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 THAT HAS PASSED THE END DATE:

Diploma: Nursing Science: General: Psychiatry: Community and Midwifery

SAQA QUAL ID	QUALIFICATION TITLE
14046	Diploma: Nursing Science: General: Psychiatry: Community and Midwifery
ORIGINATOR
EDENDALE CAMPUS
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY			NQF SUB-FRAMEWORK
-			HEQSF - Higher Education Qualifications Sub-framework
QUALIFICATION TYPE	FIELD		SUBFIELD
National Diploma	Field 09 - Health Sciences and Social Services		Curative Health
ABET BAND	MINIMUM CREDITS	PRE-2009 NQF LEVEL	NQF LEVEL	QUAL CLASS
Undefined	518	Level 6	Level TBA: Pre-2009 was L6	Regular-Provider-ELOAC
REGISTRATION STATUS		SAQA DECISION NUMBER	REGISTRATION START DATE	REGISTRATION END DATE
Passed the End Date - Status was "Registered"		SAQA 2933/00	2003-07-01	2006-06-30
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2007-06-30		2011-06-30

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.

This qualification does not replace any other qualification and is not replaced by any other qualification.

PURPOSE AND RATIONALE OF THE QUALIFICATION

The purpose of the qualification is to provide

qualifiers with diploma level knowledge, to function as committed nurse practitioners, in both the hospital and community settings in all aspects related to nursing (general, psychiatric and community) and midwifery and to provide opportunities for continued holistic professional and personal growth, and gainful socio-economic activity contributing towards effective comprehensive health services delivery.

the South African community with significant numbers of diplomats, in the nursing (general, psychiatric and community) and midwifery fields so that nursing related issues, based on innovative knowledge, and professional and scholarly activity, is facilitated and promoted.

the South African community with diplomats who can improve the health status of individuals, groups, communities and populations through strategies of facilitation, empowerment and partnership, within a comprehensive multi-disciplinary team approach based on primary health care principles.

the South African community with diplomats who will meet the requirements to register for a variety of professional qualifications with the SANC.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

1. Learners who register for this qualification can

learn from written material, class attendance and experiential sources in the practical field experience

communicate and apply what they have learnt coherently and logically

with guided support, take responsibility for their own academic and professional progress

2. Learners who register for this qualification have Grade 12.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

This qualification recognises:

Formal prior learning
Students' prior accredited learning at tertiary level in relevant domains, which constitute credit-bearing units, is recognised.

Non-formal and informal prior experiential learning
Students' prior non-formal learning will be recognised if they can produce a portfolio or evidence or undergo any other recognised means of assessment that shows they meet the outcome and associated assessment criteria specified.

EXIT LEVEL OUTCOMES

Critical cross-field outcomes:

1. The learner can identify, analyse, formulate, and solve convergent and divergent health related problems of professional, individual and societal kinds, creatively and innovatively, specifically in the domain of nursing services delivery.

2. The learner can work effectively with others as a member of a team, group, organization, community, and contribute to the group output in tasks growing out of the fields traditionally considered as the Social and Health Sciences.

3. The learner can manage and organize her or his personal, academic and professional activities and life responsibly and effectively, including his/her studies.

4. The learner can collect, analyse, organize, critically evaluate and use information, appropriately as required in the pursuit of both her/his studies and profession.

5. The learner can communicate effectively using visual, mathematical and / or language skills in the modes of oral and / or written presentation in sustained interactions and diverse situations in the context of the health sciences and in professional practice.

6. The learner can use science and technology effectively and critically in the domains of the social and health sciences showing responsibility towards the environment and health and well being of individuals, families, groups and communities in national context.

7. The learner can demonstrate a holistic understanding of the world as a set of related systems by recognizing that health problem solving contexts in the domain of social and health sciences do not exist in isolation, and by acting responsibly towards the rest of the nursing community.

Developmental Outcomes:

In order to contribute to the full personal development of each learner and the social and economic development of the society at large, it must be the intention underlying any programme of learning to make an individual aware of the importance of the following developmental outcomes:

1. The learner can reflect on and explore a variety of strategies to learn more effectively (see Critical Outcomes 3 and 5 above).

2. The learner can participate as a responsible citizen in the life of local and national communities (also see Critical Outcome 2 above).

3. The learner can be culturally and aesthetically sensitive across a range of health and social contexts (see Critical Outcomes 2 and 7).

