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: 

Master of Nursing Science: Advanced Child Nursing Science 
SAQA QUAL ID QUALIFICATION TITLE
15080  Master of Nursing Science: Advanced Child Nursing Science 
ORIGINATOR
University of Pretoria 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Master's Degree  Field 09 - Health Sciences and Social Services  Curative Health 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  390  Level 8 and above  NQF Level 09  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Passed the End Date -
Status was "Reregistered" 		 SAQA 091/21  2021-07-01  2023-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2024-06-30   2027-06-30  

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 Master of Nursing Science degree (M Cur), in Advanced Child Nursing Science, at the University of Pretoria is a two-year career-oriented whole qualification. Its purpose is to educate and train postgraduate students to function as registered nurses, with advanced skills and competencies, within a variety of contemporary child health care setting in South Africa. These nurses will function at the level of advanced professional practitioners and specialist nurse clinicians.

Furthermore, the programme aims to develop post-baccalaureate scholars in nursing science with an in-depth knowledge and a comprehensive scientific and philosophical foundation for professional practice within the field of child nursing science.

The programme includes the development of postgraduate nursing scholars, as adult learners, both personally and professionally, to achieve a recognisable level of expertise within the area of specialisation. This includes critical, analytical evaluation, creative thinking and innovation, problem solving and communication skills and abilities as well as psychomotor competencies.

Graduates will demonstrate comprehensive, specialised clinical (including diagnostic and therapeutic) competencies and well developed research skills within the field of child nursing science. Students will learn to appreciate the value of life-long learning through their personal and professional development. A positive attitude towards continuing education will be promoted. This programme will also provide the basis for doctoral studies in nursing science.

Successful completion of the programme will enable the student to register an additional qualification in child nursing science with the South African Nursing Council (SANC). The development of the specialist child nurse practitioner will facilitate higher standards of nursing care, contribute to the prevention of morbidity and mortality and promote the general health status of the South African society. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Matriculation certificate:
First degree: Bachelor's degree in Nursing Science (e.g. B Cur or equivalent)
Other:
A special selection process applies. A limited number of vacancies, per clinical speciality, will be available each year. Application forms are to be handed in before the 30th of November to be considered for the following academic year.

The following prerequisites apply:
  • Experience in clinical nursing practice, of at least one (1) year, as a professional nurse in an appropriate health care service. This should be related to the proposed area of specialisation.
  • Proof of employment, on a part-time or full-time basis, in a health care facility deemed appropriate, by the Head of the Department, for study in the proposed area of specialisation.

    Prospective students will be expected to provide proof of their current registration as professional nurses (general) and midwives/accoucheurs with the South African Nursing Council (SANC).

    Recognition of prior learning will be granted in accordance with the awaited guidelines from the South African Nursing Council as well as on the proviso that prospective students will have to successfully complete clinical competency evaluations. The latter will provide proof of their attainment of the programme (and module) outcomes specific to level being applied for. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    N 

    EXIT LEVEL OUTCOMES 
    M Cur

    Learning outcomes:
    Successful completion of the programme requires a minimum of two (2) years of intensive study and preparation after which the following exit level outcomes should be realised:
    Nurses who successfully complete the programme will be advanced specialist practitioners functioning as:

    Advanced professional nurse practitioners, managers and leaders:
  • Show respect for the dignity and uniqueness of human beings (as individual members of groups, families, organisations and their communities of concern) within their socio-cultural and religious contexts. This implies approaching human beings, as health service consumers, as physical, psychological and social beings within these contexts.
  • Demonstrate an understanding of the complexity and inter-dependency between human beings and their environment and between the bio-diverse organisms sharing our world as well as the influence of different views of life on the thoughts and behaviour of human beings.

    Demonstrate competency in:
  • Effectively organising and managing own tasks, duties and responsibilities while providing nursing care to health service consumers and prioritising all activities involved with comprehensive nursing care at an advanced level.
  • Obtaining, co-ordinating and liasing with the necessary support services to ensure optimal care of health service consumers in both community and institutional settings.
  • Effectively managing and leading a team approach to nursing care as an advanced nursing practitioner.
  • Effectively managing a nursing or comprehensive health service unit as an advanced nursing practitioner.
  • Functioning within, and limiting own practice to, a proven scope of skills, knowledge, competency and proficiency.
  • Functioning within the professional, ethical and legal framework governing the nursing profession and society as a whole.
  • Acting as a role model in the promotion and maintenance of optimal health and well being and within the norms and values of the nursing profession.
  • Providing effective and appropriate patient (client) advocacy when required.
  • Practising the art and science of nursing, as advanced professional practitioners, in a responsible, accountable and independent manner. This includes defining and accepting responsibility for independent nursing practice.
  • Analysing health care policies and the ability to make suggestions and influence the process of health care policy development.
  • Collaborating harmoniously within nursing and multidisciplinary health care teams, in accordance with the principles of interdependence and co-operation in attaining common goals. Co-operation implies that human interactions, in teams, groups or organisations, should be effective in attaining such common goals.

