SAQA 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.
SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION THAT HAS PASSED THE END DATE: 

Advanced Diploma in Midwifery 
SAQA QUAL ID QUALIFICATION TITLE
120403  Advanced Diploma in Midwifery 
ORIGINATOR
Western Cape College of Nursing 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Advanced Diploma  Field 09 - Health Sciences and Social Services  Curative Health 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  120  Not Applicable  NQF Level 07  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Passed the End Date -
Status was "Registered" 		 EXCO 01213/23  2023-02-02  2026-02-02 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2027-02-02   2030-02-02  

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 aim of the Advanced Diploma in Midwifery is to promote the quality of midwifery services, address the skills shortage in nursing and midwifery and reduce maternal and infant mortality in South Africa. This qualification strives to produce competent, service-driven midwives/accoucheurs, who understand and value the practice of culturally competent care and can effect positive changes in healthcare practices for clients.

Upon completion of this qualification, the qualifying learner will practice as a competent, independent, critical thinker to provide scientific, safe, comprehensive, and quality nursing care.

On completion of the qualification, the qualifying learner will be able to progress in the clinical field with the necessary knowledge, skills, and specific competencies to advance to further study in midwifery. Learners will be equipped with a developed sense of equity, justice and service ethics that will ensure that they work in a responsible and accountable manner irrespective of their chosen workplace. In addition, learners will offer a wide range of transferable skills for application in other professions, disciplines, and general life.

The qualified learner of this qualification will be able to:
  • Apply knowledge of theory, bio-natural sciences, bio-medical, bio-technological, and psychosocial sciences to the practice of midwifery.
  • Assess, identify, and manage complications associated with pregnancy and birth and manage them appropriately to reduce maternal and infant morbidity and mortality.
  • Establish a research culture that will lead to evidence-based and reflective practice as well as lead and manage self and others within the multi-disciplinary team.
  • Uphold the image of nursing through the application of an ethical, legal, and professional framework.
  • Develop, implement, and evaluate community-based midwifery services.
  • Assess, plan, implement and evaluate midwifery care for individuals and groups throughout the life cycle perspective of reproductive health.
  • Promote health, prevent illness, provide midwifery care, and rehabilitate individuals, families, and groups.
  • Deliver safe midwifery care.
  • Utilise research in investigating midwifery problems.
  • Manage a midwifery unit and facility.
  • Maintain professionalism in midwifery practice.
  • Register with the South African Nursing Council (SANC) for the duration of learning.

    Rationale:
    The rationale behind the qualification is to develop a midwife/accoucheur with in-depth knowledge and expert clinical skills in line with the National and Provincial Healthcare Plans and Sustainable Development Goals as guided by the WHO. This will promote the health status of the South African population; alleviate the lack of skills and equip practitioners with the necessary skills to address the challenge of reducing maternal and infant mortality in the health care system.

    There is a need to improve South Africa's healthcare system's capacity to provide quality maternal and reproductive health care to women, their families, and their communities. The qualification will address the population's healthcare needs within the parameters of Health Care Plan 2030 and the Sustainable Development Goals. The qualification was approved by the South African Nursing Council (SANC). Learners are required to register with the SANC as learners for the duration of the study period. On successful completion of this qualification, the learner is eligible for registration with the SANC as a midwife/accoucheur.

    The World Health Organisation (WHO) estimates that approximately 300 000 women worldwide die due to pregnancy-related conditions each year. Ninety-nine percent (99%) of these deaths occur in developing countries, such as South Africa. It is also estimated that approximately three-quarters of these deaths are preventable (World Health Organisation, n.d). The Maternal Mortality Ratio (MMR) in South Africa is high compared to the average global MMR of 216 maternal deaths/100 000 live births in 2015 (World Health Organisation, n.d.).

    The SADHS Report (South Africa: Department of Health, 2016:8) stated that the MMR was 536 maternal deaths/100 000 live births in South Africa in 2016. If 75% of these 536 maternal deaths are considered avoidable, it implies that approximately 402 maternal deaths could have been prevented in South Africa in 2016.

