SAQA All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.
SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE: 

Lead and participate in team approaches to health care 
SAQA US ID UNIT STANDARD TITLE
252105  Lead and participate in team approaches to health care 
ORIGINATOR
SGB Nursing 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 09 - Health Sciences and Social Services Preventive Health 
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 promote and facilitate the establishment of a team of health and allied health workers and professionals from other sectors to prevent illness, promote health and development, maintain health and promote rehabilitation in communities, small groups and individuals.

People credited with this unit standard are able to:
  • Demonstrate an understanding of nursing, health care and multi-disciplinary team and multi-sectoral group dynamics.
  • Work in a multidisciplinary team across multi-sectoral boundaries in healthcare matters.
  • Contribute to effective delivery in a multi-disciplinary team.
  • Describe the ethical considerations for working in a team in a health care context. 
    		•

    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:
  • Group dynamics.
  • Communicate in a helping manner.
  • Conflict management. 
    		•

    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 learners will function within the scope of practice of a nurse as formulated by the SANC, regulations institutional policies related to specific occupational settings, as well as the parameters of the capabilities of the learner at this level. 
    		•

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Demonstrate an understanding of the dynamics of work within teams. 
    OUTCOME RANGE 
    Teams include:
  • Nursing, health care, multi-disciplinary. 
    		•

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The importance of recognising the different roles and responsibilities of team members is explained with reference to professional boundaries and the potential for overlap and dysfunctional conflict. 

    ASSESSMENT CRITERION 2 
    The importance of identifying and including key persons into the team is explained with reference to the particular contribution of each, as well as the negative consequences for the patient of their exclusion. 

    ASSESSMENT CRITERION 3 
    Examples provided of multi-disciplinary teams drawn from case studies illustrate the therapeutic and/or developmental contribution of each to the patient and family. 

    ASSESSMENT CRITERION 4 
    Insights and practices from other disciplines are adopted into own practice where appropriate, in the interests of improved service levels. Adapted practice complies with relevant guidelines and protocols. 

    ASSESSMENT CRITERION 5 
    The role of other stakeholders in health care beyond the multi-disciplinary team is identified in terms of key contributions to health care and the value added to the work of the team. 
    ASSESSMENT CRITERION RANGE 
    Stakeholders include:
  • NGOs, FBOs, CBOs.
     
    		•

    ASSESSMENT CRITERION 6 
    The importance of a unified approach to work with patients is described and explained with reference to the therapeutic benefits to the patient, as well as the effective functioning of the team. 

    SPECIFIC OUTCOME 2 
    Work in a team across multi-sectoral boundaries in healthcare matters. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Opportunities for inter-sectoral collaboration are identified in terms of contribution to service delivery. Communication and interaction with other sectors establishes and maintains effective working relationships in the interests of more effective service delivery. 
    ASSESSMENT CRITERION RANGE 
    Sectors include:
  • Social workers, child care workers, school teachers, traditional leaders, police.
     
    		•

    ASSESSMENT CRITERION 2 
    The typical composition of a multi-disciplinary team is described and explained in terms of the roles of each member. 

    ASSESSMENT CRITERION 3 
    Communication channels and strategies established provide the means for identifying, sharing and resolving group needs and problems. 
    ASSESSMENT CRITERION RANGE 
    Needs include:
  • Regular communication, feedback, progress of healthcare user, information sharing.
     
    		•

    ASSESSMENT CRITERION 4 
    Procedures for various types and channels of communication are circulated to all affected parties. Implementation of procedures promotes the effectiveness of communication, and fosters mutual respect between members of the healthcare team. 

    ASSESSMENT CRITERION 5 
    Interactions in the team setting are characterised by mutual support of team members, and an attempt to work synergistically in the best interests of the patient. 

    ASSESSMENT CRITERION 6 
    Feedback and consultation is regular and promotes coherent responses to and interactions with patients in line with their individual care plans. 

    ASSESSMENT CRITERION 7 
    Consultation and collaboration within multi-disciplinary health teams, organisations and special interest groups maximises the benefits of the multi-disciplinary approach in the best interests of the patient and the provision of health care. 

    SPECIFIC OUTCOME 3 
    Contribute to effective delivery in a multi-disciplinary team. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Tasks the team as a whole must carry out are identified and described in relation to the composition of the multi-disciplinary team. 

    ASSESSMENT CRITERION 2 
    Own role within a team is described and explained with reference to own contribution, professional boundaries, and the need for referral. 
    ASSESSMENT CRITERION RANGE 
    Roles include:
  • Leadership of the team, nursing specific roles.
     
