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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Bachelor of Health Sciences in Clinical Technology 
SAQA QUAL ID QUALIFICATION TITLE
98819  Bachelor of Health Sciences in Clinical Technology 
ORIGINATOR
Central University of Technology, Free State 
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  Promotive Health and Developmental Services 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  480  Not Applicable  NQF Level 08  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Registered-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 Bachelor of Health Science in Clinical Technology is a professional qualification designed to develop a competent professional with knowledge and skills required for clinical science, and experience in applying such knowledge and skills in the appropriate work environment. Completion of the qualification will enable the learner to be registered as a Clinical Technologist with the HPCSA in one or more of the following categories: Nephrology, Neurophysiology, Perfusion, Cardiology, Pulmonology, Reproductive Biology and Critical Care.

The qualification will enable a learner to develop into competent professional who can conduct amongst others, clinical technology practices at the forefront of a single field of specialisation, relevant research, management of related teams and quality assurance.

Knowledge of fundamental fields of study in sciences, such as Anatomy and Physiology as well as fields of study in clinical sciences, such as but not limited to: 1) clinical technology instrumentation, 2) clinical technology practice and 3) Pathophysiology. This knowledge, will inevitable play a crucial role in the upliftment of clinical skills and standards, regionally and nationally and to provide in the need of health care services at large. Graduates will also be able to take full responsibility of their work, decision-making and the utilisation of resources as well as full accountability for the decisions and actions of others. Graduates from this qualification will be eligible to progress vertically to a Master of Health Sciences as first post-initial qualification and a doctoral in the cognate field of study as second post-initial qualification. Graduates may also articulate to a master in other or related fields for the purpose of career change.

Rationale:
The Bachelor of Health Science in Clinical Technology replaces the National Diploma in Clinical Technology and the Baccalaureus Technologiae in Clinical Technology. This comes as a result of the National Department of Health's request for the offering of four-year professional Bachelor's Degrees for all health care professionals.

The requirements from the National Department of Health's policy are aligned with the NQF and HEQSF. It is in response to these national imperatives from the Department of Health that the Professional Board for Radiography and Clinical Technology at the Health Professions Council of South Africa (HPCSA) reviewed the health care qualifications with a view to ensure compliance with latest national requirements. The qualification is aligned with the needs of the industry and envisages to educate and train technologists with high levels of technology and with the ability to develop strategies towards innovation and engagement.

Currently, there is a great demand for highly skilled and suitably qualified Clinical Technologists as a health care resource. The qualification is structured to meet this need through the development of higher level competencies associated with this Professional Degree at NQF Level 8. As mentioned earlier, the acquisition of advanced competencies is required by the health care sector in order to meet the legislative and operational requirements of the Health Professions Council of South Africa (HPCSA). The flexibility of career steering for Clinical Technologists, both vertically and horizontally is possible through personal growth and job advancement within and across the health sector. Clinical Technology is a scarce skills profession in South Africa (SA).

Given the need for, and the scarcity of professionally qualified Clinical Technologists in South Africa, the qualification will play a crucial role in the upliftment of standards in the field of Clinical Technology in the country. Learners of the current qualification - National Diploma: Clinical Technology and the Baccalaureus Technologiae: Clinical Technology - boast a 95% employment rate, partially due to the national need for Clinical Technologists. The Bachelor of Health Science in Clinical Technology qualification is envisaged to continue to address this need well into the foreseeable future. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Recognition of Prior Learning (RPL):
Selection of such students will be conducted on an individual basis in accordance with the Recognition of Prior Learning (RPL) policy of the institution. A functional system for RPL is in place at the institution.

RPL applications for the institution are received by the Assessments and graduation unit. The candidates are required to complete a RPL application document. Accompanying the RPL application must be certified copies of all previous qualifications and a comprehensive portfolio of evidence, reflecting on extensive work learning. Once the institution's RPL coordinator has deemed the RPL application as being complete, the portfolio will be sent to the Faculty of Health and Environmental Sciences for assessment. The faculty's RPL committee assesses the candidate's portfolio thoroughly against the relevant learning outcomes.

Entry Requirements:
Learners are required to have one of the following qualifications in order to be considered for admission:
  • National Senior Certificate (NSC) granting access to Bachelor's Degree studies and with appropriate subjects.
    Or
  • Senior Certificate (SC) with endorsement and with appropriate subjects.
    Or
  • National Certificate Vocational (NCV), Level 4 granting access to Bachelor's Degree studies and with appropriate subjects. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    The qualification comprises of compulsory modules at NQF Levels 5, 6, 7 and 8.

