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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 Child Critical Care Nursing 
SAQA QUAL ID QUALIFICATION TITLE
124649  Postgraduate Diploma in Child Critical Care Nursing 
ORIGINATOR
University of Cape Town 
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  Rehabilitative Health/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
Registered  EXCO 0633/25  2025-07-10  2028-07-10 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2029-07-10   2032-07-10  

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 replaces: 
Qual ID Qualification Title Pre-2009 NQF Level NQF Level Min Credits Replacement Status
104759  Postgraduate Diploma in Child Critical Care Nursing  Not Applicable  NQF Level 08  120  Complete 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:
The purpose of the Postgraduate Diploma in Child Critical Care Nursing is to provide an intensive, focused and applied specialisation in Paediatric Critical Care Nursing. The qualification provides an opportunity for further postgraduate study. Learners can apply high-level academic, clinical, and management skills as well as comprehensive and systematic knowledge in this specialist field.

This qualification prepares both South African and international professional nurses to function as paediatric critical care nurse specialists and register with the South African Nursing Council. R635, in terms of the Nursing Act (Act No. 33 of 2005), defines a Nurse Specialist as a person with a specialisation, meaning the acquisition of in-depth knowledge and expertise in a specific field of practice. Critical care is complex care offered either with or without technology by highly skilled clinical practitioners, including nursing, medical, allied health and clinical technology personnel. To align Children's Critical Care Nursing to the Primary Health Care approach, the Critical Care Nursing Specialist is required to provide comprehensive critical care, which includes both Preventive and Responsive Critical Care Nursing.

The qualification will prepare the Paediatric Critical Care Nurse Specialist to demonstrate clinical leadership, deep reflection and ethical, clinical decision-making by regularly reviewing current thinking, practice and research methods relevant to the care of critically ill children. The qualification aims to develop a nurse specialist who will use specialist clinical knowledge to guide care by engaging families, infants, children and adolescents in critical assessment, to mobilise and provide appropriate care and management. In addition, the qualification prepares learners with a deeper understanding of aspects of local and professional practices, institutions and or systems of critical healthcare provision for children. The qualification will provide opportunities for some critical distance from conventional and trending practices in institutions of health care provision, preparing specialist nurses able to re-engage with a leadership mindset to improve health outcomes for critically ill and injured children.

Upon completion of this qualification, qualifying learners will be able to:
  • Practices and facilitates specialist nursing within ethical-legal parameters of the profession.
  • Applies the knowledge of and facilitates evidence-based practice in the specialist field to solve contextual problems and develop policies and guidelines.
  • Appraises and develops self, peers and nurse specialist learners by facilitating self-directedness, leadership and lifelong learning to maintain competence.
  • Facilitates advocacy for the profession and provision of specialist professional support for personnel, patients, families and communities.

    The qualification will foster progressive thinking in the field of critical and intensive care children's nursing by developing a cadre of children's nurses with a broader and deeper understanding of themselves and the essential transformation of health care provision, and who can work to best effect in local health systems.
    A Paediatric Critical Care Nurse Specialist is found in the following workplace settings:
  • Primary and community care rapid response teams
  • Medical emergency and trauma settings
  • High acuity and high dependency care units at various levels
  • Intensive care units, paediatric units, and where children are admitted to an adult ICU.
  • Settings of care and specialist services for children who require complex long-term and rehabilitation care.

    Rationale:
    In 2016, it was estimated that there was approximately one paediatric intensive care unit (PICU) bed per 22,800 children in SA and that PICU remains a minimal resource in South Africa. In 2008, 19.6% of South African intensive care unit (ICU) beds were dedicated to paediatric and neonatal ICUs in public and private health sectors. These numbers have increased exponentially since then, and new PICUs and NICUs have been commissioned in many private and public hospitals.

    According to the South African Nursing Council (SANC), there is a recommended ratio of 1:1 specialist critical care nurse to patient. The South African health systems require 6-10 specialist-trained nurses for each 'bed' as well as the systems and processes to safely get a critically ill child to and discharged from that bed. Only 138 trained paediatric critical care nurses are still on the SANC register. This means that many children who require admission to the ICU are admitted to medical and surgical adult ICUs and nursed by adult ICU nurses. In South Africa, we tend to regard children as 'small adults', but children differ in significant ways: anatomically, physiologically, psychologically and emotionally. This SANC-accredited qualification will enable more critical care nurse specialists to be trained to provide quality, appropriate and safe critical care to children requiring admission, nursing care and discharge from designated paediatric and neonatal ICUs.