    The SADHS Report (2016) indicates that while many pregnant women had less than the recommended minimum of four antenatal care visits, approximately 6% of pregnant women in South Africa had no access to antenatal care in 2016. A lack of antenatal care leads to a failure to detect pregnancy-related risk factors, which could have serious maternal and infant mortality and morbidity outcomes. Access to maternal health care is one of the main factors to be considered in efforts to reduce the MMR and save maternal and infant lives. Universal access to high-quality reproductive health care during pregnancy and delivery could contribute to the WHO goal of reducing the MMR to below 70 maternal deaths/100 000 live births by 2030 (WHO, n.d.). Amongst the strategies aimed at achieving this goal is the aim to improve access to maternal health care by increasing the number of skilled midwives.

    This qualification will be able to contribute to meeting the health care needs by increasing the number of skilled, well-qualified midwives who can practice within hospitals, clinics, Midwife Obstetric Units (MOU) and communities in both public and private sectors. This qualification will enable the qualified learner to function as a clinically focused, service-orientated, independent midwife, who can render comprehensive midwifery care from the pre-natal stage to the postnatal stage.

    Midwives/ accoucheurs will be equipped to address the population's healthcare needs within the parameters of Health Care Plan 2030 and the sustainable development goals.

    The qualifying learner of this qualification will have access to clinical facilities of health service that are accredited by SANC that has a Memorandum of Understanding in place with the relevant health establishment and HEI, for the practical component.

    A constructivist paradigm was chosen as the most appropriate framework for developing this curriculum. Saying this, while the teaching method (constructivism) will represent the teaching method, the learners' academic performance will represent the response (Regoniel, 2010). Through the above paradigm, a learning environment will be designed with clear learning outcomes. The aim is to present the qualification in a classroom and utilise blended learning. Blended learning is a learner-centred approach to creating a learning experience whereby the learner interacts with other learners, with the instructor, and with content through the thoughtful integration of online and face-to-face environments (Thompson 2016). Although a blended learning environment is costly to set up, any one of the blended learning models can ultimately help personalize education, cut costs and allows learners to be more productive according to Strauss, (2015) as long it is based on the principles of deliberate practice for the acquisition of the required knowledge and skills (Motta, 2016). Through blended learning, active involvement in the classroom will be ensured. Learners will be allowed to use and explore online resources to search for applicable research articles to add to classroom teaching. Discussions based on these current findings will add to teaching and learning. Comparison of findings and facts from various resources will enhance reflection on the topic at hand. This will allow group participation and not a teacher-to-learner-only approach. 
    		•

    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 with 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:
  • Diploma in Nursing, NQF Level 6.
    Or
  • Diploma: General Nursing, NQF level 6.
    AND
  • Registered Professional Nurse with SANC. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory modules at National Qualifications Framework Level 7 totalling 120 Credits.

