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:

Diploma in Nursing

SAQA QUAL ID	QUALIFICATION TITLE
116605	Diploma in Nursing
ORIGINATOR
St. Mary's Nursing College
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		Curative 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	2020-03-26	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 Diploma in Nursing aims to:

Produce competent staff nurse practitioners within a wide range of health service settings.

Provide the qualifying learners with a wide range of skills, knowledge and attitudes that will enable them to make a meaningful and sustained contribution to health services.

Equip the qualifying learners with a developed sense of equity, justice and service ethics that will ensure that they work in a responsible and accountable manner, irrespective of their chosen workplace.

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 the development of self and others.
> Competence in written and oral communication.
> Capacity to assess and implement health and other policies.
> Ability to plan and implement and manage projects of a varied nature.

Rationale:
The qualification will contribute positively to addressing the current crises in nursing education whilst helping South Africa reverse the decline in nursing education and practice standards. In-line with its strategic priorities, the National Department of Health has, as one of its 10 point plan, the improvement of Human Resource planning, development and management. Under this priority, the following strategies were outlined namely: a. re-opening of nursing schools and colleges, b. focusing training of Primary Health Care (PHC) personnel and managing the coherent integration and standardisation of all Community Health Workers. The current challenge is the availability of competent, skilled and sufficient nurses to successfully implement the three strategies of Primary Health Care re-engineering. On completion of the Diploma in Nursing the qualifying learners will register with the South African Nursing Council as staff nurses. Successful registration will provide nurses with the license to practice as a staff nurse as defined in the Nursing Act No. 33 of 2005.

These staff nurses will contribute to fulfilling the country's need for comprehensively trained nurses who, while being clinically and academically grounded, will be able to integrate and apply the scientific process in the practice of a full range of nursing, namely general, community, obstetric and mental health. These professionals will see their practice as empowering and serving communities as agents of change.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Recognition of Prior Learning (RPL):
Recognition of Prior Learning will be afforded in the following manner:
a. RPL for access:

Learners who have completed the Enrolled nurse qualification according to R2176 and are in possession of a matriculation certificate, will be able to access the qualification at entry level through RPL.

b. RPL for advanced standing:

Learners who were unsuccessful in their final year in the qualification leading to a qualification as a General Nurse in accordance with SANC R683 will access the second year on condition that:
a. She/he is registered with the South African Nursing Council as an enrolled nurse.
b. She/he submits a portfolio of evidence for having accomplished in all the following first year clinical competencies:

Apply the scientific nursing process of assessing; planning for; implementing and evaluating care plan in accordance with the basic health care needs of individuals taking into consideration their socio economic; cultural and physical health status.

Apply the relevant ethical and professional codes of nursing in the provision of nursing care to individuals of all age groups.

Assess the emergency situation and providing basic Life Support and basic First Aid in order to stabilize health care users prior to transfer to the emergency services.

Demonstrate competence in using the key features of the health information system to collect, store, retrieve and maintain the health care user data.

This portfolio of Evidence will be evaluated by a SANC Registered Assessor.
On condition that the Portfolio of Evidence meets ALL the above requirement:

The learner will be allowed to access the qualification at second year.

In addition, these learners will still be expected to complete the Work Integrated Learning which is 655 notional hours.

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

National Senior Certificate (NSC), NQF Level 4 with Mathematics and Life Sciences.
Or

Senior Certificate, NQF Level 4 with Mathematics, Biology or Physical Science.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

This qualification consists of the following compulsory modules at National Qualifications Framework Level 6 totalling 360 Credits.

Compulsory Level 5 Modules, 160 Credits:

Human Biology 101, 16 Credits.

Introduction to Chemistry and Physics, 8 Credits.

Microbiology and Parasitology, 8 Credits.

Fundamentals of Nursing Science, 16 Credits.

Ethics and Professional Practice, 16 Credits.

Health Promotion and Primary Care, 16 Credits.

Health Care Information System, 1, 16 Credits.

HIV Prevention, Counselling and Testing, 16 Credits.

Emergency Nursing, 8 Credits.

Pharmacology for Nurses, 16 Credits.

Introduction to Mental Health, 8 Credits.

Introduction to Psychosocial Science, 16 Credits.

