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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Postgraduate Diploma in Nephrology Nursing 
SAQA QUAL ID QUALIFICATION TITLE
124994  Postgraduate Diploma in Nephrology Nursing 
ORIGINATOR
KWAZULU-NATAL 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 0836/25  2025-11-13  2028-11-13 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2029-11-13   2032-11-13  

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 Postgraduate Diploma in Nephrology Nursing is to strengthen and deepen learners' knowledge and expertise in Nephrology Nursing as a specialty. The Nephrology Specialist Nurse will be able to demonstrate advanced knowledge and skills in renal-related specialist management. The qualification will enable nephrology nurse specialists to undertake advanced reflection and development by engaging in evidence-based research in the field of speciality and beyond. This qualification will, furthermore, form a link between professional practice accountabilities, competence, research, leadership, and quality patient care.

The qualification aims to develop Nephrology nurse specialists who will utilize expert knowledge and skills to provide care for patients and their families across the entire continuum of kidney/renal disease, encompassing prevention, conservative care, all renal replacement modalities, kidney transplant, rehabilitation, and palliative management.

This qualification will enable the nephrology nurse specialist to play a significant role in kidney health, early diagnosis, treatment, and prompt referral of patients with specific and complex renal problems in all clinical settings. This qualification will provide a high level of theoretical engagement, sound clinical judgement, intellectual independence, and the ability to apply knowledge to a range of contexts and render professional and comprehensive evidence-based renal healthcare.

The curriculum is competency-based and has a strong component of work-integrated learning. The learners will be placed in a variety of clinical learning sites throughout the programme, as part of work-integrated learning, to facilitate the integration of theory to practice and development of the required competencies in line with the requirements of the relevant statutory professional bodies.

The curriculum content is structured in such a manner that it will equip the learners with the competencies in various skills, as well as optimal hands-on learning opportunities to assist in the provision of renal healthcare nursing in various healthcare settings to address the renal health needs of the country within the nephrology nurse specialists' scope of practice. The qualification is learner-centred and provides the specialist nurse with a wide range of skills, knowledge, and attitudes which promote the culture of lifelong learning and continuing professional development.

Rationale:
The qualification is aligned with the Higher Education Qualification Sub-Framework (HEQSF), SANC Postgraduate Diploma in Nursing framework, and SANC Competencies for Nephrology Nursing. This qualification will enable the Nephrology Nurse Specialist to function as a leader who is clinically focused, service-oriented, autonomous, innovative, and able to render comprehensive, scientific Nephrology nursing care, as determined by the legislative framework.

The burden of kidney disease is a major challenge for the South African health care system due to the growing demand for expensive kidney replacement therapy. According to the Renal Registry Annual Report of South Africa (2018), the prevalence of patients treated in the public sector was 66 per million population compared to 70 per million population reported in 1994. The most common reported renal diagnoses were hypertension 35,1%, followed by unknown renal causes at 31,9% and diabetic nephropathy 15,3%. In a resource-restricted setting such as South Africa, where HIV is prevalent, HIV associated nephropathy is common, affecting 30% of patients, compounding the kidney disease burden. The qualification will address the healthcare needs by producing Nephrology Nurse Specialists with the knowledge, skills, and professional values to prevent renal ill health, promote renal health, and meet the healthcare needs of the kidney disease population across the lifespan from birth to old age.

Renal healthcare provision in South Africa lags significantly behind other categories of healthcare services and would benefit greatly from specialist nephrology healthcare practitioners on the ground. According to the Human Resource for Health Strategy, South Africa has an 80% nurse-based health system (2023 Human Resource for Health Strategy of South Africa). Given the central role nurses play in the South African health system, the programme will address human resources needs and skills gap in line with the current burden of disease. Furthermore, Sustainable Development Goal 3C will improve service quality and address the health system challenges.

