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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION THAT HAS PASSED THE END DATE: 

Diploma in Emergency Medical Care 
SAQA QUAL ID QUALIFICATION TITLE
94869  Diploma in Emergency Medical Care 
ORIGINATOR
Mediclinic (Pty) Ltd - Corporate Office 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Diploma (Min 240)  Field 09 - Health Sciences and Social Services  Curative Health 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  240  Not Applicable  NQF Level 06  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Passed the End Date -
Status was "Reregistered" 		 SAQA 10105/14  2015-07-01  2017-11-15 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2018-11-15   2022-11-15  

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.  

This qualification is replaced by: 
Qual ID Qualification Title Pre-2009 NQF Level NQF Level Min Credits Replacement Status
101857  Diploma in Emergency Medical Care  Not Applicable  NQF Level 06  240  Complete 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:
This qualification is an entry-level qualification and recognises the key competences required of Emergency Care Technicians (ECT) who are able to work independently in a variety of contexts. This qualification will be particularly useful for:
  • Individuals wishing to enter the profession.
  • Existing basic ambulance assistants.
  • Existing ambulance emergency assistants.
  • Existing operational emergency care orderlies.

    Holders of this qualification will operate mainly in and around the ambulance, within wide ranging contexts, including rural, urban, military, coastal, corporate, mass gatherings, homes and workplaces. In general, the ECT will provide an independent service within the pre-hospital context.

    Rationale:
    This qualification is designed to produce a mid-level worker who will provide emergency care services primarily within South Africa, in contexts that range from rural, disadvantaged communities to sophisticated, highly technological urban areas. In addition, this qualification aims to produce a competent mid-level worker who will take cognisance of South African history and be able to adapt to the unique circumstances of a changing South Africa with emphasis on equity in health care and reduction of burden of disease.

    The qualification defines the competences needed by the Emergency Care Technician (ECT). The qualification provides the necessary foundational knowledge, skills and insights needed to form a platform for further study in the field of Emergency Care. The qualification is thus designed to enable learners to pursue further personal and professional development and to promote life-long learning.

    This qualification is of benefit to the emergency care profession as it:
  • Provides a consistent and coherent foundation for practice at an entry level and progression within the profession in the context of a National Qualifications Framework.
  • Provides a means for the critical function of formal certification and registration within the profession, thus ensuring society is served by competent Emergency Care Technicians.
  • Helps to legitimise this level of practice in particular, as well as the profession as a whole.
  • Will lead to a reduction in the burden on other health structures and practitioners.
  • Will lead to a reduction in the number of disciplinary occurrences that take place due to inadequate or inappropriate training.
    In addition, employers of Emergency Care Technicians will benefit through enhanced efficiency, effectiveness and productivity (e.g. reduced accidents).

    The key benefits to society are:
  • Patients are served by competent Emergency Care Technicians, thus increasing their chances of survival and recovery. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    This qualification may be achieved in part through RPL. RPL will comply with the current regulations of the relevant statutory health council and SAQA for the specific qualification.

    Entry Requirements:
    Learners are required to have the following in place in order to be considered for admission:
  • National Senior Certificate.
  • Higher Certificate.
  • National Certificate (Vocational) at NQF Level 4.
  • Advanced Certificate in a cognate field. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consist of modules at NQF Level 5 and 6 totalling 240 Credits.

    NQF Level 5 Modules:
  • HIV and AIDS Awareness, 6 Credits.
  • Personal Health and Wellness, 10 Credits.
  • Anatomy, 20 Credits.
  • EMS Systems, 4 Credits.
  • Physiology, 20 Credits.
  • Physics, 5 Credits.
  • Chemistry, 5 Credits.
  • Emergency Medical Care 2 Practical, 36 Credits.

    NQF Level 6 Modules:
  • Communications, 10 Credits.
  • Law and Ethics, 10 Credits.
  • Microbiology and Pathology, 6 Credits.
  • Emergency Medical Care 1 Theory, 14 Credits.
  • Emergency Medical Care 1 Practical, 10 Credits.
  • Pharmacology, 14 Credits.
  • Emergency Medical Care 2 Theory, 46 Credits.

