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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Postgraduate Diploma in Adult Critical Care Nursing 
SAQA QUAL ID QUALIFICATION TITLE
119821  Postgraduate Diploma in Adult Critical Care Nursing 
ORIGINATOR
University of KwaZulu-Natal 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
-   HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Postgraduate Diploma  Field 09 - Health Sciences and Social Services  Preventive Health 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  120  Not Applicable  NQF Level 08  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Registered  EXCO 1011/22  2022-10-04  2025-10-04 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2026-10-04   2029-10-04  

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 
Purpose:
The purpose of the Postgraduate Diploma in Critical Care Nursing (Adult) is to strengthen and deepen the registered nurse's knowledge and expertise in critical care nursing across the continuum of the speciality.
This qualification will enable the critical care nurse specialist to undertake advanced critique and reflection using a systematic survey of current thinking, practice and research methods in their field or discipline. The qualification will assist in developing a critical care nurse specialist who will use expert evidence-based knowledge to enhance patient care within a continuum of care, including tertiary prevention, by providing a high level of theoretical engagement, sound clinical judgement and intellectual independence, as well as the ability to relate knowledge to a range of contexts to render professional and competent critical care nursing.

Upon completion of this qualification, qualifying learners will be able:
  • Effectively use critical and problem-solving skills to influence clinical practice, and service delivery and effect change as nurse leaders within the critical care context.
  • Develop research capacity in the methodology and research techniques in critical care nursing to ensure high-quality nursing care while contributing to evidence-based practice.
  • Apply a wide range of skills, knowledge, and attitudes to make a meaningful and sustained contribution to health services in general.
  • Apply an ethnically and legally sound framework to allow for equity and justice in service delivery that will ensure that they work in a responsible and accountable manner, irrespective of their chosen workplace.
  • Critically apply and evaluate contemporary evidence to their own practice and develop appropriate and relevant advanced clinical competencies necessary within critical care nursing.
  • Work within a multidisciplinary team in a variety of settings within the continuum of critical care that are previously under-resourced; thereby addressing the process of transformation in health care.

    Rationale:
    The Strategic Plan for Nursing Education, Training and Practice 2012/13 - 2016/17 for South Africa (2013) states that the changing dynamics of the South African Health Sector requires a nurse specialist to meet the increasingly complex demands of caring for the critically ill patient and the family. High levels of trauma and critical illness and the increased burden of disease related to the prevalence of Non-Communicable Diseases (NCDs) and the emergence of HIV/AIDS and the complications of Anti Retro-viral Therapy in the country have led to complex demands on nurses to utilize rapid meta-cognitive problem-solving skills in the resolution of concrete and abstract critical issues. This burden has also led nurses in various categories to function beyond their scope of practice endorsed by the World Health Organisation (WHO) support and member state embracement of task shifting and task sharing. This has compelled the South African Nursing Council (SANC) to upgrade the scope of practice and transform the qualifications accordingly. At the same time, the Department of Higher Education has embarked on several changes in education to align the qualifications to the National Qualifications Sub-Framework. The ongoing complexity of technology and the increasing acuity levels of the patients being cared for, demand nurses be prepared at a specialist level. Pre-registration nurses are rarely exposed to the complex and dynamic context of specialized nursing practice. More importantly, the change in the SANC regulations has created a need for a clinical specialty course providing learners with a specialist career path in Critical Care Nursing. Learners pursuing this path will earn the qualification of a nurse specialist in critical care and will be employable as a clinical specialist in critical care areas. The qualification is recognised and regulated by the SANC and is competency-based to achieve clinical competency. Both public and private healthcare facilities need specialised and trained critical care nurses.

    Therefore, it is hoped that these nurse specialists function as leaders, who are clinically focused, service-oriented, autonomous, and innovative, able to render critical care nursing in a continuum as determined by the appropriate legislative framework. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    The institution has an approved Recognition of Prior Learning (RPL) policy which is applicable to equivalent qualifications for admission into the qualification. RPL will be applied to accommodate applicants who qualify. RPL thus provides alternative access and admission to qualifications, as well as advancement within qualifications. RPL may be applied for access, credits from modules and credits for or towards the qualification.

