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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION THAT HAS PASSED THE END DATE: 

Higher Certificate: Diagnostic and Procedural Coding 
SAQA QUAL ID QUALIFICATION TITLE
66389  Higher Certificate: Diagnostic and Procedural Coding 
ORIGINATOR
Task Team - Diagnostic and Procedural Coding 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
HW SETA - Health and Welfare Sector Education and Training Authority  OQSF - Occupational Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
National Higher Certificate  Field 09 - Health Sciences and Social Services  Promotive Health and Developmental Services 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  120  Level 5  NQF Level 05  Regular-Unit Stds Based 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Passed the End Date -
Status was "Reregistered" 		 SAQA 06120/18  2018-07-01  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 
Purpose:

This entry-level qualification provides learners access to Clinical Coding that is integral to the healthcare industry, in both the public and private sectors. Qualifying learners will be able to be employed in specific occupations that involve Clinical Coding, data collection, supervising data collection, data editing/auditing, data capturing, elementary analysis of data and research.

The purpose of this qualification is to provide learners with a well defined knowledge of diagnostic and procedural coding to enable the learner to practically apply professional skills in the chosen field. Learners will systematically access, critically analyse and evaluate existing knowledge in the field of clinical coding. This qualification enables learners to apply knowledge, skills, attitudes and values to create effective intervention strategies in clinical coding.

Qualifying learners will be able to:
  • Assess health records to abstract diagnosis and procedures and accurately assign International Statistical Classification of Diseases and related health problems (ICD) and Procedure Codes.
  • Apply the rules and conventions of ICD and Procedure Codes.
  • Apply the World Health Organisation (WHO) and South African Coding standards, rules and guidelines when coding.
  • Demonstrate an understanding of the legal and ethical requirement when assigning a diagnostic and procedural code and it applicability to health information systems nationally and internationally.

    Rationale:

    Diagnostic coding and procedural coding lend themselves well to the improvement of healthcare efficiency. Accurate and standardised recording of diagnoses and procedures enables, analysis of information for patient care, research, performance improvement, healthcare planning and facility management. It also enables fair reimbursement for healthcare services rendered and communicates data in a predictable, consistent and reproducible manner. Diagnostic and Procedural Coding is mandatory for all healthcare professionals. Over and above the basic generic knowledge and skills that form the foundation for all workers within the healthcare environment, each field of practice has its own specific advanced body of knowledge, skills and competencies, where the use of Diagnostic and Procedural codes are mandatory.

    Since ICD-10 is the national diagnostic standard in South Africa, it is essential to provide all workers in the South African healthcare environment with the opportunity for ICD coding knowledge and skills. The clinical coding qualification has a practice focus and also promotes healthcare workers to ably code accurately, identify gaps in work practice, think independently and creatively and propose interventions within the chosen focus area. This qualification is also designed to enable candidates to pursue further personal and professional development and to promote life-long learning.

    There is a critical skills shortage of qualified/accredited clinical coders especially at this time when clinical coding is increasingly becoming critical for business to all organisations in the South African healthcare environment. This entry-level qualification provides learners access to clinical coding that is integral to the healthcare industry, in both the public and private sector. Qualifying learners will be able to be employed in specific occupations that involve Clinical Coding, data collection, supervising data collection, data editing/auditing, data capturing, elementary analysis of data and research. The Healthcare Industry and Organisation/Structures that utilise Diagnostic (ICD) and Procedure Codes have projected an increase in the need for qualified individuals that are able to competently code and manage information of which clinical coding is a critical component. This qualification helps to contribute to a quality hierarchy of skills required to provide quality health data in the healthcare industry.

    This Qualification contributes to the holistic development of the learner by providing a learning pathway and further development opportunities within clinical coding and related fields. The competencies gained through completion of this Qualification also add value to economic development in an information-driven society where monitoring and evaluation are critical components. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    It is assumed that learners are already competent in the following:
  • Communication at NQF Level 4.
  • Mathematical literacy at NQF Level 4 or equivalent.

    Recognition of Prior Learning:

    Pre-assessments in both the Fundamental and Core areas of learning associated with this qualification will be conducted on learners prior to entry into the qualification. Successful demonstration of competence against all criteria contained in individual unit standards, against which prior learning is measured, will culminate in the award of relevant credits to the learner. Learners will not be required to repeat learning in those areas where prior learning is recognised and accredited.

    The Recognition of Prior Learning process will also be applied where learners who have achieved this Qualification wish to continue in further learning.

