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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Postgraduate Diploma in Health Services Management 
SAQA QUAL ID QUALIFICATION TITLE
119098  Postgraduate Diploma in Health Services Management 
ORIGINATOR
University of Johannesburg 
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  Preventive 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 0333/25  2025-07-10  2028-07-10 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2029-07-10   2032-07-10  

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 Postgraduate Diploma in Health Services Management is to strengthen and deepen the learner's knowledge and expertise in health services management as a speciality of the nursing profession. It is designed to enable the learner to undertake advanced reflection and to develop skills based on thinking, practice, and research methods in the field of health services management. Learners will be equipped with a high level of theoretical engagement and intellectual independence to undertake professional and highly skilled work to the range of health service contexts.

This qualification is intended for:
  • Professional nurses who wish to progress within the field of nursing and health services management.
  • Persons at a commensurate level in Health and Allied Health Sciences who wish to change direction and move into nursing management,
  • Those wishing to progress towards a qualification such as a master's degree in nursing and beyond.

    On completion of the qualification, qualifying learners will be able to:
  • Manage a Healthcare facility within the ethical-legal parameters of the nursing profession, and resolve
    professional-ethical dilemmas by using decision making and moral reasoning models.
  • Apply knowledge of basic research methodology in the appraisal of articles in the field of Health system management.
  • Apply advanced management skills and professionalism in health services setting.
  • Think and plan strategically to improve organisational performance.
  • Apply principles of budgetary governance
  • Implement strategies to develop self, peers, and others by promoting self-directedness through a process of mentoring and precepting.
  • Apply knowledge and principles of the systematic review and guideline development process to evaluate the standard of guidelines used in Health systems management.
  • Apply evidence-based practice principles to improve quality of Health Services management.

    Rationale:
    There is a need for health service management specialists in the country as determined by the National Department of health and South African Nursing Council (SANC). According to the National list of Occupations in High Demand (2018) (Government Gazette 637, 22 June 2018), nurse managers (reference 222116) in South Africa are high in command. This qualification will address the scarce skill in health services, also for the benefit of training basic nursing learners. Health services management and leadership in South Africa is committed to meeting the Millennium Development Goals (MDGs) 3 (National Department of Health (DoH), 2010); and sustainable development goals (2030) addressing the complex burden of disease; and ensuring responsiveness to population health needs. Nurse managers have a leading role in addressing these issues and enabling legal, policy and fiscal environment to facilitate their achievement. The qualification will thus meet the needs of the country and community. It will enable the health service management specialist to undertake advanced reflection and development by means of a systematic survey of current thinking, practice, and research methods in health service management. This is specifically more apparent with the move to a primary healthcare approach in the healthcare system of South Africa, expecting all nurses to be cognisant of the approach. A shift in leadership and management competencies is needed in a more flexible service delivery approach to combatting higher levels of patient morbidity and mortality with regard to communicable and non-communicable diseases. The qualification is therefore competency-based to achieve the demands of a high level of theoretical engagement and intellectual independence, the ability to relate knowledge to a range of contexts, to undertake professional or high skilled health service management work and the ability to conduct and report research under supervision.

    The Department of Health in South Africa has indicated its commitment to health and nursing by focusing on important initiatives. The South African Government has developed and published the key strategic outcomes in the National Service Delivery Agreement (NSDA) in 2010. The NSDA is a charter that reflects the commitment of key stakeholders such as nurse managers to reaching certain outcomes in the public sector. This qualification will be recognised by the South African Nursing Council (SANC), for which learners will register at SANC when they complete the additional qualification in Health Services Management.

    The qualifying graduates will be competitively placed for senior leadership roles, such as:
  • Clinical Manager.
  • Practice Manager.
  • Aged Care Manager.
  • Health and Welfare Services Manager.
  • Medical or Hospital Administrator.
  • Primary Health Organization Manager.
  • Theatre Manager.

    This qualification benefits the individual, community, society, and country through promotive, preventive, curative, and rehabilitative health services. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    The institution has an approved Recognition of Prior Learning (RPL) policy which is applicable with regards to equivalent qualifications for admission into the qualification. RPL will be applied to accommodate applicants who qualify. RPL thus provides alternative access and admission to qualifications, as well as advancement within qualifications. RPL may be applied for access, credits from modules and credits for or towards the qualification.

