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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Postgraduate Diploma in Emergency Nursing 
SAQA QUAL ID QUALIFICATION TITLE
120763  Postgraduate Diploma in Emergency Nursing 
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
Postgraduate 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 08  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Registered  EXCO 0815/23  2023-04-18  2026-04-18 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2027-04-18   2030-04-18  

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 primary purpose of the Postgraduate Diploma in Emergency Nursing is to develop, reconstruct and revitalize the profession which enables the emergency nurse specialist to achieve a recognisable level of expertise within the area of specialisation. This will be done using a systematic survey of current thinking, practice, and research methods in the discipline of emergency nursing. The qualification will equip emergency nurse specialists with critical, analytical evaluation, creative thinking innovation, problem-solving, and communication skills and abilities as well as psychomotor competencies to address the quadruple disease burden and population health needs within a revitalized healthcare system in South Africa.

The emergency nurse specialist will be able to establish a research culture that will lead to evidence-based and reflective practice as well as lead and manage themself and others within the multi-disciplinary team. The image of emergency nursing will be upheld through the application of an ethical, legal, and professional framework.

The qualification further aims to:
  • Develop an emergency nurse specialist who is a competent, independent critical thinker who will provide scientific, safe, comprehensive, and quality nursing care to address the health needs of the public and private patients, families, and communities within the legal-ethical framework of emergency nursing.
  • Enhance and maintain professionalism and professional ethos amongst members of the emergency nursing and midwifery profession.
  • Promote and enhance evidence-based nursing practice and reflective thinking.
  • Equip emergency nurse specialists to address the population's health care needs within the parameters of the Health Care Plan 2030, the disease burden, and Millennium Development Goals.
  • Provide direct access to a Master's degree.

    On successful completion of this qualification, the nurse specialist will be eligible for registration with the South African Nursing Council (SANC) as an Emergency Nurse Specialist. This qualification provides a career path for professional nurses who want to stay in the clinical context but who would also like to specialize. The emergency nurse specialist will practice as a competent, independent, critical thinker who will provide scientific, safe, comprehensive, and quality nursing care, aiming to promote healing, prevent complications and alleviate suffering based on acquired knowledge, skills, and competencies. The nurse specialist will progress in the marketplace with advanced knowledge, skills, and specific competencies.

    Rationale:
    Emergency Nursing is an area of specialized nursing care. It is frequently the first point of contact for patients in the emergency and/or critical phase of their illness or injury, focusing on the level of severity and critical interventions. The demanding and escalating roles of nurses and advances in technologies necessitate additional training to prepare them for effective participation in emergency and/or critical illness and disaster situations. Emergency nurses require a broad scope of knowledge and skills to care for patients with a variety of health problems.

    The rationale behind the qualification is to develop an emergency specialist nurse practitioner with expert and advanced knowledge and clinical skills in line with the National and Provincial Healthcare Plans and Sustainable Development Goals as guided by the World Health Organisation (WHO). The aim is to promote the health status of the South African population; alleviate the lack of skilled practitioners to address the quadruple burden of disease in the health care system and increase the number of qualified nurses who practice within an emergency nursing department/field in hospitals, clinics, industries, and communities in both public and private sectors.

    Emergency Nursing specialization is a sought-after skill for nurse practitioners and offers a career path according to the National Scarce Skills List. There is an ever-increasing demand for applicants to complete the Emergency Nurse qualifications. South Africa needs qualified specialists to both improve practice and train other people. The qualification will alleviate the deficit or gap of emergency nurse specialists in the country. The needs of the client will be met through a holistic approach by addressing the physical, psychological, and social dimensions of the healthcare user within the public and private healthcare domain.

    The healthcare state of South Africa, including the standing of emergency nursing, was described by, Brysiewicz and Bruce (2008). The brain drain has resulted in South Africa facing a critical shortage of emergency nurses. This situation is multi-factorial: includes inadequate salaries, limited career opportunities, poor nursing leadership, poor working conditions and a lack of safety and security in the workplace. Due to the shortage of emergency nurses, it has become the norm to employ agency nurses, to manage the demands of workload. Agency staff often displays a lack of commitment, and their work is not up to the standards of quality of patient care (de Beer, Brysiewicz and Bhengu, 2011). This phenomenon leads to medical-legal risks.

