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: 

Bridging Diploma: Nursing 
SAQA QUAL ID QUALIFICATION TITLE
21229  Bridging Diploma: Nursing 
ORIGINATOR
NKONJENI HOSPITAL 
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  Preventive Health 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  240  Level 5  Level TBA: Pre-2009 was L5  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Passed the End Date -
Status was "Registered" 		 SAQA 9900/00  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 primary purpose is to provide qualifying learners with knowledge and skills to function as nurse practitioners in both hospital and community settings.

Also provide opportunities for continued professional and personal growth and contribute towards effective comprehensive health service delivery. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Learners who register for this qualification can:
  • Learn from previous experience (Enrolled course), class attendance, practical exposure in various settings e.g. clinics, community, hospital and written material.
  • Communicate and apply what they have learned.
  • Take responsibility for their own learning and progress with guidance.

    The learner who registers for this qualification has grade 12.

    Recognition of prior learning:

    This qualification recognises formal prior learning - Enrolled Nurse. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    The qualification is achieved under SANC Regulation R683 of 14 April 1989 amended by R8 of 8 January 1993. 

    EXIT LEVEL OUTCOMES 
    Critical Cross-Field Outcomes:

    1. Identify, analyse, formulate and solve convergent and divergent health related problems of individuals, groups and community in the domain of nursing service.

    2. Work effectively with others as a member of the team, group, organisation and community.

    3. Can manage and organise her/his personal, professional activities and life responsibly and effectively.

    4. Analyse, organise, evaluate and use information appropriately as required for her studies and profession.

    5. Communicate effectively using visual and language skills in form of oral and/or written presentation in various situations in the context of health service and professional practice.

    6. Use science and technology effectively and critically in the domain of social and health service showing responsibility towards health/well-being of all age groups including the environment.

    7. Demonstrate a holistic understanding of the world as a set of related systems by recognising that health problem solving does not exist in isolation and by acknowledging their responsibilities in the nursing profession.

    Specific Outcomes:

    1. The qualifier should participate as a responsible person, upholding, cherishing and protecting personal, institutional and professional values that add integrity to the system through observance of acceptable guidelines that direct professional practice in different settings of health.

    2. Accept responsibility to promote good and safe practice through settings parameters within which to operate. Displays awareness of implications of own and others' acts and omissions by utilising Acts, Rules and Regulations.

    3. Applies management principles to organise units' settings for rendering nursing care effectively and efficiently.

    4. Manage patient care during transient and emergency disaster situations.

    5. Manage staff treating them as individuals with potentials, needs and goals.

    6. Assess clients and delineate certain behaviours as a reflection of developmental, socialisation patterns and influences on individuals.

    7. Develop care plans that incorporate techniques and regimen which guides behavioural patterns and attitudes of individuals without compromising health practices.

    8. Manage clients with medical and surgical conditions through assessing health needs to make a diagnosis, planning and intervention programme and evaluation of intervention programme and patient progress. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Assessment criteria associated with Critical Cross-Field Outcomes:

    1. Learners will be assessed through oral or written tests, examinations, case studies, accompaniment, continuous assessment and projects.
  • Identify health related problems in their own and others' lives, using case studies.
  • Solve problems by exploring and assessing direct and indirect factors relevant to nursing.
  • Solve health related problems by providing alternative strategies to deal with those problems at primary, secondary and tertiary level of care.
  • Use their knowledge and experience to offer suggestions for solving health problems in all settings.

    2. Demonstrate evidence of personal skills in group situations e.g. tolerance, empathy and listening.
  • Demonstrate respect for the opinion of others through written and/or oral reporting without bias.
  • Participate as responsible citizens in the life of local and national communities.
  • Use effective communication skills with the group.
  • Organise themselves and others info effective working groups.
  • Be a supportive follower and active group participant.

    3. Think independently and offer evidence to support their decisions.
  • Assess their own strength and weaknesses and develop coping strategies.

    4. Use resources effectively to suit their individual academic and professional needs.
  • Collect, collate, analyse and integrate information from a variety of sources.

    5. Communicate their ideas and provide supportive evidence.
  • Recognise own communication, limitations and problems and seek help appropriately.
  • See, 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. Use scientific methods of investigation, testing and evaluation in nursing/health fields.
  • Select appropriate health related technology to suit the needs of the individual or group.
  • Use natural resources in a suitable way.
  • Demonstrate a consideration of the ethics involved in health science and technology issues.

    7. Use pre-existing knowledge and experience when investigating and analysing the health situation around them.
  • Demonstrate knowledge of the interconnectedness of factors influencing the achievement of optimal health to find appropriate solutions to health related issues.

    Assessment criteria associated with Specific Outcomes:

    1. There shall be evidence that the qualifier sets precepts and examples in personal appearance, manner of approach as a leader, career, teacher and a researcher.

    2. Shows understanding of professional rules and guidelines, integrates such in practice through reflection on and referral to them for different issues to safeguard participation in any health care setting.

    3. Use professional guidelines and others' performance to bring about or influence change in an acceptable manner, respecting the worth and dignity of individuals.

    4. Assess need for and acquire necessary equipment, supplies to facilitate patient care consistently.

    5. Utilises available resources fully and economically.

    6. Determines patient care method to effectively implement existing standards, monitor progress and evaluate response to intervention strategies.

    7. Demonstrates knowledge and skills of implementing strategies of disaster care as a key person or as a participant with certain roles.

    8. Involve staff members utilising work situations as an opportunity for development, keeping them supported, informed and exposed to various situations which contribute towards their career mobility through an effective staff appraisal system.
  • Utilise communication skills that promote rapport between individuals to facilitate the process of problem identification and solving.
  • Understand cultural patterns and their influence on health, illness and disease.
  • Make a nurse's diagnosis through critical consideration of cues indicating clients' problems.
  • Determine and plan relevant care programmes by means of stating actions to be taken for each problem or need and specify related norms.
  • Implement care plan through applying relevant nursing skills, procedures and techniques.
  • Evaluate progress and response of client through reflecting on baseline findings.

    Integrated assessment to ensure that the purpose of qualification is achieved:

    1. Continuous assessment of students by facilitators through accompaniment.

    2. Formative and summative assessments are integrated.
    Formative:
    Tests;
    Projects:
  • Assignment
  • Case study and presentation
  • Group projects - Ethical problems
  • Clinical evaluation - continuous assessment; exams/practical
  • Clinical workshop
  • Accompaniment
  • Self-evaluation
  • Peer evaluation after: teaching/demonstration; case presentation.

    Summative:
    Examination -internal; external 1st and 2nd year
    Final report
    Curriculum evaluation
    Teacher's/facilitator's evaluation for each student. 
    		•

    INTERNATIONAL COMPARABILITY 
    The Diploma is recognised in other countries. 

    ARTICULATION OPTIONS 
    On completion of the course the diplomate has an opportunity to proceed with any other post-basic course. 

    MODERATION OPTIONS 
  • A system of second examiner is used.
  • The SANC provides its own system of moderation. 
    		•

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
  • Own staff used as assessors for formative and summative evaluation. Necessary qualifications as laid down by SANC.
  • During the period of exposure to another institution e.g. Orthopaedic.
    Nursing skills - the staff accompanying students assesses the learner and provides a written report.
  • SANC provides the external examination papers and marks these for first and second year. 
    		•

    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.
     
    NONE 


    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.