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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Bachelor of Emergency Medical Care 
SAQA QUAL ID QUALIFICATION TITLE
91791  Bachelor of Emergency Medical Care 
ORIGINATOR
Nelson Mandela University 
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 First Degree(Min 480)  Field 09 - Health Sciences and Social Services  Preventive Health 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  480  Not Applicable  NQF Level 08  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Registered  EXCO 0733/25  2024-06-30  2027-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2028-06-30   2034-06-30  

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 
The purpose of the Bachelor of Emergency Medical Care is to develop learners competent in the knowledge, attitude, insight, and skills required for the emergency medical care and rescue professions.

The qualifying learner will be able to competently apply an integration of theoretical principles, proven techniques, practical experience, clinical procedures, and appropriate skills to:
  • Provide independent, specialized emergency medical care and rescue services to all sectors of the community.
  • Apply management, education and research skills during independent practice and function in a supervisory, clinical governance, and/or quality assurance capacity within emergency services and healthcare environments.
  • Become a reflective practitioner and lifelong learner within the emergency medical care and rescue profession.

    Successful completion of this qualification will entitle the learner to register with the Health Professions Council of South Africa (HPCSA) as an Independent Emergency Care Practitioner.

    Through enrolment for this qualification, emergency care practitioners will be able to:
  • Demonstrate effective communication skills and apply the principles of medical ethics, professional behaviour, and the legal framework to the context within which emergency care practitioners operate, while maintaining personal health, wellness, and safety.
  • Provide and facilitate emergency medical care to all sectors of the community by utilizing specialized strategies and technologies.
  • Perform medical rescue in a wide range of contexts.
  • Demonstrate knowledge and understanding of human and basic sciences underpinning emergency care.
  • Provide in-service training in emergency medical care and rescue.
  • Demonstrate an understanding of the structure and function of Emergency Medical Service (EMS) systems in South Africa and provide operational and clinical supervision within an emergency medical and rescue service.
  • Develop research skills and conduct research in emergency medical care and rescue.

    Rationale:
    Emergency care forms an essential part of the health care services in our country. In terms of the burden of disease, emergency care services play a critical role in understanding the significant maternal and child mortality rates, as well as dealing with trauma cases
    associated with road accidents on the extensive road infrastructure of the province and injuries of social violence.

    This qualification is designed to produce professionals who are independent clinical practitioners and rescue specialists within the emergency medical care and rescue environments. The qualification will develop cognitive, technological, and scientific enquiry capability and promote the research, innovation, and management skills necessary for the management and development of the emergency medical and rescue professions. Graduates will practice primarily within South Africa in rural and urban contexts that range from sophisticated emergency medical care facilities to remote primary health care settings. This qualification also aims to promote an understanding of the multi-disciplinary approach to effective, efficient patient care. In addition, this qualification aims to produce a professional practitioner who will take cognizance of South African history and will be able to adapt to the unique circumstances of a changing South Africa, with emphasis on equity in health care, social upliftment, and reduction of the burden of disease.

    The qualification is also designed to enable learners to pursue further personal, managerial, educational, training, and professional development; and to promote life-long learning.

    The changing requirements related to Higher Education qualifications and programmes on a national level marked the introduction of a four-year professional Bachelor of Emergency Medical Care (BEMC).In response to national imperatives, the Health Professions Council of South Africa(HPCSA), functioning as the legislated registering body for health professionals, reviewed the full range of health care qualifications and programmes to ensure their compliance with national requirements. Regulations relating to this new qualification have already been promulgated, and HPCSA registers for the registration of graduates of the Bachelor of Emergency Medical Care (BEMC) qualifications have been opened. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    This qualification may be achieved, in part, through Recognition of Prior Learning (RPL). Structured assessment of individuals against the Exit-Level Outcomes of the qualification will be done on a case-by-case basis. It will be conducted in accordance with the institution's RPL Policy.

    RPL will be applied to accommodate applicants who qualify. RPL thus provides alternative access to and admission for qualifications, as well as advanced standing within them. RPL may be applied for access, credits from modules, and credits or towards the qualification.

