SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION:

Diploma in Nursing

SAQA QUAL ID	QUALIFICATION TITLE
115866	Diploma in Nursing
ORIGINATOR
ROBIN TRUST
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:
The primary purpose is to equip the learner with:

A depth of specialised knowledge, relevant skills, attitudes/values such as compassion and commitment,

Ability to function as a clinically focused, service orientated staff nurse that can render nursing care within the scope and definition of the relevant legislative framework. Learning content is based on general theoretical principles and processes, as well as a combination of procedures and processes applied in specific nursing care contexts.

The qualification outcome includes a clear understanding of an empowerment asset approach to personal development and nursing as a career that requires:

Lifelong learning, combined with a well-developed sense of justice,

Equity, and professional ethics that will ensure accountability in whatever work setting they are operating,

The learner will also possess a range of transferable skills such as a methodical approach to problem-solving, the ability to work independently as well as part of a team, the ability to plan, implement and manage projects of a varied nature, the capacity to assess and implement policies, and nursing care decision-making within a systematic and evidence-based practice approach.

Rationale:
Appropriately qualified and competent nurses are the backbone of quality health care providers across the world. This qualification intends to prepare the qualifying learner as a general nurse who can make a significant contribution to the human resources needs for quality health care in South Africa. Taking into account the historical background and persisting shortage of professional nurses and medical practitioners in the country and rural areas in particular. The South African healthcare system is predominantly nurse-based. The scope of practice of nurses at all levels has undergone dramatic changes over the past decade to the extent that their duties and responsibilities have become much more diverse. At the same time, nursing education institutions as a whole fail to produce the required number of qualified nurses. The latter will ensure that all the needs related to managing the country's burden of disease and the associated priorities of the population at large are acknowledged. The scope of practice of this particular nurse is focusing on a broad spectrum of services in a variety of settings that include rural communities. Upon successful completion of the qualification, the learner will be able to register with the South African Nursing Council (SANC) as a staff nurse.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Recognition of Prior Learning (RPL):
Provision must be made for prior learning to be recognised so that learners have the opportunity to gain access to the qualification, widen access, and obtain the qualification in part through the RPL process, or obtain advanced placement in the prescribed learning qualification (fast-tracking). Recognition of Prior Learning, including credit accumulation and transfer (CAT) which will be determined by nature and Exit Level Outcomes of the qualification.

RPL learners must demonstrate competence in respect of specific detailed knowledge, skills and attitudes about this qualification. The specific form of assessment to determine the extent of Recognition of Prior Learning will depend on evidence produced by each learner. In the case of the learner is not being able to produce a certificate of credits gained, the assessment will at least involve the presentation of a portfolio of practical work as a demonstration of applied knowledge and skills.

Entry Requirements:
The minimum entry requirement for this qualification is:

Senior Certificate, NQF Level 4 with endorsement.
Or

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

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

This qualification consists of the following compulsory modules at NQF Levels 5 and 6 totalling 360 Credits.
Compulsory Modules, 360 Credits:

Compulsory Modules, at NOF Level 5, 120 Credits:

Biomedical Science BMS 100, 8 Credits.

Psychosocial Science PSS 100, 4 Credits.

Pharmacology PHAR 100, 4 Credits.

Nursing Care NUC 100, 56 Credits.

Ethical-legal Practice ELP 100, 24 Credits.

Reproductive Health Care RHC 100, 24 Credits.

Compulsory Modules, at NOF Level 6, 240 Credits:

Biomedical Science BMS 200, 8 Credits.

Psychology PSY 200, 8 Credits.

Pharmacology PHAR 200, 8 Credits.

Nursing Care NUC 200, 52 Credits.

Management and Ethical-legal Practice MEP 200, 16 Credits.

Reproductive Health Care RHC 200, 28 Credits.

Nursing Care NUC 300, 40 Credits.

Management and Ethical-legal Practice MEP 300, 40 Credits.

Reproductive Health Care RHC 300, 24 Credits.

Health Care Information Systems HIS 300, 16 Credits.

