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:

Bachelor of Nursing

SAQA QUAL ID	QUALIFICATION TITLE
14368	Bachelor of 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
National First Degree	Field 09 - Health Sciences and Social Services		Curative Health
ABET BAND	MINIMUM CREDITS	PRE-2009 NQF LEVEL	NQF LEVEL	QUAL CLASS
Undefined	480	Level 7	NQF Level 08	Regular-Provider-ELOAC
REGISTRATION STATUS		SAQA DECISION NUMBER	REGISTRATION START DATE	REGISTRATION END DATE
Passed the End Date - Status was "Reregistered"		SAQA 1141/23	2021-07-01	2024-06-30
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2025-06-30		2030-06-30

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 is replaced by:

Qual ID	Qualification Title	Pre-2009 NQF Level	NQF Level	Min Credits	Replacement Status
111353	Bachelor of Nursing	Not Applicable	NQF Level 08	480	Complete

PURPOSE AND RATIONALE OF THE QUALIFICATION

The purpose of the qualification is to prepare, at professional degree level, a person for registration with the South African Nursing Council as a general nurse (including community health nurse and psychiatric nurse) and midwife.

Further, the purpose of the qualification is to produce nursing graduates who will be professionally equipped at nationally and internationally recognised standards to serve the South African community and to function independently in the community as primary health care practitioners and/or in hospital based practice.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

FORMALLY ACCREDITED LEARNING
The minimum requirement for admission is usually a matriculation certificate with a pass in mathematics, or equivalent University-approved qualification, or a mature age exemption certificate or equivalent - consult the application information for the year of study for which application is being made.

OTHER QUALITIES
English language skills should include the ability to read, write and speak English.

RECOGNITION OF PRIOR LEARNING
Applicants who fall outside of the normal admissions process who can demonstrate to the satisfaction of the University that they have a qualification or experiential- or work based learning which has taken the learner to an equivalent level of a qualification specified above (under Formally Accredited Learning), may be considered for admission and/or for the recognition of prior accredited and/or prior experiential learning. Applicants who, after such assessment, are deemed to have sufficient potential but are in need of further academic development, may be required to broaden their curriculum to include preliminary programmes prior to admission or parallel programmes after admission.

RECOGNISE PREVIOUS LEARNING?

EXIT LEVEL OUTCOMES

EXIT LEVEL OUTCOMES
1) Problem-solving abilities

The qualifying learner will be competent to assess the range of health needs and problems that are presented to nurses/midwives and use a spectrum of methods for their recognition, investigation, treatment and prevention.

2) Communication Skills

The qualifying learner will be competent to communicate appropriately and effectively.

3) Teamwork

The qualifying learner will demonstrate flexibility in the assumption of different roles in order to work effectively and collaboratively with a patient/client and the health team in multidisciplinary and intersectoral environments.

4) Life-long learning

The qualifying learner will demonstrate professional and personal behaviour consistent with the commitment to life-long learning, accountability in practice and the promotion and development of the nursing profession.

5) Professional practice

The qualifying learner should have acquired appropriate attitudes and values essential to the practice of nursing, and should demonstrate the attitudes necessary for the achievement of high standards of nursing practice, both in relation to the care of individuals and communities.

6) Research Abilities

The qualifying learner will have a beginning knowledge of research principles and methodologies.

7) Nursing Methods, Skills and Technology

The qualifying learner will be able to select appropriate methods and technology in nursing care.

8) Community Awareness/Commitment

The qualifying learner will demonstrate a commitment to community development and empowerment and environmental awareness.

CRITICAL CROSS-FIELD OUTCOMES
a) "identifying and solving problems in which responses display that responsible decisions using critical and creative thinking have been made." See exit level outcomes 1, 7 and 8.
b) "working with others as a member of a team, group, organisation, community." See exit level outcomes 3, 5 and 8.
c) "organising and managing oneself and one's activities responsibly and effectively." See exit level outcomes 3, 4 and 5.
d) "collecting, analysing, organising and critically evaluating information." See exit level outcomes 1, 6 and 7.
e) "communicating effectively using visual, mathematical and/or language skills in the modes of oral and/or written persuasion." See exit level outcomes 2 and 8.
f) "using science and technology effectively and critically, showing responsibility towards the environment and health of others." See exit level outcomes 1, 7 and 8.
g) "demonstrating and understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation." See exit level outcomes 1 and 3.
h) "contributing to the full personal development of each learner and the social and economic development of society at large, by making it the underlying intention of any programme of learning to make an individual aware of the importance of:
i. "reflecting on and exploring a variety of strategies to learn more effectively;" see exit level outcomes 1 and 4.
ii. "participating as responsible citizens in the life of local, national and global communities;" see exit level outcomes 3, 4, 5 and 8; note also that learners act in accordance with the code of conduct of the University and, where relevant, that of the professional discipline being studied.
iii. "being culturally and aesthetically sensitive across a range of social contexts;" see exit level outcomes 3 and 8.
iv. "exploring education and career opportunities." See exit level outcome 4 and 6.
v. Developing entrepreneurial opportunities." See exit level outcomes 1.