    RPL for access:
  • Learners who do not meet the minimum entrance requirements or the required qualification at the same NQF level as the qualification required for admission may be considered for admission through RPL.
  • To be considered for admission in the qualification based on RPL, applicants should provide evidence in the form of a portfolio that demonstrates that they have acquired the relevant knowledge, skills, and competencies through formal, non-formal and/or informal learning to cope with the qualification expectations, should they be allowed entrance into the qualification.

    RPL for exemption of modules:
  • Learners may apply for RPL to be exempted from modules that form part of the qualification. For a learner to be exempted from a module, the learner needs to provide sufficient evidence in the form of a portfolio that demonstrates that competency was achieved for the learning outcomes that are equivalent to the learning outcomes of the module.

    RPL for credit:
  • Learners may also apply for RPL for credit for or towards the qualification, in which they must provide evidence in the form of a portfolio that demonstrates prior learning through formal, non-formal, and/or informal learning to obtain credits towards the qualification.
  • Credit shall be appropriate to the context in which it is awarded and accepted.

    Entry Requirements:
    The minimum entry requirement for this qualification is:
  • National Senior Certificate, NQF Level 4, granting access to bachelor's degree studies.
    Or
  • National Certificate (Vocational), NQF Level 4, granting access to bachelor's degree studies.
    Or
  • Senior Certificate, NQF Level 4, with endorsement.
    Or
  • Higher Certificate in Emergency Medical Care, NQF Level 5.
    And
  • Medical report.
    and
  • Candidates must complete a departmental selection that consists of an interview, a physical assessment, and a medical report. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory modules at National Qualifications Framework Level 5, 6, 7, and 8, totalling 528 Credits.

    Compulsory Modules, NQF Level 5,124 Credits:
    Clinical Modules:
  • Emergency Medical Care I Practical, 12 credits
  • Emergency Medical Care I Theory, 24 credits
  • Physical Preparedness I, 6 credits
  • Emergency Medical Care I - Work Integrated Learning, 20 credits

    Non-Clinical Modules:
  • Physics, 6 credits
  • Chemistry, 6 credits
  • Anatomy and Physiology IA, 10 credits
  • Academic Literacies, 6 credits
  • Computer Literacy, 6 credits
  • Anatomy and Physiology IB, 10 credits
  • Mental Health and Wellness, 6 credits
  • Foundations of Professional Practice, 12 credits

    Compulsory Modules, NQF Level 6, 144 Credits:

    Clinical Modules:
  • Emergency Medical Care II Practical, 6 credits
  • Emergency Medical Care II Theory, 12 credits
  • Emergency Medical Care II: Work Integrated Learning, 20 credits

    Rescue and Physical Preparedness Modules:
  • Fire Search and Rescue, 12 credits
  • Motor Vehicle Rescue, 12 credits
  • High Angle Rescue I, 10 credits
  • Industrial and Agricultural Rescue, 12 credits
  • Physical Preparedness II, 6 credits

    Non-Clinical Modules:
  • Anatomy and Physiology IIA, 10 credits
  • Pharmacology Special I, Level 6, 10 credits
  • Anatomy and Physiology IIB, 10 credits
  • General Pathology, 12 credits
  • Diagnostics, 12 credits

    Compulsory Modules, NQF Level 7, 132 Credits:

    Clinical Modules:
  • Emergency Medical Care III Practical: Major, 20 credits
  • Emergency Medical Care III Theory: Major, 12 credits
  • EMC III - Work Integrated Learning: Major, 20 credits

    Rescue and Physical Preparedness Modules:
  • High Angle Rescue II: Major, 12 credits
  • Wilderness Search and Rescue, 12 credits
  • Aquatic Rescue Major, 12 credits
  • Aviation Rescue, 12 credits.
  • Physical Preparedness III, 6 credits

    Non-Clinical Modules:
  • Primary Health Care, 6 credits
  • Pharmacology Special II, 10 credits
  • Research Methodology, 10 credits

    Compulsory Modules, NQF Level 8, 128 Credits

    Clinical Modules:
  • Emergency Medical Care V: Paediatrics and Neonatology: Theory: Major, 12 credits
  • Emergency Medical Care IV: Specialized Intensive Care: Theory: Major, 12 credits
  • Emergency Medical Care IV: Work Integrated Learning: Major, 20 credits

