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.

Certificate: Auxiliary Nursing 
23555  Certificate: Auxiliary Nursing 
Lifecare Health Services 
QCTO - Quality Council for Trades and Occupations  OQSF - Occupational Qualifications Sub-framework 
National Certificate  Field 09 - Health Sciences and Social Services  Curative Health 
Undefined  168  Level 5  Level TBA: Pre-2009 was L5  Regular-Provider-ELOAC 
Passed the End Date -
Status was "Reregistered" 
SAQA 06120/18  2018-07-01  2023-06-30 
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. 

To supply beginning professional nursing sub category practitioner who can render basic health care services meeting the basic needs of individuals, families groups and communities. This sub category of nurse will have necessary knowledge, skills, critical thinking, behaviour and attitudes, which enable her/ him as an Enrolled Nursing Auxiliary in all stages of development of individuals, families, groups and communities to:

1. Promote & maintain physical comfort, rest, and sleep of a patient
2. Supervise or maintain supply of oxygen to a patient
3. Promote nutrition of a patient, a family & a community in all phases of life
4. Maintain intake & elimination in patient
5. Observe and identify normal and abnormal characteristics in patient excretions
6. Prevent physical deformities & other complications from fixed positions in a patient
7. Promote & maintain personal and environmental hygiene of a patient & family
8. Promote communication (incl. positive attitudes, listening & observing) with a
patient during his/ her care and assist patient on problem solving.
9. Care for a dying patient & a recently deceased patient. 

According to R2176 of Nov 1993 as amended Grade 12/ Std 8 or equivalent document which gives proof of formal secondary education.

Recognition of prior learning:

4.2.1. Learners with health care related experience and have the following areas of competencies for Residential Health Workers/ Community based Health Care in carrying out procedures as directed and supervised by the Registered Nurse or Enrolled Nurse (e.g. Residential Health Workers/ Community based Health Care Workers) that will:
  • Promote and maintain physical comfort of patient by correct positioning of patient
  • Promote and maintain rest and sleep of a patient by preventing insomnia
  • Promote and maintain safety of patient and of his environment by identifying and preventing safety risks within the scope of practice of a residential health worker
  • Maintain adequate open air passages of patient through correct positioning of patient ensuring adequate air supply through maintainig good ward ventilation
  • Promote nutrition of patient by assisting in serving well balanced diet and ensuring that even helpless patients are assisted
  • Participate in the maintenance of intake and elimination of a patient by observing special needs when feeding patients(e.g. appetite, incontinence etc) by giving bedpan or urinal to patients in bed, by emptying urine bags, assisting patients during toilet training
  • Care for the dying and the recently deceased patient by laying out recently deceased patient and respecting their beliefs and values about death
  • Apply basic care to individuals in all stages of development by ensuring a safe environment, and meeting the basic daily needs of patients e.g. cleanliness etc in all stages of life.
  • Assist meeting of daily basic physical and emotional needs of patients with disabling conditions or terminal illness
  • Carry out first aid measures to save life waiting professional help. 


    Provide, manage and facilitate as an Enrolled Nursing Auxiliary, basic 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 in all phases of life.

    Critical cross-field outcomes:


    7.1.1. Critical Crossfield Outcomes on assessment Collect and analyse data Identify areas of improvement of quality of health care Collect data using technology to identify patient needs/ problems Observe and identify deviations from normal health behaviours (those promoting health and those leading to illness) Identify life style behaviours that promote health or illness in relation to all systems of the body and patients environment such as:
  • Identify need for comfort rest sleep and safety
  • Identify inability to sleep (insomnia)
  • Identify healthy position in sitting, in bed walking, standing
  • Identify a baby who is well developing according to expected milestones
  • Identify behaviours that enhance healthy breathing or block air passages
  • Identify objects or areas that can make environment unsafe for patients
  • Identify sources of nutrients that form a well balanced diet or factors influencing eating habits or
  • Nutritients that can lead to illness if lacking in diet
  • Identify normal and abnormal excretions by observing intake and output, urine, sputum, discharges from wounds, vomitus etc Observe and identify normal hygiene standard in individuals and in their environment Identify dirty skin, hair, nails, mouth
  • Identify sores in the mouth
  • Identify dental carries (rotten teeth)
  • Identify sores or swelling or rash or change of colour of the skin Observe and identify common minor aliments

    7.2. Communication skills, good interpersonal relationship, problem solving and critical thinking are applied in all phases of interacting with patients/ individuals in all stages of the scientific approach to nursing, therefore competency related to these skills within the scope of practice of each nursing category, are being stated at this level.

