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: 

Ensure child and adolescent-friendly health and nursing care 
SAQA US ID UNIT STANDARD TITLE
252089  Ensure child and adolescent-friendly health and nursing care 
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 5  Level TBA: Pre-2009 was L5  4 
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 ensure a child and adolescent friendly health and nursing care, and advocate on behalf of children.

People credited with this unit standard are able to:
  • Implement child and adolescent-friendly services.
  • Involve children, adolescents and parents or caregivers constructively in child and adolescent care.
  • Act as an advocate for a child or adolescent at all times.
  • Adhere to the ethical and legal requirements pertaining to child or adolescent health.
  • Provide post traumatic support to children and adolescents. 
    		•

    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:
  • ID 252098: Use communication skills to establish and maintain supportive relationships.
  • Knowledge of coping mechanisms at NQF Level 5.
  • Awareness and sensitivity to cultural and health belief systems at NQF Level 5.
  • ID 252095: Monitor and stimulate the growth and development of a child and or adolescent. 
    		•

    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. 
    		•

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Implement child and adolescent-friendly services. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Factors that impact on the emotional and physical safety of a child or adolescent are identified, and the environment assessed in terms of the risk provided. 

    ASSESSMENT CRITERION 2 
    Safety risks in the physical environment are identified, and precautions recommended are consistent with the nature and severity of the risk. 

    ASSESSMENT CRITERION 3 
    The emotional and physical safety of a child or adolescent patient is protected through the implementation of institutional policies related to child safety. Procedures and facilities are adapted to the age-related needs of the child or adolescent. 

    ASSESSMENT CRITERION 4 
    Nutritional advice and/or provision is appropriate to the age and developmental stage of the young person, as well as specific health requirements. 
    ASSESSMENT CRITERION RANGE 
    Health requirements include:
  • Prohibited food types; specific dietary requirements.
     
    		•

    ASSESSMENT CRITERION 5 
    The changing social, emotional, physical, cognitive and cultural needs of the young person and his/her family are identified and described in accordance with mainstream developmental theories. 
    ASSESSMENT CRITERION RANGE 
    Dimensions include:
  • Physical, emotional, social, spiritual, cognitive, psychological.
     
    		•

    ASSESSMENT CRITERION 6 
    Care provided or interventions selected are appropriate to the stage of development and the needs of the particular child. Care provides for a safe and secure environment which facilitates development and supports curative, remedial, and/or restorative interventions. 

    ASSESSMENT CRITERION 7 
    The provision of care is characterised by a continuity of approach across different contexts in which the child may find her/himself. The importance of continuity is explained with reference to its contribution to development. 

    ASSESSMENT CRITERION 8 
    Actions, communication, responses and interactions throughout the provision of care services are characterised by sensitivity to culture, context and non-discriminatory acts. 

    SPECIFIC OUTCOME 2 
    Involve children, adolescents and parents or caregivers constructively in child and adolescent care. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Information about the condition and treatment of the child or adolescent provided to the child, parents and/or caregivers is relevant in terms of their concerns and information needs. Information is offered at intervals and levels appropriate to the target audience. 

    ASSESSMENT CRITERION 2 
    Opportunities to involve children, adolescents, parents or caregivers in patient care are identified and maximised in relation to the patient's needs and availability of caregivers. 

    ASSESSMENT CRITERION 3 
    Involvement of children, adolescents, parents or caregivers is characterised by respect for the dignity of all who are involved care. 

    SPECIFIC OUTCOME 3 
    Act as an advocate for a child or adolescent at all times. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Investigations into possible rights violations establish the facts, identify the nature of the violation, and determine appropriate responses. 
    ASSESSMENT CRITERION RANGE 
    Violations include:
  • Direct violations; rights not realised; gaps in resource provision.

    Responses include:
  • Alerting authorities; insisting on compliance; creating awareness; allocating resources.
     
    		•

    ASSESSMENT CRITERION 2 
    Advocacy at local and community level reflects informed, appropriate and assertive personal intervention on behalf of, and/or in partnership with, those whose rights are infringed. 

    ASSESSMENT CRITERION 3 
    Information on rights provided to specific target groups in relation to their needs is clear, understandable and offered in ways that provide direction, and encourage personal action and responsibility. 
    ASSESSMENT CRITERION RANGE 
    Rights include:
  • Access to social services; housing; grants; education; medical assistance.
     
    		•

    ASSESSMENT CRITERION 4 
    The malpractice of health team members is prevented by active advocacy on behalf of the child or adolescent. Advocacy actions are appropriate to the circumstances and comply with current legislation and regulations. 

    SPECIFIC OUTCOME 4 
    Adhere to the ethical and legal requirements pertaining to child or adolescent health. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Cases of abuse and/or neglect are identified and reported to appropriate authorities, in the correct manner, as required by legislation. Consequences of failing to report such cases are discussed with reference to legal, professional and ethical implications. 

    ASSESSMENT CRITERION 2 
    Special needs of children and adolescents are identified in relation to the principle of informed consent. Own efforts directed at helping children to understand the implications of the proposed intervention, and to provide consent, are patient, honest and at a level appropriate to the language and conceptual level of the child. 

    ASSESSMENT CRITERION 3 
    Consent obtained for the performance of operations on children and adolescents is obtained in a manner that meets both legal and ethical requirements. Legal guardians are involved, as prescribed, throughout the process. 

    ASSESSMENT CRITERION 4 
    Caring relationships established with children and adolescents are therapeutic and professional at all times in accordance with accepted ethical principles and protocols. 
    ASSESSMENT CRITERION RANGE 
    Professional include:
  • Boundaries; appropriate touch; confidentiality; bonding.
     
    		•

    SPECIFIC OUTCOME 5 
    Provide post traumatic support to children and adolescents. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The need for post-traumatic support is identified in accordance with health authority guidelines and established protocols. 

    ASSESSMENT CRITERION 2 
    Decisions to apply post-traumatic debriefing are consistent with the level of emotional need identified and the implied urgency of an intervention. 

    ASSESSMENT CRITERION 3 
    Post-traumatic debriefing is conducted in an age-appropriate manner, in accordance with generally accepted practice, guidelines and protocols. 
    ASSESSMENT CRITERION RANGE 
    Age-appropriate debriefing includes:
  • Play, drawing, informal talks, role plays, drama; interview techniques used for children.

    The level of debriefing in this context refers to the initial stages of verbalising and acting out the traumatic event.
     
    		•

    ASSESSMENT CRITERION 4 
    Own notes and or drawings and notes produced by the child are stored securely and available to authorised persons on request. 

    ASSESSMENT CRITERION 5 
    The need for specialised intervention and counselling is correctly identified, and children referred to appropriate specialists for more advanced or specific counselling according to established procedures. 


    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:
  • Application of relevant legislation in ensuring child and adolescent friendly services.
  • Advocacy for the rights of children.
  • Application of a team approach to child and adolescent care. 
    		•

    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: Identifying and implementing child friendly services implies problem-solving and effective decision making; providing post-traumatic support. 

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

    Note: Health care provision is team based. 

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

    Note: Implementing child friendly health care requires effective organisation. 

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

    Note: Central to monitoring and evaluation components. 

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

    Note: Core competence in child friendly services; providing post-traumatic support. 

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

    Note: Used in assessment and monitoring. 

    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: Factors impacting on the quality of service delivery. 

    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:
  • The SANC guidelines are used as a reference for integrated assessment.
  • Formative 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 
    Fundamental  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.