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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Bachelor of Health Sciences in Diagnostic Radiography 
SAQA QUAL ID QUALIFICATION TITLE
94832  Bachelor of Health Sciences in Diagnostic Radiography 
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 purpose of the qualification is to develop a competent learner who has a thorough grounding in the knowledge, skills and attitudes required for the diagnostic radiography profession and who has gained experience in applying such knowledge and skills through work integrated learning in the appropriate workplace context. It will enable 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 diagnostic radiography. The qualification 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 to provide the learner with the opportunity to undertake research that will inform good practice. The diagnostic radiographer will be able to perform routine and specialised radiographic procedures to produce images of high diagnostic quality; access, organise and present information applicable to the radiography context in order to record, retrieve and communicate patient data; evaluate the quality of routine and specialised radiographic images 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 diagnostic radiography context, and also 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, in order to become the citizens that society expects learners to be. All of the above skills are in keeping with the higher education and Department of Health (DoH) goals for SA learners.

The learner should become a reflective practitioner and a life-long learner in his or her profession, thereby benefiting the community and society. Skills in management and research will also be acquired, allowing the holder of the qualification to work independently within the health care team and contribute to the body of knowledge in the profession.

Successful completion of this qualification will enable the learner to register with the statutory body (Health Professionals Council of South Africa - HPCSA) as a Diagnostic Radiographer.

Rationale:
Diagnostic Radiography is one of the identified scarce skills professions in South Africa (SA). It is part of the medical imaging community which in turn is one of the fastest growing areas within medicine. The knowledge, skills and attitudes gained from this qualification will allow the learner to contribute to the delivery of improved patient care and healthcare in all major disease entities. This qualification is necessary in both the public and the private sectors, as radiographers are part of a multidisciplinary team providing a holistic health care service generally and in particular, diagnostic radiography services. 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 diagnostic radiography. The Exit Level Outcomes for this qualification describe the foundational, theoretical, practical and reflexive competencies, which together constitute the applied competence required of the diagnostic radiographer.

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 Diagnostic Radiography with a minimum of 480 Credits, as this is also in keeping with many international qualifications in the profession. The minimum entrance requirements for the Bachelor of Health Sciences (BHSc) in Diagnostic Radiography will be kept the same as those for the current National Diploma in Diagnostic Radiography, hence the transition into the Professional Bachelors' Degree will not pose an enrolment risk or deny access to learners who are currently applying for all radiography qualifications. The institution has a large number of applications each year and is confident that the enrolment targets for the BHSc in Diagnostic Radiography will be met.

This qualification will address the goals of the higher education system by providing learners with thorough lifelong learning skills, competent research skills as well as a deep understanding of the world and hence equip them to contribute to the social, economic, cultural and intellectual life of a rapidly changing society. It will provide learners with general educational skills that are not included in the curriculum of the current 360 credit National Diploma in Radiography. These general skills will be in keeping with the goals of the institution. It will also provide high-level/globally equivalent skills training in a radiography context and hence strengthen the country's health services.

The qualification has been developed to provide content and learning outcomes that will provide learners with key attributes for success in the work place, and enable them to make a valuable contribution to the SA health services environment. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Recognition of Prior Learning (RPL):
The structure of this qualification makes RPL possible. The qualification may therefore be achieved in part or completely through the RPL, which includes formal, informal and non-formal learning and work experience. However, it must be noted that no person may practice radiography unless they have received a formal accredited qualification and are registered with the HPCSA. A person who has completed the Supplementary Radiography qualification and is registered in this category with HPCSA may be considered for RPL.

Each learner will be considered according to the institution's RPL policy and guidelines. The learner will be thoroughly briefed on the mechanism to be used and the appropriate support/guidance will be provided. The process will provide the learner with an opportunity to demonstrate competence in the relevant learning areas/outcomes and will not prevent him/her from taking up the RPL option towards attempting to gain a qualification that will enable him/her to register with the HPCSA as a radiographer.

If the learner is able to demonstrate competence in the knowledge, skills, values and attitudes implicit in this qualification the appropriate credits will be assigned to him/her. RPL will be achieved by means of an appropriate integrated assessment method as mentioned above.

This RPL may allow a successful learner:
  • Accelerated access to further learning at this or higher levels on the NQF.
  • Obtaining of this qualification in part or in whole.

    Entry Requirements:
    The qualification will be accessible to all individuals who meet the minimum entrance requirements and persons with disabilities will be accepted on an individualised and flexible basis, depending on the nature of the disability.

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

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of 33 modules of which 16 are fundamental modules, 15 are core modules and 2 electives at NQF Levels 5, 6, 7 and 8, totalling 512 Credits.
    Modules at NQF Level 5: 96 Credits:
  • Anatomy I, 12 Credits.
  • Physiology I, 24 Credits.
  • Cornerstone 101 - DUT Gen Ed , 12 Credits.
  • DUT General Education, 8 Credits.
  • Health Sciences General Education, 12 Credits.
  • Anatomy II, 12 Credits.
  • Diagnostic Imaging Sciences I, 16 Credits.

