SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION THAT HAS PASSED THE END DATE:

Bachelor of Technology: Nursing Science

SAQA QUAL ID	QUALIFICATION TITLE
76925	Bachelor of Technology: Nursing Science
ORIGINATOR
Durban University of Technology
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		Curative Health
ABET BAND	MINIMUM CREDITS	PRE-2009 NQF LEVEL	NQF LEVEL	QUAL CLASS
Undefined	516	Level 7	Level TBA: 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 0695/12	2012-07-01	2014-12-31
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2015-12-31		2018-12-31

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 is replaced by:

Qual ID	Qualification Title	Pre-2009 NQF Level	NQF Level	Min Credits	Replacement Status
96999	Bachelor of Health Sciences in Nursing	Not Applicable	NQF Level 08	516	Complete

PURPOSE AND RATIONALE OF THE QUALIFICATION

Purpose:

The four-year BTech Nursing Science programme is aimed at preparing clinically focused and service orientated independent professionals who will be able to render holistic and emancipatory nursing care in all spheres of health care (general, community health, mental health and midwifery).

Specifically the purpose is to produce nurses who are competent to function within a district health system, with specific reference to Primary Health Care settings.

The focus will be on relevant, authentic and transformative learning experiences that recognise the significance of sociolinguistic meaning perspectives about health and disease as well as critical understanding of social, political, and economic determinants of health.

Rationale:

South Africa has been and continues to experience a serious problem of nursing personnel shortage. The National Human Resources Plan for Health proposed an annual production of 3000 professional nurses by 2011 (Department of Health, 2006). The changing disease profile, exacerbated by the HIV/AIDS pandemic and its escalating toll on the lives of South Africans requires nurses who are able to think independently and solve problems in the work place. Furthermore, nursing is one of the most sought out health professions globally. An undergraduate degree in nursing ensures that DUT contributes to the national and global strategy for increased production of nursing personnel; a category of health personnel that is fast becoming a scarce human resource globally.

Of the four nursing education (DUT, UKZN, University of Zululand, and KwaZulu Natal College of Nursing) providers in KZN, only KZN College of Nursing has a presence in the midlands region. A situational analysis conducted by the DUT nursing department showed that, annually the KwaZulu-Natal College of Nursing receives 30000 applicants; 19000 of whom are applicants for the midlands campuses of the College. The College, however, has capacity to admit only 370 students in the midlands, and only 700 in the province as a whole. Clearly, there's demand for undergraduate nursing education in KZN.

The mission of the Durban University of Technology is to "serve the needs of developing societies within a dynamic global context and to enable quality teaching, learning, research and community engagement by (among other things) providing quality career-focused education". Furthermore the Institution aims to ensure that it is strategically positioned within a global context. Nursing is one of the most sought out health professions globally. An undergraduate degree in nursing ensures that DUT contributes to the national and global strategy for increased production of nursing personnel; a category of health personnel that is fast becoming a scarce human resource globally.

The qualification will enable the learner to function as a clinically focused, service oriented, independent, registered professional nurse, who is able to render comprehensive care across all spheres of health, as determined by the appropriate legislative framework. In addition qualifying learners will apply evidence based research to enhance nursing practice.

On successful completion of the qualification, the learner is eligible for registration with the South African Nursing Council as nurses (general, psychiatric and community health) and midwives. Furthermore, the qualification provides for progression to postgraduate nursing studies and thus has a potential to contribute to the nation's efforts to increase both service and academic nurse practitioners.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

General literacy competency (reading, writing, numeracy, communication, problem solving) and self-direction in learning at NQF Level 4.

Recognition of Prior Learning:

This qualification may be achieved in part through RPL in accordance with the policies and procedure of DUT upon presentation of relevant evidence that meets the Outcomes of the qualification.

This is to ensure that the purpose of the qualification is achieved. The following are standard statements for integrated assessment. However, these statements could be reworded within the context of the qualification.

Access to the Qualification:

National Senior Certificate with a 4 aggregate with passes in the following subjects: Life Sciences, Mathematical Literacy, and English language.

Students with National Certificate in Nursing (EN) at NQF Level 4, or any other health related qualification can gain access to this qualification through RPL or any other selection processes aimed at providing access to the returning adult learners by individual providers.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

N/A

EXIT LEVEL OUTCOMES

1. Demonstrate an in-depth and analytical understanding of the biomedical, biotechnological, and psychosocial principles, processes, theories and approaches in the practice of nursing.

2. Provide holistic nursing and midwifery care to individuals, families and communities across the lifespan within a district health system underpinned by a Primary Health Care and multidisciplinary approach.

Range Statement: Includes nursing care of individuals (from conception to death), families, groups and communities with health problems/needs related to actual and/or potential altered states of biophysical and psychosocial functioning, including but not limited to understanding of national policies and programmes specific to particular communicable diseases such as comprehensive management of HIV/AIDS and antiretroviral treatment, DOTS and immunization programmes).