    Emergency nursing in South Africa was born out of the need for dedicated trauma and emergency care because of escalating military invasion and political unrest between the early 1970s and 1990s (Brysiewicz and Bruce, 2008). Trauma and Emergency nursing was established as a post-registration qualification in South Africa registered with the South African Nursing Council as Trauma and Emergency Nursing. The Emergency Nurse Specialist must function with advanced intellectual and practical competencies in specialized emergency nursing settings as a leader, consultant, educator, and specialist practitioner in providing evidence-based care to other team members.

    A constructivist paradigm was chosen as the most appropriate framework according to which the curriculum will be developed. Through the above paradigm, a learning environment will be designed with clear learning outcomes, which will allow the qualification to be presented in a classroom or online (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). The South African Nursing Council endorsed this qualification in Emergency Nursing to be designated as a specialist nursing qualification. 
    		•

    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 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:
  • Advanced Diploma in Critical Care Nursing, NQF Level 7.
    Or
  • Advanced Diploma in Trauma and Emergency Nursing, NQF Level 7.
    Or
  • Bachelor of Emergency Medical Care, NQF Level 7.
    Or
  • Bachelor of Nursing, NQF Level 7.
    And
  • Registered Professional Nurse with SANC for two years (community service year included) as a General Nurse and Midwife or Professional Nurse and Midwife. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory modules at National Qualifications Framework Level 8 totalling 120 Credits.

    Compulsory Modules, Level 8, 120 Credits:
  • Nursing Research and Professional Ethics, 12 Credits.
  • Leadership in Advanced Nursing Practice, 12 Credits.
  • Foundations of Emergency Nursing, 20 Credits.
  • Trauma Emergency Nursing, 20 Credits.
  • Medical Emergency Nursing, 20 Credits.
  • Advanced Technology and Skills, 20 Credits.
  • Unique Patient Population in Emergency Nursing, 16 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate the ability to practice and facilitate specialist nursing, nursing education or health services management within the ethical-legal parameters of the profession.
    2. Apply the knowledge of and facilitate evidence-based practice, nursing education or management in the specialist field to solve contextual problems and develop policies and guidelines.
    3. Demonstrate the ability to appraise and develop self, peers and nurse specialist or midwife specialist learners by facilitating self-directedness/leadership and lifelong learning to maintain competence.
    4. Demonstrate the ability to facilitate advocacy for the profession and provision of specialist professional support for personnel, patients, families, and communities.
    5. Demonstrate the ability to engage in planning, commissioning, and managing a specialist unit, an educational entity, or a health service.
    6. Demonstrate the ability to engage in scholarly activities to inform evidence-based practice, education, or management.
    7. Utilize, manage, and communicate data to support decision-making and research. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Conform to the relevant code of ethics in the practice of specialist nursing or midwifery, nursing education and health services management.
  • Use critical decision-making, and moral reasoning models and principles to make clinical judgments and resolve ethical dilemmas within the specialist practice.
  • Accept accountability for own professional judgment, actions, outcomes of specialist care, nursing education or health services management, and continued competence.
  • Analyse and apply the relevant current legislation, policies, regulations, and guidelines pertaining to specialist practice or nursing education or health services management.
  • Record all care activities accurately, comprehensively, and timeously considering the legal requirements for record keeping.
  • Manage a trauma and emergency unit, based on an in-depth understanding of the specific contextual variables.
  • Apply knowledge of the nurse specialist or midwife specialist to manage professional misconduct and risks considering the institutional protocols and ethical-legal framework.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Identify the infrastructure and equipment needed in the emergency nursing specialization.
  • Render care, operate and monitor the equipment used in the specialist area.
  • Employ sound asset management principles to ensure appropriate, adequate, well-maintained, and up-to-date equipment.
  • Assign staff to nurse care considering the specialist qualification and competencies, experience, standard nurse-patient ratios for the area of specialization, job description and skill mix.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Identify and collaboratively solve practice problems in the specialist area by making informed decisions and sound clinical judgment.
  • Consult and provide holistic care in a healthcare continuum through awareness of one's competence.
  • Carry out appropriate and timeous patient referrals as dictated by the patient's condition and in accordance with the referral guidelines.
  • Promote participation in the inter- and intra-professional team as recognized by the members of the team.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Discuss the purpose and the role of the advocacy for a nurse specialist or midwife specialist practice.
  • Apply advocacy principles to ensure safe and quality care in various healthcare settings or nursing education or health services management.
  • Apply the appropriate communication skills and channels in facilitating advocacy.
  • Lobby and/or participate in interest groups to influence legislation and policy affecting the role performance.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Explain the levels and/or classification of the respective specialist units, health services or educational entities.
  • Commission task considering the burden of diseases and priority services as determined by current events.
  • Participate in the evaluation of the existing specialist unit, health or education entity and apply the guidelines for provisioning a specialist unit/health service or an educational entity.
  • Engage in the planning and commissioning of roles and responsibilities within the inter and intra-professional team.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Use appropriate search engines and databases for the literature review to inform evidence-based practice, nursing education and health services management.
  • Use the appropriate methods to generate evidence for utilization in specialist practice (e.g., research, systematic reviews etc.) education and health services management.
  • Consult the peer-reviewed journals for sharing of evidence.
  • Conduct the activities in the specialist practice, education and health services management based on scientifically proven evidence.
  • Participate in inter and intra-professional dialogues, debates, or discourses in quality improvement.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • Collect documents and all data/information in the context of the specialist practice, education and health services for utilization and storage in accordance with the set standards.
  • Collect and analyse comprehensive data, information, and emerging evidence pertinent to the respective specialist practice.
  • Diagnose and analyse the problem and identify opportunities for improvement based on gathered assessment data from the patients/clients, families, communities, learners, or employees including current scientific evidence.
  • Demonstrate respect for intellectual property and avoid plagiarism in the documentation.

