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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Postgraduate Diploma in Primary Care Nursing 
SAQA QUAL ID QUALIFICATION TITLE
124997  Postgraduate Diploma in Primary Care 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 this qualification is to strengthen and deepen the learner's knowledge and expertise in Primary Care Nursing as a specialty. It will enable the Primary Care Nurse Specialists to undertake advanced reflection and development by means of engaging in research which is evidence based in their field. Furthermore, this qualification will enable a link between professional practice accountabilities, competence, research, leadership and quality patient care.

The Primary Care Specialist qualification will strengthen and deepen the knowledge and expertise in Primary Care nursing. The qualification will enable the Primary Care Nurse Specialist to engage in the respective specialist area of practice with in-depth knowledge, skills, attitudes, and values to enhance professional independence and optimum health outcomes.

In an often challenging and demanding Primary Care environment where people are cared for across life span often with numerous, multifarious and evolving health problems, it is imperative to ensure safe, independent, competent and effective practice within the ethical and legal parameters through training of the Primary Care Nurse Specialist with strong underpinning knowledge and capabilities to make sound decisions and prevent complications. The competencies acquired will entail screening, appropriate management, and prompt referral of health care consumers with specific and complex problems in primary care clinical settings.

The proposed curriculum is competency based with a robust component of work-integrated learning. Learners will be placed in a variety of clinical learning sites to facilitate integration of theory to practice and development of the expected competencies. Furthermore, the qualification utilizes learner centred approaches in teaching and learning thus providing the learner nurses with a variety of skills, knowledge and attitudes that will enhance the culture of lifelong learning and continuing professional development.

The qualification utilizes learner-centred approaches in teaching and learning, aimed at providing the specialist nurse with a wide range of skills, knowledge and attitudes which will promote the culture of lifelong learning and continuing professional development.

Rationale:
The Primary Care Nursing qualification is aligned to the Higher Education Qualifications Sub-Framework, South African Nursing Council Post Graduate Diploma in Nursing Framework and competencies. This qualification will enable the Primary Care Nurse Specialists to function as leaders who are clinically focussed, service oriented, autonomous, innovative and able to render comprehensive Primary Care Nursing within the Legislative framework. The South African health care system has adopted a Primary Care approach which is nurse driven and requires a robust of Primary Care Nurse Specialists with in- depth knowledge, skills and attitudes to engage at the forefront. This Primary Care Nurse Specialist will be able to apply knowledge and expertise pertaining to theories, methodologies and techniques required to independently and competently function in a Primary Care setting. .

Furthermore, nursing has remained the backbone of the South African health system, whilst Primary Care Nursing remains the heartbeat of the South African health system. A Primary Care nurse specialist category was introduced to support the Primary Health Care system. The proposed National Health Insurance requires the Primary Care Nurse specialists who possess the skills to work independently to make sound decisions at any primary care setting. In the last five years, there were 229 Primary Care Nurse Specialists who were trained in the legacy qualifications in the institution, against 846 whose training was outsourced; therefore, there is a dire need for this cadre of nurse specialists.

Primary Care Nursing interventions across low and middle-income communities could save a million lives and increase average life expectancy by 3.7 years by 2030. Primary Care provides the 'programmatic engine' driven by Primary Health Care engineering to achieve Universal Health Care, health-related Sustainable Development Goals (SDGs), Norms and Standards, six health priorities, and health security. Evidence of the wide-ranging impact of investment in Primary Care continues to grow around the world, particularly in times of crisis such as the COVID-19 pandemic (WHO, 2021). In 2018, countries met to renew their commitment to primary care at Astana and to make a new declaration to strengthen Primary Care. Despite this global commitment to the principles and need for Primary Care, actual implementation has not lived up to expectations. African health systems remain under-resourced and hospital-centric, with Primary Care delivered by low-level and poorly trained nurses

The critical shortage of doctors requires strengthening of primary care specialist skills in reducing the burden of disease by scaling-up prevention, treatment, and care using 90-90-90 strategy for Human Deficiency Virus (HIV), Sexually Transmitted Infections (STIs) and Tuberculosis (TB), including Multi and Extreme Drug Resistant TB, injuries, communicable and non-communicable diseases to reduce the incidence, prevalence, and case fatality rates in South Africa. The health care issues in primary care settings solidify Primary Care Nursing as a critical complement to make health systems more resilient to situations of crisis. The Primary Care Nurse specialist would be more proactive in detecting early signs of epidemics and more prepared to act early in response to surges in demand for services.

