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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 THAT HAS PASSED THE END DATE: 

Certificate: Nursing 
SAQA QUAL ID QUALIFICATION TITLE
17168  Certificate: 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 practitioners who can render 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;
  • Enrolled nursing auxiliary nurses. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    EXIT LEVEL OUTCOMES 
    1. Provide, manage and facilitate comprehensive health and nursing practice (general nursing care and primary health 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 and analyse data;
  • Interpret data against a body of scientific knowledge;
  • Interpret data/statistics; and
  • Identify health indicators and risk factors.

    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;
  • Utilise critical thinking competencies;
  • Solve problems objectively and within context;
  • Challenge assumptions;
  • Demonstrate contextual awareness and thinking;
  • Explore alternatives; and
  • Enquiry actively.

    1.4 Planning:
  • Determine individual's/family's and nursing goal for care in collaboration with the individual, family and other members of the health team.
  • Identify and set priorities.
  • Identify and outline objectives for the plan of care (taking into consideration the capacities of the individual/family).
  • Select and outline priorities and other nursing interventions to achieve expected outcomes.
  • Set priority areas for teaching-learning taking into consideration cultural issues.
  • Outline and document the plan including short and long-term goals and time frames.
  • Use budgetary principles.
  • Use personnel management principles.

    1.5 Implementation:
  • Create/facilitate/negotiate an enabling environment that is therapeutic and meets the individual's/family's/group's/community's need for privacy, confidentiality, well-being and dignity.
  • 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.
  • Collaborate with individuals/families and other stakeholders in developing a discharge plan.
  • 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.
  • Formulate and revise nursing interventions through comprehensive and continuing assessment.
  • Review the priorities, objectives and nursing interventions for their relevance, appropriateness and currency, based on the assessment and evaluation of the health status, capacity and potential of individuals, families and communities.

    1.7 Use of technology:
  • Utilise technology appropriately for needs of assessment, planning, implementation, evaluation of health care 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. Respond efficiently and effectively to emergency and disaster situations to save lives and prevent disability.

    Management of emergency and disaster situations:
  • Familiarise self, team members and other on existing institution. Disseminate documented information to colleagues and other stakeholders using relevant channels.
  • Collaborate with health team members to map out and implement a strategy for classifying the needs for care in emergency and disaster situations for individuals, families and communities.
  • Participate in the development of data base on emergency and disaster management.
  • Demonstrate knowledge, skills and understanding of the physical, psychological and emotional responses, as well as the immediate needs of individuals, families, and communities facing emergencies and disasters.
  • Apply the principles of crisis intervention theories and the principles of PHC in educating, teaching, counselling and managing the emergency care of individuals, families and communities.

    4. 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.

    5. 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:
  • Consult and collaborate within the multidisciplinary health teams, organisations and special interest groups.
  • Demonstrate understanding of the role of other stakeholders in health care.
  • Disseminate information on epidemics, nutritional disease, maternal and infant morbidity and mortality, and other common diseases.
  • Develop/establish interprofessional and intersectoral relationships that promote health care.
  • Demonstrate team leadership skills and function as an effective team member.
  • Network and form alliances with key players in dealing with community health issues and demands.

    6. Assume autonomy, responsibility and accountability for the effective management of the nursing of individuals, families and communities in all settings to ensure quality of care, within the multidisciplinary team. Identify and explore new roles for nurses within the multidisciplinary team.

    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.
  • Participate in multi-disciplinary quality assurance task groups at various levels.
  • Participate in peer review based on the agreed upon quality assurance monitoring indicators and tools.
  • 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.
  • Application of management principles to nursing care in a variety of settings.
  • Illustrate a balance between professional responsibilities and own human and employment rights.

    7. Maintain professional 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.

    8. Advocate for the rights of individuals, families and communities and for the continued provision and development of comprehensive quality nursing and health care in the country.

