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: 

Postgraduate Diploma in Primary Care Nursing 
SAQA QUAL ID QUALIFICATION TITLE
121386  Postgraduate Diploma in Primary Care 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  Preventive 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 1221/24  2024-01-30  2027-01-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2028-01-30   2031-01-30  

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 Postgraduate Diploma in Primary Care Nursing qualification will offer a wide range of transferable skills for application in other professions, disciplines, and general life, which include the capacity to assess, develop, implement, and evaluate health and other policies.
The learner will develop the ability to plan, commission and manage projects of a varied nature in the communities. They will also develop the abilities that will enable them to participate in interprofessional team activities to advocate for evidence-based care in the communities.

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. Furthermore, on the completion of this qualification, learners will be able to progress in the marketplace with advanced knowledge, skills, and specific competencies in primary care.

This qualification will strengthen learners' competencies in primary care which will improve or advance the quality of nursing care and advance nursing knowledge and skills to address the health needs of the community and clients.

The learner will learn skills that will enable them to:
  • Plan and assist with lifestyle adjustments in consultation with the patient according to the patient's specific health care needs.
  • Conducts a physical assessment, diagnoses illnesses, prescribes treatment, provides direct care to health-care consumers, and refers for further treatment as necessary.
  • Provide direct care to patients with all types of illnesses and ailments, offering the first level of health care in the community and referring them where needed.

    A qualified learner will be able to
  • Practice as a competent, independent, critical thinker to provide scientific, safe comprehensive quality nursing care. The aim is to promote healing, prevent complications and alleviate suffering based on acquired knowledge, skills, and competencies.
  • Practices as an independent and autonomous primary care nursing specialist.
  • Provide effective, universal, accessible, and quality primary health care in South Africa.
  • Utilise specialised judgment and skills during the conduction of a physical assessment of a client.
  • Interrogate multiple sources of knowledge (pharmacology, anatomy and physiology, pathophysiology) to conclude a diagnosis and initiate treatment.
  • Uphold the image of nursing through the application of an ethical, legal, and professional framework in primary care nursing.
  • Participate in setting the standards for clinical practice for primary care nursing.
  • Apply evidence-based practice to keep updated and skilled in the management of primary care patients.
  • Establish a research culture that will lead to evidence-based and reflective practice as well as lead and manage self and others within the interprofessional team.

    Ultimately, the Postgraduate Diploma in Primary Care Nursing strives to produce competent, service-driven primary care nurses, who understand and value the practice of culturally competent care and will be able to effect positive changes in in the communities as primary care nurses.

    Rationale:
    The rationale behind the qualification is to develop a specialist nurse practitioner with advanced knowledge and expert clinical skills in line with the National and Provincial Healthcare Plans and Sustainable Development Goals as guided by the World Health Organisation (WHO). This will promote the health status of the South African population; and alleviate the lack of skills and practitioners to address the quadruple burden of disease in the healthcare system.

    This qualification will also increase the number of qualified nurses who could practice within a specialised field in hospitals, clinics, industries, and communities in both public and private sectors.

    Nursing specialisations are a sought-after direct articulation from the undergraduate nursing programs to the postgraduate diploma and offer a career path according to the National Scarce Skills list. The ever-increasing demand for applicants requires flexibility in terms of the offering of the program.

    As Primary Health Care (PHC) is the nucleus of the National Health System and essential in the National Insurance Plan (Matsotso & Fryatt, 2013; National Health Plan for South Africa, 1994), the postgraduate Primary Care Nurse will be able to function independently in the absence or scarcity of a medical practitioner and/or pharmacist (SANC Competencies, May 2014). This Postgraduate Diploma in Primary Care Nursing will provide health care to patients to an extent that the majority of the population will not need to consult with a medical officer. (SANC Competencies, May 2014; National Health Plan, 1994)

    The importance of this category of specialist is recognized as the postgraduate diploma in Primary Care Nursing forms part of the District Clinical Specialists team within the re-engineered PHC approach (HRH Strategy for the Health Sector 2012/13 - 2016/17).

    According to the Western Cape Persal training needs analyses (WCDoH persal 15.07.18), there are 1090 posts on Persal for a Postgraduate Diploma in Primary Care Nursing. Of these posts, 259 are currently vacant. A further indication of the training need is that 162 of these specialists are over the age of 55 years and may leave the service at any time.
    The qualification will therefore serve the country by providing relevant qualified healthcare practitioners within a new and growing speciality in South Africa.

