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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Diploma in Nursing 
SAQA QUAL ID QUALIFICATION TITLE
119133  Diploma in Nursing 
ORIGINATOR
LILITHA NURSING COLLEGE 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
-   HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Diploma (Min 360)  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  360  Not Applicable  NQF Level 06  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   2034-07-10  

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:
This qualification will enable the learner to function as a clinically focused, service orientated, independent General Nurse, who can render nursing care as determined by the appropriate legislative framework.

The qualification will provide a basis for decision making about what is within and beyond the defined scope of practice, as well as an understanding of the referral system in place for anything outside of the scope of practice. The learner will apply evidence-based nursing practice which is based on research or established practices that have proven to be effective both nationally and globally within the profession.

The qualification aims to:
  • Produce high-quality learners who can be competent nursing practitioners in a range of health service settings.
  • Provide learners with a range of skills, knowledge and attitudes that will enable them to make a meaningful and sustained contribution to health services.
  • Equip learners with a developed sense of equity, justice and service ethics that will ensure that they work in an accountable manner, irrespective of their chosen workplace.
  • Offer a wide range of transferrable skills for application in other professions, disciplines, and general life. These include:
    > A methodical, solution-based approach to problem-solving.
    > An empowerment strength-based approach to personal development.
    > Competence in written and oral communication.
    > Capacity to assess and implement health and other policies.
    > Ability to plan, implement and manage projects of a varied nature.
    > An ability to work independently and as part of a team.
    > Ability to manage the unit in clinical practice.

    Rationale:
    One of the biggest challenges in the nursing industry in South Africa is the shortage of nursing staff. According to various articles consulted, South Africa is facing a health crisis due to the shortage of nurses (South African Health Review 2016). The ratio of nursing staff to the population in the public health care sector is currently one nurse per 401 people (The State of the World's Nursing 2020 Report and The State of the World's Midwifery 2021 Report). The development of this qualification followed the pronouncement by the South African Nursing Council that from 2020, South Africa will be offering new qualifications. This qualification will enable the learner to function as a clinically focused, service orientated, independent Registered Staff Nurse, who can render nursing care as determined by the appropriate legislative framework.

    This qualification is intended for learners wishing to enter the nursing profession to create a mid-level practitioner to practice nursing, by far the highest demand category for the existing and projected needs in health service delivery in South Africa.

    This qualification will prepare the qualifying learners as a generalist who will be able to meet the service delivery needs of the country. The nurse with this qualification has a significant contribution to make to the current situation of human resources in health in South Africa, taking into consideration the country's historical background and the shortage of professional nurses and doctors in the country. The qualification will produce a nurse with a wide range of cognitive, affective, and psychomotor skills. The practice of this nurse is focused on quality service delivery within a broad spectrum of health services and in a variety of settings, including rural areas.

    The learner who completes this qualification will be able to:
  • Apply knowledge of biomedical, biotechnological, and psycho-social sciences to the practice of nursing.
  • Assess, plan, implement and evaluate nursing care for individuals and groups with stable, uncomplicated health problems based on a thorough assessment.
  • Deliver nursing care to sick or disabled individuals and groups with stable, uncomplicated health problems.
  • Deliver safe maternal care.
  • Develop, implement and evaluate population-based health care.
  • Diagnose and treat minor ailments.
  • Maintain professionalism in own practice of nursing.
  • Manage a health care unit.
  • Promote rehabilitation of individuals and groups with disabilities.
  • Utilize principles of science and methodology in investigating nursing and health-related problems.

    On successful completion of the qualification, the qualifying learner is eligible for registration with the South African Nursing Council as a General Nurse. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    This qualification may be achieved in part or whole through the Recognition of Prior Learning, which includes formal, informal, and non-formal learning and work experience. The Recognition of Prior Learning (RPL) assessment process involves the identification, mediation, assessment and acknowledgement of knowledge and skills obtained through informal and non-formal learning. RPL is applied in terms of the policy and criteria of the institution. The necessary documentary evidence will have to be provided and a formal RPL process will be followed. The institution will apply in this qualification the RPL for both access and credits in line with the National Policy and Criteria for the Implementation of RPL (Amended in March 2019).