    Compulsory Modules, Level 7, 120 Credits
  • Midwifery Nursing Science, 8 Credits.
  • Midwifery Care, 40 credits.
  • Intrapartum Care, 50 Credits.
  • Postpartum Care, 22 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Provide safe and quality midwifery and neonatal care in a scientific, integrated and evidence-based approach in all care settings.
    2. Apply specific knowledge of Bio Natural, and Social Sciences including Pharmacology in Midwifery using an integrated approach.
    3. Improve the quality of midwifery and neonatal care through an analytical, reflective, and problem-solving approach.
    4. Effectively manage a midwifery unit through clinical governance strategy.
    5. Practice independently and professionally within an appropriate ethical-legal framework. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Explain midwifery practice and care, including maternal and new-born care in terms of national and international guidelines.
  • Report the health care structures and the routes of referral in midwifery care in South Africa.
  • Distinguish between various infection control measures used in various midwifery-related healthcare facilities or scenarios.
  • Manage an individual who intends to conceive.
  • Deliver patient-centred midwifery care to pregnant women to ensure optimal health of both the mother and foetus/baby.
  • Provide postpartum reproductive health care.
  • Deliver comprehensive, safe, evidence-based and person-centred health care to midwifery clients.
  • Compare decision-making and reasoning models that can be used to resolve ethical dilemmas in nursing practice.
  • Apply decision-making and reasoning models to solve ethical dilemmas in case studies.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Debate psychosocial aspects related to Midwifery in South Africa.
  • Evaluate drug usage during pregnancy, labour, and the post-partum period.
  • Discuss the potency of vaccines based upon adherence to cold chain requirements at the manufacturing level, transport, storage, and vaccination activities.
  • Explain the drug usage for neonates (healthy and sick).
  • Deliver comprehensive health education to clients regarding prescribed medication for persons with various health conditions.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Utilise the health information system to gain information regarding maternal and perinatal health.
  • Develop an outline of the activities that occur in each research phase and step and apply it to a midwifery-related problem.
  • Evaluate the management of women with special needs and recommend care during preconception and pregnancy.
  • Appraise comprehensive nursing care provided to an individual with a high-risk condition, based on evidence-based practice.
  • Manage high-risk conditions during the neonatal period.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Formulate appropriate structure, process and outcome standards for nursing care and management.
  • Implement strategies to develop self and peers by promoting self-directedness through a process of perception and mentoring.
  • Manage the processes of staffing, staff development and staff scheduling.
  • Show insight into the control process in healthcare facilities and ensure compliance with effective and relevant measures for quality control and occupational health.
  • Ensure compliance with effective and relevant risk management, including infection and prevention control.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Appraise the important legal and ethical frameworks of midwifery.
  • Manage ethical issues in midwifery with the application of core values, including infertility, surrogacy, adoption, termination of pregnancy and termination of treatment.
  • Apply ethical codes, professional accountability, responsibility, confidentiality, and standards for the practice of Midwifery and Neonatal nursing consistently and correctly.
  • Manage medico-legal hazards in Midwifery.

    INTEGRATED ASSESSMENT
    Assessment consists of a continuous assessment system comprising formative assessment (FA) and summative assessments (SA).
    Clinical and work-based experiences, (Work Integrated Learning) must comply with the regulations of the SANC.
    FA is an assessment task (e.g., a 'quiz', a draft of an essay or report in a writing process, or a 'mock exam') intended as a teaching and learning exercise or as preparation for a continuous summative assessment (e.g., test, assignment, essay, report, assessment). No marks, or a low mark for purposes of encouragement, are allocated to FA exercises.

    Summative assessments consist of assessment tasks such as assignments, case studies, tests (written or oral), objective structured clinical examinations (OSCE), portfolios, and workbooks.
    Learners' progress will be assessed at the end of a section of work rather than exclusively by final assessment at the end of the semester/year.
    Assessments (theory and clinical) will contribute equal weight (percentage) towards the final mark.

    Assessments will be conducted for both theory and clinical learning (WIL). In the module templates the assessments are stipulated for both theory and clinical learning (WIL component) as well as the content that will be assessed. The method of each assessment is clearly stated, for example, written tests, assignments, case studies, and OSCE. The information on assessments is provided in the module guide or the Clinical learning workbook.
    The theory comprises 40% and Work Integrated Learning (WIL) comprises 60%. Learners must pass both the theory and WIL components.

    Under extraordinary circumstances, (if the Primary and/or Deferred/Supplementary assessments were missed and if approved by Senate), a further opportunity may be considered, but if granted will be taken at the next assessment cycle for that module. 
    		•

    INTERNATIONAL COMPARABILITY 
    Country: Australia
    Institution: Western Sydney University (WSU)
    Qualification Title: Graduate Diploma in Midwifery
    Level: It is set at the Australian Qualifications Framework (AQF) level 8 on a 10- level framework.
    Credits: 80 credit points. The credits are not specifically allocated to theory or Workplace Integrated Learning (WIL).
    Duration: 14 months, which includes 12 months of clinical placement for WIL hours, at 32 hours per week.

