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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION THAT HAS PASSED THE END DATE: 

Certificate: Auxiliary Nursing 
SAQA QUAL ID QUALIFICATION TITLE
17152  Certificate: Auxiliary Nursing 
ORIGINATOR
Mpumalanga College of Nursing 
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  132  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 
Overall competency.

To supply beginning nursing auxiliaries who can render a nursing service, under supervision of a registered nurse. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
The capability to function effectively under supervision of a registered nurse and within their scope of practice.
  • Official institutional entry requirements;
  • NQF level 4;
  • Due to limited training facilities prospective students are subject to selection.

    Recognition of prior learning:

    Recognition of prior learning based on criteria-referenced assessment for:
  • Learners with health care related experience;
  • Learners with accredited nursing or nursing related learning experience. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    EXIT LEVEL OUTCOMES 
    1. Provide nursing care based on the scientific approach of assessment, planning, implementation and evaluation in the context of the primary health care approach to individuals, families and communities.

    1.1 Assessment and diagnosis:
  • Collect data.

    1.2 Communication, interpersonal relationships:
  • Listening, reflecting;
  • Formulating questions;
  • Managing silence;
  • Managing emotions;
  • Empathy;
  • Managing conflict;
  • Work in a team; and
  • Counselling.

    1.3 Problem-solving and critical thinking:
  • Utilise problem-solving process in approaching nursing care and other related problems;
  • Enquiry actively.

    1.4 Planning:
    Take part in:
  • Determining individual's/family's and nursing goal for care in collaboration with the individual, family and other members of the health team.

    1.5 Implementation:
  • Perform or carry out interventions ranging from personal care to use of technology with active involvement of individuals/families, significant others, members of the health team and stakeholders.
  • Communicate the needs for continuity or care of individuals, families and communities to health care providers at the various levels of institutional and community care.

    1.6 Evaluation:
  • Monitor progress and outcome of interventions on the physical, psychological and psychosocial well-being of individuals, families and communities within a health institutions and in other settings.

    1.7 Use of technology:
  • Utilise technology appropriately for needs of assessment and service delivery.

    2. Analyse document, report and accurately utilise all relevant information on the situation, and nursing care of individuals, families and communities, to facilitate continuity of care.

    Documentation, reporting and information use:
  • Record data on assessment and intervention outcomes.
  • Analyse the outcome data accordingly.
  • Report the consolidated information based on the analysis of outcome data verbally and/or in writing.
  • Document information in a manner meaningful for improving quality care.

    3. Manage and maximise the utilisation of resources to improve the quality of health, nursing care and services.

    Management of patient and community care, resources, resource mobilisation and leading or participating in multidisciplinary and intersectoral teams:
  • Participate in conducting inventories to gain accurate information on the following:
    * The human resources available to individuals, families and communities (numbers, numbers by skills mix, specialisation);
    * Distribution and accessibility of health services;
    * Acceptability of health services, and the providers to individuals, families and communities taking into consideration the voluntary service package, the competence of providers, the quality of care, the priorities set by individuals, families and communities, and the cultural values and beliefs of these individuals, families and communities vis-a-vis the nurses perceptions of their needs, as well as the health technologies used for providing care.
  • Assess the competencies of non-professional community workers, traditional health care providers, family members and volunteers to provide specific, simple and agreed upon care.
  • Familiarise self with costs of material resources.
  • Promote/identify ways of containing health care costs without compromising standards.

    4. Establish and maintain ethical partnerships with other health care professionals, to provide for collaborative planning and implementation of integrated health services.

    Establishment and sustaining of partnerships and alliances, development of collaboration and networking strategies, mechanisms and processes:
  • Demonstrate understanding of the role of other stakeholders in health care.

    5. Assume responsibility and accountability for the nursing care of individuals, families and communities in all settings.

    Accountability and responsibility for own practice, and others' performance, identification and exploration of new roles:
  • Implement nursing care management activities according to the Standards of Practice and Scope of Practice.
  • Review the effectiveness of the application, the scientific approach of nursing and PHC principles for quality care.
  • Apply the scientific process of nursing and PHC principles to the nursing care of individuals, families and communities.
  • Illustrate a balance between professional responsibilities and own human and employment rights.

    6. Maintain excellence, credibility and competence through continuing education for professional growth and development.

    Professional development opportunities, learning needs and health behaviour:
  • Utilise the Nursing Act and the Regulations, the code of Ethics and Professional Practice of the South African Nursing Council, and the body of scientific knowledge and apply the principles of PHC in service rendering, for maintaining professional excellence.
  • Explore and use opportunities for professional development.
  • Identify own learning needs for improving practice, and enhancing professional knowledge.
  • Participate in self-directed learning activities aimed at broadening knowledge base for professional practice.
  • Assume responsibility for lifelong learning.

