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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Bachelor of Health Sciences 
SAQA QUAL ID QUALIFICATION TITLE
119382  Bachelor of Health Sciences 
ORIGINATOR
University of Witwatersrand 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
-   HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
National First Degree  Field 09 - Health Sciences and Social Services  Curative Health 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  360  Not Applicable  NQF Level 07  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Registered-data under construction  EXCO 0324/24  2024-07-01  2027-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2028-06-30   2033-06-30  

Registered-data under construction

The qualification content is currently being updated for the qualifications with the status “Registered-data under construction” or showing “DETAILS UNDER CONSTRUCTION” to ensure compliance with SAQA’S Policy and Criteria for the registration of qualifications and part-qualifications on the National Qualifications Framework (NQF) (As amended, 2022). These qualifications are re-registered until 30 June 2027 and can legitimately be offered by the institutions to which they are registered.

 

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.  

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:
The purpose of the Bachelor of Health Sciences is to provide a well-rounded, broad education that equips learners with the knowledge base, theory, and methodology of disciplines in the field of Health Sciences. The qualification is specifically developed for current registered professional nurses, who have obtained their professional qualifications but are unable to progress in their careers in nursing due to the academic level of their qualifications and the potential learners who wish to work within the healthcare industry to gain a formal qualification and a better understanding of the systems and processes within healthcare.
industry.

The qualification is designed to stimulate critical thinking where graduates will demonstrate an ability to engage in independent and reflective judgement and will understand the logical connections between ideas, identify, construct, and evaluate arguments and solve problems systematically. Learners will apply knowledge of the theory of physical (biological and natural) sciences, and the humanities (psycho-social care) in the provision of healthcare. Graduates of this qualification will hold values and beliefs consistent with their role as professional persons and leaders in their field which will assist them to act independently in an autonomous and ethically justified manner and take responsibility for their own life-long learning which will guide their establishment of a career pathway for personal and professional growth.

The qualification intends to provide professional nurses access to further postgraduate studies within the various fields of nursing specialisations to meet the healthcare needs of the country and a foundation for interested learners not currently working in the field to obtain a formal qualification and establish a career pathway within the healthcare.

Qualifying learners will be able to demonstrate the following competencies:
  • Recognize and respond to the role that diversity, complexity and multi-dimensionality of the healthcare system have on the delivery of quality patient care.
  • Apply biological and natural sciences, to the care of patients in the healthcare system to promote positive outcomes.
  • Apply physiology and pathophysiology processes to ensure proper care of patients with selected healthcare challenges in the community.
  • Administer and manage medications safely and effectively following strict procedures, principles, and protocols.
  • Describe the interaction between microorganisms and humans and the environment and identify the diseases they cause.
  • Evaluate the essential roles played by all participants, and function within, a multidisciplinary healthcare delivery system.
  • Measure and improve the quality of health care and prevent problems related to the failure of healthcare systems.
  • Apply learning strategies effectively to address own and others' professional and personal ongoing learning needs in a self-critical manner.

    Rationale:
    The Health Sector is rapidly changing and so too are the needs of the sector. These changes have led to a wide skills gap in the South African health sector and the world at large, resulting in a need for skilled practitioners in the fields of Health Sciences, Human Movement Sciences, Physiology, Recreation Sciences and Psychology. The qualification is designed to meet the needs of the sector by offering the appropriate curricula in related fields of the health sciences. There is a strong need to produce health scientists with a broader range of fundamental skills with the option of focusing on one related field. The design of the curricula for this qualification considers the employment possibilities and the labour needs of South Africa.

    The South African government is committed to providing a framework for a structured uniform National Health Care System and to combining the national health plan and human resource development strategy for an effective and efficient healthcare service resulting in socio-economic transformation. The Department of Health is leading the implementation of a multi-professional team-based approach to health care delivery, where each member of the team has a defined role to ensure there is minimum duplication and overlapping of functions. This process will also ensure that no single member of the team dominates but that different members of the team will lead at different times depending on the services to be rendered. The curricula also prepare the learner for Postgraduate study in different specialisations.

    This qualification with a distance delivery mode forms part of the university's initiative to broaden access to learners who would not be able to attend a contact programme to obtain a higher degree. The primary aim is to enable the nurses in the country, the majority of whom, for historical reasons obtained a diploma rather than a degree, to enter higher education and build their careers as nurse specialists and follow research programmes. The qualification will therefore be a gateway to research engagement and intellectual achievement in Africa.