    RPL for access:
  • Learners 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.
  • To be considered for admission in the qualification based on RPL, applicants should provide evidence in the form of a portfolio that demonstrates that they have acquired the relevant knowledge, skills, and competencies through formal, non-formal and/or informal learning to cope with the qualification expectations should they be allowed entrance into the qualification.

    RPL for exemption of modules:
  • Learners may apply for RPL to be exempted from modules that form part of the qualification. For a learner to be exempted from a module, 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 credit:
  • 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 formal, non-formal and/or informal learning to obtain credits towards the qualification.
  • Credit shall be appropriate to the context in which it is awarded and accepted.

    Entry Requirements:
    The minimum entry requirement for this qualification is:
  • Bachelor of Nursing Science, NQF Level 7.
    Or
  • Bachelor of Health Sciences, NQF Level 7.
    Or
  • Bachelor of Nursing in Education and Administration, NQF Level 7.
    Or
  • Bachelor of Public Health, NQF Level 7.
    Or
  • Advanced Diploma in Midwifery, NQF Level 7. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory and/or elective modules at National Qualifications Framework Level 8 totalling 124 Credits.

    Compulsory Modules, Level 8, 124 Credits:
  • Fundamental Nursing: Health Services Management, 16 Credits.
  • Ethos and professional practice, 7 Credits.
  • Leadership development and quality improvement, 7 Credits.
  • Introduction to research, 4 Credits.
  • Clinical Practice in Health Services Management I, 56 Credits.
  • Research Project, 6 Credits.
  • Conceptualisation and Critiquing of Health Services Management Practices, 8 Credits.
  • Resource management, 4 Credits.
  • Clinical Practice in Health Services Management II, 16 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate the ability to identify and address ethical issues based on critical reflection on the suitability of different ethical value systems to specific contexts.
    2. Demonstrate knowledge of and engagement in an area at the forefront of the health system management field, discipline or practice; an understanding of the theories, research methodologies, methods and techniques relevant to the field, discipline or practice; and an understanding of how to apply such knowledge in a particular context.
    3. Demonstrate a comprehensive, critical, and systematic knowledge and understanding of the components of the management process in the management of a health service, with a coherent and critical understanding of applying the principles and theories of management and leadership in managing health services.
    4. Initiate innovative projects based on regular evaluation and review of the strategic plan for achievement of its goals, utilising the process of change management.
    5. Demonstrate coherent and in-depth understanding of principles of budgetary governance in a health service.
    6. Implement strategies to develop self, peers, and others by promoting self-directedness through a process of mentoring and precepting.
    7. Apply knowledge and principles of the systematic review and guideline development process to evaluate the standard of guidelines used in Health systems management.
    8. Demonstrate the ability to use a range of specialised skills to identify, analyse and address complex or abstract problems drawing systematically on the body of knowledge and methods appropriate to a field, discipline or
    practice. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Apply knowledge of basic research methodology in the appraisal of articles in the health system management field.
  • Manage a Healthcare facility within the ethical-legal parameters of the nursing profession and resolve professional-ethical dilemmas by using decision making and moral reasoning models.
  • Apply critical decision making, and moral reasoning models to resolve ethical dilemmas within Health Services management.
  • Identify and debate the relevant latest legislation, policies, regulations, and guidelines pertaining to Health Services Management.
  • Examine and apply advocacy principles to promote safe and quality care/ service.
  • Manage professional misconduct according to institutional, professional, and legal protocols.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Formulate research questions according to the Patient, problem or population, Intervention, Comparison, control or comparator and Outcomes (PICO) format and any other format.
  • Conduct database search by using Boolean and other information search strategies.
  • Apply academic writing skills in research reports and guidelines.
  • Appraise research articles in the field of Health Services Management through the application of basic knowledge of research methodology.
  • Differentiate accurately the qualitative, quantitative, and mixed-method research designs.
  • Integrate evidence-based practice of research findings for safe, effective, and efficient practice.
  • Apply standards of the research process in appraising research articles in a research project.


