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|SOUTH AFRICAN QUALIFICATIONS AUTHORITY|
|National Diploma: Nursing|
|SAQA QUAL ID||QUALIFICATION TITLE|
|59236||National Diploma: Nursing|
|QUALITY ASSURING BODY||NQF SUB-FRAMEWORK|
|The individual Quality Assuring Body for each Learning Programme recorded against this qualification is shown in the table at the end of this report.||The individual NQF Sub-framework for each Learning Programme recorded against this qualification is shown in the table at the end of the qualification report.|
|National Diploma||Field 09 - Health Sciences and Social Services||Curative Health|
|ABET BAND||MINIMUM CREDITS||PRE-2009 NQF LEVEL||NQF LEVEL||QUAL CLASS|
|Undefined||286||Level 5||NQF Level 05||Regular-Unit Stds Based|
|REGISTRATION STATUS||SAQA DECISION NUMBER||REGISTRATION START DATE||REGISTRATION END DATE|
|LAST DATE FOR ENROLMENT||LAST DATE FOR ACHIEVEMENT|
|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|
This qualification will enable the learner to function as a clinically focused, service orientated, independent registered staff nurse, who is able to render basic care to persons with stable and uncomplicated general health problems, as determined by the appropriate legislative framework (stable is defined as: situations in which the client's health status can be predicted or anticipated; and where interventions have predictable outcomes and/or a known level and range of negative outcomes).
The qualification will provide a basis for decision-making about what is within and beyond the defined scope of practice as well as understanding of the referral system in place for anything outside of the scope of practice. Recipients of this qualification will also be able to deal with specified emergencies beyond their scope in case of need. The qualifying learner will apply evidence-based nursing practice, which is based on research, or established practices that have proven to be effective both nationally and internationally within the profession.
On successful completion of this qualification, the learner is eligible for registration with the relevant statutory body as a Staff Nurse. Successful registration will license nurses to practice as a staff nurse as defined in the Nursing Act No.33 of 2005. [The Act defines a Staff Nurse as: "a person educated to practice basic nursing in the manner and to the level prescribed - according to relevant legislation and regulations"].
More specifically, the qualification aims to:
> A methodical, solution-based approach to problem solving.
> An empowerment strengths-based approach to personal development.
> Competence in written and oral communication.
> Capacity to assess and implement health and other policy.
> Ability to plan, implement and manage projects of a varied nature.
> An ability to work independently and as part of a team.
As such, the qualification will also be valuable for those in the profession who may have been practising within the field, but without formal recognition for registration purposes.
In particular, this qualification will be useful for:
This qualification articulates:
Recipients of this qualification will be able to:
Learners will function within the current scope of practice of the staff nurse as formulated by the relevant statutory council, in conjunction with the policies of the institutions of employment.
Professionals carry out their duties:
This qualification is intended to prepare the qualifying learner to meet the service delivery needs of the country. It is envisaged that the majority of the nursing learner population will access this qualification. Practice is focused on quality service delivery within a broad spectrum of health services.
A significant report by Pick, Nevhutalu, Cornwall, and Masuku (2001, July) on the current situation of human resources in health in South Africa, outlines a background of extreme economic and health inequalities of the past, and describes the current landscape still characterised by complex distortions of supply, production, distribution, and development of health personnel.
Pick et al (2001) found that there was considerable overlap of services in the primary health care package; seen as normal, but that some of the professional categories were not available at all points of Primary Health Care delivery. Nurses who had undergone no curative clinical care training provide primary clinical care for large sections of the population, while many health personnel currently provide many service components contained in the PHC package in contravention of their scopes of practice. Scopes often overlap, are too general, are not clearly defined, or are restrictive. The report strongly recommended that scopes of practice of different professionals be revised.
The Report further identified a shortage of professionals - e.g. doctors, nurses, and therapists - mostly in the rural areas. To address these shortages the Report proposed that the scopes of practice of upper- and mid-level workers be redesigned to allow some tasks traditionally assigned to upper-level professionals to be given, with training and associated controls, to workers at a lower level.
Striking inequalities were found between urban and rural facilities in the staffing of nurses. The Report further recommended that the scopes of practice of all categories of nurses be revised to ensure that all categories are able to progress to the next level in the nursing skill hierarchy.
Based on the above findings, Pick et al (2001) then recommended that some of the tasks, traditionally provided by highly specialised professionals, be reassigned, with training and supervision, to workers at a different professional level.