    Electives Modules (Select one module):
  • Medical Rescue, NQF Level 6, 24 Credits.
  • Critical Care Transport, NQF Level 6, 24 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Communicate with patients, colleagues and other services through oral, written and electronic media.
    2. Promote holistic health awareness, including HIV and AIDs in self and among others.
    3. Demonstrate understanding of the structure and function of Emergency Medical Service (EMS) systems in South Africa and how the EMS relates to the broader health care structures within the country.
    4. Demonstrate an understanding of and apply the principles of medical ethics, professional behaviour and the legal framework to the context within which the emergency care provider operates.
    5. Maintain personal health, wellness and safety.
    6. Demonstrate knowledge and understanding of clinical gross human anatomy.
    7. Demonstrate understanding of fundamental human physiology and bioprocesses.
    8. Demonstrate understanding of fundamental integrated sciences underpinning emergency care.
    9. Provide clinical emergency care independently within an EMS environment. Possible hazards within the emergency service environment are identified in terms of their sources, impact and means for preventing or minimising their negative impact. Scene hazard control is carried out in line with established procedures.
    10. Perform clinical assessment and clinical decision making, and provide treatment for minor injuries and minor ailments in specific controlled circumstances.
    11. Carry out operational routines within an EMS environment.
    12. Perform medical rescue in selected contexts or The science of fire behaviour is described in terms of its impact on rescues and the applications of principles of fire safety.
    13. Provide support in specialised transport of patients. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Communication with patients, colleagues and other services is effective, clear, direct, and accurate, with appropriate use of correct media is demonstrated.
  • Consistent terminology with profession is used.
  • Responses to individuals showing a clear understanding of issues under discussion in one-on-one or group situations is demonstrated.
  • Own understanding during discussions is clarified and further developed and opportunity during interactions for the clarification of one another's understanding is provided.
  • Information is accessed, processed, re-organised, and synthesised.
  • Report writing and administration is comprehensive, comprehensible, accurate, relevant, up to date and compliant with organisational requirements is done.
  • Language conventions, textual features and style of recording are appropriate for specific workplace purposes are demonstrated.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • The differences between HIV and AIDS, and Sexually Transmitted Diseases (STDs) in terms of risks and consequences for people are outlined.
  • Ways in which HIV, and STDs, can be transmitted including common myths and misconceptions are described.
  • The severity of the HIV/AIDS pandemic to South Africa in terms of the impact on population characteristics and potential consequences for the emergency care services are described.
  • The severity of the HIV/AIDS pandemic in South Africa in terms of comparative infection rates and government action in neighbouring countries and the rest of the world are described.
  • National and local sources of information and education programmes on HIV/AIDS are identified.
  • Ways in which a colleague with HIV/AIDS may be assisted to deal with their condition in terms of occupational guidelines and practice are described.
  • HIV/AIDS education, counselling and/or support services for the emergency medical services are identified.
  • Information about HIV and AIDS is provided to HIV infected or AIDS affected people in a manner that is appropriate and sensitive to the needs of the individual, while helping to increase support and decrease discrimination and stigma against people with HIV/AIDS.
  • Information shared is consistent with national policies and guidelines on HIV/AIDS.
  • The need to protect the rights to privacy of information regarding HIV/AIDS status in terms of potential consequences for the individual and their family is described.
  • Ways in which the individual with HIV/AIDS may be assisted to deal with their condition in terms of positive personal actions and behaviours are described.
  • The different treatment care and support options with empathy and confidentiality are identified and shared.
  • National and local support and counselling groups in terms of contact details and the nature of assistance offered in each identified group are identified.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • The EMS in terms of structure, role and function, both public and private, within the South African context are described.
  • The interdependence and interrelationships occurring between EMS and other Allied Health Care structures is explained.
  • The role of the health care team in terms of key responsibilities of each role and the relationships between each role is explained.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Empathy and unconditional positive regard for the patient and others during interaction is displayed.
  • Individual and group interactions are appropriately and effectively conducted.
  • Interactions with patients and others are sensitive to ethnic, cultural, linguistic, and religious and gender diversity. Communication modalities and styles to meet individual patient needs are adapted.
  • Language barriers are appropriately, identified and addressed where possible interpreters are used.
  • Ethical principles of beneficence, autonomy and justice, truth telling, promise keeping and confidentiality in all contexts are applied.
  • All clinical interactions and related practices in line with the provisions and rules of the codes of ethics of the HPCSA and professional associations are followed.
  • Confidentiality is maintained in line with medical ethical practices.
  • The need to override the principle of confidentiality when superseded by legal authority is according to accepted protocols explained and applied.
  • Consultation with and referral to the health care team when necessary and appropriate is carried out.
  • Explanations of the legal framework within which an emergency service provider and/or practitioner operates are provided.
  • Explanations of the medical legal implications and importance of accurate record keeping are provided.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • The need for mental wellness on the part of the emergency care provider highlighting its role and importance, with particular reference to the impact on job effectiveness is explained.
  • Methods for obtaining and maintaining operational fitness in terms of lifestyle, diet and exercise techniques, highlighting the impact on self and job effectiveness are identified and described.
  • The physical demands of emergency care in terms of bio-kinetic principles, with particular reference to techniques for lifting and carrying heavy objects are described.
  • Techniques to manage own stress and stressful situations are identified and applied.
  • Personal stress disorders and stress factors based on an accurate reading of symptoms and patterns are identified and managed.
  • Methods for maintaining personal safety through appropriate risk assessment, scene assessment, decision making and option taking are identified and demonstrated.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • The thorax in terms of its composition, general form, spatial orientation, structures and position of the cavities is explained.
  • Explanations of the normal abdominal anatomy are provided.
  • The pelvis in terms of its structure and contents, with particular attention to gender is explained.
  • The structures of the lower extremity and upper extremity in terms of composition and relative position are explained.
  • The structures of the head and neck in terms of composition and relative position are explained.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • The organisation of the body with respect to the cellular physiology, the tissue physiology, the major systems, homeostasis and feedback is explained.
  • The human body in terms of the principles of support and movement is explained.
  • The control systems of the body in terms of the nervous and endocrine components are explained.
  • The special senses in terms of function are explained.
  • The following systems in terms of structure and function are explained:
    > The nervous system.
    > The cardiovascular system.
    > The lymphatic system and immunity.
    > The respiratory system.
    > The digestive system.
    > The reproductive system.
    > The integumentary system.
    > The muscular-skeletal system.
    > The urinary system.
  • The fluid, electrolyte and acid-base dynamics with reference to impact on human physiology are explained.

