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:

Further National Higher Diploma: Neonatal Nursing Science

SAQA QUAL ID	QUALIFICATION TITLE
112744	Further National Higher Diploma: Neonatal Nursing Science
ORIGINATOR
University of Johannesburg
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 Diploma	Field 09 - Health Sciences and Social Services		Curative Health
ABET BAND	MINIMUM CREDITS	PRE-2009 NQF LEVEL	NQF LEVEL	QUAL CLASS
Undefined	240	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 "Reregistered"		SAQA 06120/18	2018-07-01	2018-12-31
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2019-12-31		2023-12-31

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 replaces:

Qual ID	Qualification Title	Pre-2009 NQF Level	NQF Level	Min Credits	Replacement Status
17432	Further National Higher Diploma: Neonatal Nursing Science	Level 6	Level TBA: Pre-2009 was L6	240	Complete

PURPOSE AND RATIONALE OF THE QUALIFICATION

The primary purpose of this qualification is to provide qualifying learners with intellectual and practical skills and professional values to promote the health of the individual, family, group and community- as an advanced neonatal nursing practitioner as a member of the health team.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

The learner demonstrates professional/intellectual and practical competencies and professional values to promote the health of the individual, family, group and community as a general nurse and midwife, as a member of the health team.

A minimum of 360 approved credits (NQF-level 6) is required for admission to this program with proof of registration with the South African Nursing Council as a general nurse and midwife

To register for the second year, the learner must have passed all modules in Post-basic Pharmacology and Nursing Dynamics.

Recognition of prior learning:
Learners who don't comply with the stated entry requirements
See 4.2: rules of access in relation to the minimum amount of approved credits.

Advanced placing
Recognition of prior learning, in accordance with the RAU policy and procedures on Recognition of Prior Learning, is granted for modules successfully completed at any other higher education institution and SANC accredited Nursing Education Institution. The clinical modules are credited/exempted with proof of registration with the SANC as a clinical/specialized nursing practitioner in the elective field, in accordance with existing SANC regulatory requirements.

Gaining of status
A further (post-basic/advanced) clinical certificate (NQF-5) or diploma (NQF-6) is recognized leading to credit/exemption of the relevant clinical modules.

RECOGNISE PREVIOUS LEARNING?

EXIT LEVEL OUTCOMES

The learners should be able to::

1. Effectively assess, analyse, interpret, diagnose, prioritise, solve, reflectively evaluate and report clinical/health, managerial and educational problems based on relevant frameworks/standards (knowledge, skills and attitudes/values).

2. Effectively practise, in accordance with the professional and legal framework (knowledge, skills and attitudes/values) as a member of the clinical, managerial and educational health teams.

3. Participate as a competent, responsible, professionally accountable and reflective member of the clinical, managerial and educational health team(s).

4. Effectively participate as a member of the research team within the clinical, managerial and educational environments, based on the knowledge, professional and legal frameworks.

5. Demonstrate facilitative interpersonal; communication knowledge, skills, attitudes/values and communicate effectively in verbal and written format as a member of the clinial, managerial and educational health teams.

6. Effectively utilize technology in the design, implementation and reflective evaluation of clinical, managerial and educational programmes.

7. Address clinical, managerial and educational needs/problems by taking social, economic, legal, ethical, environmental, cultural and demographic influences into consideration.

8. Explore and reflect on a variety of learning and problem-solving strategies in relation to clinical, managerial and educational advancement as a life-long professional learner.

9. Participate as a responsible, professionally accountable and reflective member of the clinical, managerial and educational teams in empowering the community.

10. Demonstrate cultural and aesthetic sensitivity in the design, implementation and reflective evaluation of clinical, managerial and educational programmes.

11. Explore clinical, managerial and educational career opportunities as a reflective leader.

12. Identify, explore and evaluate reflectively new options for clinical, managerial and educational advancement in the interest of health care.

ASSOCIATED ASSESSMENT CRITERIA

The learner can / Does the learner:

1. Design, implement and reflectively evaluate a relevant clinical/health managerial/educational programme, based on the scientific principles to adequately address/solve the problems.

2. Effectively participate as a member of the clinical/ health, managerial and educational teams. Execute relevant clinical, managerial and educational professional responsibilities within the legal, contracted and authorized scope of practice and job description.

