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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Higher Certificate in Nursing 
SAQA QUAL ID QUALIFICATION TITLE
119197  Higher Certificate in Nursing 
ORIGINATOR
North-West College of Nursing 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
-   HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Higher Certificate  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 05  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 Higher Certificate in Nursing serves to provide learners with the basic knowledge, affective, cognitive, and conceptual tools and practical techniques for additional higher education studies in nursing. The knowledge emphasises general principles and their application in the provision of basic nursing care. This qualification signifies that the learner has attained a basic level of higher education knowledge and competence in nursing and can apply such knowledge and competence in the workplace.

The qualification aims to:
  • Produce nurses that will provide basic nursing care in all spheres of health care service delivery.
  • Provide the nurse with a wide range of cognitive, affective, and psychomotor skills.
  • Hone skills in assessment, planning and implementation of basic nursing care.
  • Develop writing and oral communication skills.

    On completion of this qualification, qualifying learners will be able to:
  • Apply knowledge of theory and practice of nursing care.
  • Assess, plan, implement and evaluate nursing care for individuals and groups throughout the lifespan.
  • Demonstrate professionalism when rendering nursing care.
  • Communicate effectively in a variety of ways in a nursing context.
  • Use the scientific nursing approach to address the basic needs of individuals and groups in the various health care settings.

    Rationale:
    Nursing is an essential component of the health care system (HCS). The challenge facing the healthcare system is that the total number of available nurses is not sufficient to address the healthcare demands facing the South African healthcare system because of the burden of disease, in maternal, new-born and child health, namely HIV/AIDS and Tuberculosis, non-communicable diseases as well as violence and injury. It is, therefore, necessary to educate and train more nurses who will render comprehensive health care services to the community, especially in rural areas within the relevant legal and ethical parameters. The South African Nursing Council (SANC) discontinued the training of Auxiliary Nurses in June 2015, which led to a shortage of auxiliary nurses in the health care system.

    According to the SANC 2020 statistics, 26 to 30% of Auxiliary Nurses will be retiring in 15 years to come. There is, therefore, a need for the qualification to produce nurses with the appropriate knowledge, skills, and attitudes to address the shortage of nurses and improve the quality of nursing. More nurses will be required in preparation for the National Health Insurance (NHI) implementation. The qualification will enable the learner to render quality basic nursing care, independently in a variety of health care settings within the relevant legal and ethical parameters. A first-level nurse, capable of delivering skilled basic nursing care, is essential to health care in a variety of settings. Combining nursing care with prevention and promotion makes this nurse a strong primary health care worker. The competence of this first-level nurse is in line with the recommendation of the Human Resources report (Pick Report) of nurse training which includes essential skills needed in the community.

    The qualification was designed in consultation with the SANC and the Council on Higher Education (CHE) through a stream of workshops which were aimed at capacitating institutions con the proposed recirculation process. The qualification may alleviate the burden in healthcare settings and ensure that Health Care Settings have the resources to provide basic nursing care. Society will benefit as the learner will render quality basic nursing and prevent medico-legal hazards. Upon completion of the qualification, the employment of the learner will lead to the contribution to the economy of the country. Upon completion of the qualification, the qualifying learner will work under the supervision of a nurse with a National Diploma or Degree in Nursing within the applicable scope of practice. The qualifying learner will be registered as a Nurse with the SANC. 
    		•

    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 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 advance standing 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 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:
  • National Senior Certificate (NSC), NQF Level 4 granting access to Higher Certificate studies with Life Sciences and Mathematics/Mathematical Literacy.
    Or
  • National Certificate (Vocational), NQF Level 4 granting access to Higher Certificate studies with Primary Health and Mathematics.
    Or
  • Senior Certificate, NQF Level 4 with Biology and Mathematics. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory modules at NQF Level 5 totalling 120 Credits.