Compulsory Level 6 Modules, 200 Credits:

Human Biology 200, 16 Credits.

Management of Communicable Diseases, 16 Credits.

Management of Non-Communicable Diseases, 16 Credits.

Nurse Managed HIV Treatment and Care, 16 Credits.

Child Health, 16 Credits.

Management of Health Care Unit, 16 Credits.

School Health Nursing, 16 Credits.

Community Oriented Primary Health Care, 16 Credits.

Community Based Maternal Care, 24 Credits.

Epidemiology, 16 Credits.

Palliative Care, 16 Credits.

Professional Practice Role, 16 Credits.

EXIT LEVEL OUTCOMES

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

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria for Exit Level Outcome in an integrated way:

Handle own values convictions and feelings when interacting with learners in clinical placements and later in their professional lives.

Collect information about the health care user relating to body, mind and spirit health status.

Discuss with multidisciplinary about the health care users holistic care needs and interventions.

Provide a holistic care and evaluate it.

Apply the basic ethical, moral, legal and professional principles as a framework during their interaction with individuals of all age groups, their families and other multidisciplinary team members.

Apply knowledge from the biological sciences in solving familiar problems/needs of individuals of all age groups in a variety of health care settings.

Demonstrate a sound knowledge of the scientific principles of preventive, promotive, curative and rehabilitative health in providing care to individuals with health needs/problems.

Select and apply knowledge gained from Pharmacology in solving well defined medical and surgical problems of individuals of all age groups.

Use knowledge and experience to offer suggestions for solving health problems at a community level.

Demonstrate knowledge and understanding of the normal development of a person within a society and how this can influence health, illness and health care delivery.

Demonstrate an informed understanding of the role of the Community Health Nurse in providing preventive, promotive, curative and rehabilitative care to individuals, groups, families in community health settings.

Communicate the evidence of group interaction through professional and scientifically accepted written and/or oral reporting.

Establish and maintain partnerships with all stakeholders in the provision of nursing and midwifery care.

Develop learning contracts to identify, plan and monitor own personal and academic development.

Demonstrate a sound knowledge of all the principles of professional conduct using relevant legislations as a frame of reference.

Demonstrate capacity for independent practice with initiative, responsibility and accountability.

Gather, analyse, synthesise and evaluate health related information using applicable research methods.

Use research findings in nursing and midwifery practice.

Communicate effectively with the client taking into consideration cultural variations that may affect communication.

Gather and present health related information using appropriate methods and computer applications.

Apply scientific principles and appropriate technology to provide comprehensive care in meeting the needs of individuals, families, groups and communities of all age groups in a variety of health care settings.

Show sound understanding of the comprehensive health delivery system and to appreciate the place of nursing as a practice within a wider social, cultural, and political context of health care delivery.

Demonstrate scientific knowledge of the discipline of nursing by applying ethical, moral, legal and professional principles in his/her practice.

Integrated Assessment:
Due to the practical nature of the qualification, integrated assessment will be used to allow the learner to demonstrate applied competence in their ability to integrate the various levels of competence from foundational; practical; reflective to professional competence as they progress through the four year qualification. Integrated assessment uses both formative and summative assessment tools. Since the institution has adopted a competency based approach to teaching and learning, integrated forms of assessment have been adopted as the most appropriate methods of demonstrating competence.

Formative assessment:
The purpose of formative assessment is to provide regular feedback to the learners on their progress. Formative assessment will be continuous, with regular feedback from tutors and lecturers. It will include classwork, tests, assignments (individual and group), presentations, projects and micro teaching. Feedback will be provided to learners to enable them to see their performance and make improvements where necessary. Since the College's teaching and learning strategy is promote self-directed learning, all first year learners will be expected to develop their own learning contracts at the beginning of the first semester as part of their formative assessment. Journals will also be used for the practical component of the qualification. These activities will be marked by individual lecturers and will be given different weightings (e.g. 10%) as part of formative assessment.

Continuous Assessment:
This is assessment of the learner's readiness for final evaluation for each module. This will take the form of assignments; class test or group projects. The continuous assessment mark will constitute 60% of the final assessment.