Extension of the tasks of the enrolled nurse is suggested as:
The Act No.33 of 2005, passed in May 2006, makes reference to four categories of nurses and also outlines the scope of practice.
This qualification, one of those categories, is intended for the majority of those nurses in, or wishing to enter the profession, because it meets the minimum requirements for registration as a Staff Nurse. The intention behind the qualification is to create a mid-level practitioner to practice nursing, by far the highest demand category for the existing and projected needs in health service delivery to the community.
Nurses in this category will assume responsibility for the broad scope of health service delivery. It is a more comprehensive qualification than existing qualifications, and upgrades current requirements to meet the new scope of practice for the Nursing Profession, and align emerging practitioners to the health delivery needs of the country. Nurses receiving this qualification will be competent to practice in all contexts, and will no longer be bound by old distinctions between regional and area hospitals. The focus of the qualification is on providing a broad range of maintenance skills rather than dealing with complications of serious illnesses. Qualified persons will plan for basic health care, and carry through the planning of professional nurses.
The qualification is intended to focus on practice rather than academic routes and provides for high quality learning opportunities with a focus on nursing practice. It replaces the old NQF Level 4 qualification - in line with the increased demands placed on the nursing profession in the new health care system - but also allows for more rapid entrance into practice.
The qualification is unit standard based to provide clear indications of how the new qualification links to the revised scope of practice for the profession, and to facilitate the upgrade of existing practitioners. It is further intended to assist in bringing coherence to training provision by providing clearly defined outcomes of learning, and a single standard for the sector. This will make it possible for quality assurance bodies to challenge quality of training provision, and assist training providers in their re-curriculation processes towards the new requirements. The unit standards will also allow for recognition of incremental learning through RPL processes; where the scope has changed, it is easy for currently registered nurses to identify new requirements. The qualification and its unit standards will further facilitate ongoing professional development.
The qualification is intended to promote higher-level cognitive thinking skills. Unit standards assist in clearly demarcating areas for experiential learning (vs. theoretical) - to meet requirements for registration.
|LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING|
Recognition of Prior Learning:
Learners may provide evidence of prior learning for which they may receive credit towards the qualification by means of portfolios, other forms of appropriate evidence and/or challenge examinations, as agreed to between the relevant provider and relevant ETQA or ETQA that has a Memorandum of Understanding in place with the relevant ETQA.
RPL is particularly important, as there are people in the profession with a variety of qualifications of differing quality and scope. It is important that an RPL process be available to assist in making sense of existing qualifications, and helping to standardise qualifications around a common standard. A related issue is that the nursing profession is facing a new scope of practice, based on international standards. It is essential that existing qualifications and all new provisions are aligned to the new scope of practice, and the vision for health care in South Africa.
A further consideration is that there is a big change in the needs of the community that nurses have to serve; this partly explains the 'migration' amongst practitioners to other qualifications. Nurses are finding that their existing qualifications do not meet emerging needs or requirements, and they move to another to meet those needs.
Nursing has historically provided an access to learning for people without education. People have gained entry into nursing through different routes (usually via auxiliary and ancillary health). There are increased numbers of people wanting to access higher education, and RPL will assist in formalising what exists and providing access to learning pathways.
There are also existing staff nurses (those qualified under single bridging courses - the old course was a 2 year qualification that allowed 'enrolled nurses' to become registered nurses); as well as currently enrolled nurses. There are gaps between old qualifications and the requirements of the new scope of practice, and a consequent need to upgrade qualifications. RPL is seen as vitally important in every case to given recognition to learning already in place, making sense of the plethora of different levels and standards in the field, and providing a means for all to gain access to, and progress within, a common learning pathway for the profession.
Access to the Qualification:
In terms of current relevant legislation:
|RECOGNISE PREVIOUS LEARNING?|
|Nursing training is based on an assumption of 1540 hours of learning per annum - (35 hours per week for duration of 44 weeks).
In order to be credited with this qualification, learners are required to achieve a minimum of 286 credits - to be compiled as follows:
|EXIT LEVEL OUTCOMES|
|1. Communicate in a helping manner.
2. Maintain professionalism in own practice of nursing.
3. Apply knowledge of biomedical, biotechnological and psychosocial sciences to the practice of nursing.
4. Develop, implement and evaluate population-based health care.
5. Assess, plan, implement and evaluate nursing care for individuals and groups with stable uncomplicated health problems based on thorough assessment.
