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 General

SAQA QUAL ID	QUALIFICATION TITLE
21237	Bridging Diploma: Nursing General
ORIGINATOR
Prince Mshiyeni College 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		Preventive Health
ABET BAND	MINIMUM CREDITS	PRE-2009 NQF LEVEL	NQF LEVEL	QUAL CLASS
Undefined	162	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 1536/01	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

To provide qualifiers with knowledge to qualify as nurse practitioners in both hospital and community settings, in all aspects related to nursing and to provide opportunity for continued holistic, professional and personal growth and gainful socio-economic activities contributing towards effective comprehensive health service delivery.

RECOGNISE PREVIOUS LEARNING?

EXIT LEVEL OUTCOMES

Year One:

Specific Outcomes:

1. Conduct health assessment throughout lifespan in hospital & community settings.

2. Make individual and family diagnosis in relation to deviation from normal health behaviour across the life span in hospital and community settings.

3. Draw up nursing care plans for family and individuals in relation to health and minor illness in hospital and community settings.

4. Manage and/or refer emergencies according to the Assessment Criteria.

5. Draw up intervention/prevention programme proposals for community and environment.

6. Implement prevention/intervention plan/programmes.

7. Evaluation of process of implementation and outcome of implementation.

Second Year:

Specific Outcomes:

1. Work effectively in a team.

2. Demonstrate interpersonal skills in all health situations.

3. Identify with Ethos of Nursing and Health Professions.

4. Effectively manage a health care unit/programme.

5. Use a wide range of processes, techniques, tools and material to gather information, solve problems, create and evaluate products and communicate results.

6. Use equipment and technology in health setting safely, appropriately and ethically.

7. Creativity improvise when technology is lacking.

8. Demonstrate awareness of personal values, strengths, abilities and aspirations and understanding of how these will influence future choices and opportunities.

9. Demonstrate appropriate research methodology to access knowledge in health fields.

Critical Cross-Field Outcomes:

1. Identify, analyse, formulate and solve convergent and divergent health related problems of professional, individual and social kinds creatively and innovatively.

2. Work effectively with others as a member of health team, group, organisation, community and contribute to the group output in tasks.

3. Manage and organise his/her personal, academic and life responsibilities.

4. Communicate effectively using visual, mathematical and/or language skills in modes of oral and/or written presentations.

5. Use science and technology effectively and critically in the domains of social and health sciences.

6. Demonstrate an understanding of the world as a set of related systems by recognising that the problem contents do not exist in isolation.

7. Collect, analyse, organise and critically evaluate information and use it appropriately as required.

ASSOCIATED ASSESSMENT CRITERIA

First Year:

Assessment criteria associated with Specific Outcomes:

This can be evaluated in form of tasks, in study material written (and in some cases orally), assignments, portfolio tasks, projects, case studies and examinations. Learners will be assessed on the abilities to:

1. Assess and identify existing and potential problems in health across the life span.

2. Describe existing and potential problems in health across the life span.

Describe existing and potential problems in relevant health problems diagnosed.

Develop and facilitate solutions and strategies to address existing and potential health problems.

3. Formulate appropriate responses to resolve existing and potential problems identified.

Demonstrate competence in pharmacology, medical & surgical nursing in a given situation.

Explore alternative strategies to address health issues in culturally diverse society.

Take precautions to prevent/minimise medico-legal risks.

Render culturally congruent health care.

4. Communicate the evidence of group interaction through professional and scientifically based written and/or oral reporting.

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

5. Apply knowledge and strategies to facilitate solutions to existing and potential health related problems that arise in diverse society. Applies leadership skills in crisis situations.

6. Implement intervention planned.

7. Critically evaluate viewpoints on the current nursing care situations in relation to divergent health problems.

Second Year:

Assessment criteria associated with Specific Outcomes:

1. Demonstrate respect for opinion of others through written and/or oral reporting without any bias.

Demonstrate tolerance of diversity within a group.

Undertake health related projects and provide evidence of successful interaction with others.

2. Interrelate with individuals, families, groups and community in health context.

Interrelate with people in small and large group context.

