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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Bachelor of Health Sciences in Nuclear Medicine 
SAQA QUAL ID QUALIFICATION TITLE
94803  Bachelor of Health Sciences in Nuclear Medicine 
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
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  512  Not Applicable  NQF Level 08  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Registered-data under construction  EXCO 0324/24  2024-07-01  2027-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2028-06-30   2034-06-30  

Registered-data under construction

The qualification content is currently being updated for the qualifications with the status “Registered-data under construction” or showing “DETAILS UNDER CONSTRUCTION” to ensure compliance with SAQA’S Policy and Criteria for the registration of qualifications and part-qualifications on the National Qualifications Framework (NQF) (As amended, 2022). These qualifications are re-registered until 30 June 2027 and can legitimately be offered by the institutions to which they are registered.

 

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.  

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:
The qualification will enable the learners to describe the foundational, theoretical, practical and reflexive competencies, which together constitute the applied competence required of a Nuclear Medicine radiographer. Furthermore it will provide the opportunity for its learners to be socially and ethically responsible within the health care system as it is aligned with the needs of industry. There will be acquisition and application of knowledge, skills and attitudes, driven by a structured system of academic modules and integration with clinical experience in the work place. A research component has been included which is designed to provide the learner with the opportunity to undertake research that will inform good practice. The learner as a Nuclear Medicine radiographer, will be able to perform routine and specialised radiographic procedures to produce images of high diagnostic quality, be able to access, organise and present information applicable to the radiographic context in order to record, retrieve and communicate patient data, evaluate the quality of routine and specialised Nuclear Medicine images and technology procedures and perform image interpretation (pattern recognition) in order to identify normal and abnormal appearances. As such, this person will be able to plan, develop and apply total quality management appropriate to the Nuclear Medicine context, and also be able to perform safe, effective, ethical patient care in accordance with set protocols and the patient's needs, to provide a quality service and to maintain the welfare of the patient.

The learner will also be able to apply the principles of human rights, ethics and relevant medical law which will ensure the well-being of the patient, and also apply the principles, specific knowledge, skills and values related to the chosen electives (General Education outcomes), in order to become the citizens that society expects graduates to be.

The purpose of this qualification is to develop a professional radiographer who will specialise in the field of Nuclear Medicine. This qualification enables the learner to competently apply an integration of theory principles, proven techniques, practical experience and appropriate skills to the solution of well-defined and abstract problems in the selected field of Nuclear Medicine. It aims at ensuring reflective practice and life-long learning in the profession, thereby benefiting the community and society.

The qualifying learner will be able to:
  • Provide holistic patient care within the Nuclear Medicine environment.
  • Perform a range of Nuclear Medicine imaging procedures for purposes of diagnosis and treatment.
  • Operate and ensure the optimal functioning of Nuclear Medicine instrumentation.
  • Dispense and administer radiopharmaceuticals.
  • Perform in-vitro and non-imaging Nuclear Medicine procedures.
  • Practice skills in management and research.
  • Problem solving, inquiry, analysis, critical and creative thinking, teamwork, ethical deliberation and collaboration.
    Successful completion of this qualification will enable the learner to be registered by the relevant Statutory Health Council (HPCSA).

    Rationale:
    The Department of Health (DoH) in the province of KwaZulu-Natal has expressed a need for both a mid-level worker in radiography as well as a specialised radiographer who can operate at an advanced level in the Radiographic departments. Due to a large number of radiographer shortages in the province, at both public and private institutions, the DoH has identified an urgent need for a person who can work independently with advanced technologies within the health care team. Hence this qualification has been structured to meet that need, as well as through the inclusion of a research module research will be enabled within the Radiographic departments.

    Nuclear Medicine is one of the identified scarce skills professions in South Africa (SA). Learners obtaining this qualification will be able to perform basic and advanced nuclear medicine tasks and procedures, be able to manage a department, be able to conduct simple research within the field of nuclear medicine and exit the qualification with an awareness of the world around them. This is in keeping with the government's need for education to develop the area of science and technology as well as entrepreneurship.

    This qualification will better prepare the learner for the world of work, personal fulfilment and responsible citizenship.

    The qualification has been recognised by the Health Professions Council of South Africa (HPCSA) as a mandatory requirement for registration to practice in the field of nuclear medicine.

