SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION:

Diploma in Nursing

SAQA QUAL ID	QUALIFICATION TITLE
115861	Diploma in Nursing
ORIGINATOR
Western Cape College of Nursing
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY			NQF SUB-FRAMEWORK
CHE - Council on Higher Education			HEQSF - Higher Education Qualifications Sub-framework
QUALIFICATION TYPE	FIELD		SUBFIELD
Diploma (Min 360)	Field 09 - Health Sciences and Social Services		Preventive Health
ABET BAND	MINIMUM CREDITS	PRE-2009 NQF LEVEL	NQF LEVEL	QUAL CLASS
Undefined	360	Not Applicable	NQF Level 06	Regular-Provider-ELOAC
REGISTRATION STATUS		SAQA DECISION NUMBER	REGISTRATION START DATE	REGISTRATION END DATE
Reregistered		EXCO 0821/24	2020-01-08	2027-06-30
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2028-06-30		2033-06-30

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:
This qualification will enable the learner to function as a clinically focused, service orientated, independent registered general nurse, who can render nursing care as determined by the appropriate legislative framework.

The qualification will provide a basis for decision-making about what is within and beyond the defined scope of practice, as well as an understanding of the referral system in place for anything outside of the reach of practice. The learners will apply evidence-based nursing practice based on research or established practices that have proven to be valid both nationally and internationally within the profession.

The qualification design meets the health care delivery needs of the country and specifically the disease profile of the Province. The focus is on preparing competent learners who are accountable, self-aware, adaptable and capable of effectively functioning in the local, national and international health sector. These attributes develop through raising learners' awareness and a critical understanding of socio-cultural, political and economic determinants of health and illness and health service delivery in the country.

The qualification will produce high-quality learners who can be competent nursing practitioners in a range of health service settings. Provide registered nurses with a variety of skills, knowledge and attitudes that will enable them to make a meaningful and sustained contribution to health services. Equip learners with a developed sense of equity, justice and service ethics that will ensure that they work in an accountable manner, irrespective of their chosen workplace. Offer a wide range of transferable skills for application in other professions, disciplines and general life.
These include:

A systematic, solution-based approach to problem-solving.

An empowerment strengths-based approach to personal development.

Competence in written and oral communication.

Capacity to assess and implement health and other policies.

Ability to plan, implement and manage projects of a varied nature.

Ability to work independently and as part of a team.

The practitioner who completes this qualification will be able to:

Maintain professionalism in own practice of nursing.

Apply knowledge of biomedical, biotechnological and psycho-social sciences to the practice of nursing.

Develop, implement and evaluate population-based health care.

Assess, plan, implement and evaluate nursing care for individuals and groups with stable, uncomplicated health problems based on a thorough assessment.

Deliver nursing care to sick or disabled individuals and groups with permanent uncomplicated health problems.

Promote rehabilitation of individuals and groups with disabilities.

Diagnose and treat minor ailments.

Deliver safe maternal care.

Manage a health care unit.

Utilise principles of science and methodology in investigating nursing and health-related problems.

This qualification aligns with the vision and mission of the institution, which is guided by the values and principles underpinning nursing and higher education in the South African context. These values and beliefs include respect, caring, compassion, cultural inclusivity, accountability, integrity, social responsibility, life-long learning, leadership, research, innovation and excellence.

The qualification design meets the health care delivery needs of the country and in specific the disease profile of the Province. The focus is on preparing competent learners who are accountable, self-aware, adaptable and capable of effectively functioning in the local, national and international health sector. These attributes develop through raising learners' awareness and a critical understanding of socio-cultural, political and economic determinants of health and illness and health service delivery in the country.