    The qualification provides another opportunity for the institution to use its assets to serve the health community by preparing learners interested in the healthcare industry to engage in intellectual activities to enhance critical thinking and improve the quality of the health-related services while allowing learners the opportunity to academically progress and advance their careers. Upon successful completion of this qualification, the learner will have an NQF level 7 qualification which will enable them to apply for courses at the post-graduate diploma level or an honours degree level. For nurses, this programme would provide access to specialist training which is important as there is a dire shortage of specialist nurses in the country. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    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 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:
  • Senior Certificate, NQF Level 4 with endorsement.
    Or
  • National Senior Certificate, NQF Level 4 granting access to Bachelor's studies.
    Or
  • National Certificate (Vocational) NQF Level 4 granting access to Bachelor's studies.
    Or
  • Higher Certificate in Health Care Services Management, NQF Level 5.
    Or
  • Higher Certificate in Nursing, NQF Level 5. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory modules at National Qualifications Framework Level 5, 6 and 7 totalling 360 Credits.

    Compulsory Modules, Level 5,120 Credits:
  • Human Body: Organisation, 10 Credits.
  • Human Body: Integration and Control Systems, 10 Credits.
  • Human Body: Regulation and Maintenance, 10 Credits.
  • Human Growth, Survival and Development, 10 Credits.
  • Culture and Identity, 10 Credits.
  • Medical Sociology, 10 Credits.
  • Stratification and Differentiation in Healthcare, 10 Credits.
  • Healthcare Communication, 10 Credits.
  • Physical Health, 10 Credits.
  • Emotional Health, 10 Credits.
  • Social Health, 10 Credits.
  • Environmental Health, 10 Credits.

    Compulsory Modules, Level 6,120 Credits:
  • Endocrine System, 10 Credits.
  • Nervous System, 10 Credits.
  • Acid-Base Balance, 10 Credits.
  • Cellular Regulation, 10 Credits.
  • Microscopic Life, 10 Credits.
  • Microbial Diversity and Human Interaction, 10 Credits.
  • Epidemiology of Infection, 10 Credits.
  • Disease Outbreak Management, 10 Credits.
  • Pharmacodynamics, 10 Credits.
  • Medication management, 10 Credits.
  • Medication safety, 10 Credits.
  • Pharmacokinetics, 10 Credits.

    Compulsory Modules, Level 7,120 Credits:
  • Governance in Healthcare, 10 Credits.
  • Healthcare Economics, 10 Credits.
  • Healthcare Law and Policy, 10 Credits.
  • Coordinating Community Care, 10 Credits.
  • Healthcare Systems, 10 Credits.
  • Quality Management in Healthcare, 10 Credits.
  • Customer Care in the Health Services, 10 Credits.
  • Patient Safety, 10 Credits.
  • Clinical Judgement: Capstone, 10 Credits.
  • Evidence-based Practice: Capstone, 20 Credits.
  • Professional Practice and Development: Capstone, 10 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Recognize and respond to the role that diversity, complexity and multi-dimensionality of the health care system have on the delivery of quality patient care.
    2. Apply biological and natural sciences, to the care of patients in the health care system to promote positive outcomes.
    3. Apply physiology and pathophysiology processes to ensure proper care of patients with selected health care challenges in the community.
    4. Administer and manage medications safely and effectively following strict procedures, principles, and protocols.
    5. Examine the interaction between microorganisms and humans and the environment and identify the diseases they cause.
    6. Evaluate the essential roles played by all participants, and function within, a multidisciplinary healthcare delivery system.
    7. Measure and improve the quality of health care and prevent problems related to the failure of health care systems.
    8. Apply learning strategies effectively to address own and others' professional and personal ongoing learning needs in a self-critical manner. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcomes 1:
  • Evaluate and apply individualised plans for health care interventions that reflect a comprehensive and integrated assessment of persons seeking healthcare.
  • Critically reflect on professional cultural competency to be able to contribute to the health and wellbeing of all cultural groups, inclusive of physical, social, emotional, and spiritual wellness.
  • Address and adapt to the continuous changes in the social, political, and technological environment by applying creative- and adaptive thinking.

    Associated Assessment Criteria for Exit Level Outcomes 2:
  • Provide and promote effective health care using bio-natural sciences appropriate to professional healthcare requirements.
  • Render appropriate health care relevant to individual patient needs by referring to/applying (knowledge of) biological sciences.

    Associated Assessment Criteria for Exit Level Outcomes 3:
  • Apply physiology and pathophysiology processes to positively impact during interventions that will contribute to the identification and management of conditions, maintenance of homeostasis, the comfort of the patient and significant others, and the prevention and/or management of complications.

    Associated Assessment Criteria for Exit Level Outcomes 4:
  • Apply pharmacological principles to ensure care and strict control of drugs.
  • Apply pharmacokinetics and pharmacodynamics, in corporation with standard treatment protocols/guidelines during medicine administrations.
  • Make recommendations for the correct pharmacological preparation and storage of treatments to ensure the correct storage of drugs and the correct preparation and administration of pharmacological treatment.

    Associated Assessment Criteria for Exit Level Outcomes 5:
  • Identify normal and common pathogenic organisms associated with human infectious diseases to make appropriate and effective on-the-job professional decisions.
  • Apply creative thinking skills, within a healthcare team, to come up with ideas/solutions to avoid the spread of infectious microorganisms in the hospital environment.
  • Briefly explain how to perform various roles within a clinical practice that relates to the prevention and management of a disease.