    The process of curriculum renewal within the SA Radiography environment has been a country wide initiative that commenced many years ago. There is a general consensus that the qualification should be a Professional Bachelors' Degree in Nuclear Medicine with a minimum of 512 Credits, as this is also in keeping with many international qualifications in the profession.

    This qualification will enable the Nuclear Medicine radiographer to work in the public or private health care sectors or operate as an independent practitioner. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    The structure of this qualification makes the Recognition of Prior Learning possible. This qualification may therefore be achieved in part or completely through the Recognition of Prior Learning, which includes formal, informal and non-formal learning and work experience. The learner will be thoroughly briefed on the mechanism to be used and support and guidance will be provided. Care will be taken that the mechanism used provides the learner with an opportunity to demonstrate competence and is not so onerous as to prevent learners from using the RPL option towards gaining a qualification.

    If the learner is able to demonstrate competence in the knowledge, skills, values and attitudes implicit in this qualification the appropriate credits may be assigned to the learner. Recognition of Prior Learning will be performed by means of Integrated Assessment as mentioned above.

    This Recognition of Prior Learning may allow:
  • Accelerated access to further learning at this or higher levels on the NQF.
  • Gaining of credits towards a unit standard.

    Entry Requirements:
    The minimum entrance requirements are:
  • National Senior Certificate (NSC) granting access to Bachelors studies.
    Or
  • Senior Certificate with matriculation exemption endorsement. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification comprises compulsory modules, and elective modules totalling 512 Credits.

    Compulsory Modules at NQF Level 5:
  • Anatomy I, 12 Credits.
  • Physiology I, 24 Credits.
  • Cornerstone 101, 12 Credits.
  • DUT General Education, 8 Credits.
  • Health Sciences General Education, 12 Credits.
  • Anatomy II, 12 Credits.
  • Nuclear Medicine Imaging Sciences I, 16 Credits.
    Total Credits at NQF Level 5 is 96.

    Compulsory Modules at NQF Level 6:
  • General Pathology I, 8 Credits.
  • DUT General Education, 8 Credits.
  • Health Sciences General Education, 12 Credits.
  • Health Sciences Research I, 12 Credits.
  • Management for Health Professionals Module I, 8 Credits.
  • Small Business Management, 8 Credits.
  • Professional Practice and Management I, 8 Credits.
  • Nuclear Medicine Practice and Procedures I, 28 Credits.
  • Professional Practice and Management II, 16 Credits.
  • Nuclear Medicine Imaging Science II, 16 Credits.
  • Nuclear Medicine Practice and Procedures II, 52 Credits.
    Total Credits at NQF Level 6 is 176.

    Compulsory Modules at NQF Level 7:
  • DUT General Education, 8 Credits.
  • Health Sciences General Education, 12 Credits.
  • Health Sciences Research II, 12 Credits.
  • Professional Practice and Management III, 8 Credits.
  • Nuclear Medicine Imaging Sciences III, 16 Credits.
  • Nuclear Medicine Practice and Procedures III, 48 Credits.
    Total Credits at NQF Level 7 is 104.

    Compulsory Modules at NQF Level 8.
  • Health Sciences Research III, 20 Credits.
  • Professional Practice and Management IV, 8 Credits.
  • Nuclear Medicine Imaging Sciences IV, 16 Credits.
  • Nuclear Medicine Practice and Procedures IV, 36 Credits.
  • DUT General Education, 8 Credits.
  • Health Sciences General Education, 12 Credits.
    Total Credits at NQF Level 8 is 100

