SAQA

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.

SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE:

Provide primary emergency life support for fractures and dislocations

SAQA US ID	UNIT STANDARD TITLE
116500	Provide primary emergency life support for fractures and dislocations
ORIGINATOR
SGB Occupational Health and Safety
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-
FIELD			SUBFIELD
Field 09 - Health Sciences and Social Services			Preventive Health
ABET BAND	UNIT STANDARD TYPE	PRE-2009 NQF LEVEL	NQF LEVEL	CREDITS
Undefined	Regular-Fundamental	Level 3	NQF Level 03	1
REGISTRATION STATUS		REGISTRATION START DATE	REGISTRATION END DATE	SAQA DECISION NUMBER
Passed the End Date - Status was "Reregistered"		2007-08-07	2010-08-07	SAQA 0160/05
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2011-08-07		2014-08-07

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 unit standard is replaced by:

US ID	Unit Standard Title	Pre-2009 NQF Level	NQF Level	Credits	Replacement Status
254220	Provide primary emergency care/first aid as an advanced first responder	Level 3	NQF Level 03	8

PURPOSE OF THE UNIT STANDARD

This unit standard will be useable to people who are responsible for the provision of primary emergency care for assessment and intervention of suspected musculo-skeletal injuries sustained in the working place. Persons credited with this unit standard are able to:

Identify the types of fractures and dislocations

Management of fractures and dislocations

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

The credits calculation is based on the assumption that the learners are already competent in the following outcomes or areas of learning when starting to learn towards this unit standard:

NQF Level two primary emergency care qualification.

UNIT STANDARD RANGE

Specific range statements are provided in the body of the unit standard where they apply to specific outcomes or assessment criteria.

Specific Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1

Identify types of fractures and dislocations.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Knowledge of the musculo-skeletal system is demonstrated in terms of anatomical structure.

ASSESSMENT CRITERION RANGE

Knowledge must include: Identification of the long bones and main muscle groups in the body, the different types of fractures/dislocations.

ASSESSMENT CRITERION 2

Fractures and dislocations are classified in accordance with priority, cause, type, severity and potential intervention.

ASSESSMENT CRITERION 3

The relationship between the muscular and skeletal systems is explained in terms of anatomical composition and functions.

ASSESSMENT CRITERION 4

Signs and symptoms of fractures and dislocations are described utilizing primary emergency care terminology.

ASSESSMENT CRITERION 5

Potential causes of fractures and dislocations are explained in terms of risk assessments.

ASSESSMENT CRITERION 6

Potential complications of fractures and dislocations are explained utilising primary emergency care terminology.

SPECIFIC OUTCOME 2

Management of fractures and dislocations.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

The ability to call for assistance and communicate information pertaining to the severity of the fractures and /or dislocations is demonstrated in accordance with acceptable primary emergency care standards.

ASSESSMENT CRITERION 2

The reporting and recording of the details of the incident and intervention are demonstrated in accordance with primary emergency care standards.

ASSESSMENT CRITERION 3

The use of personal protective equipment during the primary emergency care intervention is demonstrated and explained.

ASSESSMENT CRITERION 4

Interventions for the treatment of fractures and dislocations are conducted to prevent deterioration of the general condition of the patient and is demonstrated in accordance with primary emergency care principles.

ASSESSMENT CRITERION 5

The use and application of the primary emergency care equipment in the treatment of fractures and or dislocations are demonstrated in accordance with acceptable first aid practice.

ASSESSMENT CRITERION RANGE

Primary emergency care equipment must include: Dressing, Splints, Bandages, Personal protective equipment, Transportation equipment.

UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS

Anyone assessing a learner against this unit standard must be registered as an assessor with the relevant ETQA. Any institution offering learning that will enable achievement of this unit standard must be accredited as a provider through the relevant ETQA by SAQA. Moderation of assessment will be overseen by the relevant ETQA according to the moderation guidelines and the agreed ETQA procedures.

UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE

Essential embedded knowledge will be assessed through assessment of the specific outcomes in terms of the stipulated assessment criteria. Candidates are unlikely to achieve all the specific outcomes, to the standards described in the assessment criteria, without knowledge of the listed embedded knowledge. This means that for the most part, the possession or lack of the knowledge can be directly inferred from the quality of the candidate's performance. Where direct assessment of knowledge is required, assessment criteria have been included in the body of the unit standard.