Rationale:
The aim of the Diploma in Nursing (3 years) is to produce high quality Registered General Nurses who are competent nursing practitioners, can function in an accountable manner independently and as part of a team. This qualification will equip the learners with skills, knowledge and attitudes to apply the evidence-based nursing practice in a variety of health care settings to make a meaningful and sustained contribution to health services in South Africa. It will be essential to have a Registered General Nurse who has a broader education in the Primary Health Care (PHC) approach to health care as envisaged in this new qualification. According to The PHC Re-Engineering Plan (2011), that at least 14 640 of these new model, Registered General Nurses will be required nationally. This type of new, more skilled Registered General Nurse will be essential to manage the implementation of the original plan. According to the Re-engineering Primary Health Care in South Africa Discussion document (November 2010), the new mid-level worker, will perform Clinic and Community-based services such as Integrated Management of Childhood Illnesses (IMCI), immunisation, repeats of medication to stable chronic patients, treatment of minor ailments, support and supervision of Community Health Workers (CHW) services in the community, school health services, community-based qualifications (e.g. antenatal, post-natal care, immunisation campaigns), screening and support services to schools, Early Learning Centers, Crèches and Old Age Homes.

The Strategic Plan gives the need to offer the new further impetus for Nurse Education, Training and Practice (2018 draft version). According to Strategic Priority 7 on Human resources for health, "a model will be developed to provide information on the future supply of nurses for the public and private sectors, for hospitals, PHC and NGOs (including the new Registered Nurse category)". With PHC re-engineering in mind, the Registered General Nurse will form part of community outreach teams, working with other healthcare professionals within the community and at the clinic to "provide basic care to persons with stable and uncomplicated general health problems in a PHC setting". The products of this new qualification will be the new mid-level workers who will play a pivotal role in the implementation of the National Health Insurance plan (NHI) and the re-engineering of Primary Health Care Services. The Registered General Nurse of the PHC outreach team will provide health services at a PHC clinic for an estimated 1500 families for whom they are responsible. There will be three PHC teams based per facility which will have a catchment population of around 18,000 people.

These nurses will be able to contribute significantly to the current challenges experienced, such as South Africa's quadruple burden of disease as well as meeting the health care needs of communities in the face of the on-going shortage of skilled and competent healthcare professionals. The qualification will equip them with a range of knowledge, skills and attitudes to practice according to their professional, ethical and legal frameworks to function independently, diagnose and treat minor ailments, provide safe child and maternal care and manage a healthcare unit.

The envisaged annual intake will consider the regional and national needs of the country for this category of the nurse. The typical range of learners might include matriculants or learners who gain access by applying the RPL policy of the institution.

Learners who complete the qualification will be a generalist nurse, registered by the South African Nursing Council (SANC) as Registered General Nurse. The learners will be employable in a variety of settings, providing nursing care throughout the lifespan to individuals, groups and communities with stable, uncomplicated health problems who live in urban or rural areas. As such, the qualification also aims to contribute to meeting the Sustainable Development Goals as determined by the United Nations. Notwithstanding meeting international norms, these nurses will address the quadruple burden of disease in the Province - Tuberculosis, HIV infections and substance abuse leading to mental health problems, diabetes, chronic lifestyle diseases and trauma.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Recognition of Prior Learning (RPL):
Recognition of Prior Learning (RPL) is a process of identifying the knowledge and skills of a learner against the admission requirements of the qualification and for credits against a part thereof. The process involves the identification, mediation, assessment and acknowledgement of knowledge and skills obtained through informal, non-formal or formal learning. The RPL process is multi-dimensional and multi-contextual, aimed at the individual needs of applicants and is handled following 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 candidate to meet institutional requirements. An appeal procedure is also in place to accommodate queries. RPL in this qualification will relate to gaining access to the qualification and credits/advanced standing as described in institutional guidelines.

Entry Requirements:

National Senior Certificate, NQF Level 4 granting access to Diploma studies.
Or

National Certificate (Vocational), NQF Level 4 granting access to Diploma studies.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

This qualification consists of the following compulsory modules at Level 5 and 6 totalling 365 Credits.

Compulsory Modules, Level 5, 120 Credits:

Applied Anatomy and Physiology, 15 Credits.