    Elective Modules at NQF Level 7:
  • Learner will choose an elective or electives of 16 Credits.
    Elective Modules at NQF Level 8:
  • Learner will choose an elective or electives of 20 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Acquire and apply scientific advanced knowledge of Nuclear Medicine clinical procedures and practice with reference to Planar Single Photon Emission Computed Tomography (SPECT), Positron Emission Tomography (PET) imaging and Positron Emission Tomography/ Computed Tomography (PET/CT).
    2. Acquire and apply scientific advanced knowledge of nuclear medicine equipment and its associated quality control procedures.
    3. Acquire and apply scientific advanced knowledge of radiation safety procedures and practice.
    4. Prepare, dispense, and administer radiopharmaceuticals and perform the associated quality control procedures in type 'B' and 'C' laboratories.
    5. Develop critical enquiry and apply complex research skills to conduct formal and informal research within an area of a specialised field in the profession of radiography, provide creative insights and rigorous interpretation of findings to solve problems and present the results.
    6. Integrate and apply knowledge of entrepreneurship and the management functions in the complex and dynamic situations within a radiography context in order to take full responsibility and accountability for the management of a public or private department in terms of human resources, procurement, ethics, human rights, medical law and quality assurance both as an employee and an employer.
    7. Demonstrate advanced values systems, knowledge and skills that will enable and enhance meaningful participation in society, contribute towards developing sustainable communities, and establish a firm foundation for the assumption of a productive and responsible role in the workplace and beyond. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • The safe use, maintenance and operation of the equipment and quality control procedures associated with nuclear medicine procedures are discussed.
  • The procedure sequence, imaging parameters, patient history, indications, contraindications, patient instructions, precautionary measures, the radiopharmaceuticals, pre-medication, dietary restrictions, stress techniques, specimen collection, communication skills, image acquisition, image interpretation, reporting, data storage, sources of error are discussed.
  • Basic nursing procedures; body mechanics, vital signs, infection control, first aid, patient support devices; intravenous lines/pumps, oxygen, foley catheter, drainage bag, ECG monitor are discussed.
  • Quantitative analysis, regions of interest and quantification, curve generation and analysis, image normalisation and subtraction, co-registration of image sets are discussed.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Calibration and quality control procedures on a dose calibrator, well counter, probe, survey meter and a gamma camera are performed precisely.
  • The various sodium iodide scintillation detectors are discussed in terms of their components, performance characteristics, quality control and calibration characteristics.
  • The structure, operation and quality control of the required lab equipment and supplies are discussed.
  • Regulatory requirements according to the Department of National Health and Population are developed and explained.
  • Gamma ray spectra, pulse height analysis, the background, sensitivity, energy resolution and FWHM as they apply to a sodium iodide detector are discussed.
  • Error analysis; sources of random error, sources of systematic error, precision, accuracy, procedure-specific sources of error, calculations; equations, graphing techniques, data presentation, derivation of appropriate patient values are discussed.
  • Occupational health and safety laws and regulations are explained and applied during performance of all examinations to ensure the safety of patients, public, personnel and self.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Appropriate measures to reduce radiation exposure are taken when performing nuclear medicine procedures.
  • Appropriate methods are used for the use, storage and removal of radioactive materials in the department.
  • The biological effects of radiation are discussed.
  • Relevant radiation laws, regulations and protocols are implemented to ensure that patients, public, personnel and self are protected from unnecessary radiation.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Elution of the generator using appropriate shielding and aseptic technique is demonstrated.
  • The operation of the dose calibrator is demonstrated independent of help.
  • Perfect patient scheduling and record keeping is demonstrated.
  • Radiopharmacy preparation and quality control is demonstrated to use available radiopharmaceuticals effectively.
  • Radioactive gas/aerosol administration equipment is accurately operated.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Advanced knowledge of research theories, designs and methodologies is applied throughout the research process.
  • A research proposal is developed according to the standards and criteria of the department, faculty and university.
  • A research study is conducted within the field of diagnostic radiography in accordance with the relevant research and ethics principles, policies and guidelines.
  • A report of the findings is compiled and presented in the appropriate written format according to set standards and ethical requirements of the university and other relevant bodies.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Advanced knowledge, skills and attitudes are applied in the management of public and private radiography departments in accordance with relevant management principles.
  • A sound knowledge of ethics, human rights and medical law is applied in the radiography context, to provide services that conform to the relevant acts, regulations, guidelines and codes of ethics and conduct.
  • Advanced management functions and entrepreneurship skills are applied within the radiography public health institution and private enterprise to provide an efficient and competent service to clients.
  • The relevant laws, regulations, policies and guidelines that regulate the functioning of healthcare professionals are adhered to in the radiography context to ensure professional conduct within the scope of practice.
  • Quality assurance is applied effectively within the radiography context in accordance with local and national guidelines, policies and procedures to improve and maintain service quality.
  • Entrepreneurial principles are described in relation to the management and /or ownership of a private practice in the field of radiography.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • Informed knowledge of current and historical socio-political issues and their impact is demonstrated and described.
  • Active involvement into the social system, through community based projects, is demonstrated whilst meeting the standard requirements for the qualification.
  • Personal growth is demonstrated through the acquisition and development of advanced understanding, insight and observational skills to solve problems related to the work environment and beyond.
  • Personal attributes are developed in alignment with the standard requirements of the world of work as determined by the relevant laws and guidelines.