    Rescue and Physical Preparedness Modules:
  • Hazardous Materials Rescue, 6 Credits
  • Confined Space Rescue, 10 credits
  • Structural Collapse Rescue: Major, 10 credits
  • Trench Rescue: Major, 10 credits
  • Physical Preparedness IV, 6 credits

    Non-Clinical Modules:
  • Practical Educational Strategies, 6 credits
  • Emergency Services Management, 6 credits
  • Disaster Management, 10 credits
  • Research Project, 20 credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate effective communication and apply the principles of medical ethics, professional behaviour, and the legal framework to the context within which emergency care practitioners operate while maintaining personal health, wellness, and safety.
    2. Practice, supervise, and facilitate the provision of emergency medical care to all sectors of the community, utilising specialised strategies and technologies.
    3. Perform medical rescue in a wide range of rescue contexts.
    4. Demonstrate knowledge and understanding of human and basic sciences underpinning emergency medical care.
    5. Provide in-service education and training in emergency medical care and rescue.
    6. Provide operational and clinical supervision within an emergency medical and rescue service based on a sound understanding of the management, structure, and function of Emergency Medical Service (EMS) systems in South Africa.
    7. Conduct research in emergency medical care and rescue. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Assessment Criteria for Exit-Level Outcome 1:
  • Clearly, directly, and accurately communicate with patients, colleagues, and other service providers and make appropriate use of modality, including electronic media.
  • Undertake interactions that promote human dignity with due sensitivity to ethnic, cultural, linguistic, religious, and gender diversity.
  • Apply ethical principles of beneficence, autonomy, and justice, truth-telling, promise keeping, and confidentiality in all contexts.
  • Align all clinical interactions and related practices with the provisions and rules of the codes of ethics of the HPCSA and other professional associations.
  • Accurately and comprehensively explain the legal framework within which an emergency service provider and/or practitioner operates.
  • Comprehensively discuss the importance of mental health and wellness on the part of the emergency care provider, highlighting their role and importance, with reference to the impact on job effectiveness.
  • Identify, demonstrate, and describe suitable methods for achieving and maintaining operational fitness, in terms of lifestyle, diet, and exercise techniques, highlighting the impact on self and job effectiveness.
  • Identify, demonstrate, and apply methods for maintaining personal safety through appropriate risk assessment, scene assessment, decision making, and option taking.
  • Describe and/or demonstrate safe and effective use of emergency service vehicles and emergency response driving.
  • Correctly conduct operational routines within an EMS environment.
  • Effectively communicate with patients, colleagues, and other service providers

    Assessment Criteria for Exit-Level Outcome 2:
  • Correctly identify potential hazards within the emergency service environment in terms of their origins, impact, and means of management or mitigation.
  • Carry out scene and incident management in line with best practice and established procedures.
  • Accurately describe emergency medical care equipment in terms of function, storage, maintenance, and use.
  • Discuss and implement infection control in line with established procedures.
  • Accurately diagnose medical and/or trauma-related disorders based on an applied understanding of the underlying pathophysiology.
  • Demonstrate logical, sound clinical decision-making and base clinical decisions on, informed by and validated through comprehensive history taking and appropriate clinical assessment.
  • Correctly manage patients within the scope of practice of an Emergency Care Practitioner and with due consideration for evidence-informed practice.
  • Correctly apply, describe, discuss clinical and intensive care procedures and practices and/or demonstrate in circumstances requiring specialised transportation.
  • Correctly demonstrate integrate patient care and clinical skills/procedures.
  • Describe and demonstrate the principles of primary health care, disease prevention, health promotion, and counselling.
  • Promote HIV and AIDS awareness in oneself and among others.
  • Carry out patient handover in line with local protocols and procedures.
  • Construct medical records, which provide sufficient and accurate details of patient information and treatment.
    .> Demonstrate self-critique, realistic, accurate, and fair reflection of own clinical competence and practice.