    INTEGRATED ASSESSMENT
    Assessment and evaluation during the qualification take place through a process of continuous evaluation, based on a comprehensive and integrated approach. Integrated assessment comprises both formative and summative assessment.

    Formative assessment includes but is not limited to:
  • Case presentations.
  • Portfolios of evidence.
  • Workbooks.
  • Tests.
  • Oral presentations by individuals and teams.
  • Written test.
  • Critiquing article.
  • Literature review.
  • Research proposal.
  • Clinical assessments of individuals.

    Summative assessment includes but is not limited to:
  • Written examinations.
  • Research reports.
  • Clinical examinations.

    The assessment policy determines the theory and clinical learning requirements that learners must meet. Learners receive feedback regarding the outcome after each formative and summative assessment. Learners must see their scripts and the memorandum to improve performance.

    The qualification consists of a large component of clinical learning which occurs according to a placement schedule/programme. Lecturers are responsible for the learners in terms of the following: orientation to the clinical facilities, clinical accompaniment, identifying and guiding learners in a variety of learning opportunities available, conducting formative and summative clinical assessments, providing feedback on the assessment outcome, acting as advocate and counsel learners who experience traumatic events of a personal or professional nature. Lecturers monitor the actual clinical hours worked against the actual hours required and put remedial plans in place to assist the learner to achieve this requirement. 
    		•

    INTERNATIONAL COMPARABILITY 
    South Africa is an active member of the Internal Council for Nursing (ICN) as well as the International Labour Organisation (ILO), the African Union (AU), the Southern African Development Community (SADC) and the Commonwealth of Nations. The South African qualification compares favourably with similar nursing qualifications offered in most of the recognised countries.

    Similar qualifications offered internationally are accepted in the United Kingdom, Canada, Australia, New Zealand, and many State Registration Boards in the United States of America. This qualification is also recognised by countries throughout Sub-Saharan Africa. The South African qualification was compared with similar qualifications offered by the following international countries.