    Associated Assessment Criteria for Exit Level Outcome 8:
  • The following key principles of chemistry in emergency medical care contexts are explained and applied:
    > Foundational chemistry (matter, atomic structure and chemical bonding).
    > Chemical equations and reactions.
    > Acids, bases and salts.
    > Radioactivity.
    > Properties of specific gases.
    > Water and solutions.
    > Organic chemistry.
    > Biochemistry.
  • The following key principles of physics in emergency medical care contexts are explained and applied to:
    > Basic measurement.
    > Mechanics.
    > Fluids.
    > Heat.
    > Electricity and magnetism.
  • The following key principles of microbiology in emergency medical care contexts in general, with particular reference to communicable diseases and infection control are explained and applied:
    > Gross Classification System of applicable micro-organisms.
    > Modes of transmission.
    > Applied basic hygiene and protective measures.
    > How micro-organisms are destroyed.
    > Infection control measures, including basic elements of Epidemiology.
    > Identify related health status indicators.
    > Utilise outbreak trip wires appropriately.
    > Interpret incidents in context.
    > Incidents and prevalence reporting.
    > Contribute to data gathering.
  • Methods for dealing with medical waste, disinfection procedures and infection control are demonstrated and or explained.
  • The pathogenesis of disease in relation to the anatomy and physiology of the applicable systems is described.
  • Problem-based scenarios based on integration of anatomy, physiology and pathology are interpreted.
  • Principles of pharmacology as applied to the emergency care context in terms of the following are described:
    > Mechanisms of drug action.
    > Pharmacokinetics.
    > Routes of drug administration.
    > Drug interactions and adverse drug reactions.
  • Drugs used within the scope of practice of the ECT in terms of class, schedule, trade name, generic name, mechanism of action, indications, contra-indications, precautions, side effects, packaging, dosage and administration and route of administration are described.

