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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Postgraduate Diploma in Nursing Education 
SAQA QUAL ID QUALIFICATION TITLE
118449  Postgraduate Diploma in Nursing Education 
ORIGINATOR
Stellenbosch University 
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  Curative Health 
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 Postgraduate Diploma in Nursing Education is a qualification in its own right and can be classified as career orientated. The qualification is in line with the requirements for registration of qualifications on the NQF/HEQSF in the field of Health Professions. The purpose of the qualification is to enable learners to acquire knowledge and develop a deeper understanding of critical topics in preparation for specialisation in the field of nursing education. The curriculum is designed around the key competencies for nursing educators, which are aligned with the South African Nursing Council (SANC) requirements.

The purpose of this qualification is to strengthen and deepen the learners' knowledge and expertise in nursing education as a speciality. It will enable the Nurse Specialist to undertake advanced reflection and development through a systematic survey of current thinking, practice and research methods in their field or discipline. The qualification aims to develop a Nurse Specialist who will use expert knowledge to enhance nursing education. This includes teaching and learning strategies, learning styles and environments, teaching clinical reasoning, curriculum design, and human development as it pertains to learning and learner support with specific and complex problems in nursing education settings.

The qualification will provide a high level of theoretical engagement and intellectual independence, as well as the ability to relate knowledge to a range of health professions education contexts to render highly skilled professional and competent nursing education work. The qualification was designed to equip learners with relevant knowledge and skills combined with the required attitude and values to enter the field of nursing education as a career, either in the public or private sector. The qualification includes research and high demand on theoretical engagement as well as independent learning with the emphasis on higher-order meta-cognitive skills such as analysis, synthesis and evaluation. Reflective practice and critical thinking will be developed across the qualification.

The competencies of this nurse specialist overlap with some of the competencies of other nursing specialisation areas. The competency domains for the Nursing Education Specialist include the following:
  • Scholarship of teaching and learning.
  • Academic and learner management.
  • Curriculum development.
  • Management and leadership.
  • Personal development of the nurse educator.
  • Research and knowledge creation.

    The Nursing Education Specialist who has completed this qualification will be able to:
  • Provide academic leadership in a specialist nursing/midwifery educational field.
  • Practise within an ethical-legal framework.
  • Evaluate teaching outcomes and make innovative suggestions to improve quality.
  • Provide professional support for personnel, learners, families and groups to promote educational change.
  • Explore and improve current educational practices to meet the changing needs of learners and communities.
  • Demonstrate accountability and moral reasoning for independent decisions made regarding curriculum design.
  • Participate in research activities such as fieldwork and publication of nursing education research findings.
  • Collaborate with multi-disciplinary team members to ensure inter-professional education.

    Rationale:
    This qualification addresses the human resource development needs of the country for specialist nurses. The qualification is aligned to the exit level outcomes and competencies published by the South African Nursing Council and place a unique emphasis on person-centred care, ethics, leadership, and evidence-based practice. In April 2011, the Department of Health held a nursing summit on the theme "Reconstruction and Revitalising the Nursing Profession". Six core areas were identified as priorities during this summit which included nursing education and training; leadership, governance, policy and legislation; ethical matters as well as nursing practice.

    The problem of skills shortage in South Africa is well-known. The decline of Grade 12 learners entering the nursing profession has been a matter of great concern to the South African Nursing Council and the Ministry of Health. The problem is discussed in the Human Resources Plan for Health, which the Minister of Health launched in April 2006 and emphasis is given to recruitment of more learners into nursing. In practice, supply falls short of demand, and the gap is growing.

    A major issue in the healthcare sector is the ongoing "nursing drain" including the loss of experienced nurse educators to countries abroad. South Africa has lost many nurses to developed countries that are already better supplied with health professionals. It has depleted the health care system of vital human resources, which has had significant negative effects on the quality of health care at all levels. Conditions are particularly concerning in the public sector, which serves around 85% of the population who are uninsured and largely reliant on public health services. All indications are that the supply-demand gap is growing. This trend has a significant negative effect on the quality of health care, as professional nurses are the backbone of health care today.

