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: 

Postgraduate Diploma in Nursing Education 
SAQA QUAL ID QUALIFICATION TITLE
118431  Postgraduate Diploma in Nursing Education 
ORIGINATOR
University of the Western Cape 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
-   HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Postgraduate Diploma  Field 09 - Health Sciences and Social Services  Promotive Health and Developmental Services 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  120  Not Applicable  NQF Level 08  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Reregistered  EXCO 0821/24  2021-11-18  2027-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2028-06-30   2031-06-30  

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 purpose of the qualification is to produce nurse educators who have a deep sense of recognition and value for the ethics and ethos of the nursing profession. The qualification aims to equip learners with critical thinking, analytical, problem-solving and research skills to use evidence-based practice and evaluate nursing educational practices in the interest of improving the quality of teaching practices. A focus on the academic aspects of Nursing Education will enable nurse educators to apply new knowledge and new approaches to teaching and learning, and enable them to monitor and evaluate the impact of their educational interventions. The qualification will provide a basis for understanding andragogy and contributing to relevant and effective learning outcomes in Nursing Education, educational and health context, and its influence on curriculum development and teaching and learning. The competencies of these nurse educators are in line with the outcomes of the qualification and the Nurse Educator competencies endorsed by the South African Nursing Council (SANC).

Furthermore, the qualification aims to:
  • Produce high-quality nursing educators who can apply a comprehensive and critical understanding of theories and approaches of teaching and learning with sensitivity to the learning of learners.
  • Produce high-quality nurse educators who can practice with optimal efficiency in a range of teaching qualifications.
  • Provide nurse educators with a range of knowledge, competencies and attitudes that will enable them to make a meaningful and sustained contribution to the education environment.
  • Equip nurse educators with a developed sense of cultural diversity, equity, justice and service ethics that will ensure that they work in a professionally responsible and accountable manner, irrespective of where their teaching practice is.

    The qualifying learner will be able to:
  • Apply a solution-based approach to problem-solving.
  • Apply empowerment strengths-based approach to personal development.
  • Communicate orally and Written and oral communication.
  • Assess and implement nursing education and other related policies.
  • Plan and implement and manage educational projects of a varied nature.
  • Work independently and as part of a team.

    Rationale:
    The Postgraduate Diploma (PGDip) (Nursing Education was developed in response to the South African Nursing Council (SANC) imperative to realign the nursing qualifications.

    The qualification addresses the immediate need for professional development and capacitates learners in the field of Nursing Education. This is supported by the Nursing Act (No.33 of 2005) which defines a Professional Nurse Educator, as one who: "is educated and competent to practice teaching and learning, assumes responsibility and accountability for independent decision- making in such teaching practice, and is registered and licensed as Nurse Educator under the Nursing Act" (SANC 2014). This qualification, therefore, provides a career path for Professional Nurses who have an interest in the education of nurses. Professionals learning towards this qualification become specialized nurse educators, a much needed human resource in a currently ageing nurse educator environment.

    Equipped with the necessary knowledge of the educational context and teaching and learning practice, educator competencies, attitudes and values, qualifying professionals will contribute to the development of competence of a diverse category of nurses who can respond appropriately to population health needs. The focus, therefore, is to prepare these professionals in facilitating the theory and clinical skills development of nurses to improve population health outcomes.

    The qualifying learners will function as a lecturer/tutor, clinical educator, education manager, researcher, and specialist in a college or university according to the appropriate legislative framework. The Nurse Educator will also act as a professional team leader and manager after having developed the required practical teaching skills. They will therefore be responsible for developing the capacity of other team members. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    Recognition of prior learning will be implemented in accordance with the institutions and national RPL policies.

    The recognition of prior learning will be applicable to prospective and learners seeking:
  • Access to a qualification. If learners do not meet the stated requirements they may apply for recognition of prior learning (RPL). Such learners must provide evidence of prior learning by means of a portfolio. This may include other forms of appropriate evidence and/or challenges, including theoretical and practicum examinations, as agreed to between the institution and Council on Higher Education. This will be evaluated against the minimum admission requirements of this qualification.
  • Exemption from the requirements of a qualification.
  • Advanced placement in a qualification.
  • Credit recognition towards a qualification.

    The previous learning and experience of an applicant will be compared with the Exit Level Outcomes required for a specified qualification as well as any prior learning that meets the requirements in respect of qualification will be accepted.
    Awarding the credits of modules up to and not more than 50% of the qualification will be granted.

    Entry Requirements:
    The minimum entry requirement for this qualification is:
  • Bachelor's Degree in Nursing and Midwifery, NQF Level 7.
    or
  • Advanced Diploma in Midwifery, NQF level 7.
    or
  • Registered Professional Nurse and/or Midwife. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory modules at National Qualifications Framework Level 8 totalling 120 Credits.

