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: 

Postgraduate Diploma: Advanced Nursing Science 
SAQA QUAL ID QUALIFICATION TITLE
5527  Postgraduate Diploma: Advanced Nursing Science 
ORIGINATOR
University of South Africa 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Postgraduate Diploma  Field 09 - Health Sciences and Social Services  Rehabilitative Health/Services 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  120  Level 7  NQF Level 08  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Passed the End Date -
Status was "Reregistered" 		 SAQA 091/21  2021-07-01  2023-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2024-06-30   2027-06-30  

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 Postgraduate Diploma graduates with the knowledge, specific skills and applied competence in a number of fields traditionally associated with the Nursing Sciences to provide opportunities for continued personal intellectual growth, gainful economic activity and valuable contributions to society. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Entrance requirements:

Entrance to the above qualification requires registration as a professional practitioner with the appropriate registering body.

The learners who register for this qualification can:
  • learn from predominantly written material
  • communicate what they have learnt coherently and logically in sustained discourse
  • demonstrate the ability to reflect on experiences in the nursing and health fields
  • use a variety of sources, for example published, documentary and oral
  • demonstrate mastery of the discipline or field of study
  • with supervision take responsibility for their own progress

    Recognition of prior learning:

    This qualification recognise:
  • Formal prior learning
    Students needs a Bachelors degree or equivalent qualification
    Students' prior accredited learning at tertiary level in relevant domains which constitute credit-bearing units is recognised.
  • Non-formal and informal prior experiential learning
    Students may be given RPL for individual modules if they can produce a portfolio of evidence or undergo any other recognised means of assessment that shows that they meet the outcomes and associated assessment criteria specified for that module. A policy on RPL is currently being investigated. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    The qualification may be awarded in part or as a whole through the recognition of prior learning (RPL). It is required that students complete 50% of their qualification at the institution which issues the certification. According to current policy, not more than 50% of the degree may be awarded through RPL. When it is legally possible to award a whole degree through RPL, we shall do. 

    EXIT LEVEL OUTCOMES 
    Critical Cross-field Outcomes:

    1 The learner who has completed the Postgraduate Diploma in Advanced Nursing Science can identify, analyse, formulate, and solve convergent and divergent problems of nursing, creatively, independently and responsibly.

    2 The learner who has completed the Postgraduate Diploma in Advanced Nursing Science can work effectively with others as a leader/member of a team, group, organization, community, and contribute to the group output.

    3 The learner who has completed the Postgraduate Diploma in Advanced Nursing Science can manage and organize her or his activities and life responsibly and effectively, including her or his studies and nursing career.

    4 The learner who has completed the Postgraduate Diploma in Advanced Nursing Sciences can collect, analyse, organize and critically evaluate information at an advanced and highly specialized level, as required in the pursuit of the Postgraduate Diploma qualification.

    5 The learner who has completed the Postgraduate Diploma in Advanced Nursing Science can communicate effectively using visual, mathematical, statistical and/or language skills in the modes of oral and/ or written presentation, often in sustained discourse in assignments.

    6 The learner who has completed the Postgraduate Diploma in Advanced Nursing Science can use science and technology effectively and critically, showing responsibility towards the environment and health and well-being of others, in community, national and global contexts.

    7 The learner who has completed the Postgraduate Diploma in Advanced Nursing Science can demonstrate an understanding of the world as a set of related systems by recognizing that problem-solving contexts do not exist in isolation, and by acknowledging their responsibilities to those in the local and broader nursing and health care communities.

    Developmental Outcomes:

    1 The learner who has completed the Postgraduate Diploma in Advanced Nursing Science can reflect on and explore a variety of strategies to learn more effectively.

    2 The learner who has completed the Postgraduate Diploma in Advanced Nursing Sciences can participate as a responsible citizen in the life of local, national and global communities.

    3 The learner who has completed the Postgraduate Diploma in Advanced Nursing Science can be culturally and aesthetically sensitive across a range of social contexts.

    4 The learner who has completed the Postgraduate Diploma in Advanced Nursing Science can explore education and career opportunities by drawing on the various knowledge, skills and attitudes acquired in the accomplishment of this qualification (see all Critical Outcomes above).

    5 The learner who has completed the Postgraduate Diploma in Advanced Nursing Science can develop entrepreneurial opportunities by drawing on the various knowledge, skills and attitudes acquired in the accomplishment of this qualification.

    Specific outcomes:

    1 Engage in highly advanced critical and creative thinking and problem-solving of complex and specialised nature in the nursing disciplines/fields.

    2 Think contextually; i.e. reflect on learning from individual nursing experience and academic nursing science disciplines in relation to political, social, cultural, technological and economic realities, locally and globally.

    3 Create responses to abstract problems that expand or redefine existing knowledge in a relevant field or within an interdisciplinary context.

    4 Identify, describe and evaluate problems and solutions, related to cultural diversity in South African and global society.