    Modules at NQF Level 6: 176 Credits:
  • 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: Module1, 8 Credits.
  • Small Business Management, 8 Credits.
  • Professional Practice and Management I, 8 Credits.
  • Diagnostic Practice and Procedures I, 28 Credits.
  • Professional Practice and Management II, 16 Credits.
  • Diagnostic Imaging Sciences II, 16 Credits.
  • Diagnostic Practice and Procedures II, 52 Credits.

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

    Modules at NQF Level 8: 136 Credits:
  • DUT General Education, 8 Credits.
  • Health Sciences General Education, 12 Credits.
  • Health Sciences Research III, 20 Credits.
  • Professional Practice and Management IV, 8 Credits.
  • Diagnostic Imaging Sciences IV, 16 Credits.
  • Diagnostic Practice and Procedures IV, 36 Credits.
  • Diagnostic Practice and Procedures IV, 36 Credits.

    Elective Module at NQF Level 7:
    Learners are expected to choose one elective at NQF Level 7 of 16 Credits.

    Elective Module at NQF Level 8:
    Learners are expected to choose one elective at NQF Level 8 of 20 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Effectively utilise an integrated approach to demonstrate advanced scientific knowledge, skills and competences in the interrogation and evaluation of current and future technology in the radiography context.
    2. Apply and integrate advanced theoretical and practical knowledge, skills and attitudes in order to perform routine and specialised radiographic procedures and produce high quality images of all systems of the human body in the clinical workplace context.
    3. 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.
    4. 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.
    5. 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:
  • Advanced radiographic equipment is used to perform basic and specialised examinations using advanced scientific knowledge and skills that demonstrate competence.
  • Simple and complex technology problems are interrogated and solved within the radiographic context.
  • New protocols and methods are established, developed and utilised to maintain equipment so that faults/errors are prevented.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Routine and specialised radiographic examinations are performed according to and beyond set standards.
  • Radiation protection protocols/standards are competently applied to minimise radiation dose to the patient, radiation workers and the public and to optimise image quality in accordance with the relevant acts, regulations, policies and international standards.
  • Images are critically evaluated for technical and diagnostic quality and the appropriate corrective measures are taken where necessary.
  • Images are evaluated to identify normal and abnormal patterns of the anatomy and recognise common pathologies.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • 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 4:
  • 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 5:
  • 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 practices 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) will be provided in the relevant module study guides.

    Learning, teaching and assessment 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 exit level outcomes are evaluated in an integrated manner throughout the qualification. 
    		•

    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, and in particular the local community of KwaZulu-Natal (KZN), but also to ensure that this qualification is comparable to international standards. In order to evaluate the degree to which this qualification is aligned to international best practice, it was compared with similar qualifications offered around the world. For the purposes of this qualification from Nigeria, Kenya, England, Scotland and Australia were selected. Nigeria is an African country that is considered to be on par with South African economically, Kenya is a developing country and Australia, England and Scotland are considered to be developed countries that are amongst the leaders in radiography education. Qualifications from America were not considered as these are structured very differently and are usually offered as a 2 year associate degree followed by a 2 year Degree, although certain aspects of their curriculum content have been considered.

    Nigeria:
    Nigeria offers diagnostic radiography qualifications which range from certificates to professional degrees as well as post learner courses. The University of Nigeria, Enugu campus, offers a five year Bachelor of Science degree in Medical Radiography. This is a full-time course offered in three stages. The first year of study is the preliminary stage and focuses on biological and physical sciences. The second year of study is the pre-clinical stage and focuses on patient care and general hospital practice. Learners are exposed to clinical training from the third to the fifth year of study. This last stage incorporates the clinical and professional training. All modules offered for this degree are compulsory except the Principles of Management and Histology/Histopathology (practical) modules. To be awarded the Degree, the learner must pass all modules.

    The curriculum at under-learner level covers mainly diagnostic radiography, with an introduction to medical ultrasound, radiotherapy, nuclear medicine and computed tomography. This scope is similar to the way diagnostic radiography will be offered at the institution except that computed tomography will be incorporated into the qualification and will not be taught as an additional course. Advances in computed tomography will be included in the qualification. An introduction to ultrasound, therapy and nuclear medicine will also be included, but only as a means of introducing learners to the concept of multidisciplinary imaging.

    Even though the Nigerian qualification does not specify which modules form part of the fundamental, core or electives, the distribution compares well with what has been included in the BHSc in Diagnostic Radiography, since they are both full time qualifications, learners need to pass all modules to be awarded a degree and clinical training/workplace learning is compulsory. The qualification will also include a research component at under-learner level. The major difference is the duration of qualification study periods, timing of learner exposure to the clinical environment and the modules offered in the first year of study. The completion of the research project is compulsory, making both qualifications comparable, after which the successful learner may proceed to the Master's Degree.

    Learners of the Nigerian qualification register with the Radiographers Registration Board of Nigeria. The board participates in the development of the radiography curricula as offered by the various education institutions in Nigeria. This is similar to the South African situation where qualifications are developed through the participation of the higher education institutions and members of the Professional Board for Radiography and Clinical Technology under the HPCSA. In SA all learners must register with the HPCSA in order to train. Other institutions in Nigeria offer courses which may be at a level lower than that of the professional degrees mentioned above.