    RPL for Access:
    Learners who do not meet the minimum entry requirements of the required qualification may be considered for RPL. There are two options:
  • Advanced Standing, in which case the minimum entry requirements are waived by the admitting institution based on evidence of prior learning, work experience or any other relevant circumstances that may apply to an individual learner. No portfolio is required.
    OR
  • Applicants may provide evidence in the form of a portfolio that demonstrates that the applicant has acquired sufficient relevant knowledge, skills, and competencies to be able to reasonably meet the expectations for learning demanded by the qualification for which they are seeking access.
  • In instances where RPL is applied for access, no credits will be awarded for any previous learning. However, the candidate may choose the option of being assessed for credit.

    RPL for credits:
    Learners who do meet the necessary entry requirements for admission to a qualification may be awarded some or all the credits towards the qualification. There are two possibilities:
  • Learners may apply for RPL to be exempted from a module or some modules by providing sufficient evidence in the form of a portfolio that demonstrates that a level of competency, equivalent to the learning outcomes of the module or modules, has been achieved. Credits will be awarded for such modules.
    OR
  • Learners may apply for RPL to be awarded all the credits required for the qualification. Sufficient evidence must be provided that demonstrates a level of competency equivalent to all the learning outcomes of the qualification.

    An application for recognition of prior learning or credit-bearing exemptions will be required and this will be handled in accordance with the RPL policy of the institution. Prior learning in the following learning areas will be recognised.
  • Ancillary Health Workers.
  • Auxiliary Nurses.
  • Community Health Workers.
  • Enrolled Nurses.
  • Higher Certificate: Nursing Auxiliary.

    Entry Requirements:
    The minimum entry requirement for this qualification is:
  • National Senior Certificate (NSC), NQF Level 4 granting access to Diploma studies with Mathematics/Mathematical Literacy and Life Sciences.
    Or
  • National Certificate Vocational, NQF Level 4 granting access to Diploma studies with Mathematics/Mathematical Literacy and Primary Health subject.
    Or
  • Senior Certificate (SC), NQF Level 4 with Mathematics and Biology.
    Or
  • Higher Certificate in Nursing, NQF Level 5. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory modules at NQF Level 5 and 6, totalling 384 credits.

    Compulsory credits at NQF Level 5, 124 Credits:
  • Fundamentals of Nursing 101, 24 Credits.
  • Human Anatomy and Physiology 101, 12 Credits.
  • Ethical and Legal Framework 101, 12 Credits.
  • Community Nursing Science 101, 16 Credits.
  • Fundamentals of Nursing 102, 24 Credits.
  • Human Anatomy and Physiology 102, 12 Credits.
  • Applied Psycho-Social Science 102, 12 Credits.
  • Applied Physics and Chemistry 102, 12 Credits.