6. Deliver nursing care to sick or disabled individuals and groups with stable uncomplicated health problems.
7. Promote rehabilitation of individuals and groups with disabilities.
8. Deliver safe maternal care.
9. Manage a health care unit.
10. Utilise principles of science and methodology in investigating nursing and health related problems.
Critical Cross-Field Outcomes:
This qualification addresses the following critical cross-field outcomes, as detailed in the associated unit standards:
Learning programmes directed towards this qualification will also contribute to the full personal development of each learner and the social and economic development of the society at large, by making individuals aware of the importance of:
|ASSOCIATED ASSESSMENT CRITERIA|
|Associated Assessment Criteria for Exit Level Outcome 1:
1.1 Communication is supportive of patients' needs, and deals sensitively with diversity in all respects, and for all contexts.
Associated Assessment Criteria for Exit Level Outcome 2:
2.1 Practice is applied consistently in a manner that reflects a clear understanding and interpretation of the requirements of SA Nursing and Health Care legislation.
2.2 Ethical codes, professional accountability and responsibility, and standards for the practice of nursing are interpreted and applied consistently in line with their spirit and intent.
2.3 Own personal development and management maintains emotional balance, and promotes effective and professional service delivery.
Associated Assessment Criteria for Exit Level Outcome 3:
3.1 Knowledge of applied psychology and sociology is applied in ways, which benefit the level and quality of health care delivery to patients.
3.2 Knowledge of anatomy, micro-organisms and physiology meets requirements for professional health care, and promotes effective health care delivery.
Associated Assessment Criteria for Exit Level Outcome 4:
4.1 Health care provided is appropriate to the particular context, and based on proper health assessment.
4.2 Community involvement in health care is promoted through information sharing, and contact, which promotes ongoing collaboration with the community or group.
4.3 Community health assessments assist in prioritising community needs and reporting findings for effective health care delivery.
4.4 Counselling, where required, is supportive of a range of different needs, including needs of those affected by abuse, neglect, or violence.
Associated Assessment Criteria for Exit Level Outcome 5:
5.1 Planning and provision for health care is based on sound assessment, and informed decision making. Planning is inclusive of the patient and other key stakeholders.
5.2 Nursing care is implemented in an integrated manner, according to plans.
5.3 Health care status of individuals, groups and/or communities identifies changes in general status in time to implement preventive or corrective measures in the interests of general well being.
Associated Assessment Criteria for Exit Level Outcome 6:
6.1 Nursing care delivered provides the necessary physical and psychological care and support for long term and or terminally ill patients, in line with the accepted scope of practice for nursing.
6.2 Support provided to patients recovering from acute illness prepares them for discharge in ways that enable the patient, family and significant others to cope with the management of the patient at home.
Associated Assessment Criteria for Exit Level Outcome 7:
7.1 Goals set are realistic in terms of functional ability and possible barriers to rehabilitation.
7.2 Assistance provided to the client identifies indicators of relapse or complications and ways of preventing these.
Associated Assessment Criteria for Exit Level Outcome 8:
8.1 Care delivered is integrated and provides for the long-term wellbeing of mother and child, in line with the accepted scope of practice for nursing.
Associated Assessment Criteria for Exit Level Outcome 9:
9.1 Management activities are directed towards the establishment of a team approach to health care, and the effective delivery of services within a physically safe and emotionally supportive environment.
9.2 Pharmacological preparations and treatment are managed in ways that ensure the correct storage of drugs, and the correct preparation and administration of pharmacological treatment.
9.3 Assessment, planning, implementation and evaluation is documented accurately and timeously, and promotes effective service delivery as well as security and confidentiality of information.
9.4 Standards set for unit health care delivery are monitored regularly, and information gathered identified areas for improvement on an ongoing basis.
Associated Assessment Criteria for Exit Level Outcome 10:
10.1 Technology is used in ways that facilitate the effective diagnosis and treatment of hearing and breathing related conditions.
Evidence of integration will be required as per the following broad criteria, all within the context of an active learning environment. The guidelines of the relevant statutory health council are used as a reference for clinical competence.
Assessment should take place within the context of:
Assessment will take place according to the detailed specifications indicated in the unit standards associated with each exit level outcome (see "associated unit standards" above).