    Post learner certificate courses are offered by the Institute of Radiography of Nigeria. The examinations for these certificate courses are conducted by the Institute of Radiography in conjunction with the Association of Radiographers of Nigeria. The modules are registered with the Radiography Board of Nigeria. This compares well with the electives that will be offered in the BHSc in Diagnostic Radiography, however these electives will be included at undergraduate level, but may also be offered as postgraduate short courses to qualified radiographers.

    Kenya:
    Kenya is a developing African country which offers radiography qualifications. The Jomo Kenyata University of Agriculture and Technology (JKUAT) in Kenya offer a 4-year Bachelor of Radiography which is an integrated academic and clinical qualification. The clinical component requires that learners to rotate through a hospital radiology department as well as in collaborating radiology diagnostic facilities. In the clinical setting learners apply theory to practice under the supervision of experienced radiographers and attendance for the clinical practice is compulsory. This is similar to the qualification which will also be a 4 year degree with a compulsory clinical component. In their final year, the JKUAT learners complete a research project - this is also offered in the qualification.

    On successful completion of this degree the learners register as diagnostic radiographers and become members of the Society of Radiography in Kenya.

    Australia:
    Australia offers a four year Bachelor of Science (Medical Imaging) Degree at the Curtin University of Technology, Perth. This degree is similar to the qualification designed as both are full time and the learner must pass all modules in order to pass the qualification. The difference lies in the qualification content. The qualification offered at the Curtin University of Technology has a major mathematical content, offered in first and fourth years of study. From the qualification information, there is no evidence of learners being introduced to research principles, however, the Curtin University offers an honours qualification which allows successful learners the opportunity to study research methodology in one of the three speciality areas, namely; Ultrasound, Nuclear Medicine or Diagnostic Radiography.

    Learners thus only do research if they extend their study qualification from four to five years. Extensive clinical training is done in the third and fourth year of study, whereas in this qualification clinical training will commence in the first year and continue across all levels. The learners who successfully complete the study for the Bachelor of Science (Medical Imaging) in Australia are awarded a professional status through the registration with the Australian Institute of Radiography as happens with learners who complete this qualification; they will be eligible to register with the HPCSA.

    Monash University in Queensland, Australia, offers a 4-year, full time Bachelor of Radiography and Medical Imaging at level 7 of the Australian Qualifications Framework. The qualification is accredited by the Australian Institute for Radiography. The qualification content includes general radiography, digital vascular imaging, computed tomography, general ultrasound and magnetic resonance imaging with a strong emphasis on clinical competence. Research is included in the curriculum and learners are required to complete a research project in the fourth year. Compulsory clinical placements begin in the first semester of the first year. Learners are required to register with the Medical Radiation Practitioner Board of Australia after qualifying.

    The BHSc in Diagnostic Radiography aligns well with the above qualifications except for the inclusion of ultrasound in the curriculum. The institution will offer a separate Degree in Ultrasound and will not be included this in the diagnostic qualification. The qualification will also place great emphasis on the clinical placements which also begin in the early stages of the first year. Research projects will be included in the fourth year of the qualification. Learners are also required to register with a statutory body - the HPCSA, which has already approved the qualification in principle and will accredit it.

    Scotland:
    The Queen Margaret University in Edinburgh, Scotland, offers a four year Bachelor of Science (Honours) Diagnostic Radiography that shares a common first year with the therapeutic radiography learners. The first year is mostly content based with an introduction to clinical practice. This is similar to this qualification where some modules (not all) will be shared across different categories. In the fourth year the Edinburgh qualification includes research and a research project, as with this qualification. After graduating learners from Edinburgh register with the Health and Care Professions Council - the same applies to the South African learners who register with the HPCSA.

    Conclusion:
    Most of the African countries not mentioned above offer two to three year qualifications. These countries do not have their own examining or accreditation bodies. Most of the qualifications offered are either accredited by the United Kingdom or American organisations. Since Nigeria, Kenya, Australia and Scotland are countries that are considered to be well established, have their own regulatory authorities and offer 4-year undergraduate Degree, they were selected as good examples for comparison with the South African BHSc in Diagnostic Radiography. The Degree has been compared to the radiography qualifications that have been approved and accredited by the professional bodies in the countries already discussed therefore it complies with international standards. All qualifications allow professional registration after qualifying; all include clinical practice as part of the qualification at the beginning of the first year; all include research and a research project in the final year. This qualification however, appears to be unique in that it will offer General Education modules throughout the 4 years of training. This will address the needs of South African Department of Health and the community of KZN where good citizenship and leadership qualities are needed, therefore it is nationally relevant. 

    ARTICULATION OPTIONS 
    This qualification will allow 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 Nuclear Medicine, NQF Level 8.
  • Bachelor of Health Sciences in Radiation therapy and Oncology, NQF Level 8.

    Vertical articulation can occur with the:
  • Master of Health Sciences in Diagnostic 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 


    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.