    Compulsory modules at NQF Level 6, 260 Credits
  • General nursing Science 201, 28 Credits.
  • Applied Pharmacology 201, 12 Credits.
  • Community Nursing Science 201, 24 Credits.
  • General Nursing Science 202, 24 Credits.
  • Applied Pharmacology 202, 8 Credits.
  • Leadership and Unit Management 202, 16 Credits.
  • Adolescent and Youth Sexuality and Reproductive Health 202, 24 Credits.
  • General Nursing Science 301, 32 Credits.
  • Leadership and Unit Management 301, 24 Credits.
  • Maternal, Child Health and Reproductive Health 301, 16 Credits.
  • General Nursing Science 302, 32 Credits.
  • Introduction to Mental Health 302, 12 Credits.
  • Health Priorities and Information Systems 302, 8 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate detailed knowledge of natural and biological sciences in the nursing practice and the ability to apply the key terms, concepts, facts, principles, rules and theories of nursing practice to unfamiliar but relevant contexts.
    2. Demonstrate an understanding of different forms of knowledge, schools of thought and forms of explanation within nursing practice, awareness of knowledge production processes and the ability to apply knowledge of psycho-social sciences in the practice of nursing.
    3. Demonstrate comprehensive knowledge of pharmacology, how this knowledge relates to other fields, disciplines or practices and the ability to apply the pharmacology knowledge in nursing practice.
    4. Evaluate performance against given criteria, and accurately identify and address own learning needs about general nursing, and provide support to the learning needs of others by providing nursing care throughout the lifespan in various health settings.
    5. Demonstrate an understanding of the ethical implications of decisions and actions within an organisational or professional context, based on an awareness of the complexity of ethical dilemmas and the ability to render nursing care within a legal and ethical framework.
    6. Demonstrate the ability to make decisions and act appropriately in familiar and new contexts, demonstrating an understanding of the relationships between health information systems, and of how actions, ideas or developments in one system impact other systems.
    7. Demonstrate the ability to evaluate, select and apply appropriate methods, procedures or techniques in investigation or application processes within a defined context. demonstrate the ability to evaluate, select and apply appropriate methods, procedures or techniques in investigation or application processes within a defined context.
    8. Demonstrate an understanding of South African legislation and policies related to reproductive health care and maintain the optimum health of individuals and families. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Explore and apply knowledge of anatomy and physiology in caring for the health care user.
  • Apply knowledge of microbiology in caring for the health care user.
  • Demonstrate an understanding of homeostasis, organisation of the human body and the anatomy and physiology of the human body systems.
  • Understand the basic concepts of chemistry and biophysics related to the human body.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Apply knowledge of psychology and sociology in ways that benefit the quality of health care to health care users.
  • Understand and apply knowledge of human behaviour and psychological development throughout the life span.
  • Implement social and diversity-sensitive care in Nursing practice.
  • Identify and manage a range of psychological emergencies accordingly.
  • Deal with the emotional demands of nursing practice effectively.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Apply knowledge of pharmacodynamics and pharmacokinetics in nursing practice within the applicable scope of practice.
  • Prescribe, control, dispense and administer medications in various healthcare settings within legislative requirements.
  • Provide comprehensive health education to clients regarding the actions, effects, side effects, special precautions, compliance, and safe storage of the prescribed medication.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Provide preventive, promotive, curative, and rehabilitative nursing care to different age groups in various health settings effectively.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Conduct nursing care within a legal ethical framework.
  • Adhere to the South African Nursing Council`s guidelines and ethical principles related to the nursing profession.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Use and manage healthcare information systems in the practice of nursing.
  • Demonstrate an understanding of utilising systems of health information management in the context of a healthcare facility, including community settings.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • Implement the management processes and procedures in managing the health care unit.
  • Evaluate, select and apply appropriate methods, procedures or techniques in investigation or application processes within a defined context.
  • Demonstrate an understanding of the management of a health care unit according to legal requirements, applicable policies and procedures and management principles.

    Associated Assessment Criteria for Exit Level Outcome 8:
  • Promote and maintain the optimum health of individuals and families through the provision of reproductive health care.
  • Deliver culturally sensitive comprehensive reproductive health care to male and female clients within the health care setting.

    INTEGRATED ASSESSMENT:
    Integrated Assessment is a form of assessment that permits the learner to demonstrate applied competence, and which uses a range of formative and summative assessment methods as well as the institutional assessment policy and moderation guidelines.

    Integrated assessment at the level of this qualification provides an opportunity for learners to demonstrate that they can integrate concepts, ideas, and actions across disciplines in nursing i.e., general nursing science, midwifery, community health nursing and mental health care and achieve competence that is grounded and coherent in relation to the purpose of the qualification. The assessors will judge the quality of the observable attitude and performance, but also the quality of the thinking that lies behind it during integrated assessment tasks.

    The South African Nursing Council (SANC) guidelines for assessment and the competency framework will be used as a reference for assessing clinical competence. The criteria for assessing learners are based on the exit level outcomes, the learning outcomes listed and the strategies that will be used to ensure they will be achieved comprised of the following:

    Formative Assessment:
    The South African Nursing Council (SANC) stipulates that a variety of assessment strategies and approaches must be used. This could include tests, assignments, projects, demonstrations, clinical assessments and/or any applicable method. There must be evidence of involvement in a research project. Formative assessments can include a mix of simulated and actual (real) clinical practice or care settings.

    Formative assessment in this qualification will be by means of:
  • Written Assignments, written tests, tutorial group presentations, case studies, portfolios of evidence, workbooks, competency; audits, reports, patient case presentations, research and projects, literature reviews, group-work
  • Assessment of clinical nursing skills and performance (Clinical Demonstrations)

    Summative Assessment:
    According to the South African Nursing Council summative assessment can take the form of oral, written, and practical examinations as agreed to by the relevant Quality Council. All summative practical assessments must be conducted in actual clinical practice or care settings.