    Advanced nurse clinicians:
    Demonstrate competency in:
  • Acting as clinical nurse consultants within patient care settings related to the area of specialisation.
  • Rendering comprehensive, client-specific, scientifically sound and evidence-based nursing care to individuals, groups, families and communities.
    This includes monitoring and evaluating health service consumers to identify changes and responses that warrant immediate intervention. Through the use of the scientific approach to nursing (nursing process) health needs and responses to health threats or health problems will be assessed and diagnosed, therapeutic actions and nursing interventions planned and implemented and the outcomes of the nursing care evaluated for the effectiveness thereof.
    Comprehensive nursing care should address the needs of individuals, groups, families and communities at any point along the wellness-illness continuum and during all stages of the human life cycle. Competency and proficiency should be demonstrated at an advanced level.
  • Appropriate consultation and referral of any health service consumer with health needs or health problems that will require interventions beyond the nurse's level of competence and proficiency.
  • Providing culturally sensitive and appropriate nursing care, including care of the dying patient.
  • Teamwork and active involvement, as a member of the multidisciplinary health care team. Teamwork applies to the contexts of health promotion, disease and injury prevention (as well as the preventable after effects of disease and injury), cure and rehabilitation of health service consumers in community and institutional settings within health care delivery systems in South Africa.
  • Developing, organising and providing evidence of contributions to a comprehensive health service within the area of specialisation.

    Health educators and clinical teachers in health care settings:
  • Providing proof of up-to-date knowledge and skills to facilitate optimal nursing care and an ongoing endeavour to explore new ideas, innovation and research in the specialised area of child nursing care.
  • Demonstrating active participation, as advanced practitioners, in the health education of health service consumers and the clinical teaching of colleagues, peers and subordinates.

    Therapeutic communicators and facilitators in health care settings:
    Demonstrate competency in:
  • The effective use of verbal and non-verbal communication skills during all interpersonal and professional encounters and relationships with health service consumers, colleagues, peers and subordinates.
  • Promoting and facilitating community involvement in attaining optimal health and well being at any point along the wellness-illness continuum and during all the developmental stages of the child.
    Emphasis must be placed on motivating and maintaining community involvement, participation, development and capacity building through outreach programmes that focus on the prevention of morbidity and mortality related to the area of specialisation.
  • Scientifically communicating assessment findings, nursing care, prescriptions, reports and scientific data.
  • Establishing, maintaining and terminating (through appropriate referral when necessary) therapeutic encounters, related to health, illness, crisis and health-seeking behaviour, with health service consumers.
  • Ensuring compassionate interactions with health service consumers to facilitate empathic and caring interpersonal encounters.

    Postgraduate (master's) scholars in Nursing Science:
  • Demonstrating scholarly characteristics, related to nursing science, at a postgraduate (master's) level, with reference to scientific inquiry into phenomena related to the art and science of nursing within clinical practice settings.
  • Demonstrate the ability to obtain, organise, analyse, evaluate and manage scientific data, review scientific literature and identify researchable problems in nursing practice.
  • Demonstrate the ability to develop nursing science, in the area of specialisation, through active research involvement.
  • After thorough, analytical and critically evaluative reasoning and creative thinking, demonstrate the ability to effectively utilise the scientific and technological aids and resources, as well as innovation, which underlie the scientific approach to nursing care.
    This implies an inquiring approach to science and technology.
    Furthermore it implies a willingness to initiate and/or accept innovation and change and to show a sense of responsibility towards the environment and the health of others whilst considering such changes and innovation.
  • Critically analysing the extent and importance of environmental health issues in South Africa, as related to child nursing practice.
  • Demonstrate the ability to analyse and apply nursing theory to clinical practice settings.
  • Exhibit a commitment to continuing education and professional development and to the value of life-long learning.
  • Demonstrate the ability to actively participate in, or initiate, the setting of standards for quality assurance in child nursing practice.

    Critical cross-field outcomes:
    The following critical cross-field outcomes are combined with the specific programme (exit level) outcomes and are considered to be an integral part of the expected outcomes at the exit level of master's degree in nursing science:
  • Problem solving, critical thinking and creativity.
  • Effective team building and teamwork.
  • Organisational and management skills.
  • Information management.
  • Language, communication and interpersonal skills.
  • Responsible utilisation of scientific knowledge and technology.
  • Global perceptions of humanity and the interrelationship between human beings and their environment.
  • Personal and professional development of postgraduate students to the benefit of the South African society at large.

