SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION:

Master of Nursing

SAQA QUAL ID	QUALIFICATION TITLE
97011	Master of Nursing
ORIGINATOR
Cape Peninsula 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
Master's Degree	Field 09 - Health Sciences and Social Services		Curative Health
ABET BAND	MINIMUM CREDITS	PRE-2009 NQF LEVEL	NQF LEVEL	QUAL CLASS
Undefined	180	Not Applicable	NQF Level 09	Regular-Provider-ELOAC
REGISTRATION STATUS		SAQA DECISION NUMBER	REGISTRATION START DATE	REGISTRATION END DATE
Registered		EXCO 0733/25	2024-06-30	2027-06-30
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2027-06-30		2029-06-30

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

This qualification replaces:

Qual ID	Qualification Title	Pre-2009 NQF Level	NQF Level	Min Credits	Replacement Status
78764	Master of Technology: Nursing	Level 8 and above	NQF Level 09	120	Complete

PURPOSE AND RATIONALE OF THE QUALIFICATION

Purpose:
The qualification serves multiple strategic purpose in advancing healthcare delivery and professional nursing practice. In the national context, it addresses critical healthcare system needs by developing advanced practitioners capable of providing high-quality, specialised care, particularly in underserved areas and complex healthcare settings. The qualification contributes to achieving national health objectives by preparing nurses who can lead healthcare quality improvements, implement evidence-based practices and contribute to health policy development.

In the professional context, the qualification elevates nursing practice by developing practitioners with advanced clinical expertise, leadership capabilities and research competencies. It strengthens the nursing profession's academic foundation, supports the development of nursing science and enhances nursing's contribution to healthcare decision-making and policy formation. The qualification also helps establish clear professional development pathways and standards for advanced nursing practice. In the career context, it provides nurses with opportunities for professional advancement into specialised clinical roles, leadership positions, educational roles and research activities. The qualification enables practitioners to take on increased responsibilities, practice with greater autonomy and contribute to healthcare system improvements. It creates pathways for nurses to advance into roles such as Advanced Practice Nurses, Clinical Nurse Specialists, Nurse Educators and Health care managers, thereby supporting both individual career development and healthcare system needs.

Qualifying learners with this qualification will address the healthcare sector's need for advanced practitioners by demonstrating comprehensive knowledge and capabilities in specialised clinical practice, leadership and healthcare improvement. These practitioners will demonstrate leadership competencies in healthcare service management, quality improvement and interprofessional collaboration. They will show proficiency in applying research methodologies, evaluating healthcare outcomes and contributing to nursing knowledge development. Graduates will be equipped to lead healthcare innovations, develop and implement healthcare policies and contribute to nursing education and professional development. The Master of Nursing qualification's exit level outcomes directly align with its core purpose of advancing healthcare delivery and professional nursing practice. Graduates demonstrate advanced expertise in specialised areas, showing proficiency in complex patient assessment, diagnosis and autonomous care delivery. Their leadership capabilities enable them to drive healthcare quality improvements, manage resources effectively and implement organisational change. Through research competencies, they contribute to nursing knowledge development and evidence-based practice implementation. Their educational expertise supports professional development and nursing education advancement.

The qualification aims to develop graduates who exhibit a comprehensive integration of advance nursing knowledge, professional leadership and innovative practice capabilities. These practitioners will demonstrate critical attributes including advanced clinical expertise, autonomous decision-making abilities and sophisticated leadership skills. Graduates will be distinguished by their capacity for evidence-based practice, research competency and ability to drive healthcare improvements. Their professional attributes will encompass strategic thinking, ethical practice, and commitment to healthcare excellence. As change agents in the healthcare system, these graduates will possess the attributes of lifelong learning, adaptability, and professional resilience. Through these distinctive qualities, Master of Nursing graduates will be uniquely positioned to advance healthcare delivery and contribute to the evolution of nursing practice in increasingly complex healthcare environments.

Rationale:
The establishment of masters-level nursing qualifications stemmed from critical developments in healthcare delivery and professional demands. Growing healthcare complexity, particularly with aging populations and chronic conditions, revealed limitations in traditional nursing education that primarily focused on basic patient care. Experienced nurses needed structured pathways for career advancement in clinical specialities, education and research. The evolution of nurse-led services, combined with the requirement for qualified nursing faculty and researchers to advance nursing science, made it evident that a higher level of academic preparation was essential. The master's qualification emerged as the solution to bridge these gaps, preparing nurses for advanced practice roles while contributing to healthcare policy development and addressing the needs for underserved populations.