    RPL for access:
  • Learners who do not meet the minimum entrance requirements or the required qualification that is at the same NQF level as the qualification required for admission may be considered for admission through RPL.
  • To be considered for admission in the qualification based on RPL, applicants should provide evidence in the form of a portfolio that demonstrates that they have acquired the relevant knowledge, skills, and competencies through formal, non-formal and/or informal learning to cope with the qualification expectations should they be allowed entrance into the qualification.

    RPL for exemption of modules:
  • Learners may apply for RPL to be exempted from modules that form part of the qualification. For a learner to be exempted from a module, the learner needs to provide sufficient evidence in the form of a portfolio that demonstrates that competency was achieved for the learning outcomes that are equivalent to the learning outcomes of the module.

    RPL for credit:
  • Learners may also apply for RPL for credit for or towards the qualification, in which they must provide evidence in the form of a portfolio that demonstrates prior learning through formal, non-formal and/or informal learning to obtain credits towards the qualification.
  • Credit shall be appropriate to the context in which it is awarded and accepted.

    Entry Requirements:
    The minimum entry requirement for this qualification is:
  • Advanced Diploma in Critical Care Nursing, NQF Level 7
    Or
  • Advanced Diploma in Trauma and Emergency Nursing, NQF Level 7
    Or
  • Bachelor of Arts in Health Care Studies, NQF Level 7. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory modules at National Qualifications Framework Level 8 totalling 128 Credits.

    Compulsory Modules, Level 8, 128 Credits:
  • Nursing Research Methods, 16 Credits.
  • Fundamentals in Critical Care Nursing, 16 Credits.
  • Principles of Emergency Nursing, 16 Credits.
  • Philosophical Perspectives of Nursing, 16 Credits.
  • Managing Learning Organisations in Health Care, 16 Credits.
  • Multisystem Critical Care Nursing, 16 Credits.
  • Continuum of Care in Critical Care Nursing, 16 Credits.
  • Contemporary Issues in Critical Care Nursing, 16 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Practice within the ethical legal parameters of the nursing profession and resolve professional-ethical dilemmas by using decision-making and moral reasoning models.
    2. Apply principles, methods, and techniques of evidence-based care to ensure quality patient care and safety in critical care nursing.
    3. Implement strategies to develop self and peers by promoting self-directedness through a process of precepting and mentoring.
    4. Facilitate advocacy for the profession and provision of specialist professional support for personnel, patient, client, families, and communities.
    5. Engage in planning, commissioning, and managing information in a critical care specialist unit.
    6. Participate in scholarly activities and applies principles of evidence-based care to ensure quality patient care and safety in critical care nursing.
    7. Utilise, manage, and communicate data to support decision-making and research.
    8. Render and coordinate ethical and professional comprehensive critical care nursing care to patients in a variety of critical care units, in a continuum of care to promote health outcomes.
    9. Utilise appropriate resources to maintain standards of practice in critical care units and to ensure the quality and safety of patient care and safety.
    10. Engage in collaborative consultations shared leadership and decision-making with inter-professional teams to enhance patient and family-centred outcomes.
    11. Engage in designing, developing, implementing, and evaluating of critical care nursing policies, qualifications, and projects at a provincial or national level.
    12. Develop and implement institutional policies and protocols to guide decision-making, and reflect the vision, values, and culture of people-centred care in critical care nursing. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Apply critical decision-making and moral reasoning models used to guide clinical practice and resolve professional-ethical dilemmas within critical care settings.
  • Analyse and apply relevant latest legislation, policies, protocols, regulations, guidelines, directives, and applicable ethics regarding critical care in practice.
  • Apply professional, ethical, and legal frameworks to guide the critical care specialist practice.
  • Practice and facilitate advocacy for the rights and best interests of the critically ill patient.
  • Interpret and apply consistently and correctly ethical codes, professional accountability, responsibility, confidentiality, and standards for the practice of critical care nursing.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Apply quality of patient care and safety in critical care settings are promoted by implementing evidence-based practice.
  • Use evidence-based practice to improve client experience and outcomes in critical care health services.
  • Perform quality audits at predetermined times to improve patient services.
  • Develop and implement clinical standards through critique.
  • Monitor patient outcomes in critical healthcare services, including quality patient care and safety.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Apply precepting and mentoring processes to develop self and peers.
  • Apply activities towards enhancing Continuous Professional Development (CPD).
  • Develop thinking and reasoning processes of self and others through facilitation of learning.
  • Create a positive learning environment by supporting peers and novices.
  • Establish and use academic networks to sustain personal development.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Explain the advocacy role of a critical nurse specialist.
  • Apply advocacy principles to ensure safety and quality care in various critical care healthcare settings.
  • Apply appropriate communication skills and channels in facilitating advocacy.
  • Lobby and or participate in interest groups to influence legislation and policy affecting the role performance.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Explain levels and/or classification of the critical care units.
  • Consider the burden of diseases and priority services as determined by current events when performing commissioning tasks.
  • Apply the guidelines for provisioning a specialist unit in the evaluation of the existing specialist unit.
  • Coordinate the activities of the inter-professional team within the critical care unit.
  • Discuss the role of planning and commissioning within inter and intra-professional teams.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Review literature by using appropriate search engines and databases to inform evidence-based practice, nursing education and health services management.
  • Apply appropriate methods to generate evidence for utilisation in specialist practice (e.g., journal clubs, attending critical care conferences)
  • Use peer-reviewed journals for sharing evidence.
  • Base specialist practice activities on scientifically proven evidence.
  • Actively participate in inter and intra-professional dialogues, debates, or discourses to improve the quality of critical care nursing service.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • Gather and store all critical care practice data or information in accordance with the set standards.
  • Utilise comprehensive data, information, and emerging evidence pertinent to the critical care practice.
  • Analyse problem identification, diagnoses, and opportunities for improvement based on gathered and critically assessment data from the patients/clients, families, communities, learners, or employees including current scientific evidence.
  • Ensure that documentation adheres to intellectual property and is without plagiarism.