    Associated Assessment Criteria for Exit Level Outcome 3:
  • Analyse and apply the components of the management processes of planning, organizing, staffing, directing and control.
  • Debate the principles and theories of health services management and leadership.
  • Implement supervisory models to control the quality of management and nursing care.
  • Manage resources cost-effectively in a way that supports optimal care provision.
  • Debate change management models applicable to healthcare.
  • Reflect on team functions and team leadership and compare with the available best evidence on collaborative group work.
  • Use a range of specialised skills to identify, analyse and address complex or abstract problems drawing systematically on the body of knowledge and methods appropriate to a Health Services management practice.
  • Address labour relations issues within the legal framework.
  • Manage conflict constructively by means of mediating and negotiation techniques.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Differentiate between strategic thinking and strategic planning.
  • Explore and apply strategic thinking for a healthcare facility in line with the global trends in health, politics, available resources and population growth.
  • Conduct and visually present stakeholder analysis for a healthcare facility.
  • Perform situational analysis by means of a standardised strategy such as Strength, Weaknesses, Opportunities and Threats (SWOT) analysis, as well as Threats, Opportunities, Weaknesses and Strengths (TOWS) matrix.
  • Develop a strategic plan for a Nurse Manager in a healthcare facility according to the strategic planning steps.
  • Evaluate and debate strategy implementation and execution in a healthcare facility.
  • Analyse and apply action learning and planning strategies to monitor innovations.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Compare and debate the proportion of the National Budget allocated to healthcare with other countries.
  • Analyse critically budget distribution down to the institution's healthcare facility.
  • Differentiate and debate the stages of the budget execution cycle.
  • Apply budget compliance control measures to evaluate institutional practice in a unit.
  • Explore and debate issues related to the management and monitoring of budget execution.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Analyse and apply mentoring models to develop self and novices.
  • Establish academic/professional networks to sustain lifelong learning.
  • Create a positive learning climate by establishing positive relationships.
  • Participate in activities towards enhancing Continuous Professional Development (CPD).
  • Explore and apply performance appraisal principles to monitor own development within the qualification.
  • Evaluate and apply collaborative mentoring models to develop self and novices.
  • Explore and debate collaborative leadership styles.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • Evaluate and apply current evidence-based guidelines in Health services management by applying knowledge of the systematic review and guideline development process.
  • Operate effectively within a system, or manage a system based on an understanding of the roles and relationships between elements within the health services management system.

    Associated Assessment Criteria for Exit Level Outcome 8:
  • Apply evidence-based practice principles and systematic reviews to improve the quality of Health Services management.
  • Promote quality of Health Services management by implementing evidence-based practice.
  • Perform quality audits to improve health services management at predetermined times.
  • Compare the best practices and develop indicators for quality and cost effectiveness in Health Services management.
  • Critique, develop and implement standards for health services management.

    INTEGRATED ASSESSMENT
    Integrated assessment strategies across related modules are applied and assessed in the classroom, practical venues and in the authentic environment. Through the institution's policies on assessment and moderation, assessment practices will be open, transparent, fair, valid, and reliable to ensure that no learner is disadvantaged in any way whatsoever. Integrated assessment takes the form of an appropriate variety of assessment methods, for example:
  • Written and oral examinations.
  • Problem-solving assignments.
  • Projects presentations.
  • Case studies.
  • Portfolios.
  • Logbooks.
  • Clinical scanning assessments.
  • Objectively structured clinical examination.
  • Reflective practice journals.

    Formative Assessment:
    Learning and assessment are integrated. The scheme of work includes tests and assignments, practical work, and competency evaluation of practical skills. The process is continuous and focuses on smaller sections of the work with a limited number of outcomes. Formative assessment is undertaken continuously, incorporating research presentations and papers, coursework assignments and tasks. Such methods assess learners' progress towards the professional and academic competencies set out in the exit level outcomes listed above. The assessment instruments are designed to integrate practical, theoretical, and reflective competence.