    Access to the Qualification:

    National Senior Certificate or Further Education and Training Certificate at NQF Level 4. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    Fundamental Component:

    The Fundamental Component consists of unit standards to the value of a total of 30 credits, all of which are compulsory.

    Core Component:

    The Core Component consists of unit standards to the value of a total of 60 credits, all of which are compulsory.

    Elective Component:

    The Elective Component consists of a minimum of 30 credits, which credits are required to complete the qualification. These credits may be obtained from a combination of unit standards to be chosen by the learners - in agreement with the provider - from various disciplines and/or contexts such as health information management, insurance health economics, or any other relevant field of learning.

    It is envisaged that specialisations such as clinical auditing, health information management, and procedure coding could be accommodated in this qualification in the future. 

    EXIT LEVEL OUTCOMES 
    1. Explain the rules, conventions and guidelines of the ICD Procedure Coding and the South African Coding Standards

    2. Assess health records to extract diagnoses and recorded procedures and accurately assign ICD and Procedure Codes.

    3. Explain the legal and ethical requirements and implications associated with assigning Diagnostic and Procedure Codes to health information systems.

    Critical Cross-Field Outcomes:

    This qualification promotes, in particular, the following critical cross-field outcomes:
  • Identifying and solving problems in which responses display that responsible decisions using critical and creative thinking have been made when identifying data documentation problems and finding creative ways to obtain relevant data from healthcare providers.
  • Working effectively with others as a member of a team, group, organisation, and community during the following of the principles as determined by the definitions.
  • Organising and managing oneself and one's activities responsibly and effectively when abstracting information and assigning ICD and procedure to medical records and/or medical data.
  • Collecting, analysing, organising and critically evaluating information to better understand and explain by evaluating clinical information and/or health records and related clinically coded sets.
  • Communicating effectively using visual, mathematical and/or language skills in the modes of oral and/or written persuasion when communicating effectively during the explanations of definitions/terminology used in various body systems and the application thereof, as well as when compiling and presenting reports and/or clinically coded information.
  • Using science and technology effectively and critically, showing responsibility towards the environment and health of others when capturing and compiling data sets.
  • Demonstrating an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation when demonstrating an understanding and applying definitions/terminology and the implications of non-compliance and understanding that incorrect translation of medical terminology will lead to incorrect health data collection for South Africa. 
    		•

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • The different sections found in each of the ICD and Procedural Volumes are analysed to reflect their uses for a specific purpose, but are not limited to ICD Volume 1, 2 and 3, all Volumes for Procedure Coding.
  • The use of the lead term and conventions in the Volumes are applied when assigning the relevant code to identify specific clinical information.
    > Range: Clinical information includes and is not limited to health records, medical reports, and medical terminology.
    > Range of conventions include but are not limited to Combination Coding, external cause codes, sequelae codes, coding of local infections, dagger and asterisk codes.
  • The structure of allocated/assigned ICD and Procedure Codes are analysed and evaluated in terms of their implications on coding and health information.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Different classifications are utilised when assigning a Clinical Code in order to extract the appropriate code.
    > Range: Different classifications include but are not limited to: Open, Closed, Statistical, Procedural, Diagnostic, Nomenclature, Family of classification.
  • The principles of primary and secondary diagnoses are applied and allocated according to ICD and Procedure Codes.
  • The allocated ICD and Procedure Codes are recorded according to the specific organisational requirements.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • The impact of coding on health information data is evaluated according to the specific organisational requirements to reflect trends in diseases and procedures.
  • Legislation relevant to health information management is identified and applied in the process of Clinical Coding.
    Note: Clinical Coding implies ICD and Procedure Codes.
  • Health information is handled in accordance with legal and ethical requirements to ensure the maintenance of patient confidentiality at all times.
  • The uses of clinically coded data are explained to reflect the benefits for the healthcare industry in South Africa.
    > Range: The healthcare industry includes but is not limited to: medical benefit schemes, health insurance, Road Accident Fund, Compensation for Injuries and Diseases in the workplace, information technology, Department of Health, Council for Medical Schemes.

    Integrated Assessment:

    The Qualification will be awarded to learners who are able to successfully demonstrate competence, in a practical context, against all the specific outcomes contained in all unit standards and their associated assessment criteria, embedded knowledge (theory) and critical cross-field outcomes (generic abilities).

    Integrated assessment practices are achieved through the design and development of assessment activities that make use of a variety of assessment methods and tools that measure not only the learner's knowledge and ability to perform practical tasks and activities within a familiar context, but also challenges learners to demonstrate their ability to deal with problems and/or difficult situations that might or can arise in the workplace. Learners are required to demonstrate their ability to adapt their performances to meet the requirements of changed circumstances and to reflect on the what and the why of their actions.