    Modules at NQF Level 5, 60 Credits:
  • Language of Learning and Teaching I, 6 Credits.
  • Personal and Process Competencies, 6 Credits.
  • Clinical Technology Practice I, 12 Credits.
  • Clinical Technology Instrumentation I, 12 Credits.
  • Health care and Ethics, 12 Credits.
  • Entrepreneurship, 12 Credits.

    Modules at NQF Level 6, 216 Credits:
  • Anatomy I, 24 Credits.
  • Physiology I, 24 Credits.
  • Chemistry I, 12 Credits.
  • Physics I, 12 Credits.
  • Anatomy and Physiology II, 24 Credits.
  • Pathophysiology I, 12 Credits.
  • Pathophysiology II, 12 Credits.
  • Pharmacology I, 24 Credits.
  • Clinical Practice Instrumentation II, 18 Credits.
  • Clinical Technology Practice II, 18 Credits.
  • Research Methodology I, 24 Credits.
  • Community Health and Service Learning, 12 Credits.

    Modules at NQF Level 7, 120 Credits:
    Specialisation fields: Cardiology, Cardiovascular Perfusion, Critical Care, Nephrology, Neurology, Pulmonology or Reproductive Biology.

    WIL-Work Integrated Learning:
  • Clinical Technology Practice III (*per specialisation) + WIL, 36 Credits.
  • Pathophysiology III (*per specialisation), 24 Credits.
  • Clinical Technology Instrumentation III (*per specialisation) + WIL, 36 Credits.
  • Research Methodology II, 12 Credits.
  • Pharmacology II (*per specialisation), 12 Credits.

    Modules at NQF Level 8, 120 Credits:
    Specialisation fields: Cardiology, Cardiovascular Perfusion, Critical Care, Nephrology, Neurology:
  • Clinical Technology Practice IV (*per specialisation) + WIL, 36 Credits.
  • Clinical Practice Instrumentation IV (*per specialisation) +WIL, 36 Credits.
  • Research Methodology III, 24 Credits.
  • Healthcare Management I, 12 Credits.
  • Healthcare Management II, 12 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate knowledge and engagement at the forefront of fields of study in fundamental learning relevant to health sciences, core learning in the field of Clinical technology and elective learning in fields of specialization.
    2. Demonstrate an understanding of the theories, research methodologies, methods and techniques relevant to the field of clinical technology and apply such knowledge.
    3. Interrogate, evaluate and process multiple sources of knowledge in an area of specialisation.
    4. Demonstrate an understanding of the complexities of selecting, applying or transferring appropriate standard procedures, processes or techniques to diverse and/or unfamiliar range of problems in a field of specialisation.
    5. Use a range of specialised skills to identify, analyse and address complex or abstract problems drawing systematically on the body of knowledge and methods appropriate to the field of specialisation.
    6. Identify and address ethical issues based on critical reflection on the suitability of different ethical value systems within specific clinical contexts.
    7. Critically review related clinical information, gather and synthesis data, evaluate and manage clinical processes in specialised contexts, and develop creative responses to clinical problems and issues.
    8. Present and communicate research findings, academic and professional ideas to a range of audiences, offering creative insights, rigorous interpretations and solutions to clinical problems and issues.
    9. Operate effectively and independently within a clinical setting, taking full responsibility for own work, decision making, management and use of resources.
    10. Take full accountability for decisions and actions of subordinates in appropriate clinical settings.
    11. Apply, in a self-critical manner, learning strategies which effectively address his or her professional and ongoing clinical learning needs and that of others. 