    Integrated Assessment:
  • Assessment methods will be open, transparent, fair, valid, and reliable and ensure that no learner is disadvantaged in any way, so that an integrated approach to assessment is incorporated into the qualification. Information regarding the assessments as well as the marking rubrics (where relevant) may be provided in the relevant module study guides.
  • Learning, teaching and assessments are inextricably interwoven. Learning outcomes will be aligned to the teaching methods and will be addressed in the assessments. Whenever possible, the assessment of knowledge, skills, attitudes and values shown in the qualification will be integrated.
  • Assessment of fundamentals will be integrated as far as possible with other aspects-e.g. theory and workplace learning. Practical contexts such as case scenarios and work placements will be used wherever possible. A variety of assessment methods will be used however, the assessment tools and activities will be appropriate to the context in which the learner will work after graduating. In addition to assessing learners in the workplace, simulations, case studies, role-plays and other similar strategies will be used to provide a context that is similar to the workplace.
  • The term `Integrated Assessment` means that theoretical and practical components will be assessed together. During integrated assessments, the assessor will make use of a range of formative and summative assessment tools and methods-where formative feedback will be provided to the learner to enable them to improve their work before the summative assessment is due or takes place. Combinations of workplace learning, practical, applied theory, foundational knowledge and reflective competencies will be assessed. Continuous assessment will be provided and may include some of the following:
  • Portfolios.
  • Simulations.
  • Workplace assessments and practical workbooks/logbooks.
  • Written assignments.
  • Written tests.
  • Case studies and case presentations.
  • Problem based assessments.
  • Peer group projects and assignments.
  • Oral presentations.
  • Competency assessment of clinical skills.
  • Face to face contact with learners.
    Assessments will ensure that the learning outcomes and Critical Cross-Field Outcomes are evaluated in an integrated manner throughout the qualification and where relevant.
    Integrated assessment will also include the use of Blended Learning Practices, such as computer mediated activities, e-learning and the use of an online classroom, to enhance learning and face-to-face lectures. This allows learners to engage in advanced interactive experiences, providing them with recent multi-media rich content that will be convenient and flexible (ease of access).

    This qualification will be awarded to a learner who has provided accurate evidence to the satisfaction of the assessors that the stated competence of the qualification, as detailed in the stated outcomes, have been achieved, either through education and training in a single provider's qualification or though experience that complies with the stated specific outcomes, i.e., Recognition of Prior Learning will be recognised.

    Integrated assessment should have the following characteristics:
  • Assess the extent to which the learners can practice Nuclear Medicine Radiography competently, effectively and safely in any clinical context nationally and internationally.
  • Measure the extent to which learners have integrated knowledge, skills and professional roles as reflected in the course content.
  • Provide opportunities for reflection-in-action and reflection-on-action to develop reflective competence.
  • Demonstrate critical analysis of Nuclear Medicine practices and procedures, both theoretically and practically. 
    		•

    INTERNATIONAL COMPARABILITY 
    The primary reason for designing this qualification was to meet the needs of the South African community as identified by the National Department of Health. To evaluate how this qualification compares with qualifications offered and competency profiles accredited in other countries, an analysis of Nuclear Medicine qualifications and competency profiles in countries that are leaders in the field, developing countries and SADC countries were conducted.

    Nuclear Medicine in South Africa is registered as one of the four radiography categories. Internationally it is either a standalone qualification or is linked to Diagnostic Radiography, Radiation Therapy or Medical Physics. Initially individuals with qualifications in related fields were recruited into Nuclear Medicine and as the specialty evolved so too did the availability of de novo qualifications in Nuclear Medicine. Training programs available globally have not kept pace with the expansive growth of Nuclear Medicine. North American countries are leaders in the field with established training programs. Developing countries are yet to catch up with International training trends and mostly offer nuclear medicine as a component of or as an 'add on' to a related qualification. The International Atomic Energy Agency (IAEA) has done much to address the problem of lack of formal training in Nuclear Medicine Technology in developing countries by offering Fellowship Training and Distance Assisted Training (DAT) programs for Nuclear Medicine Technologists in Asia, Africa and Latin America.