    Associated Assessment Criteria for Exit Level Outcome 8:
  • Render and coordinate specialist critical care nursing in a variety of critical care units to promote health outcomes.
  • Conduct community awareness campaigns based on epidemiological data pertaining to critical care.
  • Create and sustain a healthy critical care environment, which is based on the best available evidence.
  • Perform and critically analyse/ interpret subjective and objective assessments.
  • Execute and coordinate comprehensive individual, person-centred treatment plans competently, within an inter-professional team.
  • Calculate and classify the severity of a patient's condition according to standardised tools and conduct optimal interventions within the limitations of the system and practice.
  • Monitor and interpret the health status of the patient continuously and implement appropriate interventions in collaboration with the inter-professional team.

    Associated Assessment Criteria for Exit Level Outcome 9:
  • Plan infrastructure and equipment needed to provide effective care in critical care units.
  • Mobilise and utilise resources to optimize the critical care health environment.
  • Apply knowledge and skills in using technology for monitoring and treating critically ill patients.
  • Employ sound asset management principles to ensure appropriate, adequate, well-maintained, and up-to-date equipment.
  • Align staff assignments and scheduling to qualifications and skills mix of staff as well as patient acuity levels.

    Associated Assessment Criteria for Exit Level Outcome 10:
  • Manage critical care health services according to practices and standards within an inter-professional team.
  • Apply appropriate leadership styles within the critical care inter-professional team.
  • Create and implement shared decision-making opportunities regarding critical care health services.
  • Develop care pathways and referral systems through inter-professional dialogue and consultations.
  • Coordinate the activities of the inter-professional team within the critical care unit.

    Associated Assessment Criteria for Exit Level Outcome 11:
  • Use evidence of knowledge on situational analysis of critical care facility and plan strategically to address findings.
  • Engage in policymaking to improve patient and family outcomes within critical care settings.
  • Participate in research in focus areas where findings influence critical care policies related to patient-centred care.

    Associated Assessment Criteria for Exit Level Outcome 12:
  • Identify and debate legislation, policies, and guidelines relevant to critical care nursing and practice recommendations communicated to authorities.
  • Identify strategies for respecting the human rights of vulnerable populations in critical care units.
  • Explore and debate the influence of the psychosocial, political, cultural, and economic developments within the country on the provision of critical care and communicate recommendations to authorities with the goal of improving critical care nursing.
  • Explore and debate suitable injury condition-specific assessment techniques to improve the health outcomes of critically ill patients.
  • Explore and debate care pathways and the referral system.
  • Discuss and plan the transportation of critically ill patients appropriately.
  • Use national elective standards to audit the records of critically ill patients.
  • Evaluate the accuracy of data pertaining to critical care patients.

