SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE:

Apply epidemiological principles to health planning and monitoring

SAQA US ID	UNIT STANDARD TITLE
252141	Apply epidemiological principles to health planning and monitoring
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 7	Level TBA: Pre-2009 was L7	3
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 qualification will enable the learner to function as a clinically focused, service orientated, independent registered professional nurse, who is able to render comprehensive care across all spheres of health, as determined by the appropriate legislative framework. The qualifying learner will apply evidence-based research to enhance nursing practice.

This unit standard will recognise the essential knowledge and skills required to use epidemiological principles to assess plan, monitor and evaluate health interventions.

People credited with this unit standard are able to:

Identify trends in health status using appropriate demographic health indicators.

Analyse health trends and health related issues to develop strategies for health improvement.

Utilise epidemiological data to monitor the effectiveness of population based strategies.

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:

Conducting a community health assessment.

Appropriate methods of interacting sensitively, effectively, and professionally with people of diverse cultural, religious, socio-economic, educational and professional backgrounds.

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:

Learners function within the scope of practice of a professional nurse as formulated by the SANC.

Specific Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1

Identify trends in health status using appropriate demographic health indicators.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Sources of data include all data relevant to health planning and monitoring for particular geographic regions and demographic distributions.

ASSESSMENT CRITERION RANGE

Sources include:

Health surveys; demographic surveys; Statistics SA; population surveys; specific reports on particular conditions.

ASSESSMENT CRITERION 2

Methods of data collection are identified and applied in accordance with established procedures.

ASSESSMENT CRITERION RANGE

Methods include:

Forms; questionnaires; interviews; observation.

ASSESSMENT CRITERION 3

Trends identified are significant in terms of national and/or local health concerns, and substantiated by relevant data, in accordance with approved methodology.

ASSESSMENT CRITERION RANGE

Trends include:

Health profiles and race groups; communicable diseases; disease prevalence; geographic distribution; distribution according to lifestyle, income, employment profiles, education.

ASSESSMENT CRITERION 4

Epidemiological terminology used to communicate significant health data to stakeholders is in accordance with generally accepted understanding.

ASSESSMENT CRITERION RANGE

Key terms include:

Infant mortality rates; morbidity; prevalence; co-morbidity; maternal death rate; infant morbidity rates.

ASSESSMENT CRITERION 5

Formulas used in the calculation of trends are appropriate to the particular context, and used correctly. Results produced are consistent with available data.

ASSESSMENT CRITERION 6

Population based diagnoses are correctly determined in terms of available data, and supported by relevant and accurate epidemiological data.

ASSESSMENT CRITERION 7

Demographic health indicators utilized are appropriate to the survey. Inferences regarding health status in population-based health care are supported by relevant health indicators.

SPECIFIC OUTCOME 2

Analyse health trends and health related issues to develop strategies for health improvement.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

The ways in which health phenomena link are analysed, and strategies developed are appropriate to the challenges experienced, and promote health improvement in the community.

ASSESSMENT CRITERION 2

Possibilities for population based strategies are appropriate in terms of the data gathered and identified trends.

ASSESSMENT CRITERION 3

Proposed population based strategies demonstrate a critical understanding of the dynamics of the target phenomenon. Proposed solutions are realistic and viable with respect to available resources.

ASSESSMENT CRITERION RANGE

Strategies include:

Broad immunization campaigns; health promotion activities; targeted training; capacity development of health professionals; feeding schemes.

ASSESSMENT CRITERION 4

Proposed population based strategies are based on an accurate analysis of the environment and represent appropriate responses to environmental factors responsible for the identified spread or prevalence of the disease.

ASSESSMENT CRITERION RANGE

Factors include:

Waste disposal, water purification; food security (availability); storage of food.

SPECIFIC OUTCOME 3

Utilise epidemiological data to monitor the effectiveness of population based strategies.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

The principle of tracking trends is illustrated by relevant examples and evidence drawn from own nursing practice.

ASSESSMENT CRITERION 2

The effectiveness of population based strategies is monitored at scheduled intervals against established criteria, using available epidemiological data.

ASSESSMENT CRITERION 3

Reports compiled on the impact of the strategy are accurate, in the correct format, and submitted to agreed stakeholders at scheduled times, through agreed channels.

ASSESSMENT CRITERION 4

Judgments about the effectiveness of strategies is substantiated by appropriate epidemiological data. Departures from planned or expected outcomes are noted and recommendations to authorities are appropriate to the circumstances and strategic objectives.

ASSESSMENT CRITERION 5

Population based strategies in own region are identified and possibilities for professional involvement and support investigated. Decisions on involvement are appropriate in terms of expertise and possible contribution, as well as personal and professional commitments.

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 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.

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: Population based solutions; health planning and monitoring.

UNIT STANDARD CCFO WORKING

Work effectively with others as members of a team, group, organisation or community.

Note: Core to the standard: Health care is team based.

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; planning and monitoring.

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.

QUALIFICATIONS UTILISING THIS UNIT STANDARD:

	ID	QUALIFICATION TITLE	PRE-2009 NQF LEVEL	NQF LEVEL	STATUS	END DATE	PRIMARY OR DELEGATED QA FUNCTIONARY
Core	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.

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