    5 Relate/assess knowledge and its contribution to developing different cultures/civilizations (interdisciplinary).

    6 Perform a social-critical role in society.

    7 Demonstrate academic literacy.

    8 Arrive at an informed assessment in terms of what happens to human knowledge in new, technological contexts.

    9 Demonstrate a sensitivity to attitudes and values relevant to a just and democratic society. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Assessment Criteria associated with Critical Cross-field Outcomes:

    1. Identify, analyse and solve complex and highly advanced abstract problems by drawing on their own experience as well as theoretical knowledge within a major discipline of nursing and health sciences.
  • identify, analyse and solve concrete and abstract problems by drawing on theoretical knowledge and experiential base within a single discipline or across interdisciplinary lines in the nursing and humanities disciplines.
  • identify, analyse and solve problems in a variety of routine and non-routine contexts within a discipline or field of study.
  • use their knowledge and experience to offer informed suggestions for solving problems at community, national, international and global level.
  • solve problems by generating alternative strategies for dealing with those problems.
  • critically evaluate various theoretical standpoints and compare them to own views.
  • offer evidence in a variety of ways (from theoretical knowledge base, from experiential base, etc) to support their stated views
  • analyse the global, national and local community in terms of problems, needs and opportunities.

    2. Show evidence of 'people 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 projects and provide evidence of successful interaction with others.
  • use effective communication skills within the group.
  • lead people effectively in the nursing sciences field.
  • be a supportive followers and group participants.
  • organize themselves and others into effective working groups.
  • communicate the evidence of these group interactions through (written and/ or oral) reporting.

    3. Demonstrate the requisite theoretical skills and learning strategies.
  • organise their study plans and engage in effective time management.
  • evolve strategies best suited to their personal situations and contexts.
  • think independently, offer sustained theoretical evidence to support their decisions.
  • assess their own strengths and weaknesses and develop organisational strategies.

    4. Demonstrate expert, highly specialized scholastic or technical utilisation of research across (a major) nursing disciplines or within an interdisciplinary health care context.
  • use the full range of library and other resources at a highly advanced level.
  • integrate complex and specialized information from a variety of sources.
  • show awareness of the conventions of scholarship in the various disciplines under study.
  • demonstrate awareness of relevant conventions and guidelines to their academic and personal purposes.
  • critically analyse, transform and evaluate abstract data and concepts and generate evaluation and synthesis of information and concepts at a highly abstract level.
  • see, describe and interpret what they come across in appropriate ways.
  • assist others to speak for themselves.

    5. Communicate their ideas lucidly and coherently and provide supporting evidence in a sustained manner.
  • responsibly use the ideas of others in support of their own (without plagiarism, etc.)
  • generate ideas at a complex level as well as use the ideas of others in support of their own (without plagiarism, etc.).
  • evaluate conclusions and premises in academic arguments.
  • follow the language conventions of written (and/or oral) use in the nursing discipline.
  • recognise own communication limitations and problems and seek help appropriately.
  • use appropriate models of organisation and presentation as required in the nursing discipline.
  • identify and illustrate subject-specific jargon where its use is necessary.
  • use language to analyse, evaluate and critique the ideas of others.

    6. Demonstrate a responsible attitude towards scholarship and technology.
  • use scientific methods of investigation, testing and evaluation (see number 1).
  • select technology to suit the needs of the individual or group.
  • use natural resources in a sustainable way.
  • show respect for and a responsible attitude towards science and technology.
  • demonstrate a consideration of the ethics involved in science and technology issues.
  • show respect and openness towards the psychological, health and physical environment of others.

    7. Demonstrate their prior knowledge and experience as it is relevant to the nursing discipline
  • connect the abstract knowledge of theory to the reality of their individual contexts.
  • draw upon their prior knowledge (personal and abstract) and personal experience as appropriate when investigating and analysing the word around them.
  • look beyond and across traditional disciplinary boundaries for possible solutions.
  • follow an integrated approach to learning and studying.
  • relate health and nursing systems to broader socio-economic contexts

    Assessment Criteria associated with Developmental Outcomes:

    1. Follow academic conventions regarding referencing and avoid plagiarism.
  • apply what they study in different contexts, both personal and public, real and simulated.
  • show evidence of advanced study skills (eg analysis and synthesis)
  • use help-seeking strategies to further their own learning and that of others.
  • display awareness of their own learning preferences and use strategies to suit their needs.

    2. Apply what they know and study in cultural diverse contexts.
  • apply what they know and study at different levels, from personal to academic contexts.

    3. Demonstrate tolerance of diversity and the opinions of others.
  • use various skills to draw out the cultural accomplishments and contexts of others (e.g. listening skills, empathy, sympathy, open-mindedness, etc.)

    4. Illustrate the relationship between the knowledge, skills and attitudes acquired in studying towards the Postgraduate Diploma and those of the community at large (local and global).
  • make connections from theoretical knowledge to practical application in the real world.
  • identify the Postgraduate Diploma skills which are highly valued in the workplace, across the disciplines and sectors of society.
  • use the skills required for efficiency in most jobs: imaginative intelligence, emotional maturity, effective communication skills, thoughtful accuracy and interpersonal sensitivity.
  • deal effectively with unknown problems and tasks set them on the job, in the real world, by drawing upon the skills from the Postgraduate Diploma (critical thinking, problem-solving, conflict resolution, etc.).
  • demonstrate a work ethic that shows responsibility and accountability towards the employer and the client or community.