    Summative Assessment:
    Summative assessments evaluate the learners' abilities to manage and integrate a larger body of knowledge and to achieve the stated outcomes. The summative assessment also focuses on the learners' ability to integrate knowledge and skills in ultrasound in obstetrics and gynaecology. Summative assessment may be conducted by means of:
  • Oral and written examinations.
  • Assignments.
  • Case studies.
  • Reflective diaries.
  • Portfolio of evidence.
  • Clinical assessment in authentic clinical settings. 
    		•

    INTERNATIONAL COMPARABILITY 
    South Africa is an active member of the International Council of Nurses (ICN) as well as the International Labour Organisation (ILO), a member of the African Union (AU), formerly the Organisation of African Unity (OAU), Southern African Development Community (SADC) and the Commonwealth. The qualification would meet recognition requirements in most of the member countries of these organisations and throughout Sub-Saharan Africa.

    In recognition of the reality of the 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 qualification of basic nursing education and is qualified in her/his country to practice nursing. The educational qualification 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 (ICN 2001:2).

    The ICN defined competence as a level of performance demonstrating the effective application of knowledge, skill, and judgment (ICN 2001:3). Three broad categories of competencies are:
  • Professional, ethical, and legal competence.
  • Care provision and management.
  • Professional development.

    The World Health Organisation (WHO), on the other hand, emphasised the issues surrounding the relevance of the education of health professionals. The basis of the premise on which the WHO recommends that effective education of health professionals must produce health professionals who are responsive to needs to the needs of the populations they serve, to achieve the goal of health for all and that such an education can be in any of a variety of health service settings (WHO 1987:5).

    This qualification is comparable with other international qualifications and nurse educators facilitating recognition abroad in the following countries. These qualifications compare favourably in terms of the purpose and outcomes.

    Country: New Zealand
    Name of Institution: University of Canterbury (UC)
    Qualification Title: Postgraduate Diploma in Health Sciences
    Duration: One-year full time
    NQF Level: 8
    Credits: 120 points

    Similarities:
    Duration:
    Both the University of Canterbury (UC) and the South African (SA) qualification are offered over one year full-time and two years part-time. Both qualifications are registered at NQF level 8 and contain 120 credits.

    Entry requirements:
    Both qualifications have the same entry requirements since they require learners to have completed a relevant bachelor's degree, or an appropriate health professional qualification.

    Purpose/Rationale:
    Both qualifications are aimed at learners who are currently employed in or seeking employment in, a health-related field, the social services, or local or central government. Both qualifications provide learners with the opportunity to examine critically a range of significant issues in health sciences, and where relevant to improve their professional practice.

    There are similarities in the structure and content; leadership development and quality improvement, change management and research. The South African (SA) qualification was the result of the alignment of the nursing qualifications to the Higher Education Qualifications Sub-Framework (HEQSF) and directed by the SANC, the Nursing governing body.

    Qualification structure:
    The UC qualification consists of the following compulsory and elective modules:
  • Counselling and Psychology: Theories and Skills.
  • Health and Health Systems.
  • Health Information Management.
  • Environmental Health.
    Special Topic: Independent Study 1.
  • Bioethics.
    Special Topic: Independent Study 2.
  • Health and Culture.
  • Health Leadership and Management.
  • Designing and Managing Learning and Supervision in a Health Care Setting.
  • Issues and Processes in Learning and Supervision in a Health Care Setting.
  • Education Proposal for a Health Context.
  • Early Intervention and Prevention in Public Health.
  • Motivating Behaviour Change I.
  • Motivating Behaviour Change II.
  • Bioethics A.
  • Bioethics B.
  • Family Health Assessment.
  • Family Health in Complex Situations.
  • Special Topic: Research related to Complementary and Alternative Medicine/Integrated Medicine.
  • The Foundation of Hospice Palliative Care.
  • Praxis in Hospice Palliative Care.
  • Praxis in Hospice Palliative Care.
  • Critical Appraisal in Health Research.
  • Quantitative Methods in Health.
  • Health Sciences Professional Practice.