    Associated Assessment Criteria for Exit Level Outcomes 6:
  • Justify the importance of integrating accurate implementation of health care according to plans.
  • Establish making sound assessments and decisions when planning and provisions are made in health care.
  • Provide clear guidelines to implement/ follow when making decisions in an ethical, justifiable, and responsible manner within a supported health care environment.
  • Validate and manage various sources of information applicable to the health environment.
  • Apply innovative problem-solving skills to the unfamiliar and variable context within the health care environment.

    Associated Assessment Criteria for Exit Level Outcomes 7:
  • Organise, present, and communicate accurate professional information with professional expectations in a consistent manner.
  • Identify areas for improvement by frequently monitoring and gathering information regarding standards set for healthcare.
  • Apply scientific, systematic, and appropriate problem-solving strategies to address identified problems.
  • Recommend a system that promotes cost-effective and efficient service delivery within a health care unit
  • Implement and monitor Quality management systems accurately.

    Associated Assessment Criteria for Exit Level Outcomes 8:
  • Explain the importance of professional development and management within the health care environment.
  • Explain how to promote effective and professional service delivery of self and the health care unit.
  • Summarise the importance of engagement in professional development activities and how it contributes to the professional growth of nurses in the sphere of influence and the standing of the nursing profession.
  • Analyse and apply relevant teaching strategies that would direct learning activities towards positive health outcomes in an innovative way.
  • Articulate logical and reasonable arguments after considering the ideas and perspectives of others and synthesising multiple perspectives in a succinct manner.
  • Apply learning strategies effectively to address own and others' professional and personal ongoing learning needs in a self-critical manner.
  • Identify various evolving issues within learners' professions and careers as professional practitioners and provide positive steps to address these issues.

    Integrated Assessment:
    Integrated Assessment at the level of 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 assessment of online modules/programmes will be equivalent to those used for contact qualifications with parity of standards is being paramount. The assessments will be authentic and will ensure that the academic outcome of the qualification is met. Security issues regarding the authenticity of an individual learner's work are built into the qualification. The assessment of online modules and qualifications will adhere to the institution's policies on assessment pragmatically applied to the online mode of delivery of each module/qualification.
    Integrated assessment in this qualification allows the learners to demonstrate applied competence and uses a range of formative and summative assessment methods.

    Formative assessment:
    Formative assessments are applied to all modules in the form of continuous assessments used throughout the first 6 weeks of the modules. Learners are given opportunities to showcase their understanding of and transfer concepts to real-world applications throughout the modules. To ensure an inclusive approach a variety of formative assessment types are employed in the assessment design of the modules. Each assignment is assessed using appropriate but differing assessment techniques depending on the nature of the subject matter and counts a specific percentage out of 60%.

    The assessments in each of the modules comprise assignments, discussion forums, group assignments and journal entries. The assessments take the form of continuous assessments with formative assessments spread throughout the first six weeks and a final assessment in the last week. Each type of assessment counts a specific percentage out of 60% and the final assessment due in week seven counts 40% of the final mark. The format of the assessment will vary based on the topic and might include any of the following assessment methods:
  • Case studies.
  • Peer/self-assessment.
  • On-line games and quizzes.
  • Written assignments including papers, reports, and essays.
  • Reflective diaries; Participation in chat rooms.
  • Concept maps; Portfolios; Audio- and video recordings.
  • Creation of a digital or online task.
  • Quizzes.
  • Multiple Choice Questions Problem-solving exercises.
  • Online quizzes include but are not limited to only Multiple-Choice Questions, True and False, matching, and short response questions. The online quizzes are pre-screened by a panel of lecturers and the responses are randomised by the system to reduce the opportunity for peer cheating.

    Summative assessment:
    Summative assessments will be conducted in week seven of each module and count 40% of the final mark and will be an integrative assignment/assessment. The format of the integrative assessment can be either written, essay-type assessment, collaborative activity such as a case discussion or problem-solving activity. The summative assessment will be password protected so learners are only able to access the assessment during test time which will have a set time limit.

    Learners would require an average of 50% (considered a pass mark for an assessment) for each module to gain entrance into the three Capstone modules. Learners may retake the module assessments as often as they choose, and the highest mark obtained will be carried forward for determination of entrance to the Capstone modules.
    The pass mark for the Capstone modules is an average of 50% for the three assignments. 
    		•

    INTERNATIONAL COMPARABILITY 
    Bachelor's degrees specifically related to Health Sciences are offered in most countries in the world. The names of the degrees vary between Bachelor of Health Sciences; Bachelor of Science Healthcare and Health Science; Bachelor of Science in Health Science, however, all have the same purpose which is to prepare learners to pursue a variety of career opportunities in healthcare and health science-related industries. Additionally, it provides for a solid undergraduate foundation to pursue further graduate study and/or professional degrees.