    Compulsory Modules, NQF Level 5:
  • Natural and Biological Sciences I, 8 Credits.
  • Foundations and Legislations of Nursing, 16 Credits.
  • Primary Health Care Approach I, 16 Credits.
  • Basic Nursing Science I, 32 Credits.
  • Natural and Biological Sciences II, 8 Credits.
  • Primary Health Care Approach II, 16 Credits.
  • Basic Nursing Science II, 24 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate an understanding of macro body structure and functioning by the nursing care provided, in accordance with the relevant scope of practice.
    2. Demonstrate the ability to communicate information reliably, accurately, and coherently, using conventions appropriate to the nursing context, in written and oral or signed form or in the practical demonstration, including an understanding of and respect for conventions around intellectual property, copyright and plagiarism, including the associated legal implications.
    3. Use the scientific nursing approach to address the basic needs of individuals and groups in the various health care settings.
    4. Demonstrate appropriate methods of interacting sensitively and professionally with people from diverse backgrounds.
    5. Maintain professionalism in nursing practice within the ethical and legal framework.
    6. Participate in addressing the needs of individuals and groups in a community. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Apply basic knowledge of anatomy, physiology, biophysics, pharmacology, and microbiology in the provision of nursing care.
  • Discuss the structure and functioning of anatomy, physiology, biophysics, pharmacology and micro-biology in the provision of nursing care.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Maintain oral and written communication to promote effective fundamental nursing care.
  • Write clear, relevant, and unambiguous communication.
  • Provide congruent non-verbal communication with oral communication.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Implement and evaluate individual and/ or group healthcare plans across the health-illness continuum in collaboration with other members of the health care team.
  • Apply correct information obtained from continuous monitoring of responses to nursing interventions to the individual or group.
  • Apply appropriate emergency care and first aid principles in respect of:
  • > Treatment of injuries and accidents.
  • > Basic life support is applied.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Implement basic nursing interventions with sensitivity to people of diverse backgrounds.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Record data in compliance with legal criteria.
  • Maintain records of patients accurately, concisely, and systematically to reflect the basic nursing care rendered.
  • Maintain confidentiality and integrity of patient information in interaction with patients and others.
  • Display adherence to the professional code of conduct in the provision of nursing care.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Implement health promotion programmes.
  • Participate in addressing the needs of individuals and groups in a community.

    Integrated Assessment:
    Integrated Assessment in the qualification provides an opportunity for learners to show that they can integrate concepts, ideas and actions across this qualification to achieve competence that is grounded and coherent with the purpose of this qualification. Integrated assessment will show how already demonstrated competence in individual areas can be linked and applied for the achievement of a holistic outcome as described in the Exit Level Outcomes.

    Integrated Assessment will judge the quality of the observable performance, and the quality of the reasoning that lies behind it. Assessments tools will encourage learners to give an account of the thinking and decision-making that underpin their demonstrated performance. The qualification will use both formative and summative assessments in all the modules that the learner must achieve.

    Formative Assessment:
    Continuous Assessment constitutes 50% of the final year mark. Formative assessment includes
  • Tests.
  • Assignments.
  • Case studies.
  • Group presentations.
  • Clinical skills assessments.

    Summative Assessment:
    The summative assessment constitutes 50% of the final year mark.
    To pass the summative assessment, 50% of summative assessments and 50% of formative/continuous assessments will be considered as follows:
  • Written Assessment.
  • Clinical Assessment.

    During a placement at clinical facilities, learners will undergo supervised clinical assessment by clinical preceptors during which time they will perform procedures on life patients and be given feedback about the procedure and corrective counselling. Remedial follow-up will be done when a learner is found not to be yet competent.

