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: Community Nursing Science

SAQA QUAL ID	QUALIFICATION TITLE
17454	Master of Nursing Science: Community Nursing Science
ORIGINATOR
Rand Afrikaans University
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY			NQF SUB-FRAMEWORK
Was CHE until Last Date for Achievement			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	328	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 2663/05	2006-07-01	2009-06-30
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2010-06-30		2013-06-30

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
73996	Master of Nursing Science in Community Nursing Science	Level 8 and above	NQF Level 09	328	Complete

PURPOSE AND RATIONALE OF THE QUALIFICATION

The primary purpose of this qualification is to provide qualifying learners with intellectual and practical competencies and professional values in the learner to promote the health of the individual, family, group and community- as a specialist, leader and consultant in the nursing/midwifery/health team through research, professional and clinical abilities. The qualification serves as a basis for advanced learning.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

The learner demonstrates professional, intellectual and practical competencies and values to promote the health of the individual, family, group and community as a professional nursing practitioner as a member of the health team. The leaner also demonstrates basic competencies related to research to identify and prioritise health/nursing problems and find solutions for these problems by conducting research as a member of a research team.

At entrance level the potential learner should possess a minimum of 480 approved credits on NQF-7 level with:

o A Barccalaureus degree in Nursing Science of elective clinical field, or
o 4 year Diploma in Nursing Science of elective clinical field or
o Post-basic diploma in Nursing Science of elective clinical field, or
o A post-basic certificate in Nursing Science of elective clinical field.

Recognition of prior learning:
Learners who are (or have been) registered for this or other related qualifications (or even for some of the same or related modules) at another higher education institution, would be allowed to enter in mid-stream. Such learners will retain credit for modules that have been passed, after recognition by previous institutions and in accordance with the policy and procedures of the university in relation to Recognition of Prior Learning.

RECOGNISE PREVIOUS LEARNING?

EXIT LEVEL OUTCOMES

The learners should be able to:

1. Effectively assess, analyse, interpret, diagnose, prioritise, solve, reflectively evaluate and report clinical/health, managerial and educational problems based on relevant frameworks/standards and the research methodology (knowledge, skills and attitudes/values)

2. Effectively practise, in accordance with the professional and legal framework (knowledge, skills and attitudes/values) as a member of the clinical managerial, educational research and health teams.

3. Participate as a competent, responsible, professionally accountable and reflective specialist, leader, consultant of the clinical/health, research managerial and educational team(s).

4. Conduct research- participate as a member of the research team within the clinical, managerial and educational environments, based on the knowledge, professional and legal frameworks.

5. Demonstrate facilitative interpersonal; communication knowledge, skills, attitudes/values and communicate effectively in verbal and written format as a member of the clinical, managerial, educational, research and health team(s).

6. Effectively utilize technology in the design, implementation and reflective evaluation of clinical, managerial, educational and research programs.

7. Address clinical, managerial, educational and research needs/problems by taking social, economic, legal, ethical, environmental, cultural and demographic influences into consideration.

8. Explore and reflect on a variety of learning, problem-solving and research strategies in relation to clinical, managerial and educational advancement as a life-long professional learner.

9. Participate as a responsible, professionally accountable and reflective member of the clinical, managerial, educational and research teams in empowering the community.

10. Demonstrate cultural and aesthetic sensitivity in the design, implementation and reflective evaluation of clinical, managerial and educational research programs.

11. Explore clinical, managerial, educational and research career opportunities as a reflective leader.

12. Identify, explore and evaluate reflectively new options for clinical, managerial, educational and research advancement in the interest of health care.

ASSOCIATED ASSESSMENT CRITERIA

The learner can / Does the learner:

1. Design, implement and reflectively evaluate a relevant clinical/health,
managerial/educational program, based on the scientific principles and research process to adequately address/solve the problems.

2. Effectively participate as a specialist, leader, consultant of the clinical/ health, research managerial and educational teams. Execute relevant clinical, research managerial and educational professional responsibilities within the legal, contracted and authorized scope of practice and job description.

3. Adherence to the research and professional-ethical and legal standards (legislation, regulations, code of conduct/values) of the profession, country, university and nursing education institution.

4. Display basic knowledge, skills and attitudes related to the research in clinical/managerial/educational fields. Effectively identify, analyse, prioritise and interpret research problems in the clinical, managerial and educational environment. Propose relevant solutions and effectively conduct the research.

5. Effectively apply the principles of facilitative and therapeutic interpersonal skills during interaction with individuals, groups and communities. Effectively apply the principles of written, verbal and non-verbal communication skills as a member of the clinical, managerial, educational and research teams. Adherence to scientific and professional-legal communication standards.

6. Demonstrate the ability to effectively access and utilize technology during the clinical/managerial/educational and research processes.

7. Effectively address clinical, managerial, educational and research needs and problems within the social, economic, legal, ethical, environmental, cultural and demographic trends/realities/frame-work.

8. Effective and appropriate application of learning problem-solving and research strategies in relation to clinical/managerial/educational advancement as a life-long professional learner.

9. Demonstrate the ability (knowledge, skills and attitudes) to adequately address clinical, managerial, educational and research problems in society.

10. Demonstrate constructive and effective interaction with people and environments.

11. Effectively access/utilize career opportunities within the clinical, managerial, educational or research fields. Practice nursing leadership effectively.

12. Demonstrate entrepreneur's skills as a nurse educator, manager, clinical specialist and researcher.

Formative assessment practices that will be implemented:
The knowledge, skills, values and attitudes acquired will be assessed by means of assignments, research essay, class test, module test, examinations, group and individual projects, workbooks, role playing, clinical skills competency assessment, self and peer evaluation, field visits, portfolios, seminars, assessment during problem and community based case studies, assessment of transcriptions of therapeutic interviews. The progress of the dissertation/mini-dissertation will be assessed continuously through monthly discussions between the student and supervisor.

Summative assessment practices that will be implemented;
Integrated assessment, focusing on the achievement of the exit-level outcomes, will be done by means of a practical examination and written examinations and the examination of the dissertation/mini-dissertation.

ARTICULATION OPTIONS

Access to qualifications on a lower level:
Certificate NQF 6; 120 credits in related field after completing (120 credits) in this qualification.

Access to qualifications on the same level:
None

Access to qualifications on a higher level:
D-Cur NQF 8A, 600 credits

MODERATION OPTIONS

All modules and dissertations on NQF level 8 are moderated by external moderators. The exam papers as well as the answering papers of learners are moderated. The moderator provides a written evaluation, based on certain criteria.

One appropriate external moderator from any of the 18 Universities or other Higher Education Institutions with Nursing Programs is appointed for each of the modules on NQF level 8 for both the clinical and theoretical components.

CRITERIA FOR THE REGISTRATION OF ASSESSORS

The minimum qualification of assessors is a doctoral degree in the specialised field for the dissertation.

REREGISTRATION HISTORY

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

NOTES

This is an old qualification (with an amended name) recorded in June 1998

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.

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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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