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: 

Bachelor of Nursing 
SAQA QUAL ID QUALIFICATION TITLE
21449  Bachelor of Nursing 
ORIGINATOR
University of Cape Town 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
National First Degree  Field 09 - Health Sciences and Social Services  Preventive Health 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  360  Level 7  Level N/A: Pre-2009 was L7  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Passed the End Date -
Status was "Reregistered" 		 SAQA 06120/18  2018-07-01  2018-12-31 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2019-12-31   2024-12-31  

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 first purpose of the programme is to prepare a new cadre of transformational nurse leaders in significant numbers from amongst the ranks of professional nurses by offering an innovative flexible and accessible modular programme that provides learners with effective thinking, teaching, management and/or clinical skills that build on prior diploma level nursing knowledge and skills in a variety of nursing disciplines or midwifery. The programme grooms graduates for leadership within the transforming health service (local, district and regional levels) and changed higher education system in South Africa (SA).

A variety of study pathways exist for students, enabling them to select specific modules and to exit either with a degree or early form the degree, honourably, with an Advanced University Diploma in Nursing Education. Certain pathways of strategic national and provincial importance make provision for students to register additional qualifications with the SA Nursing Council. (Current options are Child Nursing, Nursing Education and Advanced Midwifery. Management and Critical Care nursing options will shortly be brought on stream.) In addition, students may exit early from the programme without a specific university qualification but with Bachelor of Nursing (for Registered Nurses) module credits which enable registration of an additional qualification with the SA Nursing Council.

The second purpose of the qualification is to equip graduates with effective communication/relational, leadership and research skills and applied competence in establishing ethical partnerships across disciplinary boundaries which will enable them to contribute optimally in their specific field of practice and to participate in the development and formulation of policy in health care and/or education and/or management and/or research aimed at meeting the health needs of the public.

The third purpose of the programme is to provide South Africa with a cadre of graduate nurses groomed for continuous personal and professional growth in specific fields of nursing and midwifery and for life long learning.

The fourth purpose is to make a significant contribution to redress of a previously disadvantaged group by offering registered nurses access to degree study at a residential university, giving recognition for prior learning and providing a modular structure making it highly flexible and open to inter-disciplinary collaboration. Diploma qualified nurses, who constitute 94% of the professional nurses in SA, now have increased access to higher educational opportunities. (The programme structure will accommodate learners in full time employment.) 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
1. Matriculation exemption or equivalent qualification
2. A four-year Diploma in Nursing and Midwifery (or equivalent) (NQF level 5)
3. Current registration as a Nurse and Midwife (or equivalent) with the SA Nursing Council
4. In the case of a student selecting a clinical pathway (e.g. Children's Nursing, Midwifery) at least 2 years experience in the respective sphere of practice
5. Competence in written and oral English


Senior Certificate with Matriculation Exemption or equivalent university admission qualification

Advanced University Diploma in Nursing Education (providing the appropriate modules selected)

Registration with the SA Nursing Council in one of the following fields if appropriate modules selected)
  • Child Nursing
  • Post-basic Midwifery
  • Nursing Education
  • Nursing Management (to come on stream in 2000)
  • Intensive Care Nursing


    Recognition of prior learning:

    Credit is given for 3 FTE first-year courses (120 credits) in recognition of prior learning in an approved 4-year Nursing Diploma or equivalent.

    Two years clinical experience in Nursing (in a specific field) or Midwifery, in the case of a student selecting a clinical pathway (e.g. Children's Nursing, Midwifery) which leads to a professional qualification with the SA Nursing Council 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    EXIT LEVEL OUTCOMES 
    a). Critical cross-field outcomes (generic to all teaching and learning)

    b). General outcomes (contextually demonstrated general knowledge, skills and values of the programme)

    c). Specific outcomes, including professional outcomes, contextually demonstrated 

    ASSOCIATED ASSESSMENT CRITERIA 
    A.1. Demonstrates self-confidence, flexibility and self-awareness, involving an ability to recognise own attributes, skills, values and interests and to assess self, seek feedback actively and give feedback constructively.

    2. Evidences skills in transformational leadership and willingness to take leadership in nursing and the health sector. This leadership should bring about shifts in perspectives that lead to more effective and efficient practices.

    3. Demonstrates a commitment to life-long learning, displaying critical inquiry in the search for new knowledge and better understanding by taking responsibility for keeping up to date with current research and, when appropriate, initiating research. Also, a quest for new knowledge and the ability to facilitate others' learning.

    4. Identify, assess, formulate and solve problems in which responses display that responsible decisions using critical and creative thinking and an appropriate level of abstraction have been made;

    Collect, analyse, organise, critically evaluate and appropriately apply information;

    Communicate effectively using visual, and/or language skills in the modes of oral and/or written persuasion and display effective listening skills

    5. Contribute to the full potential development of each learner and the social, economic, political and health development of the society at large, by making it the underlying intention of any programme of learning to make an individual aware of the importance of:

    Reflecting on and exploring a variety of strategies to learn more effectively and to take personal responsibility for lifelong learning;

    Participating as responsible citizens in the life of local, national and global communities.


    B. 1. Demonstrates a willingness and the ability to express own opinion, to defend a position as well as to plan a course of action, with the skills of problem solving and a spirit of critical enquiry and humane interaction.