    Statement of Competence:
    At this level, a competent advanced child nursing practitioner is capable of:
  • Comprehensively assessing human responses to actual and potential health problems and injuries, related to infancy and childhood, as well as compiling client-specific databases.
  • Diagnosing actual health needs and health problems, as well as perceived threats from potential health problems, based on sound databases.
  • Planning and prioritising scientifically based nursing care (nursing regime) to address health service consumers' actual and potential health needs and health problems or referring them to appropriate health care professionals when necessary.
  • Implementing nursing actions (treatment), in the management of actual and potential health needs and health problems, in accordance with the planned nursing regime.
  • Evaluating nursing interventions for effectiveness, efficiency and expected outcomes.
  • Recording and communicating planned and implemented nursing care or referrals.

    The advanced child nursing practitioner will be purposefully prepared for the clinical practice of preventative, promotive, curative and rehabilitative child health care. This will include nursing management of the unique health needs and health problems associated with infancy and childhood as well as the provision or co-ordination of the necessary support services to sick children and their families.

    Furthermore the professional nurse, as an advanced professional practitioner, is capable of successfully integrating these capabilities into safe, competent performance within the framework of advanced professional nursing practice. 
    		•

    ASSOCIATED ASSESSMENT CRITERIA 
    An integrated system of assessment and evaluation will be used to ascertain students' competency and proficiency in the art and science of child nursing and advanced clinical nursing practice.

    A combination of formative and summative evaluation strategies will be employed. Assessment and evaluation will be based on knowledge, skills, values and attitudes.

    Students will be required to provide proof of their competency and proficiency in advanced scientific nursing care. Comprehensive clinical evaluations will serve this purpose.

    Assessment and evaluation will be done within the contexts of:
  • The theoretical content of the learning programme.
  • The ethical and legal framework of the nursing profession.
  • South African systems of health care delivery, relevant to the area of specialisation.
  • Moral and ethical codes and values governing the nursing profession's communities of concern.
  • Comprehensive, holistic and multi-disciplinary health care.
  • Scientific and technological advances in health care and nursing science.

    The rendered nursing care will also be assessed to ensure the absence of preventable interventions or effects that may cause undue harm to health service consumers.

    Assessment and evaluation should include focusing on the contextual roles of the nurse as identified in the programme outcomes.

    Students will be assessed and evaluated on acceptable norms, values and standards of advanced nursing practice, including their use of the scientific approach to nursing, the health professions and science in general.
    Students should provide proof of their competence and proficiency in the assessment, diagnosis and comprehensive nursing management of human health needs and responses to actual or potential health problems through the use of the scientific approach to nursing (nursing process).

    The nursing process (scientific approach to nursing):
    The scientific approach to nursing forms the fundamental basis for student assessment in simulated and actual clinical learning areas. Thus, when student evaluation is to be performed under these circumstances the following broad guidelines, according to the nursing process (scientific approach) will serve as assessment criteria and performance indicators. These indicators, however, should always be interpreted and applied according the specific situation, the uniqueness of the health service consumer or scenario and the specific conditions involved.

    Steps of the nursing process:
    Assessment:
  • Assessment implies that the student should purposefully search for normal, abnormal and potentially abnormal findings through investigation, examination and sensory observations.
  • Assessment includes a thorough history taking by conducting an assessment interview or survey, a physical examination of individual health service consumers and psychosocial, spiritual, cultural and environmental assessments with relevance to comprehensive nursing care within the area of specialisation.
  • The reading and interpretation of existing or newly created patient or client records and data, including results obtained through special diagnostic and investigative procedures, will form an integral part of the nursing assessment. The advanced nurse practitioner may also augment and confirm sensory observations by using alternative observation skills and technological aids.
  • The advanced nursing practitioner will require a usable knowledge of the relevant, natural and biological sciences, pathology, clinical medicine, surgery, paediatrics, pharmacology and social sciences and humanities to complete a thorough assessment on a variety of health service consumers.
  • Assessment data have to be recorded in a usable and legally acceptable format.

    Diagnosing:
  • Diagnosing refers to the identification and description of health needs and actual or potential health problems. Nursing diagnoses should be derived from, and substantiated by, a database obtained through thorough and comprehensive nursing assessment. The advanced child nursing practitioner will need to demonstrate proficiency and competency in the diagnosis of actual or potential health problems or injuries related to infancy and childhood.
  • Nursing diagnoses are recorded to form the basis for planning comprehensive and client-specific nursing care.
  • The nurse may also diagnose minor ailments, as well as common and uncomplicated clinical disorders, depending on the circumstances in which the nursing service is being provided.
  • Nursing diagnoses are recorded and prioritised for easy use and effective intervention.

