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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 QUALIFICATION THAT HAS PASSED THE END DATE: 

Certificate: Nursing 
SAQA QUAL ID QUALIFICATION TITLE
10815  Certificate: Nursing 
ORIGINATOR
AFRICA HEALTHCARE NURSING COLLEGE 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
QCTO - Quality Council for Trades and Occupations  OQSF - Occupational Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
National Certificate  Field 09 - Health Sciences and Social Services  Preventive Health 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  256  Level 4  Level TBA: Pre-2009 was L4  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Passed the End Date -
Status was "Reregistered" 		 SAQA 06120/18  2018-07-01  2023-06-30 
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 qualification does not replace any other qualification and is not replaced by any other qualification. 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
The qualified pupil nurse will be ably to function as a competent nurse practitioner under the supervision of a registered nurse and as a member of the multi-disciplinary health team
Empowerment of the learner regarding personal and professional development 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Grade 10 or equivalent

Specific skills:
  • Mathematical skills
  • Affective skills
  • Psychomotor skills
  • Communicative skills (verbal & non-verbal)

    Recognition of prior learning:
  • Auxilliary nursing
  • Any Health Certificate
  • Previous experience 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    EXIT LEVEL OUTCOMES 
    A). Exit level outcomes:

    The student will be capable of:
    First year:

    1. Functioning under the direct or indirect supervision of the registered nurse, as a member of the health team, within the ethical and legal framework of the profession, according to the Scope of Practice of the Enrolled Nursing Auxiliary, while rendering basic nursing care, taking into consideration the physical, psychological, spiritual and religious needs of the individual
    2. Applying acquired knowledge of Anatomy and Physiology while rendering basic nursing care
    3. Utilising a systematic nursing approach in the implementation and recording of basic nursing care throughout the life span for the individual, group, family and community
    4. Ensuring a safe environment for the patient / client and personnel by prevention and treatment of:
    Accidents
  • Communicable diseases
  • Asepsis
    on
  • Primary level
  • Secondary level; and
  • Tertiary level
    5. Providing in the nutritional needs of the individual
    6. Identifying health education needs in the individual, group, family and community

    Second year:

    1. Meeting the basic human needs and demands for individuals, families and community and maintaining a holistic approach to patient care
    2. Maintaining an ethical partnership, self responsibility and communication skills to provide for collaborative planning and problem solving and implementation of integrated health services
    3. Participating in promoting and protecting the rights of health care consumers, nurses and the community in health care settings
    4. Display cultural sensitivity when providing health care
    5. Responding effectively and efficiently in disaster and emergency situations
    6. Maintaining professional excellence, credibility and competence through continual education for personal and professional growth and development

    B). Critical cross-field outcomes:

    First year:
    1. Identifying and solving problems in which responses display that responsible decisions using critical and creative thinking have been made
    2. Contributing to the full personal development of each learner and the social and economic development of the society at large, by making it the underlying intention an any programme of learning to make an individual aware of the importance of:
  • Reflecting on and exploring a variety of strategies to learn more effectively
  • Participating as responsible citizens in the life of local, national and global communities
  • Being culturally and aesthetically sensitive across a range of social contexts
  • Exploring education and career opportunities and
  • Developing entrepreneurial opportunities

    Second year:
  • Identify and solve problems in which responses display that responsible decisions using critical and creative thinking have been made
  • Work effectively with others as a member of the team, group, organisation and community
  • Demonstrate understanding of the world as a set of related systems by recognising that the problem solving contexts do not exist in isolation 
    		•

    ASSOCIATED ASSESSMENT CRITERIA 
    A). Exit level assessments:

    The student will provide evidence of competencies, knowledge and attitudes through:
    First year:
    1. Functioning competently under the direct or indirect supervision of the registered nurse, as a member of the health team, within the ethical and legal framework of the profession, according to the Scope of Practice of the Enrolled Nursing Auxiliary, while rendering basic nursing care, taking into consideration the physical, psychological, spiritual and religious needs of the individual
    2. Acquired knowledge of Anatomy and Physiology appropriate while rendering basic nursing care
    3. Executing a systematic nursing approach in the implementation and recording of basic nursing care throughout the life span for the individual, group, family and community
    4. Applying the principles of creating a safe environment for the patient / client and personnel by prevention and treatment of:
    Accidents
  • Communicable diseases
  • Asepsis
    on
  • Primary level
  • Secondary level; and
  • Tertiary level
    5. Compiling a balanced diet according to the needs of the individual
    6. Giving health education to the individual, group, family and community according to identified needs

    Second year:
    1. Executing the nursing-care plan, including the monitoring of vital signs and observations regarding the effectiveness of treatment under the supervision of a professional nurse
    2. Functioning as a safe and competent member of the multi-professional health team, solving problems by means of exploring and critically evaluating, work related situations, under the direct supervision of a registered nurse, as well as personal issues
    3. Competently applying principals of labour relations and patient's rights in the health care setting
    4. Interacting in a competent and effective way across the cultural spectrum
    5. - Competently performing basic first aid skills and techniques in order to preserve life and prevent complications
    - Competently taking part in the executing of an emergency care plan
    6. - Conducting him/her in a manner acceptable in the health care fraternity by practicing within the ethical legal framework
    - Utilising and being aware of the available range of personal and career opportunities

    B). Critical cross-field assessments:

    First year:
    3. Identifying and solving problems in which responses display that responsible decisions using critical and creative thinking have been made
    4. Contributing to the full personal development of each learner and the social and economic development of the society at large, by making it the underlying intention an any programme of learning to make an individual aware of the importance of:
  • Reflecting on and exploring a variety of strategies to learn more effectively
  • Participating as responsible citizens in the life of local, national and global communities
  • Being culturally and aesthetically sensitive across a range of social contexts
  • Exploring education and career opportunities and
  • Developing entrepreneurial opportunities

    Second year:
  • Identify and solve problems in which responses display that responsible decisions using critical and creative thinking have been made
  • Work effectively with others as a member of the team, group, organisation and community
  • Demonstrate understanding of the world as a set of related systems by recognising that the problem solving contexts do not exist in isolation

    Integrated assessment:

    Continuous assessment:
    Assess by:
  • Tutors
  • Registered nurses
  • Peer group
  • Self assessment

    Assess through:
  • Formal tests
  • Assignments
  • Role play
  • Case studies
  • On the spot training
  • Stimulations

    Formative and summative assessments:
    Theory:
  • Tests
  • Assignments
  • Examinations
  • Class attendance
  • Workbooks

    Clinical:
  • Clinical examinations in each year of study - OSCE
  • Structured clinical accompaniment 
    		•

    ARTICULATION OPTIONS 
    Horizontal:
  • One college to next college
  • Nursing school to College

    Vertical:
  • Enrolled nursing Auxiliary (after completion of first year)
  • Enrolled nurse

    Horizontal and diagonal:
  • Auxiliary nurse 
    		•

    MODERATION OPTIONS 
  • Internal - Nursing College
  • External - South African Nursing Council 
    		•

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    Practical:
  • Internal moderators from the Nursing College
  • Be registered nurses with specialised qualification and/or nursing education

    Theory:
    South African Nursing Council 
    		•

    REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2006; 2009; 2012; 2015. 

    NOTES 
    N/A 

    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
     
    NONE 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS QUALIFICATION: 
    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.