3. Evidence critical and comprehensive understanding of nursing and health care management theories in the management of a health care unit in all health care settings (PHC, midwifery, and hospital care).

4. Conduct and utilize research aimed at understanding and/or solving health related problems in all levels of health care in collaboration with peers.

5. Demonstrates a comprehensive and critical understanding of the ethical and professional principles and regulations in dealing with complex and problematic issues involving nursing personnel, clients and other members of the health care team.

Critical Cross Field Outcomes:

1. Identify and solve problems in which responses display that responsible decisions using critical and creative thinking have been made.

Associated Exit Learning Outcomes (in this Programme):

Conduct and utilize research aimed at understanding and/or solving health related problems in all levels of health care in collaboration with peers.

Demonstrates a comprehensive and critical understanding of the ethical and professional principles and regulations in dealing with complex and problematic issues involving nursing personnel, clients and other members of the health care team.

Evidence critical and comprehensive understanding of nursing and health care management theories in the management of a health care unit in all health care settings (PHC, midwifery, and hospital care).

2. Work effectively with others as a member of a team, group, organization, community.

Associated Exit Learning Outcomes (in this Programme):

Conduct and utilize research aimed at understanding and/or solving health related problems in all levels of health care in collaboration with peers.

3. Organize and manage oneself and one's activities responsibly and effectively.

Associated Exit Learning Outcomes (in this Programme):

Conduct and utilize research aimed at understanding and/or solving health related problems in all levels of health care in collaboration with peers.

Evidence critical and comprehensive understanding of nursing and health care management theories in the management of a health care unit in all health care settings (PHC, midwifery, and hospital care).

4. Collect, analyze, organize and critically evaluate and use information.

Associated Exit Learning Outcomes (in this Programme):

Conduct and utilize research aimed at understanding and/or solving health related problems in all levels of health care in collaboration with peers.

Provide holistic nursing and midwifery care to individuals, families and communities across the lifespan within a district health system underpinned by a Primary Health Care and multidisciplinary approach.
> Range Statement: Includes nursing care of individuals (from conception to death), families, groups and communities with health problems/needs related to actual and/or potential altered states of biophysical and psychosocial functioning, including but not limited to understanding of national policies and programmes specific to particular communicable diseases such as comprehensive management of HIV/AIDS, Sexually Transmitted Infections and Tuberculosis (HAST) and immunization programmes).

5. Communicate effectively using visual, mathematical and/or language skills in modes of oral and/or written presentation.

Associated Exit Learning Outcomes (in this Programme):

Conduct and utilize research aimed at understanding and/or solving health related problems in all levels of health care in collaboration with peers.

6. Use science and technology effectively and critically, showing responsibility towards the environment and health of others.

Associated Exit Learning Outcomes (in this Programme):

Demonstrate an in-depth and analytical understanding of the biomedical, biotechnological, and psychosocial principles, processes, theories and approaches in the practice of nursing.

7. Demonstrate an understanding of the world as a set of related systems by recognizing that the problem solving contexts do not exist in isolation.

Associated Exit Learning Outcomes (in this Programme):

Demonstrate an in-depth and analytical understanding of the biomedical, biotechnological, and psychosocial principles, processes, theories and approaches in the practice of nursing.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria for Exit Level Outcome 1:

Integration of knowledge pertaining to the structure and functioning of the human body is evidenced in the provision of preventative, promotive, curative and rehabilitative health care.

Integration of knowledge pertaining to understanding of types, structure, virulence and clinical management of various microbes (including pharmacological management) is evidenced in the provision of preventative, promotive, curative and rehabilitative health care.

Interpretations of causal-relationships between health and disease evidence critical and analytic understanding of environmental determinants (global, physical, economic, and political) on access, attainment and maintenance of health.

Associated Assessment Criteria for Exit Level Outcome 2:

Population-based promotive and preventive nursing interventions evidence an evaluative and analytical understanding of the district health system underpinned by a PHC delivery system.

A coherent and critical understanding of the theoretical and scientific approach to planning, implementation and evaluation of nursing care provided to individuals (throughout the lifespan), families and communities at all levels of health care; including PHC, maternity and hospital-based care is demonstrated.

Management of emergency and critical situations is underpinned by a comprehensive and systematic understanding of emergency and critical nursing principles and theory.

Principles of restoration and rehabilitation are applied effectively in maximizing individual capabilities.

Associated Assessment Criteria for Exit Level Outcome 3:

Health service planning evidences critical understanding of planning theories, models and approaches.

Critical and integrated use of health informatics in the analysis and interpretation of health related contexts and/or problems inform decision-making.

Human resource planning and development is underpinned by an in-depth and critical understanding of HR management theories, models and approaches.

Budgeting, finance and resource allocation shows in-depth and analytic understanding of public financial models.

Critical and analytical appraisal of workplace situations and decision making is underpinned by in-depth and comprehensive understanding of nursing and health care management theories.

Critical and integrated use of health informatics and personnel data in the analysis of situations in order to inform decision-making.