Over and above the achievement of the specified unit standards, evidence of integration will be required as per the following broad criteria, all within the context of an active learning environment.
Assessors should note that the evidence of integration could well be presented by candidates when being assessed against the unit standards - thus there should not necessarily be separate assessments for each unit standard and then further assessment for integration. Well designed assessments should make it possible to gain evidence against each unit standard while at the same time gain evidence of integration.
Throughout the qualification programme formative assessment strategies are used to ensure that exit level and critical cross-field outcomes are achieved and include:
And/or any applicable method, including evidence of involvement in a research project.
Can take the form of:
As agreed to by the relevant ETQA or ETQA that has a Memorandum of Understanding in place with the relevant ETQA.
|South Africa is an active member of the International Council of Nurses (ICN) as well as the International Labour Organisation (ILO), member of the African Union (AU), formerly the Organisation of African Unity (OAU), 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.
Comparison of Qualifications:
In recognition of the reality of globalisation of nursing and nursing personnel, the International Council of Nurses (ICN) (2001) recommended "global" competencies for the generalist nurse. The ICN defined the generalist nurse as:
"A person who has completed a programme of basic nursing education and is qualified in her/his country to practice nursing. The educational programme prepares the nurse, through study of behavioural, life and nursing sciences and clinical experience, for effective practice and direction of nursing care, and for the leadership role. The first level (generalist) nurse is responsible for planning, providing and evaluating nursing care in all settings for the promotion of health, prevention of illness, care of the sick and rehabilitation; and functions as a member of a health team" (ICN, 200, p. 2).
The ICN further differentiates between what they refer to as a first and a second level nurse. The first level nurse refers to the generalist nurse or the equivalent of a professional nurse in current SA terms. The second level nurse on the other hand refers to a nurse who has completed a programme of study including "nursing theory and clinical practice" (p. 2) in preparation for practising nursing under the supervision of the first level nurse. This would be the equivalent of either the enrolled and nurse or the enrolled nursing assistant in SA terms.
The Role of the Generalist Nurse:
The role includes: "Promotion of health, and prevention of illness of individuals of all ages, families and communities; planning and management of care if individuals of all ages, families and communities with physical or mental illness, disabilities or rehabilitation needs in institutional and community settings and care at the end-stage of life" (p. 3).
Competencies of the Generalist Nurse:
The ICN defined competence as: "a level of performance demonstrating the effective application of knowledge, skill and judgment" (1997, 44; 2001, p. 3). Three broad categories of competencies are identified. These include:
The World Health Organisation (1987) on the other hand has placed emphasis on the issues surrounding the relevance of the education of health professionals. The basic premise on which the WHO's recommendations are based is that effective education of health professionals must produce health professionals who are "responsive to needs to the needs of the populations they serve, in order to achieve the goal of health for all" (WHO, 1987, p. 5), and that such an education should be "based largely in the community, or in any of a variety of health service settings" (p. 5). In this regard, the WHO recommends that education of health professionals be community-based. The WHO views community-based education as "consisting of learning activities that use the community extensively as a learning environment".
Required Competencies of Graduates of Community Based Education Programmes:
The WHO work study group on community-based education classifies competencies of graduates of CBE programmes into:
All health professionals should be able to:
> Respond to health needs and expressed demands of the community by working with the community, in order to stimulate self-care and a healthy life-style.
> Educate both the community and their co-workers.
> Solve or stimulate action for the solution of both individual and community health problems.
> Direct their own and community efforts towards the promotion of health and the prevention of disease, unnecessary suffering, disability and avoidance of death.
> Work as members of health teams and with other health other health teams.
> Act as leaders of such teams when necessary.
> Continue to learn throughout their working experience, in order to maintain and improve personal competence.
Include the following:
The proposed National Diploma: Nursing NQF Level 5 compares with the ICN requirements in the relevant categories of professional nurses.
Scope of Practice:
In developing the scope of practice for nursing in South Africa, the South African Nursing Council (SANC) looked at all the countries where SA Nurses can register. In particular, models were examined for New Zealand, Canada, New Mexico, United Kingdom (UK), and ECSACON (East Central Southern Africa College of Nursing) - which attempts to provide a professional regulatory framework; attempt to benchmark all educational standards for the region.
The scope of practice for nurses in South Africa is based on guidelines produced by the International Council of Nurses (which provides the guidelines and/or competency framework for most countries), as well as the results of research into the countries and regions described above.
