SAQA All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.
SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Postgraduate Diploma in Infection Prevention and Control Nursing 
SAQA QUAL ID QUALIFICATION TITLE
125937  Postgraduate Diploma in Infection Prevention and Control Nursing 
ORIGINATOR
University of Witwatersrand 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Postgraduate Diploma  Field 09 - Health Sciences and Social Services  Preventive Health 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  120  Not Applicable  NQF Level 08  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Registered  EXCO 0940/26  2026-06-02  2029-06-02 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2030-06-02   2033-06-02  

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 Infection Prevention and Control Nursing is to develop specialised knowledge and skills necessary for the achievement of the desired exit-level outcomes. This qualification is designed to equip registered nurses with the specialised skills and knowledge necessary for advanced infection prevention and control practice. Qualifying learners will gain expertise in advanced clinical competencies, leadership and evidence-based practice enabling them to render quality patient care and service delivery.

Through professional development activities, candidates are empowered to stay updated with the latest practices and innovations in infection prevention and control as they develop as reflective, ethical practitioners who form part of the interprofessional care team.

Upon completion of this qualification, the qualifying learners will be able to:
  • Apply evidence, use, manage and communicate data.
  • Contribute to policy development as lifelong learners.
  • Render specialist care within the relevant ethical legal context.
  • Advocate for the profession and the patient.
  • Gain operational skills for the mobilisation of resources, planning and management of a practice unit.
  • Develop leadership and collaboration skills.

    Rationale:
    The legislative changes in the nursing qualification framework have resulted in a dire shortage of specialist nurses with a backlog of training since the legacy courses were phased out in 2020. The South African Nursing Council (SANC) has developed competencies and a regulatory framework for the training of specialist nurses at the postgraduate diploma level. The design of this qualification is congruent with the new South African Practice Regulations (R.635) for a specialist nursing qualification.

    Accreditation for this qualification is conditionally approved/pending approval. Upon completion, qualifying learners can register with the South African Nursing Council (SANC) as specialist nurses in the field of Infection Prevention and Control. This registration is crucial for practising legally and being recognised within the healthcare system, enhancing their professional credibility and career prospects at the SANC.

    According to the final report entitled, "The Future of Nursing Workforce Planning" conducted jointly by the Department of Health and the Hospital Association of South Africa (2021), there is currently a shortage of nurses in the country with the situation expected to worsen. This is against the backdrop of a high prevalence of infectious and communicable diseases. It is therefore imperative that nurse specialists be trained and qualified with the specialised knowledge and skills to meet the growing need for Infection Prevention and Control, contribute to enhancing Infection Prevention and Control services and improve patient outcomes. Typical learners for this qualification are registered nurses. This will equip learners with specialised skills and knowledge necessary for advanced infection prevention and control practice.

    In addition, it is important to train nurse specialists at the level of a Postgraduate Diploma to enable them to continue their development and complete their master's and doctoral qualifications. This will enable qualifying learners to develop knowledge and contextual evidence for effective healthcare delivery in South Africa.

    Upon completion, qualifying learners can register with the South African Nursing Council (SANC) as specialist nurses in the field of Infection Prevention and Control. This registration is crucial for practising legally and being recognised within the healthcare system, enhancing their professional credibility and career prospects at the SANC. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    The institution has an approved Recognition of Prior Learning (RPL) policy which is applicable with regard to equivalent qualifications for admission into the qualification. RPL will be applied to accommodate applicants who qualify. RPL thus provides alternative access and admission to qualifications, as well as advancement within qualifications. RPL may be applied for access, credits from modules and credits for or towards the qualification.

    RPL for access:
  • Learners who do not meet the minimum entrance requirements or the required qualification that is at the same NQF level as the qualification required for admission may be considered for admission through RPL.
  • To be considered for admission in the qualification based on RPL, applicants should provide evidence in the form of a portfolio that demonstrates that they have acquired the relevant knowledge, skills, and competencies through formal, non-formal and/or informal learning to cope with the qualification expectations should they be allowed entrance into the qualification.