    Country: Sweden
    Institution: Karlstads University
    Qualification Title: Graduate Diploma in Specialist Nursing - Prehospital Emergency Care Nursing
    Credits: 60 European Credit Transfer and Accumulation System (ECTS) Credits
    Entry Requirements:
  • Nursing licence issued by the Swedish National Board of Health and Welfare.
  • A Degree of Bachelor of Science in Nursing (180 credits), including a degree project of 15 credits.
  • A Degree of Bachelor in Nursing (including a degree project of 15 credits) or equivalent qualification.
  • Professional experience in nursing corresponding to 12 months of full-time work.
  • Swedish 3 or Swedish as a second language 3, and English 6/A.

    Purpose:
    A specialist nurse has extensive nursing and medical knowledge in a specific healthcare area. The prehospital emergency care nurse is expected to prioritise and make adequate judgements, and follow-ups to save lives and prevent complications in prehospital situations at home, on the site of an accident and in the ambulance. Practical group exercises with a patient simulator at the university's modern clinical training centre and in the ambulance, services will be carried out. The prehospital emergency care nurse works as a specialist nurse in the ambulance services.

    The professional degree awarded is Graduate Diploma in Specialist Nursing - Prehospital Emergency Care Nursing. The general degree awarded is Degree of Master of Science (One Year). Major: Nursing Science. Graduates are eligible to move on towards a two-year Master's degree or to a Doctoral programme.

    Exit Level Outcomes:
    On the completion of the qualification, graduates will be able to:
  • Apply knowledge of the disciplinary foundation of the field and insight into current research and development work as well as the links between research and proven experience and the significance of these links for professional practice.
  • Apply specialised knowledge of the planning, management, and coordination of health care measures.
  • Apply specialised skills in identifying health care needs and drawing up care programmes autonomously and in collaboration with the patient and those close to them.
  • Direct and evaluate health care interventions.
  • Apply specialised skills in initiating, undertaking, and evaluating health promotion and preventive interventions.
  • Integrate knowledge and analyse, assess, and deal with complex issues and situations.
  • Participate in or undertake autonomous examinations and treatment, including palliative care and act as a nursing instructor.
  • Assess interventions using a holistic approach to individuals informed by the relevant disciplinary, social, and ethical aspects and taking account of human rights and adopting a professional approach to patients and those close to them.
  • Identify the need for further knowledge and undertake ongoing development of his or her skills.
  • Assess the somatic or mental status and immediate needs of sick or injured individuals and undertake the interventions required for patients in widely differing circumstances.
  • Apply specialist knowledge in connection with major accidents and catastrophes.

    Qualification structure:
    The qualification is offered part-time in the first year and in the second-year learners choose part-time or full-time study. Instruction is net-based with on-campus meetings. The first four courses are based on case methodology, patient simulator and practical exercises in the ambulance services. These courses form the basis of course five, which is a 10-week practical placement. Course six is a degree project (15 ECTS) which gives learners the opportunity to specialise in their area of expertise.

    Compulsory Modules, 60 Credits:
  • Prehospital emergency care, 7.5 Credits compares with Medical Emergency Nursing
  • Prehospital emergency assessment and care, 7.5 Credits compares with Unique Patient Population in Emergency Nursing.
  • Prehospital trauma and care, 9 Credits compares with Trauma Emergency Nursing.
  • Prehospital triage and management, 6 Credits compares with Leadership in Advanced Nursing Practice.
  • Prehospital nursing in theory and practice, 15 Credits compares with Medical Emergency Nursing
  • Degree project: Prehospital Emergency Care, 15 Credits compares with Nursing research and professional ethics.

    Teaching and Assessment:
    Learners work on assignments individually or in groups via a computer-based platform. Instruction is also in the form of on-campus lectures and seminars. Examination formats vary and may be oral or written, individual or in groups. Practical performance is also assessed. Examination usually takes place at the end of each course, module, or unit.

    Articulation:
    Upon completion of the programme, learners may move on to doctoral studies. Learners need to meet the prerequisites for doctoral studies in the subject chosen.

    Similarities:
  • The Karlstads University (KU) and the South African (SA) qualifications are offered over a period of one-year full-time study.
  • Both qualifications require applicants who hold a Bachelor's degree in the related field and are registered as a professional nurse.
  • The KU and SA qualifications develop the same graduate attributes.
  • The KU and SA qualifications share similar compulsory modules.