    The United States of America (USA) is one of the leaders in the field of Nuclear Medicine. The formal academic Nuclear Medicine Technology Education system in the USA is accredited through the Joint Review Committee on Educational Programs in Nuclear Medicine Technology (JRCNMT). The JRCNMT is recognised by the USA Department of Education (USDE) and the Council for Higher Education Accreditation (CHEA). The mandatory requirements and prerequisites for these qualifications are outlined in the Essentials and Guidelines for an Accredited Educational Program for Nuclear Medicine Technologists. The tasks detailed align closely with the Exit Level Outcomes as stated in the South African Qualification.

    The tasks broadly cover patient care, radiation safety, nuclear medicine instrumentation quality control, radiopharmaceuticals, diagnostic procedures (including in-vitro and non-imaging procedures) and radionuclide therapy.

    Critical Cross Field Outcomes are made explicit in the Guidelines for learning opportunities to develop personal and professional attributes and values relevant to practice and to a large extent match those of the South African CCFOs. There is no national standard but varying levels of terminal degrees are available in the United States of America; such as certificates, Associate Degrees and Baccalaureate Degrees. Baccalaureate programs generally require additional mathematics, science and liberal arts as part of the pre-professional core curriculum. Accreditation is gained through examinations administered by the Nuclear Medicine Technology Certification Board (NMTCB). Components of Preparedness Statements to achieve accreditation are grouped into, Radiation Safety, Instrumentation, Clinical procedures and Radiopharmacy.

    The following section looks at the nuclear medicine education qualification as offered by two education institutions, namely, the Cedar Crest College and the University of Findlay. Both these institutions are accredited by the NMTCB and follow the mandatory requirements and prerequisites for these programs as outlined in the Essentials and Guidelines for an Accredited Educational Program for Nuclear Medicine Technologists.

    Cedar Crest College:
    This College offers a Bachelors of Science Degree and a Post-Baccalaureate Certificate in Nuclear Medicine Technology.

    The Bachelors of Science Degree spans four years. The first three years are spent in the academic environment where theoretical tuition is offered. The fourth year consists of the clinical component and this is offered at the accredited training centres. This format of education and training of learners differs from the way nuclear medicine education and training is offered in South Africa as the clinical component is structured as Work Integrated Learning (WIL), starting from the first year of study. The education institutions offer the theoretical component of the course and learners receive clinical training at the various clinical platforms which have been accredited by the registration council to offer this training.

    The minimum entry requirements for learners at the Cedar Crest College include a high school diploma or equivalent. They should have obtained a grade C symbol in Anatomy and Physiology and College Algebra. These entrance requirements compare well with the requirements for the South African Qualification. Cedar College has not however stipulated how RPL is applied or whether they do consider learners with entrance requirements different from that which they have listed.

    According to the Cedar Crest College programme, acceptance in the clinical year is competitive and not guaranteed by satisfaction of the minimum requirements. It is based on academic performance with the minimum credits to be accumulated, pitched at Gross Points Average (GPA) of 2.75. The learners are further subjected to an interview by the educational and clinical coordinators. This is different to the South African model where the education institution admits learners to the course with established and accredited clinical platforms for training.

    Entrance requirements for the Post-Baccalaureate Certificate are:
  • Bachelors' Degree in Nuclear Medicine Technology or any other four-year Bachelors' Degree from an accredited university or college.
  • Learners who have completed and received a GPA of 2.75 and a grade "C" or above in Anatomy, Physiology, Physics, Chemistry, Algebra and two English courses.

    What is particular about entrance requirements for this Post-Baccalaureate Certificate is that, despite the fact that it is a post basic qualification, the learners' academic performance at school is taken into consideration. No mention is made of RPL as it is in South Africa. This makes the entrance requirements for South African Qualification different from those offered by the Cedar Crest College.

    University of Findlay:
    The Nuclear Medicine Institute at the University of Findlay offers a one year-certificate qualification in Nuclear Medicine Technology. The course is accepted by most education institutions in the USA as an entrance to the two or four-year Degree or associate degree qualification in nuclear medicine.

