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: 

Demonstrate knowledge of applied psychology in the care of health care users 
SAQA US ID UNIT STANDARD TITLE
252106  Demonstrate knowledge of applied psychology in the care of health care users 
ORIGINATOR
SGB Nursing 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 09 - Health Sciences and Social Services Promotive Health and Developmental Services 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 6  Level TBA: Pre-2009 was L6  12 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Passed the End Date -
Status was "Reregistered" 		 2018-07-01  2023-06-30  SAQA 06120/18 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2024-06-30   2027-06-30  

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 unit standard does not replace any other unit standard and is not replaced by any other unit standard. 

PURPOSE OF THE UNIT STANDARD 
This unit standard will be useful for people working as clinically focused, service orientated, independent, registered staff nurses, who are able to render basic care to persons with stable and uncomplicated general health problems, as determined by the appropriate legislative framework.

This unit standard will recognise the essential knowledge and skills required to apply the concepts and principles of psychology in understanding human behaviour during all stages of life and provide holistic care to patients and/or clients to meet the complex health needs of a changing multi cultural society.

People credited with this unit standard are able to:
  • Demonstrate understanding of psychological development of human beings throughout their lifespan.
  • Explain human behaviour in terms of mainstream psychological theories.
  • Apply knowledge of psychology in clinical practice. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    The credit calculation is based on the assumption that learners are already competent in terms of the following outcomes or areas of learning when starting to learn towards this unit standard:
  • Communication and Maths Literacy skills at NQF Level 4. 
    		•

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

    The following scope and context applies to the whole unit standard:
  • The Nurse functions within the scope of practice of a staff nurse as formulated by the SANC and the Nursing Act.
  • Practice will be under the supervision of a currently registered nurse. 
    		•

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Demonstrate understanding of psychological development of human beings throughout their lifespan. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Various psychological developmental processes across the human life span are explained with reference to identifiable stages and attendant features. 
    ASSESSMENT CRITERION RANGE 
    Stages include:
  • Early childhood; adolescence; adulthood; middle age; old age.
     
    		•

    ASSESSMENT CRITERION 2 
    The issues, problems, crises and unique challenges associated with each stage are identified and discussed with reference to understanding of others and implications for service delivery within health care. 

    ASSESSMENT CRITERION 3 
    Various stages of development are discussed in relation to own stage of development and the likely impact on understanding of and empathy towards health care users. 

    ASSESSMENT CRITERION 4 
    Different theoretical approaches are explored for their usefulness in explaining and contributing towards an understanding of psychological development in a variety of contexts. 
    ASSESSMENT CRITERION RANGE 
    Theoretical approaches include:
  • Behavioural; Psycho-dynamic; Developmental; Neurological; Humanist; Social psychological.
     
    		•

    SPECIFIC OUTCOME 2 
    Explain human behaviour in terms of mainstream psychological theories. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Behavioural approaches are described with reference to their key concepts, key theorists, and perceived usefulness in providing explanations of human behaviour. 
    ASSESSMENT CRITERION RANGE 
    Key concepts include:
  • Cause and effect; consequences; conditioning; rewards; avoidance; social learning theory; shaping; cognitive behavioural therapy; token economies.

    Theorists include:
  • Pavlov; Skinner; Bandura.
     
    		•

    ASSESSMENT CRITERION 2 
    Psycho-dynamic approaches are described with reference to their key concepts, key theorists, and perceived usefulness in providing explanations of human behaviour. 
    ASSESSMENT CRITERION RANGE 
  • Key concepts include:
  • The unconscious; understanding present behaviour in terms of past experiences (often unconscious); structure of the unconscious; unconscious processes and changing behaviour; defence mechanisms; transference; projections; anxiety; developmental stages.

    Theorists include:
  • Jung, Freud, Klein, Adler, Winnicott.
     
    		•

    ASSESSMENT CRITERION 3 
    Developmental approaches are described with reference to their key concepts, key theorists, and perceived usefulness in providing explanations of human behaviour. 
    ASSESSMENT CRITERION RANGE 
  • Key concepts include:
  • (Includes physiological and psychological development); maturation; physiological development; stages; growth; needs; life cycle perspective - influence of physiological and psychological development on one another.

    Theorists include:
  • Erickson, Freud, Jung, Klein, Adler, Winnicott, Piaget.
     
    		•

    ASSESSMENT CRITERION 4 
    Neurological approaches are described with reference to their key concepts, key theorists, and perceived usefulness in providing explanations of human behaviour. 
    ASSESSMENT CRITERION RANGE 
    Key concepts include:
  • Effect of brain on behaviour, and vice versa; neurological chains and responses (including fight or flight); problem-solving, perceptions, thinking patterns, emotions; hereditary impact, new neural pathways.