Applied Physics, Microbiology and Chemistry, 7.5 Credits.

Applied Psychosocial Science, 7.5 Credits.

Nursing Science 1, 30 Credits.

Ethos and Prof Practise1, 25 Credits.

Nursing in the Community 1, 35 Credits.

Compulsory Modules, Level 6, 245 Credits:

Pharmacology for Nurses, 10 Credits.

Nursing Science 2, 30 Credits.

Ethos and Prof Practise 2, 25 Credits.

Nursing in the Community 2, 35 Credits.

Introduction to Mental Health, 20 Credits.

Nursing Science 3, 20 Credits.

Ethos and Prof Practise 3, 20 Credits.

Nursing in the Community 3, 25 Credits.

Maternal, Child and Women's Health Care, 25 Credits.

Nursing Unit Management, 25 Credits.

Health Information Systems, 10 Credits.

EXIT LEVEL OUTCOMES

1. Apply knowledge of natural and biological sciences in the practice of nursing.
2. Apply knowledge of psychosocial sciences in the practice of nursing.
3. Apply knowledge of pharmacology in nursing practice.
4. Provide nursing care throughout the lifespan in various healthcare settings.
5. Render nursing care within a legal and ethical framework.
6. Use and maintain healthcare information systems for nursing practice.
7. Manage a healthcare unit by implementing the management process.
8. Provide reproductive health care to promote and maintain optimum health of individuals and family.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria for Exit Level Outcome 1:

Demonstrate an understanding of anatomy and physiology of the human body in caring for a health care client or a patient.

Demonstrate an understanding of homeostasis, organisation of the human body and the anatomy and physiology of the human body systems.

Understand the basic concepts of chemistry and biophysics related to the human body.

Practice knowledge of microbiology to care for a patient or a client.

Associated Assessment Criteria for Exit Level Outcome 2:

Demonstrate an understanding of the relevant concepts related to applied social science in nursing.

Interpret knowledge of human behaviour and psychological development throughout the life span.

Implement social and diversity sensitive care in nursing practice.

Manage a range of psychological emergency situations.

Demonstrate an understanding of the emotional demands of nursing practice.

Associated Assessment Criteria for Exit Level Outcome 3:

Demonstrate an understanding of pharmacokinetics and pharmacodynamics in nursing practice within the applicable scope of practice.

Administer and issue medications as prescribed, in various health care facilities within the legislative requirements.

Provide comprehensive health education to clients regarding the actions, effects, side effects, special precaution, compliance and safe storage of prescribed medication.

Associated Assessment Criteria for Exit Level Outcome 4:

Apply the scientific approach of nursing to assess, plan, implement and evaluate integrated nursing care for individuals and groups based on the stages of life in all health care settings within their scope of practice.

Plan preventative, promotive, curative and rehabilitative nursing care for different age groups in various health care settings.

Associated Assessment Criteria for Exit Level Outcome 5:

Demonstrate an understanding of the legislative, ethical aspects and regulatory requirements of health care in South Africa.

Adhere to the South African Nursing Council`s guidelines and ethical principles related to the nursing profession.

Associated Assessment Criteria for Exit Level Outcome 6:

Demonstrate an understanding of utilising systems of health information management in the context of a healthcare facility, including community settings.

Apply ethical principles to the management of health information systems.

Associated Assessment Criteria for Exit Level Outcome 7:

Implement the management process in a health care unit.

Demonstrate an understanding of the management of a health care unit according to legal requirements, applicable policies and procedures and management principles.

Associated Assessment Criteria for Exit Level Outcome 8:

Deliver culturally sensitive comprehensive reproductive health care to male and female clients within the health care setting.

Demonstrate an understanding of South African legislation and policies related to reproductive health care.

Integrated Assessment:
The assessment consists of a continuous assessment system comprising of formative (FA) and Summative Assessments (SA).