Summative assessment:
The purpose of summative assessment is to judge the learners' performance for purposes of promotion or failure. This will form 60% of the total assessment. The Triple Jump evaluation tool will be used to assess the learner's ability to integrate foundational; practical and reflective competence. Summative assessment will occur at the end of each module, at the end of a semester. It will be in the form of examinations which are usually written in May/June and in October/November of each year. This form of assessment will cover the work done in a semester and determine learners' progression from one level to the other.

INTERNATIONAL COMPARABILITY

Nursing Education in South Africa does not operate in a vacuum. It is influenced by external forces and bodies such as World Health Organization, International Council of Nurses, and International Council of Midwives. Nursing Education and health professional education in general has not kept pace with the challenges largely due to fragmented, outdated, and static curricula that produce ill-equipped graduates. It goes without saying that the education and training of nurses in the 21st century should focus less on memorizing and transmitting facts and more on promotion of the reasoning and communication skills that will enable the professional nurse to become an effective partner, advisor, facilitator and advocate. This general nurse should uphold a strong service ethic, and be centred around the interest of the patient and populations.

An attempt was made to ensure that this qualification remains globally and regionally connected while it locally responsive and relevant. During its development, this qualification was aligned closely with the 2016 World Health Organization's Africa regional prototype curriculum for General Nursing that all WHO African region countries follow.

The WHO Regional Office for Africa in collaboration with key stakeholders within and outside Africa to strengthen the quality of nursing and midwifery education qualifications in the WHO African Region namely:

West Africa Health Organization (WAHO).

East Central & and Southern Africa Health Community (ECSA,HC).

Southern African Network of Nurses and Midwives (SANNAM).

International Council of Nurses (ICN).

International Centre for AIDs Prevention (ICAP).

WHO Collaborating Centres for Nursing & Midwifery Development (University of Botswana; University of Kwa- Zulu Natal; University of South Africa; University of Malawi).

Nurses and Midwifery Associations of Ghana; Liberia and Zambia.

The Three year Regional Prototype Pre-service Competency based Nursing curriculum in general nursing was adapted to the local context of the South African health system. The development of this qualification also took into consideration the South African Nursing Council's standards as well as the requirements of the Council on Higher Education. South Africa is the one of the few countries in the region (if not the only one) whose nursing education qualifications are quality assured by both the nursing council and the Council on Higher Education.

The International Council of Nurses competency framework:
Initially, the ICN Framework of Competencies for the Generalist Nurse was developed to identify competencies expected of a generalist nurse at the point of entry into professional practice. It has been used in various ways internationally. For example, it was used by the South African Nursing Council to develop the standards of nursing practice. In contrast with the traditional learning objective approach, the competency-based outcomes approach is based on the question: What do nurses actually do in practice? Since nursing education, training, and practice is regulated by the South African Nursing Council, their Competency Framework for Nursing Practice (2014) was used to start the curriculum development. The SANC's practice standards, which guide all nursing practice, to ensure that the qualification's standards adequately address the standards stipulated by the South African Nursing Council. All SANC accredited nursing qualifications are required to align with these practice standards that are divided into core roles: the ethical, legal, and professional role; practice role; personal development and quality improvement role; management and leadership role; and research role. These roles differ in their level of complexity depending on the nursing education qualification. There are specific sub-skills that remain constant over all nursing qualifications such as: universal precautions (assessment and intervention skills), patient interactions (communication skills), critical decision making (critical thinking), professional role behavior (of leadership skills), and integration of evidence-based practice (knowledge integration).

The development of competency based, national priorities aligned qualifications is but one strategy to ensure that qualifying learners are adequately prepared to address these challenges as reflected in the following modules:

First year: HIV Prevention, Counselling and Testing.

Second year: Nurse Managed Ante Retroviral Treatment.

Third year: embedded in Palliative Care.

On successful completion of this qualification and on successful qualification with the South African nursing Council as a general nurse, they will be internationally recognised.

ARTICULATION OPTIONS

This qualification allows possibilities for both vertical and horizontal articulation.

Horizontal Articulation:

Diploma in Nursing Administration, NQF Level 6.

Diploma in Nursing Education, NQF Level 6.

Vertical Articulation:

Bachelor of Nursing at entry level, NQF Level 8.

Advanced Diploma in Critical Care Nursing, 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.

1.	St. Mary's Nursing College