    Summative assessment consists of knowledge tests combined with assignments, case studies and practical demonstrations.

    The assessment methods and instruments used to assess learners in the context of this Qualification can be applied to the assessment process for Recognition of Prior Learning. A holistic approach is applied when RPL assessments are conducted and include methods and tools that allow for evidence to be gathered from sources located within the broader context where the learner's knowledge and skills have been acquired over a period of time. These assessment methods and tools include assessments of the learner conducted by peers or superiors, certificates of attendance for short courses or panel assessments. 
    		•

    INTERNATIONAL COMPARABILITY 
    This qualification compares favourably to similar qualifications/courses in the international arena. This has been verified through the World Health Organisation (WHO) Morbidity work group. The WHO-Family of International Classifications (FIC) Education Committee in a Joint Collaboration with the Education Committee recently formulated the "Morbidity requirements for ICD Education and Training" and this is actually the Core Curriculum and the Learning Objectives for the current ICD-10 Morbidity Coders which, by and large, measures up to the requirements contained in the global document. Similar courses are facilitated in some countries, such as the United Kingdom(UK), the United States of America(USA), Australia and Canada. The following training courses for clinical coders were selected from among these countries as representing best practice.

    Australia:

    The following courses are offered in Australia: International Statistical Classification of Diseases and Related Health Problems, Tenth Revision, Australian Modification (ICD - 10-AM), Australian Classification of Health Interventions (ACHI) and Australian Coding Standards (ACS).
    These courses are designed for learners without any prior knowledge of clinical coding. There is an emphasis on developing skills in extracting information from medical records. These courses are structured to assist learners to progress through the concepts of coding, to follow the correct coding pathways and to apply the Australian Coding Standards. On completion of any of these courses, learners should be able to:
  • Select appropriate conditions and procedures for coding from medical records generated by an episode of care such as day surgery, planned surgery or simple medical problems;
  • Identify the principal diagnosis and principal procedure for an admission; and
  • Assign complete and accurate codes from ICD-AM, ACHI and ACS for diseases, conditions, injuries and procedures

    At the completion of the HIMAA (Health Information Management Association of Australia) Introductory ICD-AM, ACHI and ACS clinical coding course a learner will have the concepts and skills to be employed as a clinical coder. However, further on-the-job training is required. Some learners choose to continue on to the HIMAA Intermediate ICD-AM, ACHI and ACS clinical coding course to gain a higher level of skill.

    Intermediate ICD-AM, ACHI and ACS clinical coding course prerequisites:
    Learners are first required to sit the HIMAA Challenge Examination for Intermediate ICD-AM, ACHI and ACS Clinical Coding.

    This course will be of value to those coders who have already completed an Introductory ICD-AM, ACHI and ACS clinical coding course and want to learn more. It will also be valuable for those coders who want to refresh their skills because they have been out of the coder workforce recently, or because they have not had the opportunity to code a varied casemix in their current position. It is recommended that potential learners have coding experience gained in a medical record department.

    At the completion of the HIMAA Intermediate ICD-AM, ACHI and ACS clinical coding course learners should be able to:
    1. Analyse moderately complex medical records from a range of specialities to produce coded clinical data;
    2. Use appropriate resources to assist with moderately complete clinical coding requirements; and
    3. Identify sequencing requirements in moderately complex medical records

    Learners should also have greater knowledge and skills in identifying and applying ICD-AM, ACH and ACS edition changes.

    Advanced ICD-AM, ACHI and ACS 6th Edition Clinical Coding Course
    All potential learners must meet the prerequisite of a pass mark of 80% in the pretest to be eligible to enrol. The course will be of value to coders who already have significant experience in clinical coding and who wish to gain exposure to a broad casemix at an advanced level.
    The course will further educate experienced clinical coders to better understand coding conventions, standards and practices in an extensive casemix and will develop the skills and knowledge required to code highly complex medical records.
    The course contains 20 modules with each module containing text, references and self-assessment exercises and six assignments distributed throughout the 20 modules. A grade average of 80% for the 6 assignments is required to pass the HIMAA Advanced ICD-AM clinical coding course. A Certificate of Achievement will be issued on completion of the Programme. A pass in the HIMAA Advanced ICD-AM, ACHI and ACS clinical coding course meets the requirements to pass the Part 1 assessment for Clinical Coder Certification.

