SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION THAT HAS PASSED THE END DATE:

Bachelor of Technology: Nursing

SAQA QUAL ID	QUALIFICATION TITLE
87047	Bachelor of Technology: Nursing
ORIGINATOR
Vaal 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		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		2025-12-31

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

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

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Registration with South African Nursing Council in general nursing, midwifery and community nursing.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

The qualification, B. Tech: Nursing: Community Nursing, 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
1. Functions within the ethical/legal framework of the nursing profession and related fields
* 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
1. Promotes optimum levels of health
* Participates in developing and implementing health policies and legislation (2 credits)
* Plans, implements and evaluates health promotion programmes (5 credits)
* Promotes optimal levels of health at individual and aggregate levels (4 credits0
* Participates in inter-sectional collaboration (5 credits)
* Analyses health trends locally, regionally and nationally (3 credits)
* Facilitates and promotes community development (10 credits)

Three
1. Provides comprehensive health services
* Facilitates client referrals (2 credits)
* Assesses health at the aggregate and individual level in different contexts (5 credits)
* Manages health care within the parameters of the three levels of prevention (primary, secondary and tertiary) within different environments (18 credits)
* Acts as a consultant and counsellor (3 credits)
* Carries out interventions that are responsive to cultural diversities (3 credits)

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

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

4. Collecting, analysing, organising and critically evaluating information in order to draw up appropriate nursing care plans within the community 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 community health nursing within the South African contexts are formulated.

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

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

Two
1. Policies and procedures for the protection of the health of 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 community.
* Methodologies for health promotion are selected, based on suitability for implementation in a specific community.
* 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 community, are formulated.
* Factors influencing community participation are taken into account when planning health services.

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.
* Mechanisms for encouraging intersectional collaboration are utilised.

5. Factors influencing policy and affecting the structure and functioning of community 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 and implemented.

Three
1. Knowledge of and correct use of relevant community resources are demonstrated, e.g. as required within a case study of an individual or family.

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

3. 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.
* The role of the community nurse as a member of the multidisciplinary team that deals with a large-scale disaster is explained.
* Rehabilitation programme is designed, relevant to the needs of a specific client or group.
* The community resources, identified for utilization in the various contexts, are relevant in terms of client needs.

4. The provision of information and counselling services is relevant in terms of the community nurse's scope of practice.

5. 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 community.

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

3. The learner demonstrates an ability to identify factors that promote or threaten the health of man in the community.
* 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. 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. A health service is planned, using appropriate management principles.

4. Issues responsive to 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 community health is collected and collated for appropriate planning of programmes.

6. Factors influencing policy and affecting the structure and functioning of community 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 community 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 a Masters degree in Nursing

MODERATION OPTIONS

SERTEC and the South African Nursing Council.

CRITERIA FOR THE REGISTRATION OF ASSESSORS

SERTEC (currently)

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.	Vaal University of Technology