[Registered Qual & Unit Std Home page] [Search Qualifications] [Search Unit Standards]
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 Perioperative Nursing 
SAQA QUAL ID QUALIFICATION TITLE
125517  Postgraduate Diploma in Perioperative Nursing 
ORIGINATOR
North-West College of Nursing 
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
Registered  EXCO 0638/26  2026-03-10  2029-03-10 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2030-03-10   2033-03-10  

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 does not replace any other qualification and is not replaced by any other qualification. 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
The purpose of the Postgraduate Diploma in Perioperative Nursing qualification is to strengthen and deepen the learners' knowledge and expertise in perioperative nursing as a speciality. It will enable the perioperative nurse specialist to engage in specialist areas of practice with in-depth knowledge, skills, attitudes and values that will enhance professional independence and optimum health outcomes. The qualification will enable the learners to attain a systematic and integrated knowledge, understanding, skills and attitudes of the core fields of the perioperative nursing science.

The qualification will produce a competent safety conscious, responsible, compassionate and self-directed perioperative specialist who will be able to function independently in a perioperative health care setting within the ethical and legal framework, whilst maintaining quality and advocacy for the patient throughout the phases of perioperative nursing.

On successful completion of this qualification, the learner is eligible for registration with the South African Nursing Council (SANC) as a perioperative specialist.

Upon completion of the qualification, a qualifying learner will be able to:
  • Render and co-ordinate patient-centred specialist nursing or midwifery practice within a continuum of care using the scientific approach, integrating biomedical and psychosocial sciences, including advanced pharmacology.
  • Apply the knowledge of and facilitates evidence-based practice in the specialist field to solve contextual problems and develop policies and guidelines.
  • Mobilise appropriate resources to implement standards of practice relevant to the area of specialisation, to ensure quality patient care and safety.
  • Collaborate within the inter- and intra-professional team by engaging in health dialogue, shared leadership, decision making and sound clinical judgments.

    Rationale:
    According to the 2030 Human Resources for Health Strategy: Investing in the health workforce for Universal Health Coverage, introducing training of professional nurses in speciality qualification/post-graduate qualification, will strengthen clinical knowledge for basic learners who will be the human resources with advanced skills.

    Globally, there is an estimated shortfall of 18 million health workers, primarily in low resource settings. This deficit impacts the country's ability to achieve Universal Health Coverage (UHC). In addition, population growth, combined with changing demographics and epidemiology, will increase the need for health workers, while new technologies will require a health workforce with a different skill mix.

    The 1997 White Paper for the Transformation of the Health System in South Africa recognised that a suitable health workforce is central to meeting the population health needs of a democratic South Africa, and the implementation of health and social development qualification, therefore the national health workforce planning should focus mainly on ensuring sufficient health personnel with speciality qualification training to meet the healthcare needs of the majority of the South African population that rely on the public sector.

    Curriculum realignment with population health needs, specifically of vulnerable, under-served and rural and remote populations, will lead to changes towards transformative and sustainable outcomes. Transforming curricula as envisaged will have implications for several education inputs and processes, including but not limited to rural and historically disadvantaged learner recruitment and selection, enhanced learner support, faculty selection and development, clinical training opportunities and community engagement.

    The qualification will render specialised holistic care to patients undergoing invasive or non-invasive surgical interventions, which require the application of specialised skills and technology to restore optimum function and save the patients' lives. The integrated knowledge and skills thus gained will enable the learners to apply this knowledge with insight and discernment, reflecting a clear understanding and interpretation of the ethical-legal framework governing the perioperative nursing practice, resulting in patients' problems being timeously diagnosed and dealt with, collaborating with the multi-disciplinary team to resolve patients' problems whilst functioning within the ethical and legal framework. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    Recognition of prior learning will be handled according to the North institution's RPL Policy.

    RPL for Access:
  • An application must be submitted according to the RPL policy of the institution for individual assessment.
  • 10% of the learner cohort will be admitted through recognition of prior learning.

    RPL for credits:
  • A learner who qualifies for credit transfer will receive a maximum of 50% of the prescribed credits of the completed qualification, as determined by national and institutional policies.

