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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 Health Science in Clinical Technology |
| SAQA QUAL ID | QUALIFICATION TITLE | |||
| 111828 | Bachelor of Health Science in Clinical Technology | |||
| ORIGINATOR | ||||
| Tshwane University of Technology (TUT) | ||||
| PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY | NQF SUB-FRAMEWORK | |||
| - | HEQSF - Higher Education Qualifications Sub-framework | |||
| QUALIFICATION TYPE | FIELD | SUBFIELD | ||
| National First Degree(Min 480) | 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 | 480 | Not Applicable | NQF Level 08 | Regular-Provider-ELOAC |
| REGISTRATION STATUS | SAQA DECISION NUMBER | REGISTRATION START DATE | REGISTRATION END DATE | |
| Reregistered | EXCO 0821/24 | 2019-09-03 | 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 Bachelor of Health Science in Clinical Technology qualification is a 496-Credit professional learning qualification at NQF Level 8, preparing individuals for careers in the fields of Clinical Technology, Clinical Research and Health Care Services. The qualification is intended to develop skilled and well-rounded learners with the highest expertise in clinical technology related scientific knowledge, techniques, and technology. The qualification design underpins the philosophy of Scholarship for Teaching and Learning (SoTL), which intends to promote in-depth understanding of literature, critical reflection and sharing of new knowledge through presentation or publication. The clinical technologist will be able to perform organ system support; diagnostic; therapeutic, as well as corrective procedures on patients using specialised health technology and techniques for the treatment of various patho-physiological disorders. The learner who successfully completes this qualification will be able to apply problem-solving skills and critical reflective thinking that culminates in the production of a research project that meets the criteria and ethical principles of the academic institution. Rationale: The Health Professional Council of South Africa (HPCSA) established a Standard Generating Body (SGB) that designed the qualification in conjunction with the institutions as well as members of industry. As members of industry were involved in the qualification design, the learners will meet the needs of the workplace. The primary reason for designing this qualification was to meet the needs of the South African community and its requirement for Clinical Technologists as identified by the National Department of Health and also ensure that it is compatible with the international standards. The South African government is committed to providing a framework for a structured uniform National Health Care System and to combine the national health plan and human resource development strategy for an effective and efficient health care service resulting in socio-economic transformation. Clinical Technologists will form an integral component of this Health Care System through their clinical training at public hospitals. The Department of Health is leading the implementation of a multi-professional team-based approach to health care delivery, where each member of the team has a defined role to ensure there is minimum duplication and overlapping of functions. This process will also ensure that no single member of the team dominates but that different members of the team will lead at different times depending on the services to be rendered. Due to the increasing demand for specialised health care practitioners in the various medical fields, there is a need for Clinical Technologists in the seven different categories: Cardiology, Cardiovascular Perfusion, Critical Care, Nephrology, Neurophysiology, Pulmonology, and Reproductive Biology. Achievement of this qualification will allow the learner to be registered as a Clinical Technologist with the Health Professionals Council of South Africa (HPCSA). Practicing Clinical Technologists will perform professional acts in accordance with the Scope of Practice for Clinical Technologists. Upon successful completion of this qualification, learners that meet the minimum entry requirements will have the flexibility of the career-path for clinical technologists and be admitted vertically towards a Master Degree in the cognate field of study, or horizontally to Postgraduate qualifications such as Postgraduate Diplomas for the purpose of career change and/or diagonally to qualifications such as a Master of Business Administration - also for the purpose of career change. |
| LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING |
| Recognition of Prior Learning (RPL):
As per institutional policy, credits towards this qualification may be obtained by means of Recognition of Prior Learning (RPL). Guidelines stipulated in the RPL policy of the institution and the Faculty of Science will be followed for learners who intend to enter into the Bachelor of Health Science in Clinical Technology qualification. The RPL Policy of the institution as well as the Professional Board for Radiography and Clinical Technology of the Health Professions Council of South Africa (HPCSA) provide clear guidelines to learners who intend to enter the Bachelor of Health Science in Clinical Technology qualification. Learners may apply at the Office of the Registrar for RPL or for admission via the Senate's discretionary route. The specific relevant documentation will be requested from these learners, and these cases will be handled on an individual basis. Entry Requirements: The minimum entry requirement for this qualification is: |
| RECOGNISE PREVIOUS LEARNING? |
| Y |
| QUALIFICATION RULES |
| This qualification consists of the following compulsory modules at NQF Levels 5, 6, 7 and 8 totalling 496 Credits.