Overcome communication problems creatively.

3. Show awareness of aspects such as health ethics and professional practice.

Practices within scope of practice nursing act and other legislation.

Critically interpret dynamic changes and related issues in health care system environment.

Use appropriate ethical codes and principles.

To act as advocates and role models in health care settings.

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

Identity and solve nursing problems by drawing up their own experience base.

Use their knowledge and experience to offer suggestions for solving health problems at a community and national levels.

Use appropriate models of organisation and presentation as required in nursing discipline.

Use scientific methods of investigation, testing and evaluation in nursing/health fields.

Use various skill to draw out cultural contexts of others (e.g. listening skills, empathy, sympathy, open-mindedness, etc.).

5. Illustrate the value of open-mindedness and tolerance to self and others.

Assess applicability limitations and impact on various types of technology in academic and health fields.

6. Select appropriate health related technology to suit needs of individuals and groups.

Use technology (computers, internet) where appropriate and feasible in health fields.

Use technology in appropriate context to access, store or distribute and facilitate quality health care knowledge.

Demonstrate consideration of ethics involved in health science and technology issues.

Analyse impact of technology in society within health fields.

7. Use natural resources in a suitable way.

Creatively improvise when technology is lacking.

8. Organise their study plans.

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

Think independently and offer evidence to support their decision.

9. Assess their own strengths and weakness and develop coping strategies.

Critically analyse a research paper.

Critically evaluate and utilise information from different sources to solve health related problems in the relevant fields of nursing.

Integrate information from different sources to address problems in relevant health or nursing fields.

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

Assessment criteria associated with Critical Cross-Field Outcomes:

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

Solve health related problems by generating alternatives strategies to deal with those problems at primary, secondary and tertiary levels of care.

Identify and solve concrete and abstract nursing problem by drawing up the theoretical knowledge and experiential base of individual disciplines in nursing fields.

Analyse national and local community in terms of health related problems, needs and opportunities.

2. Show evidence of personal skills (tolerance, empathy, listening skills, etc.) in group situations.

Demonstrate respect for opinions of others through written and/or oral reporting without bias.

Use effective communication skills within the group.

3. Organise study plans.

Use creative and various learning strategies which suit the personal and professional situations and contexts.

Assess their own strengths and weaknesses and develop coping strategies.

4. Communicate their idea and provide supporting evidence in a sustained manner.

Follow language convention of the written and/or oral use in health related discipline issues, policies and reports.

Use appropriate models of organisation and representation as required in nursing discipline.

Recognise own communication limitations and problems and seek help appropriately.

Identify and illustrate nursing/health related jargon.

Use language to critically analyse, evaluate and critique others` health related ideas.

5. Use scientific method of investigation, testing and evaluation in nursing/health fields.

Suit the needs of individual or group.

Use technology (e.g. computers, internet, etc.) where appropriate and feasible in health fields.

Use natural resources in sustainable way.

Demonstrate a consideration of ethics involved in health science, and technology issues.

6. Connect the abstract knowledge of theory to reality of the individual, personal and professional context.

Draw up their prior knowledge, personal and professional, and experience (personal and professional) as appropriate when investigating and analysing health fields around them.

Look beyond and across traditional disciplinary boundaries for possible health solutions.

Follow an integrated approach to learning and studying.

7. Demonstrate basic research skills.

Use library and other resources effectively to suit their individual, academic and professional needs.

Collect, collate, analyse and integrate information from a variety of sources.

Act responsibly as a researcher and life-long scholar e.g. appropriate referencing and avoiding plagiarism.

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

Continuous assessment:

Monthly continuous assessment by the tutor and ward sister in the clinical situation;

Student accompaniment done according to the programme;

Feedback given to student and record in workbook.

Formative assessment:

Through work that includes tests, assignments, group/class presentations in specific subject;

Feedback given to individuals and groups.

Summative assessment:

Through yearly written examinations conducted by the South African Nursing Council as a professional statutory body;

Assess ability to manage, integrate theory and practical throughout.

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