    In the United Kingdom learners have access to 514 Bachelor of Health Science (BHSc.) degrees of which 50 are presented as distance or online qualifications. In the United States of America, 1375 BHSc degrees are accredited of which 83 are online. Canada offers 135 BHSc with 12 online qualifications and Australia houses 223 BHSc degrees with 64 online. South African and African universities have 52 BHSc degrees and none of them is offered online.

    The South African qualification is comparable to similar international qualifications in entry requirements, duration, credits, rationale, purpose, outcomes, the level of depth and complexity of the qualification structure, and assessment methods. This qualification has been compared with the following international qualifications:

    Country: United Kingdom
    Institution: The Open University
    Qualification Title: Bachelor of Science (Honours) Healthcare and Health Science
    Credits: 360
    Duration: Full time - three years and Part-time - six years
    Entry Requirements:
    There are no formal entry requirements for this qualification. The Open University believes education should be open to all, so we provide high-quality university education to anyone who wishes to realise their ambitions and fulfil their potential.

    Educational aims:
    This is a combined qualification in healthcare and health science which aims to equip learners with:
  • An understanding of health, including the ethical, social, economic, political, and scientific issues that influence healthcare.
  • Ability to contribute constructively to debates about healthcare and health policy.
  • The skills required to become a reflective learner and practitioner in a range of health-related settings.
  • The ability to engage with an evidence-based, scientific approach to health sciences and to develop an appreciation of the limits of scientific knowledge.
  • An opportunity to develop a range of scientific skills.
  • An opportunity to develop skills in interpreting, generating, and presenting information and data using a variety of text-based, graphical, numerical, audio-visual, and online sources.

    Learning outcomes
    Similar to the South African qualification, the Open University qualification provides opportunities for learners to develop and demonstrate knowledge and understanding, practical and professional skills in the following area.

    Knowledge and understanding
    On completion of this qualification, learners will have knowledge and understanding of:
  • The development of healthcare and the contemporary context in which care takes place and the contribution of health science to this development.
  • The different lines of evidence and an appreciation of the uncertainty, ambiguity, and limits of current knowledge in defined topics within health science and the delivery of healthcare.
  • Health science and the social legal and ethical aspects of competing models of health, ill health, and disability.
  • Research methods in healthcare and health science and an appreciation of the challenges and practicalities of applying them to practice.
  • The diversity of values and perspectives in the context of healthcare and health science including the experience of care from a service user's perspective.
  • The processes associated with the physiology of the human body in the context of the promotion of health and wellbeing.

    Cognitive skills
    On completion of this degree, learners will be able to:
  • Analyse evidence and situations from a range of perspectives and evaluate the appropriateness of different interventions or approaches.
  • Apply concepts and theories to inform and critique both theoretical perspectives and practice situations.
  • Critically evaluate evidence from research and its application to practice.
  • Make use of a range of sources of evidence and information and use them to sustain an argument or develop new insights into healthcare practice.

    Practical and/or professional skills:
    On completion of this degree, learners will be able to:
  • Observe, describe, and record accurately, assess evidence and make informed decisions.
  • Demonstrate a critical understanding of the ethical, cultural, political, social, and scientific dilemmas of health science and healthcare practice and the contexts within which care takes place.
  • Assimilate theoretical concepts to be able to critically evaluate approaches to service provision and use strategies for improving practice, contributing to the development of quality services and care.
  • Practice critical self-reflection and examine and reflect on effective practice, both direct and indirect, with a range of service users experiencing different forms of healthcare and in a variety of settings.
  • Analyse the factors and processes that facilitate effective interdisciplinary, inter-professional and interagency collaboration and partnership.
  • Demonstrate sensitivity to the diversity of values and interests of others.

    Key skills:
    Upon completion of this degree, Learners will be able to demonstrate the following skills:
  • Communicate effectively for the intended audience and purpose in an appropriate style and level using different media.
  • Use numbers within a health and social care context and interpret statistical data.
  • Read, select, and manipulate information from a range of resources including electronic sources.
  • Manage own learning through the identification of learning needs, objective setting, monitoring progress by critical reflection, identifying strengths and weaknesses and areas to improve and responding to feedback.
  • Contribute to debates about the provision of healthcare and work within teams to implement policy.

    Teaching, learning and assessment methods
    The qualification includes a personal tutor to guide and comment on learners' work; top quality course texts; eLearning resources like podcasts, interactive media, and online materials; tutorial groups and community forums.

    Qualification Structure:
    The qualification has three stages, each comprising 120 credits.

    Stage One with a broad introduction to health and social care and health science. In Stage 2 learners build on the knowledge and skills acquired at Stage One and study modules covering key concepts in health and wellbeing, human biology, and the science of the mind. Finally, in Stage 3, learners will study modules covering infectious disease and public health and conclude learners' degree with a project-based module.

    Stage One:
    Compulsory Modules, 120 Credits:
  • Introducing health and social care, 60 Credits.
  • Science and health: an evidence-based approach, 60 Credits.

