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: 

Lead and guide personnel allocated to a health care unit 
SAQA US ID UNIT STANDARD TITLE
252173  Lead and guide personnel allocated to a health care unit 
ORIGINATOR
SGB Nursing 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 09 - Health Sciences and Social Services Curative Health 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 7  Level TBA: Pre-2009 was L7  6 
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 qualification will enable the nurse to function as a clinically focused, service orientated, independent registered professional nurse, who is able to render comprehensive care across all spheres of health, as determined by the appropriate legislative framework. The qualifying learner will apply evidence-based research to enhance nursing practice.

This unit standard will recognise the essential knowledge and skills required to lead and guide personnel allocated to a health care unit.

People credited with this unit standard are able to:
  • Model good practice in a supervisory relationship.
  • Mentor and coach in a supervisory role.
  • Manage diversity in a health care unit.
  • Display leadership in guiding the nursing team to achieve quality nursing care.
  • Apply sound labour relations in dealing with personnel in the health care unit.
  • Reflect critically on own leadership role. 
    		•

    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:
  • Nursing team roles and responsibilities/Co-ordination of personnel.
  • Group dynamics/Conflict management.
  • Communicate in a helpful manner/Formal communication/Supportive interviewing skills.
  • Ethical and Legal Codes/Advocate for the rights of individuals, families, groups and communities. 
    		•

    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:
  • Learners function within the scope of practice of a professional nurse as formulated by the SANC. 
    		•

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Model good practice in a supervisory relationship. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    A developmental and restorative approach to the supervisory relationship heightens staff self-awareness, and provides opportunities for reflection on practice. 

    ASSESSMENT CRITERION 2 
    Opportunity is provided for input from the staff member in ways that acknowledge them as fellow professionals, and demonstrates respect for them as individuals. 

    ASSESSMENT CRITERION 3 
    The complexity of the supervisory relationship is explained with reference to the uniqueness of consultative supervision and the nature of the work environment. 

    ASSESSMENT CRITERION 4 
    Own practice provides examples of excellence which demonstrate expertise through teaching and explanation in ways that respect and support, without disempowering, the staff member. 
    ASSESSMENT CRITERION RANGE 
    Practice includes:
  • Simulations; role plays; demonstration; shadowing; direct interventions in real situations including emergencies.
     
    		•

    ASSESSMENT CRITERION 5 
    Own experience-based practice, where shared, is part of a constructive and reflective process which introduces the experience as a possible alternative response to the situation under discussion with the staff member. 

    ASSESSMENT CRITERION 6 
    Modelling acknowledges that there are other options and solutions in many situations, and provides space for different approaches from the staff member, where these are consistent with nursing standards and established protocols. 

    ASSESSMENT CRITERION 7 
    Planned and/or spontaneous modelling is carefully processed after the event in ways that make the teachable moment explicit, and allow for integration of learning into nursing practice. 

    SPECIFIC OUTCOME 2 
    Mentor and coach in a supervisory role. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Performance appraisals of colleagues and/or staff members are conducted in a manner that reflects an understanding of new and experienced nurses and their differing needs, and follows the approved format for the institution. 

    ASSESSMENT CRITERION 2 
    Staff members are encouraged to reflect on skills required to function effectively within their own nursing practice, and to identify areas for further development. Observation of staff members' nursing practice is used to assist in the reflective process. 

    ASSESSMENT CRITERION 3 
    Observations reflected to staff members of their nursing practice are accurate, and suggested improvements, where required, are supported by reference to accepted protocols and best practice in the field. 

    ASSESSMENT CRITERION 4 
    Development plans for each staff member are consistent with identified needs and provide specific, measurable, attainable, realistic and time-bound guidelines for mentoring and coaching activities. 
    ASSESSMENT CRITERION RANGE 
    Plans include:
  • Personal and professional development plans.
     
    		•

    ASSESSMENT CRITERION 5 
    Training and development opportunities, including internal experience and external interventions, are consistent with identified needs, and appropriate to the particular individual and context. 

    ASSESSMENT CRITERION 6 
    Understanding of the different ways in which people learn promotes diversity in own coaching and teaching, as well as provision of learning opportunities to staff members. 

    ASSESSMENT CRITERION 7 
    Possibilities for group supervision and coaching are described and explained with reference to common identified needs, effective application of resources, and the dynamics of peer learning. The application of group learning is appropriate to group, context and needs. 

    ASSESSMENT CRITERION 8 
    Coaching provides specific skills to staff members for particular contexts as required. 

    ASSESSMENT CRITERION 9 
    Records of supervisory discussions are accurate, up to date, and available to guide development and further consultative supervision. 

    SPECIFIC OUTCOME 3 
    Manage diversity in a health care unit. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The management of diversity is discussed with reference to the parallel process and the need to manage diversity at staff level, as well as that of patients. 

    ASSESSMENT CRITERION 2 
    Strategies used or applied to enable different staff members to learn from one another's diversity, and develop cultural competence, are appropriate to staff component and levels of expertise. 
    ASSESSMENT CRITERION RANGE 
    Strategies include:
  • Feedback; involvement in programme development; staff development programmes; in-service training; structured reading.
     