    7.2. Critical Crossfield outcomes for communication and interpersonal relationship

    7.2.1. Communicate effectively using relevant techniques like:
  • Listening
  • Reflecting
  • Empathy - Formulating Questions
  • Managing Silence
  • Counselling
    7.2.2. Work effectively in group/ team
    7.2.3. Manage emotions
    7.2.4. Advocate for rights of self / individuals / communities

    7.3. Critical Crossfield outcomes for Problem solving and Critical thinking
    7.3.1. Utilise problems solving process in approaching nursing care and other related problems
    7.3.2. Demonstrate critical thinking in exploring alternatives using factual information in context before making conclusion

    7.4. PLANNING

    7.4.1. Critical Croddfield outcomes on Planning
    7.4.1. Demonstrate ability to plan relevant interventions according to identified problem within scope of practice.
    7.4.2. Select and outline priorities and other nursing interventions to achieve expected outcomes
    7.4.3. Set priority areas teaching learning (in health education giving within his/ her scope of practise)taking into consideration cultural issues of individuals/ families communities dealt with


    7.5.1 Critical Crossfield outcomes on implementation Create and facilitate an environment that meets the individuals family/ group/community's basic health needs by maintaining privacy, confidentiality, well being and dignity of all those in that environment Perform activities ranging from personal care to use of technology to meet individual families health needs (with his/ her scope of practice) actively involving the individuals/ their families/ significant others and the health team members. Demonstrate knowledge of the history of nursing the past, present and future implications so that they appreciate the existence of the nursing profession, contribute constructively to health care delivery through ethical behaviour shoeing accountability and responsibility for performance or interventions/ service rendered within scope of practice


    7.6.1. Critical Cross field outcomes for evaluation Review in collaboration with health team members nursing/ health care interventions implemented, through comprehensive and continuous assessment for their relevance, appropriateness and currency based on the achieved health status of the individuals/ families/ communities on whom care plan was implemented

    7.7.Documentation reporting information use
    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 (within their scope of practice)

    7.7.1.. Critical Crossfield Outcomes on Documentation, reporting , information Record accurately and correctly the information regarding individuals/ families/ communities on outcomes of assessment, planning , implementation and evaluations made Verbally report and record information in a manner meaningful for improving quality care To understand relevance of and link up documented research information to expected interventions (within scope of practice to improve quality care 

    7.1.1Associated Assessment criteria on assessment Conduct health assessment for individuals, families throughout the life span Identify signs of a dying person assessment of individuals to identify emergency needs and rehabilitation needs Use equipment (technology) to observe vital statistics of the patient/ individual e.g. Temperature, pulse, respiration, blood pressure observations, observed patient on oxygen therapy etc Identify life style behaviours that promote health or illness in relation to all systems of the body and patients environment such as:
  • Identify need for comfort rest sleep and safety
  • Identify inability to sleep (insomnia)
  • Identify healthy position in sitting, in bed walking, standing
  • Identify a baby who is well developing according to expected milestones
  • Identify behaviours that enhance healthy breathing or block air passages
  • Identify objects or areas that can make environment unsafe for patients
  • Identify sources of nutrients that form a well balanced diet or factors influencing eating habits or
  • Nutritients that can lead to illness if lacking in diet - Identify normal and abnormal excretions by observing intake and output, urine, sputum, discharges from wounds, vomitus etc Identify dirty skin, hair, nails, mouth
  • Identify sores in the mouth
  • Identify dental carries (rotten teeth)
  • Identify sores or swelling or rash or change of colour of the skin Identify signs and symptoms of common minor aliments like:
  • High temperature
  • Headache
  • Cold or flu
  • Diarrhoea or constipation
  • Coughing
  • Difficult swallowing
  • Difficult in passing urine
  • Fracture
  • Bleeding etc.