The qualification will produce a nurse specialist who is competent to serve in a dynamic healthcare system, which requires healthcare professionals who will promote and provide excellence in care for people with kidney disease and their families through a comprehensive, multidisciplinary, evidence-based approach to nephrology practice. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Recognition of Prior Learning (RPL):
This is a nurse specialisation qualification; a professional qualification designed for Professional Nurses who have already obtained a basic or undergraduate qualification in Nursing and/or Midwifery or Advanced Diplomas and are to advance into the Nurse Specialist category. Matric/National Senior Certificate is the minimum requirement to access an undergraduate qualification; therefore, applicants must have completed a Matric/National Senior Certificate and one or more undergraduate nursing qualifications.

RPL for access:
  • There is no RPL for access to the Postgraduate Diploma in Nephrology Nursing.
  • Applicants must meet the minimum entry requirements, which include a basic or undergraduate nursing qualification and Midwifery, as it forms the basis upon which to build into the specialisation.

    Entry Requirements:
    The minimum entry requirement for this qualification is:
  • Advanced Diploma in Midwifery Level 7.
    Or
  • Advanced Diploma in Critical Care Nursing, NQF Level 7.
    Or
  • Bachelor of Nursing, NQF Level 7.
    And
  • Registration with SANC as a Nurse and Midwife/General Nurse with Midwifery/Professional Nurse and Midwife.
  • Minimum of two years' experience as a Nurse, inclusive of community service experience. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory modules at National Qualifications Framework
    Level 8, totalling 128 credits.
  • Foundations of Nephrology, 16 Credits.
  • Nephrology Nursing Practice One, 24 Credits.
  • Community-Oriented Nephrology Practice One, 24 Credits.
  • Nursing Research, 16 Credits.
  • Clinical Nurse Specialist Role, 16 Credits.
  • Contemporary Issues in Nephrology Nursing, 8 Credits.
  • Nephrology Nursing Practice Two, 24 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Practice and facilitate renal health and nephrology specialist nursing within ethical-legal parameters of the profession.
    2. Apply the knowledge of and facilitate evidence-based practice to solve contextual problems and develop policies and guidelines.
    3. Appraise and develop self, peers, and nephrology nurse specialist learners by facilitating self-directedness, leadership, and lifelong learning to maintain competence.
    4. Facilitate advocacy for the profession and provision of nephrology specialist professional support for personnel, patients or clients, families, and communities.
    5. Engage in planning, commissioning, and managing a renal specialist unit.
    6. Engage in scholarly activities to inform evidence-based practice.
    7. Utilise, manage, and communicate data to support decision-making and research.
    8. Render and coordinate patient-centred nephrology nursing within a continuum of care using the scientific approach, integrating biomedical and psychosocial sciences, including advanced pharmacology.
    9. Mobilize appropriate resources to implement standards of practice relevant to nephrology nursing practice, to ensure quality patient care and safety.
    10. Collaborate within the renal health inter- and intra-professional team by engaging in health dialogue, shared leadership, decision making, and sound clinical judgement.
    11. Participate in the design, development, implementation, and evaluation of nursing policies, programmes, and projects at provincial or national level that are relevant to the area of specialisation.
    12. Develop and implement institutional policies, protocols, and guidelines in the nephrology nursing area of specialization, utilizing the process of change management in the improvement of quality of care. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Conform to the relevant code of ethics in the practice of nephrology specialist nursing.
  • Apply critical decision-making and moral reasoning models and principles to make clinical judgements and resolve ethical dilemmas within the specialist practice.
  • Become accountable for professional judgment, actions, and outcomes of specialist care and provide continued competence.
  • Identify and apply relevant current legislation, policies, regulations, and guidelines of specialist practice.
  • Document all care activities accurately, comprehensively, and timeously, considering the legal requirements for record keeping.
  • Apply knowledge of the nephrology nursing specialist role in managing Professional misconduct and risk-taking, considering institutional protocols and ethical-legal framework.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Engage in the evidence-based practice process and the nephrology nursing specialist practice.
  • Apply evidence-based nephrology nursing specialist practice, using the appropriate methodology of gathering evidence for practice, for example, systematic or scoping reviews, appraisal of articles, practice-based research, and publication.
  • Critically analyse various levels of evidence-based practice and nephrology nursing specialist practice.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Apply leadership skills appropriate to leadership styles, principles, and health services management theories.
  • Effectively facilitate Continuous Professional Development (CPD) for self and others for lifelong learning by creating a positive learning climate in the workplace through the processes of mentorship, preceptorship, supervision, performance appraisal, etc.
  • Explore the purpose of performance management processes and the development system in performance appraisal.
  • Utilise feedback gained from self-reflection, peers, learners, management, and other relevant stakeholders to improve effectiveness in the specialist role.
  • Assess the impact of various risk factors on health and wellness within the workplace and apply strategies to care for self, peers, employees, and learners.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Discuss the purpose of the role of advocacy in the nephrology nursing specialist practice.
  • Apply advocacy principles to ensure safe and quality care in various nephrology nursing healthcare settings.
  • Use appropriate communication skills and channels in facilitating advocacy.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Analyse the levels and/or classification of the nephrology nursing specialist units.
  • Commission task considering the burden of diseases and priority services as determined by current events.
  • Develop the evaluation guidelines for the provisioning of the existing nephrology nursing specialist unit.
  • Discuss the role and responsibilities in planning and commissioning tasks within inter- and intra-professional teams.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Use appropriate search engines and databases to inform evidence-based practice in the respective specialized nephrology nursing health setting.
  • Apply appropriate methods to generate evidence for utilisation in nephrology nursing specialist practice (e.g., research, systematic reviews, etc.).
  • Use a peer-reviewed journal for the sharing of evidence.
  • Base activities on scientifically proven evidence in the nephrology nursing specialist practice.
  • Actively participate in inter- and intra-professional dialogues, debates, or discourses in quality improvement.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • Document all data/information gathered for utilisation and storage as per the set standards in the context of the nephrology nursing specialist practice.
  • Utilise the comprehensive data, information, and emerging evidence pertinent to the respective nephrology nursing specialist practice.
  • Base problem identification, diagnoses, and opportunities for improvement on gathered and critically analyse assessment data from the patients/clients, families, communities, including current scientific evidence.
  • Respect intellectual property and avoid plagiarism in all documentation.

