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:

Bachelor of Technology in Emergency Medical Care

SAQA QUAL ID	QUALIFICATION TITLE
116708	Bachelor of Technology in Emergency Medical Care
ORIGINATOR
Cape Peninsula University of Technology
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY			NQF SUB-FRAMEWORK
CHE - Council on Higher Education			HEQSF - Higher Education Qualifications Sub-framework
QUALIFICATION TYPE	FIELD		SUBFIELD
B Tech	Field 09 - Health Sciences and Social Services		Curative Health
ABET BAND	MINIMUM CREDITS	PRE-2009 NQF LEVEL	NQF LEVEL	QUAL CLASS
Undefined	480	Level 7	Level TBA: Pre-2009 was L7	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		2025-12-31

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 does not replace any other qualification and is not replaced by any other qualification.

PURPOSE AND RATIONALE OF THE QUALIFICATION

The qualification is intended for professional emergency medical care graduates functioning at management level in emergency medical and rescue services. The qualifying learner, who is registered with the Health Professions Council of South Africa, will be competent to apply specialised emergency medical and rescue strategies and technologies through research, education and management strategies thus meeting the needs of both rural and urban communities.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

First Degree at NQF level 6: Emergency Medical Care

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

The qualification will be awarded to a learner who has provided evidence to the satisfaction of the assessors that the stated competence of the qualification, as detailed in the specified outcomes, has been achieved, either through education and training in a single provider's learning programme or through experience that complies with the stated specified outcomes.

EXIT LEVEL OUTCOMES

One
Provide acute clinical care to all sectors of the community utilising specialised strategies and technologies
1. Diagnose acute medical, trauma and related disorders and conditions applying appropriate strategies and technologies (NQF 6 = 6; NQF 7 = 10 credits)
2. Institute appropriate strategies and technologies that reflect a responsible approach to management of patients in the acute care and emergency context (NQF 6 = 6; NQF 7 = 10 credits)
Perform advanced clinical competencies (NQF 7 = 8 credits)

Two
Manage an emergency medical and / or rescue service in its entirety
1. Demonstrate knowledge of health structures, and the functions and roles of multi-disciplinary health teams (NQF 6 = 2 credits)
2. Manage the organisation of emergency medical and/or rescue services using appropriate management strategies and technologies (NQF 7 = 3 credits)
3. Manage financial, physical and human resources for the provision of emergency medical and/or rescue services (NQF 7 = 5 credits)
4. Manage change through quality assurance strategies (NQF 7 = 3 credits)
5. Develop, implement and manage a strategic plan (NQF 7 = 4 credits)
6. Manage disasters at a macro-level in all sectors of the community and in multiple environments (NQF 7 = 3 credits)

Three
Develop research skills and conduct research in the field of rescue
1. Identify research needs and opportunities (NQF 7 = 10 credits)
2. Implement a research project in the field of rescue techniques or technologies (NQF 7 = 20 credits)
3. Evaluates research findings and implements change through evidence based practice (NQF 7 = 10 credits)

Four
Develop and institute education in the fields of emergency medical care and / or rescue
1. Demonstrate an integrated knowledge of approaches to teaching and learning (NQF 6 = 5 credits)
2. Develop educational programmes and materials according to target groups (NQF 7 = 12 credits)
3. Demonstrate effective educational communication (NQF 6 = 3 credits)

Critical Outcomes embedded in the specified outcomes:
* Problem solving
* Teamwork
* Self-Management
* Information Literacy
* Communication
* Use of Science and Technology
* Research Skills
* Knowledge of World as a set of related systems
* Reflective Learning Strategies
* Life-long Learning Skills
* Responsible Citizenship
* Professional Ethics
* Quality Assurance
* Cultural and Aesthetic Understanding
* Employment Seeking Skills
* Entrepreneurship

ASSOCIATED ASSESSMENT CRITERIA

One
1. Knowledge and insight into different body systems, structures and pathologies are explained and/or demonstrated effectively
* Clinical evaluation of patients is competently performed using appropriate techniques and strategies
* History taking and clinical examination is accurately documented
* Diagnosis based on history taking and clinical evaluation is effectively explained and / or demonstrated