    Assessment Criteria for Exit-Level Outcome 3:
  • Correctly considered and applied safety principles throughout the rescue operation.
  • Consider and apply hazards within the rescue environment and accurately evaluate in terms of their sources and impact and means for mitigation.
  • Carry out incident management in line with established procedures.
  • Acquire, maintain, and demonstrate appropriate level of physical fitness.
  • Correctly demonstrate and comprehensively describe use of rescue equipment in terms of function, specifications, storage, and maintenance.
  • Correctly identify, explain, and/or apply theoretical concepts and strategies underpinning the management strategies of specific rescue incidents.
  • Safely and effectively demonstrate rescue skills, procedures, and techniques.
  • Correctly manage rescue incidents and/or scenarios through incident analysis, planning, preparation, and execution.
  • Correctly demonstrate teamwork, incident command, and leadership skills.
    Range:
  • Fire, Search and Rescue.
  • High Angle and Rope Rescue.
  • Motor Vehicle Rescue.
  • Industrial and agricultural rescue.
  • Wilderness Search and Rescue.
  • Aviation Rescue.
  • Aquatic Rescue: Swift Water Rescue, Surface Rescue, and Small Boat Handling.
  • Confined Space Rescue.
  • Trench Rescue.
  • Structural Collapse Rescue.
  • Hazardous Materials Rescue.

    Assessment Criteria for Exit-Level Outcome 4:
  • Acutely describe and integrate the composition, general form, spatial orientation, and position of structures within the regions of the human body within a clinical context.
  • Correctly explain and integrate the physiological functioning of the human body into patient care.
  • Correctly explain and apply key principles of chemistry to emergency medical care and rescue contexts.
  • Correctly explain and apply key principles of physics to emergency medical care and rescue contexts.
  • Describe and apply key principles of microbiology to emergency medical care contexts in general, with reference to communicable diseases and infection control.
  • Accurately and comprehensively describe the pathogenesis of disease and injury in relation to the anatomy and physiology of the applicable body systems.
  • Correctly interpret problem-based scenarios on the integration of anatomy, physiology, and pathology.
  • Correctly explain and apply the principles of pharmacology to the emergency medical care context.
  • Accurately and comprehensively describe drug use within the scope of practice of the Emergency Care Practitioner in terms of class, schedule, trade name, and generic name, mechanism of action, indications, contraindications, precautions, side effects, packaging, dosage and administration, and route of administration.

    Assessment Criteria for Exit-Level Outcome 5:
  • Correctly identify and explain national policies, as applicable to education and training
  • Correctly explain and apply the theories of teaching and learning.
  • Correctly identify and analyse key issues of teaching and learning in education and training (Recognised Prior Learning, Access, etc).
  • Properly discuss the Quality assurance of teaching and learning.
  • Correctly identify and describe the educational needs.
  • Develop learning programmes in accordance with the needs of the target group.
  • Properly identify, locate, and develop learning resources.
  • Design suitable teaching methods and activities which support the learning program and meet the needs of the target group.
  • Professionally facilitate a learning event
  • Develop appropriate assessment criteria to assess the learning outcome(s).

    Assessment Criteria for Exit-Level Outcome 6:
  • Accurately describe the Emergency Medical Rescue Service (EMRS) in terms of structure, role, and function in both public and private South African contexts.
  • Provide correct explanations of the interdependence and interrelationships occurring between EMRS and other Allied Emergency and Health Care structures.
  • Correctly explain the role of the health care team in terms of key responsibilities of each role and the interrelationships of each role.
  • Correctly identify and explain national legislation, as applicable to emergency care and rescue services.
  • Correctly explain and/or demonstrate multi-disciplinary approaches to emergency care and rescue scenarios
  • Demonstrate professional communication between patients and stakeholders
  • Correctly analyse and evaluate operational needs.
  • Correctly explain factors influencing the policy and operation of the emergency care and/or rescue services.
  • Correctly identify and address problem areas using problem-solving and decision-making techniques.
  • Correctly explain and/or demonstrate principles of budgeting
  • Correctly explain applicable labour legislation and labour practice.
  • Explain principles of human resource management
  • Correctly explain and demonstrate principles of system design for equipment maintenance, stock control, and fleet management.
  • Correctly identify and discuss key performance indicators for effective and efficient service delivery
  • Correctly explain and demonstrate principles of disaster management.