    Stage Two:
    Compulsory Modules, 120 Credits:
  • Brain, mind, and mental health, 30 Credits.
  • Critical issues in health and wellbeing, 60 Credits.
  • Human biology, 30 Credits.

    Stage Three:
    Compulsory Modules, 60 Credits.
  • Infectious disease and public health, 30 Credits.
  • Science project module: health science, 30 Credits.

    Elective Modules, 60 Credits (Choose one module from the following):
  • Approaches to mental health, 60 Credits.
  • Investigating health and social care, 60 Credits.
  • Leading, managing, caring, 60 Credits.
  • Public health: health promotion and health security, 60 Credits.

    Teaching and Assessment:
    Similar to the SA qualification, the Open University qualification 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 scientific expressions, notations, and associated techniques.
  • Working in a group with other learners.
  • Using and producing diagrams and screenshots.
  • Finding external/third party material online.
  • Online tutorials.
  • Undertaking practical work.
  • Using technology for research purposes involving access to catalogues and databases online.
  • Continuous and end-of-module assessment in the form of essays, short answer questions, quizzes, 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 learners' performance.

    Similarities:
    The Open University qualification is comparable to the South African (SA) qualification in the following ways.

    Credits:
    Both qualifications have the same duration of three years full-time and 360 credits.

    Purpose/Rationale:
    The purpose of both qualifications is to develop the knowledge of the relationship between scientific and social concepts of health, and of the range of debates about healthcare provision. Both the Open University and SA qualifications will equip learners with some of the essential skills required for working in health and health science settings, providing learners with the ability to apply evidence-based scientific methodology to health-related issues. The combination of healthcare and health science topics will equip learners with a broad understanding of the range of debates about the provision of healthcare, as well as enabling them to evaluate the relationship between scientific and social understandings about the promotion of health.

    The key features of both qualifications are to:
  • Develop skills in interpreting, generating, and presenting information using a variety of sources.
  • Explore the ethical, social, scientific, economic, and political issues that influence health and healthcare.
  • Engage with an evidence-based, scientific approach to health sciences and gain an appreciation of the limits of scientific knowledge.
  • Critically evaluate approaches to service provision and develop strategies for improving practice.

    Qualification Structure:
    Similar to the SA qualification, the Open University qualification consists of both compulsory modules and elective modules.

    Teaching and Assessment:
    Both qualifications use a similar mode of delivery (face-to-face and distance learning which increases access to the qualifications, The assessment methods used for both qualifications include formative and summative assessments.

    Differences:
    Although the SA qualification is favourably comparable to the Open University qualification, there are slight differences in the following aspects.

    Entry requirements:
    The Open University qualification is open to all learners and whereas the South African qualification requires learners to have the National Senior Certificate to access the qualification.

    Qualification Structure:
    The modules for the Open University qualification carry a weight of between 30 -60 credits while the South African qualification modules range between 10 -15 credits. As a result, the SA qualification covers a wide scope of the content.

    Country: United States of America
    Institution: University of the People (UoPeople)
    Qualification Title: Bachelor of Science in Health Science
    Duration: Four years full time
    Credits: 122

    Similarities:
    The South African (SA) qualification compares favourably with the University of the People (UoPeople) in the following ways.

    Entry Requirements:
    Both the UoPeople and SA qualifications accept learners who have graduated high school, have access to study at the University.

    Purpose:
    Both the UoPeople and SA qualifications are designed to help qualified high school graduates overcome financial, geographic, political, and personal constraints keeping them from collegiate studies. Learners are provided with the opportunity to acquire relevant skills and knowledge. Both qualifications have three overarching goals.

    1. Provides an understanding of the social and biological causes of health and illness.
  • Explain human anatomy and physiology.
  • Categorize the most commons forms of morbidity (i.e., illness or other health disability), their prevalence, causes and treatments.
  • Read, analyze, and interpret health data.
  • Characterize the social and behavioural determinants of physical health.
  • Describe the microbiological and molecular bases of human disease and its transmission.
  • Place human development in context.
  • Gain a holistic view of the determinants of mental health and psychopathology.

    2. Covers the knowledge and skills needed to perform effectively within the context of disease prevention and the promotion of health.
  • Understand the principles of goal setting and monitoring, mentoring and motivating patients and communities, in general.
  • Identify and analyze health problems and challenges and opportunities in their communities and formulate recommendations for courses of action.
  • Utilize team-building skills to lead and/or co-lead collaborative projects to accomplish group goals.
  • Apply the basic principles of organizational theory to the relationship between health care and health.

    3. Develop an understanding of the role of policy, ethics, and resources in the management of prevention programming and health service delivery.
  • Demonstrate how health policies can leave a lasting effect on society and how some portions of society may be differentially affected.
  • Design ways to overcome stigma related to health conditions Analyze ethical issues encountered in fostering disease prevention and the promotion of health as they can affect individuals as well as communities.
  • Formulate responses to ethical and legal concerns relating to health service provision as well as health and medical research.

