SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION:

Higher Certificate in Nursing

SAQA QUAL ID	QUALIFICATION TITLE
122701	Higher Certificate in Nursing
ORIGINATOR
Henrietta Stockdale Nursing College
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY			NQF SUB-FRAMEWORK
-			HEQSF - Higher Education Qualifications Sub-framework
QUALIFICATION TYPE	FIELD		SUBFIELD
Higher Certificate	Field 09 - Health Sciences and Social Services		Promotive Health and Developmental Services
ABET BAND	MINIMUM CREDITS	PRE-2009 NQF LEVEL	NQF LEVEL	QUAL CLASS
Undefined	120	Not Applicable	NQF Level 05	Regular-Provider-ELOAC
REGISTRATION STATUS		SAQA DECISION NUMBER	REGISTRATION START DATE	REGISTRATION END DATE
Registered		EXCO 0526/24	2024-08-22	2027-08-22
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2028-08-22		2031-08-22

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 purpose of the Higher Certificate in Nursing is to provide learners with the basic knowledge, affective, cognitive, and conceptual tools, and practical techniques for additional higher education studies in nursing. The knowledge emphasizes general principles and their application in the provision of basic nursing care. This qualification signifies that the learner has attained a basic level of higher education knowledge and competence in nursing and can apply such knowledge and competence in the workplace.

The qualification aims to:

Produce nurses who will provide basic nursing care in all spheres of healthcare service delivery.

Provide the nurse with a range of cognitive, affective, and psychomotor skills.

Hone skills in assessment, planning and implementation of basic nursing care.

Develop writing and oral communication skills.

The nurse who completes this qualification will be able to:

Apply knowledge of theory and practice of basic nursing care.

Assess, plan, implement and evaluate basic nursing care for individuals and groups throughout the life span.

Render basic nursing care with professionalism.

Rationale:
The rationale of the qualification is to produce nurses who can work independently in a variety of healthcare settings within the relevant legal and ethical parameters. The qualification aims to provide learners with the opportunity to actively acquire and apply basic knowledge, affective, cognitive, and conceptual skills and practical techniques integrated with the scientific nursing approach in the health field.

A first-level nurse, capable of delivering skilled basic nursing care, is essential to healthcare in a variety of settings. Combining basic nursing care with health promotion and disease prevention makes this nurse a strong primary healthcare worker. The competence of this first-level nurse will be in line with the recommendation of the Pick report of nurse training to be expanded to include essential skills needed in the community. This nurse works under the supervision of a nurse with a National Diploma or Degree in Nursing within the applicable scope of practice.

The qualification is intended to prepare the qualifying learner as an auxiliary nurse who will be able to provide basic nursing care independently to meet the service delivery needs of the country. It provides a platform for further skills development and training within nursing. The nurse with this qualification has a significant contribution towards the population's healthcare priorities and needs to address the quadruple burden of disease to improve the quality of life and increase life expectancy. The current healthcare services in the Northern Cape Province aim to address the most prevalent burden of disease, which is reflected by the statistics, (Department of Health: Annual Performance Plan 2019 / 20 - 2021 / 22: 16).

The qualification will assist learners in applying their knowledge and skills to meet the needs of individuals and groups in various healthcare settings. Learners will be exposed to both theories and simulated and work-integrated experience in the clinical settings to contribute significantly to alleviating the shortage of nurses in this category to address the burden of disease in the Northern Cape. The annual increase in the number of learners taken will gradually improve the staff shortage in the health facilities which will further address the health needs of the population of the Northern Cape.

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:

National Senior Certificate, NQF Level 4 granting access to Higher Certificate studies.
Or

National Certificate (Vocational), NQF Level 4 granting access to Higher Certificate studies.
Or

Senior Certificate, NQF Level 4, without endorsement.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

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

Compulsory Modules, Level 5, 120 Credits:

Fundamental Sciences, 16 Credits.

Basic Nursing Care, 48 Credits.

Professional Practice and Ethics in Nursing, 16 Credits.