    Learners will function within the approved scope of practice as specified by the SANC complemented by the policies and procedures of the institution of employment. The context will include all kinds of health professions education establishments. Management of nursing education institutions is tasked with translating new policies and legislation into curricula that will produce competent nurses. They will be able to create and ensure environments and conditions that enhance and enable the achievement of positive health outcomes. There is also a growing awareness that the nursing sector needs stronger leadership at all levels. The nursing professionals must be equipped with knowledge and skills in applying leadership for different purposes, such as nursing curriculum development as well as the review and improvement of nursing education practice, including the application of innovative teaching and learning methods in line with global trends.

    From a career perspective, the qualification is viewed as strategically important - it is an opportunity to ensure that a larger cohort of registered nurses with a formal teaching qualification is produced to counter the shortage of nursing educators. This qualification will provide an opportunity to professional nurses (registered as nurses with the South African Nursing Council), to obtain formal training and a qualification as nursing educators. The range of typical learners, given the focus of the qualification and the learning pathway in which it resides, would include those already in nursing educational roles at nursing colleges or nursing educational institutions, or involved in clinical facilitation or training and development positions in both public and private environments. It is a requirement/condition of the SANC that any registered nurse who wants to engage in teaching nurses must have a formal teaching qualification. It is thus also an opportunity for registered nurses who are currently not in a full-time education position, but who desire to explore this possibility in future, to obtain a qualification in nursing education in preparation for a career change. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    Due to the variety of qualifications that precedes the new SANC requirements, recognition for prior learning is of great importance in this field of study. Provision is made for prior learning to be recognised to gain access to the qualification, obtain the qualification in part through the RPL process, or obtain advanced standing in the prescribed learning programme.

    Learners who wish to enrol should adhere to the admission requirements, which include the opportunity for a portfolio of evidence to be considered. RPL candidates should demonstrate competence in respect of certain specified knowledge, skills and/or attitudes of this qualification.

    The qualification may be achieved through the Recognition of Prior Learning, which includes formal, informal, and non-formal learning and work experience. Recognition of Prior Learning is applied in terms of policy and criteria of the institution in accordance with the national imperatives of widening access.

    RPL for access:
  • The qualification provides alternative routes of access to higher education.RPL for access is applied to earners who do not meet the minimum entrance requirements or the required qualification that is at the same NQF level as the qualification required for admission may be considered for admission through RPL.
  • Advanced standing may be granted.

    RPL for exemption from module:
  • Learners may apply for RPL to be exempted for modules that form part of the qualification.
  • For a learner to be exempted from a module and the learner needs to provide sufficient evidence in the form of a portfolio that demonstrates that competency was achieved for the learning outcomes that are equivalent to the learning outcomes of the module.

    RPL for credits:
  • Learners may also apply for RPL for credit for or towards the qualification, in which they must provide evidence in the form of a portfolio that demonstrates prior learning through non-formal and/or informal learning to obtain credits towards the qualification.

    Entry Requirements:
    The minimum entry requirement for this qualification is:
  • Bachelor of Nursing, NQF Level 7, granting access to a postgraduate diploma.
    Or
  • A relevant qualification in the related field, NQF Level 7, granting access to a postgraduate diploma. 
    		•