    7. Promote the safety of clients/patients and providers.

    Human rights in the workplace, occupational health and protection of workers' rights, and acquaintance with the role of labour organisations:
  • Communicate with colleagues on issues related to safety and human rights in the workplace.
  • Participate in promoting and protecting the human rights of clients/patients, nurses and the public in health care settings.
  • Promote the safety of clients/patients in work and care settings. 
    		•

    ASSOCIATED ASSESSMENT CRITERIA 
    1.1 Assessment and diagnosis:
    Assessment
    Do the following assessments:
  • Community and environmental assessment;
  • Family assessment;
  • Individual health assessment (throughout the lifespan);
  • Assessment in an emergency.

    1.2 Communication and interpersonal skills:
  • Communicate in an acceptable and effective way across the cultural spectrum.
  • Give appropriate and relevant health education effectively to groups and individuals including the use of resources.
  • Communicate effectively with all age groups and with people having mental and physical disabilities.

    1.3 Problem-solving and critical thinking:
  • Raise and explore questions:
    * Identify problems; and
    * Distinguish between problems within the scope of practice and those in need of referral.

    1.4 Planning:
  • Negotiate realistic health and nursing care plans for the:
    * Individual (health or minor illness);
    * Family.

    1.5 Implementation:
  • Uphold Batho Pele principles during implementation of nursing and health care plans.
  • Implement a promotive/preventive intervention plan for an individual, a family, a group and a community.
  • Carry out a nursing and health care plan for:
    * Physically ill patients;
    * Groups (vulnerable, risk groups); and
    * Communities.

    1.6 Evaluation:
  • Evaluate the process and outcome of implementation of care plans of individuals, families and communities.

    1.7 Use of technology:
  • Apply technology skills to nursing and other procedures related to service rendering.

    2. Documentation, reporting and information use:
  • Use professional nomenclature appropriately in written and verbal communication.
  • Keep clear, accurate and complete records.
  • Disseminate documented information to colleagues and other stakeholders using relevant channels.

    3. Management of patient and community care, resources, resource mobilisation and leading or participating in multidisciplinary and intersectoral teams:
  • Manage patient care.
  • Manage unit care:
    * Personnel;
    * Equipment;
    * Supplies;
    * Health data; and
    * Service delivery.
  • Assure quality of a health service unit, and plan, organise, implement and evaluate innovative actions for the promotion of its quality.
  • Apply the principles of primary health care in the management of a comprehensive health care service.
  • Participate in the setting of standards for health care delivery.

    4. Establishment and sustaining of partnerships and alliances, development of collaboration and networking strategies, mechanisms and processes:
  • Establish a partnership with a community or group.

    5. Accountability and responsibility for own practice, and others' performance, identification and exploration of new roles:
  • Demonstrate accountability for practice.
  • Demonstrate ethical behaviour in own practice.
  • Contribute constructively to professional, work and community settings.
  • Identify the rights of nurses and the nursing profession.

    6. Professional development opportunities, learning needs and health behaviour:
    Professional development
  • Demonstrate awareness of personal values, strengths, abilities and aspirations, and an understanding of how these will influence future options and opportunities.
  • Take responsibility to ensure continuous professional competence.

    Learning needs
  • Assess own learning needs through self-reflection and criticism.
  • Set appropriate goals for learning, make realistic plans and keep track of an evaluate progress.
  • Identify variety of resources to improve own skills and knowledge.

    Integrated assessment:
  • Continuous integrated assessment by self, peers and facilitators by way of project presentations, case management reports, discussion, journal writing, simulations, portfolios, clinical workbooks and checklists.
  • Standardised marking of, and feedback on assignments, projects, tests and examinations.
  • Written and oral test and examinations moderated by qualified academics.
  • Clinical competency test.
  • Workplace assessments and practica.
  • Objective Structured Clinical Examinations (OSCE) in simulation and clinical practice.
  • Objective Structured Physical Examinations (OSPE) in simulation and clinical practice.

    The following quality assurance procedures form part of the overall evaluation and accreditation system:
  • Internal examiners and moderators;
  • External moderators;
  • Accreditation requirements and guidelines of the SA Nursing Council; and
  • Requirements and guidelines of the higher education quality assurance bodies. 
    		•

    ARTICULATION OPTIONS 
  • Vertical: It gives access to the programme leading to enrolment as a nurse.
  • Horizontal: Articulation possibilities exist between accredited basic nursing programmes offered at various Nursing Education Institutions in the country. Learners retain credits acquired. 
    		•

    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.