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:

Diploma: Advanced Nursing

SAQA QUAL ID	QUALIFICATION TITLE
57999	Diploma: Advanced Nursing
ORIGINATOR
University of Witwatersrand
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 Diploma	Field 09 - Health Sciences and Social Services		Curative Health
ABET BAND	MINIMUM CREDITS	PRE-2009 NQF LEVEL	NQF LEVEL	QUAL CLASS
Undefined	120	Level 8 and above	Level N/A:Pre-2009 was L8+	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		2023-12-31

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

Purpose:

The purpose of the qualification is to develop specialised skills and knowledge. The qualifying Dip Adv Nurs diplomate is competent to apply specialised knowledge and skills in advanced nursing/midwifery practice, so contributing to the need in our country for specialised care. Further the purpose of the qualification is to produce diplomates who may proceed to a master's level.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Admission requirements include assumptions of learning already in place. They are:

A minimum of one year of practical experience as a registered nurse in an institution which has been accredited by the South African Nursing Council.

The holder of a Bachelor of Nursing of the University or equivalent qualification.

The holder of a four year Diploma in Nursing (General, Psychiatric and Community) and Midwifery of a nursing college which has been accredited by the South African Nursing Council.
OR:

The holder of a three year diploma in Nursing as well as one further basic diploma of a nursing college which has been accredited by the South African Nursing Council.

Recognition of Prior Learning:

Applicants who fall outside of the normal admissions process who can demonstrate to the satisfaction of the University that they have a qualification, experiential or work based learning which has taken the learner to an equivalent level of a qualification specified above (under Formally Accredited Learning), may be considered for admission and/or for the recognition of prior accredited and/or prior experiential learning. Students who, after such assessment, are deemed to have sufficient potential but are in need of further academic development, may be required to broaden their curriculum by including preliminary programmes prior to admission to the degree or parallel programme after admission.

Entry to the qualification:

Four year diploma in nursing or three year diploma in nursing plus one post-registration diploma or BNursing degree or its equivalent.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

A minimum of 120 credits.

Minimum credits required at specific levels or maximum credits when these exceed the minima specified:

> Fundamental: 10 credits at NQF Level 8.
> Core: 20 credits at NQF Level 8.
> Elective: 90 credits at NQF Level 8.
> Total: 120 credits at NQF Level 8.

EXIT LEVEL OUTCOMES

1. Problem solving ability:

The qualifying learner is competent to perform high order problem solving techniques (collecting, researching, analysing, organising and critically evaluating information at an advanced level) and to apply specialised knowledge and skills in the field of nursing to recognise, assess, investigate, treat and prevent.

2. Specialist knowledge of nursing practice and the application thereof:

The qualifying learner is competent to apply specialist knowledge to determine the causes of functional problems and to solve and manage nursing problems.

3. Attitudes and values:

The qualifying learner shows ethical, compassionate and skilled ability to conduct all aspects of specialised nursing/midwifery practice in the care of communities, families and individuals.

4. Self development:

The qualifying learner will have acquired and will demonstrate self direction and independence in his/her learning in order to become a lifelong learner, and will recognise personal education needs, utilise appropriate learning situations and evaluate his/her progress.

5. Understanding the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation:

In the contexts of the whole individual and his/her place in the family, society, the community and the environment, the qualifying learner will have knowledge of health and its promotion, disease and disability and its prevention and management in these contexts.

6. Working with others as members of a team, group, organisation, community:

The qualifying learner will be competent to work with others as a member of a team, group, organisation and community.

7. Professional and general communication:

The qualifying learner will be competent to communicate and teach effectively both verbally and in writing with peers, colleagues, patients, members of the health care team and the public.

Critical Cross-Field Outcomes:

Identifying and solving problems in which responses display that responsible decisions using critical and creative thinking have been made. Refer to Exit Level Outcome/s: 1, 2, 5.

Working with others as a member of a team, group, organisation, community. Refer to Exit Level Outcome/s: 3, 5.

Organising and managing oneself and one's activities responsibly and effectively. Refer to Exit Level Outcome/s: 2,3, 4.

Collecting, analysing, organising and critically evaluating information. Refer to Exit Level Outcome/s: 1, 2.

Communicating effectively using visual, mathematical and/or language skills in the modes of oral and/or written persuasion. Refer to Exit Level Outcome/s: 6, 7.

Using science and technology effectively and critically, showing responsibility towards the environment and health of others. Refer to Exit Level Outcome/s: 2, 5.

Demonstrating an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation. Refer to Exit Level Outcome/s: 5.

Contributing to the full personal development of each learner and the social and economic development of 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. Refer to Exit Level Outcome/s: 4.
> Participating as responsible citizens in the life of local, national and global communities. Refer to Exit Level Outcome/s: 4, 5.
> Being culturally and aesthetically sensitive across a range of social contexts. Refer to Exit Level Outcome/s: 3, 5.
> Exploring education and career opportunities. Refer to Exit Level Outcome/s: 4.
> Developing entrepreneurial opportunities. Refer to Exit Level Outcome/s: 4.

ASSOCIATED ASSESSMENT CRITERIA

1:
The qualifying learner demonstrates:

The ability to select, apply, evaluate and/or develop the most appropriate specialised approach to the solution of problems.

The ability to analyse information from history, physical examination, diagnostic tests and patient notes to arrive at a management programme.

Application of diverse knowledge to the development of appropriate solutions to problems, recognising wide-ranging factors including financial, environmental, health and technological aspects.