The qualification directly addresses critical needs within the healthcare sector through a comprehensive approach. In clinical practice, it equips nurses with advanced assessment skills and specialised expertise necessary for complex patient care and independent practice. The qualification meets leadership demands by preparing nurses for senior management roles, policy development and quality improvement initiatives. It fulfils educational sector requirements by creating qualified faculty and researchers capable of advancing nursing knowledge and implementing evidence-based practices. This multifaceted preparation ensures graduates can effectively contribute to healthcare quality improvement while meeting the evolving demands of modern healthcare delivery.

This need for this qualification is acknowledged by the National Department of Health (DOH) and the South African Nursing Council (SANC). Consultations were held with the SANC and industry partners for the development of the Master of Nursing programme at CPUT. The programme has been designed and tailor made to industry needs making the qualification relevant and responsive.

Master of Nursing programmes typically attract a diverse range of experienced nurses, usually with 2-5 years of clinical practice. These learners include clinical nurse specialists seeking advanced qualifications, nurse managers pursuing leadership positions, healthcare educators aiming to enhance their teaching credentials and practitioners transitioning to advanced practice roles. Upon qualification, these professionals operate across various healthcare sectors, taking roles such as clinical nurse specialists, nurse practitioners and advanced practice nurses in direct patient care settings. In leadership and management, they serve as healthcare unit managers, nursing directors and quality improvement coordinators. The education sector benefits from their expertise as nursing faculty, clinical educators and research nurses. Additionally, they contribute to broader healthcare system improvements through roles in public health, community health leadership, healthcare consultation and clinical governance. This wide scope of professional activity reflects the programmes comprehensive preparation for advanced nursing practice, leadership, education and healthcare system development.

The qualification resides within a structured professional advancement pathway that builds on foundational nursing education and practice. The learning pathway begins with a Bachelor's Degree in Nursing followed by mandatory professional registration and clinical experience (2 years minimum). This foundational phase ensures clinical competence and professional maturity before advancing to Masters-level study. The Master's programme represents and intermediate to advanced stage in the academic progression, positioned between undergraduate studies and doctoral education (PhD). It serves as either a terminal degree for advanced clinical practice and leadership roles or a steppingstone to doctoral studies for those pursuing academic or research careers. The qualification aligns with professional regulatory requirements and provides opportunities for continuing professional development through post-master's certificates and specialised training programmes.

The qualification delivers substantial benefits across three key dimensions - learner development, societal advancement and economic contribution. At the individual level, learners gain advanced clinical expertise, enhanced decision-making capabilities and increased professional autonomy, leading to career advancement opportunities and higher earning potential. They develop leadership skills, research competencies and specialised knowledge that boost their professional confidence and job satisfaction. Societally, the qualification improves healthcare quality and accessibility through the preparation of advanced practitioners who can address complex health needs and serve underserved communities. These graduates contribute to public health initiatives, healthcare policy development and the advancement of nursing education, ultimately enhancing population health outcomes. Economically, the qualification supports healthcare system efficiency through cost-effective service delivery models, reduced healthcare complications and improved patient outcomes. Their expertise in quality improvement and evidence-based practice leads to more efficient resource utilisation and reduced healthcare costs, while their leadership roles contribute to healthcare system sustainability and economic growth in the healthcare sector.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Recognition of Prior Learning (RPL):
CPUT has an approved Recognition of Prior Learning (RPL) policy applicable to equivalent qualifications for admission into the qualification. RPL may be applied to accommodate applicants who qualify. RPL thus provides alternative access and admission to qualifications and advancement within qualifications. RPL may be applied for access, module exemption (credit) or advanced standing.

RPL for access:

Applicants who do not meet the minimum entrance requirements or the required qualification that is at the same NQF level as the qualification required for admission may be considered for admission through RPL.