    Associated Assessment Criteria for Exit Level Outcome 9:
  • Strategies for dealing with bystanders and crowds are implemented.
  • Patients in a pre-hospital emergency context consistent with the scope of practice of an Emergency Care Technician are assessed and managed.
  • Acute life-threatening medical and/or trauma related disorders based on an applied understanding of the basic pathophysiologies behind common medical and trauma related disorders are detected.
  • Decisions on treatment are based on and validated by history taking and appropriate patient assessment. The need for a higher level of clinical competencies is correctly identified.
  • Emergency care equipment related to the care of ill or injured patients in terms of function, storage, maintenance and use is explained.
  • Basic life support interventions and emergency care for adults, children and neonates in line with accepted life support theory and principles and the acceptable code of practise and protocols as defined by the Professional Board for Emergency Care Practitioners (PBECP).
  • Infection control is executed in line with organisational requirements are explained and applied.
  • Integrated patient care in simulated patient scenarios is demonstrated.
  • The assessment and treatment of adult patients within the scope of practice of the Emergency Care Technician with reference to the various body systems are explained and demonstrated.
  • The anatomical and physiological differences between adults and children consistent with prevailing theories are described.
  • The anatomical and physiological adaptations to pregnancy in line with prevailing theories are explained.
  • The pathophysiology of disease processes in terms of obstetrics and paediatric patients are explained.
  • The assessment and treatment of obstetrics and paediatric patients within the scope of practice of the Emergency Care Technician with reference to normal vaginal delivery, complicated deliveries and paediatric emergencies are explained and demonstrated.
  • The assessment and treatment in environmental emergencies within the scope of practice of the Emergency Care Technician are recognised and explained.
  • Patient hand over to other services in line with local protocols and procedures is carried out.
  • Accurate details of the patient information and treatment are provided.

    Associated Assessment Criteria for Exit Level Outcome 10:
  • Assessment that is consistent with principles of medical history taking is carried out.
  • Assessments in accordance with accepted medical principles of physical examination are carried out.
  • Transportation to the appropriate care centre, only as and when necessary as supported by the clinical assessment is provided.

    Associated Assessment Criteria for Exit Level Outcome 11:
  • Emergency vehicles are identified according to specific tasks within the emergency care environment.
  • The emergency vehicle is set up ergonomically and maintained in a state of constant readiness.
  • Vehicle problems are identified and reported according to local operational procedures.
  • Emergency equipment with required regularity is checked and in a clean, disinfected and ready state at all times as per local procedures is maintained. Emergency equipment in terms of indications, contra-indications, precautions, complications, use and, where applicable, assembly is identified and described.
  • Vehicles with due respect for other road users and in compliance with the Road Traffic Act and prevailing road conditions are operated. The vehicle under high speed conditions, with effective use of warning devices and with due respect and safety for other road users are controlled.
  • The correct procedures relating to registration, modification and marking of emergency service vehicles as per given regulations is explained.
  • The relevant legislation as it relates to emergency vehicles responding to incidents, and transporting patients and or pressure cylinders is described.
  • Navigation effectively using appropriate navigational tools is carried out.
  • Procedures to be followed should a vehicle become involved in an accident in line with relevant legislation are explained and or demonstrated.
  • Communication devices according to established protocols to ensure effective communication are used.
  • A variety of communication devices to identify their fundamental components, principles of operation, advantages and disadvantages are compared.

    Associated Assessment Criteria for Exit Level Outcome 12:
  • Correct personal protective equipment in line with standard operating procedures is used.
  • Methods of fire extinguishment with appropriate reference to the following are described and demonstrated:
    > Classes of fire.
    > Extinguisher markings.
    > Extinguisher types.
    > Water supply and hoses.
    > Basic fire tactics.
  • Possible hazardous materials and situations in terms of their potential impact and methods to avoid or minimize their harmful effect are identified and described.
  • Self-contained breathing apparatus in line with standard operating procedures is used.
  • Search and rescue operations in line with established procedures and maximize the potential for affecting a safe rescue of patients are carried out.
  • Vehicle collisions and extrication principles of physics are described.
  • Descriptions of structural and damage characteristics of different types of motor vehicles are provided.
  • Vehicles in various positions as per established procedures are stabilised.
  • Safety zones using scene security barriers, patient protection and personal protective equipment in line with standard operating procedures are established.
  • Appropriate tools and techniques to create access and egress openings to extricate an entrapped patient are used.
  • Entrapped patients in accordance with standard procedures are stabilised, removed and packaged.
  • Effective communication and operational working components of a rope rescue system with reference to the following are described and demonstrated:
    > Working and belay lines.
    > Static and dynamic rope.
    > Equipment care and safety.
    > Uses and performance specification of knots.
    > Anchor points.
    > Belaying techniques.
    > Ascent/descent techniques.
    > Stretcher lowering and raising techniques.
    > Principles of mechanical advantage.
    > Friction and abrasion and the role they play in rope rescue.
    > Patient packaging and removal.
  • Rescue operations using rope rescue techniques and equipment appropriate to the situation are carried out.