Compulsory Modules, Level 5, 121 Credits: Compulsory Modules, Level 6, 129 Credits: Compulsory Modules, Level 7, 39 Credits: Elective Modules, Level 7, 84 Credits: Choose one of the following: Choose one of the following: Choose one of the following: Choose one of the following: Choose one of the following: Compulsory Modules, Level 8, 87 Credits: Elective Modules, Level 8, 36 Credits: Choose one of the following: Choose one of the following: |
| EXIT LEVEL OUTCOMES |
| 1. Critically review scholarly literature, employ scientific methodology, gathering and processing of research data, and critical evaluation of results to present and communicate to a range of audiences, offering creative insights, rigorous interpretations and solutions to problems and issues appropriate to a field of specialisation.
2. Interrogate multiple sources of knowledge in the health sciences, and critically evaluate the knowledge of various types and techniques of technology in a field of specialisation. 3. Understand the complexities and uncertainties of performing therapeutic, corrective procedures and organ system support and its suitability to pathophysiological investigations in unfamiliar clinical situations in their field of specialisation. 4. Identify, analyse and apply current scientific, technical knowledge, and specialised skills in various pathophysiological conditions during clinical procedures in a field of specialisation. 5. Identify and address ethical and legal issues based on critical reflection upon the appropriateness of patient management, principles and concepts in the health establishment to ensure professional, and ethical service delivery. 6. Critically review scholarly literature, employ scientific methodology, gathering and processing of research data, and critical evaluation of results to present and communicate to a range of audiences, offering creative insights, rigorous interpretations and solutions to problems and issues appropriate to a field of specialisation. 7. Present and communicate accurate academic and professional information and knowledge, offering creative insights, rigorous interpretations and solutions to all members. 8. Operate effectively in performing and monitoring safety, health, environmental, and quality assurance procedures in the clinical environment in a field of specialisation to ensure professional service. 9. Manage a healthcare facility or own practice based on an understanding of the roles and relationships between business management and entrepreneurship within the health sciences. 10. Design and implement appropriate teaching strategies in the health sciences as well as assessment methods appropriate to clinical education for the ongoing learning of self and others during Workplace-Based Learning (WPBL). 11. Account and respond to decisions and actions, as well as those of others in a field of specialisation. |
| ASSOCIATED ASSESSMENT CRITERIA |
| Associated Assessment Criteria for Exit Level Outcome 1:
Associated Assessment Criteria for Exit Level Outcome 2: Associated Assessment Criteria for Exit Level Outcome 3: Associated Assessment Criteria for Exit Level Outcome 4: Associated Assessment Criteria for Exit Level Outcome 5: Functions of the relevant statutory health councils and recognised professional associations are identified and explained in terms of the services they offer to the patient and professional health care workers. Associated Assessment Criteria for Exit Level Outcome 6: Associated Assessment Criteria for Exit Level Outcome 7: Associated Assessment Criteria for Exit Level Outcome 8: Associated Assessment Criteria for Exit Level Outcome 9: Associated Assessment Criteria for Exit Level Outcome 10: Associated Assessment Criteria for Exit Level Outcome 11: Integrated Assessment: Assessments will focus on learners' ability to demonstrate applied knowledge and competence. Evidence of applied competence will be evident in the learners' ability to integrate concepts, ideas and actions in authentic, real-life contexts and will be expressed as practical, foundational and reflexive competence. Formative and summative assessment strategies will be used throughout the qualification to ensure that module outcomes and Exit Level Outcomes are met. Formative assessment may include tests, written and practical assignments, literature reviews, case studies, class presentations, seminars, peer evaluation, simulations in structured learning environments, and clinical assessments. Summative assessments may include written examinations, oral examinations, practical/clinical examinations and supervisor reports where appropriate, Objective Structured Clinical Evaluation (OSCE) continuous assessment will be conducted as from the second year of study in the module Clinical Professional Practice I-IV and Clinical Education and Mentoring I (NQF Level 8). The module will require a Portfolio of Evidence to be submitted at the end of the year. |
| INTERNATIONAL COMPARABILITY |
| The primary reason for designing this qualification was to meet the needs of the South African community as identified by the National Department of Health and also ensure that it is compatible with the international standards. This qualification was compared against countries, such as the United States of America (USA), New Zealand, Australia and Canada, since a similar qualification is currently not offered in any other African country. Cardiology, Cardiovascular Perfusion, Neurophysiology in the United Kingdom (UK) The UK offers a four-year qualification in Clinical Physiology (Cardiology, Cardiovascular Perfusion or Neurophysiology). The qualification can be done full time at university, or for trainee physiologists already working in a cardiac unit/theatre, courses are available with day or block release attendance at college. Trainee clinical technologists currently following a two-year, mainly in-service qualification.
