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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Postgraduate Diploma in Interprofessional Education in Health 
SAQA QUAL ID QUALIFICATION TITLE
112997  Postgraduate Diploma in Interprofessional Education in Health 
ORIGINATOR
University of the Western Cape 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Postgraduate Diploma  Field 09 - Health Sciences and Social Services  Promotive Health and Developmental Services 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  120  Not Applicable  NQF Level 08  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Reregistered  EXCO 0821/24  2019-11-22  2027-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2028-06-30   2031-06-30  

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 
Purpose:
The primary purpose of the Postgraduate Diploma in Interprofessional Education in Health is to develop the learners' interprofessional education knowledge and skills. This knowledge and skills attained will improve health, wellbeing and social care service delivery on the continent within and between the different health professions. Furthermore, the implementation of this qualification will build the capacity of health and social care professionals to further their professional development.

Exit Level Outcomes for the qualification:
  • Engage with multiple sources of knowledge in the area of interprofessional education.
  • An understanding and application of the key terms, concepts, facts, principles, rules and theories related to the field of interprofessional education.
  • Analyse and critically evaluate literature relevant to interprofessional education.
  • Acquire knowledge in the techniques, procedures, instrumentation and its applications in collaborative practice.
  • Identify and understand prescribed organisational and professional ethical codes of conduct.
  • Select an appropriate research approach and topics and conduct research using the prescribed quantitative/qualitative research methods in interprofessional education and collaborative practice.
  • Collect data and use a variety of analytical techniques and information technologies relevant to the area of interprofessional education and collaborative practice.
  • Conduct a research project until completion.

    The qualification aims to offer a wide range of transferable skills, including:
  • A solution-based approach to problem-solving.
  • Empowerment strengths-based approach to personal development.
  • Competence in written and oral communication.
  • Capacity to assess and implement nursing education and other related policies.
  • Ability to plan and implement and manage educational projects of a varied nature.
  • An ability to work independently and as part of a team.

    Rationale:
    The qualification aims to address the challenges experienced in the fragmented healthcare system whereby professionals are working in their silos and thereby affecting the health outcomes of the population. The qualification focuses on preparing the learners to work professionally and collaboratively. The Postgraduate Diploma Interprofessional Education enables practitioners to collaborate across and within professions (e.g. doctors, nurses, physiotherapists.) and sectors (education, agriculture.) to provide high-quality health and social care. Internationally and nationally, the emerging need for interprofessional education and collaborative practice emphasises the current methods. The implementation of this qualification could facilitate IPCP core competencies (roles and responsibilities, leadership, communication, ethics and values) between different healthcare professionals from various health and social sectors. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    Access to the qualification is available in terms of the university's RPL policy and its admission criteria stipulated by Senate. Also, learners need to undergo a Portfolio Development Course for the RPL process for admission to the qualification. The PDC will focus on written submission explaining the reasons for the learners' interest in the discipline as an adjunct to their existing professional competencies and indicating the nature of a possible research project. Also, an application must follow the terms of the institution's competency rule via Senate.

    Entry Requirements:
    The minimum entry requirement for this qualification is:
  • Bachelor in any cognate discipline 360-Credits, NQF Level 7.
    And
  • A minimum of three years of working experience in the health or welfare sector is required. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory modules at National Qualifications Framework Level 8 totalling 120 Credits.

    Compulsory Modules at Level 8, 100 Credits:
  • Theories, Models and Concepts in Interprofessional Education, 30 Credits.
  • Leadership in Interprofessional Education and Collaborative Practice, 20 Credits.
  • Interprofessional Shared Decision-making, 20 Credits.
  • Interprofessional Research Project, 30 Credits.

    Elective Modules at Level 8, 20 Credits (Choose one):
  • Management Strategies in Public Health, 20 Credits.
  • Policy Implementation and evaluation in sport and development, 20 Credits.
  • Health Promotion in Public Health, 20 Credits.
  • Monitoring and evaluation for Health Services Improvement, 20 Credits.
  • Leadership Culture and Diversity (Inclusivity/Culture/Diversity), 20 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Apply the basic concepts of Interprofessional Education and Collaborative Practice within the area of current practice.
    2. Critically evaluate ethical dilemmas and apply relevant principles within health professions education.
    3. Apply various leadership styles and conflict management in various contexts to enhance collaborative practise between health professionals.
    4. Apply the basic principles of ethical leadership.
    5. Apply the basic principles and or process of research, through the development of data collection tools and to effectively collect research data.
    6. Interpretation of research data and the production of a research report.
    7. Apply the basic principles of Interprofessional Shared Decision making.
    8. Implementation of shared decision making and ethical principles, behaviour, professionalism using case studies.
    9. ntegrate leadership, culture and diversity in the local and global context. 