    RPL for exemption of modules:
  • Learners may apply for RPL to be exempted for 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:
  • Bachelor of Nursing, NQF Level 7.
    Or
  • Advanced Diploma in Midwifery or equivalent, NQF Level 7. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

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

    Compulsory Modules, NQF Level 8, 120 Credits:
  • Scholarship and Fundamentals of Infection Prevention and Control Nursing, 48 Credits.
  • Specialist Practice of Infection Prevention and Control Nursing, 72 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Practice and facilitate specialist nursing or midwifery, nursing education or health services management within the ethical-legal parameters of the profession.
    2. Apply the knowledge of and facilitate evidence-based practice, nursing education or management in the specialist field to solve contextual problems and develop policies and guidelines.
    3. Appraise and develop self, peers, and nurse specialist or midwife specialists' 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 specialist unit, an educational entity or a health service.
    6. Engage in scholarly activities to inform evidence-based practice, education or management.
    7. Utilise, manage and communicate data to support decision-making and research.
    8. Render and coordinate patient-centred specialist nursing or midwifery practice within a continuum of care using the scientific approach, integrating biomedical and psychosocial sciences including pharmacology.
    9. Mobilise appropriate resources to implement the standards of practice relevant to the area of specialisation, to ensure quality patient care and safety.
    10. Collaborate within the inter- and intra-professionalism 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.
    12. Develop and implement institutional policies, protocols, and guidelines in the area of specialisation, utilising the process of change management in the improvement of quality of care. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Develop personal attributes and behaviour that demonstrate conformity to the relevant codes of ethics in the practice of specialist nursing or midwifery, nursing education and health services management.
  • Apply critical decision-making and moral reasoning models and principles to make clinical judgements and resolve ethical dilemmas within the specialist practice.
  • Exhibit accountability for own professional judgment, actions, outcomes of specialist care, nursing education or health services management provided and continued competence.
  • Identify and apply the relevant current legislation, policies, regulations and guidelines pertaining to specialist practice nursing education or health services management.
  • Document all care activities accurately, comprehensively and timeously taking into account the legal requirements for record keeping.
  • Manage professional misconduct and risks by adhering to institutional protocols and ethical-legal frameworks, demonstrating knowledge of the nurse specialist role.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Engage in specialist practice and demonstrate an understanding of the process of evidence-based practice.
  • Gather and appraise evidence-based specialist practice, nursing education and health services management, taking into consideration the appropriate methodology of gathering evidence for practice, education and management, for example, systematic or scoping reviews appraisal of articles, practice-based research and publication.
  • Use evidence-based practice, nursing education and health service management to demonstrate 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 health services management.
  • 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.
  • Engage in performance appraisal demonstrates an 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.
  • Apply 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:
  • Critically evaluate the purpose of the advocacy role for a nurse specialist or midwife specialist practice.
  • Apply advocacy principles to ensure safe and quality care/in various healthcare settings or nursing education or health services management.
  • Use of appropriate communication skills and channels in facilitating advocacy.
  • Lobby and/or participate in interest groups to influence legislation and policy affecting role performance.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Apply an understanding of levels and or classification of the respective specialist units, health services or educational entities.
  • Address the burden of disease and prioritise services when commissioning tasks.
  • Participate in the evaluation of the existing specialist unit, health or education entity and demonstrate knowledge of guidelines for provisioning a specialist unit/health service or educational entity.
  • Engage in planning and commissioning and demonstrate understanding of the role and responsibilities in this task within the inter and intra-professional team.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Use appropriate methods to generate evidence for utilisation in specialist practice (e.g. research, systematic reviews etc) education and health services management.
  • Promote awareness of peer-reviewed journals and the use of sharing of evidence.
  • Base activities in the specialist practice, education and health services management 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:
  • Document all data/information gathered in the context of the specialist practice, education and health services for utilisation and storage in accordance with the set standards.
  • Integrate comprehensive data, information and emerging evidence pertinent to the respective specialist practice.
  • Identify problems, diagnose conditions, and seek improvement opportunities through critical data analysis.
  • Maintain respect for intellectual property and ensure plagiarism-free documentation.

    Associated Assessment Criteria for Exit Level Outcome 8:
  • Apply understanding of the position of own specialist service within the health care system.
  • Integrate promotive, preventive, curative, rehabilitative, and palliative care in specialist services.
  • Render specialist care to integrate promotive, preventive, curative, rehabilitative and palliative care in a healthcare continuum.
  • Develop knowledge, skills and attitudes that involve rendering specialist care to national and international standards and protocols of the specialist field.
  • Formulate nursing or midwifery diagnoses that are congruent with the patient's/client's clinical manifestations/data and are based on accurate analysis and interpretation of data obtained from scientific, laboratory, diagnostic, technological and psycho-sociocultural assessment including consultation of relevant/current literature/evidence.
  • Plan nursing or midwifery interventions individualised considering the patient's/client's needs, values, beliefs, preferences, culture and contextual variables, for example, disease burden, health risks, national priorities etc.
  • Plan nursing or midwifery interventions based on formulated nursing diagnoses, and application of specialist knowledge and skills (competencies) including advanced pharmacology in collaboration with the inter- and intra-professional team.
  • Plan nursing or midwifery interventions 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 patient or client, family and relevant members of the health care team.
  • Execute nursing interventions which include preparation of patients/clients, families, and nurses in the lower-level care for continued care in the hospital and community in accordance with the health status and health literacy of the patient/client.
  • Document and revise nursing or midwifery interventions timeously and effectively based on critical analysis of the monitoring and evaluation data and reaching a sound clinical judgement.