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

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Recognition of Prior Learning (RPL):
There is no RPL for access to the Postgraduate Diploma in Primary Care Nursing. Applicants must meet the minimum entry requirements, which include a basic/ undergraduate nursing qualification and midwifery, as it forms the basis upon which to build a specialisation.

Entry Requirements:
  • 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.
    Or
  • Advanced Diploma in Trauma and Emergency Nursing, NQF level 7.
    And
  • Proof of current SANC registration as a Professional Nurse and Midwife for General Nurse with Midwifery.
  • Registration with SANC as a Nurse and Midwife/General Nurse with Midwifery/Professional Nurse and Midwife.
  • A minimum of two years' experience as a nurse (including community service experience). 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory modules at National Qualifications Framework Level 8, totalling 120 Credits
  • Advanced Foundations of Primary Care Nursing,16 Credits.
  • Pharmacology in Primary Care Nursing, 24 Credits.
  • Primary Care Nursing Adult, 24 Credits.
  • Nursing Research, 16 Credits.
  • Contemporary Issues in Primary Care Nursing,8 Credits.
  • Clinical Nurse Specialist Practice,16 Credits.
  • Primary Care Nursing Child, 24 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Practice and facilitate specialist primary care nursing within ethical-legal parameters of the profession.
    2. Apply the knowledge of and facilitate evidence-based practice in the primary care specialist field to solve contextual problems and develop policies and guidelines.
    3. Appraise and develop self, peers, and primary care nurse specialist learners by facilitating self-directedness/leadership and lifelong learning to maintain competence.
    4. Facilitate advocacy for the profession and provision of specialist professional support for personnel, patients or clients, families and communities.
    5. Engage in planning, commissioning, and managing a primary care unit, an educational entity, or a health service.
    6. Engage in scholarly activities to inform evidence-based practice, education, and/or management.
    7. Utilize, manage, and communicate data to support decision-making and research.
    8. Render and coordinate health care consumer-centred specialist nursing practice within a continuum of care using the scientific approach, integrating biomedical and psychosocial sciences, including applied pharmacology in primary care.
    9. Mobilize appropriate resources to implement standards of practice relevant to the primary care nursing specialty, to ensure quality patient care and safety.
    10. Collaborate within the 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 the provincial or national level.
    12. Develop and implement institutional policies, protocols, and guidelines in the primary care specialty, utilizing the process of change management in the improvement of quality of care. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Demonstrate personal attributes and behaviour conformity to the relevant code of ethics in the practice of primary care nursing.
  • Use critical decision-making and moral reasoning models and principles to make clinical judgements and resolve ethical dilemmas within the primary care nurse specialist practice.
  • Demonstrate accountability for own professional judgement, actions, outcomes of specialist care provided and continued competence.
  • Identify and apply the relevant current legislation, policies, regulations and guidelines pertaining to specialist practice.
  • Document accurately all care activities, comprehensively and timeously, considering the legal requirements for record keeping.
  • Demonstrate knowledge of the primary care nurse specialist role in the management of professional misconduct and risks, taking into consideration the institutional protocols, protocols, and ethical-legal framework.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Engage primary care nursing specialist practice, demonstrates understanding of the process of evidence-based practice
  • Take application of evidence-based specialist practice into consideration, and the appropriate methodology of gathering evidence for practice.
  • Use of evidence-based practice demonstrates knowledge of and critical analysis of the various levels of evidence.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Demonstrate leadership skills through application of appropriate leadership styles, principles and theories of Primary Care nursing.
  • Facilitate Continuous Professional Development (CPD) for self and others is effective for lifelong learning by creating a positive learning climate in the workplace through the processes of mentorship, preceptorship, supervision, performance appraisal, etc.
  • Engage in performance appraisal demonstrates understanding of the purpose and processes of the performance management and development system.
  • Utilise feedback gained from self-reflection, peers, learners, management, and other relevant stakeholders to improve effectiveness in the specialist role.
  • Demonstrate understanding of the various risk factors that impact 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:
  • Demonstrate understanding of the purpose of the advocacy role for a primary care nurse specialist practice.
  • Apply advocacy principles to ensure safe and quality care in various primary care settings.
  • Demonstrate use of appropriate communication skills and channels in facilitating advocacy.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Demonstrate understanding of levels and or classification of the respective primary care units.
  • Determine commissioning task takes into consideration the burden of diseases and priority services as current events.
  • Participate in the evaluation of the existing primary care settings, and demonstrate knowledge of guidelines for provisioning a primary care unit.
  • Engage in planning and commissioning, demonstrating understanding of the role and responsibilities in this task within the inter- and intra-professional team.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Practice in the respective specialisation demonstrates knowledge of appropriate search engines and databases for review of literature to inform evidence-based practice.
  • Use appropriate methods to generate evidence for utilization in primary care nursing practice (e.g., research, systematic reviews, etc.)
  • Demonstrate awareness of the peer-reviewed journals and use for sharing of evidence.
  • Base activities in the specialist practice on scientifically proven evidence.
  • Actively participate in inter- and intra-professional dialogues, debates, or discourses in quality improvement.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • Gather all documents, data/information in the context of the specialist practice for utilization and storage in accordance with the set standards.
  • Utilize comprehensive data, information, and emerging evidence pertinent to the respective specialist practice.
  • Gather and critically analyse problem identification, diagnoses, and opportunities for improvement that are based on assessment data from the patients/clients, families, communities, including current scientific evidence.
  • Demonstrate documentation respect for intellectual property, and is without plagiarism