    To be accepted into the one-year certificate course, the learners must have successfully completed the postsecondary education with a seventy percent (70%) grade or higher. The following courses are prerequisites to the nuclear medicine qualification, namely, Human Anatomy, Human Physiology, General Chemistry, General Physics, College Algebra, English Composition, Basic Speech And Communication as well as Computer Operation. In addition, the learner must have successfully completed a Cardio-Pulmonary Resuscitation (CPR) course for adults, children and infants.

    These entrance requirements compare reasonably well with those for the South African qualification except for the CPR course which usually forms part of orientation or is completed in the first year in South African qualifications. In as far as the Science subjects are concerned; mathematics is a prerequisite in South Africa and not "Algebra" as it is the case at the University of Findlay.

    The course is structured in a way that allows the learner to spend time in both the academic and clinical environments. Classes are held for 28-32 hours per week over one semester. Clinical training is scheduled for 40 hours per week. This is allocated for 35 weeks during the academic qualification. At the end of the clinical block, the learners is given a week for review, after which an examination is conducted. During the clinical block, the learners are expected to document successful completion of the specified clinical projects. The university has further specified the contents to be covered during the clinical training period.

    The way the qualification is offered by this university compares well with the way the nuclear medicine qualification is offered in South Africa. Various education institutions have different models for the division of the clinical and academic components. Important to note is that in South Africa the learners can only receive clinical training at the hospitals and clinics which have been accredited to do so by the relevant Statutory Health Council (HPCSA). The HPCSA also expects that the education institutions allow the learners to keep records of their personal clinical training in the form of log books. The Statutory Health Council further specifies the amount of time the learner should spend in the clinical environment to be deemed competent and thus eligible for post-graduation registration, currently it is approximately a minimum of 2300 hours over a three (3) year period. However this may change in the future to competency based outcomes.

    The Certificate offered by the University of Findlay is accepted as an entrance to the Degree qualification at that university and other education institutions accredited by the JRCNMT to offer nuclear medicine education and training.

    In addition, a further major in Positron Emission Tomography/Computed Tomography (PET/CT) is offered at the University of Findlay. The PET/CT program offers both an associate of Arts and a Bachelor of Sciences Degree. The candidates have the flexibility to attain a double major in Nuclear Medicine Technology. This would allow learners' to be eligible to apply for the National Certification exams in both Nuclear Medicine Technology and PET/CT, and earning a Bachelor of Sciences Degree in five (5) years.
    The qualification that will be offered by the institution (DUT) will enable learners' to complete a Bachelor of Health Sciences in Nuclear Medicine within four (4) years which would include a major component of PET/CT imaging in the fourth year of this Professional Bachelors Qualification.

    Canada:
    The Canadian Association of Medical Radiological Technologists (CAMRT) outlines the competency profile of Nuclear Medicine Technologists. The Nuclear Medicine Technology Competency Profile is divided into modules:
  • Professional Practice.
  • Patient Management.
  • Radiation Health and Safety.
  • Quality Management.
  • Radiopharmacy and Laboratory Procedures.
  • Modules related to Nuclear Medicine clinical applications.

    Accreditation for entry-level practice is administered and examined by the CAMRT for registration to work. The standards of practice governing registration are guided by the CAMRT Code of Ethics and are reflected in four standards of professional practice namely; knowledge, clinical proficiency, communication and accountability. These characteristics of professional standards of practice are both explicit and implicit in the Exit Level Outcomes outlined in the Bachelors of Sciences Qualification in Nuclear Medicine.

    United Kingdom, Ireland and Europe:

    There are no agreed national standards governing Nuclear Medicine basic education, training or professional development in the United Kingdom. Radiographers or Medical Technical Officers (MTOs) typically undergo three years of training in diagnostic and therapeutic radiography followed by one - two years of clinical experience to consolidate knowledge. Thereafter they can sub-specialise. Nuclear Medicine is a sub-speciality leading to a post graduate certificate or Master of Science Degree, with curricula varying from centre to centre. No state registration is required. However, the Consortium for the Accreditation of Nuclear Medicine Education (CANME) will assess practical competence on a voluntary basis for validation. Currently hospitals are awarding consultant/advanced practitioner status to those radiographers who are competent in basic aspects of nuclear medicine and in addition:
  • Administer radiopharmaceuticals.
  • Perform computer analyses of imaging data.
  • Demonstrate evidence-based practice.
  • Have involvement in training staff.
  • Interpret images.
  • Manage a team of professionals.