    INTEGRATED ASSESSMENT
    Evaluation includes both theory and clinical assessments in an integrated manner. Integrated assessment in this qualification allows the learner to demonstrate applied competence and uses a range of formative and summative assessment methods.

    Formative Assessment:
    Case presentations provide the opportunity for formative integrative assessment of knowledge, skills (cognitive and interpersonal) and attitudes including integration of knowledge and skills from the fundamental or core modules, for example, natural sciences, leadership, management, research, and philosophical underpinning of practice. Formative assessment will be done through the completion of workbook activities, group discussion, immersive simulation, and reflection after clinical learning experiences.

    Summative Assessment:
    Summative assessment in each module includes an assessment of learners' ability to critique current knowledge from international; national and local sources including current practice. In addition, summative assessments assess the learners' ability to use reflective practice and problem-solving skills to plan; implement and evaluate community health interventions aimed at improving health care outcomes.
    The research project is a practical real-life integrated assessment of the learner's application and integration of knowledge from this qualification. 
    		•

    INTERNATIONAL COMPARABILITY 
    South Africa is a longstanding and active member of the International Council of Nurses (ICN) as well as the International Labour Organisation (ILO), a member of the African Union (AU), the Southern African Development Community (SADC) and the Commonwealth. The proposed qualification would meet recognition requirements in most of the member countries of these organisations and throughout Sub-Saharan Africa. The United Kingdom, United States of America, New Zealand, Australia, Canada, Netherlands, and the United Arab Emirates are keen to employ South African nurses. South African nursing standards exceed those in comparable economies such as Brazil, Indonesia, and India. In Africa, countries such as Botswana, Swaziland, Tanzania, Namibia, Zimbabwe, and Zambia accept South African nursing qualifications.
    This qualification has been compared with similar qualifications offered by the following international countries

    Country: Ireland
    Institution: University College of Health and Agricultural Sciences
    Qualification Title: Graduate Diploma Critical Care Nursing (Adult)
    Duration: One-year Full Time and Two years Part-Time

    Entry requirements:
  • All applicants must hold a primary degree in Nursing (or equivalent in a related discipline). RPL (Recognition of Prior Learning) will be considered if no degree is obtained.
  • All applicants must have at least one year's post-registration experience at the time of application.
  • All applicants must be employed in intensive care nursing for the duration of the qualification and work a minimum of 75 hours per month.

    Purpose:
  • To provide the student with the requisite knowledge, skills, attitudes, and professional values for the advancement of his/her role in the care of emergency department patients, including critical analysis, creative thinking, decision making and communication
  • To advance the student's sense of professional awareness, responsibility, and accountability in emergency nursing
  • The qualification will enhance the existing knowledge and skills in caring for patients with sudden or severe illness or injury. Possessing this expertise will enable learners to become a valuable member of the multidisciplinary team involved in emergency care

    Assessment:
    Assessments are varied (assignments/short examination questions/Multiple Choice Questions (MCQs) /case presentation/practical examination). Assessments are varied and include case presentations, poster presentations, clinical rounds and short examination questions and occur at intervals during and at the end of each trimester.

    Similarities:
  • The University College of Health and Agricultural Sciences (UCD SNMHS) and the South (SA) African qualifications are offered over a period of one-year full-time study.
  • The UCD SNMHS and SA qualifications require applicants who hold a degree in nursing and are registered with the relevant professional body.
  • Both qualifications are assessed through formative and summative assessments.
  • Both the UCD SNMHS and SA qualifications consist of the following compulsory modules.
  • Research Methods Applied to Healthcare.
  • Nursing Knowledge Philosophy and Practice.
  • Elective Concepts of ICU Nursing.
  • Complex Critically Ill Patient.
  • Chronically Critically Ill.
  • Clinical Practicum (ICU).

    Differences:
    The structure of the SA qualification is comprehensive in that it consists of eight compulsory modules whereas the UCD SNMHS qualification consists of six compulsory modules.