    Similar Modules are:
  • Research Project.
  • Health Services Management Practices.
  • Health and Culture.
  • Health Leadership and Management.
  • Resource management
  • Clinical Practice in Health Services Management
  • Health and Health Systems.
  • Health Information Management.
  • Health Sciences Professional Practice.

    Articulation:
    Both UC and SA qualifications articulate vertically to a Master of Health Sciences (research-based degree) and a Master of Health Sciences Professional Practice (practice-based degree).

    Differences:
    The qualifications also differ in that the SA qualification is focused on comprehensive health services management.
    The UC qualification is an advanced, interdisciplinary qualification that comprises both compulsory and elective modules whereas the SA qualification consists of compulsory modules only and not elective modules. Learners may either follow a general course of study or focus on a specialisation.

    Country: United Kingdom
    Name of Institution: University of South Wales
    Qualification Title: Postgraduate Diploma in Leadership in Healthcare
    NQF Level: 8
    Duration: one calendar year.
    Purpose/Rationale:
    The University of South Wales (USW) qualification offers online leadership course. Managers are responsible for planning, organising, leading, and controlling functions within an organisation. This qualification will help learners to develop a team culture of trust that delivers results; navigate teams through change with tenacity; address challenges innovatively and ethically and make positive decisions with confidence.

    Similarities:
    Both the USW and the South African (SA) qualifications are registered at NQF Level 8. The entry levels for both qualifications are a relevant professional healthcare (e.g., doctor, nurse) qualifications, and SA) qualification it is an Appropriate Advanced Diploma in Midwifery or Appropriate Bachelor's Degree in Nursing or equivalent; and two years post basic experience as a Professional Nurse and Proof of current registration with the SANC as a professional nurse.

    Rationale:
    Both the USW and the SA qualifications are designed for working professionals, this online leadership course will help learners develop the skills needed to be a leader - such as communication, motivation, providing inspiration and guidance, and encouraging employees to rise to a higher level of productivity. As well as those already in healthcare roles, these qualifications are useful for General Practitioner (GP) practice managers, pharmacy managers, healthcare directorate managers and managers in pharmaceutical companies.

    On completion of both qualifications, qualifying graduates will be able to:
  • Develop a team culture of trust that delivers results.
  • Navigate teams through change with tenacity.
  • Address challenges innovatively and ethically.
  • Make positive decisions with confidence.

    Qualification structure:
    There are similarities in the structure and content since both qualifications focus on leadership development and quality improvement, The South African (SA) qualification was the result of the alignment of the nursing qualifications to the Higher Education Qualifications Sub-Framework (HEQSF) and was directed by the SANC, Nursing governing body.

    Both the USW and the SA qualification share the following similar compulsory modules each of six weeks' duration.
  • Leadership in Healthcare.
  • Developing Human and Organisational Potential in Healthcare.
  • Quality, Clinical and Corporate Governance in Healthcare.
  • Career and Team Development in Healthcare Organisations.
  • Strategy and Innovation for Healthcare Leaders.
  • Change Management in Healthcare Organisations.

    Assessment
    Each of the six modules has the same assessment format:
  • Academic Forum - 50%
  • Reflective Journal - 10%
  • Group Activity - 20%
  • Individual Activity - 20%

    Differences:
    Teaching and learning for the USW qualification are entirely online with the support of a dedicated team who will help learners with any challenges ranging from help with navigating our online learning platform to advise on what to do to pass the course and meet deadlines whereas the SA qualification follows face-to-face and blended teaching and learning. The SA qualification differs from the USW qualification in that the SA qualification is firmly located within the local and continental context, while still drawing on internationally validated perspectives of Nursing. The SA qualification also is focused on comprehensive health services management.

    Country: Namibia
    Name of Institution: Namibia University of Science and Technology (NUST)
    Qualification Title: Postgraduate Diploma in Health Information Systems Management
    NQF Level: 8
    Credits: 120
    Duration: 12 months
    Similarities:
    Both NUST and the South Africa (SA) qualification are offered over 12 months full-time. Both qualifications are registered at NQF Level 8.