United States of America (USA) and Canada. In the USA and Canada, the Cardiology/Cardiovascular Perfusion is a full time, two-year qualification (including the Summer session), and spans five consecutive semesters, and is designed for learners who have already completed approximately two or more years of college in science disciplines that include biological, physical, social, mechanical and/or prior health preparation. Upon graduation, the learner is awarded a Bachelor of Science Degree. Upon successful completion of the cardiology/perfusion rotations, the learner will receive a Master's degree from the relevant University. The Cleveland Clinic Foundation School of Cardiovascular Perfusion, in collaboration with Cleveland State University, offers a four-year Bachelor of Sciences in Health Sciences with an emphasis in Cardiovascular Perfusion Science. In the USA the electroneurodiagnostic qualification is offered at colleges and one obtains an associate degree on completion of the qualification. All electroneurodiagnostic technologists will be able to register with American Society of Electroneurodiagnostic Technologists (ASET). The Clinical Neurophysiology Technology qualification is accredited by the Commission on Accreditation of Allied Health Education Programs upon the recommendation of the Committee on Institutions offering the END Technology Programme in the Nursing and Allied Health Sectors Accreditation for Education in Electroneurodiagnostic Technology (CoA-END): 1. WCTC - Waukesha county technical college: Formal Neurophysiology training qualification in Canada can be found in community colleges, technical schools, private schools, and hospitals. The qualification last from 12-24 months and the learner is awarded a Diploma, Certificate or Associate Degree. The curriculum includes electronics, neuroanatomy, neuropathology, computer skills, instrumentation, clinical science, neuropharmacology, neurophysiology, psychology, and clinical practicum. Qualified Electroneurodiagnostic Technologists will be able to register with the American Board of Registration of Electroencephalographic and Evoked Potential Technologists (ABRET) who in turn awards the credentials of "Registered EEG Technologist" and "Registered Evoked Potential Technologist" and the Association of Polysomnographic Technologists (APT) registers polysomnographic technologists. Australia Currently, Neurophysiology Technologists in Australia enrol in the 3-year Diploma in Clinical Neurophysiology at the Royal Melbourne Institute of Technology (RMIT) University in Victoria. This qualification is offered by distance education. As the qualification has a large component of "on the job" training, learners must be employed in a Clinical Neurophysiology Department or clinic. Once qualified they are known as Neurophysiology Technologists. New Zealand In New Zealand Neurophysiology technicians undertake four years of practical and theoretical training. The first part of the training is fully supervised by a qualified technician. In New Zealand neurophysiology technicians study by correspondence to obtain an Advanced Diploma in Health Sciences, majoring in clinical neurophysiology. Conclusion: The only qualification that is closely related to this one is to be found in the developed countries such as the United States, Canada and Europe. Attempts to compare South African Clinical Technology practice with best international practice have seen a review of international best practice. The quality and scope of South African Qualifications is endorsed by the fact that both developed and semi-developed countries readily accept South African Clinical Technology qualifications. The primary reason for designing this qualification was to meet the needs of the South African community as identified by the National Department of Health and also ensure that it is compatible with the international standards. |
| ARTICULATION OPTIONS |
| This qualification allows possibilities for both horizontal and vertical articulation.
Horizontal Articulation: Vertical Articulation: |
| 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. |