    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 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 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.

    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:
  • Bachelor of Nursing, NQF level 7.
    Or
  • Bachelor of Nursing Science in Education, Management and Community, NQF Level 7
    Or
  • Advanced Diploma in Critical Care Nursing, NQF Level 7.
    And
    Proof of registration as a Registered Professional Nurse with SANC. 
    		•

    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 and management in advanced nursing practice, 12 Credits.
  • Primary Care Dynamics, 28 Credits.
  • Primary Care: Adult, 24 Credits.
  • Primary Care: Child, 24 Credits.
  • Pharmacology for Primary Care Nursing, 20 Credit. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Practice and facilitate primary care 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 primary care nursing field to solve contextual problems and develop policies and guidelines.
    3. Engage in planning, commissioning, and managing a primary care nursing unit, an educational entity, or a health service.
    4. Engage in scholarly activities to inform evidence-based practice, education, or management related to primary care nursing.
    5. Utilize, manage, and communicate data to support decision-making and research in primary care nursing.
    6. Render and co-ordinate patient-centred primary nursing care within a continuum of care using the scientific approach, integrating biomedical and psychosocial sciences including advanced pharmacology.
    7. Mobilize appropriate resources to implement standards of practice relevant to primary nursing care, to ensure quality patient care and safety.
    8. Develop and implement institutional policies, protocols, and guidelines in primary care nursing, utilising the process of change management in the improvement of quality of care.
    9. Facilitate advocacy for the profession and provision of primary care nursing professional support for personnel, patients, families, and communities.
    10. Appraises and develops self, peers, and primary care nursing learners by facilitating self-directedness/leadership and lifelong learning to maintain competence
    11. Collaborate within the inter-professional team by engaging in health dialogue, shared leadership, decision-making and sound clinical judgment related to primary care nursing.
    12. Participate in the design, development, implementation and evaluation of primary care nursing policies, programmes, and projects at provincial or national level. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcomes 1.
  • Manage ethical dilemmas in primary care nursing within the ethical-legal parameters of the profession.
  • Apply ethical theory, principles, and moral decision-making and reasoning skills in the holistic care of the patient and their family members/carers in primary care nursing.
  • Manage moral distress in primary care nursing in the interprofessional team.
  • Apply knowledge to transfer embedded accountability in learners in the primary care nursing field.
  • Empower primary care nurses to manage moral distress.
  • Apply ethics and ethical frameworks to guide decision-making in primary care nursing practice.
  • Conduct annual patient satisfaction surveys by measuring cultural competence in primary nursing care.
  • Direct ethically sound practices specifically related to prescribing and evaluating of clients' conditions in primary care nursing.
  • Apply ethical principles, SANC regulations and primary care policies and procedures when providing health care to children younger than 5 years and children up to the age of 12 years.

    Associated Assessment Criteria for Exit Level Outcomes 2.
  • Utilise the research process in evidence-based primary care nursing research.
  • Relate to relevant international, national, and provincial guidelines to enhance evidence-based primary care nursing.
  • Explore how research is used as evidence guiding the practice of primary care nursing.
  • Reflect and use research literature as evidence for primary care nursing practice.
  • Determine and prioritise the health needs of the individual, family, and community according to national, provincial and district health indicators.
  • Conduct continuous professional development of the primary care nursing team.

    Associated Assessment Criteria for Exit Level Outcomes 3.
  • Assess, analyse, and interpret the community health status of individuals and families and communities of a rural and or urban community.
  • Update the community profile of the catchment area annually to assess the needs of the community.
  • Coordinate professional activities in the interprofessional team to identify and discuss the possible need for an extension of the current primary care facility.
  • Participate in the entire process of planning, commissioning, and management of a primary care facility on all levels including all role-players.
  • Explore dynamics that may impact the financial management in a primary care healthcare facility.

    Associated Assessment Criteria for Exit Level Outcomes 4.
  • Apply leadership and management skills in the management of the primary care nursing facility based on evidence from audits.
  • Support learners in the primary care facility by carrying out practical patient care procedures.
  • Conduct a needs analysis of the primary care nursing staff training needs.
  • Develop a proposal to nursing management for training activities to be included in the annual institutional CPD plan for the primary care nursing facility.
  • Interpret epidemiological data pertaining to child or adult primary health care and use data to plan a community awareness program and campaign.