2. Insight and logical reasoning in the application of advanced strategies and technologies in patient management are accurately demonstrated
* Knowledge and understanding of the function of equipment related to acute care patients is explained and / or demonstrated correctly
* Specialised medical and rescue support of emergency care practitioners is provided effectively
* The need for advanced clinical competencies is correctly identified
* Advanced clinical competencies are correctly performed

Two
1. Knowledge of and insight into National Health Policies as applicable to emergency medical and rescue services are explained and / or demonstrated effectively
* Multi-disciplinary approaches to emergency medical and rescue scenarios are effectively explained and / or demonstrated
* Communication between and co-operation with patients and stakeholders are effectively maintained

2. Operational needs are analysed and evaluated effectively
* Factors influencing policy and operation of the emergency medical and/or rescue services are explained and / or demonstrated
* Problem areas are identified and addressed using problem solving and decision making strategies

3. Principles of budgeting is explained and / or demonstrated correctly
* Knowledge of applicable labour legislation and sound labour practice is explained and / or demonstrated
* Principles of human resource management is explained and / or demonstrated effectively
* Principles of systems design for equipment, maintenance, stock control and fleet management is effectively explained and / or demonstrated

4. Principles of quality assurance program design is effectively explained and / or demonstrated
* Feedback from quality assurance programs and research is effectively demonstrated

5. A situational analysis and functional strategic plan is compiled correctly
* Insight into methods of, and barriers to implementation of plan is effectively demonstrated

6. Principles of planning for disasters are explained and / or demonstrated
* Principles of and procedures for managing disasters through command and control are correctly explained and / or demonstrated
* Disaster plans for a variety of situations involving multiple environments are effectively compiled

Three
1. Research needs in emergency medical/rescue services are identified accurately and an understanding of the area to be researched is demonstrated
* A research project based on scientific principles is planned according to methodologically sound principles
* A research proposal is compiled according to accepted research guidelines

2. A project is implemented in accordance with the research proposal
* Research findings are interpreted and evaluated within appropriate contexts
* A research report is produced in accordance with accepted research guidelines
* Ethical principles are applied to research activities

3. Published research is critically evaluated
* Change in professional practice, based on research findings, is implemented

Four
1. Theories of teaching and learning are adequately explained and effectively applied
* Integrated knowledge of key issues of teaching and learning is demonstrated effectively

2. Educational needs are identified
* Curricula are developed in accordance with the needs of the target group
* Educational resources are identified, located and / or developed
* Teaching methods are designed to support the curricula and meet the needs of the target group
* Assessment criteria are developed to accurately assess the desired outcome in accordance with the needs of the target group
* Quality assurance programs are developed and applied appropriately

3. Skills in verbal and non-verbal communication of educational material is demonstrated

Integrated assessment:

Formative: Tutorials; clinical practice feedback; peer group evaluations; presentations and seminars; clinical evaluations; self-assessment through portfolios and reflective journals.

Summative: Tests and examinations using multiple evaluation strategies; viva voce; projects and assignments; fieldwork reports (experiential learning); simulations; case studies; Objective Skills Competence Evaluation (OSCE); clinical evaluations.

ARTICULATION OPTIONS

Vertical articulation with Masters in Technology; Emergency Medical Care. Horizontal articulation limited to certain science-related credits in common with other health-related fields.

MODERATION OPTIONS

SERTEC in conjunction with Health Professions Council of South Africa.
Assessors to be qualified at equivalent or higher qualification in Emergency Medical Care or related field.

External moderators to be qualified at level 7.

CRITERIA FOR THE REGISTRATION OF ASSESSORS

Complies with requirements of external accreditation body (SERTEC) and Health Professions Council of South Africa.

NOTES

While South Africa still had Technikons, all of their qualifications were registered under the Committee of Technikon Principals. After the Technikons became Universities of Technology or merged with Universities, the qualifications were registered under each of these institutions, and the CTP qualifications fell away (hence the end date of 2006, above). Replacement information is shown in the table above; this qualification is being replaced by an SGB qualification.

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.	Cape Peninsula University of Technology