    Principles of the advocacy process, knowledge about clients'/patients' rights and their application to health care:
  • Use principles enshrined in the Constitution of South Africa to advocate for improvement of health care.
  • Understand the advocacy process and the rights of individuals, families, groups and communities.
  • Participate in policy development for nursing and health care of individuals, families and communities.
  • Negotiate for stakeholder group involvement in policy formulation to ensure that individuals', families' and communities' needs receive attention.

    9. Advocate for the rights and responsibilities of providers, including occupational health and safety within the practice setting to 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.

    Diagnosis
    Make the following diagnosis:
  • Individual diagnosis: Deviations from normal, and health behaviours (those promoting health and illness);
  • Diagnose common minor physical ailments and emergencies; and
  • Diagnose common physical illnesses (acute and chronic).

    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.
  • Consult effectively, refer and follow-up.
  • Demonstrate communication and interpersonal skills in interaction with:
    * Physically ill patients;
    * Partners in health care; and
    * Stakeholders and partners in communities.
  • Work effectively in a team.
  • Create a supportive environment for colleagues and patients.
  • Work effectively as a group participant.

    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.
  • Select the best alternative for a problem.
  • Evaluate the results of the alternative implemented together with relevant role players.
  • Apply problem-solving skills related to:
    * Situations where patients are physically ill;
    * Partner in health care; and
    * Stakeholders and partners in communities.

    1.4 Planning:
  • Facilitate and negotiate realistic and contextualised health and nursing care plans for the:
    * Individual (health or minor illness);
    * Family;
    * Person with a disability; and
    * Person with a physical illness.
  • Design and prepare a teaching plan with active involvement of the individual/family, to meet the individual's family's learning needs for participating in own care in a variety of settings.
  • Outline the referral line including procedures for accessing the referral system both within the health institution and in communities.
  • Manage and/or refer emergencies appropriately.

    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.
  • Implement 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:
  • Use equipment and technology in health settings safely, appropriately and ethically.
  • Creatively improvise when technology is lacking.
  • Apply technology skills to nursing and other procedures related to:
    * Physical ill patients;
    * Groups (vulnerable, risk groups);
    * Communities;
    * 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 emergency and disaster situations:
  • Compile an appropriate emergency care and lifesaving plan for an individual, a family, a group or a community.
  • Compile an appropriate post-disaster plan for a community.

    4. 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.

    5. Establishment and sustaining of partnerships and alliances, development of collaboration and networking strategies, mechanisms and processes:
  • Establish a partnership with a community or group.
  • Develop collaboration and networking strategies in partnership.
  • Apply the PHC approach and strategies in promoting community participation and collaboration.

    6. Accountability and responsibility for own practice, and others' performance, identification and exploration of new roles:
  • Limit scope of practice to scope of competence.
  • Demonstrate accountability for practice.
  • Demonstrate ethical behaviour in own practice.
  • Contribute constructively to professional, work and community settings.
  • Pursue excellence and originality in own work and support these qualities in the work of others.
  • Identify the rights of nurses and the nursing profession.
  • Respond creatively to the health care needs of societies.
  • Identify and explore new roles for nurses in a changing health environment.

    7. 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.
  • Demonstrate awareness of the available range of personal and career opportunities.
  • Demonstrate knowledge of a variety of workplaces and the roles, skills and abilities of colleagues and other members of the health team.
  • Take responsibility to ensure continuous professional competence.
  • Engage constructively in positive change and transformation.

    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.
  • Develop personnel professional portfolios of documented evidence of professional progress and experience.

    Health behaviour
  • Use self-knowledge as a basis for decision-making.
  • Demonstrate ability to reflect on experience and learn from it.
  • Make informed choices that will contribute to physical, mental, emotional and spiritual well-being.

    8. Principles of the advocacy process, knowledge about clients'/patients' rights and their application to health care:
  • Advocate for the rights of individuals, families and communities.
  • Identify and utilise relevant social and political networks.

    9. Human rights in the workplace, occupational health and protection of workers' rights, and acquaintance with the role of labour organisations:
    Employees and clients/patients:
  • Utilise a policy document to protect the rights of employees and clients/patients.
  • Maintain good labour relations.

    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 diploma in general nursing.
  • 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.