    Entry requirements:
  • Current Registration as a Nurse with the Australian Health Practitioner Regulation Agency - Nursing and Midwifery.
  • The learner must also hold a 12-month position of employment as a Registered Nurse/midwifery learner in an affiliated New South Wales Health Local Health District hospital or a Maternity Unit in a Private Hospital.
  • The applicant must also disclose any impairment or misconduct that could impact their registration as a midwife. This includes a criminal record and physical and/or psychological impairment. Prospective learners must meet specific English language standards. There were no academic entry requirements indicated in the qualification handbook.

    This qualification is accredited by the Australian Health Practitioners Regulation Agency (AHPRA) on the recommendation of the Australian Nursing and Midwifery Accreditation Council (ANMAC).
    Learners who do not meet these admission requirements may be considered for admission if they meet the conditions of the institution in terms of Recognition of Prior Learning. 3.

    In the Professional Foundations of Midwifery (10 Credit Points), learners will be introduced to the profession of midwifery from a philosophical, historical, global, and Australian perspective. It will highlight the important role that Midwifery plays in the provision of cost-effective, high-quality care to both women and newborns globally. It will focus on policies and practices that promote respectful and collaborative woman-centred care and the value of continuity of midwifery care to achieve these goals. Learners will be required to reflect on beliefs around childbirth including their own beliefs.

    The Foundations of Antenatal and Birth Care (10 Credit Points), provides learners with an understanding of the biological and physiological aspects of human reproduction, pregnancy, labour, and birth. Emphasis will be placed on the normal maternal anatomy and physiology of pregnancy, labour and birth and applications of skills in the Clinical Practice Unit. Learners will apply a primary healthcare approach to working with women and their families during pregnancy and childbirth. Learners will consider psychosocial and cultural aspects of pregnancy, birth and breastfeeding, and the role of the midwife in maintaining a woman and family focus within a continuity-of-care model. Childbirth in a culturally diverse maternity health system will be explored, analysed, and discussed. The experiences of Aboriginal and Torres Strait Islander women across health services will also be examined. Concepts introduced during the intensive week will be covered in greater complexity across the semester.

    The next example of similarity is between the postnatal and newborn care in the Australian qualification and the Postpartum care in the SA qualification. The NURS 7054 Foundations of Postnatal and New-born Care (10 Credit Points) in the Australian qualification is centred on using primary health, with a continuity of care approach to the care of women and their families during the transition to parenthood. Learners will investigate the biological, physiological, and psychosocial aspects of the postnatal period and the midwife's role.at this time. Culturally diverse practices, including those of Aboriginal and Torres Strait Islander peoples and women from other countries and cultures, will be explored. Learners develop midwifery skills working with women in a continuity-of- care model and gain experience in maternity practice areas. The unit commences with a one-week intensive workshop exposing learners to an elementary level of understanding and application of midwifery care in a maternity setting in preparation for employment. Postnatal care concepts introduced during this intensive practice week will be covered in more detail during subsequent weeks.

    In summary, the Western Sydney University, Graduate Diploma in Midwifery includes the following modules in sequence.
  • Professional Foundations of Midwifery (10 credit points).
  • Foundations of Antenatal and Birth Care (10 credit points).
  • Foundations of Postnatal and New-born Care (10 credit points).
  • Aboriginal and Torres Strait Islander Maternal and New-born Health (10 credit points).
  • Complex Midwifery Care (10 credit points).
  • Complex Midwifery Practice (10 credit points).
  • Essentials of Best Practice in Midwifery (10 credit points).
  • Preparation for Midwifery Practice (10 credit points).
    This qualification includes hospital placement for practice experience over a period of 12 months.

    The WSU Graduate Diploma in Midwifery and the SA R1497 Advanced Diploma Midwifery (ADM) compare favourably to each other and can be deemed equivalent, based on the available information.

