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 QUALIFICATION THAT HAS PASSED THE END DATE: 

Master of Nursing Science in General Critical Care 
SAQA QUAL ID QUALIFICATION TITLE
110487  Master of Nursing Science in General Critical Care 
ORIGINATOR
University of Johannesburg 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
-   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
Passed the End Date -
Status was "Reregistered" 		 SAQA 06120/18  2018-07-01  2021-07-01 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2022-07-01   2025-07-01  

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 does not replace any other qualification and is not replaced by any other qualification. 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
The primary purpose of this qualification is to provide the qualifying learners with intellectual, practical skills competencies and professional values in the learner to promote the health of the individual, family, group and community-as a specialist, leader and consultant in the nursing/midwifery/health team through research, professional and clinical abilities. The qualification serves as a basis for advanced learning. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Recognition of Prior Learning (RPL):
Learners who are (or have been) registered for this or other related qualifications (or even for some of the same or related modules) at another higher education institution, will be allowed to enter in mid-stream. Such learners will retain credit for modules that have been passed, after recognition by previous institutions and in accordance with the policy and procedures of the university in relation to Recognition or Prior Learning.

Entry Requirements:
The minimum entry requirement for this qualification is:
  • Bachelor's Degree in Nursing Science at Level 7.
    Or
  • Related qualification at Level 7. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    EXIT LEVEL OUTCOMES 
    The learners should be able:
    1. Effectively assess, analyse, interpret, diagnose, prioritise, solve, reflectively evaluate and report clinical/health, managerial and educational problems based on relevant frameworks/standards and research methodology (knowledge, skills and attitudes/values).
    2. Effectively practise, in accordance with the professional and legal framework (knowledge, skills and attitudes/values) as a member of the clinical/health, research managerial and health teams.
    3. Participate as a competent, responsible, professionally accountable and reflective specialist, leader, consultant of the clinical/health, research managerial and educational teams.
    4. Conduct research- participate as the member of the research team within the clinical, managerial and educational environments, based on the knowledge, professional and legal-frameworks.
    5. Demonstrate facilitative interpersonal; communication knowledge, skills, attitudes/values and communicate effectively in verbal and written format as a member of the clinical, managerial, educational, research and health team.
    6. Effectively utilise technology in the design, implementation and reflective evaluation of clinical, managerial, educational and research programs.
    7. Address clinical, managerial, educational and research needs/problems by taking social, economic, legal, ethical, environmental, cultural and demographic influences into consideration.
    8. Explore and reflect on a variety of learning and problem-solving and research strategies in relation to clinical, managerial and educational advancement as a life-long professional learner.
    9. Participate as a responsible, professionally accountable and reflective member of the clinical, managerial, educational and research teams in empowering the community.
    10. Demonstrate cultural and aesthetic sensitivity in the design, implementation and reflective evaluation of clinical, managerial and educational research programs.
    11. Explore clinical, managerial and educational career opportunities as a reflective leader.
    12. Identify, explore and evaluate reflectively new options for clinical, managerial, educational and research advancement in the interest of health care. 

    ASSOCIATED ASSESSMENT CRITERIA 
    The learner can/Does the learner:
    1. Design, implement and reflectively evaluate a relevant clinical/health, managerial/educational program, based on the scientific principles to adequately address/solve the problems.
    2. Effectively participate as a specialist, leader, consultant of the clinical/health, research managerial and educational teams. Execute relevant clinical, managerial and educational professional responsibilities within the legal, contracted and authorised scope of practice and job description.
    3. Adherence to the research and professional-ethical and legal standards (legislation, regulations, code of conduct/values) of the profession, country, university and nursing education institution.
    4. Display basic knowledge, skills and attitudes related to the research in clinical/managerial/educational fields. Effectively identify, analyse, prioritise and interpret research problems in the clinical, managerial and educational environment. Propose relevant solutions and effectively conduct the research.
    5. Effectively apply the principles of facilitative and therapeutic interpersonal skills during interaction with individuals, groups and communities. Effectively apply the principles of written, verbal and non-verbal communication skills as a member of the clinical, managerial, educational and research teams. Adherence to scientific and professional-legal communication standards.
    6. Demonstrate the ability to effectively access and utilise technology during the clinical/managerial/educational and research processes.
    7. Effectively address clinical, managerial, educational and research needs and problems within the social, economic, legal, ethical, environmental, cultural and demographic trends/realities/frame-work.
    8. Effective and appropriate application of learning and problem solving and research strategies in relation to clinical/managerial/educational advancement as a life-long professional learner.
    9. Demonstrate the ability (knowledge, skills and attitudes) to adequately address clinical, managerial, educational and research problems in society.
    10. Demonstrate constructive and effective interaction with people and environments.
    11. Effectively access/utilise career opportunities within the clinical, managerial, educational or research fields. Practice nursing leadership effectively.
    12. Demonstrate entrepreneur's skills as a clinical specialist and researcher.

    Integrated Assessment:
    Formative Assessment practices that will be implemented:
    The knowledge, skills, values and attitudes acquired will be assessed by means of assignments, research essay, class test, module test, examinations, group and individual projects, workbooks, role playing, clinical skills competency assessment, self and peer evaluation, field visits, portfolios, seminars, assessment during problem and community based case studies, assessment of transcriptions of therapeutic interviews. The progress of the dissertation/mini-dissertation will be assessed continuously through monthly discussions between the student and supervisor.

    Summative Assessment practices that will be implemented:
    Integrated Assessment, focusing on the achievement of the Exit-Level Outcomes, will be done by means of a practical examination and written examinations and the examination of the dissertation/mini dissertation. 

    ARTICULATION OPTIONS 
    N/A 

    MODERATION OPTIONS 
    N/A 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A 

    NOTES 
    N/A 

    LEARNING PROGRAMMES RECORDED AGAINST THIS 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.
     
    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.