    United Kingdom (UK):

    The National Health Service (NHS) Clinical Coding Foundation course is offered in the UK. An 18 day course of classroom training provides optimal learning conditions for the delegate. The course is divided into four modules delivered over a three month period to provide formal training in the use of the classifications ICD and Office of Population, Census, Surveys, Fourth Revision (OPCS-4) used in the NHS. The course aims to provide the novice coder with a thorough grounding in the theory of classifications as well as opportunities to develop practical skills in clinical coding. This course is aimed at novice coders who are already working within the clinical coding fraternity. Ideally, delegates will be working in the NHS and will have been recently recruited into the clinical coding profession. They possess little knowledge on the subject and have not previously attended a basic clinical coding training course.
    At the end of this course delegates will be able to:
  • Understand the use and importance of coded clinical data for local purposes.
  • Appreciate the wider use of coded clinical data for healthcare planning, reimbursement (Payment by Results), management of services, statistical analysis.
  • Appreciate the use of coded clinical data as part of the electronic health record within the NHS Care Records Service.
  • Understand the structure and principles of the classifications currently in use in the NHS - ICD & OPCS-4
  • Understand and apply the rules and conventions of each classification.
  • Understand the national definition of a primary diagnosis and consistently apply when coding.
  • Understand the methodology of clinical coding and consistently apply the four step coding process.
  • Accurately identify and assign the correct primary diagnosis and co-morbidities for a range of typical case note scenarios.
  • Accurately identify and assign the correct primary and secondary procedures
  • Understand diseases and operations through the study of anatomy, physiology and medical terminology typically described in case notes.
  • Develop the confidence required to code case notes back in the workplace.

    Benefits:
  • Provision of an optimal learning environment
  • Understand the role and importance of clinical coding within their working environment and in particular impact on Payment by Results
  • Receive instruction compliant with current national standards
  • Provision of national standard training materials
  • Assessments and end of course report provided to delegate and line manager as baseline for delegates future development plan.
  • Access to a highly experienced and skilled 'Approved Clinical Coding Trainer' (regularly assessed to ensure continued high quality delivery)
  • Opportunity to network with clinical coders from other organisations
  • Contribute towards studying for the National Clinical Coding Qualification (UK)

    United States of America(USA):

    In the USA, certification is a means for showing that a credentialed professional possesses the knowledge and skills necessary for the optimal performance of his or her job. Through credentialing, the practitioner's employer, peers, and the public are reassured that he or she is both competent and well-informed in the daily and accurate administration of his or her professional duties. Certain professions (for example doctors, lawyers, technicians, and others) require that individuals be certified, owing to legal or safety reasons or high professional standards. Whatever the reason, credentialing makes a professional a trustworthy and more likely candidate for gainful employment and career advancement.
    Other benefits include:
  • Credentialed professionals receive better compensation from their employers
  • Employers know they've hired productive and knowledgeable individuals
  • Certification marks a professional as an exceptional individual in his or her field
  • Greater chance for advancement in one's chosen career
  • Certification gives greater insight on potential employees during the hiring process
  • Consumers are protected from threat of incompetent or unfit practitioners
  • A certified professional's work reflects the best practices and high professional standards of his or her field.
    Types of certification:
  • Registered Health Information Administrator (RHIA)
    The RHIA is an expert in managing patient health information and medical records, administering computer information systems, collecting and analyzing patient data, and using classification systems and medical terminologies. RHIAs possess comprehensive knowledge of medical, administrative, ethical and legal requirements and standards related to healthcare delivery and the privacy of protected patient information.
  • Registered Health Information Technician (RHIT)
    Professionals holding the RHIT credential are health information technicians who ensure the quality of medical records by verifying their completeness, accuracy, and proper entry into computer systems. RHITs use computer applications to assemble and analyze patient data for the purpose of improving patient care or controlling costs. RHITs often specialize in coding diagnoses and procedures in patient records for reimbursement and research.
  • Certified Coding Associate (CCA)
    The CCA is an entry-level credential that validates competence of coding fundamentals in new graduates and those new to the profession.
  • Certified Coding Specialist (CCS)
    Highlights the advanced coding and analysis skills of experienced coders in hospital settings. Assesses mastery or proficiency in coding rather than entry-level skills
  • Certified Coding Specialist-Physician-based (CCS-P)
    The CCS-P credential underscores the advanced coding and analysis skills of experienced coders. CCS-Ps work in physician-based offices or clinics, group practices, multi-specialty clinics, or specialty centers.
  • Certified in Healthcare Privacy and Security (CHPS)
    The only combined privacy and security credential available in the healthcare industry. The Certified in Healthcare Privacy and Security (CHPS) credential denotes competence in designing, implementing, and administering comprehensive privacy and security protection programmes in all types of healthcare organisations. Expands professional opportunities for attorneys, privacy officers, IT professionals, and healthcare professionals
  • Certified Health Data Analyst (CHDA)
    CHDAs demonstrate expertise in health data analysis and the knowledge to acquire, manage, analyze, interpret, and transform data into accurate, consistent, and timely information, while balancing the "big picture" strategic vision with day-to-day details. CHDA-certified professionals also exhibit broad organizational knowledge and the ability to communicate with individuals and groups at multiple levels, both internal and external.
    National Coding for Healths Systems (NCHDS) - core curriculum excerpts:
    Healthcare Delivery Systems
    Intent: To provide an awareness of the organization, financing and delivery of healthcare services
  • Organization of healthcare delivery
  • Healthcare organizations
  • Accreditation standards if any
  • Licensure/regulatory agencies if any
  • Payment and reimbursement systems if any