    Associated Assessment Criteria for Exit Level Outcome 8:
  • Evaluate the position of the nephrology nursing specialist service within the health care system.
  • Discuss the full range of services within the nephrology nurse specialist area of practice.
  • Render integrated promotive, preventive, curative, rehabilitative, and palliative care in a specialised nephrology nurse care.
  • Render specialist nephrology nursing care according to national and international standards and protocols of the nephrology nursing specialist field.
  • Formulate nursing diagnoses in line with the patient's/client's clinical manifestations/data, and accurate analysis and interpretation of data obtained from scientific, laboratory, diagnostic, technological, and psycho-sociocultural assessment, including consultation of relevant/current literature/evidence.
  • Plan individualized nephrology nursing interventions considering patients/clients' needs, values, beliefs, preferences, culture, and contextual variables, for example, disease burden, health risks, national priorities, etc.
  • Plan nephrology nursing interventions based on formulated nursing diagnoses, and application of specialized knowledge and skills (competencies), including advanced pharmacology in collaboration with inter and intra-professional teams.
  • Implement the planned nursing interventions timeously, accurately, safely, and effectively following set evidence-based standards, guidelines, protocols, algorithms, etc., specific to the nephrology nursing specialist field.
  • Plan health care interventions in collaboration with the patient or client, family, and relevant members of the health care team.
  • Include preparation of patients/clients, families, and nurses in the lower-level care in the nursing interventions for continued care in the hospital and community to the health status and health literacy of the patient/client
  • Document and revise Nephrology Nursing interventions timeously and effectively based on critical analysis of monitoring and evaluation data and reaching a sound clinical judgement.