    Rationale:
    The field of Health Sciences is one of the fastest-growing fields of study. Drawing on information from multiple disciplines such as medicine, social sciences, epidemiology, law, economics, and public policy, a bachelor's degree in Health Sciences will prepare learners for an exciting and meaningful career in several fields.
    The Bachelor's Degree in Health Sciences is focused on public and community health, environmental protection, preventative community health initiatives, and emergency response. The degree prepares learners to work in advocacy, education, and organization. The course of study also includes several general education courses included to lay an intellectual foundation for learners, exposing them to arts and humanities, building critical thinking skills, and developing the scientific and analytical literacy necessary for the UoPeople and SA qualifications.

    Both qualifications take an interdisciplinary approach, drawing knowledge from many areas of study including public health, healthcare, bioethics, and mental health. Learners will learn about disease prevention, community health, nutrition, and how different healthcare systems operate.

    The Bachelor of Science in Health Science emphasizes the knowledge, skills and attitudes needed to function in today's complex and evolving health care environment. Through a balance of theory and practice, the Bachelor of Science in Health Science introduces learners to the interdisciplinary expertise needed to support individual well-being and contribute to the prevention of disease and the improvement of societal health. The qualifications provide an understanding of community and public health theories and models and their application to real-world situations.

    Graduates of Health Sciences may go on to pursue careers in hospital administration, public health research, public policy, and environmental advocacy. Graduates can also find work in the private sector offering their expertise as health and environmental consultants for businesses. They may also continue to further their studies in the public health fields. Both qualifications are intended for learners who are seeking exciting careers doing meaningful, community-oriented work in the field of health and policy. These qualifications are some of the most attractive and in demand in the global job market. The Bachelor of Science in Health Science is an accredited online degree, trains learners for exciting careers in healthcare, community organizing, and education.

    Differences:
    Although the SA qualification is favourably comparable to the UoPeople qualification, there are slight differences in the following aspects.

    Duration:
    The duration for the UoPeople qualification is four years fulltime whereas the South African qualification takes three years full time to complete.

    Qualification Structure:
    The UoPeople qualification requirements are structured to ensure that learner study encompasses a broad range of topics and approaches, with an appropriate balance maintained among the three curricular components that comprise a liberal arts education. The Bachelor of Science requires the completion of at least 122-semester credits, including general education courses and all courses listed as prerequisites, and course requirements in the major whereas the South African qualification consists of 360 credits.

    University of the People has five terms in its academic year, each ten weeks in length. Learners must complete all requirements for the Bachelor's Degree in no more than 50 terms of active enrolment. Learners pursuing a Bachelor of Science degree must complete the following 11 compulsory and elective modules to fulfil the General Education. requirements.

    Major Courses Required
  • College Algebra (proctored course), 3 Credits.
  • Introduction to Statistics (proctored course), 3 Credits.
  • English Composition 2 (proctored course), 3 Credits.
  • Biology 1 for Health Studies Majors, 4 Credits.
  • ntroduction to Human Psychology, 3 Credits.
  • Introduction to Sociology, 3 Credits.
  • Biology 2 for Health Studies Majors, 4 Credits.
  • Human Anatomy & Physiology (proctored course), 3 Credits.
  • Infectious Diseases, 3 Credits.
  • Nutrition, 3 Credits.
  • Community and Public Health 1 (proctored course), 3 Credits.
  • Community and Public Health 2, 3 Credits.
  • Epidemiology (proctored course), 3 Credits.
  • Human Development in a Global Perspective (proctored course), 3 Credits.
  • I nternship, 6 Credits.
    By permission only for HS majors with over 100 credits, 6 Credits.
  • Genetics (proctored course), 3 Credits.
  • Psychopathology and Mental Health (proctored course), 3 Credits.
  • Biostatistics (proctored course), 3 Credits.
  • Health Policy and Management (proctored course) 3 Credits.

    General Education Requirements:
  • Humanities, 6 Credits.
  • Civilization Studies, Culture and Belief, 3 Credits.
  • Values and Ethical Reasoning, 3 Credits.

    Different Disciplinary Elective, 3 Credits.
    Electives, 42 Credits.

    Electives:
    Learners pursuing a Bachelor of Science degree may choose additional elective courses beyond those specified in the General Education requirements, and/or select introductory courses in other majors and/or take additional courses in a learner's major that may not be required for the degree.

    Country: United States of America
    Institution: Purdue University Global (PUG)
    Qualification Title: Bachelor of Science in Health Science
    Credits: 180 Credits
    Duration: Four Years Full time

    Similarities:
    The Purdue University Global (PUG) qualification is comparable to the South African qualification in the following ways.

    Entry Requirements:
    For the general admissions requirements for both PUG and SA qualifications, learners must meet one of the following criteria:
  • Be a high school graduate with a bachelor's degree endorsement.
  • Possess a General Education Development (GED) certificate or state-specific equivalency diploma test.