    Summative evaluation in this qualification will be by means of:
  • Written examinations.
  • Oral recorded examination for special learners with challenges.
  • Clinical or practical examinations (OSCE).

    Integrated assessment where learners will do both written and practical assessment, but it will be across disciplines in nursing and using a variety of tools/assessment criteria and or intervals. 
    		•

    INTERNATIONAL COMPARABILITY 
    With reference to the scientific comparison of South African Nursing qualification with the global village, South Africa remained a country that produced a nurse cadre that has been in operation locally and globally. South Africa remains to date 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 South African qualification would meet recognition requirements in most of the member countries of these organisations and throughout Sub-Saharan Africa.

    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. This nurse is responsible for planning, providing, and evaluating nursing care in all settings for the promotion of health, prevention of illness, care of the sick and rehabilitation, and functions as a member of a health team. This qualification is further aligned to the Global Standards for the Initial Education of Professional Nurses and Midwives as produced by the Department of Human Resources for Health, World Health Organisation (WHO, 2009) which serves as the comparison for ensuring that education and learning systems achieve a common competency-based outcome in an age of increasing globalisation.

    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 a 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.

    Country: Australia
    Name of the institution: Royal Melbourne Institute of Technology University (RMIT University)
    Qualification Title: Diploma of Nursing
    Professionally Recognition:
    The Diploma of Nursing is a nationally accredited qualification. Upon graduation, learners can register with the National Health Practitioners Regulation Agency AHPRA, allowing them to work anywhere in Australia as a Staff Nurse and operate under the supervision of a Registered Nurse. The qualification will enable learners to develop the skills to work as enrolled nurses.

    Duration: Full Time (2 years)
    NQF Level: 6
    Entry Requirements:
  • Learner should have completed an Australian Year 12 (or equivalent senior secondary school qualification) with a minimum 50% average. Must be at least 18 years of age by the commencement date of the qualification.
  • IELTS (academic module): Minimum overall score of 7 and a minimum score of 7 in each of the four components (listening, reading, writing and speaking)
  • OET: Minimum score of B in each of the four components (listening, reading, writing and speaking)
  • PTE Academic: Minimum overall score of 65 and a minimum score of 65 in each of the four communicative skills (listening, reading, writing and speaking).
  • TOEFL Internet-based test (iBT): Minimum total score of 94 and a minimum score in each section of the test: 24 for listening, 24 for reading, 27 for writing and 23 for speaking.

    Exit Level Outcomes:
    Similar to the South African qualification, at the end of the RMIT University qualification, the learner graduate will be able to:
  • Provide acute, preventive, curative, and rehabilitative care, under the direction of a registered nurse.
  • Work with patients of all ages in different environments. There is a focus on aged care, community, and mental health.
  • Administer intravenous medications and gain skills in acute care, which involves medical and surgical nursing skills.
  • Work in acute (hospital) care, medical centres, mental health rehabilitation, palliative care, and aged care settings.

    Qualification structure:
    Similar to the South African qualification, the RMIT University qualification consists of the following compulsory modules.
  • Basic anatomy and physiology.
  • Wound management.
  • Analyze Health Information.
  • Infection control.
  • Medications and intravenous administration.
  • Care for patients with acute and chronic conditions.
  • Implement nursing care plans.
  • Evaluate the care provided.

    Similarities:
  • Both the RMIT University and the South African qualifications are registered at NQF Level 6.
  • Both qualifications share similar entry requirements, purpose, exit level outcomes and content modules.
  • Both qualifications consist of similar compulsory modules.
  • Both qualifications allow learners to register with the National Health Practitioners Regulation Agency AHPRA and the South African Nursing Council (SANC) upon graduation.

    Differences:
  • The duration for the RMIT University qualification is two years of study while the South African qualification takes three years of study to complete.