The Review of the Scope of Practice of Nursing and the profession of nursing began in 1999 when the South African Nursing Council prioritised the need to revise the scope of practice. The factors that influenced the review of the scope of practice was a changing health care system identified in the White Paper for the Transformation of Health and the changes in education system brought about by the National Qualifications Framework and the South African Qualifications Act.
The purpose of the review is to align the practice of nursing to the changes in the national health policy and the legislative framework. Purpose includes:
Challenges facing Nursing Education:
The changes in both the health care system and the education system has created numerous challenges for nursing education and training and some of these challenges are:
Challenges facing the Profession:
South Africa requires nurses that are comprehensively trained to provide nursing care in various contexts (Primary health care, institutional/hospitals, midwifery and mental health settings) and in both rural and urban setting. Comprehensive training does not imply or focus on attaining separate qualifications but rather on the ability to integrate knowledge and skills for the provision of comprehensive nursing care. Each category of nurse will be an independent practitioner in accordance with their scope of practice and the level of training and competence attained.
The Scope, and a Competency Framework:
The revised scope of practice focuses on outlining the practice of the three basic categories of nurses. Education and training of nurses will be informed by the scope of practice and the competencies required for nursing practice, as defined in this qualification (and three others). Where the scope of practice for current categories of nurses is expanded, training to upgrade the skills and competencies will be required.
Each category of nurse is defined and a clear distinction in terms of the practice is made. The scope distinguishes between different areas of practice viz. clinical, ethical and professional and quality of practice. The scope of practice is supported by a competency framework for the profession of nursing. The competency framework provides detailed for and supports an outcomes based approach to nursing education and training.
The scope is outlined:
A staff nurse is a person who:
Scope of Practice:
The scope of the staff nurse is to provide basic nursing care, which entails:
Scope of Professional and Ethical Practice:
The Professional and Ethical practice of a Staff Nurse requires a practitioner to:
Scope of Clinical Practice:
The clinical practice of a staff nurse is to provide basic nursing care for the treatment and rehabilitation of common health problems for individuals and groups. Such practice requires a practitioner to:
Quality of Practice:
The quality of nursing practice of a staff nurse is to:
An examination of the Scope of Practice, as well as those in operations in ICN signatory countries, clearly indicates the alignment of this proposed qualification with international practice.
|This qualification - National Diploma: Nursing - articulates with the Professional Degree in nursing at NQF Level 7, or any other bachelor's degree in the health and social sciences as determined by the provider.
The following diagram shows the location of this qualification in terms of other possible qualifications within the field:
Learners can move into a number of related areas in health and allied health sciences, as well as research, education and nursing management, by achieving the credits specified in each qualification, mainly related to specialisation areas particular to each sub-field.
Learners can move vertically by using this qualification as the basis for any of the qualifications indicated above NQF Level 5.
|CRITERIA FOR THE REGISTRATION OF ASSESSORS|
|ID||UNIT STANDARD TITLE||PRE-2009 NQF LEVEL||NQF LEVEL||CREDITS|
|Core||252082||Carry out a health assessment of an individual of any age group||Level 5||Level TBA: Pre-2009 was L5||7|
|Core||252112||Demonstrate knowledge of the anatomy and bio-physical functioning of the human body||Level 5||Level TBA: Pre-2009 was L5||20|
|Core||252110||Demonstrate knowledge of the structure and biology of micro organisms as it applies to clinical practice||Level 5||Level TBA: Pre-2009 was L5||12|
|Core||252113||Develop and apply strategies to cope with the emotional demands of nursing situations||Level 5||Level TBA: Pre-2009 was L5||4|
|Core||252089||Ensure child and adolescent-friendly health and nursing care||Level 5||Level TBA: Pre-2009 was L5||4|