    		•

    ASSESSMENT CRITERION 3 
    Own self-awareness promotes identification of own bias and blind spots, and is helpful in creating an environment that allows for constructive feedback. 
    ASSESSMENT CRITERION RANGE 
    Awareness includes:
  • Origins; formative influences; past social and economic status; unresolved hurt and anger.
     
    		•

    ASSESSMENT CRITERION 4 
    Staff component is designed as far as possible with levels of diversity in mind appropriate to the challenges faced, and the range of skills required. 

    SPECIFIC OUTCOME 4 
    Display leadership in guiding the nursing team to achieve quality nursing care. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Leadership style is adapted so that it is appropriate to the demands of the situation and the maturity of the staff. 

    ASSESSMENT CRITERION 2 
    Leadership style, organisation, structure and interactions promote participation and mutual goal achievement within the health care unit, in accordance with generally accepted leadership theories. 

    ASSESSMENT CRITERION 3 
    Individuals are encouraged to meet their obligations with respect to ongoing professional development. Opportunities and support are provided to develop mastery of their scope of practice and maintain required practice standards. 

    ASSESSMENT CRITERION 4 
    Own conduct complies with ethical codes of conduct and provides a role model to other professionals on the staff. Staff are monitored and supported for compliance with ethical codes. 

    ASSESSMENT CRITERION 5 
    Own commitment to nursing excellence is reflected in the articulation of nursing standards in the unit, and publication of practice in peer review journals, where appropriate. 
    ASSESSMENT CRITERION RANGE 
    Commitment includes:
  • Trend setting; building on evidence-based practice; evaluation of international practice.
     
    		•

    ASSESSMENT CRITERION 6 
    Leadership style and focus reflects awareness of, and is consistent with, the unique responsibility for people and their lives, and the improvement of the quality of life of people. 

    SPECIFIC OUTCOME 5 
    Apply sound labour relations in dealing with personnel in the health care unit. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Grievance and disciplinary procedures are carried out in accordance with institutional policy, procedures and codes. 

    ASSESSMENT CRITERION 2 
    Management practices in the health care unit reflect the principles of consistency, the absence of bias, and procedural and substantive fairness. 

    ASSESSMENT CRITERION 3 
    Problems and conflict are constructively resolved by means of negotiation. Conflict resolution reflects a commitment to patients, standards of health care and well being of staff. 

    ASSESSMENT CRITERION 4 
    Labour relations are managed without compromising nursing and service delivery. 

    SPECIFIC OUTCOME 6 
    Reflect critically on own leadership role. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Reflection on own leadership role identifies own attitudes towards power and the use of power in the team context. The use of personal power is identified and managed or adjusted to the benefit of the team process. 
    ASSESSMENT CRITERION RANGE 
    Power sources include:
  • Legitimate, coercive, reward, expert, referent, and information.
     
    		•

    ASSESSMENT CRITERION 2 
    Reflection identifies issues of bias towards or against any of the professions or disciplines, and/or professional agendas, and manages this to the benefit of the team process. 

    ASSESSMENT CRITERION 3 
    Reflection identifies own preferred leadership style and the impact of this on the team process. Adaptations, where required, improve leadership effectiveness and team processes. 
    ASSESSMENT CRITERION RANGE 
    Leadership styles include:
  • Autocratic; participative; democratic; charismatic; laisse faire.
     
    		•

    ASSESSMENT CRITERION 4 
    Reflection on non-verbal communication identifies counter-productive gestures, expressions and body language, and consciously manages these to promote a positive climate, and improve interactions and communication within the team. 

    ASSESSMENT CRITERION 5 
    Reflections on interactions identify personal issues that impact on interactions with others. 
    ASSESSMENT CRITERION RANGE 
    Personal issues include:
  • Buttons; triggers; personal defensive blocks.
     
    		•

    ASSESSMENT CRITERION 6 
    Reflection on team role and other roles outside the team identifies the potential for conflict of interests between the roles, and manages this to avoid compromising the team process. 


    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.
  • Theories and styles of leadership.
  • Motivational theories.
  • Team leadership.
  • Team dynamics.
  • Relevant labour legislation.
  • Labour relationship. 
    		•

    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 to the standard-allocating and monitoring resource utilisation; solving interpersonal issues. 
    		•

    UNIT STANDARD CCFO WORKING 
    Work effectively with others as members of a team, group, organisation or community.
  • Note: Core to the standard-team based approach. 
    		•

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage themselves and their activities responsibly and effectively.
  • Note: Essential in work with different stakeholders; allocating resources; managing the unit. 
    		•

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information.
  • Note: Core to the standard-monitoring resource utilisation; performance management and personnel development. 
    		•

    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 unit and stakeholders. 
    		•

    UNIT STANDARD CCFO SCIENCE 
    Use science and technology effectively and critically showing responsibility towards the environment and health of others.
  • Note: Indirectly-presentation of information; unit technology. 
    		•

    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 to team based approaches. 
    		•

    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: A pro-rata calculation of a minimum of 3 assessments for every 16 credits: This could be tests, assignments, projects, demonstrations or clinical assessments.
  • Summative: A pro-rata calculation for every 16 theory credits a minimum of one written paper and a clinical examination if applicable.

    Definition of Terms:
  • Terms have been clarified as far as possible through the use of range statements. 
    		•

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    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.