    Associated Assessment Criteria for Exit Level Outcome 8:
  • Demonstrate understanding of the position primary care nursing specialist service within the health care system.
  • Be conversant with the full range of services within the specialist area of practice.
  • Render integrated promotive, preventive, curative, rehabilitative, and palliative care in a healthcare continuum.
  • Render primary care nursing specialist care in accordance with national and international standards and protocols of the primary care nursing specialist field.
  • Base Congruent formulated diagnoses with the health care consumers' clinical manifestations/data on accurate analysis and interpretation of data obtained from scientific, laboratory, diagnostic, technological, and psycho-sociocultural assessment, including consultation of relevant/current literature/evidence.
  • Individualise planned nursing interventions considering health care consumers' needs, values, beliefs, preferences, culture, and contextual variables, for example, disease burden, health risks, national priorities, etc.
  • Plan nursing interventions based on formulated diagnoses, and application of primary care nursing specialized knowledge and skills (competencies), including applied pharmacology in collaboration with the inter- and intra-professional team.
  • Plan nursing interventions are implemented timeously, accurately, safely, and effectively in accordance with set evidence-based standards, guidelines, protocols, algorithms, etc., specific to the specialist field.
  • Plan health care interventions in collaboration with the health care consumer, family, and relevant members of the health care team.
  • Document and revise timeously nursing and critical analysis effectively based on the monitoring and evaluation data and reach a sound clinical judgement.

    Associated Assessment Criteria for Exit Level Outcome 9:
  • Demonstrate understanding of the infrastructure and equipment needed in the primary care nursing practice area of specialisation.
  • Employ sound asset management principles to ensure appropriate, adequate, well-maintained, and up-to-date equipment.
  • Take into consideration the assignment of staff to nursing care, the primary care nursing specialist qualification and its competencies, experience, standard health care consumer for the area of specialisation, job description, and skill mix.

    Associated Assessment Criteria for Exit Level Outcome 10:
  • Collaborate within the inter- and intra-professional team by engaging in health dialogue, shared leadership, decision making, and sound clinical judgement.
  • Identify, share, and collaboratively solve practice problems in the primary care nursing specialist area by informed decisions and sound clinical judgement.
  • Consultation is sought and provided appropriately and timeously in the provision of holistic care in a healthcare continuum through awareness of one's competence.
  • Carry out patient referral appropriately and timeously as dictated by the patient's condition and in accordance with the referral guidelines.
  • Promote participation in the inter- and intra-professional team, visible and recognized by the members of the team

    Associated Assessment Criteria for Exit Level Outcome 11:
  • Demonstrate participation in the development of policies, programmes, and projects, understanding of the steps in and or levels of the development of policies, programmes, and projects.
  • Demonstrate participation in project and policy development, knowledge of own role and responsibilities within the inter- and intra-professional policy/project team.
  • Participate in policy development, programme and project development, demonstrates advocacy for the nursing profession and patients/clients, families and communities in the specialist area.
  • Participate in project development includes appropriate communication (negotiation, bargaining, assertiveness, persuasion, etc.).
  • Provide timely and adequate feedback to relevant stakeholders as necessary.