    Country: Australia
    Institution: University of Sydney
    Qualification Title: Bachelor of Nursing (Honours)
    Credits: 48
    Duration: One-year full time

    Entry requirements.
  • Applications to the Bachelor of Nursing (Honours) are open to applicants who are considered by Sydney Nursing School to have the requisite knowledge and aptitude to undertake the course. Applicants are expected to have completed their Bachelor of Nursing from the University of Sydney or from an equivalent university with a minimum Weighted Average Mark (WAM).

    Purpose/Rationale:
    It allows learners to investigate an idea that can improve the practice of nursing and the lives of patients and opens the door to future research.
    Graduates can select from a wide and growing range of practice areas in the public and private health care systems including:
  • Acute care hospitals.
  • Children's hospitals.
  • Trauma and emergency care.
  • Mental health nursing.
  • Aged care.
  • Community nursing.
  • Palliative care.
  • Home care nursing.
  • Drug and alcohol centres.
  • Operating rooms and other surgical settings.
  • Rural and remote nursing.
  • International health.
    Nurses also work in the pharmaceutical industry, clinical research trials and other health-related fields.

    Articulation:
    Graduates of the honours program can go on to study the Doctor of Philosophy (Medicine and Health) or Master of Philosophy (Medicine and Health).

    Similarities:
  • The University of Sydney (UoS) qualification and the South African (SA) qualifications are offered for one-year full-time.
  • Both the UoS and the SA qualifications allow learners who completed a bachelor's degree in nursing or relevant or relevant qualifications.
  • The UoS and the SA qualifications are designed for learners who have successfully completed a Bachelor of Nursing and are looking to enhance their critical thinking skills.
  • Both the UoS and the SA qualifications vertically articulate to a master's degree.

    Differences:
  • The University of Sydney differs from the SA qualification in that it is weighted 48 credits whereas the SA qualification carries a weighting of 128 credits.
  • The UoS qualification combines coursework units with research skills development for the conduct of an independent research project, leading to the submission and examination of a 10,000-15,000-word thesis. The coursework units encompass literature review, research methods and completion of a thesis. earners are guided through the qualification by an academic supervisor. On the other hand, the SA qualification consists of only coursework which does not culminate in an independent research project or thesis but has a research methodology module which carries 16 credits.
  • The SA qualification articulates vertically into master's degree studies only and not the Doctoral studies like the UoS qualification

    Country: United Kingdom
    Institution: Nottingham Trent University
    Qualification Title: Bachelor of Science Honours in Adult Critical Care
    Credits: 120 credits
    NQF Level: Level 6
    Duration: Two and half years part-time
    Study Mode(s): Part-time

    Entry Requirements:
  • Applicants will be registered nurses or healthcare professionals currently working in an adult critical care healthcare environment (if any doubt exists as to whether the clinical area will meet the clinical competency requirements a discussion should be held with the course lead regarding the possibility of a clinical placement).
  • Applicants for the Professional certificate or Bachelor of Science must have a level 5 qualification, applicants for the Postgraduate Certificate or Master of Science must have a level 6 qualification or evidence of the ability to study at Level 6
  • Applicants should have at least one year's critical care experience
  • Applicants must be supported by the managers and have an appropriate clinical supervisor to assess their competencies

    The Adult Critical Care (Post Registration) Courses have been developed with Nottingham University Hospitals NHS Trust (NUH) Critical Care Leads and NTU School of Social Sciences staff. The principal aims of this course are to provide post-qualification continuing professional development pertinent to the learners' area of work and enhance the knowledge skills and values of staff within critical care. These are core attributes required to develop and deliver a workforce, with the capabilities to deliver a safe and world-class service to Adult Critical Care patients.

    Purpose:
    The purpose of the NTU qualification is to:
  • Train a resident to become a competent 'expert' in the field of critical care medicine capable of acquiring the role of a consultant of the specialty.
  • To acquire knowledge of the theoretical basis of the critical care specialty including basic medical sciences foundations and research.
  • To build a 'scholar' in adult critical care medicine with a lifelong commitment to dedicated efforts of learning, applying, and disseminating knowledge.