    ASSOCIATED ASSESSMENT CRITERIA 
    The following Associated Assessment Criteria will assess the Exit Level Outcomes in an integrated manner:
  • Analyse, integrate and apply IPE theories and models in a clinical practice setting.
  • Implement IPE assessment principles, strategies and methods in the field of practice.
  • Distinguish between ethics and professionalism in clinical practice.
  • Identify and apply ethical issues related to the context.
  • Implement management and leadership concepts and theories as related to interprofessional education and collaborative practice.
  • Demonstrate an ability to apply the principles of management and leadership within a team.
  • Demonstrate an understanding of the concept of ethics as it relates to leadership.
  • Demonstrate an understanding of the implications of ethical leadership.
  • Demonstrate an understanding of the fundamentals of research methods in the social sciences.
  • Identify and formulate a research problem in the area of IPE.
  • Identify variables and interrelationships between them and link these to appropriate literature survey and sampling methods.
  • Report on research findings in the form of a research report.
  • Critically evaluate what constitutes interprofessional shared decision making (IP-SDM) and how it involves a client/patient-centred approach (stakeholders).
  • Apply team logistics concerning IP-SDM/ethics/professionalism.
  • Understand the decision support tools that are available and the limitations of these tools.
  • Understand the theoretical approaches to leadership, culture and diversity with a specific focus on Africa.
  • Understand the basic principles associated with leadership, culture, diversity, community and organisational development.
  • Develop critical thinking and analytical skills to understand leadership in its human and social context.

    Integrated Assessment:
    The module will inform learners about the type and weight of the assessment and the dates on which assessments are due.

    Assessment is continuous and includes tests, individual and group assignments, presentations, classroom-based group work, projects, case studies, portfolios, and clinical/practical learning. The assessments can either be paper-based, online or oral, and the number of assessments per module will depend on the module credits.

    Learners will be required to complete specific tasks in class as individuals or in groups.

    Oral presentations will take place in class, individually and with groups. The oral presentation will allow learners to work co-operatively, to share experiences and to learn from each other, and also to gain confidence as they participate in class. All these forms of formative assessments aim at strengthening students' communication skills, their sense of independence and their ability to work as a team. They prepare them for the world of work as health professionals where they have to work as members of an academic team.

    Formative and Summative Assessment:
    The university uses continuous and final assessments where the formative assessments make up the continuous assessments, and the summative assessment is the final assessment. In this qualification, there will be ongoing and a final assessment. Each assessment will carry a specific weight/percentage towards the final mark for the module.

    The final assessment will occur at the end of each module, at the end of a semester. This assessment usually contributes to the highest weighting/percentage towards the final mark. 
    		•

    INTERNATIONAL COMPARABILITY 
    The institution compared this qualification with:
    The University of Western Australia: Graduate Diploma in Health Professions Education:
  • The Graduate Diploma in Health Professions Education targets doctors, dentists and all other allied health professionals. It fosters interdisciplinary discussion and collaboration.
  • The qualification comprises of an Introduction to Research in Health Professions Education which exposes learners to critique an educational research project; preparation of a research proposal; and preparation of a human ethics research application.
  • Another similar core module is Interprofessional Education. The learners will demonstrate how to design effective interprofessional education, develop a practical assessment of interprofessional knowledge and identify strategies to embedded interprofessional learning into a curriculum.
  • The third focus of this course is Organisational Behaviour and Leadership which focusses on the role of the leader in influencing individual and group behaviour.

    University of Derby, UK: Postgraduate certificate Interprofessional Practice Education:
  • This qualification targets professionals in health and social care, together with a teaching aspect. It will foster the development of skills and knowledge in education within practice settings. It aspires health professionals to be at the forefront of professional practice education.
  • This qualification as two focal areas:
    i) Practice Teacher: will develop expertise in providing high quality learning opportunities within the area of focus, while considering the interprofessional agenda. Learners will also critically explore the development of interprofessional learning as a concept in health and social care.
    ii) Curriculum Management: will enable learners to build on their teaching practice experience and apply this to the role of managing learning in their setting. They will focus on the management and leadership of learning in both a professional practice and education setting. This module aims to introduce issues of evaluation of education and other quality issues in an interprofessional context.

    Whitireia Institute of Technology, New Zealand: Postgraduate Diploma in Professional Practice:
  • Focus on learning research methods for health and social practice and apply them in an area of choice. Learners will gain specialist knowledge and leadership skills to work in inter-professional teams. Learners will focus on the delivery of quality services to diverse people and communities and may gain credits towards Master's study.
  • Related modules in this qualification include Professional Education Practice, Professional Leadership Practice, Research Methods for Health and Social Practice. 
    		•

    ARTICULATION OPTIONS 
    This qualification allows possibilities for both vertical and horizontal articulation.

    Horizontal Articulation:
  • Postgraduate Diploma in Public Health, NQF Level 8.

    Vertical Articulation:
  • Master's qualification in a cognate area, NQF Level 9. 
    		•

    MODERATION OPTIONS 
    N/A 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A 

    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.
     
    1. University of the Western Cape 


    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.