    Associated Assessment Criteria for Exit Level Outcome 12:
  • Demonstrate knowledge of the process and or steps of development of policies, standards, guidelines and protocols.
  • Pre-determine the process of development of policies, standards, protocols, and guidelines that involve the relevant stakeholders.
  • Use the process of development and evaluation or testing of guidelines and protocols to the appropriate methods.
  • Implement the new policies, protocols, and guidelines in the specialist area to demonstrate understanding and application of the change process.
  • Collaboratively revise developed policies, protocols, and guidelines at appropriate intervals and approve as per the institutional policy for the specialist area.

    Integrated Assessment:
    The assessment strategy for the Postgraduate Diploma in Primary Care Nursing 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.

    Theory:
    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 the learner's 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 learner's discussions on 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 the learner's ability to participate in a group, teamwork, and every 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 Primary Care 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 Primary Care 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 
    The institution has been offering the Post Basic Diploma in Clinical Nursing Science, Health Assessment, Treatment and Care, which was accredited by the South African Nursing Council for over years in its different campuses. This qualification was recognized in some of the African and SADC countries, as well as countries such as the United Kingdom, Australia, New Zealand, and Zimbabwe. Botswana, Swaziland, Saudi Arabia, United Arab Emirates, and Holland.

    This qualification strives towards producing open-minded, critically reflective nurse specialists who are grounded in evidence-based knowledge and proven work-integrated learning experiences. These Nurse Specialists will also acquire skills according to the needs of health care users and society at large. The international perspective and comparability assist in stimulating reflection and innovation to address the local and global demands of society.

    This qualification compares with two accredited Qualifications offered in University College Dublin in Ireland and Western Sydney University in Australia as follows:

    Country: Ireland
    Institution: University College Dublin (UCD)
    Qualification name: Grad Dip Primary Care Nursing Practice
    Duration: 1 Year
    Credits: 60 (1 credit = 20-25 hours' learner input; 60 credits- 1200-1500 hours)
    NFQ Level: 9 (according to the 10-level framework)
    Attendance: Full Time
    Mode of delivery: Blended
    Admission Requirements: (Domestic Applicants only)
  • Applicants must hold a minimum of a BSc Degree or equivalent in Nursing (or hold a suitable NFQ level 8 qualification). Applicants not holding a bachelor's degree may apply for Accreditation of Prior Experiential Learning (APEL).
  • All applicants must be entered into the appropriate division of the Nurses Register maintained by the Nursing and Midwifery Board of Ireland (NMBI) (be registered as an RGN).
  • Applicants must be employed in primary care nursing (General Practice or Public Health Nursing Service) for the duration of the qualification and work a minimum of 75 hours per month.
  • Each learner must provide documented evidence from the Director of Public Health Nursing/General Practitioner in the clinical practice area, which guarantees placement for the duration of the qualification.
  • In addition, submit a Clinical Competence Supervisor/Mentor Nomination Form signed by the Assistant Director of Nursing for General Nurses working in the Public Health Nursing Service or a General Practitioner agreeing to provide support and clinical supervision towards the achievement of the required competencies for the duration of the programme.
  • Garda vetting is required for this programme. Once prospective learners submit applications, they will automatically receive details of the vetting procedure.

    Module Structure:
    Core Modules
  • Advanced Health Assessment, NQF Level 9, 10 Credits.
  • Contemporary Issues in Primary Care and General Practice, 10 Credits.
  • Managing Chronic Illness in Primary Care, 10 Credits.
  • Scholarship Enhancing Clinical Practice, 10 Credits.
  • Contemporary Issues in Primary Care and General Practice 2, 10 Credits.
  • Primary Care Clinical Practicum, 10 Credits.

    Contemporary Issues in Primary Care and General Practice
    Applicants should:
  • Hold an undergraduate degree (or equivalent) in a relevant subject (e.g., Medicine, Nursing and Midwifery, Physiotherapy, Emergency Medical Sciences, etc.)
  • Possess an equivalent professional qualification, or
  • Have relevant clinical experience in primary care, nursing, or related disciplines.

    This module focuses on the latest developments in the clinical care of common conditions affecting patients attending general practice and primary care.