To be considered for admission in the qualification based on RPL, applicants should provide evidence in the form of a portfolio or other appropriate assessment methods that demonstrates that they have acquired the relevant knowledge, skills, and competencies through formal, non-formal and/or informal learning to cope with the qualification expectations should they be allowed entrance into the qualification.
RPL for exemption of modules

An applicant may apply for RPL to be exempted for modules that form part of the qualification. For an applicant to be exempted from a module, the applicant needs to provide sufficient evidence in the form of a portfolio or via appropriate assessment methods that demonstrates that competency was achieved for the learning outcomes that are equivalent to the module's learning outcomes.
RPL for credit:

An applicant may also apply for RPL for credit for or towards the qualification, in which they must provide evidence in the form of a portfolio and/or appropriate method of assessment that demon-strates prior learning through formal, non-formal and/or informal learning to obtain credits towards the qualification.

Credit shall be appropriate to the context in which it is awarded and accepted.

Entry Requirements:
The minimum entry requirement for this qualification is:

Professional Bachelor's degree in Nursing (NQF level 8).
Or

A 3-year NQF level 7 nursing qualification with midwifery and a Postgraduate Diploma in Nursing.
And

Current nursing registration with regulatory body.
And

Minimum 2-5 years post-registration clinical experience.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

This qualification consists of the following compulsory modules at National Qualifications
Framework Level 9, totalling 180 Credits.

A dissertation of 180 credits at NQF level 9.

EXIT LEVEL OUTCOMES

1. Critically review, analyse and apply the results of health and nursing related literature to their own investigation.
2. Conduct their own research, the results of which contribute to the scientific basis of the discipline of nursing.
3. Logically and critically develop, analyze, and draw conclusions from the findings of the research.
4. Communicate the results of the research in an acceptable manner, which will enhance the transfer of technology.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria for Exit Level Outcome 1:

List and cited health and nursing related literature of the literature review and the exposition of the research reflect familiarity with relevant and recent findings and trends in technologies, techniques, models and theories in the field or area of investigation.

Critically analyse and apply models, principles, theories techniques, methodologies and results of health and nursing related literature to their own field of research.

Associated Assessment Criteria for Exit Level Outcome 2:

Apply literature surveys/correlation/experimentation/causal analysis or appropriate qualitative research method is fully justified.

Clearly identify and define the research problem in the research proposal.

State questions, objectives or hypotheses direct the investigation to solve a nursing problem.

Plan the research, conduct, and report in accordance with sound ethical principles of research and professional values.

Plan and execute the sampling strategy in a manner that aims to allow study findings, if appropriate, to be generalised to the population and to be attributed to the treatment/intervention variable.

Associated Assessment Criteria for Exit Level Outcome 3:

Apply correct and appropriate information sources and include a range of media.

Effectively apply information technology skills in information searches, data analyses, data presentation, and the production of a dissertation.

Correctly apply the appropriate narrative, mathematical, and statistical analysis methods to quantitative and qualitative data.

Evaluate the quality of the data in terms of validity and reliability in a manner that is consistent with the research paradigm.

The inferences, interpretations and conclusions from measurements and statistical and narrative analyses are logical and juxtaposed with relevant models, principles, theories, techniques and methodologies of the field or area of investigation.

Critical interpretation of data reflects the ability to evaluate contradictory findings of the study and challenge existing theories, models, principles, methodologies and techniques if indicated.

Associated Assessment Criteria for Exit Level Outcome 4:

Effectively apply language and numeracy skills in communicating and defending the research problem, its investigation, outcome, and recommendations.

Correctly explain the results of the research in relation to existing knowledge in the field or area of investigation in a manner that will enhance utilisation of the research in practice and further research.

INTEGRATED ASSESSMENT:
Continuous evaluation: (formative and summative evaluations): projects, individual and group; portfolios; learning diaries; tests; written and oral; oral presentations; clinical assessments; workplace assess-ments; simulations and panel assessments.

Formative Assessment:
At the master's level, students will be assessed through both formative methods.
Formative methods will include:
1. Verbal presentations
2. Seminar papers

Summative Assessment:
The master's dissertation is sent to external examiners
Externally examined dissertation of a word length stipulated by the faculty.

INTERNATIONAL COMPARABILITY

Country: United Kingdom
Name of Institution: Middlesex University London
Name of qualification: MSc Nursing Studies
Duration: Two years

Entry requirements:

Honours degree of 2:2 or above in nursing
And

Registration with the Nursing and Midwifery Council of the UK and currently practising as a registered nurse.