    These competencies are inherent in the graduate Exit Level competencies for the Bachelor of Health Sciences Degree in Nuclear Medicine as stated in this document. The situation in Ireland is similar to that in the United Kingdom with variations in legislation and training practice. In Europe the education of Nuclear Medicine Technologists differs considerably from country to country. There is no harmonisation of curricula in Europe and both University-based and non-University based training is offered. In some countries, e.g., Greece and Croatia, there is no established training.

    Developing Countries:
    No international harmonisation of training exists and structured courses in Nuclear Medicine Technology are mostly non-existent in developing countries despite a Nuclear Medicine service being offered. This is recognised by the International Atomic Energy Agency (IAEA) in the "Resources Manual in Nuclear Medicine" regarding training of Nuclear Medicine Technologists. The lack of structured training has resulted in a broad range of individuals from school leavers to science graduates being employed in Nuclear Medicine departments and receiving in-house training. The suggested syllabus outlined in the IAEA Human Resource manual includes:
  • Basic Nuclear Physics.
  • Safe Handling of Radionuclides.
  • Nuclear Medicine instrumentation.
  • Computers in nuclear medicine.
  • Anatomy and Physiology.
  • Human Behavior.
  • Nuclear Medicine Applications.

    These topics and additional topics have been incorporated into the IAEA Distance Assisted Training (DAT) programme which has been completed by approximately 400 learners in 23 countries across Asia, Latin America and Africa. This is a work-integrated distance learning qualification consisting of 12 modules, incorporating:
  • Basic Physics.
  • Radiation Safety.
  • Nuclear Medicine (NM) Instrumentation.
  • Radiopharmacy.
  • Computers in NM.
  • Behavioral Science/Patient Care.
  • NM applications according to systems e.g. cardiac, renal.
  • Paediatric Techniques.
  • Radio-immunoassays and non-imaging Techniques.
  • Human Biology and Sectional Anatomy.
  • Literature Review.
  • SPECT and PET Physics.
  • Infection and Tumour Imaging.
  • Radionuclide Therapy Guidelines.

    The material has been developed with South African input for use by member states where no training exists. No qualification is awarded. An IAEA certificate of completion is given.

    SADC and other African countries:
    Technologists working in Nuclear Medicine departments in sub-Saharan African countries do not have access to formal training in Nuclear Medicine. Technologists offering nuclear medicine services have mostly been recruited from related fields of Radiological Technology. The IAEA/DAT qualification has been used to rectify this situation, with coordinated assistance from South Africa as this country's expertise in the field of nuclear medicine technology training is recognised by the IAEA. Training in North Africa, as in Europe, varies from country to country and no de novo qualification is available. An IAEA initiative to harmonise training in Africa led to the issuing of guidelines for training. These stipulate entry points, possible training pathways, types of assessments and competency standards. These guidelines for training were accepted for implementation in 2000 by each participating country as a basic standard for training and were, to a large extent, based on the South African model.

    Central and Latin America:
    The University School of Medical Technology in Uruguay is the only Higher Education Institution in South America offering a de novo course in Nuclear Medicine. It is a four-year professional Degree. There is, however, no integration of clinical practice as a license from the National Regulatory Authority is required to handle radioactive material. Formal training is a prerequisite for the license. At present candidates from Argentina, Bolivia, Colombia, Cuba, Peru and Venezuela are training through the IAEA/DAT course, coordinated from Uruguay.

    Conclusion:
    The Professional Bachelor of Health Sciences Degree in Nuclear Medicine compares well with countries that are leaders in the field of Nuclear Medicine Technology, such as USA and Canada. Together with the help of the IAEA, South Africa leads the way on the African continent for establishing standards for Nuclear Medicine Technology practice and training. 
    		•

    ARTICULATION OPTIONS 
    This qualification allows for both horizontal and vertical articulation.
    Horizontal Articulation can occur with:
  • Bachelor of Health Sciences in Diagnostic Sonography, NQF Level 8.
  • Bachelor of Health Sciences in Diagnostic Radiography, NQF Level 8.
  • Bachelor of Health Sciences in Radiation Therapy and Oncology, NQF Level 8.

    Vertical Articulation can occur with the:
  • Master of Radiography, NQF Level 9. 
    		•

    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 Reregistered 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. Durban University of Technology 


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