3. Adherence to the professional-ethical and legal standards (legislation, regulations, code of conduct/values) of the profession, country, university and nursing education institution.

4. Display basic knowledge, skills and attitudes related to the research in clinical, managerial and educational fields. Effectively identify, analyse, prioritise and interpret research problems in the clinical, managerial and educattional environment. Propose relevant solutions and effectively participate as a member of the research team.

5. Effectively apply the principles of facilitative and therapeutic interpersonal skills during interaction with individuals, groups and communities. Effectively apply the principles of written, verbal and non-verbal communication skills as a member of the clinical, managerial and educational teams. Adherence to professional-legal communication standards.

6. Demonstrate the ability to effectively access and utilize technology during the clinical, managerial and educational processes.

7. Effectively address clinical, managerial and educational needs and problems within the social, economic, legal, ethical, environmental, cultural and demographic trends/realities/frame-work.

8. Effective and appropriate application of learning and problem-solving strategies in relation to clinical, managerial and educational advancement as a life-long professional learner.

9. Demonstrate the ability (knowledge, skills and attitudes) to adequately address clinical,managerial and educational problems in society.

10. Demonstrate constructive and effective interaction with people and environments.

11. Effectively access/utilize career opportunities within the clinical or managerial or educational fields. Practice nursing leadership effectively.

12. Demonstrate entrepreneur's skills as a nurse educator, manager and clinical specialist.

Formative assessment practices that will be implemented:
The learner's abilities (knowledge, skills, values and attitudes) are continuously assessed by means of independent/group assignment, community-based case studies and seminars, selected dimensions of the research process within a group, self and peer evaluation and formative clinical/practical competency assessment.

Summative assessment practices that will be implemented:
Integrated assessment, focusing on the achievement of the exit-level outcomes, will be done by means of formal theoretical (2 or 3 hour examinations) and comprehensive clinical examinations. Each module must be passed independently.

ARTICULATION OPTIONS

Access to qualifications on a lower level:
The learner can convert (entry level) from a certificate (in the elective clinical field), or further Diploma in Nursing Education, and/or Nursing Administration to the qualification. Both 4 year and 3 year basic Nursing Diplomas (NQF-6), as well as the Basic B.Cur. Degree in Nursing (NQF-7), serve as entry levels. All these qualifications could therefore serve as entry levels to this degree. The learner can exit without a qualification, but could apply for additional registration with the South African Nursing Council, in accordance with the regulatory requirements (theoretical and practical/clinical) in Neonatal Nursing Science.

Access to qualifications on the same level:

The learner can convert from this diploma to a similar further diploma in Nursing Sciences at another institution. Learner's who are (or have been) registered for this or another related program and qualification (or even for some of the same or related subject/modules) at another higher education institution, would be allowed to enter in mid-stream. Such learners will retain credits for modules that have been passed, after recognition by the previous institution or registration with the South African Nursing Council in the particular field. If learners want to continue their studies at another higher education institution they may convert upon completion, of the modules in accordance with examination rules. This university and the new institution will accredit all modules that have been passed.

Access to qualifications on higher level:
The learner can convert from the diploma to a lectured/taught master' degree (selected) in the elective clinical field, provided a NQF level of 7 has been attained.

MODERATION OPTIONS

Process
All core modules moderated by external examiners

Range of external examiners/moderators
The appropriate moderators are selected from any S.A.N.C. accredited Nursing Education Institution within a university/technikon in accordance with the SANC regulatory requirements/standards. The clinical moderators are selected from any nursing higher education institution or clinical practice in accordance with the SANC regulatory requirements/standards.

CRITERIA FOR THE REGISTRATION OF ASSESSORS

Qualifications
External examiners for core modules. These examiners possess at least a Baccalaureus degree (NQF-7)or a further diploma (NQF-6) in the relevant clinical field and registration with the South African Nursing Council as a post-basic clinical specialist in the relevant clinical is required.

Job and learning area experience
The practical/clinical elective modules can be assessed by clinical nurse experts (NQF-5/6) based on their credibility and experience in the elective clinical field.

LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION:

When qualifications are replaced, some (but not all) of their learning programmes are moved to the replacement qualifications. If a learning programme appears to be missing from here, please check the replaced 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 Johannesburg