    7.2. Associated assessment criteria for communication and interpersonal relationship Communicate in an acceptable effective way across the cultural spectra Promote a healthy effective communication with others patients/ individuals / colleague in all stages of development Initiate and maintain a healthy interpersonal relationship with individuals / groups using the relevant communication techniques Counsel individuals groups reflecting empathy and support for their condition/ problem / dilemma Participate effectively in nursing/ health team as a member within his/ her scope of practice in a group/ team playing different roles as need arises e.g. member, a leader, rescuer, a negotiator etc Resolve conflicts constructively in the team/ group/ family to benefit the patient Handle individuals/ patient emotions effectively without dehumanising others e.g. aggressive patient Health educate public about safety promoting for individuals / patients / families and communities Identify to relevant social and political groups issues related to protection of individuals from health hazards and safety risks e.g. absence of health care centres etc Participate in campaigns for awareness of public for rights of all individuals in all stages of life e.g. children, woman, elderly handicapped, those living with terminal illness etc. Create a supportive therapeutic environment with patients and colleagues

    7.3. Associated Assessment Criteria on Problem solving and Critical thinking Identify problems/ needs Distinguished problems/ needs which can be dealt with, within the scope of practice, from needing referral to either senior nursing personnel or to other health care delivering discipline etc. Collect data & priotise it in context Select the best alternative for a problem, after weighing them for suitability for the benefit of all concerned and patient being priority Apply problem solving steps to situations related to:
  • Patients who are physical ill or physically handicapped people
  • Partners in health e.g. community based projects/ programmes
  • Communities and environmental issues Identify available resources to improve own skills and knowledge Use self knowledge as a basic for decision making

    7.4.1. Associated assessment criteria in Planning Identify interventions/ procedures that can be applicable to identified problems that are within his/her scope of practice Identify in collaboration with other health team members then patients, families and nursing goals for care to be achieved in relation the identified problem Organise and assemble resources needed for plan of action to assist the enrolled nurse/ registered nurse/ registered medical practitioner in carrying out the necessary procedure e.g.
  • Collecting equipment to set trays for doctors procedures e.g. lumbar, puncture
  • Collect equipment for assisting a registered nurse/ medical practitioner put up an IV therapy, oxygen therapy Prepare a health education teaching plan to encourage individuals/ families participation in meeting their own basis needs needs taking consideration of their different cultures, to promote maintain health and prevent illness e.g. immunisation, personal and environmental hygiene, family planning etc. Prepare patients emotionally prior to undergoing procedures that can be threatening to the patient e.g. pre operative preparation, blood transfusion etc Plan for meeting patients needs for patients being prepare for: transfer to other hospitals
  • Discharged
  • Death in terminal illness
  • Sensitive investigation e.g. for malignancy, HIV, abnormal births. Etc

    7.5.1Associated assessment on implementation Participate in implementation of care plans with actoties that promote and maintain health, prevent illness in all levels of prevention for individuals/families/groups/communities throughout all phases of life. Apply communication skills in counselling and maintaining a healthy interpersonal relationship with individuals/ families/ and colleagues. Participate in implementation of care plans for (within their scope of practice)
  • Physically ill and mentally ill patients
  • Vulnerable and risk groups
  • Emergency casualties Demonstrate competence in all procedures (within his/her scope of practice) according to devised care plans to meet the individuals identified needs, pertaining to various systems of the human body in all phases of life a follows:

    (a) Procedures promoting comfort rest, sleeps of patient
  • Positioning patients in bed according to condition of patient e.g. sitting up position for abdominal and chest conditions
  • Changing linen with patient in bed
  • Different types of bedmaking, to suit the condition of the patient e.g. Tent bed for patients with extensive wounds divided bed for fractures or extensive wounds
  • Carrying out relevant measures to encourage patient to sleep at night e.g. switching off bright light ensuring patient has eliminated supportive communication for patients with emotional problems, closing cotside for babies, and helpless patients etc