Health Promotion, 32 Credits.

Communication in Nursing, 8 Credits.

EXIT LEVEL OUTCOMES

1. Demonstrate the ability to apply basic knowledge of anatomy, physiology, biophysics, pharmacology, and microbiology in the provision of nursing care.
2. Demonstrate the ability to communicate effectively in a variety of ways in a nursing context.
3. Demonstrate the ability to use the scientific nursing approach to address the basic needs of individuals and groups in various healthcare settings.
4. Demonstrate appropriate methods of interacting sensitively and professionally with people from diverse backgrounds.
5. Demonstrate the ability to maintain professionalism in nursing practice within the ethical and legal framework.
6. Demonstrate the ability to participate in addressing the needs of individuals and groups in a community.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria for Exit Level Outcome 1:

Discuss the macro body structure and functioning by providing the nursing care, in accordance with the relevant scope of practice.

Describe the structure and functioning of anatomy, physiology, biophysics, pharmacology, and microbiology in the provision of nursing care.

Associated Assessment Criteria for Exit Level Outcome 2:

Maintain oral and written communication to promote effective fundamental nursing care.

Provide the written communication in a clear, relevant, and unambiguous manner.

Provide non-verbal communication in agreement with oral communication.

Associated Assessment Criteria for Exit Level Outcome 3:

Implement and evaluate individual and/or group healthcare plans across the health-illness continuum in collaboration with other members of the healthcare team.

Obtain information from continuous monitoring of responses to nursing interventions and correctly apply it to the individual or group.

Apply appropriate emergency care and first aid principles with respect to the treatment of injuries and accidents and basic life support.

Associated Assessment Criteria for Exit Level Outcome 4:

Implement basic nursing interventions with sensitivity to people of diverse backgrounds.

Act in accordance with, prescribed organisational and professional ethical codes of conduct, values, and practices and seek guidance on ethical and professional issues where necessary during the implementation of basic nursing interventions.

Associated Assessment Criteria for Exit Level Outcome 5:

Record data in compliance with legal criteria.

Maintain accurate, concise, and systematic patient records to reflect the basic nursing care rendered.

Maintain confidentiality and integrity of patient information in interaction with patients and others.

Adhere to a professional code of conduct in the provision of nursing care.

Associated Assessment Criteria for Exit Level Outcome 6:

Implement health promotion programmes.

Reliably, accurately, and coherently communicate health promotion information, using conventions appropriate to the context, in written and oral or signed form or practical demonstration.

Recognise health prevention/promotion needs and adequately prevent/promote and /or treat as required.

INTEGRATED ASSESSMENT
Integrated assessment:
The lecturers guide the learners through clinical accompaniment. The mastery learning approach is applied. Learners are assessed by means of skills tests on the prescribed procedures and activities listed in the workbook throughout the year by both the lecturers and professional nurses in the clinical setting. Objective, structured, clinical assessment (OSCA) is the method used at the end of the learning process.

Assessment is formative, summative assessment, and theory.
The tests, projects, assignments, workbooks, and case studies comprise the formative assessments. The pass mark is 50% per assessment. The average assessment mark of all formative assessments makes up an entry mark to the summative examination. The entry mark to the examination is 40% for each module. There are two assessment opportunities for each module.

Experiential learning:
Learners will complete a practical workbook within a clinical setting as proof of achievement of learning outcomes and skills assessments throughout the year. An average of 50% must be attained as an entry mark for summative evaluation. Summative practical assessments will be done in the form of an objective structured clinical assessment (OSCA).

Work Integrated Learning:
Work-integrated learning (WIL) will be achieved by aligning learning objectives, workplace activities and assessment of outcomes, managing and monitoring progress during placement. Implementation will be done by preparing the learners and learning environments, establishing support systems, effective reflection and reviewing of processes to integrate practical learning experiences with theory. These will be included during simulations, problem-based projects, case-based learning, and reflection.
Simulated, problem-based, project-based, case-based learning and clinical practice for learning (credit-bearing and clinical practice for role taking).