    Purpose:
    Both the PUG and SA qualifications focus on building content knowledge and skills in the broad areas of health science and health care. Coursework highlights foundational knowledge and skills as well as overall concepts, values, research methods, and applications that could prepare learners to pursue a career in health care or health science. The qualifications teach learners to apply principles of healthy living to the education of individuals and communities and focus on foundational knowledge and skills upon which to build additional competencies. The qualifications also encourage the development of administrative, ethical, and professional skills that are relevant to leadership positions in the increasingly diverse health care field.

    On completion of both PUG and SA qualifications, learners will be able to:
  • Develop administrative, ethical, and professional skills to prepare learners for leadership positions throughout the health care field.
  • Gain an understanding of demography, epidemiology, biostatistics, and other tools used to assess community health.
  • Understand and apply the concepts of health, healing, and wellness from a broad historical and multicultural perspective.

    Both the PUG and SA qualifications are designed to prepare learners to pursue a variety of career opportunities in health care and health science-related industries. Additionally, it provides learners with a solid undergraduate foundation to pursue further graduate study and/or professional degrees. Both qualifications are designed for those who not only want to improve patients' health but also enhance their quality of life. This bachelor's program culminates in the successful completion of an original capstone project that allows learners to apply what they have learned to a challenging, real-world problem or issue under the mentorship of a faculty advisor.

    Rationale:
    The world of health care is changing like never before; discover how a health science degree can prepare learners for a future in this dynamic and rewarding industry. Both the PUG and SA qualifications will develop the following exit level outcomes.

    Discipline-Specific Outcomes
  • Knowledge Base: Demonstrate sound foundational knowledge and an understanding of the principles of biology, chemistry, human anatomy, physiology, and disease processes as they relate to health outcomes.
  • Research Methods and Critical Thinking Skills: Demonstrate competency in medical research and inquiry using scientific methods and laboratory skills for critical thinking and problem solving in health care settings.
  • I nterdisciplinary Integration: Apply principles of healthy living at the individual and community level to protect and promote optimal physical and mental health.
  • Public Health and Education: Integrate basic knowledge of the core disciplines within public health and deliver educational programs that promote public health.
  • Health Care Administration: Demonstrate an understanding of the forces impacting health delivery systems and the effective management of health care administration.
  • Ethics and Professionalism: Employ the professional, ethical, and legal standards of health care practice and interdisciplinary collaboration through leadership and community stewardship.
  • General Education Literacies and Professional Competencies:
    In addition to the discipline-specific outcomes, general education literacies and professional competencies are integrated throughout the academic year.

    Qualification Structure:
    Both the Purdue University Global (PUG) and the South African (SA) qualifications focus on building content knowledge and skills in the broad areas of health science and health care. Both qualifications highlight foundational knowledge and skills as well as overall concepts, values, research methods, and applications that could prepare learners to pursue a career in health care or health science. Modules for both qualifications teach learners to apply principles of healthy living to the education of individuals and communities and focus on foundational knowledge and skills upon which to build additional competencies. The qualifications encourage the development of administrative, ethical, and professional skills that are relevant to leadership positions in the increasingly diverse health care field. Both the PUG and SA qualifications consist of the following compulsory and elective modules.

    Compulsory Modules:
  • College Composition, I5 Credits.
  • College Composition II, 5 Credits.
  • Communicating Professionalism, 5 Credits.
  • Mathematics Requirement 1, 5 Credits.
  • Arts and Humanities Requirement 1, 5 Credits.
  • Science Requirement 1, 5 Credits.
  • Social Science Requirement 1, 5 Credits.
  • General Education Electives, 10 Credits.
    Total Core Requirements, 45 Credits.

    Major Requirements
  • Research Methods for Health Sciences, 6 Credits.
  • Epidemiology and Biostatistics I, 6 Credits.
  • Epidemiology and Biostatistics II, 6 Credits.
  • Practices in Public Health, 6 Credits.
  • Microbiology, 6 Credits.
  • Environmental Health, 6 Credits.
  • Advanced Health Informatics, 6 Credits.

    Major Electives, 12 Credits.
  • Bachelor's Capstone in Health Science, 6 Credits.
    Total Major Requirements: 60 Credits.

    Open Elective Requirements
    Open Electives 2: 75 Credits.
    Total Open Elective Requirements: 75 Credits.
    Total Credits: 180

    Assessment:
    Throughout each course, the faculty assess not only learners' performance on graded items according to scoring rubrics but also the mastery of the learning outcomes embedded in both qualifications. Both qualifications use the formative and summative assessment methods to measure the extent to which the exit level outcomes have been achieved.

    Differences:
    Although the Purdue University Global qualification is comparable with the South African qualification, there are slight differences in the following aspects.

    Duration:
    The Purdue University Global qualification takes a minimum of four years full-time study whereas the SA qualification takes three years of full-time study to complete.

    Qualification Structure:
    The Purdue University Global qualification consists of a minimum of 180 quarter credit hours whereas the SA qualification consists of a minimum of 360 credits.