    		•

    ASSESSMENT CRITERION 3 
    Barriers to effective teamwork are identified and described with reference to their dysfunctional impact on team effectiveness. 
    ASSESSMENT CRITERION RANGE 
    Barriers include:
  • Different approaches and philosophies, competing team leaders, different goals and agendas, interpersonal issues, diversity or the lack thereof, unresolved conflict, power struggles, logistical issues-contact, access, time, lack of leadership, disrespect of other disciplines, lack of boundaries, lack of role clarity.
     
    		•

    ASSESSMENT CRITERION 4 
    Solutions and strategies identified to overcome barriers are realistic, appropriate to the nursing care philosophy, and likely to promote effective teamwork. 
    ASSESSMENT CRITERION RANGE 
    Strategies include:
  • Education of people, effective communication, acknowledgement of roles of others, reflection/evaluation of experience, conflict resolution, clarification of terms of reference, participative approach to decision-making, sensitivity to diversity issues.
     
    		•

    ASSESSMENT CRITERION 5 
    Own actions within the team are consistent with defined role, and contribute towards team building and maintenance. 

    SPECIFIC OUTCOME 4 
    Describe the ethical considerations for working in a team in a health care context. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The importance of confidentiality is explained with reference to respect for individual rights and ethical principles. 

    ASSESSMENT CRITERION 2 
    The tension between sharing information with team members and maintaining confidentiality is explained with reference to the patient rights, and therapeutic benefits for the patient. 

    ASSESSMENT CRITERION 3 
    The concept of 'contracting' is described and explained with reference to the ethical responsibilities of contracts with team members, patients and significant others. 

    ASSESSMENT CRITERION 4 
    The importance of reporting unethical behaviour of others within the team is explained with reference to professional responsibility and the rights of patients and/or significant others. 


    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.
  • Comprehensive primary health care, public health (population based care), "health care for all", optimal health.
  • Multidisciplinary approach.
  • Multisectoral approach.
  • Meeting procedures.
  • Referral system within District Health System.
  • Group and teamwork approaches. 
    		•

    UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify and solve problems and make decisions using critical and creative thinking.

    Note:
  • Core to the standard: Facilitating team based approaches. 
    		•

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

    Note:
  • Core to the standard: Team based approach. 
    		•

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

    Note:
  • Essential in work with different stakeholders. 
    		•

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

    Note:
  • Core to the standard: Facilitating a team process. 
    		•

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

    Note:
  • Core to the standard: Communicating with team members. 
    		•

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

    Note:
  • Indirectly: Presentation of information. 
    		•

    UNIT STANDARD CCFO DEMONSTRATING 
    Demonstrate an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation.

    Note:
  • Core to team based approaches. 
    		•

    UNIT STANDARD ASSESSOR CRITERIA 
    N/A 

    REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this unit standard was Reregistered in 2012; 2015. 

    UNIT STANDARD NOTES 
    Notes to assessors:

    Assessors should keep the following general principles in mind when designing and conducting assessments against this unit standard:
  • Focus the assessment activities on gathering evidence in terms of the main outcome expressed in the title to ensure assessment is integrated rather than fragmented. Remember we want to declare the person competent in terms of the title. Where assessment at title level is unmanageable, then focus assessment around each specific outcome, or groups of specific outcomes.
  • Make sure that evidence is gathered across the entire range, wherever it applies. Assessment activities should be as close to the real performance as possible, and where simulations or role-plays are used, there should be supporting evidence to show the candidate is able to perform in the real situation.
  • Do not focus the assessment activities on each assessment criterion. Rather make sure the assessment activities focus on outcomes and are sufficient to enable evidence to be gathered around all the assessment criteria.
  • The assessment criteria provide the specifications against which assessment judgements should be made. In most cases, knowledge can be inferred from the quality of the performances, but in other cases, knowledge and understanding will have to be tested through questioning techniques. Where this is required, there will be assessment criteria to specify the standard required.
  • The task of the assessor is to gather sufficient evidence, of the prescribed type and quality, as specified in this unit standard, that the candidate can achieve the outcomes again and again and again. This means assessors will have to judge how many repeat performances are required before they believe the performance is reproducible.
  • All assessments should be conducted in line with the following well documented principles of assessment: Appropriateness, fairness, manageability, integration into work or learning, validity, direct, authentic, sufficient, systematic, open and consistent.

    The following particular issues should be taken into consideration when assessing against this unit standard:
  • 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:
  • Contracting means: a verbal agreement on boundaries, roles and commitments.
  • 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 
    Elective  66389   Higher Certificate: Diagnostic and Procedural Coding  Level 5  NQF Level 05  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  HW SETA 


    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.