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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: 

Postgraduate Diploma in Nursing Education 
SAQA QUAL ID QUALIFICATION TITLE
120460  Postgraduate Diploma in Nursing Education 
ORIGINATOR
University of KwaZulu-Natal 
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 0638/26  2026-02-02  2029-02-02 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2030-02-02   2033-02-02  

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 Postgraduate Diploma in Nursing Education is designed to strengthen and deepen learners' knowledge in teaching, learning, and supporting learners in the classroom and work-integrated learning settings. It aims to empower nursing education students with competencies required for the roles of educator, clinical educator, education management, researcher, and specialist as determined by the South African Nursing Council (SANC).

Furthermore, this qualification serves to promote deep reflection and conscious, ethical practice to its learners through interrogation of current research, theories and discourses of higher education and their implications for nursing education. The knowledge and skills acquired will enable the graduate to provide quality nursing education to learners, which is underpinned by a sound theoretical base and therefore incite continuous quality assurance and improvement in teaching, learning and assessment. The qualification will foster innovation and creativity in teaching and assessment practices.

Rationale:
There is a need to produce more nurse educators in the country. The Strategic Plan for Nursing Education, Training and Practice for South Africa (2013) states that there are insufficient numbers of nurse educators, particularly in rural or under-resourced areas. There is also an exodus of nurse educators to practice due to occupation-specific dispensation (OSD) and rural allowance, worsening the shortage of nurse educators. The remaining nurse educators are confronted by large workloads in the face of increasing student numbers, and this impacts the quality of teaching and learning, clinical accompaniment, and supervision of learners.

The Nursing Education and Training Standards set by the South African Nursing Council require nurse educators to be professional nurses and midwives who hold an additional qualification in nursing education to ensure excellence in the provision of guidance to learners in education, clinical practice, and research response to the changing needs, developments, priorities and expectations in health and healthcare.

In 2014, SANC published competencies for nurse educators, and this requires nursing education qualifications to be revisited to ensure that they address these competencies. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
The minimum entry requirement for this qualification is:
  • Bachelor of Nursing, NQF level 7.
    Or
  • Bachelor of Nursing in Education and Administration, NQF Level 7.
    Or
  • Advanced Diploma in Midwifery, NQF level 7
    Or
  • A relevant qualification in the related field, NQF Level 7. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory modules at National Qualifications Framework Level 8, totalling 128 Credits.