Appropriate decision making regarding management and treatment or referral based on the above and on current evidence.

2:
The qualifying learner demonstrates:

Both knowledge and application of that knowledge in a specialised field of nursing/midwifery.

Competence as a specialist practitioner in that field of nursing/midwifery, which includes:
> Demonstration of leadership in advanced problem-solving.
> Ability to work with others in a team.
> Showing initiative and ability to work independently with professional responsibility in a specialised field of nursing / midwifery, being critically aware of one's own limitations.
> Appropriate referral to another practitioner.
> Effective communication in any appropriate medium.
> Effective and critical use of specialised nursing/midwifery methods and skills.

3:
The qualifying learner:

Shows respect for patients, clients and colleagues that encompasses, without prejudice, diversity of background and opportunity, language, culture and way of life.

Where applicable, refers patients/clients to practitioners who are more appropriately qualified than he/she to treat or manage certain conditions.

Demonstrates an awareness, through actions or in writing, of the moral, legal and ethical responsibilities involved in individual patient care and the provision of care to communities and populations.

Considers both the impact of health care on the environment as well as the impact of the environment on health.

Strives to improve patient care, to reduce inequalities in health care delivery, to optimise the use of health care resources in our society and uses his/her professional capabilities to contribute to the community as well as to individual patient welfare by the practise of specialised nursing care.

Incorporates the ethical and legal issues of the profession into the practice of nursing/midwifery.

4:
The qualifying learner:

Uses appropriate strategies for learning that will prepare him/her for continued professional development throughout life, both as a specialist nurse/midwife and as a responsible citizen.

Acknowledges responsibility for continuing professional development (CPD) in order to keep up to date with new developments and to maintain accreditation and meet statutory requirements.

Identifies personal limitations and develops the capacity of self audit and participates in the peer review process, showing a willingness to seek help when necessary.

5:
In the context of the individual patient, the qualifying learner will show the ability to integrate basic science and clinical skills with an understanding of the consultative process and will demonstrate the ability to:

Obtain an appropriate history and understanding of the patient's encounter.

Perform a complete nursing assessment.

Interpret the findings to reach a decision about the patient's problems and formulate with the patient plans for investigation and management, including opportunistic health promotion.

Collate and interpret all relevant information and plan a management programme.

Maintain a functional relationship with the patient.

Appropriately and effectively record all the above.

In the context of family and community health:

Collect and record health relevant information in a systematic and reliable way; use this information to identify health problems and apply it to manage these problems.

Analyse the burden of disease and disability within the family, the community and the environment, in terms of socio-economic, political, ecological and behavioural determinants of disease and disability.

Apply the principles of disease and disability prevention and health promotion within the context of promoting a healthy environment.

Play a role in the organisation, management and provision of health care both in the community and in acute health care settings, taking into consideration the economical and practical constraints within which it is delivered, and the audit process to monitor its delivery.

6:
The qualifying learner will:

Recognise the nature and scope of the various professional health disciplines.

Work effectively with others in the health care team, understanding the need to have managerial, communicative, research and educational skills for this purpose.

Demonstrate respect for the essential roles which other health workers play health care and show willingness to work effectively within the team.

7:
The qualifying learner will demonstrate the ability to communicate effectively:

Verbally and in writing with the patient, the family, the health care team and the community at large, using appropriate structure and style.

Integrated assessment:

Formative assessment is undertaken on a continuous basis, incorporating seminar presentations and papers, course work assignments and tasks. Such methods assess students' progress towards the professional and academic competencies set out in the Exit Level Outcomes. The assessment instruments are designed to integrate practical, theoretical and reflective competence. Furthermore, in order to pass a course, and, finally in order to qualify, the learner must demonstrate the specialised knowledge acquired. Formative assessment uses the modes of self-assessment, peer assessment and internal assessment by members of the academic staff of the Faculty.

Summative assessment may be conducted by means of oral and written examinations and examination equivalent assignments These assessment instruments are designed to integrate practical, theoretical and reflective competence.

INTERNATIONAL COMPARABILITY

N/A

ARTICULATION OPTIONS

This section specifies with which other qualifications of the University the qualification was designed to articulate, i.e. formal articulation; therefore the qualification can articulate informally with equivalent qualifications offered by the University, or with other qualifications offered nationally and internationally.

Further, an applicant registered at another university for a similar qualification and who has successfully and satisfactorily completed the first half or less of the qualification, may be able to complete the qualification at the University, and may be granted credit for similar courses already completed.

Articulation during the qualification:

The learner may be allowed to convert to a MSc(Nursing).

On completion of the qualification:

At exit level, the qualification articulates with the MSc(Nursing).

MODERATION OPTIONS

Internal University measures govern how and by whom moderation is performed. For example, external examiners are appointed. Such moderation seeks, inter alia, to ensure that, where appropriate, our graduates will be able to comply with professional and statutory requirements. Further, whether an academic entity has a professional orientation or not, the University ensures that its activities are moderated by internal and external review quinquennially. The moderating body for qualifications of the University is the Higher Education Quality Committee of the Council on Higher Education.

CRITERIA FOR THE REGISTRATION OF ASSESSORS

The staff of the University of the Witwatersrand, Johannesburg, are registered assessors since SAQA has accredited the institution as a public higher education provider. Further, internal University measures govern how and by whom assessment may be performed.

REREGISTRATION HISTORY

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

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 Witwatersrand