    Entry Requirements:
  • Advanced Diploma in Midwifery, NQF level 7.
    Or
  • Bachelor of Nursing, NQF level 7.
    And
  • Proof of current SANC registration as a Professional Nurse and Midwife or General Nurse with Midwifery.
  • At least two (2) years of experience after registration as a Professional Nurse or General Nurse and Midwife, which includes a year of community service. 
    		•

    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.
  • Health Systems Dynamics, 16 Credits.
  • Surgical Nursing Intervention, 16 Credits.
  • Medical Surgical Nursing, 32 Credits.
  • Evidence Based Practice, 8 Credits.
  • Medical Surgical Nursing, 24 Credits.
  • Surgical Nursing Intervention, 24 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Render and co-ordinate patient centered specialist nursing or midwifery practice within a continuum of care using the scientific approach, integrating biomedical and psychosocial sciences, including advanced pharmacology.
    2. Apply the knowledge of and facilitate evidence-based practice in the specialist field to solve contextual problems and develop policies and guidelines.
    3. Mobilise appropriate resources to implement standards of practice relevant to the area of specialisation, to ensure quality patient care and safety.
    4. Collaborate within the inter- and intra-professional team by engaging in health dialogue, shared leadership, decision making and sound clinical judgments.
    5. Participate in the design, development, implementation and evaluation of nursing policies, qualification and projects at the provincial or national level.
    6. Develops and implements institutional policies, protocols, and guidelines in the area of specialisation, utilising the process of change management in the improvement of quality of care.
    7. Engage in scholarly activities to inform evidence-based practice, education or management. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Illustrate understanding of the position of one's own specialist service within the health care system.
  • Conduct specialist care and integrate promotive, preventive, curative, rehabilitative and palliative care in a healthcare continuum.
  • Ensure knowledge, skill and attitudes involve rendering specialist care is in accordance with national and international standards and protocols of the specialist field.
  • Formulate nursing or midwifery diagnoses which should be compatible with the patient's/client's clinical manifestations/data and are based on accurate analysis and interpretation of data obtained from scientific, laboratory, diagnostic, technological and psycho-sociocultural assessment, including consultation of relevant/current literature/evidence.
  • Individualise nursing or midwifery interventions according to patients'/clients' needs, values, beliefs, preferences, culture and contextual variables, for example, disease burden, health risks, national priorities, etc.
  • Provide nursing or midwifery interventions on formulated nursing diagnoses, and application of specialised knowledge and skills (competencies), including advanced pharmacology, in collaboration with the inter and intra-professional team.
  • Implement nursing or midwifery interventions timeously, accurately, safely and effectively in accordance with set evidence-based standards, guidelines, protocols, algorithms, etc., specific to the specialist field.
  • Plan health care interventions done in collaboration with the patient or client, family and relevant members of the health care team.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Demonstrates understanding of and the process of evidence-based practice.
  • Evaluate the application of evidence-based specialist practice, taking into consideration the appropriate methodology of gathering evidence for practice, for example, systematic or scoping reviews, appraisal of articles, practice-based research and publication.
  • Use of evidence-based practice demonstrates knowledge of and critical analysis of the various levels of evidence.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Illustrate understanding of the infrastructure and equipment needed in the specific area of specialisation.
  • Illustrate the ability to operate and monitor the equipment used in the specialist area.
  • Apply sound asset management principles to ensure appropriate, adequate, well-maintained and up-to-date equipment.
  • Ensure assignment of staff to nursing care takes into consideration the specialist qualification and its competencies, experience, standard nurse patient ratios for the area of specialisation, job description and skill mix.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Identify, share, and collaborate to solve practice problems in the specialist area by making informed decisions and sound clinical judgement.
  • Assess and provide consultation in an appropriate manner in the provision of holistic care in a healthcare continuum through awareness of one's competence.
  • Carry out patient referrals in an appropriate manner as dictated by the patient's condition and in accordance with the referral guidelines.
  • Participation in the inter- and intra-professional team is promoted, visible and recognised by the members of the team.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Participate in the development of policies, qualifications, and projects, show understanding of the steps in and or levels of the development of policies, qualifications and projects.
  • Participate in project and policy development, which shows knowledge of one's own role and responsibilities within the inter and intra-professional policy/project team.
  • Contribute to policy development, programme and project development, shows advocacy for the nursing profession and patients/clients, families and communities in the specialist area.
  • Assess participation in project development includes appropriate communication (negotiation, bargaining, assertiveness, persuasion, etc).
  • Provide adequate feedback to relevant stakeholders in a timely manner.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Illustrate knowledge of the process and or steps of development of policies, standards, guidelines and protocols.
  • Analyse the process of development of policies, standards, protocols and guidelines by involving the relevant and pre-determined stakeholders.
  • Evaluate the process of development and evaluation or testing of guidelines and protocols using the appropriate methods.
  • Implement new policies, protocols and guidelines in the specialist area by showing understanding and application of the change process.
  • Ensure collective revision of developed policies, protocols, and guidelines at appropriate intervals and approved as per the institutional policy for the specialist area.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • Document all data/information gathered in the context of the specialist practice, for utilisation and storage in accordance with the set standards.
  • Illustrate utilisation of comprehensive data, information and emerging evidence pertinent to the respective specialist practice.
  • Gather and analyse data for problem identification, diagnoses, and opportunities for improvement of assessment data from patients/clients, families, communities, learners or employees, including current scientific evidence.
  • Justify documentation with respect to intellectual property and ensure data used is not plagiarised.