    Qualification structure:
    The NTU curriculum is directly based on the National Standards for Adult Critical Care Nurse Education (2016), the National Critical Care Competencies (CC3N 2015) together with other relevant elements from National guidelines, such as Obstetric and National Trauma Competencies (2017).

    The content will include theory on the physiology and treatment techniques of various critical care practices based on a system-based approach. The taught elements of the course will be via a variety of facilitative teaching techniques to address the different learning styles of the learners. These include evidence-based lecture style, scenario-based learning, and the inclusion of clinical skills simulation. The evidence base for the Critical Care practices and research will be critically analysed by the student and incorporated into the taught elements together with the assessment process and as a self-directed process to complete elements of the National Competencies.

    Compulsory Modules:
    The NTU qualification comprises four taught modules of 30 credits each
  • Evidence in clinical practice, 30 Credits.
  • Critical Care 1, 30 Credits.
  • Critical Care 2, 30 Credits.
  • Independent study, 30 Credits.

    Delivery Mode:
    The teaching strategy is multi-modal and adopts a blended approach, with a clear commitment to face-to-face teaching and learning supported by online learning materials, small group discussions, presentations, and practical exercises. Lectures will develop learners' subject knowledge and understanding and will aim to build on previous learning.

    Throughout the qualification, each module will encourage learners to not only examine the knowledge and skills requirements for advanced and competent practice but will also explore specific themes, based on experiences in practice. In this way, learners will be able to integrate learning across the "theory and practice" divide and emphasize the importance of the practice component. Where appropriate, learning on the course will be led and enhanced by the contributions of external professional staff with specialist expertise. This co-delivery of education will enable learners to benefit from both clinical and academic expertise to augment their learning and provides a symbiotic approach to professional development.
    Clinical Area.

    Working in an Adult Critical Care area is a compulsory component of the course to enable learners to develop the necessary competencies required for the course. Learners will spend time in the clinical areas working with the dedicated Clinical supervisor who will guide and develop the skills and knowledge and assess learners in practice alongside other competent critical care staff. The learner will continue to work a standard shift pattern this will include unsociable hours including days, nights, weekends, and bank holidays.

    Assessment:
    The NTU qualification uses both formative and summative assessments which include the following methods.
  • Critical evaluation.
  • Critical reflection.
  • Case study analysis.
  • Skills stations.
  • Observations of practice - observations may be carried out by mentors, managers or peers depending on the level and context of the module.
  • Multi Choice Questions (MCQ).
  • Clinical Competency assessed against step 2/3 National Competencies for Adult Critical Care - via portfolio.
  • Observed structured clinical examination (OSCE).
  • Viva - an academic oral assessment which looks for an understanding of caring for the critically ill.

    Similarities:
  • The Nottingham Trent University (NTU) qualification and the South African (SA) qualifications carry a weighting of a minimum of 120 credits
  • The NTU and SA qualifications require applicants who hold a first degree in nursing.
  • The purpose of the NTU and SA qualifications is to develop appropriate skills, attitudes, and practice for optimal, ethical, patient-centred practice of critical care medicine.
  • The NTU and SA qualifications use both formative and summative assessments.
  • Both the NTU and SA qualifications articulate vertically into Master of Science in Adult Critical Care with 180 credits, registered at Level 7 and Level 9 in the SA qualification.

    Differences:
  • The NTU qualification is registered at Level 6 in the European Qualifications Framework (EQF) whereas the SA qualification is registered at Level 8 of the South African NQF.
  • The SA qualification is offered full-time only and the NTU qualification is offered over two and half years on a part-time basis.
  • Working in an Adult Critical Care area is a compulsory component of the NTU qualification while the SA qualification does not include the Work Integrated Learning. 
    		•

    ARTICULATION OPTIONS 
    This qualification allows possibilities for both vertical and horizontal articulation.

    Horizontal Articulation:
  • Bachelor of Nursing and Midwifery, NQF Level 8.
  • Bachelor of Nursing Honours, NQF Level 8.
  • Bachelor of Nursing Science Honours, NQF Level 8.

    Vertical Articulation:
  • Master of Nursing Science: Advanced Midwifery, NQF Level 9.
  • Master of Nursing Science: Nursing Education, NQF Level 9.
  • Master of Nursing Science: Occupational Health, NQF Level 9. 
    		•

    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.