    Differences:
  • The KU qualification has 60 Credits whereas the SA qualification has 120 Credits.
  • The KU qualification includes a 10-week practical placement period while the SA qualification does not include a practical placement module.
  • The KU qualification articulates vertically into Doctoral studies in the related field.

    Country: Australia
    Institution: University of Sydney
    Qualification Title: Graduate Diploma in Emergency Nursing
    NQF Level: Australian Qualifications Framework at (AQF) Level 8
    Credits: 48 Credit points
    Duration: One year full-time
    Entry Requirements:
  • A pre-registration nursing degree from the University of Sydney or equivalent qualification with a credit average.
    Or
  • A graduate diploma or graduate certificate in this discipline from the University of Sydney or an equivalent qualification.
  • Be a registered nurse in Australia or overseas.

    Purpose/Rationale:
    The Graduate Diploma of Emergency Nursing aims to develop the specialist knowledge and skills required to work closely with patients and their families who are confronted with trauma, accidents, or acute and unexpected illnesses. Graduates of this qualification will be recognised as having advanced knowledge relevant to emergency nursing, ranging from life-saving interventions to providing health promotion and injury prevention information.

    On completion of the qualification, qualifying learners will be able to:
  • Develop the knowledge and skills to assist emergency presentations, support the patient and family at a time of great vulnerability, and assist them with their journey either to hospital admission or safe discharge home,
  • Learn from leading researchers in the field of emergency nursing care as they build upon the individual clinical experience,
  • Anticipate and prioritise patient care, and provide accurate assessment, intervention, and effective ongoing management, often in a busy, autonomous, and stressful environment.
  • Acquire the specialist knowledge and skills to provide high-quality patient care as a leader in emergency nursing treatment.

    Qualification structure:
    48 credit points for core units of study, which include four core speciality-specific units for emergency nursing and two elective units of study. The award conferred upon completion is recognised in the Australian Qualifications Framework at (AQF) Level 8.

    Horizontal Articulation:
  • Graduate Diploma in Intensive Care Nursing.
  • Graduate Diploma in Cancer and Haematology Nursing.
  • Graduate Diploma in Advanced Nursing Practice.

    Vertical Articulation:
  • Master of Emergency Nursing.

    Similarities:
  • The University of Sydney (US) and the South African (SA) qualifications are offered over a period of one-year full-time study.
  • The US qualification is registered at AQF Level 8 similar to the SA qualification Level 8.
  • Both qualifications have the same entry requirements.
  • The US and SA qualifications are designed for registered nurses working in the emergency environment who are looking to advance to clinical leadership roles or build professional practice capabilities.
  • Both qualifications develop the same graduate attributes.
  • Both qualifications articulate vertically into a Master's degree in the cognate field.

    Differences:
  • The US qualification has 48 Credits whereas the SA qualification has 120 Credits.
  • The US qualification consists of both compulsory and elective modules whereas the SA qualification consists of only compulsory modules and no electives.

    Country: Ireland
    Institution: University College Cork
    Qualification Title: Postgraduate Diploma in Trauma and Emergency Nursing
    NQF Level: National Framework for Qualification (NFQ) Level 9
    Credits: 60
    Duration: One-year full time
    Entry Requirements:
  • Applicant must be a Registered General Nurse.
  • Have clinical practice experience (and support structures, if applicable) as required for individual pathways. For the Trauma and Emergency Nursing Pathway, applicants must have a minimum of six months post-registration experience (excluding courses) and at least six months of experience in the speciality pathway applied for.
  • Applicants must be certified in Basic Life Support.

    Purpose:
    The Diploma in Trauma and Emergency Nursing is a one-year course offered in partnership with health service providers, with the possibility of taking a master's programme in year two. The qualification provides Emergency Nurses with the opportunity to enhance their careers on a professional and personal level.