    Assessment Criteria for Exit-Level Outcome 7:
  • Correctly identify and articulate research needs within the field of emergency care.
  • Appropriately investigate and discuss quantitative and qualitative research methods as possible solutions to research needs.
  • Correctly discuss and compare statistical methods.
  • Critically evaluate research publications according to set criteria.
  • Develop, motivate, and present a professional research proposal within the field of emergency care.
  • Correctly discuss and apply principles of research ethics.
  • Use appropriate data methods.
  • Correctly analyse, interpret, and evaluate data using appropriate statistical tools where applicable.
  • Prepare and present research findings according to set criteria and formatting requirements.
  • Produce a research report in accordance with accepted research guidelines.

    INTEGRATED ASSESSMENT
    Integrated assessment strategies across related modules and critical cross-field outcomes are applied. Integrated assessment takes the form of an appropriate variety of assessment methods, for example: written and oral examinations, problem-solving assignments, project presentations, case studies, portfolios, logbooks, clinical reports, and objectively structured clinical examination, reflective practice journals, and simulated medical and rescue scenarios.

    Formative Assessment:
    Learning and assessment are integrated. The scheme of work includes tests and assignments, practical work, and competency evaluation of practical skills. The process is continuous and focuses on smaller sections of the work in a limited number of outcomes.

    Summative Assessment:
    Summative assessments evaluate the learners' abilities to manage and integrate a larger body of knowledge and to achieve the stated outcomes. The summative assessment also focuses on the learners' ability to integrate knowledge and skills in specialisation. Summative assessments include theory and practical assessments.

    Assessment is an integral part of the teaching and learning process and is systematically and purposefully used to generate data for grading, ranking, selecting, and predicting. It is also used to provide timely feedback on learner performance that should inform teaching methods and curriculum design. Assessments are informed by module and subject outcomes as well as by the nature of the knowledge area or skills that are being assessed.

    The following types of assessment will be applied in this qualification:
  • Theoretical, written assessments. Formative and summative written papers will be used to establish theoretical mastery of the subject material.
  • OSCE assessments that test psychomotor skills link to the demonstration of clinical procedural competence.
  • Clinical assessments: Learners will also be assessed by clinical facilitators and mentors during their interactions with real patients in the emergency care environment.
  • Simulation and scenario-based assessments. The nature of both the clinical work as well as rescue training associated with this qualification lends itself to assessment via simulated clinical cases and rescue scenarios.
  • Case studies: During the qualification, learners will be required to prepare and present case studies on patients they have managed and to link their theoretical understandings to real-life clinical events.
  • Assignments: Assignments are utilized to develop and assess the learner's ability to seek out, filter, and package knowledge for presentation.
  • Reflective journals: Using reflective journals, learners will be required to demonstrate the ability to document and reflect on their practices and the environment within which they work. 
    		•

    INTERNATIONAL COMPARABILITY 
    A statement on how the qualification compares with or relates to similar qualifications or best practices, or standards offered in other parts of the world must be given. The Quality Councils will apply this in a manner appropriate to their relevant sector and Sub-framework. Internationally comparable qualifications could assist in determining the articulation possibilities of the qualification with qualifications in other national and regional qualification frameworks.

    ICountry: United States of America
    Institution: Western Carolina University'
    Qualification Title: Bachelor of Science in Emergency Medical Care
    Total number of hours for program: 128
    Duration: 4-year Full time

    Entry requirements
    Completion of Semester Hours:
  • Learners must have completed 60 semester hours, including Liberal
  • Learners and pre-professional course requirements, with a minimum GPA of 2.50

    Pre-professional Course Requirements:
  • Biology: BIOL 291 and BIOL 292 (with an average grade of C or higher).
  • Chemistry: One semester of Chemistry.
  • Emergency Medical Care: EMC 240 and EMC 241 or hold a current state or national EMT certification. (EMC 240 and 241 are offered every Fall and Spring semester).

