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: 

Post-basic Diploma: Clinical Nursing Science, Health Assessment, Treatment and Care 
SAQA QUAL ID QUALIFICATION TITLE
21246  Post-basic Diploma: Clinical Nursing Science, Health Assessment, Treatment and Care 
ORIGINATOR
SA Military Health Services Training Formation (College for Nursing) 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
-   HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Post-basic Diploma  Field 09 - Health Sciences and Social Services  Preventive Health 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  180  Level 6  Level TBA: Pre-2009 was L6  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 
The purpose of the qualification is to provide:
  • Qualifiers with knowledge, to function as committed nurse practitioners, in both the hospital and community settings in all aspects related to clinical nursing science, health assessment, treatment and care and to provide opportunities for continued holistic professional and personal growth, and gainful socio-economic activity contributing towards effective comprehensive health services delivery.
  • The South African community with significant numbers of diplomats, in the clinical nursing science, health assessment, treatment and care fields so that nursing related issues, based on innovative knowledge, and professional and scholarly activity, is facilitated and promoted.
  • The South African community with diplomats who can improve the health status of individuals, groups, communities and populations through strategies of facilitation, empowerment and partnership, within a comprehensive multidisciplinary team approach based on primary health care principles.
  • The South African community with diplomats who will meet the requirements to register for a variety of professional qualifications with the SANC. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Learners who register for this qualification can:
  • Learn from written materials, class attendance and experiential sources in the practical field experience;
  • Communicate and apply what they learn in the medium of instruction;
  • With guided support, take responsibility for their own academic and professional progress.

    Learners who register for this qualification:
  • Grade 12;
  • Current registration as a General Nurse.

    Recognition of prior learning:

    In accordance with the official policy of the institution, the qualification may be awarded in part or as a whole through the recognition of prior learning (RPL). 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    EXIT LEVEL OUTCOMES 
    Critical Cross-Field Outcomes:

    All critical cross-field outcomes will be embedded in the modules which constitute the programme that lead up to the qualification.

    1. The learner can identify, analyse, formulate and solve convergent and divergent health related problems of professional, individual and societal kinds, creatively and innovatively, specifically in the domain of nursing services delivery.

    2. The leaner can work effectively with others as a member of a team, group, organisation, community, and contribute to the group output in tasks growing out of the fields traditionally considered as the Social and Health Sciences.

    3. The learner can organise and manage her/his personal, academic and professional activities and life responsibly and effectively, including his/her studies.

    4. The learner can collect, analyse, organise, critically evaluate and use information appropriately, as required in the pursuit of both her/his studies and profession.

    5. The learner can communicate effectively using visual, mathematical and/or language skills in the modes of oral and/or written presentation in sustained interactions and diverse situations in the context of the health sciences and in professional practice.

    6. The learner can use science and technology effectively and critically in the domains of the social and health sciences, showing responsibility towards the environment and health and well-being of individuals, families, groups and communities in national context.

    7. The learner can demonstrate a holistic understanding of the world as a set of related systems by recognising that health problem-solving contexts in the domain of social and health sciences do not exist in isolation, and by acknowledging their responsibilities to those in the nursing profession community.

    Developmental Outcomes:

    In order to contribute to the full personal development of each learner and the social and economic development of the society at large, it must be the intention underlying any programme of learning to make an individual aware of the importance of the following developmental outcomes:

    1. The learner can reflect on and exploring a variety of strategies to learn more effectively (see Critical Cross-field Outcomes 3 and 5).

    2. The learner can participate as responsible citizens in the life of local and national communities (see Critical Cross-field Outcome 2).

    3. The learner can be culturally and aesthetically sensitive across a range of social contexts (see Critical Cross-field Outcomes 2 and 7).

    4. The learner can explore education and career opportunities in the context of social and health delivery systems by drawing on the various knowledge, skills and attitudes acquired in the accomplishment of this qualification (see all Critical Cross-field Outcomes).

    5. The learner can develop entrepreneurial opportunities by drawing on the various knowledge, skills and attitudes acquired in the accomplishment of the Diploma qualification (see all Critical Cross-field Outcomes, plus 4 above).

    Specific Outcomes:

    The Diploma in Clinical Nursing Science, Health Assessment, Treatment and Care student is actively engaged in activities that will enable her/him to become a well rounded, educated and competent health professional, pursuing opportunities for further more specific study and professional practice, in relevant work environments. As such she/he develops and holds certain values and integrates knowledge and skills to achieve her/his purposes. The specific outcomes indicate how knowledge, skills and values are integrated in the qualification in the SAQA fields of Human and Social Studies (07), and Health Sciences and Social Services (09).