    Compulsory Modules, Level 8, 128 Credits:
  • Philosophical Perspectives and Advocacy in Nursing, 16 Credits.
  • Nursing Research and Evidence-Based Practice, 16 Credits.
  • Educational Theories in Nursing Education, 16 Credits.
  • Teaching and Facilitation of Learning in Nursing Education, 16 Credits.
  • Assessment and Evaluation of Learning in Nursing Education, 16 Credits.
  • Managing a Nursing Education Institution, 16 Credits.
  • Designing and Evaluating Curriculum in Nursing Education, 16 Credits.
  • Trends and Issues in Health Professional Education, 16 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Apply a variety of evidence-informed strategies to teach, facilitate and evaluate learning in the classroom, clinical skills laboratory, and clinical settings.
    2. Apply knowledge of educational theories and philosophies in teaching and facilitation of learning, assessment of learning, curriculum design and evaluation, student development and socialisation to the profession both in the classroom and practice settings.
    3. Participate in designing, implementing, and evaluating a curriculum/programme.
    4. Apply a range of communication strategies and interpersonal skills, respecting the boundaries and different points of view of others.
    5. Practice relevant ethical, legal, and professional parameters and resolve ethical dilemmas by using decision-making and moral reasoning models.
    6. Apply current developments, trends, and debates applicable to nursing education.
    7. Evaluate the management of an educational programme based on national, professional, and institutional standards.
    8. Utilise research knowledge and skills as well as relevant current empirical literature for evidence-based practice, to improve the quality of nursing education and to address issues in nursing education.
    9. Apply relevant management and leadership theories and principles in the governance of a nursing education institution, with specific reference to the management of student matters, human and material resources as well as the learning environment. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Design and execute a plan for learning facilitation sessions that promote the metacognition and clinical judgment processes in nursing students.
  • Differentiate teaching and learning paradigms.
  • Debate and compare learning theories.
  • Align teaching and learning approaches with learning theories.
  • Compare and align different knowledge taxonomies with teaching and learning approaches.
  • Explain thinking operations.
  • Formulate and align learning outcomes with a selected knowledge taxonomy.
  • Develop teaching and learning activities to attain a set learning outcome.
  • Facilitate learning in the classroom, online, and in the clinical setting.
  • Develop and execute an integrated assessment plan.
  • Develop and test assessment tasks and tools for reliability.
  • Provide and use feedback on assessment as a learning opportunity.
  • Compile a moderator's report that addresses all the assessment criteria.
  • Use technology within the educational domain to effectively communicate and facilitate learning.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Analyse educational theories and philosophies and their application to teaching and learning is accurate and takes into consideration contextual factors affecting student learning in nursing and midwifery.
  • Analyse models and/or approaches to innovative teaching and learning regarding their philosophical underpinnings, views about education, teaching and learning, and the role of the teacher and the learner in the educative process.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Explore and debate curriculum design processes.
  • Use curriculum/programme accreditation criteria to assess a programme.
  • Debate the purpose of generic exit-level outcomes.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Maintain relations with the learners, peers, and other institutions at a professional level.
  • Conduct all professional relations in ways consistent with principles of equity, fairness, and respect for others.
  • Establish academic and professional relationships to sustain lifelong learning.
  • Create a positive learning climate by establishing positive relationships.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Use critical decision-making and moral reasoning models to guide clinical practice and resolve professional-ethical dilemmas within the Higher Education system.
  • Identify and debate the relevant latest legislation, policies, protocols, regulations, guidelines, directives, and applicable ethics pertaining to nursing education.
  • Use advocacy principles to advocate for quality nursing education.
  • Manage academic misconduct according to institutional protocol.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Apply activities towards enhancing Continuous Professional Development (CPD).
  • Use performance appraisal principles to monitor own development within the programme.
  • Apply learning theories in own development and the development of others.
  • Use mentoring and precepting models to develop self and novices.
  • Apply mentoring and precepting techniques in practice.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • Use national, professional, and institutional standards to evaluate the management of an educational programme.
  • Utilise statistics pertinent to Higher Education to inform decision-making to improve the quality of nursing education.

    Associated Assessment Criteria for Exit Level Outcome 8:
  • Appraise research articles in the field of nursing education and health professionals' education through the application of basic knowledge of research methodology
  • Differentiate qualitative, quantitative, and mixed-method research designs accurately.
  • Demonstrate academic writing skills in research reports.
  • Demonstrate scholarship through evidence-based education.
  • Promote quality nursing education by implementing evidence-based nursing education.
  • Perform quality audits aimed at improving nursing education at predetermined times.
  • Monitor the quality of nursing education continuously.

    Associated Assessment Criteria for Exit Level Outcome 9
  • Observe institutional policies and follow a systematic process in executing education administrative duties such as planning, organising, and programming theory and clinical work, preparing assessment exercises and tests, and managing results.
  • Promote and monitor quality in teaching and learning, keeping records, human and material resources management including finances, student matters management, handling grievances and unplanned programme interruptions.
  • Mobilise and utilise resources to optimise nursing education referrals.
  • Explore and debate collaborative leadership styles. 
    		•

    INTERNATIONAL COMPARABILITY 
    Country: Malaysia
    Institution: International Medical University
    Qualification Title: Postgraduate Diploma in Health Professions Education
    Duration: One-year full time
    Mode of delivery: Conventional / Open and Distance Learning (ODL)

    Entry Requirements:
  • Bachelor's Degree in the field or related fields

    Purpose:
    The healthcare industry is an essential cog in the wheels of the nation, fostering the general health of the population, and in the prevention and treatment of disease. Hence, it is important to employ the best teaching methodologies and educational strategies to train the trainers, who in turn, shape, and mould competent healthcare professionals of the highest standards.

    Health professions education aims to nurture professional practice. It integrates a core set of competencies to produce leaders and scholars in health professions education. It provides opportunities for learners to contribute to their institutions, addressing national and regional priorities.