    Entry requirements:
    Candidates may be admitted to both the NUST and SA qualifications if they have a Health Sciences Bachelor degree at NQF Level 7 or equivalent qualification from a recognised institution, with an emphasis in Health Sciences. A three-year tertiary pre-NQF qualification with an emphasis in Health Sciences will also be considered.

    Purpose/Rationale:
    Both the NUST and the SA qualifications are primarily designed to provide learners with deeper insight, intellectual and cognitive skills related to their professional field and area of employment and help them to advance their career of choice. Both qualifications will expose learners to advanced concepts, theories, tools, and methods of Health Information Systems Management (HISM) and Health Management Services.

    Qualification structure:
    There are similarities in the structure and content, leadership development and quality improvement. The content of the SA qualification is also more relevant to the current scenario of health services in solving critical issues and challenges of health service management and quality assurance in healthcare. The SA qualification was the result of the alignment of the nursing qualifications to the HEQSF and was directed ted by the SANC, the Nursing governing body.

    The NUST qualification shares the following similar compulsory modules:
  • Information Management and Healthcare Systems, 15 Credits.
  • Health Management Principles and Practice, 15 Credits.
  • Quality Management in Health Care, 15 Credits.

    Differences:
    The NUST qualification has 120 credits which differs slightly from the SA qualification with 124 credits. The NUST qualification is intended for learners with a health sciences background who wish to further equip and consolidate their knowledge and understanding of the principles of HISM. Furthermore, the qualification will enable learners to acquire the necessary skills for conducting research, capturing, processing, storing, and reporting health data including health information systems and technology.

    The NUST qualification is not focused on primary healthcare and places learners only in private settings with minimal exposure to different public facilities whereas the focus of the SA qualification is on primary healthcare and places learners in both public and private settings providing learner exposure to different public facilities. The SA qualification is firmly located in the local and continental context, while still drawing on internationally validated perspectives of Nursing.

    Although the NUST and SA qualifications con of some similar compulsory modules, the NUS qualification differs from the SA qualification in the following compulsory modules.
  • International disease, 15 Credits.
  • Classification and Coding, 15 Credits.
  • Advanced Health Statistics, 15 Credits.
  • Information Systems and Technology, 15 Credits.
  • HISM Laboratory Practices, 15 Credits.

    Elective Modules (Select one of the modules for the following):
  • Strategic Health Care Planning and Marketing, 15 Credits.
  • Financial management in healthcare, 15 Credits.

    In addition, the NUST qualification consists of both the compulsory list and elective modules whereas the SA consist of only compulsory modules and not elective modules.

    The career opportunities for NUST qualifications are focused more on Health Information Systems Manager whereas the focus for the South African qualification is being a nursing service and unit manager.

    The NUST qualification promotes the following career possibilities:
  • Health Information Systems managers/officers/Monitoring and Evaluation officers.
  • Strategic Information officers.
  • Lecturers.
  • Researchers.
  • Health Information Database Administrators.
  • Coding Specialists.
  • Health Insurance Coding Specialists.
  • Medical record officers/Assistant medical record officers.
  • Health Information Technicians.
  • Medical Transcriptionists/Proofers/Editors/Quality Assurers.

    Conclusion.
    Although the three international qualifications are grounded in health-based research, neither emphasises the ethical nature required in the Health Management Services. However, the general knowledge and duration, credits, NQF Levels, entry requirements, purpose, and structure of the SA qualification compare favourably with the international qualifications. 
    		•

    ARTICULATION OPTIONS 
    This qualification allows possibilities for both vertical and horizontal articulation.

    Horizontal Articulation:
  • Postgraduate Diploma in Health Professions Education and Leadership, NQF level 8
  • Postgraduate Diploma in Community Health, NQF Level 8.
  • Bachelor of Health Sciences Honours, NQF Level 8.
  • Bachelor of Public Health Honours, NQF Level 8.

    Vertical Articulation:
  • Master of Health Sciences in Nursing, NQF Level 9.
  • Master of Arts in Health Management, NQF Level 9.
  • Master of Philosophy in Health Systems and Services Research, NQF Level 9.
  • Master of Business Administration in Healthcare Management, NQF Level 9.
  • Master of Nursing, NQF Level 9.
  • Master of Public Health, 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.