The qualification makes use of the learner-centred and mentorship approach. A mix of learning and teaching approaches, namely, simulated, community, case, and competence-based learning will be used. Commonly used teaching methods will be lectures, tutorials, small groups, reflection, technology-mediated instruction, demonstrations, and workbook activities. Credits are not specifically allocated for experiential learning but are embedded in the individual modules presented in the course and form part of the assessment of these modules. The institution believes in an integrated approach to managing nursing education. Clinical managers are the stakeholders in the implementation of the programme and play a major role in work-integrated learning while lecturers also participate in learner accompaniment. Therefore, the mentoring of learners is done jointly by both the lecturers and staff in the clinical placement areas.

INTERNATIONAL COMPARABILITY

Country: United Kingdom
Qualification Title: Nursing Associate Apprentices (NA-A)
Entry Requirements:

Level 2 functional skills in English and math
Or

General Certificate of Education (GCE)/ General Certificate of Secondary Education (GCSE) English and Maths.
(Grade C or above) or equivalent, evidence of this must be provided.

Intermediate IT skills are also required.

Similarities:

The United Kingdom (UK) and the South African (SA) qualifications are completed in one year.

Both qualifications focus on providing learners with skills to enter the nursing profession, particularly for Community Health Care Workers.

Similar to the SA qualification, in the United Kingdom, Nursing Associate Apprentices (NA-A) is a highly trained, generic, nursing support role designed to bridge the gap between Healthcare Support Workers (HCSWs) and Registered Nurses (RNs) to deliver hands-on, person-centred care as part of the nursing team.

Both qualifications include, working independently, and with others, under the leadership and direction of a registered nurse within defined parameters, to deliver care in line with an agreed plan.

Both qualifications consist of clinical placement.

UK qualifications modules include vital signs monitoring, activities of daily living and basic patient care skills which are similar to those in South Africa although named differently, basic nursing care, health promotion and communication in nursing.

Differences:

The naming of the nursing qualifications internationally is different. In the UK it is named Nursing Associate Apprentices (NA-A) and in SA, it is named Higher Certificate in Nursing.

The UK qualification requires learners who completed Level 2 in the UK NQF Level system which is equivalent to year 10 of high school whereas the SA qualification requires learners who completed Level 4 in the SA NQF Level system.

Country: Australia
Institution: International Career Institute
Qualification Title: Nursing Assistance
Duration: 31 weeks
Entry Requirements:
The minimum qualification required to work as an AIN is a Certificate III in Health Services Assistance.

Similarities:

Similar to the South African qualification, in the Australian qualification learners learn basic medical terminology and gain knowledge of healthy body systems, infection control, bed-making and clinical cleaning practices, food safety procedures, legal and ethical requirements as well as how to contribute to effective working relationships in the health industry.

Module content of the Australian qualification is comparable to South African qualification module content which includes Communication in Nursing, Professional Practice and Ethics in Nursing and Basic Nursing Care. Examples include communicating and working in health or community services, working legally and ethically, recognising healthy body systems, responding effectively to behaviours of concern, and following basic food safety practices.

The South African and the Australian qualifications articulate vertically to a Diploma in
Nursing or equivalent qualification.

Differences:

The nomenclature of the Australian qualification is different from that of the South African qualification.

The Australian qualification is delivered within 31 weeks of full-time study whereas the South African qualification is completed in one year of full-time study.

The Australian qualification requires applicants who completed Certificate III in Health Services Assistance whereas the South African qualification requires applicants who completed the National Senior Certificate which is a Level 4 qualification.

ARTICULATION OPTIONS

Horizontal Articulation:

Higher Certificate in Auxiliary Nursing, NQF level 5.

Higher Certificate in Emergency Medical Care, NQF level 5.

Vertical Articulation:

Diploma in Nursing, NQF Level 6.

Diploma in Nursing Administration, NQF Level 6.

Diploma in Community Nursing Science, NQF Level 6.

Diagonal Articulation
There is no diagonal articulation for this qualification.

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.

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