    Associated Assessment Criteria for Exit Level Outcomes 5.
  • Explore how research is used as evidence guiding the practice of primary care nursing and communicate these findings to the interprofessional team.
  • Record child health data according to guidelines to enhance the accuracy of morbidity and mortality data.
  • Audit client records to evaluate standards of care in primary care nursing.
  • Interpret qualitative and quantitative data related to primary care nursing and communicate these findings to the interprofessional team to improve the health of the primary care patient.
  • Utilise communication and ethical reasoning skills to address ethical challenges associated with moral distress in the primary care facility.
  • Apply results of systematic reviews to improve client experience and outcomes in primary care practice.

    Associated Assessment Criteria for Exit Level Outcomes 6.
  • Apply knowledge and prescribe essential, appropriate medication according to the patient's diagnosis in accordance with current policies on a national and provincial level at the primary care facility.
  • Devise the patient caregiver with correct instruction and information when dispensing medicine to ensure compliance and commitment to the treatment regime.
  • Cultivate the social and cultural determinants when prescribing treatment for a client in the primary care setting.
  • Administer medicine in accordance with current procedural and regulatory measures in primary care.
  • Evaluate the progress and treatment responses of prescribed medication in primary care.
  • Apply pharmaceutical practices to ethical, legal, and therapeutic principles when prescribing and dispensing medicine at the primary care facility.
  • Interpret client's clinical manifestations data, based on accurate analysis and interpretation of data obtained from scientific, laboratory, diagnostic, technological and psycho-sociocultural assessment including consultation of relevant and current literature or evidence in primary care nursing.
  • Formulate comprehensive individual patient-centred and inter-professional treatment plans based on assessment findings in the primary care facility.
  • Analyse effective communication during interaction with clients and demonstrate the ability to detect stressors within verbal and non-verbal communication of the clients in the primary care facility.
  • Conduct a comprehensive assessment of a child for early identification of possible abnormalities, including history taking, physical examination, performing diagnostic procedures and interpreting findings in the primary care clinical practice.

    Associated Assessment Criteria for Exit Level Outcomes 7.
  • Promote community involvement through information sharing to promote positive health outcomes in primary care nursing.
  • Assess and continuously monitor the patient outcomes, quality of patient care, patient safety, and satisfaction in primary care nursing.
  • Formulate appropriate audit tools to identify actual and potential risks to patient safety and security at the primary care facility.
  • Assess patient outcomes and quality of patient care. patient satisfaction and safety in the primary care facility.

    Associated Assessment Criteria for Exit Level Outcomes 8.
  • Design guidelines to ensure standards of care meet quality requirements in primary care nursing.
  • Use statistical data to measure progress with quality assurance interventions of primary care nursing.
  • Analyse data using epidemiological measuring principles to determine the impact of the burden of disease.
  • Prescribe according to the medico-legal norms and guidelines to ensure standardized patient care in primary care nursing.
  • Apply protocols for the technology management system to maintain cost and ensure effectiveness and effective service delivery through dispensing at the primary care facility.

    Associated Assessment Criteria for Exit Level Outcomes 9.
  • Advocate and portray the professional role in primary nursing patient care, communication with the community and lobbying for change.
  • Advocate for a healthy environment for children based on evidence and available resources in the primary care setting.
  • Evaluate participation in policy development, programme and project development and demonstrate advocacy for the clients, families, and communities within a primary care setting.
  • Apply client advocacy principles to advocate for safe and quality care related to the treatment plan decided upon by involving the client in the primary care setting.
  • Apply ethical decision-making and moral reasoning models in addressing ethical and human rights obligations in primary care nursing.
  • Advocate for the inclusion of professional nurses from the primary care facility to serve on the planning committee/project team when planning a new facility.

    Associated Assessment Criteria for Exit Level Outcomes 10.
  • Assume responsibility for own professional development and those of the nursing team members assigned to you, to promote continuous professional development in primary care nursing to advance competencies and skills to improve nursing care standards.
  • Justify the advantages and contributions of continuous professional development to primary care nursing practice.
  • Promote and monitor CPD attendance for primary care nursing staff.
  • Illustrate practical procedures for learners in the primary care facility.

    Associated Assessment Criteria for Exit Level Outcomes 11.
  • Utilise appropriate referral pathways to multi-sectorial and interprofessional team or community resources related to primary care nursing.
  • Identify other health and associated problems of the client in the primary health care setting by engaging in interprofessional teamwork.
  • Assess appropriate pre-referral emergency treatment to stabilise a patient before transferring to the next level of care (interprofessional team).
  • Recognise possible obstacles that may influence effective interprofessional teamwork and team cohesion.