    Associated Assessment Criteria for Exit Level Outcome 9:
  • Identify the infrastructure and equipment needed in the nephrology nursing practice area of specialisation.
  • .Operate and monitor equipment to render care in the specialized nephrology nursing area of practice.
  • Employ sound asset management principles to ensure appropriate, adequate, well-maintained, and up-to-date equipment.
  • Assign staff to nurse care considering the Nephrology Nursing Specialist's qualification and competencies, experience, standard nurse-patient ratios for the area of nephrology nursing specialization, job description, and skill mix.

    Associated Assessment Criteria for Exit Level Outcome 10:
  • Identify, share, and collaboratively solve practice problems in the specialized nephrology nursing area by informed decisions and sound clinical judgment.
  • Consult and provide holistic care in healthcare through awareness of one's competence.
  • Appropriately and timeously carry out patient referrals as dictated by the patient's condition and in accordance with the referral guidelines.
  • Participate in the inter- and intra-professional team, visible and recognized by the members of the team.

    Associated Assessment Criteria for Exit Level Outcome 11:
  • Discuss the steps in the development of policies, programmes, and projects.
  • Explore own role and responsibilities within inter and intra-professional policy/project team in project and policy development.> Participate in advocacy for the nursing profession and patients/clients, families, and communities in the specialized nephrology nursing area.
  • Include appropriate communication (negotiation, bargaining, assertiveness, persuasion, etc) in the project and policy development.
  • Provide timely and adequate feedback to relevant stakeholders as necessary.

    Associated Assessment Criteria for Exit Level Outcome 12:
  • Examine the process and steps of development of policies, standards, guidelines, and protocols.
  • Involve relevant and pre-determined stakeholders in the process of development of policies, standards, protocols, and guidelines.
  • Apply the appropriate methods in the development process and evaluation or testing of guidelines and protocols used.
  • Implement the new policies, protocols, and guidelines in the specialized nephrology nursing area and apply the change process.
  • Collaboratively revise developed policies, protocols, and guidelines at appropriate intervals and approve as per the institutional policy for the specialized nephrology nursing area.

    INTEGRATED ASSESSMENT
    The assessment strategy for the Postgraduate Diploma in Nephrology comprises formal and informal assessments.

    Formal Assessments:
    The formal assessments will be in the form of Formative and Summative Assessments.
  • Formal assessments will determine learners' progression between semesters and completion of training at the end of the programme.
  • Formative Assessments: will contribute 30% towards the final mark in the module. The assessment content will be commensurate with the percentage contributed by the formal assessment.

    The following strategies will be used to assess learners' cognitive grasp of the subject matter, i.e., written tests, assignments, case studies, project (quality improvement project, community intervention and assessment project), and clinical assessments in real-life settings.
  • Integration of theory and work-integrated learning (WIL) will be assessed separately, and marks obtained by the learners will be published separately (theory mark and practical mark).
  • The formative clinical assessments are conducted in the clinical areas, and their average percentage contributes 30% towards the final clinical result.

    Summative assessments are conducted at the end of each semester.
  • Summative assessments contribute 70% towards the final examination result. Theory examination papers will be set for each module.
  • WIL is assessed in the form of a comprehensive clinical examination in each semester.
  • This comprehensive examination will embrace all the modules that have a clinical component in a semester.
  • WIL is assessed separately and must be passed for the learner to complete training.