    International Classification of Diseases (ICD)
    Intent: To develop an understanding of the ICD and to develop the knowledge and skills that is necessary to assign valid diagnostic codes.
  • Nomenclature and Classification
  • International context
  • WHO Family of International Classifications
  • Reference Classifications (ICD and International Classification of Functioning, Disability and Health [ICF])
  • Conceptual framework and structure of ICF
  • Complementary relationship between ICD and ICF
  • Derived and related classifications
  • Standardization and comparability
  • History of the classification
  • Development of clinical modifications
  • Structure of classification
  • Updating mechanisms of classification

    How to code
    Intent: To provide detailed instruction and experience on how to apply the coding rules
    and assign codes.
  • How to use different volumes of the ICD
  • Coding rules, instructions and conventions of ICD
  • Coding Guidelines/standards
  • Sequencing Guidelines
  • Definition of main diagnosis, secondary diagnoses etc. as per volume II of ICD10. Local definitions relevant to the country in which training is occurring such as principal diagnosis, other diagnoses
  • Appropriate exercises in coding and sequencing

    Quality Assurance
    Intent: To raise awareness about the various factors that influence the quality of coded
    data and describe techniques for assuring the highest quality data possible.
  • Quality of source documents
  • Querying processes (e.g., sequencing of diagnoses/procedures, what and how to query)
  • Editing and validation
  • Timeliness, completeness and accuracy
  • Responsibility for data quality
  • Processes for accessing expert advice
  • Clinical coding audit

    Botswana:
    Botswana is currently in the process pf implementing ICD-10 and the implementation is taking the South African Coding Training Standards into consideration.

    Conclusion:
    As South Africa has implemented the internationally accepted ICD as the national diagnostic standard, questions regarding training standards and methods arise. This selection of examples demonstrates that the programmes proposed in South Africa are similar to current international best practice. 
    		•

    ARTICULATION OPTIONS 
    This qualification has been developed for mobility across similar qualifications within the industry and is intended to allow for further learning towards higher level qualifications within this and other sectors.

    This Qualification articulates horizontally with the following registered qualification(s):
  • ID 59201: National Certificate in Generic Management at NQF Level 5.

    This Qualification articulates vertically with the following registered learning programmes:
  • ID 67460: National Diploma in Public Administration at NQF Level 6. 
    		•

    MODERATION OPTIONS 
  • Anyone assessing a learner or moderating the assessment of a learner against this Qualification must be registered as an assessor with an appropriate Education, Training, and Quality Assurance (ETQA) Body or with an ETQA that has a Memorandum of Understanding with the relevant ETQA.
  • Any institution offering learning that will enable the achievement of this qualification must be accredited as a provider with the relevant ETQA or with an ETQA that has a Memorandum of Understanding with the relevant ETQA. Moderation of assessment will be overseen by the relevant ETQA or by an ETQA that has a Memorandum of Understanding with the relevant ETQA, according to the ETQA`s policies and guidelines for assessment and moderation.
  • Moderation must include both internal and external moderation of assessments at exit points of the Qualification, unless ETQA policies specify otherwise. Moderation should also encompass achievement of the competence described both in individual unit standards as well as in the exit level outcomes described in the qualification. 
    		•