    Country: Canada
    Institution: Thompson Rivers University (TRU)
    Qualification Title: Bachelor of Health Sciences
    Credits: 120

    Similarities:
    The Thompson Rivers University (TRU) qualification compares favourably with the South African qualification in the following ways.

    Entry requirements:
    Completion of, or proof of enrolment in, a minimum two-year diploma in health care or related area from a recognized qualification and institution.

    Purpose:
    Both the TRU qualification and the SA qualification provide the opportunity for a health care diploma learner or graduate from a recognized qualification, to obtain a bachelor's degree. Graduates from a three-year diploma program may be granted up to a maximum of 90 transfer credits; graduates from a two-year diploma program may be granted up to a maximum of 60 transfer credits.

    Through part-time and online studies, learners can turn their diploma into a degree and expand their career options without putting learners current jobs on hold. Complete the Bachelor of Health.
    As a graduate of the Bachelor of Health Science learners has a wide array of careers to choose from within hospitals, private-sector pharmaceuticals, clinics, and other areas. Some of our graduates have moved into positions such as:
  • Geriatric fitness specialist.
  • Gymnastics coach.
  • Health care facility researcher.
  • Health information manager.
  • Health services administrator.
  • Health-related entrepreneur.
  • Public health specialist.
  • Pharmaceutical sales representative.

    Qualification Structure:
  • Anatomy and Physiology I.
  • Anatomy and Physiology II.
  • Medical Terminology.
  • Pathophysiology.
  • Introduction to Pharmacology.
  • Arterial Blood Gases.
  • Client-Directed Care Management.
  • Issues in Health Care.
  • Health Policy.
  • Occupational Health and Safety Legislation and Standards.
  • Introduction to Research Methods.

    The track Nursing Systems Science aims to prepare professional nurses currently registered with the SANC as an opportunity to convert their current qualification (either a diploma in nursing or an associate degree) academically to enable them to enter specialised studies. Modules that form part of the online programmes focus on increasing the knowledge base of the candidates on leadership, management, research aspects (evidence-based practice) and sciences, pathophysiology, and pharmacology. The objectives and courses offered as part of the SA qualification align with international Bachelor of Health Sciences degrees, however, the target audience is specifically professional nurses, but does not exclude any other potential candidate who meets the entry requirements.

    Differences:
    The mode of delivery of TUR qualification is completely online and distance only while the South African qualification uses blended teaching, both contact and distance learning.

    Conclusion:
    The comparison analysis indicates that the South African qualification compares favourably with the similar qualifications offered by the above international countries. The quality and scope of South African qualifications are endorsed by the fact that most first world countries readily accept South African health professionals' qualifications, and the UK, USA, New Zealand, Australia, Canada, Holland, and the UAE are keen to employ South African nurses. South African healthcare education standards exceed those in comparable economies such as Brazil, Indonesia, and India. In Africa, South Africa accepts nursing qualifications from Botswana, Swaziland, Tanzania, Zimbabwe, Zambia, and Namibia which have only a diploma at present, although they are moving towards a degree in nursing. 
    		•

    ARTICULATION OPTIONS 
    This qualification offers both possibilities of horizontal and vertical articulation.

    Horizontal Articulation:
  • Bachelor of Health Sciences in Bio-kinetics, Level 7.
  • Bachelor of Health Sciences in Human Movement Science, NQF Level 7.
  • Bachelor of Public Health, NQF Level 7.
  • Bachelor of Nursing Science, NQF Level 7.
  • Advanced Diploma in Health Management, NQF level 7.
  • Advanced Diploma in Health Services Management and Leadership, NQF level 7.
  • Advanced Diploma in Public Health, NQF level 7.

    Vertical articulation:
  • Bachelor of Health Sciences Honours, NQF Level 8.
  • Bachelor of Health Sciences Honours in Physiology, NQF Level 8.
  • Bachelor of Health Sciences Honours in Biokinetics, NQF Level 8.
  • Bachelor of Health Sciences Honours in Physiology, NQF Level 8.
  • Bachelor of Environmental Health, NQF Level 8.
  • Bachelor of Health Science in Clinical Technology, NQF Level 8.
  • Bachelor of Health Sciences in Environmental Health, NQF Level 8.
  • Bachelor of Health Sciences in Nursing, NQF Level 8.
  • Postgraduate Diploma in Health Management, NQF level 8.
  • Postgraduate Diploma: Health Services, NQF Level 8.
  • Postgraduate Diploma in Public Health, NQF Level 8.
  • Postgraduate Diploma in Primary Health Care, NQF Level 8.
  • Postgraduate Diploma in Health Services Management, NQF Level 8. 
    		•

    MODERATION OPTIONS 
    N/A 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A 

    NOTES 
    N/A 

    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
    When qualifications are replaced, some (but not all) of their learning programmes are moved to the replacement qualifications. If a learning programme appears to be missing from here, please check the replaced 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 


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