    A clinical portfolio of evidence with procedures will be given to learners for completion during their clinical exposure. The institution conducts an objective structured clinical evaluation (OSCE) comprising 10-minute stations to assess theory and practical integration objectively. A final examination mark of 50% is required to pass the final theory and OSCE examinations. 
    		•

    INTERNATIONAL COMPARABILITY 
    In most countries around the world, first-level health workers are not recognised by their relevant nursing professional councils or relevant licensing authorities. However, this qualification is recognised by the South African Nursing Council (SANC) as a Higher Certificate at NQF Level 5. It could likely be utilised in the SADC Region and through Sub-Saharan Africa as well as other third and first-world countries.

    South Africa has been an active member of both the International Council of Nurses (ICN) and the International Labour Organisation (ILO) for many decades. During the time of ostracism, international contact was maintained through the specialised organisations and their overseas affiliates. The qualification is designed in line with the competencies as described by the ICN about accountability, ethical and legal practice, patient care provision, promotion of health, assessment, planning, implementation and evaluation of patient care, communication and interpersonal skills, leadership and management, environmental safety, inter-professional collaboration, enhancement of the nursing profession, quality improvement and continuous professional development (ICN 2008). This qualification compares favourably with the following international qualifications in terms of the focus on knowledge and practical experience in primary health care.

    Country: United Kingdom
    Institution: The Open University
    Qualification Title: Certificate of Higher Education in Healthcare Practice
    Credits: 120
    Duration: One-year Full time or two years Part-time
    Entry Requirements:
    To access the qualification, learners need to:
  • Work in a healthcare setting for a minimum of two days per week.
  • Remain in employment while studying for this certificate.
  • Be involved in the direct delivery of care or providing interventions for patients/clients.
  • Provide confirmation of employer's support for the studies.
  • Have a workplace supervisor qualified in the same area of practice to support and assess the work-based learning.
  • Have access to a computer and the internet.

    Purpose/Rationale:
    Similar to the South African (SA) qualification, the Open University (OU) qualification enables healthcare support staff to develop the knowledge, skills and understanding needed to underpin effective practice. Learners will develop a wide range of practical skills and competencies while exploring essential biological, social, political, ethical, and psychological concepts. Learners also build valuable numeracy, literacy, Information Technology, communication, and cognitive skills.

    On completing this qualification, qualifying learners will develop four main areas:
  • Knowledge and understanding.
  • Cognitive skills.
  • Practical and professional skills.
  • Key skills

    The qualification will allow learners to pursue careers as, not limited to:
  • Adult nurse.
  • Mental health nurse.
  • Social worker.
  • Health promotion specialist.
  • Counsellor.
  • Advice worker.
  • Child protection officer.
  • Youth worker.
  • Probation officer.
  • Community development worker.
  • Child protection officer.

    Following completion of this qualification, learners may wish to pursue further study opportunities leading to, for example, our BSc (Honours) Nursing. The Certificate of Higher Education in Healthcare Practice allows access to Stage 2 of this degree, subject to successful selection and meeting the Nursing and Midwifery Council's (NMC) minimum entry requirements.

    Qualification structure:
    This certificate of higher education has one stage, comprising 120 credits.
    Learners will be introduced to the study of health and social care, together with underpinning knowledge, understanding and skills. Learners consider care in a variety of settings, alongside the work-based study of the factors influencing health in different service user groups. There is a strong focus on person-centred, compassionate care and the development of practice-based skills to meet patient/client needs.

    The qualification consists of the following two compulsory modules:
  • Introducing health and social care
    This key introductory module provides an authoritative overview of health and social care, with real-life case studies taking learners deep into the experience of receiving care and working in care services.

    Block 1: explores what it means to care, firstly in the context of informal or family care and then moving on to formal or professional care. It examines the requirements for being in professional care such as professional standards as well as the demands and rewards of being involved in providing care.

    Block 2: explores human development across the life course through the lens of three case studies. The first focuses on the impact of migration on human development, the second considers how involvement in crime affects people across the life course and the final case study focuses on the needs of people with learning disabilities transitioning from children to adult services. The Block also explores the impact of disadvantage and discrimination on human needs across the life course. These issues will be considered through the lens of a video case study of a preschool playgroup supporting migrant families' service.