    1. The learner must display knowledge, skill and ability to assess the health status/needs of all age groups presenting with common problems at primary health level.

    2. The learner must engage in advanced critical thinking and apply his/her knowledge of the etiology, pathology of disease, epidemiology, signs and symptoms of conditions in creative problem-solving.

    3. The learner can display the operational knowledge of the principles of appropriate treatment for diagnosed conditions.

    4. The learner must display knowledge and skill in health promotion and rehabilitation of individuals, family and community.

    5. The learner can practise as a professional within the ethical and legal framework pertinent to the relevant profession.

    6. The learner must display knowledge and skill of identifying and solving health problems using the scientific methods.

    7. The learner must display skills in the management process and knowledge in global issues impacting on health. 

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

    In the form of tasks in study materials, written (and, in some cases, oral) assignments, portfolio tasks, projects, case studies and examinations, learners will be assessed on their ability to:

    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 alternative strategies to deal with those problems at primary, secondary and tertiary levels of care.
  • Overcome communication problems creatively.
  • Critically evaluate various viewpoints on the current nursing care situation and compare such to own views.
  • Offer evidence in a variety of ways from theoretical knowledge base, and/or from experiential base, to support their stated views.
  • Identify health related problems in their own lives.
  • Identify health related problems in others' lives by use of a variety of methods, e.g. case studies and primary research projects.
  • Identify and solve concrete and abstract nursing problems by drawing upon the theoretical knowledge and experiential base of individual disciplines in the nursing fields.
  • Identify and solve concrete and abstract nursing problems by drawing upon their own experience base.
  • Use their knowledge and experience to offer suggestions for solving health problems at a community and national level.
  • Analyse the national and local community in terms of health related problems, needs, opportunities.

    2. Show evidence of personal skills (tolerance, empathy, listening skills, etc.) in group situations.
  • Demonstrate respect for the opinion of others through written and/or oral reporting without bias.
  • Demonstrate tolerance of diversity through (written and/or oral) reporting without bias.
  • Undertake health related projects and provide evidence of successful interaction with others.
  • Use effective communication skills within groups.
  • Lead and empower people effectively.
  • Be a supportive follower and active group participant.
  • Organise themselves and others into effective working groups.
  • Communicate the evidence of group interactions through professional and scientifically based/accepted written and/or oral reporting.

    3. Demonstrate the requisite study skills and learning strategies.
  • Organise their study plans.
  • Use creative and various learning strategies which suit their personal and professional situations and contexts.
  • Cope with the self-discipline necessary for distance learning.
  • Think independently, and offer evidence to support their decisions.
  • Assess their own strengths and weaknesses and develop coping strategies.

    4. Demonstrate incipient research skills.
  • Use library and other resources effectively to suit their individual academic and professional needs.
  • Use library and other resources effectively to suit the needs of the particular areas of research.
  • Collect, collate, analyse and integrate information from a variety of resources.
  • Act responsibly as a researcher and life-long scholar (e.g. appropriate referencing, avoiding plagiarism).

    5. Communicate their ideas and provide supporting evidence in a sustained manner.
  • Responsibly use others' ideas in support of their own (without plagiarism).
  • Follow the language conventions of written (and/or oral) use in health related disciplines, issues, policies and reports.
  • Use appropriate models of organisation and presentation as required in the nursing disciplines.
  • Recognise own communication limitations and problems and seek help appropriately.
  • Identify and illustrate nursing/health related jargon.
  • 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. Demonstrate an appropriate attitude towards health related scholarship and technology.
  • Use the scientific method of investigation, testing and evaluation in nursing/health fields.
  • Select appropriate health-related technology to suit the needs of the individual or group.
  • Use technology (computers, Internet, etc.) where appropriate and feasible in health fields.
  • Use natural resources in a sustainable way.
  • Show respect for and a responsible attitude towards health science and technology.
  • Show concern for health issues of individuals, families, groups, communities and societies.
  • Demonstrate a consideration of the ethics involved in health science and technology issues.
  • Show respect and openness towards the psychological, physical and health environments of others.