    The International Medical University (IMU) and the South African (SA) qualifications are designed to fulfil the needs of 21st Century Health Professions educators and are suitable for learners who are interested or involved in education, assessment, programme design and research in health professions education.
    Both the IMU and South African qualifications are aimed to develop an in-depth understanding of educational theories, principles and values related to contemporary learning environment and assessment.
    The IMU qualification is intended for health professionals seeking to build more knowledge and practice in Health Professions Education.

    Qualification structure:
    The IMU qualification consists of eight compulsory modules - 32 credit hours and five modules - 20 credits hours from Postgraduate Certificate as well as 12 credit hours from Postgraduate Diploma.

    Compulsory Modules, 64 credit hours:
  • Educating the 21st Century Healthcare Professionals.
  • Theories and Methods of Learning and Teaching in Health Professions Education.
  • E-learning in Health.
  • Professions Education.
  • Work-Based Learning in Health Professions Education.
  • Assessment and Feedback.
  • Laying the Foundation of Research.
  • Curriculum Planning and Evaluation.
  • Professionalism in Health Professions Education.
  • Management and Leadership in Health Professions Education.

    Assessment: Assessment varies from written assignments (critical reviews, reflection, case studies) and presentations.
    Articulation: Master's degree

    Similarities:
  • Both the IMU and SA qualifications are intended for health professionals seeking to build more knowledge and practice in Health Professions Education.
  • Both qualifications are offered over a period of one-year full-time study.
  • Both qualifications require candidates who have completed a bachelor's degree in the related field of study.
  • Both the IMU and SA qualifications articulate into the master's degree in a cognate field.

    Differences:
  • They differ in that the South African qualification is firmly located in the local and continental context, while still drawing on internationally validated perspectives of nursing.

    Country: Ireland
    Institution: University College Cork
    Qualification Title: Postgraduate Diploma in Health Professions Education
    Duration: One Year Part-time
    Entry Requirements:
    Candidates must have the following:
  • An undergraduate degree (National Framework Qualifications (NFQ) Level 8.
    Or
  • Equivalent qualification in an appropriate healthcare-related subject, such as (but not restricted to) medicine, nursing, pharmacy, dentistry, occupational therapy, physiotherapy, speech and language therapy, psychology, and social science.
    Access to teaching opportunities to allow completion of compulsory assignments.
    Applicants who do not meet these requirements may also be considered under Recognition of Prior Learning (RPL) on a case-by-case basis following a review of their individual qualifications and experience by the programme board.

    Purpose:
    The University College Cork (UCC) and the South African (SA) qualifications will provide learners with the knowledge and skills to be effective educators and will allow learners to develop in the areas of scholarship and leadership in Health Professions' Education (HPE).

    Compulsory modules:
  • Scholarship and Professional Development in Health Professions' Education,10 Credits.
  • Advanced Assessment in Health Professions' Education, 10 Credits. (Similar to the Assessment and Evaluation of Learning in Nursing Education in the SA qualification).
  • Leadership and Academic Programme Development, 10 Credits.
  • Online and Simulation-based Approaches to Health Professions' Education, 10 Credits.
    Articulation: Master's in health Professions' Education.

    Similarities:
  • Both the University College Cork (UCC) and the South African (SA) qualifications are offered over a period of one year although the UCC qualification is offered on a part-time basis.
  • The UCC and SA qualifications both require applicants who have completed their undergraduate degree and both qualifications can be accessed through RPL.
  • The UCC compulsory modules are featured in the Exit Level Outcomes and Associated Assessment Criteria of the SA qualification.
  • Both qualifications articulate vertically into a master's degree.

    Differences:
  • The delivery mode of the UCC qualification is fully online whereas the SA qualification is only available full-time and offered a face-to-face/contact delivery mode.
  • The UCC qualification is designed for busy healthcare professionals, including those working full-time, who want flexible access to learning. 
    		•

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

    Horizontal Articulation:
  • Postgraduate Diploma in Nursing, NQF Level 8.
  • Bachelor of Nursing Honours in Education, NQF Level 8.
  • Bachelor of Nursing in Education and Administration, NQF Level 8.

    Vertical Articulation:
  • Master of Nursing, NQF Level 9.
  • Master of Public Health, NQF Level 9.
  • Master of Nursing in Education, 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 KwaZulu-Natal 


    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.