    Block 3: examines the important issue of safeguarding. Learners will learn about the definitions of risk in the context of both adult and children's services. Learners will also explore how health and social care services respond to promoting well-being and protecting vulnerable people will be considered through the lens of a video case study of a drug and alcohol service.

    Block 4: introduces some of the core concepts of sociology and how these can help learners develop a deeper understanding of health and social care needs and services. Learners will learn about the importance of identity and how identities change contexts. Learners will also learn about how needs change as people move through important transitions such as ageing and becoming more dependent.

    Block 5: explores the settings in which care takes place and is managed. Learners visit a wide variety of care environments, from domestic homes to residential and hospital settings, exploring their physical, social, and psychological impact and the extent to which they are enabling or disabling. Learners will consider the service user and the professional perspectives on navigating services. These themes will be illustrated with a video case study of an educational mental health resource.

    Block 6: introduces innovation and digital delivery of health and social care services. Learners will learn about why technological innovation is important and the advantages and challenges of digital service delivery. Learners will consider their own digital footprint and use of social media.

    Teaching and assessment:
    The Certificate of Higher Education in Healthcare Practice uses a variety of study materials and has the following elements:
  • Studying a mixture of printed and online material - online learning resources may include websites, audio/video media clips, and interactive activities such as online quizzes.
  • Using mathematical and biological expressions, notations, and associated techniques.
  • Working in a group with other learners.
  • Using and/or producing diagrams and/or screenshots.
  • Undertaking practical work (patient/client care).
  • Finding external/third-party material online.
  • Continuous and end-of-module assessment in the form of essays, short answer questions, and in some cases an examination.
  • Using feedback: continuous assessment involves receiving detailed feedback on own work from the tutor and using this feedback to improve performance.

    Similarities:
  • Both the Open University (OU) and the SA qualifications are offered throughout the one-year full-time study.
  • Both OU and SA qualifications carry a weight of 120 Credits.
  • The OU and SA qualifications are designed as the first step to prepare healthcare support workers for the role of assistant/associate practitioner to work under a supervisor/mentor who will support and assess in the workplace.
  • Both qualifications allow qualified learners to articulate into Diploma and/or Bachelor of Nursing.
  • The OU and SA qualifications utilize a variety of assessment strategies which include both formative and summative assessments.

    Differences:
  • The OU qualification requires candidates who have evidence of two years' work experience in a health care setting whereas, the SA qualification requires applicants who have completed the secondary school qualification.
  • The SA qualification covers a comprehensive curriculum which includes compulsory modules on Natural and Biological Sciences, Basic Nursing Sciences, Primary Health Care Approach and Foundations and Legislations of Nursing while the OU qualification consists of two compulsory modules on introducing health and social care.
  • Upon completion of the SA qualification, qualifying learners are registered as the Auxiliary Nurses with the South African Nursing Council whereas the OU qualification does not lead to professional designation with the Nursing and Midwifery Council.

    Country: Ireland
    Institution: Griffiths College
    Qualification Title: Higher Certificate in Healthcare Support Practice
    Duration: Two Years
    NQF Level: National Framework of Qualifications (NFQ) Level: 6

    Purpose/Rationale:
    This Higher Certificate in Healthcare Support Practice aims to develop compassionate, competent, and confident advanced healthcare assistant practitioners who are qualified to deliver a wide range of clinical and care skills, can work autonomously, and who demonstrate the requisite interpersonal skills.
    Graduates may take up positions as advanced healthcare assistant practitioners in hospitals, residential care centres, low-dependency community living units, home care arrangements and daycare centres.

    The Higher Certificate in Healthcare Support Practice apprenticeship is delivered through a carefully blended mix of classroom and workplace education and training. Apprentices are employed full-time throughout the qualification, so they are earning while they are learning.

