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: 

Facilitate community stakeholder involvement in promoting and maintaining health 
SAQA US ID UNIT STANDARD TITLE
252107  Facilitate community stakeholder involvement in promoting and maintaining health 
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  5 
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 empower the community and specific groups within the community to prevent illness, promote health and development, maintain health and promote rehabilitation of the people within that community.

People credited with this unit standard are able to:
  • Demonstrate understanding of the social and cultural contexts of a community.
  • Facilitate community stakeholder involvement in promoting and maintaining health.
  • Identify possible resources to meet community health needs.
  • Facilitate community or group member participation in attaining community health goals. 
    		•

    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:
  • Communication and Mathematical Literacy skills (NQF Level 4). 
    		•

    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 
    Demonstrate understanding of the social and cultural contexts of a community. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The social and cultural contexts of a community are discussed in terms of their influence on health outcomes for that community. 

    ASSESSMENT CRITERION 2 
    Particular practices within communities are identified and explained in terms of their significance for health care solutions. 
    ASSESSMENT CRITERION RANGE 
    Practices include:
  • Child-rearing practices; health practices; nutritional practices.
     
    		•

    ASSESSMENT CRITERION 3 
    Own approach to different social and cultural contexts and practices is characterised by tolerance, and seeks to incorporate these practices into health care where there is no harm caused. 

    ASSESSMENT CRITERION 4 
    Own or generally accepted practices are adapted to suit different contexts where this is possible without compromising accepted medical practice. 

    ASSESSMENT CRITERION 5 
    Changes to practices in different social and cultural contexts, where necessary, are consistent with principles of hygiene and sterile practice, and are calculated to improve the quality of health care. 

    ASSESSMENT CRITERION 6 
    Proposed changes and or innovations in health care for communities are evaluated for acceptability and relevance from the perspective of traditional health practices. 

    SPECIFIC OUTCOME 2 
    Facilitate community stakeholder involvement in promoting and maintaining health. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Key stakeholders in communities are identified and described in terms of their position, status and standpoint with respect to health issues. 
    ASSESSMENT CRITERION RANGE 
    Standpoint includes:
  • Social and cultural perspectives.

    Stakeholders include:
  • Traditional health practitioners; counselors; opinion makers, influential people; health care users.
     
    		•

    ASSESSMENT CRITERION 2 
    Opportunities for engagement with stakeholders are identified and utilised at appropriate stages of involvement with the community. 
    ASSESSMENT CRITERION RANGE 
    Opportunities include:
  • Projects, existing forums; partners with health care workers in community; development of community care teams.
     
    		•

    ASSESSMENT CRITERION 3 
    Care is taken to establish contact and a basis for ongoing communication with key stakeholders. Initial approaches focus on establishing community needs rather than presenting own plans and intentions. 

    ASSESSMENT CRITERION 4 
    Existing contacts in the community, where these exist, are engaged in the process of gaining access to the community and its structures. 

    ASSESSMENT CRITERION 5 
    Care is taken to present evidence of similar community involvement which establishes and promotes own and/or organisation's credibility. Credibility is strengthened through demonstrated commitment to the project and the community. 

    ASSESSMENT CRITERION 6 
    All actions and interactions with stakeholders are transparent and consistent with stated intentions. Interactions are characterised by respect, a willingness to listen, and a readiness to meet people on their own grounds. 

    SPECIFIC OUTCOME 3 
    Identify possible resources to meet community health needs. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Resource requirements are identified in terms of established community needs. 

    ASSESSMENT CRITERION 2 
    The knowledge, skills and expertise of multidisciplinary and/or multi-sectoral groups already involved with the community are identified in terms of their contribution towards the achievement of set community health goals. 
    ASSESSMENT CRITERION RANGE 
    Groups include:
  • Private provision (FBO/NGO/CBO); formal and informal community groupings; state provision (social services, clinics, mobile clinics, municipal medical services).
     
    		•

    ASSESSMENT CRITERION 3 
    Engagement with groups facilitates the incorporation of health into their agendas where this is not already a key focus point. 

    ASSESSMENT CRITERION 4 
    Strengths and capacity amongst community members are identified as resources to meet community needs. 

    ASSESSMENT CRITERION 5 
    Own personal resources and creativity are identified in relation to established needs, and made available to improve health in the community. 

    SPECIFIC OUTCOME 4 
    Facilitate community or group member participation in attaining community health goals. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Engagement with community members and structures empowers members and promotes participation in community health initiatives. 
    ASSESSMENT CRITERION RANGE 
    Engagement includes:
  • Focus group discussions; information dissemination; active support.
     
    		•

    ASSESSMENT CRITERION 2 
    Solutions to health issues already developed by communities are identified. Solutions are further developed and supported where appropriate to improve health and the attainment of community health goals. 

    ASSESSMENT CRITERION 3 
    Traditional herbs and medicines are used where these are already in use, available and where they provide effective health care options. 

    ASSESSMENT CRITERION 4 
    Engagement with communities is directed towards the establishment of sustainable initiatives. It is characterized by empowerment of community members, delegation of responsibility, and the development of independence and self-direction. 


    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.

    The following embedded knowledge is incorporated in the standard:
  • Understanding and application of community participatory involvement. 
    		•

    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 community based solutions. 
    		•

    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 multiple stakeholders. 
    		•

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information.
  • Note: Core to the standard-facilitating a community 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 communities and community structures. 
    		•

    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 community health care. 
    		•

    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:
  • FBO: Faith based organisations.
  • NGO: Non-governmental organisations.
  • CBO: Community based organisations. 
    		•

    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.