    ASSOCIATED ASSESSMENT CRITERIA 
    The Associated Assessment Criteria will be assessed in an integrated manner across the Exit Level Outcomes:
  • Explain, discuss, evaluate, analyse, compare, create, construct and produce knowledge and engagement at the forefront in the fields listed, amongst others:
    > Anatomy.
    > Physiology.
    > Chemistry.
    > Physics.
    > Health care and Ethics.
    > CT practice.
    > CT instrumentation.
    > Pathophysiology.
    > Pharmacology.
    > Research methodology.
  • Demonstrate appropriate skills and applied competencies, based on and informed by the theories, research methodologies, methods and techniques relevant to the field of specialization, are conducted in various clinical settings.
  • Interrogate and evaluate and process multiple sources of knowledge in one of the following fields of study:
    > Cardiology.
    > Perfusion.
    > Critical care.
    > Nephrology.
    > Neurophysiology.
    > Pulmonology.
    > Reproductive Biology.
  • Select and apply and modify standard procedures, such as diagnostic, therapeutic and corrective practices as needed.
  • Utilise a range of specialised skills to identify and solve complex and/or abstract problems independently within unfamiliar and abstract clinical settings.
  • Acquire and demonstrate a body of knowledge, skills and applied competencies systematically in addressing complex clinical conditions.
  • Identify and address clinical issues within specific clinical contexts involving matters such as, but not limited to:
    > Conciseness.
    > Protection of rights.
    > Safety.
    > Wellbeing of participants.
  • Demonstrate knowledge of and an engagement at the forefront of a field of specialisation in Clinical Technology with the purpose to critically review information relevant to clinical problems in unfamiliar and abstract clinical settings.
  • Demonstrate research skills in a specific field in Clinical Technology in a multidisciplinary health care setting in specialised contexts.
  • Conduct creative and conceptualised research initiatives as responses to abstract and real clinical problems within unfamiliar clinical contexts.
  • Manage research appropriately and ethically in an independent and accountable way
  • Present and communicate the research findings, interpretations and new professional ideas to a variety of audiences and sources.
  • Manage clinical settings effectively, independently with full accountability, typically in terms of matters such as:
    > Planning.
    > Business management.
    > Financial management.
    > Public relations.
    > Human resources management.
    > Clinical systems operation and management.
    > Clinical resource allocation and policy making.
    > Related legislation and regulations.
  • Demonstrate full accountability for sub-ordinates in terms of all actions and decision-making in a variety of clinical settings.
  • Demonstrate an awareness of life-long learning in terms of his/her training needs and the needs of peers and sub-ordinates.
  • Demonstrate the design and application of teaching and learning strategies in line with the needs of him/herself and others.
  • Evaluate and reflect upon continuous training and professional development critically.

    Integrated Assessment:
    A combination of integrated assessment strategies, which will combine both formative and summative assessment and evaluation, will be used to ensure that the purpose of the qualification is achieved. Assessments may include, but are not limited to, the following strategies:
  • Portfolios of evidence.
  • Practical experience work-place assessments.
  • Written and oral assessments and examinations.
  • Written assignments.
  • Case studies.
  • Self-assessment strategies and peer-group assessment. 
    		•

    INTERNATIONAL COMPARABILITY 
    The University of Bradford offers a BSc Clinical Technology in the United Kingdom. This is a 4-year degree in Clinical Physiology (Cardiology, Cardiovascular Perfusion or Neurophysiology). The qualification can be done full time at university, or, for trainee physiologists already working in a cardiac unit/theatre, modules are available with day or block release attendance at college. Trainee clinical technologists currently follow a two-year, mainly in-service programme. The qualification offered at the University of Bradford is comparable to the one at this institution in terms of the specialisation fields of Renal Technology (Nephrology) and Clinical Management (Critical Care).

    United States of America (USA) and Canada:
    In Canada at the Michener Institute of Education the following qualification is offered: Cardiology/Cardiovascular Perfusion is a full time, two year programme (including the Summer session), spans five consecutive semesters, and is designed for students who have already completed approximately two or more years of college in science disciplines that include biological, physical, social, mechanical and/or prior health preparation. Upon graduation, the learner is awarded a Bachelor of Science Degree. Upon successful completion of the cardiology/perfusion rotations, the candidate will receive a Master's degree from the relevant University.

    The Cleveland Clinic Foundation School of Cardiovascular Perfusion, in collaboration with Cleveland State University, also offers a four year Bachelor of Sciences in Health Sciences with an emphasis in Cardiovascular Perfusion Science.

    In the USA the electroneurodiagnostic qualification is offered at colleges and one can obtain an associate degree on completion of the qualification. All electroneurodiagnostic technologists register with American Society of Electroneurodiagnostic Technologists (ASET). The Clinical Neurophysiology Technology Programme is accredited by the Commission on Accreditation of Allied Health Education Programs upon the recommendation of the Committee on Institutions offering the END Technology Programme in the Nursing and Allied Health Sectors Accreditation for Education in Electroneurodiagnostic Technology (CoA-END). 

    ARTICULATION OPTIONS 
    Horizontal Articulation:
  • Postgraduate Diploma in Health Care Management at Level 8.

    Vertical Articulation:
  • Master of Health Sciences in Clinical Technology at Level 9. 
    		•

    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. Central University of Technology, Free State 


    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.