    This qualification is a culmination of a two-year development process, during which there was extensive consultation with the healthcare sector. It has been developed specifically for healthcare assistants to provide them with a pathway from Further Education and Training (FET) at Level 5 to this qualification at Higher Education and Training (HET) Level 6.

    The qualification will provide a logical progression for healthcare assistants who have completed the NFQ FET level 5 awards to progress in their careers as advanced healthcare assistant practitioners. The qualification is aligned with recent developments for healthcare assistants internationally, particularly in the UK and Australia.

    Qualification structure:
    This qualification is structured over two calendar years. There are three semesters per year each of 14 weeks' duration. The qualification is delivered using a combination of 30 days a year in the classroom, and on-the-job training supported by a virtual learning environment. The qualification consists of the following compulsory and elective modules.

    Year One:
    Compulsory Modules:
  • Communications and Interpersonal Skills Part I
  • Personal and Professional Development I.
  • Sociology of Healthcare.
  • Clinical Skills I.
  • Understanding the Body I.
  • Health Promotion, Nutrition and Hydration.
  • Older Person Care and Dementia.

    Year Two:
    Compulsory Modules:
  • Introduction to Mental Health.
  • Communications and Interpersonal Skills II
  • Personal and Professional Development II
  • Clinical Skills II.
  • Understanding the Body II.
  • Ethical, Legal and Palliative Care.

    Elective Modules:
  • Supporting Care in the Community.
  • Supporting Operating Theatre Care Practice.
  • Supporting People with Intellectual and Physical Disabilities.
  • Supporting People with Mental Illness.

    QQI (Quality and Qualifications Ireland) The Higher Certificate is generally taking two years to complete. Entry to a Higher Certificate programme is generally for school leavers as well as those with equivalent qualifications. A Higher Certificate holder at this level may continue to a programme on the next level of the framework. Awarded by: Institutes of Technology, QQI and some Universities. National Framework of Qualifications (NFQ) The NFQ is a ten-level system.

    Similarities:
  • The Griffiths College (GC) and the South African (SA) qualifications are assessed using a combination of classroom-based assessments and on-the-job structured continuous assessment evidenced through an electronic portfolio.
  • Both the GC and SA qualifications aim to develop compassionate, competent, and confident advanced healthcare assistant practitioners who are qualified to deliver a wide range of clinical and care skills, can work autonomously, and demonstrate the requisite interpersonal skills.

    Differences:
  • The GC qualification is offered over two years of study whereas the SA qualification takes one-year full time of study to complete.
  • The GC qualification is registered at NFQ Level 6 whereas the SA qualification is registered at NQF Level 5 of the SA ten-level frameworks.
  • The GC qualification consists of both compulsory and elective modules while the SA qualification consists of only compulsory modules and no electives.

    Country: New Zealand
    Institution: Waikato Institute of Technology/ NorthTec
    Qualification Title: Diploma in Enrolled Nursing
    NQF Level: New Zealand Qualification Authority Framework (NZQF) Level 5
    Duration: 18 months
    Entry Requirements:
    Applicants must meet one of the following criteria:
  • National Certificates of Educational Achievement (NCEA) Level 2 with at least 12 credits in Level 1 Mathematics.
    Or
  • Evidence of literacy and numeracy and an ability to study at an appropriate level. Evidence can be through study, work and/or life experience.
  • Applicants may be required to undertake a literacy and numeracy assessment.
  • All applicants must have a level of English sufficient to be able to study at this level. Applicants for whom English is not the first language must have an IELTS Academic score of 6.5 with no band score lower than 6.5 or an accepted international equivalence.

    Purpose/Rationale:
    Graduates will be eligible to apply to the Nursing Council of New Zealand to sit an exam to be registered as an enrolled nurse. Learners will then be able to practice under the direction of a registered nurse. Enrolled Nurses work under the direction and delegation of Registered Nurses or other registered health practitioners in a range of settings including acute care, rehabilitation, and mental health in the community and/or in hospitals.