    Upon completion of the module, a learner should be able to demonstrate:
  • A thorough knowledge and understanding of best practice in the assessment and treatment of common clinical problems in a general practice/primary care.
  • An ability to apply this knowledge and understanding to improve their competence and skills in clinical practice.
  • An understanding of the limits of their professional roles, responsibilities, competence, and the need to seek advice/refer when appropriate.
  • Critical engagement with decision-making frameworks and processes in primary care.
  • Improved clinical assessment/clinical problem-solving capabilities and clinical decision-making.
  • Improved communication skills.

    Contemporary Issues in Primary Care and General Practice 2
    This module focuses on the latest developments in the clinical care of common conditions affecting patients attending general practice and primary care, and the role of primary care in enhancing population health through health promotion and preventative health. The module involves a series of Masterclasses on common conditions affecting patients in this setting and issues relating to healthcare delivery in primary care. The module content is informed by the learning needs of healthcare professionals working in a primary care setting.

    Learning Outcomes:
    Upon completion of the module, a learner should be able to demonstrate
    A thorough knowledge and understanding of best practice in the assessment and treatment of common issues in a primary care setting.
  • An understanding of the limits of their professional roles, responsibilities, competence, and the need to seek advice/refer when appropriate when treating.

    Applying knowledge and understanding
  • Learners will learn to apply this knowledge and understanding to improve their competence and competence in clinical practice. Making judgements
  • Demonstrate a critical engagement with decision-making frameworks and processes in primary care contexts. Learners will improve their clinical assessment capabilities, clinical problem-solving capabilities and clinical decision making, especially regarding risk assessment.

    Communications and working skills
  • Learners will engage in effective intra and inter professional working with healthcare colleagues.
  • Emphasis will also be placed on communication skills reinforcing the primary goal of the school to produce competent, caring practitioners with an ability to convey complex messages to specialist and non-specialist audiences.

    Learning skills
  • Throughout the course, learners will engage in group and autonomous learning exercises, designed to reinforce an evidence-based approach to the management of a variety of common problems in a primary care setting.
  • Scholarship in Practical (nursing) Information not yet recorded.
  • Advanced Health Assessment.
    This module is designed to provide healthcare professionals with comprehensive physical assessment and health history taking skills, which can be performed competently and with the potential to act as an independent practitioner. Learners will learn the principles of pathology and pathophysiology of common clinical conditions (within the scope of practice). The module will enable the practitioner to advance the knowledge gained to the level of establishing accurate differential diagnoses based on comprehensive health history taking and health assessment. The primary aim of this module is to facilitate the development of advanced clinical assessment and decision-making.
  • Making skills and applying the skills in the context of advanced health assessment.

    Learning Outcomes:
    On completion of this module, the learner will:
  • Demonstrate competence in obtaining a client's health history.
  • Utilise optimum communication skills when interacting with patients to inform clinical decisions.
  • Articulate the pathophysiology associated with clinical conditions/disease states within the scope of practice and > understand the clinical significance in detecting and recognising deviations from normal.
  • Exhibit the comprehensive knowledge and skills required to competently perform an advanced health assessment and develop a person-centred plan of care appropriate to the scope of practice.
  • Record findings and interpretations accurately and comprehensibly in a clear, accurate, and relevant manner in accordance with legal and ethical guidelines.
  • Critically analyse presenting history and assessment details in the context of the existing evidence base to inform practice in a variety of clinical contexts.

    Primary Care Clinical Practicum:
    This module provides a focused clinical practicum experience within an academic framework for nurses undertaking the Graduate Diploma in Primary Care Nursing Practice. Working within their scope of professional practice, nurses will undertake a period of structured clinical practice in a primary care setting under the guidance and supervision of an academic and clinical preceptor. The focus is on developing a participative person-centred approach in the provision of care. The module will incorporate the development of evidence-informed competencies, as demonstrated through formal direct and indirect assessment of practice.
    Total Work Experience:250 hours

    Manage Chronic Ill Primary Care
    This module examines aspects of chronic illness, including the prevalence of chronic illnesses in Ireland, the health policy response, the impact of a chronic illness on the individual, the family, and the community, the economic cost of chronic illnesses, health disparities in chronic illness, and models of chronic illness care. Topics covered will include objective assessment of a chronic illness in relation to clinical signs, self-care, adjustment, and functional ability, and subjective dimensions, such as symptoms, self-reported quality of life, and psychological and social functioning. The module will also examine specific chronic illnesses and a range of evidence-informed nurse-led interventions that may be used in treating and supporting individuals with a chronic illness in the community.