    Associated Assessment Criteria for Exit Level Outcome 9:
  • Assess and ensure the adequacy of infrastructure and equipment in the specialisation area.
  • Operate and monitor the equipment used in the specialist area.
  • Apply sound asset management principles to ensure appropriate, adequate, well-maintained and up-to-date equipment.
  • Assign staff to nursing care taking into consideration the specialist qualification and its competencies, experience, and standard nurse-patient ratios for the area of specialisation. Job description and skill mix.

    Associated Assessment Criteria for Exit Level Outcome 10:
  • Identify and collaboratively resolve practice problems in the specialist area.
  • Seek and provide timely consultations to support holistic care.
  • Carry out patient referrals appropriately and timeously as dictated by the patient's condition and in accordance with the referral guidelines.
  • Promote, make visible and recognise team members for participation in the inter- and intra-professional team.

    Associated Assessment Criteria for Exit Level Outcome 11:
  • Develop policies, programmes and projects that demonstrate an understanding of the steps in and or levels of the development of policies, programmes and projects.
  • Participate in project and policy development and demonstrate knowledge of own role and responsibilities within the inter- and intra-professional policy/project team.
  • Advocate for the nursing profession, patients, families, and communities during policy development.
  • Participate in project development including 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:
  • Apply knowledge of the process and/or steps of development of policies, standards, guidelines and protocols.
  • Assess the process of development of policies, standards, protocols and guidelines to ensure that it involves the relevant and pre-determined stakeholders.
  • Use appropriate methods to develop, evaluate, or test guidelines and protocols.
  • Implement new policies, protocols and guidelines to the specialist area to demonstrate understanding and application of the change process.
  • Revise and update policies collaboratively at appropriate intervals, following institutional guidelines.

    INTEGRATED ASSESSMENT
    All qualifications are assessed in line with the institution's Assessment Policy.

    With regard to the Department's philosophy of educational assessment, the whole purpose of assessment is to provide feedback to learners and teachers to improve learning and teaching. This is why the emphasis is on formative and continuous assessment but, in accordance with institution policy, a high-stakes examination is conducted at the end of the qualification to determine competency and to judge whether the learner has met the criteria for the award of the academic qualification.

    The validity of the assessments, including the content validity, predictive validity, concurrent validity and construct validity, are measured on a continuous basis by means of peer evaluation and learners' feedback as well as tracking results on a longer-term basis.

    Reliability is measured by means of testing-retesting, but as our groups of learners are usually small, split-half testing is not feasible.

    Formative Assessment:
    Smaller groups enable the institution to use more individualised forms of assessment such as essays, projects, and demonstrations, in addition to the more common methods of written tests and assignments.

    No marks are attached to due performance activities but must be complete in order to qualify. A learner may apply to redo a theoretical assessment once only in the qualification i.e. once for each module.

    Theory Mark: The theory mark consists of the sum of all the assessments and assignments and counts 60% towards the theory mark. The theoretical 3-hour exam counts 40% towards the theoretical mark.

    Clinical Mark: All due performance requirements must be met. The learners will perform an Integrated Patient Care Assessment throughout the year counting 30% and another Integrated Patient Care Assessment at the end of the program, counting 30%.

    Summative Assessment:
    One 3 [three hours] examination will be written at the end of the qualification and counts 40% of the final mark. One Integrated Patient Care Assessment will be conducted, which counts 30% throughout the year as well as another Integrated Patient Care Assessment at the end of the programme also counting 30%.

    The integrated final assessment (evidence-based study) will be moderated by a person appointed as an external examiner. All other assessments will be subjected to internal moderation processes according to the university policy.