ASSOCIATED ASSESSMENT CRITERIA

1. The qualifying learner will demonstrate the ability to:

identify, assess, plan and apply a course of nursing/midwifery actions in health care.

use clinical decision-making skills, reflective practice and critical thinking.

apply knowledge of the natural, biological, social and nursing sciences.

demonstrate enterprise in solving problems.

2. The qualifying learner will:

demonstrate both verbal and non-verbal skills to communicate with individuals, family, community and members of the health care team in order to facilitate comprehensive health care delivery and multidisciplinary teamwork.

communicate appropriately and effectively in nursing situations and in counselling, teaching, management and research.

3. The qualifying learner will:

understand the nature and scope of the various professional health disciplines.

work effectively with others in the health care team, understanding the need to have managerial, communicative, research and educational skills for this purpose.

demonstrate respect for the essential roles which other health workers play in health care and show a willingness to work effectively within a team.

demonstrate the skills to assume a leadership role of a healthcare or community team.

4. The qualifying learner will:

use appropriate strategies for learning that will prepare them for continued professional development throughout life, for both as nurses/midwives and as responsible citizens.

acknowledge responsibility for maintaining skills in new developments.

identify personal limitations and develop the capacity of self audit and participate in the peer review process, showing a willingness to seek help when necessary.

5. The qualifying learner will demonstrate:

the ability to function within legal and ethical parameters and acceptable standards of nursing and midwifery practice.

professional caring in a multicultural society, acknowledging human rights and responsibilities.

6. The qualifying learner will be able to:

demonstrate an understanding of the use of research principles and methodology

apply, utilise, and critique research principles in relation to nursing and midwifery practice.

7. The qualifying learner will be able to:

identify the appropriate methods, skills and technology required to implement nursing and midwifery care.

effectively assess the results of these nursing/midwifery interventions.

8. The qualifying learner will be able to:

participate with and involve a community in the development of health programmes.

assist with empowering communities to take responsibility for their own health.

identify hazards in the environment and suggest possible solutions.

INTEGRATED ASSESSMENT
In the final (fourth) year, learners are examined in a practical setting on their cognitive and clinical reasoning skills, clinical psychomotor skill and sensitivity to the "world of the patient" required of a nurse/midwife. These include the ability to solve problems, generate hypotheses, make decisions about patient management, examine their practice in the light of current evidence (Evidence Based Practice), reflect on decisions and modify them where appropriate and apply this knowledge with sensitivity in various social and clinical contexts.

ARTICULATION OPTIONS

Except at entry level, this section specifies with which other qualifications of the University the qualification was designed to articulate, i.e. formal articulation; therefore the qualification can articulate informally with equivalent qualifications offered by the University, or with other qualifications offered nationally and internationally.

Further, an applicant registered at the University or another higher education institution for a similar qualification and who has successfully and satisfactorily completed the first half or less of the qualification, may be able to complete the qualification at the University, and may be granted credit for similar courses already completed.

ENTRY TO QUALIFICATION
The minimum requirement for applicants is usually a matriculation will full exemption equivalent University-approved qualification, with certain subjects as prerequisites.

ARTICULATION DURING THE QUALIFICATION

From another Health Sciences BSc, a learner may exit from that BSc and enter during the first year of the BNurs degree and may be exempt from certain courses because of credits obtained during that BSc.

At the end of the second year of study, should a learner not qualify for the third year of study,
1. he/she may enrol with the South African Nursing Council as an enrolled nurse
2. he/she may transfer to the fourth year of the Diploma in Nursing.

ON COMPLETION OF THE QUALIFICATION

Entry to another Health Sciences Bachelors degree: qualifying learners may exit with a BNurs and enter second or third year of another Health Sciences degree, and may be exempt from certain courses because of credits obtained during the BNurs.

Entry to a Masters degree programme: On completion, a qualifying learner can apply for entry to a Masters degree programme.

MODERATION OPTIONS

Internal University requirements govern how and by whom moderation is performed. For example, external examiners are appointed on an annual basis. Such moderation seeks, inter alia, to ensure that, where appropriate, our graduates will be able to comply with professional and statutory requirements. Further, the South African Nursing Council performs moderating functions and/or whether an academic entity has a professional orientation or not, the University ensures that its activities are moderated by internal and external review quinquennially. The moderating body for qualifications of the University is the Higher Education Quality Committee of the Council on Higher Education, currently represented by the Interim Higher Education Quality Committee.

CRITERIA FOR THE REGISTRATION OF ASSESSORS

Internal University quality requirements govern how and by whom assessment may be performed to ensure that assessors have the competence required to assess a qualification of this nature. Once the Higher Education Quality Committee of the Council on Higher Education is constituted and ready to pronounce on issues of quality, the University will respond to the HEQC guidance on the registration of assessors. In the interim, the academic staff of the University of the Witwatersrand, Johannesburg, are regarded as registered assessors since SAQA has registered the institution as a public higher education provider.

REREGISTRATION HISTORY

As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2006; 2009; 2012; 2015.

NOTES

N/A

LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION:

When qualifications are replaced, some of their learning programmes are moved to being recorded against the replacement qualifications. If a learning programme appears to be missing from here, please check the replacement.

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