    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:
  • Praxis of Specialist Practice, 8 Credits.
  • Applied Research, 8 Credits.
  • Leadership and Development in Specialist Practice, 8 Credits.
  • Evidence based nursing and midwifery practice, 8 Credits.
  • Teaching and Learning Strategies, 20 Credits.
  • Curriculum Studies, 20 Credits.
  • Educational Psychology, 15 Credits.
  • Nursing Education Practice, 33 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Educate nursing students within the ethical- legal parameters and resolve ethical dilemmas by using decision making and moral reasoning models
    2. Apply basic knowledge and principles of research methodology in the field of nursing education.
    3. Demonstrate advanced knowledge of nursing education in a variety of health care settings, to facilitate curriculum or programme development.
    4. Render and coordinate comprehensive, multi-sectoral and people-centred nursing education in a variety of healthcare settings, to promote educational outcomes. This counts on the ability to present and communicate academic, professional ideas and texts effectively, including the use of creative thinking, rigorous interpretations and seeking solutions to teaching and learning challenges.
    5. Apply scientific knowledge and principles of the systematic review and guideline development process, to evaluate and review the standard of guidelines used in nursing education practice.
    6. Evaluate and apply principles of evidence-based care to ensure quality nursing education practice.
    7. Implement strategies to develop self, peers and nursing students by promoting self-directedness through a process of mentoring and precepting.
    8. Manage nursing education services by implementing effective medico-legal norms, practices and standards within an inter-professional team.
    9. Facilitate learning to promote the learner's ability to make sound clinical judgment and demonstrate metacognition in the area of nursing education. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Use critical decision-making and moral reasoning models to guide nursing education practice and resolve professional-ethical dilemmas within nursing education practice.
  • Apply the relevant latest legislation, policies, protocols, regulations, and guidelines regarding nursing education in various health professions education settings.
  • Evaluate and apply the professional ethical/ legal frameworks to guide the practice of the Nursing Education Specialist.
  • Practice and facilitate advocacy in the learner's best interests and for quality nursing education.
  • Interpret and apply ethical codes, professional accountability, responsibility, confidentiality and standards for the practice of nursing education consistently and correctly.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Apply academic writing skills in research reports.
  • Appraise research articles in the field of nursing education through the application of basic knowledge of research methodology.
  • Differentiate the qualitative, quantitative and mixed-methods research designs accurately.
  • Integrate evidence-based practice of research findings for safe, effective and efficient practice.
  • Conduct and communicate original scholarship that enhances nursing and/or nursing education through evidence-based education.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Evaluate the management of an educational programme based on the roles and responsibilities of the educator within an educational system.
  • Explore and debate curriculum design processes and use curriculum/programme accreditation criteria to assess a programme.
  • Identify, debate, recommend and communicate legislation, policies and guidelines relevant to nursing education authorities.
  • Debate the influence of the social-political cultural and economic developments within the country on the provision of primary care nursing.
  • Analyse and use best available evidence to plan a learning environment for the nursing student throughout the levels of health professions education environments.
  • Debate the influence of the social, political, cultural, and economic developments within the country on the provision of nursing education, and communicate the recommendations to authorities, to improve nursing education.
  • Evaluate the accuracy of data about nursing education.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Apply scholarly educational best practice principles in a nursing specialisation based on a review of current research and research methods.
  • Develop and apply national, professional and institutional standards to evaluate the management of an educational programme.
  • Mobilise and utilise resources to optimise nursing education referral.
  • Utilise statistics pertinent to Higher Education to inform decision making to improve the quality of nursing education.
  • Debate, recommend and communicate the influence of global trends; social, political, and economic factors; as well as disease profiles on Higher Education authorities.
  • Explore and debate collaborative leadership styles.
  • Evaluate the management of an educational programme based on the national, professional and institutional standards.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Evaluate and report current evidence-based guidelines used in nursing education practice at predestined times to improve health care.
  • Analyse and apply academic and professional writing skills in reports and guidelines.
  • Formulate research questions as relevant to the field of nursing education.
  • Appraise evidence-based practice, theories or models on nursing education and adopt best practices to improve health professions education delivery.
  • Search databases by using Boolean and other information search strategies.
  • Evaluate standard of guidelines used in nursing education by applying knowledge of the scoping review and guideline development process.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Promote quality nursing education by implementing evidence-based nursing education.
  • Use scoping /systematic reviews to improve nursing education.
  • Perform quality audits aimed at improving nurse education at predetermined times.
  • Critique, develop and implement education standards.
  • Monitor learner outcomes, including quality aspects of learner satisfaction continuously.
  • Monitor quality of nursing education continuously.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • Use mentoring and precepting models to develop self, novices and peers.
  • Activities towards enhancing Continuous Professional Development (CPD) are evident.
  • Use performance appraisal principles to monitor own development within the programme.
  • Develop thinking/reasoning processes of self and others through facilitation of learning.
  • Evaluate and apply learning theories in own development and the development of others.
  • Create a positive learning environment by supporting peers and novices by establishing positive relationships.
  • Establish and use academic networks to sustain personal development.