    Associated Assessment Criteria for Exit Level Outcome 13:
  • Patient history is taken and handover from a referring health worker is affected according to organisational procedures. This includes a routine examination of the patient and obtaining vital signs.
  • Preparation of the patient for transportation with due regard for mode of transportation is carried out.
  • Standard transport equipment in terms of what it is used for, when to use it and basic operation is identified.
  • Hospital bed to stretcher transfers using appropriate ergonomic procedures and techniques are carried out.
  • The following terms can be described:
    > Commonly used chronic medication and intensive care infusions.
    > Transport incubators, ventilators, infusion devices.
    > External pacing devices.
    > Care of central venous pressure and central intravenous lines.
    > Care of arterial lines.
    > Care of blood infusions.
    > Care of endotracheal tubes.
    > Care of intercostals drains.
    > Care of NG tubes.
    > Care of tracheostomy tubes.
    > Care of urine catheter.
    > Care for specialised life support devices.
  • Hydration and nutritional status of the patient in line with specified requirements is maintained.
  • Ventilation and temperature control in line with the patient's needs is maintained.
  • Calculations of vehicle fuel consumption and oxygen and fluid requirements to ensure they are sufficient for the duration of the transfer are carried out.
  • Basic nursing procedures for the duration of the transfer, including turning, cleaning, emptying catheter bag and prevention of pressure sores are maintained.
  • Patient handover to receiving facility, filing and record keeping in line with organisational procedures and requirements are carried out.
  • The aviation environment in terms of atmospheriology is described.
  • The gas laws in terms of their importance with respect to aero-medical evacuation are described.
  • Influences from the aero-medical environment in terms of their effect on equipment and procedures are described.
  • Aero-medical transportation considerations with reference to the following factors are described:
    > Temperature variations.
    > Humidity.
    > Noise.
    > Vibration.
    > Turbulence.
    > Acceleration/deceleration.
    > Lighting.
  • Spatial disorientation, as it affects pilots, in terms of causes, effects, methods for prevention and corrective actions is described.
  • Types of aircraft used for aero-medical transportation in terms of general characteristics, aircraft safety and landing zone requirements, basic survival; primary and secondary considerations, emergency procedures, and loading and unloading of patients are described.
  • The procedures for air evacuation of patients in line with air evacuation principles and criteria are described and applied.

    Integrated Assessment:

    Integrated assessment comprises formative and summative assessment. It will include cognitive, psychomotor and affective aspects.

    Formative assessment may be given by means of:
  • Case presentations.
  • Clinical simulations.
  • Workbooks/portfolio of evidence.
  • Tests (written and electronically).
  • Oral presentations.
  • Clinical assessments.

    Summative evaluation may be made by means of:
  • Portfolios.
  • Written and oral examinations.
  • Clinical examination. 
    		•

    INTERNATIONAL COMPARABILITY 
    Comparison with United States qualifications:

    This qualification was compared against the United States qualifications for an EMT-Paramedic which are established by United States Department of Transportation National Highway Traffic Safety Administration.

    The USA has been a world leader in establishing EMT standards since The National Highway Traffic Safety Administration (NHTSA) assumed responsibility for the development of training courses that are responsive to the standards established by the Highway Safety Act of 1966 (amended). These training courses are designed to provide national guidelines for training. NHTSA's intention is that they be of the highest quality and be maintained in a current and up-to-date status from the point of view of both technical content and instructional strategy. The EMT-Paramedic: National Standard Curriculum represents the highest level of education in EMS pre-hospital training.

    The US EMT-Paramedic certificate course typically is a 1000 - 1200 hour course. Learners follow the one-year paramedic qualification, which consists of classroom instruction, clinical, field, and skills training. Successful completion of the program prepares students to take the National Registry EMT-P certification examination.

    Several vocational, technical, and Junior colleges offer a 2 year Associate's of Applied Science Degree, Emergency Management Services (AAS, EMS) requiring approximately 70-75 semester hours of study. These qualifications prepare learners for certification as a paramedic and further provide them with the background to manage and supervise emergency medical first responder units in support of fire departments, ambulance companies and other first responder agencies.
    In addition to EMT courses learners also take modules such as:
  • English Composition.
  • Modern College Mathematics or Introduction to College Algebra and Trigonometry.
  • Principles of Ethics.
  • On Being a Supervisor.
  • Anatomy and Physiology for Paramedics.
  • Computing Concepts and Applications.
  • Introduction to Human Communication.
  • Managing the Emergency Medical Service Paramedic.
  • Fire Education and Public Relations.