    INTEGRATED ASSESSMENT:
    Both formative and summative assessments will be used to evaluate learner competence on Work Integrated Learning (WIL) and theoretical instruction. Appropriate assessment strategies will be used.

    Formative Assessment:
    The goal of formative assessment is to provide ongoing feedback that can be used by learners to improve their learning and by lecturers to improve their teaching. More specifically, formative assessments:
  • Help learners identify their strengths and weaknesses and target areas that need improvement.
  • Assist lecturers in identifying the educational needs of learners and plan remedial action.

    In this qualification, formative assessment will be provided through:
  • Clinical performance assessment.
  • Peer review.
  • Case study.
  • Projects/ Research.
  • Assignments.
  • Role play.

    Formative assessment should be used for the remedial and developmental needs of the learner. Learner should at least obtain:
  • Theory 50%: Tests, assignments, case studies and group presentations.
  • Clinical 50 %: Formative clinical skills assessments (a minimum of 60 - 80% of assessments must be done in 'real life' situations).

    In order to qualify for entry to the summative assessment the learner must obtain an entry mark of 50% in theory and 50% in clinical assessment and achieve 80% attendance.

    The marks will be divided as follows:
  • Theory 25%: Written Assessment.
  • Clinical 25%: Clinical Assessment.

    Summative assessment:
    Formalised assessment which is used to recognise the attainment of outcomes in a certain level of education. For all modules, written assignments, project reports, and written and clinical assessments throughout the academic year will constitute summative assessment. Main and supplementary assessments will be used according to the academic rules and regulations of the college.

    A minimum of 50% must be obtained to satisfy the requirements for awarding the qualification.

    The marks will be divided as follows:
  • Theory 25%: Written Assessment.
  • Clinical 25%: Clinical Assessment (NB - appropriate clinical assessment strategies will be used, excluding OSCE. A minimum of eighty per cent (80%) of clinical summative assessments will be done in 'real life' situations and must be accounted for in the assessment records.

    In order to pass the summative assessment, 50% of summative assessments and 50% of formative /continuous assessments will be considered, provided a minimum mark of 45% has been obtained in the actual assessment.

    The learner must have achieved 100% of the prescribed clinical hours/credits by the end of the qualification. 
    		•

    INTERNATIONAL COMPARABILITY 
    This qualification was compared to similar international qualifications from Canada and the United Kingdom.

    Country: Canada.
    Institution name: George Brown Polytechnic (GBP).
    Qualification title: Registered Nurse - Operating Room Perioperative Nursing.
    Duration: 14 Weeks.

