understanding of common emotional and behavioural disorders, as well as major psychiatric disorders (perceptual and severe mood disorders).
  • Ensure that interventions with mentally ill persons are consistent with generally accepted psycho-social techniques, and contribute to the therapeutic management of these patients.
  • Establish support provided to patients recovering from illness that prepares them for discharge in ways that enable the patient, family and significant others to cope with the management of the patient at home.
  • Establish nursing care that provides the necessary physical and psychological care and support for long term and/or terminally ill patients, in line with the accepted scope of practice for nursing.
  • Ensure that interventions with patients contribute to identification and management of conditions, maintenance of homeostasis, the comfort of patient and significant others, and the prevention and/or management of complications.
  • Demonstrate competent clinical skills are at all times.
  • Make clinical decisions/judgements in accordance with principles of clinical governance.
  • Use strategies in problem-solving that are scientific, systematic and appropriate to addressing identified problem.

    Associated Assessment Criteria for Exit Level Outcome 8:
  • Ensure that the preparation of a woman and family for pregnancy, childbirth and family changes is appropriate, takes into consideration the woman's context/background and is facilitated by means of antenatal classes and appropriate health education.
  • Conduct obstetric history-taking and physical examination of the mother in a comprehensive manner, using a variety of available technology.
  • Ensure that the interpretation of observations of significant changes and laboratory results are accurately done and appropriately referred where potential risk to mother and/or foetus exists.
  • Ensure that the monitoring of the wellbeing of the foetus is done effectively by monitoring foetal movement, heart rates and growth.
  • Ensure that the monitoring and management of the mother during labour and delivery is comprehensive, evidences understanding of the physiology of labour, technology used to monitor the mother and wellbeing of the foetus.
  • Ensure that the management of the new born demonstrate understanding of changes taking place in a new born baby.
  • Ensure that potential and actual emergencies of the mother and/or foetus are timeously identified and accurately managed and referred.
  • Ensure that intra-labour care delivered to the mother and baby complies with generally accepted treatment guidelines, manages potential and actual emergencies and promotes the safety of both.

    Integrated Assessment:
    The South African Nursing Council regulations are used as minimum requirements for competence for purposes of registration for practice. Evidence of integration will be required as per the following broad criteria, all within the context of an active learning environment.

    Assessment will take place within the context of:
  • Quality Assurance policies, procedures and processes.
  • A guided and supported learning environment.

    Integrated assessment forms part of continuous assessment at the institution and will take the form of an appropriate mix of both formative and summative assessment methods. Assessment policy and practices at the institution will promote constructive alignment of the curriculum, learner-centred learning and assessment, and the importance of feedback to enhance student engagement. Assessment practices will be fair, reliable and valid. It will also be in keeping with academic disciplinary and professional field norms and standards.

    Formative assessment is aimed at enhancing learning and provides learners with an opportunity to reflect critically on their own learning and to improve their own levels of personal accountability and time management. Formative Assessment usually consists of a variety of assessment tasks relevant to the field of study, including practical work.

    Summative assessment will take place at the end of a section of work/quarter or semester and is aimed at assessing learners' attainment against the learning outcomes of the qualification and module(s). Summative assessments are internally and externally moderated based on institutional policy and requirements. Summative assessments will consist of a variety of formal assessment tasks relevant to the field of study, including written tests, reports and examination and practical types of assessment.

    Integrated assessment cuts across a number of modules of a qualification and is aimed at the holistic development of learners and contributes to learners' personal and professional development in the field of study in terms of foundational, practical and reflexive competence. The completion of a research project in the final year of study is an example of an integrated assessment method in this qualification. 
    		•

    INTERNATIONAL COMPARABILITY 
    In terms of this qualification, the international comparability study included comparable programmes offered by New Zealand (Bachelor in Nursing - 3 years) and Canada (Bachelor's of Science in Nursing - 4 years with focus on general science subjects).

    However, this study revealed that these Countries regarded as leaders, such as New Zealand and Canada, do not provide the comprehensive training that South Africa has done for Professional Nurses. South Africa provides comprehensive training as basic training (including midwifery) whereas other countries provide it by way of additional courses. The reason for this difference in approach is that in South Africa the emphasis is placed on primary health care, nursing in the health care system and our particular system and range of contexts. The scope of practice for nurses in South Africa is inevitably much broader.

    The quality and scope of South African qualifications is endorsed by the fact that most of the first world countries readily accept South African nursing qualifications, and the UK(Bachelor in Nursing 3 year - curative practise), USA (Bachelor Science of Nursing - 4 year - curative practise), New Zealand, Australia (Bachelor in Nursing - 3 years), Canada, Holland (Bachelor in Nursing - 4 year - curative care) and the UAE (Diploma in Nursing - 3 year) are keen to employ South African nurses. South African nursing standards exceed those in comparable economies such as Brazil, Indonesia, and India. In Africa, South Africa currently accepts the Bachelor in Nursing Degrees from Botswana, Swaziland, Zimbabwe, Zambia and Namibia. These nations, in turn, accept South African qualifications.

    South Africa is an active member of the Internal Council for Nursing (ICN) as well as the Internal Labour Organisation (ILO), member of the African Union (AU), formerly the Organisation of African Unity (AOU), Southern African Development Community (SADC) and the Commonwealth. The proposed qualification would meet recognition requirements in most of the member countries of these organisations and throughout Sub-Saharan Africa. 

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

    Horizontal Articulation:
  • Postgraduate Diploma in Critical Care Nursing, Level 8.
  • Postgraduate Diploma in Neo-Natal Critical Care Nursing, Level 8.
  • Postgraduate Diploma in Nursing Education, 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.
     
    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.