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    For an applicant to register as an assessor, the applicant needs:
  • Well-developed interpersonal skills, subject matter and assessment experience.
  • To be competent in the planning and conducting assessment of learning outcomes as described in the unit standards Conduct Outcomes-based assessment at NQF Level 5.
  • The assessor will (at the very least) be accredited and have a relevant qualification (national or international) and be a subject matter expert in this learning area and at least have 3 years experience in the skills specific area, post qualification.
  • To be registered with the relevant Education and Training Quality Assurance Body.
  • Detailed documentary proof of educational qualification, practical training undergone, and experience gained by the applicant must be provided (Portfolio of evidence). Assessment competencies and subject matter experience of the assessor can be established by recognition of prior learning. 
    		•

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

    NOTES 
    N/A 

    UNIT STANDARDS: 
      ID UNIT STANDARD TITLE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
    Core  263980  Analyse clinical information and assign ICD and Procedure Codes  Level 5  Level TBA: Pre-2009 was L5  10 
    Core  263977  Evaluate and assign ICD and Procedure Codes pertaining to diseases of body systems within the coding system  Level 5  Level TBA: Pre-2009 was L5  15 
    Core  263994  Evaluate and assign ICD and Procedure Codes pertaining to Other Groups within the coding system  Level 5  Level TBA: Pre-2009 was L5  10 
    Core  263974  Evaluate and assign ICD and Procedure Codes pertaining to Special Groups within the coding system  Level 5  Level TBA: Pre-2009 was L5  17 
    Core  263979  Utilise clinical coding terms, rules and conventions for diagnostic and Procedure Codes  Level 5  Level TBA: Pre-2009 was L5  8 
    Fundamental  252112  Demonstrate knowledge of the anatomy and bio-physical functioning of the human body  Level 5  Level TBA: Pre-2009 was L5  20 
    Fundamental  263981  Use coding resources to access information relevant to clinical coding  Level 5  Level TBA: Pre-2009 was L5  5 
    Fundamental  263975  Explain legal and ethical requirements for quality health information management  Level 6  Level TBA: Pre-2009 was L6  5 
    Elective  118010  Assess a medical claim  Level 4  NQF Level 04  8 
    Elective  118014  Explain the cycle of a medical claim  Level 4  NQF Level 04  2 
    Elective  119259  Explain the roles of actuaries, underwriters, claims assessors and reinsurers in Long-term insurance  Level 4  NQF Level 04  3 
    Elective  120303  Apply principles of risk management  Level 5  Level TBA: Pre-2009 was L5  8 
    Elective  244287  Conduct a baseline risk assessment and take appropriate action  Level 5  Level TBA: Pre-2009 was L5  7 
    Elective  15096  Demonstrate an understanding of stress in order to apply strategies to achieve optimal stress levels in personal and work situations  Level 5  Level TBA: Pre-2009 was L5  5 
    Elective  114278  Demonstrate and apply an understanding of the Labour Relations Act (Act 66 of 1995)  Level 5  Level TBA: Pre-2009 was L5  12 
    Elective  252110  Demonstrate knowledge of the structure and biology of micro organisms as it applies to clinical practice  Level 5  Level TBA: Pre-2009 was L5  12 
    Elective  244288  Demonstrate understanding of occupational health and safety legislation in the workplace  Level 5  Level TBA: Pre-2009 was L5  8 
    Elective  116948  Develop a programme that demonstrates effective ways of dealing with the effects of terminal and chronic illnesses, particularly HIV/Aids, in a workplace  Level 5  Level TBA: Pre-2009 was L5  12 
    Elective  117854  Facilitate meetings to deal with conflict situations  Level 5  Level TBA: Pre-2009 was L5  8 
    Elective  117874  Guide learners about their learning, assessment and recognition opportunities  Level 5  Level TBA: Pre-2009 was L5  6 
    Elective  15225  Identify and interpret related legislation and its impact on the team, department or division and ensure compliance  Level 5  Level TBA: Pre-2009 was L5  4 
    Elective  252105  Lead and participate in team approaches to health care  Level 5  Level TBA: Pre-2009 was L5  4 
    Elective  110526  Plan, organise, implement and control record-keeping systems  Level 5  Level TBA: Pre-2009 was L5  4 
    Elective  252102  Share information to promote effective decision making in health care  Level 5  Level TBA: Pre-2009 was L5  7 
    Elective  252098  Use communication skills to establish and maintain supportive relationships  Level 5  Level TBA: Pre-2009 was L5  6 
    Elective  13102  Apply the processes of planning and control as it relates to budgeting, standard costing and decentralised control  Level 6  Level TBA: Pre-2009 was L6  15 


    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.