4. The learner can explore education and career opportunities in the context of social and health delivery systems by drawing on the various knowledge, skills and attitudes acquired in the accomplishment of this qualification (see all Critical Outcomes above).

5. The learner can develop entrepreneurial opportunities by drawing on the various knowledge, skills and attitudes acquired in the accomplishment of the Diploma qualification (see all Critical Outcomes, plus 4 above).

Specific outcomes:

The Diploma in Nursing (general, psychiatric and community) and Midwife learner is actively engaged in activities that will enable her/him to become a well rounded, educated and competent health professional, pursuing opportunities for further specific study and professional practice, in relevant work environments. As such she or he develops and holds certain values and integrates knowledge and skills to achieve her or his purposes. The specific outcomes show how knowledge, skills and values are integrated in the qualification in the SAQA fields of Human and Social Studies (07), and Health Sciences and Social Services (09).

1. The learner, as a professional practitioner, can engage in critical thinking in the domains of social and health delivery system.

2. The learner can deal with health issues in all aspects of nursing fields of health nursing, psychiatric nursing, community health and midwifery.

3. The learner can identify, describe and evaluate community health nursing, general nursing, psychiatric nursing, and midwifery problems and solutions related to cultural diversity in South Africa.

4. The learner can identify with the ethos and dynamics of the health professions and can practise as a professional within the ethical and legal framework pertinent to the nursing profession.

5. The learner can demonstrate interpersonal skills in all health situations.

6. The learner can use appropriate research/methodology activities to access and manage information in health fields.

7. The learner can think contextually, that is reflect on learning from individual, professional experience, nursing disciplines in relation to social, health issues and how these are influenced by political, social, cultural, technological realities influencing health locally and nationally.

ASSOCIATED ASSESSMENT CRITERIA

Critical Cross-field Assessment Criteria:

In the form of tasks in study materials, written (and, in some cases, oral) assignments, portfolio tasks, projects, case studies and examinations, learners will be assessed on their ability to:

1.

solve health related problems by means of exploring and critically assessing direct and indirect factors relevant to nursing and midwifery within a given health care context

solve health related problems by generating alternative strategies to deal with those problems at primary, secondary and tertiary levels of care

identify determinants to solve communication problems creatively

critically evaluate various viewpoints on the current nursing care situation and compare such to own views

offer evidence in a variety of ways from theoretical knowledge base, and/or from experiential base, to support their stated views

identify health related problems in their own lives

identify health related problems in others' lives by use of a variety of methods

identify and solve concrete and abstract nursing problems by drawing upon the theoretical knowledge and experiential base of individual disciplines in the nursing fields

identify and solve concrete and abstract nursing problems by drawing upon their own experience base

use their knowledge and experience to offer suggestions for solving health problems at a community and national level

analyse the national and local community in terms of health related problems, needs, opportunities

2.

show evidence of personal skills (tolerance, empathy, listening skills, etc) in group situations

demonstrate respect for the opinion of others

demonstrate tolerance of diversity through reporting without bias

undertake health related projects and provide evidence of successful interaction with others

use effective communication skills within groups

lead and empower people effectively

be a supportive follower and active group participant

organise themselves and others into effective working groups

communicate the evidence of group interactions through professional and scientifically based/accepted written and/ or oral reporting

3.

demonstrate the requisite study skills and learning strategies

organize their study plans

use creative and various learning strategies which suit their personal and professional situations and contexts

cope with the self-discipline necessary for distance learning

think independently, and offer evidence to support their decisions

assess their own strengths and weaknesses and develop coping strategies

4.

demonstrate incipient research skills

use library and other resources effectively to suit their individual academic and professional needs

use library and other resources effectively to suit the needs of the particular areas of research

collect, collate, analyse and integrate information from a variety of sources

act responsibly as a researcher and life-long scholar

integrate information from different sources to address problems in the health field

5.

communicate their ideas and provide supporting evidence in a sustained manner

responsibly use others' ideas in support of their own

follow the language conventions of written (and/or oral) use in health related disciplines, issues, policies and reports

use appropriate models of organisation and presentation as required in the nursing disciplines

recognise own communication limitations and problems and seek help appropriately

identify and illustrate nursing/health related terminology

observe, describe and interpret what they come across in appropriate ways

assist others to speak for themselves on health related matters

use language to critically analyse, evaluate and critique others' health related ideas

6.