    The qualification will facilitate personal and professional development as a Critical Care Child Nurse Specialist through deep reflection on current thinking, practice and research in their field or discipline. The qualification will demand a high level of theoretical engagement and intellectual independence, as well as the ability to relate knowledge to a range of contexts to undertake professional and highly skilled work. These learners will have child or critical care child nursing experience and must have the prerequisite knowledge, skills and attributes of a nurse to be able to embark on an NQF Level 8 qualification. The jobs or areas of activity best suited to these learners following completion of the qualification will be in paediatric or neonatal ICUs or in emergency units where critical care child nursing care will be required.

    The Postgraduate Diploma NQF Level 8 learning pathway is the most appropriate for this qualification because it emphasises an applied professional clinical qualification. This intensive qualification will provide specialised training for nurses locally and internationally, and learners will qualify successfully for registration with the South African Nursing Council (SANC) as specialist critical care child nurses. The qualification also provides an opportunity for further postgraduate study. Learners will be able to apply high-level academic, clinical and management skills as well as comprehensive and systematic evidence-based knowledge to this specialised field.

    The qualification will equip critical care child nurse specialists in partnership with others in the Nursing and Midwifery profession and other health professions to offer a creative, caring and goal-directed service to individuals, families and communities, based on a sound body of knowledge. The focus of Nursing and Midwifery is to care for people across the lifespan from before birth to death in a whole person-centred manner, to create an environment conducive to the promotion, maintenance, and restoration of health and to protect those who are vulnerable. Nurses and midwives encounter people in various age ranges, stages of health and illness, and individuals and families or larger groups of people. Therefore, central to their practice is a commitment to interpersonal relationships and partnership. Although the focus is on preventive and promotive health care, nurses are required to meet the health care needs of people in all stages of health and illness.

    It is therefore imperative that those neonates and children who require critical care interventions are nursed by critical care child nurse specialists to improve their health outcomes. This group of children have a legislative right to good health and must be afforded the opportunities to survive, thrive and make a meaningful contribution to society and to the economy. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    Because of the use of legacy access routes, RPL becomes part of the traditional application and admission process. CHE-SANC Communique of 17 March 2023 notes that the following legacy qualification routes are also applicable:
  • 2-year Diploma (Bridging course) leading to registration as General or Psychiatric Nurse offered under Regulation 683 of 14 April 1989 as amended, followed by 1-year Diploma in Midwifery offered under Regulation 254 of 14 February 1975 as amended.
    OR
  • 4-year Diploma in Nursing and Midwifery offered under Regulation 425 of 22 February 1985 as amended.
    OR
  • 4-year Bachelor's Degree offered under Regulation R425 of 22 February 1985 as amended. Given that the legacy routes will be used for admission, according to the Communique, admission via RPL is therefore not necessary.
  • Proof of registration with the SANC as a professional nurse and midwife.
  • Two years' post-registration experience as a Professional Nurse, which includes at least two years of experience in the field of the specialty within the last five years, and this excludes the Community Service year.
  • Evidence of professional indemnity/insurance.
  • A person with international nursing qualifications must be registered by the SANC as a Professional Nurse or General Nurse and Midwife prior to admission into the programme.

    Entry Requirements:
    The minimum entry requirement for this qualification is:
  • Bachelor's Degree in Nursing and Midwifery (R174), NQF Level 7.
    Or
  • Advanced Diploma in Midwifery, NQF level 7.
    Or
  • 4-year Diploma in Nursing and Midwifery, NQF level 7.
    Or
  • 4-year Bachelor's Degree offered under Regulation R425 of 22 February 1985 as amended.
    And
  • Proof of registration with the SANC as a professional nurse and midwife.
  • Two years' post-registration experience as a Professional Nurse, which includes at least two years of experience in the field of the specialty within the last five years, and this excludes the Community Service year.
  • Evidence of professional indemnity/insurance. 
    		•