    Informal Assessments:
    Informal Assessments are used during facilitation and as part of the consolidation of what learners may have learnt on their own. They provide an opportunity for the Facilitator to establish learners' understanding of the subject matter. This includes the following strategies, which serve as both teaching and assessment strategies:
  • Flipped class: learners will be given content to read on their own, and in class to reflect on what they have learnt. Questions on the application of theory will be asked by the Facilitator to determine the learner's level of understanding and comprehension.
  • Group discussions: Small group discussions will provide an opportunity for the Facilitator to observe a few learners discussing a specific assigned topic in a limited period, thus determining the depth of their understanding and comprehension of the subject matter.
  • Presentations: Learners are asked to do presentations in class on selected topics. These topics may be done in summary form. The Facilitator will be able to gauge the learner's level of understanding, application, and comprehension of the subject matter.
  • Jigsaw: Learners are divided into groups to discuss to learn about a topic in class. The individual learner will be assigned specific focal areas of content in each group. Each learner will have an opportunity to present to their group, then consolidation in each group is done before further presentations to the whole class are made. This will provide an opportunity for the Facilitator to determine learners' ability to participate in a group, teamwork, and each learner's appreciation of collaboration and cooperation.
  • Simulation: It provides an opportunity for learners to see the relevance of their learning in the practice environment, while it provides the Facilitator to observe learner performance in a controlled and safe environment. This is more relevant in Nephrology nursing as technical processes will have to be practised before exposing learners to real-life situations.
  • Demonstration: Learners demonstrate specific skills in both simulated and real-life situations during supervision. The facilitator will have the opportunity to observe learners' performance as an individual or in a group.
  • Role Play: This assessment approach in Nephrology nursing provides an opportunity for learners to practice skills such as physical assessment. The facilitator observes learners' level of clinical competence and provides feedback for improvement where necessary.
  • Debate: The debate will be applicable where learners are assigned topics to debate about, especially topics on interesting topics and dilemmas in nursing practice, such as legal prescripts and restrictions in practice. The Facilitator can act as a Moderator whilst observing the level of understanding, depth of debates, and comprehension of the content by learners. 
    		•

    INTERNATIONAL COMPARABILITY 
    This qualification was compared with the qualifications from the following countries:

    Country: United Kingdom
    Institution: The Royal College of Nursing
    Qualification Title: Postgraduate Diploma in Renal/Urology Nursing
    NQF Level: Level 9 award on the Irish National Framework of Qualifications (NFQ)
    Credits: 60 ECTS
    Duration: One year full-time and two years part-time.

    Entry Requirements:
  • Hold an NFQ Level 8 qualification. However, applicants who do not hold a Level 8 qualification may still be eligible to join the qualification through the supported-entry pathway qualification. This is subject to an assessment of prior learning and experience.
  • Have an active registration with the Nursing and Midwifery Board of Ireland.
  • Be working in the qualification specialist practice area in Beaumont Hospital or in another clinical site that has been audit-approved for the duration of the qualification.

    Purpose:
    The qualification is designed to equip learners with the theory and skills necessary to provide evidence-based, quality care to patients with renal/urological disorders in today's challenging healthcare environment. Learners will learn how to care for people with kidney disease, from managing acute fluid and electrolyte derangement in acute kidney injury through to seeing the huge benefits of successful kidney transplantation. This qualification is designed for registered nurses working in renal settings in Beaumont Hospital or affiliated sites. Graduates of this postgraduate diploma who wish to take a further step may enrol in the master's degree - the Master of Science Nursing (Renal Nursing).

    Learning Outcomes:
    This qualification will provide learners with the skills and knowledge to:
  • Demonstrate a critical understanding of a comprehensive range of knowledge in renal nursing.
  • Articulate a critical awareness of the latest evidence-based knowledge in renal nursing.
  • Demonstrate a range of research and specialist knowledge and skills in the specialist area of clinical practice.
  • Select from a broad range of specialist skills and knowledge in the specialist area.
  • Act in a comprehensive and often unpredictable variety of professional and ill-defined contexts in the specialist area.
  • Take significant responsibility for the work of individuals and groups and lead and initiate activity in the specialist area.
  • Critically self-evaluate professional and personal learning needs and those of others within the specialist area of practice and link to related continuing professional development requirements.
  • Present a reflective and questioning approach to specialist practice delivery and exhibit professional application of knowledge in an accountable, responsible, and evidence-based manner.