    Similarities:
  • The Australian qualification leads to registration as a Midwife with the Nursing and Midwifery Board of Australia. Similarly, the SA qualification leads to registration as a Midwife with the South African Nursing Council (SANC).
  • In both qualifications learners who do not meet these admission requirements may be considered for admission if they meet the conditions of the institution in terms of Recognition of Prior Learning.
  • The Australian qualification has a module called Professional Foundations of Midwifery which is similar to the "Professional Midwifery Practice" offered in the SA qualification with a focus on ethical Midwifery practice.

    Differences:
  • The Australian qualification is at Level 8 on a 10- level framework and the SA qualification is at NQF level 7 on a 10- level framework.
  • The Australian qualification has 80 credit points, whereas the SA qualification has 120 credits.
  • The Australian qualification is offered in 14 months, which includes 12 months of clinical placement for WIL hours, at 32 hours per week. The SA qualification is offered in one year consisting of 40% theory hours and 60% WIL hours.

    Country: Malaysia
    Institution: International Medical College (IMC)
    Qualification Title: Advanced Diploma in Midwifery
    Level: Level 5
    Credits: 40
    Duration: One-year training qualification consisting of three semesters of theory and clinical practice.
    The IMC qualification leads to eligibility to sit for the Midwifery Board Malaysia (MBM) Registration Examination. Learners who pass the MBM Registration Examination can register with the MBM to practice Midwifery in Malaysia.

    Entry requirements:
  • Possess a Diploma in Nursing from a recognised institution and registered with the Malaysian Nursing Board plus possess a current Annual Practicing Certificate (Nursing), and a minimum of 2 years clinical working experience and medically fit. Learners who do not meet the admission requirements may be considered for admission if they meet the conditions of the institution in terms of Recognition of Prior Learning.

    The qualification prepares the learner to be a competent, critical thinker midwife to meet the needs of women during pregnancy, delivery, and postnatal period. The IMC qualification is structured in terms of normal and abnormal Midwifery. Qualified learners are eligible to further their education at master's level, whereas in the SA qualification, they articulate vertically into a Postgraduate Diploma.

    Modules offered in the Malaysian Qualification:
  • Professional Issues in Midwifery & Women's Health,
  • Normal Midwifery,
  • Anatomy & Physiology - similar to the Midwifery Nursing Science offered in the SA qualification.
  • Nutrition & Pharmacology - similar to the Midwifery Nursing Science offered in the SA qualification.
  • Clinical Practice I,
  • Research in Midwifery Practice & Statistics,
  • Neonatal Nursing,
  • Abnormal Midwifery,
  • Obstetric Emergencies & Operative Deliveries,
  • Clinical Practice III,
  • Clinical Practice IV,
  • Leadership Skills and Human Relationships.
  • Domiciliary Midwifery and Family Planning,
  • Clinical Practice V,
  • Clinical Practice VI,
  • Sociology Work and Malaysian Industry, Co-Curriculum. The Clinical Practice modules include clinical nursing practice and clinical placements at government hospitals and health clinics.

    Similarities:
  • Both the Malaysian and SA qualifications are offered in one year.
  • Learners who pass the MBM Registration Examination can register with the MBM to practice Midwifery in Malaysia. Similarly, the SA qualification is also a Diploma qualification leading to Registration as a Midwife with the South African Nursing Council (SANC).
  • In both qualifications learners who do not meet these admission requirements may be considered for admission if they meet the conditions of the institution in terms of Recognition of Prior Learning.
  • Both qualifications have research-related modules. In the Malaysian qualification, the module is named Research in Midwifery Practice & Statistics. In the South African qualification, it is the Professional Midwifery Practice.

    Differences:
  • The Malaysian qualification is at level 5 with a weighting of 40 Credits, whereas the SA qualification is at NQF Level 7 with a weighting of 120 Credits. 
    		•

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

    Horizontal Articulation:
  • Advanced Diploma in Trauma and Emergency Nursing, NQF Level 7.
  • Bachelor of Nursing, NQF Level 7.

    Vertical Articulation:
  • Postgraduate Diploma in Nursing, NQF Level 8.
  • Bachelor of Nursing Honours in Advanced Midwifery and Neonatal 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.
     
    1. Western Cape College of Nursing 


    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.