    Country: Malawi
    Name of the institution: Kamuzu College of Nursing
    Qualification Title: Diploma in Nursing and Midwifery Technician
    Duration: Three years, full time
    Professionally recognised:
    Diploma in Nursing and Midwifery Technician
    NQF Level: 6
    Entry Requirements:
  • Applicants must have a Malawi School Certificate of Education (MSCE) or its equivalent with a total of three credit passes in science subjects.
  • Two of the credit passes should be in Biology and Physical Science. If one of the two is not a credit, it must be a pass of 7 points, not lower. If one credit is from either Biology or Physical Science, two other credits can be from Mathematics, Agriculture, Geography or Home Economics.
  • If both Biology and Physical Science provide credits, one other credit can be from Mathematics, Agriculture, Geography or Home Economics.

    Exit Level Outcomes:
    At the end of the qualification, the learner graduate will be able to:
  • Base practice on scientific approaches of assessment, planning, implementation, and evaluation in all settings;
  • Demonstrate autonomy, responsibility, accountability commitment and compassion in the effective management in the provision of professional nursing services in all settings to ensure the quality of care;
  • Document and report accurately all relevant information on the client's situation and care to facilitate continuity of care and to contribute to the body of knowledge of the profession;
  • Respond efficiently and effectively to emergency and disaster situations to save lives and prevent disability.
  • Conduct research and utilise research findings to improve client care and contributes to the body of knowledge of the nursing profession;
  • Manage and maximize utilization of resources to improve the quality of health care services.
  • Provide nursing services in collaboration with other members of the health care team.

    Major Areas of Competency (skill-based)
  • Assessment.
  • Planning.
  • Implementation (including client education).
  • Evaluation.
  • Communication.
  • Interpersonal relationships.
  • Client-provider interaction skills

    Qualification structure:
    The qualification consists of the following compulsory modules:
  • Anatomy.
  • Microbiology.
  • Introduction to Laboratory Techniques.
  • Immunity.
  • Fundamentals of Nursing in year 1 (2 semesters).
  • Assessment of Patient.
  • First Aid.
  • Concept of Health in year one from year 2 to 3 is basic nursing sciences and pharmacology and Midwifery to obtain a Midwifery technical certificate.

    Similarities:
    The institutions and the qualifications presented above are comparable with the South African standards in that they offer their qualifications at Diploma level 6 which is similar to NQF level 6 South African Diploma qualification.

    The content of the Australian Diploma includes:
  • Basic anatomy and physiology,
  • Wound management,
  • Analyse Health Information,
  • Infection control,
  • Medications and intravenous administration,
  • Care for patients with acute and chronic conditions,
  • Implement nursing care plans
  • Evaluate the care provided,
  • Develop the skills to work as an enrolled nurse.
  • These modules form the basis that governs the choices of modules to cover the exit expected outcome of the qualification, which is the same in South Africa. The Kamuzu qualification compares largely with the content in all the other qualifications, including in the modules Social Sciences, Psychology, Pharmacology, Microbiology, Anatomy and Physiology and all other core nursing modules. Similar to the South African (SA) qualification,
  • Both institutions offer an integrated approach like the South African qualification of theory and practice in their qualifications to strengthen the clinical component and balance the three major learning domains (Psycho-motor, affective and cognitive).

    Differences:
    In Australia the duration of the qualification is two years and the person is called a Staff Nurse, may further do a bachelor's degree to operate as a Registered Nurse, whereas in SA nurses are called Registered nurses and they are trained for three years full time.
    In Malawi, the duration of the qualification differs but the candidate graduates with Midwifery and is referred to a general and midwifery technical nurse. In South Africa, the new Diploma does not have a full Midwifery component but only reproductive health. Midwifery is done after completion of this diploma and is packed at an Advanced level and is at NQF level 7.

    Employability:
    It has been proven scientifically that South African nursing standards exceed those in comparable countries. The scope of practice of nurses in this qualification is inevitably much broader and is endorsed by the fact that most international countries are keen to employ South African nurses. The South African qualification will meet the recognition requirement in most of the Sub- Saharan of the international community at large. 
    		•

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

    Horizontal Articulation:
  • Diploma in Nursing Education, NQF Level 6.
  • Diploma in Emergency Care, NQF Level 6.

    Vertical Articulation:
  • Advanced Diploma in Midwifery, NQF level 7.
  • Advanced Diploma in Medical and Surgical Nursing Science, NQF Level 7.
  • Advanced Diploma in Health Service Management and Leadership, NQF Level 7.
  • Bachelor of Nursing, NQF Level 8. 
    		•

    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.