    7. Demonstrate knowledge and experience of their individual and professional situations.
  • Connect the abstract knowledge of theory to the reality of their individual personal and professional contexts.
  • Draw upon their prior knowledge (personal and professional) and experience (personal and professional) as appropriate when investigating and analysing the health fields around them.
  • Demonstrate knowledge of the interconnectedness of factors influencing the achievement of optimal health, and draw upon their knowledge of the complex nature of health and health care to find appropriate solutions to health-related issues.
  • Look beyond and across traditional disciplinary boundaries for possible health solutions.
  • Follow an integrated approach to learning and studying.

    Assessment criteria associated with Developmental Outcomes:

    1. Learn by means other than rote-learning and practical field experience.
  • Explain what they know in their own words.
  • Use help-seeking strategies to further their own learning and that of others.
    -Apply what they study in different contexts, both personal and professional, real and simulated.
  • Display self-awareness of learning preferences and strategies to suit their personal and professional needs.
  • Show evidence of effective study skills (e.g. note-taking, summarising, analysis and synthesis).

    2. Display tolerance of diversity and opinions of others.
  • Show willingness to participate in groups.
  • Demonstrate willingness to take risks in group situations.
  • Apply what they know and study in culturally diverse health contexts.
  • Apply what they know and study at different levels, from personal to academic contexts.

    3. Show awareness of cultural diversity.
  • Demonstrate awareness of own culture and background.
  • Demonstrate tolerance of diversity and others' opinions.
  • Use various skills to draw out the cultural contexts of others (e.g. listening skills, empathy, sympathy, open-mindedness, etc.).
  • Illustrate the value of open-mindedness and tolerance to self and others.

    4. Illustrate the relationship between the knowledge, skills and attitudes acquired in studying towards the Diploma and those of the community at large (local).
  • Make connections from theoretical knowledge to practical application in the real health fields.
  • Identify the Diploma specialisation skills which are highly valued across the disciplines and sectors of the health fields.
  • Use the personal and professional skills required for efficiency in most health services: imaginative intelligence, emotional maturity, effective communications skills, thoughtful accuracy and interpersonal sensitivity.
  • Deal effectively with potential health-related problems and tasks by drawing upon the knowledge and skills from the Diploma.
  • Demonstrate a personal and professional sense of work ethics.

    5. Create job opportunities in whatever health situation they find themselves.
  • Have a realistic view of their own worth and value to contribute towards quality of life of the individual, family, community and society at large.
  • Communicate that value to others in the real world (CV writing skills, oral communication skills, etc.).
  • Demonstrate a healthy self-esteem and confidence in their academic and professional knowledge, skills and attitudes as required to complete the Diploma qualification.
  • Deal with various unknown health and functional situations with flexibility and adaptability.

    Assessment criteria associated with Specific Outcomes:

    Evidence in the form of a range of tasks will show that the learning can:

    1. Demonstrate the ability to apply a holistic and scientific approach to the assessment of health needs/problems.
  • Demonstrate knowledge of interpersonal skills.
  • Demonstrate the ability to conduct a physical examination.
  • Demonstrate the ability to correlate theory with practica.
  • Recognise the relevant symptoms and signs.
  • Demonstrate the ability to analyse data collected independently.
  • Communicate the findings clearly and systematically.
  • Demonstrate the ability to recognise the early signs of a possible complication of a condition.
  • Demonstrate the ability to make relevant or appropriate investigations.

    2. Analyse and synthesise information collected to make a diagnosis.
  • Independently record and evaluate information.
  • Show independence and insight.
  • Demonstrate the ability to apply theory into practice.
  • Demonstrate critical thinking.
  • Utilise referral systems when needed.
  • Demonstrate the ability to utilise the multi-sectoral approach, networking and multi-disciplinary approach.
  • Shows that she/he has the ability to reach an appropriate diagnosis.

    3. Demonstrate the ability to analyse the subjective information collected from the patient, and objective data collected during examination of the patient and prescribe the appropriate treatment for the patient.
  • Demonstrate knowledge of the principles of pharmacology when prescribing and dispensing treatment.
  • Demonstrate ability to apply appropriate non-pharmacological management of the health problem.
  • Integrate theory with practice.
  • Demonstrate knowledge and ability to manage emergencies and disasters.
  • Demonstrate relevant knowledge of the relevant legislation regarding the ordering, keeping, prescribing and storage of drugs.
  • Refer to available treatment guidelines and protocols, including the essential drug list.