    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, Level 8, 120 Credits:
  • Child Critical Care Nursing Practice, 40 Credits.
  • Leading Quality and Safety in Critical Care Nursing of the Child, 16 Credits.
  • Principles of Critical Care Nursing of the Child, 40 Credits.
  • Foundations of Specialist Practice, 24 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Practice and facilitate specialist nursing within ethical-legal parameters of the profession.
    2. Apply knowledge of and facilitate evidence-based practice in the specialist field to solve contextual problems and develop policies and guidelines.
    3. Appraise and develop self, peers and nurse specialist learners by facilitating self-directedness or leadership and lifelong learning to maintain competence.
    4. Facilitate advocacy for the profession and provision of specialist professional support for personnel, patients, families and communities.
    5. Engage in planning, commissioning and managing a specialist unit.
    6. Engage in scholarly activities to inform evidence-based practice.
    7. Utilise, manage and communicate data to support decision-making and research. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Conform to specialist nursing or midwifery practice code of ethics.
  • Use critical decision-making and moral reasoning models and principles to make clinical judgements and resolve ethical dilemmas within the specialist practice.
  • Account for own professional judgement, actions, outcomes of specialist care, nursing education or health services management and competence.
  • Identify and apply the relevant current legislation, policies, regulations and guidelines on specialist practice.
  • Accurately, comprehensively and timeously document all care activities, taking into account the legal requirements for record keeping.
  • Illustrate knowledge of the nurse specialist or midwife specialist role in managing Professional misconduct and risks, taking into consideration the institutional protocols and ethical-legal framework.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Engage in specialist practice and demonstrate understanding of the process of evidence-based practice.
  • Apply evidence-based specialist practice, nursing education, and health services management that considers the appropriate methodology of gathering evidence for practice, education and management, for example, systematic or scoping reviews, appraisal of articles, practice-based research and publication.
  • Use of evidence-based practice, nursing education and health service management demonstrates knowledge of and critical analysis of the various levels of evidence.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Effectively facilitate Continuous Professional Development (CPD) for self and others for lifelong learning by creating a positive learning climate in the workplace through the processes of mentorship, preceptorship, supervision, performance appraisal, etc.
  • Engage in performance appraisal demonstrates understanding of the purpose and processes of the performance management and development system.
  • Utilise feedback from self-reflection, peers, learners, management and other relevant stakeholders to improve effectiveness in the specialist role.
  • Determine understanding of the various risk factors that impact health and wellness within the workplace and apply strategies to care for self, peers, employees and learners.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Discuss the purpose of the advocacy role for a nurse specialist or midwife specialist practice.
  • Apply advocacy principles to ensure safe and quality care/ in various healthcare settings.
  • Apply appropriate communication skills and channels in facilitating advocacy.
  • Lobby and participate in interest groups to influence legislation and policy affecting role performance.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Commission tasks taking into consideration the burden of diseases and priority services as determined by current events.
  • Participate in the evaluation of the existing specialist unit, health or education entity, and demonstrate knowledge of guidelines for provisioning a specialist unit.
  • Engage in planning, commissioning and demonstrate understanding of the role and responsibilities in this task within the inter- and intra-professional team.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Use appropriate search engines and databases for review of literature to inform evidence-based practice.
  • Use appropriate methods to generate evidence for utilisation in specialist practice (e.g. research, systematic reviews, etc.).
  • Illustrate awareness of peer-reviewed journals for sharing of evidence.
  • Illustrate activities in the specialist practice, education and health services management based on scientifically proven evidence.
  • Participate in inter- and intra-professional dialogues, debates or discourses in quality improvement.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • Document all data or information gathered in the context of the specialist practice, for utilisation and storage in accordance with the set standards.
  • Determine utilisation of comprehensive data, information and emerging evidence pertinent to the respective specialist practice.
  • Critically analyse problem identification, diagnoses and opportunities for improvement based on the gathered and assessed data from the patients /clients, families, communities, learners or employees, including current scientific evidence.
  • Demonstrate respect for intellectual property and avoid plagiarism in all documents.

    INTEGRATED ASSESSMENT
    All assessments are aligned with the Assessment Policy of the Institution.
    The Institution strives to:
  • Provide a safe and effective learning environment, free from harassment, intimidation and discrimination
  • Provide support and developmental opportunities for teaching.
  • Provide all reasonable facilities and structures to support student success.
    The institution undertakes to:
  • Provide secure and reliable processes in respect of assessment and certification procedures.

    Continuous formative assessment during the year contributes 40% of the final year mark for three courses and 50% for the Practice course; summative evaluation at the end of the year contributes 50>60% of the final year mark, depending on the course and as approved by the Health Sciences' Faculty Board.

    Assessment weightings and strategies as specified for each course are published in the Faculty of Health Sciences Postgraduate Handbook annually. A minimum of 80% of the summative assessment for the clinical courses will be conducted in real-life situations.