    Similarities:
  • The University College Dublin (UCD) qualification duration of training is one year full-time; similarly, the South African (SA) qualification is also offered at one year on a full-time basis.
  • The minimum hours for learning and teaching are 1200, although the maximum for the SA qualification is 1280 hours, whilst Dublin's hours are 1500.
  • All applicants must be entered into the appropriate division of the Nurses Register maintained by the Nursing and Midwifery Board of Ireland (NMBI) (be registered as an RGN) in Ireland, and the SA qualification also admits candidates who are registered with the South African Nursing Council as Registered Nurses.
  • There are similarities between the modules being offered by UCD and SA in the following areas:
  • The Contemporary Issues in Primary Care Modules in both programmes focus on the latest developments in the clinical care of common conditions affecting patients attending general practice and primary care. Learners also learns to apply this knowledge and understanding to improve their competence and competence in clinical practice and to make sound clinical judgements.
  • The Advanced Health Assessment module in UCD aims to develop advanced clinical assessment and decision-making skills and to apply the skills in the context of advanced health assessment. In the SA qualification, the same principles of advanced health assessment are applied in the Primary Care Adult and Child Modules.

    Differences:
  • The UCD qualification is at NQF Level 9, whilst the SA qualification is at NQF Level 8.
  • The admission requirements for UCD are that applicants must hold a minimum of a BSc Degree or equivalent in Nursing (or hold a suitable NFQ level 8 qualification). Applicants not holding a bachelor's degree may apply for Accreditation of Prior Experiential Learning. A signed commitment from a nominated clinical supervisor/mentor, which differs from the SA qualification, as not only applicants who have a degree are considered, as it is a Level 8 programme. There is no RPL in the SA qualification.
  • The programme of UCD has a standalone Practicum module, whereas the KZNCN qualification has Work Integrated Learning integrated with theory.
  • Mode of delivery is blended in UCD

    Country: Australia
    Institution: Western Sydney University
    Qualification Title: Graduate Diploma in Primary Health Care
    Approved Abbreviation: Grad Dip PHC
    AQF Level: 8 (according to the 10-level Australian Framework)
    Credits: 80 (1 credit=15 hours of learning and teaching, therefore 80 credits = 1200 notional hours.
    Admission Criteria:
  • Completion of an undergraduate degree (AQF Level 7 or equivalent) in any discipline
  • Three years full-time equivalent professional work experience in the health sector.
    Duration: One year full-time or two years part-time.

    Course Aim:
    This course aims to provide the opportunity for health and other professionals with primary health care responsibilities to gain knowledge and understanding of primary health care that will enable leadership in this field. The course provides a focus on the knowledge and behaviour required to be a primary health care provider in a changing community environment. Key knowledge areas include primary health care principles and application, health promotion, and strategies to support individuals and communities. Learners who complete this course may transfer into the Master of Primary Health Care.

    Module Outline:
  • Approaches to Epidemiology
  • Cultural and Social Diversity in Health Care
  • Health Promotion: A Primary Health Care Approach
  • Health and Socio-political Issues in Aged Care
  • Mental Health for Communities
  • Primary Health Care and its Applications
  • Supporting Individuals and Communities in Crisis

    And one elective
    Approaches to Epidemiology

    Level: 7
    Credit Points: 10
    Unit Enrolment Restrictions
    Learners must be enrolled in a postgraduate course.

    This unit presents the principles, strategies, and activities associated with social epidemiology and the contribution that this epidemiology makes to the understanding of health and illness of individuals, families and communities. Consideration of social epidemiology in supplementing classical approaches is included, as is consideration of primary health care epidemiology in relation to health service delivery and planning. Learners will explore the consequences of primary health care decision-making that will enable evidence-based health care practice and relate it to their practice

    Cultural and Social Diversity in Health Care.
    Level: 7
    Credit Points: 10
    About this Unit
    This unit encourages learners to investigate and discuss the concepts of health and illness in the context of cultural and social diversity. The unit promotes the attainment of critical knowledge and core principles necessary for learners to become holistic, culturally and socially sensitive, and appropriately adaptable when meeting the health needs of Aboriginal and Torres Strait Islander people, other marginalised and vulnerable groups, including refugees and those from the LGBTI community, and people from other diverse cultural and social backgrounds. A case study approach provides a framework for learners to explore the impact of different attitudes and value systems relating to the health of people in Australia.