    Planning:
  • Planning of nursing care is undertaken in consultation with the necessary role-players, including patients (clients), their families and other members of the multi-disciplinary team. Consultation and capacity building of communities should form part of the planning phase when necessary.
  • The ultimate goal should be to restore optimal functioning of health service consumers within a comprehensive, communicative, co-operative and harmonious team approach to health care.
    Within the child nursing care setting this will include actions aimed at addressing the comprehensive health needs of sick infants and children as well as family members involved in their care.
  • Through thorough planning, the nursing interventions should address all of the health service consumer's actual and perceived (potential) health needs and health problems.
  • Planning will take into consideration the identified order of priorities already mentioned.
  • The setting of realistic, attainable outcome-criteria (objectives) should be viewed as crucial during the utilisation of the scientific approach to nursing.
  • Planning will identify the appropriate treatment (intervention) strategies to be employed in the care of health service consumers.
  • Planning will result in a uniquely individualised nursing care plan, with appropriate nursing prescriptions, that will form part of the written nursing records.
  • The nursing care plan will make provision for the inclusion of all prescriptions, from other registered health care professionals, that form part of the health service consumer's case management.

    Implementation:
  • Implementation refers to the actual provision of the prescribed nursing care, as well as the provision of the prescribed treatment programme designed by other members of the multidisciplinary team.
  • The recognition and management of emergency situations that may arise during the implementation phase of the nursing process is included in the concept of implementation.
  • Appropriate recording of all nursing interventions must take place continuously.

    Evaluation:
  • Evaluation forms an integral part of the scientific approach to nursing and should, therefore, also take place continuously throughout the nursing process.
  • Changed needs, effectiveness and efficiency of the nursing care being provided to the health service consumer and new needs that may arise form an altered health status may be identified and addressed through evaluation of nursing care.
  • All evaluation findings need to be recorded accurately.

    These advanced nurse clinicians will render comprehensive child nursing care at a level that clearly demonstrates their expert advancement above the level of the baccalaureate practitioner in nursing science. This includes diagnosing and effectively managing life-threatening illness and injury within the area of specialisation.

    Advanced expertise and clinical skills, critical-analytical reasoning, responsible decision-making, competent use of technology and an endeavour to improve the quality of patient care within the area of specialisation will be assessed.

    Advanced child nursing practitioners will also be assessed on their ability to manage the nursing care of individuals as well as groups of patients within appropriate health service units.

    Evidence of student's scholarly activities in advanced nursing science (at the master's level) will include:
  • Evidence of the ability to utilise multiple approaches to clinical practice phenomena.
  • Undertaking, analysing and communicating a scientifically acceptable research study in the recognised format of a dissertation of limited scope.

    Also refer to the section on integrated assessment.

    Integrated assessment:
    Portfolios
    Simulations
    Work-place assessments and practical
    Written examinations
    Oral examinations
    Other:
    Written assignments and creative work
    Case-studies and case-presentations
    Clinical and academic ward rounds and ward inspections
    Clinical workbooks
    Projects and seminars
    Journal assessment and self-evaluation
    Peer-group and preceptor evaluation
    Competency evaluation of clinical skills
    Comprehensive evaluation of nursing care
    Problem-based education (PBE) strategies 
    		•

    ARTICULATION OPTIONS 
    Related qualifications:
    D Cur in clinical nursing specialities
    Post-basic and postgraduate certificates and diploma courses in Nursing Science (clinical specialities)

    D Cur in clinical nursing specialities serves as an entry point to the related qualification

    Post-basic and postgraduate certificates and diploma courses in Nursing Science (clinical specialities) provides credits for the related qualification

    Other articulation possibilities, either generic or specific arrangements:
    Related master's degree programmes at other tertiary education institutions, usually by special arrangement. 

    MODERATION OPTIONS 
    All nursing science assessment and evaluation papers and tools are checked and approved by the lecturing staff of the Department of Nursing Science. Second and/or external examiners are used for all formal examination-type evaluations.

    External examiners should be in possession of appropriate master's or doctorate degrees and academic and/or clinical experience in the specific area to be assessed or evaluated. All moderators should be registered as professional nurses (with the appropriate additional clinical qualification) and nurse tutors with the SANC. Additional registration as nurse administrators would be highly recommended. 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    Qualifications required:
    Master's degree, or equivalent, in Advanced Child Nursing Science.

    Career experience required:
    Lecturers at recognised university departments of nursing science with postgraduate (master's) course work experience. Alternatively experienced nurse clinicians with appropriate qualifications and recognition in their areas of expertise may be used to augment assessments and evaluation in certain clinical areas.

    Other criteria
    Registration with the SANC as professional nurses (general), midwives or accoucheurs and nurse tutors is compulsory. In addition to the latter registration of an additional qualification in child nursing is required. Additional registration as nurse administrators would be highly recommended. 

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

    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 Pretoria 


    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.