    Theorists include:
  • Gray, Hebb.
     
    		•

    ASSESSMENT CRITERION 5 
    Humanist approaches are described with reference to their key concepts, key theorists, and perceived usefulness in providing explanations of human behaviour. 
    ASSESSMENT CRITERION RANGE 
    Key concepts include:
  • Inherent goodness of human beings; importance of subjective experiences; phenomenology (making meaning of own current experience); relativity of truth; thinking and experience; relationship between behaviour and unmet needs.

    Theorists include:
  • Bruner, Frankl, Maslow, Rogers.
     
    		•

    ASSESSMENT CRITERION 6 
    Social psychological approaches are described with reference to their key concepts, key theorists, and perceived usefulness in providing explanations of human behaviour. 
    ASSESSMENT CRITERION RANGE 
    Key concepts include:
  • Group dynamics; role behaviour; relationships; attitude; superstitions; prejudice; stereo-types; crowds; gangs; public opinion (media and impact on public opinion); behaviour in group contexts (addiction, corporate, mental health, occupational therapy, self help groups).

    Theorists include:
  • Becker et al; Bronfenbrenner; Garbarino.
     
    		•

    SPECIFIC OUTCOME 3 
    Apply knowledge of psychology in clinical practice. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Pathologies are identified in terms of specific definitions of the norm and deviations from the norm as expressed in appropriate psychological theories. 

    ASSESSMENT CRITERION 2 
    Planned interventions are consistent with the theoretical framework used to develop an understanding of the underlying factors of a psychological condition. 

    ASSESSMENT CRITERION 3 
    Understanding of psychological development and theories assists in decision making with respect to patient care, and in helping patients to cope effectively with the fear of the unknown. 

    ASSESSMENT CRITERION 4 
    Limitations of own competence are accurately identified and patients referred to other health professionals at appropriate stages in health care delivery. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
    Accreditation Options:
  • Providers of learning towards this unit standard will need to meet the accreditation requirements of the relevant ETQA.

    Moderation Option:
  • The moderation requirements of the relevant ETQA must be met in order to award credit to learners for this unit standard. 
    		•

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    The following 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.

    The following embedded knowledge is addressed in the unit standards:
  • Integration of psychological theories of human behaviour, development, personality and motivation as well as applied psychology in the nursing care of patients. 
    		•

    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: Core - the standard involves working with people and solving problems. 

    UNIT STANDARD CCFO WORKING 
    Work effectively with others as members of a team, group, organisation or community.

    Note: Nursing care provision is team based. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage themselves and their activities responsibly and effectively.

    Note: Critical in dealing with issues and problems of others. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information.

    Note: Core to the standard and gathering and recording patient information. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively, using visual, mathematical and/or language skills in the modes of oral and/or written presentations.

    Note: Core to the standard - communicating with patients. 

    UNIT STANDARD CCFO SCIENCE 
    Use science and technology effectively and critically showing responsibility towards the environment and health of others.

    Note: Indirect - care for the 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: Core - understanding the impact of events on people. 

    UNIT STANDARD ASSESSOR CRITERIA 
    N/A 

    REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this unit standard was Reregistered in 2012; 2015. 

    UNIT STANDARD NOTES 
    Notes to Assessors:

    Assessors should keep the following general 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 that 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.

    The following particular issues should be taken into consideration when assessing against this unit standard:
  • Formative: The SANC guidelines are used as a reference for integrated assessment. A variety of assessment strategies and/or approaches integrating theory and practice must be used. These could be tests, assignments, projects, demonstrations or clinical assessments or any other applicable method.
  • Summative: This could take a form of oral, written and/or practical assessments as agreed to with the relevant ETQA.

    Definition of Terms:

    Terms have been clarified as far as possible through the use of range statements. Further clarification of terms is provided as follows:
  • The terms "patient" and "health care user" are used interchangeably in this unit standard. The term patient is used internationally, and the term health care user is used in the Nursing Act 33 of 2005, as well as the National Health Act 61 of 2003. 
    		•

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  59236   National Diploma: Nursing  Level 5  NQF Level 05  Passed the End Date -
    Status was "Reregistered"     		 2020-07-30  As per Learning Programmes recorded against this Qual 
    Core  59257   Bachelor of Nursing  Level 7  NQF Level 08  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  As per Learning Programmes recorded against this Qual 


    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.
     
    NONE 


    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.