Associated Assessment Criteria for Exit Level Outcome 4:

An informed and critical understanding of nursing research theory and methodology is evidenced through application in the investigation of health related problems.

Effective retrieval and processing of information for critical engagement with nursing research and scholarship is undertaken.

Scientific reports are compiled, documented and presented according to standards of the nursing scientific community.

Research findings are utilised for advancement of nursing knowledge and practice.

Associated Assessment Criteria for Exit Level Outcome 5:

Debates and position statements on ethical and professional issues surrounding the practice of nursing evidence critical and analytical thought, especially as these relate to:

Bioethics and Nursing Ethics:
> Confidentiality and Informed Consent.
> Respect and autonomy.
> Euthanasia and the ethical debate.
> Distributive Justice and research.

Advocacy and human rights.

Ethical issues and moral theories.

Professional Practice.

Integrated Assessment:

Assessment will Endeavour to determine student competence in knowledge, skills and attitudes that underpin nursing practice through use of a variety of assessment strategies and approaches including assignments, projects, case studies, portfolios, clinical assessments, objective structured clinical examinations (OSCE) and simulated patients and thus ensuring the achievement of authentic, valid and reliable results. In addition a capstone assessment integrating basic sciences (medical and social sciences) and clinical subjects aimed at assessing learner abilities in collecting, organizing, analyzing, and interpreting information including ability to make logical and sound inferences based on information at hand will be carried in the final year of the qualification. Most importantly diagnostic, formative and summative assessment will be used.

Diagnostic Assessment:

The Standardized Assessment Test for Access and Placement (SATAP) diagnostic test will be used in the first year of study to identify learner strengths and weaknesses so to be able to provide individualized teaching opportunities where warranted.

Formative Assessment:

Feedback is an essential feature of the teaching/learning process. Hence, Formative assessment will form an integral part of the teaching/learning process and will be used primarily to inform decisions related to practices and/or approaches that need corrective interventions for both learners and teachers. Hence no grades will be assigned to such assessment-the sole purpose of which will be to provide feedback in order to enhance teaching and learning.

Summative Assessment:

Learning is also aimed at achievement and competence. Summative assessment will be used to make judgments related to progression and competence with regard to attainment of specified learning outcomes at the end of an academic semester and/year and will include both theory and practical assessment.

INTERNATIONAL COMPARABILITY

The quality and scope of this qualification is based on the standards set by the SGB for nursing as well as the South African Nursing Council and thus is on par with any similar qualification in the country. Hence, it can be deduced that the qualification compares favourable with most international pre-licensing four-year qualifications in that a number of countries readily accept South African nursing qualifications as evidenced by the now well known constant and continuing migration by the South African nurses to countries such as the UK, USA, New Zealand Australia, Canada, Holland, and the Middle East (e.g. Saudi Arabia, Qatar, and the UAE). South African nursing standards match those in comparable African countries. South African nurses are sought out by the WHO/AFRO regional office for consultation in the development of nursing and midwifery education in the region.

Furthermore, South Africa is an active member of the Internal Council for Nursing (ICN) as well as the Internal Labor Organization (ILO), member of the African Union (AU), formerly the Organization of African Unity (AOU), Southern African Development Community (SADC) and the Commonwealth. The proposed qualification would meet recognition requirements in most of the member countries of these organizations and throughout Sub Saharan Africa.

ARTICULATION OPTIONS

The introduction to research methodology as well as the actual experience of conducting research through supervision by qualified research supervisors, should prepare learners for accessing a masters degree in nursing (NQF Level 9) which should allow them to proceed to Doctoral qualifications (NQF Level 10) should they wish to do so. Horizontal articulation will include any other health professions degree as determined by individual providers and professional regulatory bodies.

MODERATION OPTIONS

Internal and external moderation shall be conducted by moderators appointed by the department and as per DUT appointment of moderator's policy and procedures. Moderators and assessors must be in possession of an appropriate qualification at NQF Level above this qualification, as well as relevant clinical expertise and current experience where appropriate.

CRITERIA FOR THE REGISTRATION OF ASSESSORS

The requirements of the Durban University of Technology are as follows:

Assessors will design assessments that are relevant and sufficient and promote integration and autonomy of learning.

Academic staff who teaches a subject is responsible for designing, running and marking both formative and summative student assessments, for recording the results and for giving feedback to students timeously.

All assessors and moderators must have a relevant qualification on NQF level above the level they are assessing and have relevant experience.

The University will make provision for accredited education in assessment theory and practice at the appropriate level, with adequate time release to achieve this competence. Recognition of prior learning for staff competence in assessment theory and practice will be available in terms of the university's RPL policy.

Faculty Boards will ensure that assessors and moderators are competent to conduct assessment.

REREGISTRATION HISTORY

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

NOTES

N/A

LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION:

When qualifications are replaced, some of their learning programmes are moved to being recorded against the replacement qualifications. If a learning programme appears to be missing from here, please check the replacement.

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.	Durban University of Technology