    Integrated Assessment
    There is continuous integration of theory and practice throughout the period of the programme. The assessment approach is to use formative, continuous and summative assessments of learning in the form of written and clinical examinations, assignments, individual and group projects, portfolios and teaching practice for integrated learning. An ability to apply theory to practice is tested. 
    		•

    INTERNATIONAL COMPARABILITY 
    Country: New Zealand
    Institution: Auckland University of Technology (AUT)
    Qualification Title: Postgraduate Diploma in Child Health
    Credits: 120
    Duration: One year full-time

    Entry requirements:
  • Bachelor of Health Science.
    Or
  • Graduate Diploma in Health Science.
    Or
  • Relevant professional practice or experience in a related health field equivalent to a bachelor's degree.

    Qualification structure:
    Compulsory Module:
  • Children in Context
    Elective Module:
  • Special Topic
  • Innovation in Primary Health Care.
  • Advanced Assessment and Diagnostic Reasoning.
  • Management of Children with Acute Illness
  • Chronic Illness and Disability in Childhood.
  • Research Design and Methods.

    Progression:
  • The qualification prepares learners for further study at master's level.

    Similarities:
  • The Auckland University of Technology (AUT) and South African (SA) qualifications are offered over a period of one year full-time.
  • Both AUT and SA qualifications have 120 Credits.
  • Both AUT and SA qualifications require learners who have completed a bachelor's degree and relevant professional practice or experience in a related health field equivalent to a bachelor's degree.
  • Both AUT and SA qualifications progress to a master's degree.

    Difference:
  • The Auckland University of Technology (AUT) qualification has compulsory and elective modules, while the South African (SA) qualification has compulsory modules.

    Country: United Kingdom
    Institution: University of Southampton
    Qualification Title: Postgraduate Diploma Nursing (Child).
    Credits: 240
    Duration: Two years Full-time

    Entry Requirements:
  • a 2.2 degree as well as GCSE English language, mathematics and science, grades 4 to 9 or A* to C.

    Purpose:
    The qualification aims to develop in graduates the skills to provide compassionate nursing care to neonates, children, adolescents and their families across healthcare settings. This qualification will allow learners to qualify as a registered nurse.

    This qualification is ideal for anyone who wants to become a qualified nurse and gain additional child nursing registration. Learners will develop the skills needed to provide compassionate nursing care to babies, children, adolescents, and their families.

    There is a mix of theoretical learning and practice hours which meet the Nursing and Midwifery Council (NMC) requirements for registration as a nurse. Practice learning takes the form of placements in a range of healthcare settings. After completion, learners can progress to a full Master of Science by completing a dissertation module.

    Theoretical modules cover:
  • Professional nursing practice
  • Fundamental aspects of care
  • Global and public health
  • Person-centred nursing care
  • Managing acute changes in health status
  • Coordinating long-term care
  • Influencing innovation and change

    Assessment:
    Assessments will take the form of essays, exams, projects and professional conversations. It is designed to demonstrate your knowledge, understanding, competency and professional values. The practical skills will be refined and assessed while you're on placement, and your practice supervisor will record these. Learners must pass both practice and theory components of the course.

    Similarities:
  • The University of Southampton (US) and South African (SA) qualifications require learners who have completed a bachelor's degree and relevant work practice in a healthcare environment under the supervision of a registered healthcare practitioner.
  • Both US and SA qualifications share a similar purpose/rationale, which aims to develop the skills to provide compassionate nursing care to neonates, children, adolescents, and their families.
  • The US and SA qualifications share similar learning outcomes.

    Differences:
  • The US qualification has 240 credits, whereas the SA qualification has 120 credits.
  • The US qualification is offered over a period of 2 years, whereas the SA qualification is offered over a period of one year full-time. 
    		•

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

    Horizontal Articulation:
  • Bachelor of Health Sciences in Nursing, NQF Level 8.
  • Bachelor of Nursing Honours, NQF Level 8.
  • Postgraduate Diploma in Adult Critical Care Nursing, NQF Level 8.
  • Postgraduate Diploma in Advanced Midwifery and Neonatal Nursing, NQF Level 8.
  • Postgraduate Diploma in Midwifery, NQF Level 8.

    Vertical Articulation:
  • Master of Nursing, NQF Level 9.
  • Master of Health Sciences in Nursing, NQF Level 9.
  • Master of Nursing in Child Nursing, NQF Level 9.
  • Master of Nursing in Community Health, NQF Level 9.
  • Master of Nursing in Critical Care and Trauma, NQF Level 9.

    Diagonal Articulation
    There is no diagonal articulation for this qualification. 
    		•

    MODERATION OPTIONS 
    N/A 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A 

    NOTES 
    N/A 

    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
    When qualifications are replaced, some (but not all) of their learning programmes are moved to the replacement qualifications. If a learning programme appears to be missing from here, please check the replaced 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 Cape Town 


    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.