SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION THAT HAS PASSED THE END DATE:

Bachelor of Technology: Nursing: Occupational

SAQA QUAL ID	QUALIFICATION TITLE
73841	Bachelor of Technology: Nursing: Occupational
ORIGINATOR
University of Johannesburg
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY			NQF SUB-FRAMEWORK
CHE - Council on Higher Education			HEQSF - Higher Education Qualifications Sub-framework
QUALIFICATION TYPE	FIELD		SUBFIELD
B Tech	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	480	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 replaces:

Qual ID	Qualification Title	Pre-2009 NQF Level	NQF Level	Min Credits	Replacement Status
11911	Bachelor of Technology: Nursing: Occupational	Level 7	Level TBA: Pre-2009 was L7	480	Complete

PURPOSE AND RATIONALE OF THE QUALIFICATION

The qualification is intended for occupational health nurses functioning at management level in occupational health services. The qualifying person will be competent in applying advanced occupational health nursing strategies and technologies as well as management strategies.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Registration with the South African Nursing Council in general nursing.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

The qualification, B.Tech: Nursing: Occupational Health, may be awarded to the learner who has provided evidence to the satisfaction of the assessors that the stated competence of the qualification as detailed in the specified outcomes, has been achieved, in whole or in part through the recognition of prior learning, which concept includes but is not limited to learning outcomes achieved through formal, informal and non-formal learning and work experience.

EXIT LEVEL OUTCOMES

One
Functions within the ethical/legal framework of the nursing profession and related fields
1. Advocates for the health and welfare of groups and individuals (2 credits)
* Evaluates contemporary nursing issues (3 credits)
* Functions independently within a professional scope of practice (2 credits)
* Applies appropriate aspects of relevant legislation to the professional practice (2 credits)

Two
Promotes optimum levels of health
1. Participates in developing and implementing health policies and legislation (2 credits)

2. Plans, implements and evaluates health promotion programmes (3 credits)

3. Promotes optimal levels of health at individual and aggregate levels (2 credits)

4. Participates in inter-sectional collaboration (2 credits)

5. Analyses health trends locally, regionally and nationally (3 credits)

6. Facilitates and promotes community development (8 credits)

Three
Provides comprehensive health services
1. Assess health at the aggregate and individual level in different contexts (5 credits)
2. Manages health care within the parameters of the three levels of prevention (primary, secondary and tertiary) within different environments (15 credits)
3. Acts as a consultant and counsellor and facilitates client referrals (5 credits)
4. Carries out interventions that are responsive to cultural diversities (3 credits)
5. Participates in risk management and manages health risks (6 credits)
6. Identifies hazards and facilities Hazard surveys (5 credits)

Four
Participates in research
1. Identifies community health research needs and opportunities (2 credits)
2. Plans and participates in applied research (10 credits)
3. Applies ethical principles to research activities (2 credits)
4. Interprets, implements and evaluates research findings within appropriate context (8 credits)

Five
Manages a health service
1. Facilitates experiential learning within various contexts (7 credits)
2. Analyses community health service needs with the view to solving problems effectively by decision and policy making (9 credits)
3. Manages financial, physical and human resources optimally (2 credits)
4. Participates in the transformation and management of community health services as well as the marketing and promotion of these services (6 credits)
5. Develops and maintains health information systems at an appropriate level (4 credits)
6. Critically evaluates the management of community health services in terms of the organisation of health services in South Africa and manage quality improvement (6 credits)

CRITICAL OUTCOMES embedded in the specified outcomes:

1. Identifying and solving of problems within the context of the community-nursing environment in which responses display that responsible decisions, using critical and creative thinking, have been made

2. Working effectively with others as a member of a multidisciplinary health team, intersectional group, organisation and or community

3. Organising, analysing and critically evaluating information within the context of occupational health nursing

4. Collecting, analysing, organising and critically evaluating information in order to draw up appropriate nursing care plans within the occupational health nursing context

5. Communicating effectively using visual, mathematical and/or language skills in the modes of oral and/or written persuasion to colleagues, staff and clients

6. Using science and technology effectively and critically, showing responsibility towards the environment and health of others in terms of the primary health care philosophy

7. Demonstrating an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation, hence the focus on 'holistic' health care

8. Contributing to the full personal development of each learner and the social and economic development of the society at large, by making it the underlying intention of this programme of learning to make the individual aware of the importance of:
* Reflecting on and exploring of a variety of strategies to learn more effectively
* Participating as responsible citizens in the life of local, national and global communities
* Being culturally and aesthetically sensitive across a range of social contexts.
* Exploring education and career opportunities.
* Developing of entrepreneurial opportunities.

ASSOCIATED ASSESSMENT CRITERIA

One
1. The steps of the advocacy process are explained correctly.
* Policies and procedures for the protection of clients are identified or created.

2. Different viewpoints based on scientific reasoning regarding the development of occupational health nursing within the South African contexts are formulated.

3. Health care in the occupational health environment is planned and managed according to the scientific method of nursing and within the scope of ethical norms

4. Management of occupational health issues will demonstrate knowledge of legislation applicable to the occupational health environment
* Professional legislation is applied and interpreted appropriately

Two
1. Policies and procedures for the protection of the health of employees and the community are identified or created
* An acceptable policy for a specific health care context is developed e.g. smoking, AIDS etc.