    Modules:
  • Advanced Research Methods comparable to Nursing Research
  • Advanced Leadership and Management - Clinical and Professional, comparable to Clinical Nurse Specialist Role
  • Advancing Professional Practice comparable to Nephrology Nursing Practice
  • Holistic Care of the Patient with Disorders of the Renal System comparable to Nephrology Nursing Practice
  • Care of the Patient with a Urological Disorder comparable to Foundations of Nephrology
  • Interdisciplinary Care of the Patient Receiving Renal Replacement Therapy

    Similarities:
  • The Royal College of Nursing (RCN) and the South African (SA) qualifications are offered in one year full-time.
  • The RCN and SA qualifications will provide registered nurses with the knowledge, skills, and experiences to develop advanced theoretical and practical knowledge to be able to provide evidence-informed nephrology nursing care.
  • Both qualifications will assist registered nurses working in nephrology nursing to extend their knowledge that will inform the care and management of people with kidney disease.
  • The RCN and SA qualifications share similar learning outcomes.
  • Both qualifications articulate vertically to the master's degree in nephrology nursing and related fields.

    Differences:
  • The RCN qualification is registered at the Irish NFQ Level 9, whereas the SA qualification is registered at the SA NQF Level 8.
  • The RCN qualification has 60 ECTS while the SA qualification has 128 credits.

    Country: United States of America
    Institution: University of Pittsburgh
    Qualification Title: Nephrology Fellowship
    Duration: Three years Full-time

    Purpose:
    The qualification is accredited by the Accreditation Council for Graduate Medical Education (ACGME) and provides clinical training in areas of renal physiology and immunology. The robust inpatient, consult, and outpatient service will allow the learner to care for a broad spectrum of patients with kidney disorders. The qualification also offers opportunities for clinical, translational, and basic research. Specific research will include fluid management, renal development (genetic and epigenetic), vesicoureteral reflux, obstructive nephropathy, polycystic kidney disease, tubular toxicity of albuminuria, transplant immunology/infection, podocyte biology, epithelial cell polarisation, protein trafficking in epithelial cells, pyelonephritis, and neonatal hydro-nephrosis. Learners will also work with the faculty in the adult nephrology programme.

    The first year is primarily clinical, and the second and third years of training are designed to facilitate the transition to increased independence in clinical situations, as well as robust exposure to quality improvement and research in nephrology, to provide trainees with the opportunity to explore all types of careers in paediatric nephrology.

    Similarities:
  • The University of Pittsburgh (UP) and the South African (SA) qualifications offer learners opportunities for clinical, translational, and basic research in healthcare settings.
  • Graduates from UP and SA qualifications will provide care for patients and their families across the entire continuum of kidney/renal disease, encompassing prevention, conservative care, all renal replacement modalities, kidney transplant, rehabilitation, and palliative management.
    The UP qualification is accredited by the ACGME, similar to the SANC for the SA qualification.

    Differences:
  • The UP takes three years full-time study, whereas the SA qualification takes one-year full-time study.
  • The UP qualification specialises in paediatric nephrology, as it will provide training in all modalities of renal replacement therapies across the lifespan of paediatrics, whereas the SA qualification focuses on the population across their lifespan from birth to old age.

    Conclusion:
    The international qualifications identified compare well with the qualifications being offered here in South Africa in terms of the purpose of each of the qualifications. 
    		•

    ARTICULATION OPTIONS 
    Horizontal Articulation:
  • Bachelor of Nursing, NQF Level 8.
  • Bachelor of Nursing Honours, NQF Level 8.
  • Bachelor of Nursing in Education and Administration, NQF Level 8.
  • Bachelor of Nursing Honours in Administration, NQF Level 8.
  • Postgraduate Diploma in Emergency Nursing, NQF Level 8.
  • Postgraduate Diploma in Operating Theatre Nursing, NQF Level 8.

    Vertical Articulation:
  • Master of Nursing, NQF Level 9.
  • Master of Nursing Science, NQF Level 9.
  • Master of Science in Nursing, NQF Level 9.
  • Master of Philosophy in Nephrology, NQF Level 9.
  • Master of Philosophy in Paediatric Nephrology, NQF Level 9.

    Diagonal Articulation
    There is no diagonal articulation as this qualification is a specialisation with a narrow focus on renal system conditions and management in nursing. 
    		•

    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. KWAZULU-NATAL 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.