    Compulsory Modules, Level 8,120 Credits:
  • Evidence-Based Practice and Dynamics, 20 Credits.
  • Curriculum development, 20 Credits.
  • Paradigms of teaching and learning, 20 Credits.
  • Engaged Teaching and Learning, 20 Credits.
  • Assessment, 20 Credits.
  • Education Practice, 20 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Apply the basic principles and or process of research, evidence-based practice, professional development, management and leadership within the Nursing Education context.
    2. Critically appraise theories and approaches to educational management, including quality management systems, with specific reference to managing any Nursing and Health Service Education.
    3. Lead curriculum change and /or transformation in the education of Nurses and Midwives based on critical analysis of educational philosophy, national transformation and globalization with regards to their implications for Nursing and Midwifery Education.
    4. Develop in collaboration with peers, a coherent curriculum for a particular Nursing and/or Midwifery qualification whilst taking into account the principles of the policies and criteria for the registration of qualification on the NQF.
    5. Create an active learning environment in the teaching of nursing and midwifery both in clinical and classroom settings based on a comprehensive and systematic understanding of adult development, learning and motivation theories.
    6. Design, implement and assess classroom and clinical learning outcomes based on expected learning outcomes and a comprehensive understanding of principles and strategies of assessment of learning outcomes with specific reference to professional education.
    7. Demonstrate the ability to identify and address ethical issues based on critical reflection on the suitability of different ethical value systems to nursing education contexts. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Analyse a range of research methods and approaches with regard to their appropriateness for investigating particular research problems in Nursing Education.
  • Apply basic and advanced research methods in investigating complex and/or ill-defined problems in Nursing Education and management.
  • Implement evidence-based practice in the field of Nursing Education.
  • Use models of mentoring and preceptorship to develop self and novices.
  • Apply mentoring and preceptor techniques in practice.
  • Establish academic and professional relationships to sustain lifelong learning.
  • Engage in activities to enhance continuous professional development.
  • Conduct performance appraisal to monitor the development of self and others.
  • Evaluate specialised nursing services at the district, the provincial and national level within the constraints of national health policy and international guidelines and in different settings with regards to the implications for Nursing Education.
  • Debate the principles and theories and evaluate the various components of Nursing Education.
  • Differentiate between the external and internal factors that influence nursing education in the South African context.
  • Design a strategic plan for Nursing Education according to the strategic management process.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Conceptualize behavioural, cognitive, social, transformative and experiential learning theories to apply in Nursing Education.
  • Evaluate and apply contemporary Nursing Education theories and models to the current socio-political context of Nursing Education and practice.
  • Apply theories to teaching and learning and management of an educational institution.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Critically analyse the major developments in Higher Education that has an impact on Nursing Education and curriculum development.
  • Evaluate national transformation in nursing and nursing education and the impact on the development of contextually relevant Nursing curricular.
  • Distinguish between the traditional and contemporary education philosophies and curriculum theories and their implications for Nursing Education in the 21st century.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Establish a representative curriculum team for the development of a curriculum that meets the requirements of tertiary education, Nursing Education and Nursing Practice.
  • Differentiate between the roles of the Higher Education (HE) institution, the Council on Higher Education (CHE), the South African Nursing Council (SANC) and the South African Qualifications Authority (SAQA) in the accreditation of new Nursing qualifications.
  • Design a macro-curriculum, or part thereof, based on contemporary views on Tertiary education, Nursing Education and curriculum development.
  • Develop a micro curriculum, or part thereof, which is aligned to contemporary curriculum theory and philosophy and which responds to a specific population need.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Debate adult learning development, theories/models of motivational learning, and create and maintain an active learning environment that allows learning space for learners to explore the learning process.
  • Explain how the social cognitive processes of goals and expectations can be formed and interact to affect motivation.
  • Distinguish between learning process and performance goals, and explain how they can influence motivation and learning.
  • Design learning outcomes and congruent a learning/teaching process to facilitate deep and self-directed learning utilising various teaching strategies in clinical and classroom settings.
  • Develop and implement learning and teaching plans which emphasizes collaborative learning, learner needs and differences by stimulating inquiring minds in the classroom setting and accommodating the complexity and unpredictability of clinical learning environments.
  • Facilitate learning and teaching approaches and strategies based on a coherent and logical understanding of the requirements of applied competence and integrated assessment that meets the criteria for credible, trustworthy, feasible, and valid assessment.
  • Use technology for higher-order learning activities in a local or global context.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Design and implement assessment strategies are based on a coherent and logical understanding of the requirements of applied competence and integrated assessment and meet the criteria for transparent, fair, consistent, practicable, reliable and valid assessment.
  • Develop assessment tools and grading that define and protect academic standards through outcomes that have consistent and measurable criteria.
  • Assess clinical learning in a real-world clinical environment where appropriate, and/or simulated clinical learning environments.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • Function effectively as Nurse Specialist with other members of the Health team within the Nursing Education environment in accordance with the Professional Code of Ethics for Nurses, the SANC Provisions of the Norms and Standards.
  • Apply professional, ethical, legal frameworks to guide the practice of the nurse specialist.
  • Use decision-making and moral reasoning models to guide clinical practice and resolve professional-ethical dilemmas within the nursing education context. 
    		•

    INTERNATIONAL COMPARABILITY 
    This qualification has been compared with the following international qualifications:

    Country: United States of America
    Institution: Drexel University, College of Nursing and Health Professions
    Qualification Title: Post Baccalaureate Certificate in Nursing Education
    Duration: One year
    Entry requirements:
    Registered Nurse licence
    Purpose and rationale:
    The qualification is intended for nurses who have a Bachelor's degree and want to build their knowledge of the foundational principles necessary for teaching in various settings.