2. Health promotion programmes are based on needs assessments and are relevant to and accepted by the organisation and employees
* A realistic health campaign e.g. on safety, prevention of HIV infection, etc.

3. Internationally recognised standards of health are used as a frame of reference
* Programme(s) aimed at raising the health standards of the employees are formulated

4. Other sectors, having an influence on health, are correctly identified
* The need for and principles of intersectional collaboration are identified and explained in the appropriate context

5. Factors influencing policy and affecting the structure and functioning of occupational heath services are identified
* Analysis of health trends is used at a basis for planning of a health service within an appropriate context

6. A project based on the principles of community development and empowerment is planned

Three
1. Health data on individuals and aggregate groups is collated, interpreted and utilised on an ongoing basis in a manner which will enable the planning for optimal health

2. Participates in the developing of a risk management protocol based on internationally accepted risk management principles

3. An activity is carried out whereby the learner identifies major hazards in a specific occupational context

4. Health care is managed within the framework of the primary, secondary and tertiary levels of prevention and according to the scientific method as well as in the scope of ethical norms
* The learner demonstrates an ability to provide appropriate first responder care to clients in emergency situations
* A rehabilitation programme is designed, relevant to the needs of a specific client or group
* The community resources, identified for utilisation in the various contexts, are relevant in terms of client needs

5. The provision of information and counselling services is relevant in terms of the occupational nurse's scope of practice. Knowledge of and corrects use of relevant community resources is demonstrated e.g. as required within a case study of an individual or family

6. Nursing interventions demonstrate an understanding and an appreciation of the psycho-social, cultural and spiritual variables influencing health care within the South African context

Four
1. Identification of research needs and opportunities demonstrate an understanding of the current health status of the organisation and employees within the occupational health environment

2. The learner plans a research project based on scientific principles and focus on relevant occupational health issues

3. The learner demonstrates an ability to identify factors that promote or threaten the health of man in the occupational health context
* Research articles are evaluated critically

4. Ethical principles applicable to nursing research are identified and applied where appropriate

Five
1. Opportunities for experiential learning are identified and utilised where appropriate
* The connection between nursing theory and practice is identified and promoted

2. Occupational health service data is summarised and critically analysed. Issues relevant to nursing management requiring the problem-solving approach are identified and appropriate strategies are analysed and debated

3. An occupational health service is planned, using appropriate management principles

4. Issues responsive to occupational health care management needs are debated with the purpose of formulating realistic solutions within the current health care system
* An activity is carried out, based in accepted principles of marketing
* Evidence of networking within specified contexts e.g. attendance at a meeting e.g. relevant nursing society, snowball effect of networking in the research process

5. Data relevant to occupational health is collected and collated for appropriate planning of programmes

6. Factors influencing policy and affecting the structure and functioning of occupational health services, are identified
* Analysis of health trends is used as a basis for planning of a health service within an appropriate context
* Existing service standards are identified and analysed appropriately
* A quality assurance programme is developed, appropriate to the needs of the occupational health service

Integrated assessment:

Continuous evaluation: (formative and summative evaluations): projects, individual and group; portfolios; learning diaries; tests, written and oral; oral presentations; clinical assessments; workplace assessments; simulations; panel assessments.

ARTICULATION OPTIONS

Vertical articulation with Masters degree in Nursing.

CRITERIA FOR THE REGISTRATION OF ASSESSORS

a) Identifying and solving problems within the context of the occupational health nursing environment in which responses display that responsible decisions using critical and creative thinking have been made.

b) Working effectively with others as a member of a multidisciplinary health team, intersectoral group, organisation and or community.

c) Organising, analysing and critically evaluating information within the context of occupational health nursing.

d) Collecting, analysing, organising and critically evaluating information in order to draw up appropriate nursing care plans within the occupational health context.

e) Communicating effectively using visual, mathematical and/or language skills in the modes of oral and/or written persuasion to colleagues, staff and clients.

f) Using science and technology effectively and critically, showing responsibility towards the environment and health of others in terms of the primary health care philosophy.

g) Demonstrating an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation, hence the focus on "holistic" health care.

h) Contributing to the full personal development of each learner and the social and economic development of the society at large, by making it the underlying intention of this programme of learning to make the individual aware of the importance of:

i) Reflecting on and exploring a variety of strategies to learn more effectively
ii) Participating as responsible citizens in the life of local, national and global communities
iii) Being culturally and aesthetically sensitive across a range of social contexts
iv) Exploring education and career opportunities
v) Developing entrepreneurial opportunities.

REREGISTRATION HISTORY

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

NOTES

While South Africa still had Technikons, all of their qualifications were registered under the Committee of Technikon Principals. After the Technikons became Universities of Technology or merged with Universities, the qualifications were registered under each of these institutions, and the CTP qualifications fell away (hence the end date of 2006, above). Where relevant, replacement information is s
hown in the table above.

LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION:

When qualifications are replaced, some (but not all) of their learning programmes are moved to the replacement qualifications. If a learning programme appears to be missing from here, please check the replaced 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 Johannesburg