    On successful completion of this qualification, qualifying learners will be able to:
  • Enhance emergency nursing practice through the application of theoretical, practical, and policy knowledge and clinical skills.
  • Exercise accountability within the clinical, ethical, and professional boundaries of the role of emergency nursing.
  • Critically appraise and evaluate current research evidence and best practice for emergency nursing and its implications for practice.
  • Evaluate the effectiveness of individual outcomes against specialist intervention plans for individuals and families in emergency nursing practice.
  • Synthesise health-related issues for the development of intervention/service responses appropriate to the needs of individuals and families in emergency nursing practice.
  • Contribute as a learned member of the multidisciplinary team in the delivery of quality healthcare for individuals and families within the context of emergency nursing.
  • Act as a means of professional support, educator, and role model for the provision of lifelong learning to ensure ongoing professional development.

    Qualification structure:
    Compulsory theory modules, 60 Credits:
  • Evidence-Based Practice for Healthcare Professionals, 10 Credits compares with Medical Emergency Nursing and Foundations of Emergency Nursing.
  • Trauma Nursing, 10 Credits compares with Trauma Emergency Nursing.
  • Medical and Special Population Emergency Nursing, 10 Credits compares with Unique Patient Population in Emergency Nursing
  • Professional, Ethical, and Legal Decision-making in Specialist Practice, 5 Credits compares with Nursing research and professional ethics.
  • Clinical Leadership in Practice Enhancement for Nursing and Midwifery, 10 Credits compares with Leadership in Advanced Nursing Practice.
  • Assessment for Nursing Practice, 5 Credits.

    Clinical Practice/Practicum Modules:
  • Clinical Practice in Specialist Nursing 1, 5 Credits.
  • Clinical Practice in Specialist Nursing 2, 5 Credits.

    Assessment:
    Core and specialist modules are assessed through continuous assessment. The 10-credit modules may have two separate assessments. The latter normally involves the submission of an academic assignment but can also include an in-class test or both, depending on whether the module is 10 or 5 credits.

    One 10-credit module assessment involves a clinical audit and a poster presentation of the audit results. The exception is the Clinical Practicum Modules (5 credits). Assessment of clinical competence is continuous and obtained through the acquisition of core competencies and reflection on clinical practice experience, all of which are recorded in the learner competency. The qualification consists of 46 weeks of clinical placements in a variety of Emergency Departments.

    Similarities:
  • The University College Cork (UCC) and the South African (SA) qualifications are offered over a period of one-year full-time study.
  • Both qualifications require that applicants must be a Registered General Nurse.
  • The UCC and SA qualifications develop the same graduate attributes.
  • Both qualifications articulate vertically into a Master's Degree in the cognate field.
  • The UCC and SA qualifications share similar compulsory modules.
  • Both the UCC and SA qualifications consist of Clinical Practicum Modules.

    Differences:
  • The UCC qualification is registered at NFQ Level 9 whereas the SA qualification is registered at NQF Level 8.
  • The UCC qualification has 60 Credits while the SA qualification has 120 Credits.
  • The SA qualification requires applicants who completed undergraduate degrees in the related field as well whereas the UCC qualification requires certified Basic Life Support applicants in addition to being registered as Registered General Nurses. 
    		•

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

    Horizontal Articulation:
  • Bachelor Degree in Emergency Medical Care, NQF Level 8.
  • Postgraduate Diploma in Clinical Paediatric Emergency Care, NQF Level 8.
  • Postgraduate Diploma in Nursing, NQF Level 8.
  • Postgraduate Diploma in Nursing and Health Services Management, NQF Level 8.
  • Postgraduate Diploma in Nursing Education, NQF Level 8.
  • Postgraduate Diploma in Occupational Medicine, NQF Level 8.
  • Postgraduate Diploma in Operation Theatre Nursing, NQF Level 8.

    Vertical Articulation:
  • Master of Medicine in Emergency Medicine, NQF Level 9.
  • Master of Emergency Medical Care, NQF Level 9.
  • Master of Nursing, NQF Level 9.
  • Master of Nursing in Critical Care and Trauma, NQF Level 9.
  • Master of Nursing Science: Advanced Midwifery and Neonatal Nursing Science, NQF Level 9.
  • Master of Nursing Science: Community Health, NQF Level 9. 
    		•

    MODERATION OPTIONS 
    N/A 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A 

    NOTES 
    N/A 

    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
     
    NONE 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS QUALIFICATION: 
    This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.
     
    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.