    Associated Assessment Criteria for Exit Level Outcomes 12.
  • Develop guidelines for dealing with disasters in the primary care practice area.
  • Apply policies, guidelines, and strategies applicable to the national, provincial, and district levels of care to deliver quality primary care service.
  • Compose a synopsis of the Health Care (HC) 2030 conceptual pillars of a person-centred primary care approach.
  • Defend the extended meaning of primary care and the implementation thereof within the current South African health care system.
  • Compare the key principles of primary care with the current national and provincial policies and guidelines.

    INTEGRATED ASSESSMENT
    Assessment consists of a continuous assessment system comprising formative and summative assessments.
    Formative Assessment:
    Formative assessment tasks such as
  • Quiz
  • Draft of an essay or report
  • Mock exam intended as a teaching and learning exercise or as preparation for a continuous summative assessment.

    No marks, or a low mark for purposes of encouragement, are allocated to formative exercises.
    Summative Assessment:
    Formative assessment consists of assessment tasks such as:
  • Assignments
  • Case studies
  • Tests
  • OSCE
  • Portfolios
  • 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 will be conducted in the subjects for both theory and clinical learning (WIL). In the subject templates the assessments are stipulated for both theory and clinical learning (WIL component) as well as the content that will be assessed.
    The theory comprises 40% and Work Integrated Learning (WIL) comprises 60%. Learners must pass both the theory and WIL components to pass the subject. 
    		•

    INTERNATIONAL COMPARABILITY 
    Country: Australia
    Institution name: The University of Melbourne
    Qualification title: Graduate Certificate in Primary Care Nursing
    Duration: Six months to one year

    Entry requirements:
  • Completed a Bachelor of Nursing or equivalent.
    And
  • Provided documented evidence of at least one year of relevant professional experience in a clinical setting.
    And
  • Hold current unrestricted registration as a Division 1 Registered Nurse with AHPRA.

    Purpose:
    The Graduate Certificate in Primary Care Nursing at the University of Melbourne is designed for nurses working, or hoping to work, in a primary care setting. The course delivers comprehensive and evidence-based education in chronic disease management and preventive health that will extend nurses' clinical practice skills and knowledge. To support their career goals students can choose an elective subject in an area of clinical or academic interest.

    The course can be completed full-time over six months or part-time over 12 months. The course is four subjects in total, consisting of three online core subjects (online) and one elective. Elective subjects may be delivered in an online, blended or face-to-face mode.
    Learners may progress to the Master of Advanced Nursing Practice or the dual Master of Advanced Nursing Practice/Master of Public Health. These higher degrees offer a coursework or research pathway.

    Course structure:
    Compulsory Modules
  • Chronic Disease Management: Foundations
  • Preventive Health Care
  • Chronic Disease Management: In Practice

    Elective Modules
  • Clinical Sexual & Reproductive Health
  • Adolescent Sexuality and Sexual Health
  • Adolescent Sexuality and Sexual Health
  • Foundations of Mental Health Nursing
  • Quality and Safety in Healthcare
  • Community Mental Health
  • Advanced Nursing Practice: Primary Care, compares with Primary Care Dynamics
  • Women's Health Screening
  • Significant Issues in Women's Health
  • Youth Health in Primary Care compares with Primary Care: Child

    Similarities:
  • The Graduate Certificate in Primary Care Nursing (GCPCN) and the South African qualification share comparable similarities; they are both offered over one year.
  • The GCPCN accepts learners who have completed a Bachelor of Nursing or equivalent and who hold current unrestricted registration as a Division 1 Registered Nurse with AHPRA.
  • The SA qualification similarly accepts learners who completed a bachelor's degree in nursing and related fields, as well as proof of registration as a Registered Professional Nurse with SANC.
  • Upon completion, both qualifications articulate to a master's degree in the relevant field.
  • The SA qualification will prepare nurses to work in private practices, clinics, and community-based services where they will independently perform health assessment, treatment, care and dispensing of medication as per regulation.
  • The GCPCN learner, upon completion of the qualification will work at local government or in the private sector.
  • Both qualifications share similar modules such as advanced nursing practice: primary care, comparable with primary care dynamics.

    Differences:
  • The GCPCN qualification comprises four compulsory modules and one elective module, whereas the SA qualification only comprises compulsory modules.