UNIT STANDARD DEVELOPMENTAL OUTCOME

N/A

UNIT STANDARD LINKAGES

N/A

Critical Cross-field Outcomes (CCFO):

UNIT STANDARD CCFO IDENTIFYING

Identify and solve problems and make decisions using critical and creative thinking. Note: The ability of the candidate to identify first aid treatment needs will improve his/her problem solving skills.

UNIT STANDARD CCFO WORKING

Work effectively with others as members of a team, group, organisation or community. Note: The ability and willingness of the candidate to interact and work correctly, indicates that he/she can work effectively as a team member in the bigger organisational structure.

UNIT STANDARD CCFO ORGANISING

Organise and manage themselves and their activities responsibly and effectively. Note: The identification of conditions that may influence the performance and well being of persons and the taking of appropriate action will indicate that the candidate can organise and manage activities in his/her working environment.

UNIT STANDARD CCFO COLLECTING

Collect, analyse, organise and critically evaluate information. Note: The ability of the candidate to collect, organise and evaluate the necessary first aid treatment needs will indicate a level of proficiency.

UNIT STANDARD CCFO COMMUNICATING

Communicate effectively, using visual, mathematical and / or language skills in the modes of oral and / or written presentations. Note: The ability of the candidate to use visual and language skills to report on first aid treatment will indicate his/her effectiveness to communicate information in the mode of oral or written reports.

UNIT STANDARD CCFO SCIENCE

Use science and technology effectively and critically showing responsibility towards the environment and health of others. Note: The ability of the candidate to use science and technology effectively will contribute towards safeguarding the environment and health of others.

UNIT STANDARD CCFO DEMONSTRATING

Demonstrate an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation. Note: The ability of the candidate to identify and refer anomalous conditions to an authorised person, confirms understand that a specific observation, inference, action or decision can have an interrelated effect.

UNIT STANDARD ASSESSOR CRITERIA

Assessors should keep the following principles in mind when designing and conducting assessments against this unit standard:

Focus the assessment activities on gathering evidence in terms of the main outcome expressed in the title to ensure assessment is integrated rather than fragmented. Remember we want to declare the person competent in terms of the title. Where assessment at title level is unmanageable, then focus assessment around each specific outcome, or groups of specific outcomes.

Make sure evidence is gathered across the entire range, wherever it applies. Assessment activities should be as close to the real performance as possible, and where simulations or role-plays are used, there should be supporting evidence to show the candidate is able to perform in the real situation.

Do not focus the assessment activities on each assessment criterion. Rather make sure the assessment activities focus on outcomes and are sufficient to enable evidence to be gathered around all the assessment criteria.

The assessment criteria provide the specifications against which assessment judgements should be made. In most cases, knowledge can be inferred from the quality of the performances, but in other cases, knowledge and understanding will have to be tested through questioning techniques. Where this is required, there will be assessment criteria to specify the standard required.

The task of the assessor is to gather sufficient evidence, of the prescribed type and quality, as specified in this unit standard, that the candidate can achieve the outcomes again and again and again. This means assessors will have to judge how many repeat performances are required before they believe the performance is reproducible.

All assessments should be conducted in line with the following well documented principles of assessment: appropriateness, fairness, manageability, integration into work or learning, validity, direct, authentic, sufficient, systematic, open and consistent.

UNIT STANDARD NOTES

This unit standard has been replaced by unit standard 254220, which is "Provide primary emergency care/first aid as an advanced first responder", Level 3, 8 credits.

Specified requirements include legal and site-specific requirements and are contained in one or more of the following documents:

Legal Requirements

Relevant Acts: e.g. Mine Health & Safety Act, 1996 (Act no 29/1996), and Minerals Act and Regulations, 1991 (Act no 50/1991), Occupational Health and Safety Act (Act 85 of 1993).

Mandatory Codes of Practice

Chief Inspector of Mines' Directives

Site-specific

Hazard Identification and Risk Assessments (HIRA)

Occupational Health and Safety Risk Management Programme

Managerial Instructions

Mine Standard Procedures

List of Recorded OH&S Risks

Equipment and Materials Specification

QUALIFICATIONS UTILISING THIS UNIT STANDARD:

	ID	QUALIFICATION TITLE	PRE-2009 NQF LEVEL	NQF LEVEL	STATUS	END DATE	PRIMARY OR DELEGATED QA FUNCTIONARY
Elective	48804	National Certificate: Occupational Safety, Hygiene and Environment	Level 2	NQF Level 02	Passed the End Date - Status was "Reregistered"	2008-11-26	Was HW SETA until Last Date for Achievement

PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS UNIT STANDARD:

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.

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