    The final mark will be the sum of the written exam (40%) and the sum of the two (2) Integrated Patient Care Assessments: 40%+ 30% +30% = 100%. 
    		•

    INTERNATIONAL COMPARABILITY 
    South Africa is an active member of the International Council of Nursing (ICN) as well as the International Labour Organisation (ILO), a member of the AU, formerly the Organisation of African Unity (AOU), Southern African Development Community (SADC) and the Commonwealth. The Postgraduate Diploma in Infection Prevention and Control meets recognition requirements in most of the member countries of these organisations and throughout Sub-Saharan Africa.

    This qualification is also comparable with similar qualifications in countries such as Scotland, Ireland, and Australia.

    Country: Scotland
    Institution name: The University of Dundee
    Qualification title: Postgraduate Diploma in Infection Prevention and Control
    Duration: One-year

    Purpose/Rationale
    Postgraduate Diploma (PGDip) in Infection Prevention & Control is designed for healthcare professionals, including nurses, looking to enhance their expertise in infection prevention and control practice or transition into leadership roles.

    This qualification covers a wide range of essential topics, including:
  • Introduction to medical microbiology and immunology.
  • Applying microbiology to practice.
  • Communicable disease control.
  • Advanced practice in Infection Prevention & Control (IPC).
  • Healthcare-associated infections and the healthcare environment.

    The qualification focuses on applied microbiology, antimicrobial stewardship, and infection prevention strategies to improve clinical practice and safety.

    The university operates a flexible Recognition for Prior Learning (RPL) system by which learners who do not have a degree may be eligible for entry.

    Similarities:
  • Both the Scottish and South African (SA) qualifications are offered over a period of one-year.
  • Both qualifications are designed for healthcare professionals including nurses and equip learners with skills and expertise in infection prevention and control practice.
  • Both the Scottish and SA qualifications apply RPL for learners who do not meet the entry requirements into the qualifications.

    Country: Australia
    Institution name: Griffith University
    Qualification title: Graduate Certificate in Infection Prevention and Control
    Duration: One-year
    Credits: 40

    Purpose/Rationale
    This is a one-year qualification based on theory- and practice-based learning. The qualification aims to develop higher-level skills in critical thinking, reasoning, and analysis. This degree prepares a learner for advanced practice in infection prevention and control, addressing local, national and international trends in communicable diseases and infections. As part of the longest-running tertiary infection prevention and control education program across Australasia, this degree combines technical health knowledge with a strong foundation in advanced research. Various teaching and learning styles are also incorporated to cater for all types of learners

    Upon completion of this qualification, learners will be able to:
  • Explore the epidemiology of infectious diseases across national and international populations.
  • Understand surveillance systems for disease control and prevention.
  • Develop skills to interpret research, design studies, apply ethical and legal principles and translate findings into practice for infection prevention and control.
  • Apply leadership and management strategies to drive change in healthcare.
  • Engage in interactive online learning while building professional networks and collaborating with peers.

    Professional nurses who have obtained this qualification are highly employable at an international level. As with all professional qualifications, qualifying learners are required to obtain registration and a license to practice for the particular qualification with the host country before they can practice. Advanced nurse specialists are being sought in all developed countries as the category of advanced practice nurse gains momentum. Some specialties such as primary health care have long been recognised whereas others are still evolving. Developed countries already offer postgraduate diploma courses in nursing specialities to meet the demand in their country for specialist nursing practitioners. Qualifying learners may advance their career in Master of Infection Prevention and Control.

    Similarities:
  • Various teaching and learning styles are also incorporated to cater for all types of learners, which is similar to the South African qualification.
  • Both the Australian and SA qualifications share similar exit learning outcomes.
  • Both qualifications have similar entry requirements, and learners are required to obtain registration with the relevant body and obtain a license to practice.

    Differences:
  • The Australian qualification has 40 credits, while the SA qualification has 120 credits.

    Conclusion
    Across all these countries, nursing qualifications are similar in terms of content and duration. The South African qualification compares favourably with similar qualifications from Scotland and Australia and others across all member countries of the International Council of Nurses (ICN) and African Union (AU) where this qualification is offered. 
    		•

    ARTICULATION OPTIONS 
    This qualification provides the following articulation options:

    Horizontal Articulation:
  • Bachelor of Nursing, NQF Level 8.
  • Postgraduate Diploma in Nursing Education, NQF Level 8.
  • Possible horizontal articulation options between Sub-Frameworks for this qualification reached the registration end date in December 2025.

    Vertical Articulation:
  • Master of Nursing in Child Nursing, NQF Level 9.
  • Master of Nursing, NQF Level 9.

    Diagonal Articulation:
  • National Certificate: Vocational: Primary Health, NQF Level 4. 
    		•

    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. University of Witwatersrand 


    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.