    Associated Assessment Criteria for Exit Level Outcome 8:
  • Manage nursing education services according to medico-legal norms, practices and standards within an inter-professional team.
  • Evaluate and apply appropriate leadership styles within the health professions education team.
  • Create and document shared decision-making opportunities regarding nursing education services.
  • Access and use benchmarks and best practices to develop indicators for quality and cost-effectiveness in nursing education.
  • Mobilise and utilise resources to optimise nursing education.
  • Analyse and use appropriate channels of communication and formal reporting pathways optimally.
  • Co-ordinate the activities of the inter-professional team within health professions education well.

    Associated Assessment Criteria for Exit Level Outcome 9:
  • Design and execute a plan for learning facilitation sessions that promote the metacognition and clinical judgment processes in nursing students.
  • Differentiate between teaching and learning paradigms.
  • Debate and compare learning theories.
  • Align teaching and learning approaches with learning theories.
  • Compare and align different knowledge taxonomies with teaching and learning approaches.
  • Explain critical thinking and clinical reasoning teaching.
  • Formulate and align learning outcomes with a selected knowledge taxonomy.
  • Develop teaching and learning activities to attain a set learning outcome.
  • Facilitate learning in the classroom, online, and in the clinical setting.
  • Develop and execute an integrated assessment plan.
  • Design and moderate assessment tasks and tools.
  • Provide and use feedback on assessment as a learning opportunity.
  • Compile moderator's report that addresses all the assessment criteria.
  • Use technology within the educational domain to effectively communicate and facilitate learning. 
    		•

    INTERNATIONAL COMPARABILITY 
    Professional Nurses who obtain this qualification are highly employable globally. In the nursing field, benchmarking against examples of best practices is often used to review and modify current learning programmes to make improvements to the benefit of learners. The quality and scope of South African nursing qualifications are endorsed by the fact that most developed countries readily accept South African nursing qualifications. Furthermore, the new nursing qualifications are aligned to the criteria and standards for education, practice and regulation of specialist nurse/midwifery practice made by the International Council of Nurses (ICN).

    This qualification compares favourably with similar qualifications across all member countries of the ICN and African Union (AU) where this qualification is offered.
    Unique features of our qualification include the following:
  • There are core modules that cut across all fields of specialisation in the different postgraduate diploma qualifications offered by the institution. Learners are required to apply such knowledge to the field of nursing education, amongst others.
  • A component of research, ethics, and evidence-based practice to develop capacity in research in preparation for further studies in any of the specialised fields at a Master's level.
  • The curriculum covers not only a theoretical component. Learners are prepared to function as nurse practitioners in the field of nursing education; hence a mix of teaching-learning activities is applied to develop a range of skills and abilities which will count in a practical level. It includes assignments designed according to principles of simulated experiential learning.
  • There is a component of compulsory work-integrated learning (WIL) requiring learners to complete a prescribed number of work hours implementing teaching and learning strategies at accredited training facilities. It provides the opportunity for learners to master the ability to transfer knowledge and skills to the real-life nursing education

    Conclusion:
    The qualification is comparable with the best international standards in the world in terms of purpose, rationale, and content. The quality and scope of South African nursing qualifications are endorsed by the fact that most developed countries readily accept South African nursing qualifications. Furthermore, the new nursing qualifications are aligned to the criteria and standards for education, practice and regulation of specialist nurse/midwifery practice made by the International Council of Nurses (ICN). 
    		•

    ARTICULATION OPTIONS 
    This qualification allows possibilities for both vertical and horizontal articulation.
    Horizontal Articulation:
  • Postgraduate Diploma in Nursing and Health Services Management, NQF Level 8.
  • Postgraduate Diploma in Occupational Medicine, NQF Level 8.
  • Postgraduate Diploma in Operation Theatre Nursing, NQF Level 8.
  • Postgraduate Diploma in Critical Care Nursing, NQF Level 8.
  • Postgraduate Diploma in Health Services Management, NQF Level 8.
  • Postgraduate Diploma in Primary Care Nursing, NQF Level 8.
  • Bachelor of Nursing Honours: Advanced Practice, Level 8.
  • Bachelor of Nursing Honours, Level 8.

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