    Graduates will learn how to:
  • Integrate theories specific to adult learning and curriculum design to support learning and critical thinking.
  • Evaluate courses and programs.
  • Utilize effective clinical and classroom techniques.
  • Apply contemporary and leading educational modalities to support learning.
  • Use technology to teach nursing in innovative ways.
  • Develop and deliver interactive and engaging content online.

    Learners complete a role practicum experience in teaching, providing ample opportunity to apply theory to practice. In addition, learners are required to attend an immersive on-campus simulation residency. The residency hours will count as part of the required 160 total practicum hours (24 practicum hours earned).

    Qualification structure:
    The qualification consists of the following modules in which the majority of the modules are similar to the proposed qualification:
  • Role of the Academic Educator.
  • Functioning Within the Educational Environment.
  • Curriculum Development & Program Evaluation.
  • Technology to Support the Teaching-Leaning Process.
  • Teaching in the Learning Resource Center.
  • Distance Education / Online Learning.
  • Grounding Teaching Strategies in Educational Theory.
  • Teaching in the Clinical Setting.
  • Item Writing and Test Development.
  • Learning Styles & Learning Needs of Special Groups.
  • Creative Teaching Strategies.
  • Assessment and Evaluation Strategies.
  • Evaluation of Program Outcomes.
  • Academic Performance of Learners: Legal Considerations.
  • Faculty Engagement in Scholarship.

    Comparison:
    The entry requirements, purpose, duration and structure of the qualification are similar to this qualification.

    Country: United States of America
    Institution: University of Massachusetts Amherst
    Qualification Title: Graduate Certificate in Nursing Education
    Entry requirements:
    Registered Nurse licence
    Purpose and rationale:
    The qualification focuses on knowledge and skills required to teach nursing which is similar to the purpose of the proposed qualification.

    Country: United States of America
    Institution: Chamberlain University
    Qualification Title: Graduate Certificate in Nursing Education
    Duration: Two years
    Entry requirements:
    Baccalaureate degree
    Registered Nurse licence
    Purpose and rationale:
    Similar to the proposed qualification, the qualification prepares learners with knowledge and skills in the areas of educational theory, instructional methods, assessment and evaluation of learning and curriculum development

    Country: Malawi
    Institution: University of Malawi
    Qualification Title: Bachelor of Science in Nursing Education
    Duration: Four years
    Entry requirements:
  • Learners must have at least two years of work experience in either nursing or midwifery at the Registered Nurse level.
  • Registered Nurse licence.
    Purpose and rationale:
    The qualification prepares nursing learners to perform an education role in preparing them for practice

    Comparison:
    In addition to the above international institutions, the National League for Nursing (NLN) in the United States of America (USA) offers Nursing Education that recognises that research is fundamental to quality, timely, nursing education based on scientific inquiry. It is the only national nursing organisation funding nursing education research. Nursing Education in the USA is a specialized area of practice where Nurse Educators implement discipline-specific pedagogy to prepare a vital nurse workforce to respond to population health needs. Similar to the South African Nursing Council (SANC), the NLN has developed qualification outcomes and competencies for Nurse Educators.

    The following recommendations were made for NLN which are relevant to the South African context:
  • Offer staff development qualifications that prepare staff with the knowledge and skills to teach, provide leadership for transforming education, and conduct and translate research in Nursing Education.
  • Promote Nurse Educator certification for all Nurse Educators. In the South African context, this is the registration of an additional qualification with SANC.

    The comparison is strengthened by the rationale and purpose that the NLN advocates for graduates learners to obtain scholarship funding for learners who wish to take up Nurse Educator positions in academic institutions.

    Conclusion:
    The qualification is similar to the qualifications offered in the United Kingdom and the USA in terms of rationale and purpose
    The primary criterion for teaching in nursing is clinical expertise and attainment of a teaching qualification in Australia and the UK. This is similar to the South African Context and in particular the admission requirements. 
    		•

    ARTICULATION OPTIONS 
    This qualification allows possibilities for both vertical and horizontal articulation.
    Horizontal Articulation:
  • Postgraduate Diploma in Nursing Management, NQF Level 8.
  • Postgraduate Diploma in Advanced Psychiatry, NQF Level 8.
  • Bachelor of Nursing Honours in Advanced Practice, NQF Level 8.
  • Bachelor of Nursing Honours, NQF Level 8.

    Vertical Articulation:
  • Master of Nursing Education, NQF Level 9. 
    		•

    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.
     
    NONE 


    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.