    2. Demonstrates ability to:
  • Utilise resources (own, human, financial and material) optimally and effectively
  • Develop networks for support, advice and information to improve interdisciplinary and inter-sectoral collaboration
  • Work independently and also within inter-disciplinary and inter-sectoral team context using both insight and initiative
  • Take responsibility & be accountable

    3. Evidences political awareness, or an awareness of the location of influence and power within organisations and groups, as well as hidden tensions and power struggles and awareness of the impact of socio-political factors on health and nursing.

    4. Demonstrates evidence of a clear focus on health, recognising optimal health and well being as the goal of any care intervention, and respecting the dignity and uniqueness of the individuals with individual health needs.

    C.1. Demonstrates the ability to care and an appreciation of nursing as both an art and a science.

    2. Demonstrates professional competence, including the knowledge, attitudes and skills needed to secure peer and professional recognition.

    3. Demonstrates in her/his practice:
  • A commitment to standards of professional conduct based on internationally accepted ethical principles.
  • A commitment to evidence-based practice, through initiating change informed by current research and active evaluation of the implications of this research for the nurse's or midwife's practice and the public's health.
  • A sound knowledge of the domain of her/his professional practice, showing evidence of critical thinking skills.
  • A clear focus on health and recognition of optimal health and well being as the goal of any care intervention.
  • A recognition of the complex factors influencing the health of people in the context of their families and communities (including personal, relational, lifestyle, environmental, socio-economic, spiritual, cultural and political factors).
  • A respect for the dignity and uniqueness of individuals (families and/or communities) with individual (family and/or community) health needs.
  • Familiarity with the current policy, legislation and epidemiology for SA, that are related to health and the appropriate application of this in their practice.
  • Roles and practices congruent with the social and health needs of individuals and their families

    4. Evidences a particular ability to:
  • Communicate with insight, empathy and an understanding of the specific context while recognising the professional and therapeutic boundaries
  • Work in a dynamic and collaborative relationship with peers, health-team colleagues, and members of the public in order to promote health or its recovery or to alleviate distress

    5. Demonstrates ability to:
  • Assess the health status of individuals, families and a geographic community, plan care in association with the client/family/community members and where appropriate with other members of the health team, implement appropriate care and evaluate the intervention.
  • Exercise clinical judgement in the application of knowledge.


    INTEGRATED ASSESSMENT

    The types of assessment methods used are as follows:

    Compilation of a portfolio
    Reflective journaling of various experiential learning opportunities and clinical incidents
    Essays and writing motivational memoranda
    Problem solving projects within various contexts (e.g. clinical, educational, managerial and ethical, etc.)
    Simulated interview and interpersonal intervention
    Research protocol
    Critique of research article
    Action learning - workplace based problem solving project
    Library assignments
    Written examination

    Community survey (selected pathways only)
    Family study (selected pathways only)

    Clinical competency assessment (as applicable to specific clinical pathway). Use is made of a criterion-referenced evaluation tool with a rating scale for evaluating students' clinical skills and clinical judgement
    Clinical patient based formative and summative evaluations (as applicable to specific clinical pathway)

    Practical examinations (for specific pathways)
    Care giver assessment (as applicable to specific clinical pathway)
    Patient studies (case studies)

    Student feedback surveys at the end of each module provides data on student's views on the organisation of the course, course content, the teacher, peers, presentation of subject material, learning experiences, methods of evaluation and personal and professional growth. 
    		•

    ARTICULATION OPTIONS 
    Titles of related qualifications:
  • Professional qualification with SA Nursing Council in a variety of specialities
  • B Nursing /Curationis (Honours)
  • MSc Nursing
  • MPhil (Public Health)
  • Other interdisciplinary Master's degrees (e.g. MPhil (MCH)
  • Sports Science, Environmental studies, Master's in Business management etc.)

    This qualification serves as an entry point to the following related qualifications:
  • Professional qualification with SA Nursing Council in a variety of specialities
  • B Nursing /Curationis (Honours)
  • MSc Nursing
  • MPhil (Public Health)
  • Other interdisciplinary Master's degrees (e.g. Sports Science, Environmental studies, Master's in Business management etc.)

    This qualification provides credits for the related qualification:
  • Professional qualification with SA Nursing Council in a variety of specialities

    Other articulation possibilities either generic or specific:
  • Diploma in Child Health Nursing (SA Nursing Council)
  • Diploma in post-basic Midwifery (SA Nursing Council)
  • Diploma for Educators of Adults 
    		•

    MODERATION OPTIONS 
    The University of Cape Town has a system of external peer review and evaluation of each course. One of the aspects of the system is an evaluation of the standards and assessment practices of the department 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    All summative evaluations are examined by two examiners - one from the candidates' own institution (department) and one from outside the institution. Both examiners are involved in the setting and assessment of summative evaluations.

    The academic staff of the University of Cape Town will be used in a manner that is consistent with the quality assurance system of the University.

    Qualifications required: All examiners hold a Master's (or equivalent) degree and are registered health professionals (mostly Nurses and Midwives) in Higher Education Institutions (or in Specialist Private practice or specialists in the field of Adult Education or Management).

    Other criteria: All examiners have a proven academic and practice record in their field of expertise and hold either full-time or part-time academic appointments. All examiners have to be approved through the university process for approval for external examiners. 

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

    NOTES 
    N/A 

    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 Cape Town 


    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.