    Purpose:
    The qualification aims to provide comprehensive education in emergency medical care with options for health management and science concentrations. The qualification will prepare learners for careers as paramedics, EMS administrators, and healthcare leaders. The qualification is accredited by the Commission on Accreditation of Allied Health Education Programs through the Committee on Accreditation of Educational Programs for the EMS Professions. Graduates of the qualification pursue careers as hospital administrators and EMS directors, training officers and consultants, paramedic educators, researchers, while others may choose to continue their education at medical, physician assistant, or graduate school.

    Learning outcomes:
    Graduates will be prepared for roles such as paramedics, educators, physicians, physician assistants, and EMS administrators.

    Qualification structure
    Pre-Professional Requirements
  • Introduction to Emergency Medical Care
  • Basic Emergency Medical Techniques
  • Human Anatomy and Physiology I
  • Human Anatomy and Physiology II
  • Survey of Chemistry I

    Compulsory Modules.
  • Introduction to Pharmacology
  • Pharmacology Techniques
  • Introduction to Clinical Medicine
  • Introduction to Clinical Medicine Lab
  • Cardiology
  • Basic ECG Interpretation
  • Cardiology Lab
  • Acute Fluid and Respiratory Disorders
  • Advanced Emergency Medical Techniques
  • Medical Emergencies
  • Clinical Practicum I
  • Clinical Practicum II
  • Trauma Management
  • Trauma Management Lab
  • Maternal and Child Emergency Care
  • Maternal and Child Emergency Care Lab
  • Special Needs Patients
  • Advanced ECG Interpretation
  • Critical Cardiac and Resuscitation Management
  • Simulation Laboratory
  • Clinical Practicum III
  • Senior Seminar in Emergency Medical Care
  • Research Methods in Health Science
  • General Chemistry I

    Concentrations:
  • Clinical Sciences Concentration (12 hours):
  • General Chemistry II
  • Principles of Biology I
  • Principles of Biology II
  • Organic Chemistry I
  • Organic Chemistry II
  • Calculus I
  • Introductory Physics I
  • Introductory Physics II
  • Critical Care Paramedic I
  • Critical Care Paramedic II
  • Community Paramedicine I
  • Community Paramedicine II

    Health Services Management Concentration (12 hours):
  • EMC Systems Management
  • Systems and Trends in Health Care Delivery
  • Department Administration
  • Legal and Legislative Aspects of Health Care
  • Quality Management in Health Care Agencies
  • Financial Management in Health Care
    General Electives (10 hours):
    Optional Courses:
  • Clinical Practicum IV

    Assessment approach:
  • Combination of clinical rotations, practical assessments, and written exams.

    Similarities:
  • Western Carolina University (WCU) and the South African (SA) qualifications are offered in four years full time study.
  • The purpose of WCU and SA qualifications is to prepare learners for leadership and advanced clinical roles in emergency medical services and healthcare administration.
  • Both qualifications equip graduates to manage medical emergencies in prehospital settings, supervise personnel, and pursue careers as paramedics, educators, EMS directors, or in advanced medical fields like physician assistant or medical school.
  • SA qualification is endorsed by the Health Professions Council of South Africa (HPCSA) similar to the WCU qualification which is accredited by the Commission on Accreditation of Allied Health Education Programs/
  • Both qualifications offer comprehensive EMC education.
  • The WCU and SA qualifications share similar assessment methods.

    Differences:
  • The WCU qualification provides an online option and a specific focus on health management and pre-medical studies, which differ from the SA's curriculum, which does not require a foundational phase.
  • The SA qualification offers a large rescue component as compared to the pre-medical studies in WCU qualification
    pre-medical studies consist of the research project whereas the WCU qualification does not include the research component.
  • The WCU qualification consists of 128 credit hours whereas the SA qualification consists of 528 credits.
  • The SA qualification consists of compulsory modules only and no electives while the WCU qualification consists of compulsory and elective modules.