|Core||252107||Facilitate community stakeholder involvement in promoting and maintaining health||Level 5||Level TBA: Pre-2009 was L5||5|
|Core||252093||Implement and evaluate planned nursing care to achieve identified patient outcomes||Level 5||Level TBA: Pre-2009 was L5||16|
|Core||252105||Lead and participate in team approaches to health care||Level 5||Level TBA: Pre-2009 was L5||4|
|Core||252092||Manage a community health intervention||Level 5||Level TBA: Pre-2009 was L5||3|
|Core||252095||Monitor and stimulate the growth and development of a child and/or adolescent||Level 5||Level TBA: Pre-2009 was L5||10|
|Core||252080||Practice in accordance with ethical and legal codes of nursing and the laws of the country||Level 5||Level TBA: Pre-2009 was L5||8|
|Core||252099||Provide nursing care to a terminally ill patient and support to the family||Level 5||Level TBA: Pre-2009 was L5||5|
|Core||252102||Share information to promote effective decision making in health care||Level 5||Level TBA: Pre-2009 was L5||7|
|Core||252101||Create and maintain a safe physical and emotionally supportive environment in a health care unit||Level 6||Level TBA: Pre-2009 was L6||6|
|Core||252106||Demonstrate knowledge of applied psychology in the care of health care users||Level 6||Level TBA: Pre-2009 was L6||12|
|Core||252103||Demonstrate knowledge of applied sociology in the care of patients||Level 6||Level TBA: Pre-2009 was L6||12|
|Core||252109||Demonstrate knowledge of the physiology and biochemical functioning of all body systems||Level 6||Level TBA: Pre-2009 was L6||20|
|Core||252100||Develop a care plan in collaboration with patients and/or carers||Level 6||Level TBA: Pre-2009 was L6||10|
|Core||252091||Maintain optimum health of the pregnant woman and the family||Level 6||Level TBA: Pre-2009 was L6||12|
|Core||252081||Manage childhood illnesses in an integrated manner||Level 6||Level TBA: Pre-2009 was L6||8|
|Core||252097||Manage individuals and groups with communicable diseases||Level 6||Level TBA: Pre-2009 was L6||14|
|Core||252111||Manage minor ailments and common illnesses||Level 6||Level TBA: Pre-2009 was L6||16|
|Core||252087||Manage pharmacological preparations and treatment||Level 6||Level TBA: Pre-2009 was L6||9|
|Core||252096||Manage rehabilitation||Level 6||Level TBA: Pre-2009 was L6||8|
|Core||252108||Provide nursing care to individuals with long term illness||Level 6||Level TBA: Pre-2009 was L6||9|
|Core||252085||Provide postpartum care to the mother and neonate||Level 6||Level TBA: Pre-2009 was L6||12|
|Core||252088||Respond to physical and psychological emergency situations||Level 6||Level TBA: Pre-2009 was L6||10|
|Core||252083||Utilise relevant legislation, regulations and policy in planning in a health care unit||Level 6||Level TBA: Pre-2009 was L6||3|
|Core||252094||Organise, co-ordinate and review the activities of a health care unit||Level 7||Level TBA: Pre-2009 was L7||4|
|Fundamental||252098||Use communication skills to establish and maintain supportive relationships||Level 5||Level TBA: Pre-2009 was L5||6|
|Elective||252125||Perform a spirometry screening test in an occupational setting||Level 5||Level TBA: Pre-2009 was L5||5|
|Elective||252126||Perform an audiometric screening test in an occupational setting||Level 5||Level TBA: Pre-2009 was L5||5|
|Elective||252086||Develop, maintain and manage an effective information management system for nursing practice||Level 7||Level TBA: Pre-2009 was L7||8|
|Elective||252090||Maintain physical and psychological comfort in acute and/or chronically ill patients, and significant others||Level 7||Level TBA: Pre-2009 was L7||11|
|Elective||252084||Manage the provision of quality nursing care in a cost effective manner||Level 7||Level TBA: Pre-2009 was L7||6|
|Elective||252104||Prepare the patient who has recovered from an acute illness for discharge||Level 7||Level TBA: Pre-2009 was L7||5|
|Elective||244229||Provide counselling and intervention for people affected by abuse, neglect, or violence||Level 7||Level TBA: Pre-2009 was L7||15|
|LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION:|
|LP ID||Learning Programme Title||Originator||Pre-2009
|NQF Level||Min Credits||Learning Prog End Date||Quality
|71712||National Diploma: Nursing||Medi-Clinic||Level 5||Level N/A: Pre-2009 was L5||286||CHE||HEQSF|
|PROVIDERS CURRENTLY ACCREDITED TO OFFER THESE LEARNING PROGRAMMES:|
|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 Quality Assuring Bodies 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 Quality Assuring Body should be notified if a record appears to be missing from here.
|LP ID||Learning Programme Title||Accredited Provider|
|71712||National Diploma: Nursing||Medi-Clinic|