    Entry requirements:
  • RN, Certificate of Competence, College of Nurses of Ontario, without practice restrictions.
  • BCLS (Heart and Stroke Foundation), HCP Level.
  • Recommended two years of surgical nursing experience in the hospital setting. No operating room experience is necessary.

    Purpose:
    This qualification prepares the Registered Nurse to transition into perioperative settings. Learners in this qualification will learn operating room principles and practice considerations for diverse surgical specialities.

    Qualification structure:
  • Operating Room Nursing - Theory and Labs.
  • Operating Room Nursing - Practicum.

    Similarities:
  • Both qualifications aim to prepare Registered Nurses with the theoretical and technical skills required to function effectively in perioperative/operating room nursing.
  • Both are post-basic/postgraduate qualifications intended for already-licensed Registered Nurses.

    Differences:
  • The GBP qualification has a duration of 14 weeks (1 semester) full-time, while the South African qualification has a duration of 1 year full-time.
  • The GBP qualification allows for an RN license with no practice restrictions. While the South African qualification requires a Bachelor of Nursing or equivalent (NQF 7/8). Or the learner must be a SANC-registered Professional Nurse & Midwife.
  • The GBP qualification is a Short-term certificate; no credit value is given, while the South African qualification has 120 credits.

    Country: United Kingdom.
    Institution name: Queen Mary University of London (QMUL).
    Qualification title: Anaesthesia and Perioperative Medicine PGDip.
    Duration: 9 Months.
    RQF: Level 7.

    Entry requirements:
  • An NQF Level 8 qualification such as a Bachelor's Honours degree or a Professional Bachelor's degree from a recognised institution.

    Purpose:
    This qualification is designed to improve outcomes and experiences in high-risk patients undergoing surgery. It is intended to provide learners with a thorough grounding in the discipline together with the tools to maintain their knowledge base through a course of advanced, specialist instruction. The qualification is designed to ensure that learners acquire the theoretical understanding and skills to advance and promote knowledge in the speciality, as well as develop their leadership skills.

    Qualification structure:
  • Care of the Unconscious Patient.
  • Research and Audit Methodology.
  • Clinical Observership.
  • Perioperative Medicine in Theory and Practice.
  • The Pre-Operative Journey.
  • Post Operative Care.
  • Medicine for Perioperative Medicine.
  • Perioperative Care of Surgical Specialties.

    Similarities:
  • Both qualifications aim to provide advanced training in perioperative care, focusing on improving outcomes for surgical patients.
  • The QMUL qualification offers full-time/part-time and online options. The SA qualification also incorporates flexible learning through clinical placements and structured modules.

    Differences:
  • The South African qualification has a 1-year duration, while the QMUL qualification has a duration of 9 months.
  • The QMUL qualification is at RQF Level 7, while the SA qualification is at NQF Level 8.
  • The SA qualification focuses on perioperative nursing practice. While the QMUL qualification broadly covers both anaesthesia & perioperative medicine.

    Conclusion:
    Overall, the comparison shows that while all three qualifications share a common goal of strengthening perioperative practice through advanced theoretical grounding and professional skill development, they differ significantly in scope, level, duration, and regulatory outcomes. The South African PGDip is a specialised, nursing-focused qualification that leads to professional specialist registration, whereas the QMUL PGDip offers a broader, multidisciplinary approach with flexibility in study modes. In contrast, the George Brown qualification provides a shorter, skills-oriented pathway focused on immediate clinical competence in operating room settings. Together, these qualifications illustrate how perioperative education varies globally, ranging from specialist professional registration models to academically oriented, research-driven, and practice-enhancement frameworks. 
    		•

    ARTICULATION OPTIONS 
    This qualification provides the following articulation options.

    Horizontal Articulation:
  • Bachelor of Emergency Medical Care, NQF Level 8.
  • Postgraduate Diploma in Emergency Nursing, NQF Level 8.

    Vertical Articulation:
  • Master of Emergency Medical Care, NQF Level 9.
  • Master of Nursing Science, NQF level 9.
  • Master of Nursing Science in Operating Room, 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: 
     
    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. North-West College of Nursing 


    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.