demonstrate an appropriate attitude towards health related scholarship and technology

use the scientific method of investigation, testing and evaluation in nursing/health fields

select appropriate health related technology to suit the needs of the individual or group

use technology (computers, internet, etc) where appropriate and feasible in health fields

use natural resources in a sustainable way

show respect for and a responsible attitude towards health science and technology

show concern for health issues of individuals, families, groups and communities and societies

demonstrate a consideration of the ethics involved in health science and technology issues

show respect and openness towards the psychological, health and physical environment of others

7.

integrate knowledge and experience of their individual and professional situations

integrate abstract knowledge of theory to the reality of their individual personal and professional contexts

draw upon their prior knowledge (personal and professional), and experience (personal and professional) as appropriate when investigating and analysing the health fields around them

demonstrate knowledge of the interconnectedness of factors influencing the achievement of optimal health, and draw upon their knowledge of the complex nature of health and health care to find appropriate solutions to health related issues

look beyond and across traditional disciplinary boundaries for possible health solutions

follow an integrated approach to learning and studying

Developmental Assessment Criteria:

1.

learn by means other than rote-learning and practical field experience

personalise knowledge

identify information sources

apply gained knowledge and skills in different contexts, both personal and professional, in reality and simulated contexts

display an awareness of learning preferences and strategies to suit personal and professional needs

show evidence of effective study skills (e.g. note-taking, summarizing, analysis and synthesis)

2.

display tolerance of diversity and other opinions

show willingness to participate in groups

demonstrate willingness to take risks in group situations

apply knowledge and skills gained in culturally diverse health contexts

apply knowledge and skills gained at different levels, from personal to academic contexts

3.

show an awareness and sensitivity of cultural diversity

demonstrate awareness of own culture and background

demonstrate tolerance of diversity and others' opinions

use various skills to draw out the cultural contexts of others (eg, listening skills, empathy, sympathy, open-mindedness, etc)

illustrate the value of open-mindedness and tolerance to self and others

4.

illustrate the relationship between the knowledge, skills and attitudes acquired in studying towards the diploma and those of the community at large (local)

make connections from theoretical knowledge to practical application in the real health fields

identify the diploma specialisation skills which are highly valued across the disciplines and sectors of health fields

use the personal and professional skills required for efficiency in most health services: imaginative intelligence, emotional maturity, effective communication skills, thoughtful accuracy and interpersonal sensitivity

deal effectively with potential health related problems and tasks by drawing upon the knowledge and skills from the diploma

demonstrate a personal and professional sense of work ethics

5.

create job opportunities in whatever health situation they find themselves

have a realistic view of their own worth and value to contribute towards quality of life of the individual, family, community and society at large

communicate that value to others in the real world (CV writing skills, oral communication skills, etc)

demonstrate a healthy self-esteem and confidence in their academic and professional knowledge, skills and attitudes as required to complete the diploma qualification

deal with various unknown health and professional situations with flexibility and adaptability

Specific Assessment Criteria:

1.

analyse and reflect on the theory and practice of major disciplines in the field of general nursing, psychiatric nursing, community health nursing and midwifery

show potential to contribute to the development of these nursing disciplines

critically evaluate and utilise information from different sources to solve problems related to general community, psychiatric and midwifery fields

apply past and present knowledge to solve existing and potential health related problems in future general nursing, psychiatric nursing, community and midwifery context

2.

identify and describe existing and potential problems in health/nursing disciplines

develop and facilitate interventions to address existing and potential problems in health/nursing disciplines

formulate appropriate responses to resolve both concrete and abstract health problems

3.

demonstrate awareness and interest in own culture and other cultures in South Africa

show awareness of the role played by culture in disease causation

explore alternative strategies to address health issues in a culturally diverse society (South Africa)

ability to render culturally congruent health care

4.

show awareness of aspects such as health ethics and professional practice

use appropriate ethical codes and principles to act as advocate and role model in the health care setting

act as professional role models

take responsibility and accountability within limits of own competence and relevant scope of practice according to the requirements of relevant statutory body

adhere to generally accepted professional norms with integrity

5.

interrelate with people in small and large group contexts

interrelate with individuals, families, groups and communities within health contexts

apply knowledge/strategies to facilitate solutions to existing and potential health related problems that arise in a culturally diverse society in South Africa and Africa

show empathy and understanding of other problems and contexts

6.