    Health Promotion: A Primary Health Care Approach
    Level: 7
    Credit Points: 10
    About this Unit
    An individual's personal characteristics and their family, social, and community environments have complex interrelationships with their health and health behaviours. The challenge for health professionals is to understand this complexity and encourage the practice of health promotion within a primary health care framework so enabling people to achieve a sense of power and control over their lives. The unit explores the health of individuals and communities in the context of health promotion. Evidence-based health promotion strategies are examined using social health and ecological perspectives.

    Health and Socio-political Issues in Aged Care
    Level: 7
    Credit Points: 10
    About this Unit
    This unit examines health and socio-political issues in aged care within a social capital framework. Social constructs and contexts of ageing are explored, and issues of social and economic disadvantage are examined. Equity and access to health care services and the experiences of older people within these services are also highlighted. The role of health professionals and managers in actively engaging in health and social policy debate for ethically just care and services for older people is addressed.

    Mental Health for Communities
    Level: 7
    Credit Points: 10
    About this Unit
    Evolving diversity and changes within societies mean that what are understood as adaptive and maladaptive lifestyles, behaviours and attitudes towards mental illness and traditional healing approaches will vary greatly. This unit presents an outline of the themes and topics central to discussions of mental health and illness within a community. It examines the influences of stereotype and stigma, environment, culture, adaptive ability, and support systems for psychological well-being while considering approaches which focus on and promote resilience, attachment, a sense of belonging, and empowerment. Contemporary mental health and illness issues relating to selected vulnerable groups will be explored.

    Primary Health Care and its Applications Code
    Level: 7
    Credit Points: 10
    This unit explores the impact and relevance of Primary Health Care in its context as a World Health Organization (WHO) strategy for achieving "Health for All". It examines how Primary Health Care, along with other significant WHO initiatives, provides a framework for the organisation of just and humane health care systems and provides an opportunity for detailed discussion of the complex factors that impact the health status of populations. The integration of associated theoretical concepts will enable an understanding of the complex dimensions of health and well-being to evolve and then to inform health care practices and the planning of programs that can lead to sustainable health within a primary health care framework.

    Supporting Individuals and Communities in Crisis
    Level: 7
    Credit Points: 10
    The planning, development, and implementation of primary health care initiatives rest largely on the capacity of health care workers to develop and engage in partnerships with a diverse range of consumers, health care workers, and organisations. In this unit, learners will critically examine the complexities inherent in developing and sustaining effective and active partnerships with individuals and groups in primary health care contexts. The interpersonal, cultural, and socio-political issues that shape communication and the development of partnerships will be examined. Current approaches used to plan for and respond to crises, emergencies, and disasters at an individual, organisational, and community level will also be explored.

    Similarities:
  • The Australian qualification is at AQF Level 8, similarly, the South African qualification is also at NQF Level 8.
  • To be admitted for admission to study in Western Sydney University, learners must have completed an undergraduate degree (AQF Level 7 or equivalent) in any discipline. Similarly, in South Africa, learners must have a minimum of NQF Level 7 or above to be admitted to the qualification.
  • The Western Sydney University learning and teaching time is 1200 hours, which is similar to the SA qualification, which is 1280 hours.
  • There are similarities in the content of the modules, though they are namely differently, e.g., Health Promotion is not a module in the KZNCN qualification but is covered well in the Advanced Foundations of Primary Care Module.

    Differences:
  • The qualification is offered both full-time and part-time at Western Sydney University, whereas in SA it is offered only on a full-time basis.
  • In Western Sydney University, different modules are at different AQF Levels, some at 7 and others at 10, in contrast to the SA qualification, where all modules are pegged at NQF Level 8.
  • The naming of modules is quite different between the two institutions, though the content is similar in some of them, e.g. Health Promotion and Primary Health Care and its Applications.
  • One of the admission criteria for Western Sydney University is that the learner must have three years in the health service, whilst the KZNCN qualification stipulates two years' experience. 
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    ARTICULATION OPTIONS 
    This qualification provides opportunities for horizontal and vertical articulation options.

    Horizontal Articulation:
  • Bachelor of Nursing, NQF Level 8.
  • Postgraduate Diploma in Emergency Nursing, NQF Level 8.

    Vertical Articulation:
  • Master of Nursing, NQF level 9.
  • Master of Philosophy in Critical Care Nursing, NQF Level 9.
  • Master of Philosophy in Public Health, NQF Level 9.

    Diagonal:
    There is no diagonal articulation as this qualification is a specialisation with a narrow focus to 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 


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