    A limited number of colleges offer a 4 year Bachelor of Science in Emergency Medical Services (BSEMS). The Bachelor's Degree requires 128 semester hours of course work consisting of liberal arts core courses as well as 51 hours of paramedic course work. Learners going for the BSEMS will focus on concentration areas such as Emergency Medical Services Administration, Emergency Medical Services education, or Upper level EMS Clinical Courses during their third and fourth year of school. Many learners in the clinical concentration use these classes as pre-med classes.

    Conclusion:
    The South African National Certificate in Emergency Care Fundamental, Core, and Elective required courses are very similar to a 2 and 4 year qualification in the USA. Educational institutions offering an EMT-P certificate in the USA must adhere to the United States Department of Transportation National Highway Traffic Safety Administration standards and objectives. The assessment criteria for the different Exit Level Outcomes are very similar to the objectives stated in the USA's National Curriculum for EMT-P programs.

    The United States Department of Transportation National Highway Traffic Safety Administration states that a paramedic qualification should consist of four components of instruction: didactic instruction, skills laboratory, clinical education, and field internship. The first three typically occur concurrently, and the field internship serves as a verification that the learner is serving as a competent, entry level practitioner. The South African qualification has the same components as the USA's National Curriculum for EMT-P programmes as follows:

    Preparatory:
  • EMS Systems/The Roles and Responsibilities of the Paramedic.
  • The Well-Being of the Paramedic.
  • Illness and Injury Prevention.
  • Medical/Legal Issues.
  • Ethics.
  • General Principles of Pathophysiology.
  • Pharmacology.
  • Venous Access and Medication Administration.
  • Therapeutic Communications.
  • Life Span Development.

    Airway management and ventilation medical:
  • Pulmonary, Cardiology.
  • Neurology, Endocrinology.
  • Allergies and Anaphylaxis.
  • Gastroenterology, Renal/Urology.
  • Toxicology, Hematology.
  • Environmental Conditions.
  • Infectious and Communicable Diseases.
  • Behavioural and Psychiatric Disorders.
  • Gynaecology, Obstetrics.

    Patient assessment:
  • History Taking.
  • Techniques of Physical Examination.
  • Patient Assessment.
  • Clinical Decision Making.
  • Communications and Documentation.

    Trauma:
  • Trauma Systems/Mechanism of Injury.
  • Hemorrhage and Shock, Burns.
  • Soft Tissue Trauma.
  • Head and Facial Trauma, Spinal Trauma.
  • Thoracic Trauma, Abdominal Trauma.
  • Musculoskeletal Trauma.

    Special considerations:
  • Neonatology, Paediatrics.
  • Geriatrics.
  • Abuse and Assault.
  • Patients with Special Challenges.
  • Acute Interventions for the Chronic Care Patient.

    Assessment based management:

    Operations:
  • Ambulance Operations.
  • Medical Incident Command.
  • Rescue Awareness and Operations.
  • Hazardous Materials Incidents.
  • Crime Scene Awareness.


    Clinical/field requirements:

    Objectives for the USA's National Curriculum: EMT-P programmes are available.

    In the United States, EMT-P certificate, associate, and bachelor degree learners are not required to study "how to provide emergency care within a military environment". However this is an elective within the South African qualification and training is provided specifically by the military to military personnel.

    EMT training in a country similar in socio-economy to South Africa:

    Senegal has no on-going EMT-P training programme remotely close to the South African qualification. Medical training for ambulance personnel is similar to EMT-B standards but there are no national standards for training throughout the country. Individuals in communities away from the major cities such as Dakar receive very little training.

    The United Arab Emirates has a limited number of medics trained to EMT-P standards but this training was received primarily outside the country. Different governmental agencies contract with companies from different countries such as the USA, Germany, Canada, UK, Australia, and Saudi Arabia to come in to conduct training. Each contractor brings in standards from his country. There are no national level standards for paramedic training in the country. Additionally, there are no standards for maintaining medical competency or life time development. 
    		•

    ARTICULATION OPTIONS 
    The qualification offers articulation possibilities with different levels (both horizontal and vertical).

    Horizontal Articulation:
  • Advanced Certificate in Medical Rescue Technology.

    Vertical Articulation:
  • Advanced Diploma in Trauma and Emergency Nursing.
  • Bachelor of Medical Clinical Practice. 
    		•

    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: 
    When qualifications are replaced, some of their learning programmes are moved to being recorded against the replacement qualifications. If a learning programme appears to be missing from here, please check the replacement.
     
    NONE 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS QUALIFICATION: 
    This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.
     
    1. Mediclinic (Pty) Ltd - Bellville 
    2. Mediclinic (Pty) Ltd - Corporate Office 


    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.