    4. Demonstrate ability to prevent illness and promote health.
  • Show ability to empower individuals and the family to be responsible for their own health.
  • Demonstrate ability to involve the community in health matters at primary health level, for example, traditional healer and birth attendants.
  • Show ability to participate and contribute in community projects, or empowerment of activities.
  • Show ability to analyse the prescription of patients and to indicate in writing or orally where the prescription should be altered.
  • Communicate in writing to other members of the multidisciplinary team, when referring patients to the second level of health service delivery.
  • Show ability to care for clients within their own culture.

    5. Act as professional role model.
  • Take responsibility and accountability within the limits of own competence and relevant scope of practise according to the requirements of the relevant statutory bodies.
  • Exercise judgement, commensurate with knowledge and experience.
  • Be accountable for achieving specialised competencies in the primary health care service delivery.
  • Adhere to the generally accepted professional norms with integrity.

    6. Demonstrate ability in identifying individual, family and community needs using the scientific method.
  • The learner must show ability to apply the scientific method in solving individual, family and community problems.
  • Demonstrate knowledge in problem-solving and decision-making.
  • The learner must show knowledge of analysing and synthesising statistics within the primary health care setting and district.

    7. Demonstrate ability in the management process including application of national and provincial health, philosophies and policies (e.g. Batho Pele - People First, HIV, STD/AIDS, Tuberculosis, national and provincial policies).
  • Show knowledge and ability in managing emergency situations on a small and large scale (resuscitation, disaster nursing).
  • Demonstrate ability in quality assurance.
  • Display ability in effective communication techniques/strategies such as networking, interdisciplinary, multidisciplinary and multi-sectoral approach/collaboration.
  • Identify, analyse and synthesise global issues: gender issues, violence against women and children, poverty and trans-cultural nursing.

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

    1. Continuous assessment:
  • Monthly continuous assessment by the clinical tutor and preceptor in the clinical situation.
  • Student accompaniment done according to the programme.
  • Feedback given to student and record in workbook.

    2. Formative assessment:
  • Through work that includes tests, assignments, group/class presentations in specific subjects.
  • Feedback given to individuals and groups.

    3. Summative assessment:
  • Through yearly written examinations conducted by the College as supervised by the Department of Advanced Nursing Sciences of the University of South Africa (UNISA) (minimum mark for theory is 50% and 60%for practica).
  • Assess ability to manage, integrate theory and practical throughout. 
    		•

    INTERNATIONAL COMPARABILITY 
    The comparability of this qualification will be validated by the South African Nursing Council. 

    ARTICULATION OPTIONS 
  • The qualification will articulate with those of other colleges and other qualifications. For example: recognition will be considered for modules completed at other tertiary institutions and the relationships will be reciprocal.
  • Upon completion of the diploma, students have a number of options for further study. 
    		•

    MODERATION OPTIONS 
  • Within the South African Military Health Service Training Formation (SAMHS Trg Form) - College for Nursing Training, first examiners set and assess assignments and examinations. In the case of assignments, the quality is checked by course co-ordinators or team leaders and by the head of department. In the case of examinations, a system of internal second examiners is used to moderate question papers, the marking process and marked scripts. Such second examiners are senior members of staff.
  • In the case of examinations, a system of external moderation of question papers, the marking process and marked scripts is used. This is done by the Department of Advanced Nursing Sciences of the University of South Africa (UNISA).
  • The South African Nursing Council, as professional statutory body is responsible for the registration of specific professional qualifications, play a role in determining specific aspects of the curriculum relevant to qualifications, and in these instances fulfil a moderating role. 
    		•

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
  • Our own staff will be used as assessors in a manner which fits into the quality management system of the SAMHS Training Formation (College for Nursing Training) and accords with the college's tuition and assessment policies. This will also apply to the appointment of outside persons. A system of workplace assessment will be initiated for practica learning programmes leading to the diploma.
  • The quality management system:
    Qualifications: The minimum requirement for appointment as a lecturer or external marker at the SAMHS Training Formation (SAMHS Trg Form) College for Nursing Training is a Diploma in Nursing Education and appropriate experience. In the case of workplace assessment, appropriate professional criteria will be stipulated for each programme.
    Mentorship: All junior and new members of staff are mentored by senior members as they work together in teams. All assessment done by external markers is quality-controlled by internal staff.
    Training: All new members of staff undergo an orientation session. External markers attend marker's meetings prior to assessing assignments or examinations and are given clear guidelines on how to assess particular pieces of work. 
    		•

    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.