    5. Create job opportunities in whatever situation they find themselves.
  • have a realistic view of their own worth and value to contribute to their local community and global society.
  • 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 knowledge, skills and attitudes as required to complete the BA qualification.
  • deal with various unknown situations with flexibility and adaptability.

    Assessment Criteria associated with Specific outcomes:

    1. Identify significant problems and problem-areas in the nursing field.
  • analyse and synthesize, reflect and comment on problems in the nursing discipline or within an interdisciplinary context.
  • take an academically reasoned position on the issues.
  • independently report on and evaluate information within the area of study.
  • demonstrate the ability to develop a logical argument.
  • demonstrate an understanding of the relevant argument.
  • show critical acumen.
  • show independence and insight.

    2. Relate learning gained from individual experience to knowledge encountered in an academic environment and vice versa.
  • relate learning from experience and academic contexts to different contexts using present and future scenarios.
  • reflect on their place in the world.
  • interpret local conditions in relation to international conditions.
  • interpret the past and present in relation to the future.
  • reflect on personal experience and academic disciplines.
  • make connections from personal experience to problems of the local and global community.

    3. Identify and clearly demarcate the scope of the problems in nursing and isolate relevant issues.
  • describe problems in nursing.
  • review and integrate recent and major literature.
  • develop solutions appropriate to nursing.
  • formulate appropriate responses to resolve both concrete and abstract problems in nursing.

    4. Analyse how cultural issues affect actions in contexts.
  • generate and evaluate alternative solutions/to effectively manage diversity.
  • assess impacts and benefits of different solutions.

    5. Relate knowledge of nursing to its contributions to developing different cultures/ civilizations.
  • relate information from one discipline to that of others.

    6. Use disciplinary- and interdisciplinary-based information related to particular problems (e.g. poverty, violence, racism, gender bias, community development etc.).
  • use this information to explore relationships between social and cultural situations.
  • take an informed stand on human and social issues with self-confidence and responsibility.

    7. Produce critical texts which integrate information from different sources.
  • use language effectively to convey ideas and insights intelligibly and achieve own purposes.

    8. Use technology in appropriate contexts to access, process, store or distribute knowledge.
  • assess the applicability and limitations of various types of technology for particular fields and disciplines.
  • analyse the impact of technology on society within specific fields.

    9. Empathize with others.
  • be receptive to different points of view.
  • identify those things that we have in common and that make us human.

    Integrated assessment for the purpose of the qualification:

    1. Formative assessment: Learning and assessment are integrated. The study guides and/or tutorial letters contain self-assessment tasks with feedback when deemed appropriate. The scheme of work includes assignments based on the learning material and students are given feedback about their submitted assignments. The process is continuous and focuses on smaller sections of the work and limited numbers of outcomes.

    2. Summative assessment: Examinations, or equivalent assessment such as a portfolio of evidence assess a representative selection of the outcomes practised and assessed in the formative stage. Summative assessment also tests the student's ability to manage and integrate a large body of knowledge to achieve the stated outcomes of a module

    3. Integrated assessment: All assessment will integrate knowledge, skills and attitudes and applied competence. In this way a programme can ensure that its exit level outcomes are achieved. 
    		•

    INTERNATIONAL COMPARABILITY 
    International comparators:
    Unisa forms part of an internationally recognised accreditation system whereby university qualifications are evaluated against international comparators and accredited accordingly; for example, Unisa's qualifications are accredited in the International Handbook of Universities and in the Commonwealth Universities' Yearbook. 

    ARTICULATION OPTIONS 
    1. The qualification will articulate with those of other tertiary institutions and with other qualifications. For example, recognition will be given to equivalent modules completed at other tertiary institutions and the relationship will be reciprocal but each application will need to be considered individually.

    2. Upon completion of the Postgraduate Diploma students may proceed to register for the MA(Cur). 

    MODERATION OPTIONS 
    Within Unisa, 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 addition, external examiners act as moderators of examination papers and marked scripts for Unisa's examination papers at Master's level.

    The South African Nursing Council could be involved in moderation. 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    1. Our own staff will be used as assessors in a manner that fits into the quality management system of Unisa and accords with the university's tuition and assessment policies. This will also apply to the appointment of outside persons.

    2. The quality management system:
  • Qualifications:
    The minimum requirement for appointment as a lecturer or external marker at Unisa is a Master's degree and appropriate experience. In the case of workplace assessment, appropriate professional criteria will be drawn up 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 with the Bureau for University Teaching. All members of staff have access to the Bureau of University Teaching's website on assessment and may apply for special training in aspects of assessment at any time. External markers attend markers' meetings prior to assessing assignments or examinations and are given clear guidelines on how to assess particular pieces of work. 
    		•

    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 South Africa 


    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.