collect, analyse, organise and evaluate related information and ideas from a variety of sources in various health fields and nursing disciplines

identify patterns in specific fields of general, psychiatric, community and midwifery in order to generalise from specific context to more universal contexts/principles

integrate information from different sources to address problems in relevant nursing fields

use theories from a variety of fields to solve problems within the health context

apply the findings of the research in related health fields

7.

related learning gained from individual and professional experience in the health field to knowledge encountered in a nursing environment

relate learning with regard to general nursing, psychiatric, nursing community health, nursing and midwifery from individual and professional experience and academic context, to different health related contexts using present and future scenarios

interpret health related issues of the past and present in relation to the future needs

assimilate personal and professional experience in health problems of individuals, families, groups and communities in various health contexts

Integrated assessment:

1. Continuous assessment:

Continuous assessment by the tutor and preceptors allocated in the clinical situation

Student accompaniment done according to a set programme

Feedback given to students and recorded

2. Formative assessment:

Learning and assessment are integrated. Learning material is specifically designed for each field of service and may contain self-assessment tasks with feedback. Academic work may include assignments, laboratory work and portfolios of evidence based on the learning material. Strategies are designed to give learners feedback on their academic progress on a continuous basis. All available facilities are utilised to communicate with learners, to give academic guidance and support and to evaluate the progress of learners. In some instances supervisors and tutors are appointed and utilised to assess, assist and guide learners in the relevant fields of service.

3. Summative assessment:

Examinations, or equivalent assessments, measures representative selections of the outcomes practised and assessed during the formative stages. Summative assessment also tests learners' abilities to manage and integrate a large body of knowledge and to achieve the stated outcomes of a module. Summative assessment is designed in a way to focus on students' abilities to integrate knowledge and skills in the relevant practical field of service.

INTERNATIONAL COMPARABILITY

The diploma is recognised by the nurse regulating bodies in the United Kingdom, United States of America, United emirates, Saudi Arabia, New Zealand and Australia.

ARTICULATION OPTIONS

1. The qualification will articulate with those of other nursing colleges and other recognised institutions. For example: recognition will be considered for modules completed at other tertiary institutions and the relationships will be reciprocal.

2. Upon completion of the diploma, students have a number of options for further study.

3. Exit levels towards the diploma: An option exists to exit at certificate level where the exits will articulate with the full diploma, and where the outcomes will be in part a function of the most advanced outcomes of the diploma. Credits for the completed modules will be retained if students wish to continue to a diploma level.

3.1 After completion of 114 credits in a required configuration, students may be awarded a Certificate as a Nursing Assistant in a specified area of specialisation, should they wish to leave the programme at that point.

3.2 After completing the required modules to register a specific qualification with the relevant statutory body, a Certificate of Enrolment may be awarded. This will be equitable to a Certificate valued at 237 credits.

MODERATION OPTIONS

1. Within the Edendale Nursing College, first examiners set and assess assignments and examinations (theory and practica). In the case of assignments and tests, the quality is checked by course co-ordinators or team leaders and by the head of department. In the case of examinations, a system of internal second examiners is used to moderate question papers, the marking process and marked scripts and practica instruments. Such second examiners are senior members of staff.

2. In addition, the universities fulfil the role of external examiners to act as moderators of examination papers and scripts for all modules as well as the practica examinations.

3. The South African Nursing Council (SANC), as professional statutory body responsible for the registration of specific professional qualifications, play a role in determining specific aspects of the curriculum relevant to such qualifications, and in these instances fulfil a moderating role.

CRITERIA FOR THE REGISTRATION OF ASSESSORS

1. Personnel of the college will be used as assessors in a manner, which fits into the quality management system of the Edendale Nursing College and which will be in accordance with the college's tuition and assessment policies. This will also apply to the appointment of outside persons as assessors. A system of workplace assessment will be initiated for practical learning programmes leading to the diploma.

2. The quality management system:

Qualifications: The minimum requirement for appointment as a lecturer at the Edendale Nursing College is an Diploma in Nursing Education and appropriate experience. In the case of workplace assessment, appropriate professional criteria will be stipulated for each programme.

Mentorship: All junior and new members of staff are mentored by senior members as they work together in teams. All assessment done by external markers is quality-controlled by internal staff.

Training: All new members of staff undergo an orientation session. External markers attend marker's meetings prior to assessing assignments or examinations and are given clear guidelines on how to assess particular work.

LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION:

NONE

PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS QUALIFICATION:

This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.

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