EXIT LEVEL OUTCOMES

1. Detail the knowledge of the main areas of general nursing, including an understanding of and the ability to apply the key terms, concepts, facts, principles, rules and theories in relevant contexts as well as understanding how this knowledge relates to other fields, disciplines or practices.
2. Demonstrate an understanding of different forms of knowledge, schools of thought and forms of explanation within the field of general nursing, relevant practices and awareness of knowledge production processes.
3. Evaluate, select and apply appropriate methods, procedures or techniques in investigation or application processes within the field of general nursing.
Identify, analyse and solve problems in unfamiliar contexts, gathering evidence and applying solutions based on evidence and procedures appropriate to general nursing.
4. Demonstrate an understanding of the ethical implications of decisions and actions within the general nursing context, based on an awareness of the complexity of ethical dilemmas.
5. Evaluate different sources of information, to select information appropriate to general nursing tasks, and to apply well- developed processes of analysis, synthesis and evaluation to that information.
6. Present and communicate complex information reliably and coherently using appropriate academic and professional or occupational conventions, formats and technologies in general nursing context.
7. Make decisions and act appropriately in familiar and new contexts, demonstrating an understanding of the relationships between systems, and of how actions, ideas or developments in one system impact on other systems.
8. Evaluate performance against given criteria, and accurately identify and address own learning needs about general nursing, and to provide support to the learning needs of others.
9. Work effectively in a team or group, and to take responsibility for their own decisions and actions and the decisions and actions of others within nursing practice contexts, including the responsibility for the use of resources.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria for Exit Level Outcome 1:

Show and apply knowledge of anatomy, microorganisms and physiology that meets requirements for professional health care.

The human anatomy is described correctly in terms of definition, description, location, relations, arterial blood supply, venous drainage, nerve supply, lymphatic drainage.

Describe the postpartum period and potential complications for the mother and neonate.

Assess, maintain the health status of a pregnant woman and explain the changes or complications related to pregnancy.

Associated Assessment Criteria for Exit Level Outcome 2:

Apply psychosocial knowledge in ways that benefit those in need of health care, e.g. to create a therapeutic environment for the patient in a variety of healthcare settings.

Provide management activities directed towards the establishment of a team approach to health care and the effective delivery of services within a physically safe and emotionally supportive environment.

Know and demonstrate the methods for maintaining optimum health during pregnancy are known and demonstrated by assisting the pregnant woman and her family.

Associated Assessment Criteria for Exit Level Outcome 3:

Monitor and prevent the health care status of individuals, groups and or promotional measures are implemented in the interest of the well- being of individuals, families or groups.

Implement nursing care in an integrated manner according to plans.

Plan for health care on sound assessment and informed decision making.

Set the realistic goals in terms of functional ability and possible barriers to rehabilitation.

Manage pharmacological preparations and treatment in a way that ensures the correct storage of drugs. And the correct preparation and administration of pharmacological treatment.

Provide reproductive health care to promote and maintain optimum health of individuals and families.

Provide care for the long-term wellbeing of mother and child in line with the accepted scope of practice for nursing.

Identify indicators of relapse or complications and ways of preventing.

Provide support to patients recovering from acute illness and they are prepared for discharge in ways that enable the patient, family and significant others to cope with the management of the patient at home.

Medications are prescribed, controlled, dispensed and administered in various healthcare settings within legislative requirements.

Apply management principles and process effectively in managing a health care unit.

Select, set up, monitored, stripped, cleaned and stored the equipment.

Adhere to requirements of applicable laws, regulations, protocols and procedures in all events to ensure the safety of personnel and patients and prevent the occurrence of medico-legal incidents.

Associated Assessment Criteria for Exit Level Outcome 4:

Identified the problems are and analyse data and develop and implement proposals for solving problems and.

Evaluate solutions to problems for adequate nursing care.

Deal with emotional demands of nursing practice effectively

Implement social and diversity-sensitive care in nursing practice

Provide preventive, promotional, curative and rehabilitative nursing care to different age groups in various health care settings.

Provide nursing care throughout the lifespan in various healthcare settings.

Associated Assessment Criteria for Exit Level Outcome 5:

Interpret and apply ethical codes, professional accountability and responsibility and standards for the practice of nursing.

Apply patient advocacy, cultural sensitivity, confidentiality, and patient rights are continuously applied.

Maintain the confidentiality and integrity of patient information, including keeping patient records accurately to reflect quality nursing care.

Associated Assessment Criteria for Exit Level Outcome 6:

Monitor standards for unit health care delivery regularly and gather information and identify areas for improvement on an ongoing basis.