    (b) Procedures to promote and maintain respiration
  • ensuring ward is ventilated
  • ensuring patient's air passage are open by removing tight clothes, removing visible obstructing objects e.g. food or vomitus or tongue, position patient in resuscitation position, setting tray for oxygen therapy, maintain oxygen supply to patient according to prescribed amount as determined by patients need/ condition.
  • Prepare patient and tray for steam inhalation when prescribed for patients with congestion of the respiratory treat

    (c) Procedures for meeting Nutrition's needs of patients/ families
  • identifying basic nutrients and sources of food from which these moments are found
  • List the requirements of a well balanced diet
  • Prepare a well balanced diet considering factors influencing diet habits in different people
  • Identify the specific diets relevant to specific conditions of patients e.g. liquid diet for babies, soft diet for aged people, salt free diet for patients with heart problem or kidney problems etc
  • Serving meals
  • Feeding babies and infants
  • Feeding helpless patients
  • Feeding patient with gastrostomy
  • Preventing contamination of food by infection causing micro-organisms- Weighing bodies and adults

    (d) Procedures for meeting elimination needs in all phases of life- monitoring intake and output of patients
  • giving of a bed pan/ urinal to a patient in bed
  • changing infant napkins
  • carrying out observation on excretions e.g. urine, faeces, vomitus, sputum, wound discharge
  • collecting specimens for observation urine, faeces, pus swab, sputum etc
  • prefaration of tray for contheterization- give nursing care to patient with indwelling catheter
  • give nursing care measures to a patient with retention of urine
  • care of patient with diarrhoea- care of patient with constipation
  • care of patient who is vomiting
  • care of an in continent patient
  • prepare patient and tray for: insertion of suppositories nasograstric feeding, stomach washout vulval toilet female

    (e) Promote and maintain personal hygiene of a patient by
  • giving bed bath or bathing patient in bathroom
  • making observation for abnormalities whilst bathing
  • bathing a baby
  • giving care to patient hair and nails
  • giving care to patient feet especially for the elderly patient
  • giving care to mouth an teeth- carrying out procedure for mouthwash

    (f) carry out procedure to prevent physical deformities and other complications for patients nursed in bed and elderly patient
  • give patient passive exercises
  • encourage patient to do exercises
  • change patient's positions in bed
  • carry out nursing measures to prevent
    : deep vein thrombosis foot drip pressure/ bed sores Hypostgatic pneumonia
  • getting patient out of bed for the first time
  • engage patient in activities of interest to prevent boredom especially with elderly people
  • carry out nursing measures to
    : unconscious patientparalysed patient in bed very ill patient under strict bed rest

    (g) carry out procedures to meet the needs of a dying patient by
  • supportive communication by
    : reassuring showing signs of fear of death
    encouraging faith in one's health
    making provision that patient is not alone during this period by creating an environment conducive for patient to ventilate or say his deathbed wishes or encouraging visiting relatives to have a moment of being alone with patient if patient so wishes
  • carrying out procedure for last offices i.e. care of the recently deceased patient before being taken to the mortuary

    (h) Carry out procedures related to skin care by
  • Keeping skin clean (refer to personal hygiene producer)
  • Carrying out basic wound dressing procedure considering prevention of spread of infection
  • Carry out procedure for care to back and pressure parts
  • Emergency procedure (first aid) to wounds, burns

    (i) Carry out procedures of carrying for people in an emergency (first aid measures)
  • Demonstrate various methods of handling casualties methods of handling casualties
  • Demonstrate activities of caring for a person with shock
  • Stop external bleeding
  • Carry out first and measure to reduce internal bleeding
  • Give first aid care to a person with
    : a bee sting
    : Foreign object in the eye or ear
    : Emergency child birth
    : Drowning : Injury with fractures
    : Fainting
    : with Seizures
    : Burns (dry, wet, electrical)
    : Snake bite

    (j) Prepare for patient, set trays and assist by emotionally supporting patient during
    : Lumber puncture nasogastric tube insertion
    : Barium meal and Barium enemia
    : Removal of sutures
    : Electro cardiogram
    : Giving of injections
    : Radiological X Rays
    : Putting up plaster of paris or skin traction
    : Pre and post operative care of patient