    The graduates of both the Waikato Institute of Technology (WINTEC) and the South African (SA) qualifications will be able to:
  • Apply nursing knowledge and skills to safely deliver health care.
  • Assess health status and undertake appropriate interventions in a manner that supports the best health outcomes for health consumers.
  • Establish, maintain, and conclude therapeutic interpersonal relationships.
  • Work collaboratively and communicate effectively within the interdisciplinary health care team.
  • Apply professional judgement, accountability, and responsibility in ensuring that nursing practice and conduct meet professional, ethical, and legal requirements and standards.
  • Practice in a manner that is culturally safe and promotes health, autonomy, self-determination, and quality of life for health consumers.
  • Apply the nursing principles to enrolled nursing practice.
  • Identify and advocate for the needs of the health consumer and work in a partnership with the health consumer and/or family/whanau or support person(s).

    Once registered with the Nursing Council of New Zealand (NCNZ) and SANC, graduates may be employed in a wide range of health care, hospital, and community settings. These may include:
  • Acute Care.
  • Primary Care.
  • Medical/Surgical.
  • Mental Health and Addictions.
  • Maori Health.
  • Community Health.
  • Aged Care.

    Qualification structure:
    The qualification consists of the following compulsory modules.

    Compulsory Modules, Level 4, 90 Credits.
  • Nursing as a Profession: Enrolled Nursing, 15 Credits.
  • Applied Social Science for Enrolled Nurses, 15 Credits.
  • Applied Structure and Function of the Human Body, 15 Credits.
  • Clinical skills for Enrolled Nursing, 15 Credits.
  • Foundations for Enrolled Nursing Practice, 30 Credits.

    Compulsory Modules, Level 5, 90 Credits.
  • Enrolled Nursing Practice: Acute Care, 30 Credits.
  • Enrolled Nursing Practice: Mental Health and Addictions, 30 Credits.
  • Enrolled Nursing Practice: Rehabilitation, 30 Credits.
    Total Credits Points: 180.

    Similar modules with the South African qualification are:
  • Nursing as a Profession.
  • Foundations for Nursing Practice.
  • Applied Structure and Function of the Human Body.


    Clinical Experience:
    Learners will be required to attend clinical placements throughout the Diploma in Enrolled Nursing qualification. These placements may occur anywhere in the Northland region.

    Similarities:
  • The Waikato Institute of Technology (WINTEC) qualification requires candidates who have achieved the National Certificates of Educational Achievement (NCEA) Level 2 with at least 12 credits in Level 1 Mathematics and the South African (SA) qualification require the achievement of the secondary school qualification, the National Senior Certificate with Mathematics and Life Sciences.
  • Both the SA qualification and are registered at WINTEC qualification Level 5 and NZQF Level 5.
  • Similar to the SA, the WINTEC qualification meets the Nursing Council of New Zealand requirements for application for registration in the enrolled and auxiliary nurse scope of practice.
  • Both qualifications are intended for learners who want to work in clinical settings as enrolled nurses and valued members of a health team. Learners will develop the knowledge and skills needed to become an enrolled nurse in a variety of healthcare settings.
  • On completion of both the WINTEC and SA qualifications, graduates are eligible to apply to NCNZ for registration as an Enrolled Nurse, and a nurse with SANC.

    Differences:
  • The duration for the WINTEC qualification is 18 months while the SA qualification takes one-year full-time to complete.
  • The WINTEC qualification carries a weight of 180 credits while the SA weights 120 credits.
  • The WINTEC qualification curriculum is comprehensive and focuses on mental health and acute care whereas the SA qualification has limited scope and focuses on the basic nursing sciences and nursing Primary Health Care. 
    		•

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

    Horizontal Articulation:
  • Higher Certificate in Emergency Medical Care, NQF Level 5.

    Vertical Articulation:
  • Diploma in Nursing, NQF Level 6.
  • Diploma in Community Nursing Science, NQF Level 6.
  • 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.