Purpose/Rationale
The MSc Nursing Studies qualification is to develop a comprehensive and systematic body of expert knowledge and practical understanding within the learner's nursing discipline that has been influenced through rigorous inquiry and research, critical appraisal, interpretation, and application of evidence in complex, unfamiliar and unpredictable clinical environments.

The qualification aims to:
Enable the learners to undertake an individualised pathway of post-graduate study through reflection on their level of practice, underlying knowledge, and clinical experience to identify areas for professional and personal development and for the advancement of clinical and nursing practice.
Promote an informed, critical, and ethical attitude towards postgraduate and professional practice and demonstrate a critical understanding of their broadened level of responsibility and autonomy in the context of their professional accountability.
Display mastery of their specialised area of knowledge and skills that support their ability to influence and/or lead practice service development and improvement.

Course structure
Modules:

Developing Research Capabilities.

Advanced Practitioner Inquiry.

Work-Based Project, comparable to Research Project.

Similarities:

Both qualifications require learners who have completed an Honours degree.

Difference:

Middlesex University London qualifications are offered for a duration of two years, whereas the South African qualification is offered for one year full-time.

The SA qualification offers a dissertation, while Middlesex University London offers coursework.

Country: Australia
Name of Institution: University Melbourne
Name of qualification: Master of Nursing (MNSc) by research
Duration: 2 years
AQF level 9
Entry requirements:

Bachelor's degree in nursing
Or

Other Health Science equivalent of meritorious standing (normally Distinction average in the final year).

Purpose/Rationale
The Master of Nursing Science (MNSc) from the University of Melbourne is a professional master's degree that provides exceptional preparation for a nursing career. It is accredited by the Nursing and Midwifery Board of Australia (formerly the Nurses Board of Victoria).The Master of Nursing Science provides learners with a higher-level degree with enhanced learning outcomes while meeting the competencies identified by the Australian Nursing and Midwifery Council as necessary for practice as a registered nurse.

Upon completion of the Master of Nursing Science graduates are expected to:

Integrate knowledge from a range of disciplines that contribute to health and disease management in the provision of nursing to people experiencing alterations in their health.

Perform nursing assessment and intervention within legal and ethical parameters and demonstrate accountability for their own practice.

Demonstrate the ability to critically appraise research evidence relevant to common health problems and to translate this evidence into the development of nursing interventions to improve patient outcomes.

Course structure
Modules:

Indigenous Health and Nursing

Foundations of Nursing

Nursing Science 1

Nursing Assessment & Care

Clinical Inquiry & Nursing Research, comparable to the Research project.

Similarities:

Both qualifications require learners who have completed a Bachelor's degree.

Both qualifications are at AQF/NQF Level 9.

Difference:

The University of Melbourne qualification is offered for a period of two years, while the South African SA qualification is offered for a period of one year full-time.

ARTICULATION OPTIONS

This qualification allows possibilities for both vertical and horizontal articulation.
Horizontal Articulation:

Master of Nursing (other specialization)

Master of Public Health, NQF level 9.

Master of Health Sciences, NQF Level 9.

Master of Healthcare Management, NQF Level 9.

Master of Pharmacy, NQF Level 9.

Vertical Articulation:

Doctor of Philosophy in Nursing, NQF Level 10.

Doctor of Nursing Practice, NQF Level 10.

Doctor of Public Health, NQF Level 10.

Doctor of Philosophy in Health Sciences, NQF Level 10.

Doctor of Philosophy in Healthcare Management, NQF Level 10.

Doctor of Philosophy in Public Health, NQF Level 10.

Doctor of Philosophy in Health Sciences Education, NQF Level 10.

Diagonal Articulation
There are no diagonal articulation possibilities for this qualification. Diagonal articulation to the OQSF is not possible, as there are currently no NQF level 10 OSQF qualifications.

MODERATION OPTIONS

N/A

CRITERIA FOR THE REGISTRATION OF ASSESSORS

N/A

NOTES

N/A

LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION:

When qualifications are replaced, some (but not all) of their learning programmes are moved to the replacement qualifications. If a learning programme appears to be missing from here, please check the replaced 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.	Cape Peninsula University of Technology