FA is an assessment task (e.g., a 'quiz', an essay or report in a writing process, or a 'mock exam') intended as a teaching and learning exercise or as preparation for a continuous summative assessment (e.g., test, assignment, essay, report, evaluation).

Summative assessments consist of assessment tasks such as assignments, case studies, tests, (written or oral), OSCE, portfolios, workbooks. Learners' progress will be assessed at the end of a section of work rather than exclusively by the final assessment at the end of the semester/year.

Learners perform a minimum of two and maximum of three assessments per semester subject. For year subjects, learners write a minimum of three and a maximum of five evaluations. Assessments (theory and clinical) will contribute equal weight (percentage) towards the final mark.

The institution conducts assessment in the subjects for both theory and clinical learning (WIL). In the subject templates, the assessments stipulate both theory and clinical education (WIL component) as well as the content. The qualification states method of each evaluation, an example of a written test, assignment, case study, and OSCE.

External appointed nursing subject experts moderate all exit level subjects: Nursing Science 3 (NUR300D), Ethos and Prof Practice 3 (EPP300D), and Nursing in the Community 3 (NIC300D).

INTERNATIONAL COMPARABILITY

The proposed qualification would meet recognition requirements throughout Sub-Saharan Africa.

In Africa, South Africa accepts nursing qualifications from Botswana, Swaziland, Tanzania, Zimbabwe, Zambia and Namibia. These nations, in turn, accept South African qualifications.

In Europe, USA, UK, New Zealand and the BRICS countries, there is a significant difference in the education of nurses compared to South Africa.

In the United States of America, most states require a four Bachelor or two-year associated Bachelor's Degree to enter the licencing examination. In a few states, a three-year Diploma qualification may grant registration as nurse and credits recognised towards entering for an associate degree. The Diploma route appears to be phasing out in the USA.

In the United Kingdom, a two-year registered nurse qualification may grant access to do the national licencing exam. Learners can undertake either a Diploma or Degree level educational qualification, leading to initial registration.

In New Zealand and Australia an eighteen-month diploma qualification lead to qualification as an enrolled nurse who works under the supervision of the registered nurse.

In Belgium, a diploma qualification of 3 years with specialisation in the second and third year leads to a more practical/apprentice type training compared to the bachelor qualification at higher education level. The scope of practice of the two categories does not differ significantly.

In India, a General Nurse and Midwife three-year Diploma qualification leads to qualifying as GNM practitioner with a restricted scope of practice compared to the four-year Degree qualification candidates' scope of practice. GNM candidate may complete a two- year post BSc qualification after GNM to be on par with the four-year Degree learners' scope of practice. Science subject at school level is required to gain entrance to the four -year BSc Degree.

In Russia, a one-year diploma qualification equips learners to handle patients and practice in Russian hospitals. The qualification is UNESCO and WHO recognised. Russia also prefer four-year bachelor training qualifications.

Nursing education in China comprises three levels: Diploma; Advanced Diploma; and Baccalaureate Degree. The Diploma offered by schools of health with learners drawn from junior high schools and enrolment is for a three-year nursing program designed to teach technical skills. The Advanced Diploma offered by colleges and universities with learners drawn from high schools and schools of health; enrolment is for a three-year associate nursing program offering general training alongside nursing theory and skills. Diploma level training is gradually being phasing out. Nearly half of all nurses educated in China possess a qualification in Advanced Diploma or above.

Nurses in Brazil completes an undergraduate degree (known as nurses), or technical/vocational certificate (known as nursing technicians and auxiliaries).

At least 14 countries in Europe and East bloc countries still present a diploma qualification, however, are increasing requirements for registered nurse practice to Bachelor level.

ARTICULATION OPTIONS

The qualification allows for both possibilities of horizontal and vertical articulation.

Horizontal Articulation:

Diploma in Nursing Education, NQF Level 6.

Vertical Articulation:

Advanced Diploma in Medical and Surgical Nursing Science, NQF Level 7.

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.

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