    Country: New Zealand
    Institution: University of Auckland
    Qualification Title: Paramedicine Major: Bachelor of Health Science
    NQF Level: NZQF Level 7
    Credits: 360 Credit Points
    Duration: 3 years full-time
    Admission requirements:
  • National Certificate of Educational Achievement (NCEA) University Entrance or equivalent
    And
  • Must be capable of meeting Health Practitioners Competence Assurance Act (HPCA Act)
    And
  • Children's Act 2014 requirements, including police clearance

    Purpose:
    The qualification aims to prepare learners for the challenges of working as paramedics, providing emergency and non-urgent medical care. It emphasizes developing critical decision-making skills in complex and often remote environments.

    Outcomes:
    Graduates will be skilled in clinical assessments, advanced medical procedures, and patient transport care. They will be prepared for roles such as traditional road ambulance work, event paramedic, critical care paramedic, and more.

    Curriculum structure:
    Year 1, Modules:
    :
  • Lifespan Development and Communication, 15 points.
    > Human Anatomy and Physiology I, 15 points.
  • Knowledge, Enquiry and Communication, 15 points.
  • Health and Environment, 15 points Or Hauora Maori, 15 points.
  • Human Anatomy and Physiology II, 15 points.
  • Pathology and Pathophysiology, 15 points.
  • Introduction to Paramedic Practice, 15 points.
  • Introduction to Paramedic Theory, 15 points.

    Year 2 Modules:
  • Methods of Research and Enquiry, 15 points.
  • Clinical Assessment and Diagnostics, 15 points.
  • Clinical Practice I, 15 points.
  • Clinical Practice II, 15 points.
  • Pharmacology for Professional Practice, 15 points.
  • Ambulance Operations, 15 points.
  • Cardiology, 15 points.
  • Haemodynamic in the Acute Patient, 15 points.

    Year 3 Modules:
  • Health Law and Policy, 15 points
  • Intermediate Life Support, 15 points
  • Paramedic Primary Health Care, 15 points
  • Paramedic Theory and Management, 15 points
  • Clinical Risk Management, 15 points
  • Applied Mental Health and Well-being, 15 points
  • Clinical Reasoning, 15 points
  • Integrated Clinical Practice, 15 points

    Workplace Experience:
    Approximately 1,000 hours of clinical placement in ambulance services, hospitals, mental health institutions, and community or primary health centres. These placements require mobility and the ability to work shifts.

    Assessment approach :
    Combination of written exams, practical assessments, and extensive clinical placements.

    Similarities:
  • Auckland University of Technology (AUT) and the South African (SA) University Entrance under NCEA University Entrance similar to the National Senior Certificate granting access to the bachelor's degree studies in the SA qualification.
  • AUT's qualification offers a similar comprehensive approach to emergency medical care, with a strong emphasis on practical experience and extensive clinical hours.
  • Similar to the SA qualification, the focus of the AUT qualification is on preparing learners for a wide range of paramedic roles aligns closely with SA qualification's objectives but provides additional opportunities in specialized fields like critical care and events paramedic work.
  • Both qualifications consist of compulsory modules without specialisations.
  • AUT and SA qualifications share similar assessment methods and consist of work integrated llearning (WIL) which is similar to Workplace Experience

    Differences:
  • The AUT qualification is offered over three years of full-time study while the SA qualification is offered over four years of full-time study.
  • The SA qualification is registered at SA NQF Level 8 with a minimum of 480 credits while the AUT qualification is registered at NZQF Level 7 with 360 credits.
  • The SA qualification places emphasis on the large medical rescue component whereas the AUT qualification does not offer the large medical rescue component. 
    		•

    ARTICULATION OPTIONS 
    This qualification allows possibilities for both vertical and horizontal articulation.

    Horizontal Articulation
  • Bachelor of Nursing, NQF Level 8
  • Bachelor of Health Sciences Level 8
  • Bachelor of Health Sciences in Medical Laboratory Science, NQF Level 8
  • Bachelor of Health in Environmental Health, NQF Level 8

    Vertical Articulation
  • Master of Emergency Medical Care, NQF Level 9

    Diagonal Articulation
    There is no diagonal articulation for this qualification. 
    		•

    MODERATION OPTIONS 
    N/A 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A 

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

    NOTES 
    N/A 

    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. Nelson Mandela University 


    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.