    (k) Execute specific procedures under direct supervision of a registered person:
  • Administration of medicines
  • Identification of patients on admission
  • Care of patients belongings and valuables
  • Transferring patients
    : Interdepartmental
    : Inter hospital
  • Absconding patients especially psychiatric patients
  • Leave of absence for TB and psychiatric patients
  • Discharge of patients
  • Record keeping
  • Scheduled and unscheduled medicine control
  • Care to patient with plaster of paris or with slim traction
  • Basic nursing care of patients with nutritional defuences e.g. obesig, Kwashiokor, nutritional anaemia rickestia
  • Basic nursing care of patient with communicable diseases like
    : Measles
    : Tuberculosis: Measles
    : Dysentery
    : Infections diarrhoea
    : Food poisoning
    : Blood bone disease like HIV/ AIDS, Hepatitis B,
    : Malaria
    : Scabies and other skin infections
    : Disease caused by parasites like roundworms, tape worms, threadworm.

    (L) Health educate public (within her scope of knowledge and practice) on methods of promoting and maintaining health in issues regarding
  • Control of pets and rodents
  • Prevention of contamination of sources of water, milk providing facilities and food manufactures
  • Importance of registration of births and deaths
  • Available methods and resources of family planning
  • Available health resources for the community (Hospital, Clinics)
    : National
    : Provincial
    : Local
    : Private Identify the enrolled nursing Auxiliaries dependant, independent and co dependent duties towards her self as a nurse
    : Patients and patients' rights
    : Co- workers- Hospital etiquette
    : Employer - employment contract
  • Hospital economy
  • Work ethics
    : Professional controlling body
    : Standard generating Body
    : Education and Training
  • Quality Assures
    : National Qualification framework
    : Nurses rights as employee
    : Grievance procedure
    : Service pledge- work ethics

    7.6.1. Associated assessment criteria for evaluation Compare health status outcome of individuals/ families/ communities before and after interventions have been implemented Identify short comings for/ activities enhancing, desired outcomes so that they can either be changed or repeated according to relevance

    7.7.1. Associated assessment criteria on documentation, reporting and use of information Keep clear, accurate and complete records Disseminate relevant documented information to colleagues using the accurate technical terminology applicable in each setting so that information can be meaningfully used for improving quality of care. Consult and refer to other nursing/ health team members for further research in areas outside their scope of practice ability to use knowledge and skills obtained in previous recorded incidents to advantage of individual / families /communities in handling present situation. 

    1. Obtaining a certificate that qualifies the learner to work as an Enrolled Nursing
    Auxiliary according to R2176 of SANC
    2. 1 Year course gives access to entry in Enrolled Nurses R2175 two year course at
    second year level
    3. Individual learners who cannot complete the qualification having undergone training of not less than six months can be accredited to become a residential health worker or community based health care worker. 

    10.1. Internal examinations are conducted by internal tutorial staff. Clinical instructors
    participate also in practical evaluations
    10.2. The head of the Nursing Educating Institution takes responsibility for quality check
    on assessor from time to time

    10.3. At present the professional Statutory Body SANC is involved in external
    examinations and moderation.
    10.4. Such qualification complies with the regulations contemplated in 8 and 9 of
    Regulations R2176
    10.5. This qualification may be deemed to be a basic course, which will be achieved in
    whole through
    10.5.1. The written examination conducted by the SANC consisting of one paper of three
    hours duration or may be decided in future by ETQA
    10.5.2. A practical portion conducted by the institution
    10.5.3. The individual learner will be admitted to examination only if he /she Will have completed prescribed period of training for the course not later than
    the end of the month in which examination is conducted a year mark of at least 50% in a system of continuous evaluation 

    1. Our own staff i.e. Tutor and Clinical Instructors in the clinical training facilities will
    be used as assessors in an accommodated within the quality management system of
    the institution.
    2. Both internal and external assessors' qualifications have been accredited by the present professional council SANC. Quality check will continue to be done through internal performance appraisals done for all employees within the work situation and quality control done by through inspection done by SANC or future E.T.Q.A.
    3. At present for the Enrolled categories assessors are qualified practising registered general nurses with midwifery(some have additional qualifications like Nursing Education) currently practising either in nursing education institution or clinical training facility 

    As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2006; 2009; 2012; 2015. 



    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.

    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.