Keep records as per legal requirements and a complete picture of the pregnancy and reflect the postpartum period.

Document assessment, planning, implementation and evaluation accurately and timeously and promote effective service delivery as well as security and promote confidentiality of information.

Associated Assessment Criteria for Exit Level Outcome 7:

Demonstrate an understanding of one's role and the need for sustained professional behaviour when interacting within a multi-disciplinary team.

Check all emergency equipment and lines of communication frequently and test to ensure effective responses and reactions when needed.

Deliver nursing care, and the necessary physical and psychological care and support for the long term and or deliver terminally ill patients in line with the accepted scope of practice for nursing.

Conduct community health assessments to assist in prioritising community needs and report findings for effective health care delivery.

Associated Assessment Criteria for Exit Level Outcome 8:

Apply the correct care principles are applied to ensure the overall wellbeing of the whole family and individuals to ensure it is within the scope of practice.

Apply the practice is applied consistently in a manner that reflects a clear understanding and interpretation of the requirements of the South African Nursing Council and Health Care Legislation.

Associated Assessment Criteria for Exit Level Outcome 9:

Do daily reflection on personal performance in order to make improvements where necessary.

Utilise learning opportunities optimally and responsibly, and partake in the learning of fellow learners, e.g. during cooperate learning activities.

Use interpersonal skills effectively when interacting with patients.

All activities indicate collaboration with the various members of the multidisciplinary healthcare team, where applicable.

Use resources in health care settings responsibly, and avoid unnecessary waste of resources.

Use technology in ways that facilitate the effective diagnosis and treatment of conditions.

Investigate, test and evaluate health-related technology to suit the needs of the individual or groups for in nursing appropriately.

Integrated Assessment:
Assessment of competence is an integral part of qualification delivery. The assessment takes place throughout the qualification as a mechanism to monitor learning progress, identify weak points or limitations and give guidance to individual learners towards further learning and professional development (formative assessment). Summative assessment with the emphasis on measuring the ability of the learner to integrated knowledge and skills from different related modules (using cognitive skills of application, analysis and synthesis).

Five formative assessments on both theory and clinical will apply per module per academic year. The summative theory will involve an examination paper with a practical examination. Two compulsory assignments and clinical competence form part of formative assessment.

INTERNATIONAL COMPARABILITY

This qualification is aligned to the Global Standards for the Initial Education of Professional Nurses and Midwives as produced by the Department of Human Resources for Health, World Health Organisation. The Global Standards for the Initial Education of Professional Nurses and Midwives intends to serve as a benchmark for ensuring that education and learning systems achieve a common competency-based outcome in an age of increasing globalisation.

The proposed qualification would meet recognition requirements throughout Sub-Saharan Africa. South Africa is an active member of the International Council of Nurses (ICN) as well as the International Labour Organisation (ILO), member of the African Union (AU), formerly the Organisation of African Unity (OAU), 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.

Comparison of Qualifications:
In recognition of the reality of globalisation of nursing and nursing personnel, the International Council of Nurses (ICN) (2001) recommended "global" competencies for the generalist nurse. The ICN defined the generalist nurse as:

"A person who has completed a programme of basic nursing education and is qualified in her/his country to practice nursing. The educational programme prepares the nurse, through the study of behavioural, life and nursing sciences and clinical experience, for effective practice and direction of nursing care, and the leadership role. The first level (generalist) nurse is responsible for planning, providing and evaluating nursing care in all settings for the promotion of health, prevention of illness, care of the sick and rehabilitation; and functions as a member of a health team" (ICN, 2001,p.2).

The ICN further differentiates between what they refer to as a first and a second level nurse. The first level nurse refers to the generalist nurse or the equivalent of a professional nurse in current SA terms. The second level nurse, on the other hand, refers to a nurse who has completed a programme of study including "nursing theory and clinical practice" (p. 2) in preparation for practising nursing under the supervision of the first level nurse.

ARTICULATION OPTIONS

This qualification allows for both horizontal and vertical articulation:

Horizontal Articulation:

Diploma in Community Nursing, Level 6.

Diploma in Emergency Medical Care, Level 6.

Vertical Articulation:

Bachelor of Nursing, Level 7.

Advanced Diploma in Trauma and Emergency Nursing, 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.

1.	ROBIN TRUST