    Country: United Kingdom
    Institution name: City, University of London
    Qualification title: PGDip Primary Care (Practice Nursing)
    Credits: 120
    Duration: One year

    Entry requirements:
  • Current registration on Part 1 or Part 2 of the NMC register.
    And
  • Proof of employment as a GPN and this must be continuous for the duration of your programme.

    Purpose:
    The Post Graduate Diploma (PgDip) Primary Care (Practice Nursing) has been developed as a full-time or part-time programme for registered nurses, who are employed as practice nurses.
    Primary care is experiencing an unprecedented cycle of change. Developments in structure, administration and roles all have implications for practitioners employed within
    this sector. Health policies have led to the need for increasing numbers of practice nurses to meet the service needs of clients, their careers, and their families. The diversity of services that the practice nurse can provide can range from essential, additional, and enhanced services. It is the diversity of services now available within the primary care sector that has led to increasing educational and training needs for practice nurses.

    On successful completion of this qualification, a learner will be expected to:
  • Critically analyse and evaluate professional accountability in applying skills, knowledge, and attitudes in making changes to the general practice environment.
  • Critically examine and evaluate the outcomes of clinical practice by reflecting on and in practice.
  • Critically explore, evaluate, and rationalise how changes within the NHS have impacted the care delivered within primary care, using reflective practice.
  • Demonstrate with the use of in-depth reflection how evidence-based practice can be used to underpin the delivery of care within the general practice setting.
  • Critically appraise research and literature relating to practice and identify strategies for introducing and utilising the findings in practice.
    Course structure:
    The qualification consists of 8 modules - 3 of which are core namely:

    Compulsory Module:
  • Research Methods compares with Nursing research and professional ethics.
  • Health Policy and Politics
  • Key Concepts of Practice Nursing compares with Primary Care Dynamics.

    Elective Module:
  • Diabetes Care
  • Asthma/COPD
  • Key Concepts in Practice Nursing (Module 2)
  • Clinical Assessment in Primary Care
  • Long Term Conditions
  • Education in the workplace (a mentorship module)
  • Innovations in healthcare leadership and management compares with Leadership and management in advanced nursing practice.

    Assessment and Assessment Criteria:
    Both formative and summative assessments will be transparent throughout the practice
    nursing programme. Formative feedback will be available on group/individual presentations and/or tutorial support.
    Summative assessment will integrate a variety of assessments, which will be dependent on the choice of optional modules including:
  • Essays
  • Skills schedule
  • An Exam
  • Objective Structured Clinical Examination (OSCE)
  • Poster development and supporting paper.
  • Protocol development and a supporting paper
  • A research proposal
    Similarities:
  • The PGDip Primary Care (Practice Nursing) (PPC) qualification and the South African qualification share similar entry requirements.
  • For the PPC a prospective learner should have a current registration on Part 1 or Part 2 of the NMC register.
  • SA qualification requires that learners should be in possession of registration as a Registered Professional Nurse with SANC.
  • Both qualifications are offered over one year, carrying 120 credits.
  • Both qualifications have similar qualification outcomes such as to enable learners to critically analyse their professional accountability and that of others.
  • Both qualifications share similar modules such as PPC's module -Innovations in Healthcare Leadership and Management comparable to SA module -Leadership and Management in Advanced Nursing Practice.
  • Both qualifications follow a similar assessment strategy applying both formative and summative assessment, with the formative assessment as a preparatory for summative assessment.

    Differences:
  • The PPC has a flexible modular structure allowing learners to study the undergraduate, postgraduate diploma or master's level, and just by adding a research dissertation, a learner can be awarded a master's degree.
  • For the SA qualification learners only articulate to a master's degree upon completion of the qualification. 
    		•

    ARTICULATION OPTIONS 
    Horizontal Articulation:
  • Bachelor of Health Sciences in Nursing, NQF Level 8.
  • Bachelor of Nursing, NQF Level 8.
  • Bachelor of Nursing Honours, NQF Level 8.
  • Bachelor of Nursing Honours in Administration, NQF Level 8.
  • Bachelor of Nursing Honours in Education, NQF Level 8.

    Vertical Articulation:
  • Master of Health Sciences in Nursing, NQF Level 9.
  • Master of Nursing, NQF Level 9.
  • Master of Nursing in Child Nursing, NQF Level 9.
  • Master of Nursing in Community Health, NQF Level 9.
  • Master of Nursing in Education, NQF Level 9.

    Diagonal Articulation
    No diagonal articulation options are available. 
    		•

    MODERATION OPTIONS 
    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.