Advanced Diploma in Health Services Management and Leadership

Purpose

The purpose of the Advanced Diploma in Health Services Management and Leadership is to equip learners with knowledge and skills to manage, coordinate, and apply relevant knowledge and skills for the effective management of the strategic and daily activities of a health care facility. As a health care facility manager, the successful learner will be able to critically analyse health service-related problems and suggest/present relevant solutions.

As an Advanced Diploma, this qualification provides learners with a deep and systematic understanding of the current theory, practices, and methodology in health care facility or services management. They will be able to work independently in a variety of contexts with minimum supervision from a higher authority. The qualification is offered in a way that enables and expects the learner to apply acquired theoretical knowledge in an actual clinical setting.

On completion of the qualification, qualifying learners will be able to

• Demonstrates knowledge and skills required for the management of a health care facility
• Demonstrates the underpinning knowledge and the relevant leadership skills necessary as a senior manager
• Utilise management principles and skills in the daily running of a health care facility
• Utilise management principles and skills in the operational running of a health care facility
• Utilise management principles and skills in the strategic running of a health care facility
• Apply the principles of research methodology in investigating health service-related problems and presenting relevant solutions

Rationale

The provision of health care services remains a challenge in many countries. There are currently many qualifications available for business management, but very few of these have a specific focus on health care service management.

This qualification is designed to provide intellectual enrichment which emphasises the specialised requirements necessary for managing health service institutions, thereby recognising the goals of the World Health Organisation to make health care accessible to all.

This qualification will benefit individuals, the health services industry, and society by enhancing the management/administrative career path of individuals, opening doors for employment, and providing mobility for the individual within the healthcare environment. The qualification provides holistic development opportunities for individuals with the competencies required to ensure that an efficient health care service is provided for the benefit of society.

Recognition of Prior Learning

RPL is applicable for entry selection within the context of the institutional policies and guidelines. The RPL process will incorporate a holistic approach and comply with the current regulations of SAQA and CHE. The learner has the right to have previous experience and qualifications taken into consideration when applying to do further qualifications.

RPL for access

• Learners may be granted access through RPL.
• Learners must have a relevant recognised qualification at NQF Level 6 and have access to a health care facility for purposes of workplace integrated learning.
• Evidence of prior learning must be provided by employing a portfolio and other appropriate evidence, including challenging theoretical and clinical examinations.
• Clinical and work-based experience must be relevant to the qualification the learner is applying for.
• The assessment(s) will be done by a registered assessor, and a registered moderator will validate the assessment process.

RPL for credits

Credit transfer may be granted according to current institutional policy and guidelines of the relevant statutory health council, the CHE, and SAQA. Credit accumulation transfer will only be considered for a learner with an accredited and registered qualification. The credits transferred must be on the same level as the module the credits are transferred towards; the content and outcomes of the module(s) correspond with the module(s) presented by the institution, and the learner passed the additional assessments if required. All credits transferred will be submitted as part of completing training/academic records. Thus, all transcripts will reflect exemptions achieved through CAT and the credit points.

Entry requirements

The minimum entry requirement for this qualification is

• Diploma in Health Services Administration, NQF Level 6.

Or

• Diploma in Emergency Medical Care, NQF Level 6.

Or

• Diploma in Nursing Administration, NQF Level 6.

Or

• Diploma in Nursing, NQF Level 6.

This qualification consists of the following compulsory and elective modules at the National Qualifications Framework, Level 7, totalling 120 Credits.

Compulsory Modules, NQF Level 7, 60 Credits

• Health Care Systems, 3 Credits
• The Management Process, 4 Credits
• Leadership for Health Service Managers, 3 Credits.
• Operational Functions in Health Care Services, 50 Credits

Elective Modules, 60 Credits (Choose one module)

• General Hospital Management, 60 Credits.
• Nursing Management, 60 Credits.

1. Demonstrates knowledge and skills required for the management of a health care facility
2. Demonstrates the underpinning knowledge and the relevant leadership skills necessary as a senior manager
3. Utilise management principles and skills in the daily running of a health care facility
4. Utilise management principles and skills in the operational running of a health care facility
5. Utilise management principles and skills in the strategic running of a health care facility
6. Apply the principles of research methodology in investigating health service-related problems and presenting relevant solutions.

Associated Assessment Criteria for Exit Level Outcome 1

• Reflect knowledge correctly and appropriately apply in practice as a manager in a variety of circumstances
• Successfully manage the health care facility independently
• Manage unforeseen circumstances efficiently and carry out appropriate consultation/referral

Associated Assessment Criteria for Exit Level Outcome 2

• Apply knowledge in practice as a leader of the team.
• Handle conflict with positive consequences.
• Create and maintain an environment conducive to staff retention and engagement.
• Focus performance management on continuous improvement of processes, with special emphasis on client needs
• Identify areas for performance improvement and compile a strategy to address improvement
• Compile strategies to develop employees through a process of mentoring and or coaching
• Analyse and solve problems with appropriate solutions
• Lead change and transformation
• implement change successfully according to change management principles
• Manage cultural diversity throughout the organisation

Associated Assessment Criteria for Exit Level Outcome 3

• Manage daily personnel issues accordingly
• Monitor and manage incidents and risks efficiently
• Maintain patient/client /personnel satisfaction.
• Manage patient experience actively.

Associated Assessment Criteria for Exit Level Outcome 4

• Conduct workforce planning, forecasting, and talent development planning
• Scheduling of personnel is according to organisational and legal requirements
• Develop strategies to manage absenteeism in the workplace
• Manage the output and performance of teams
• Identify risks and incidents, precautions put in place, and implement governance processes
• Perform audits according to quality policy and legislative requirements
• manage patient accounts and keep up to date
• Interpret relevant financial data, e.g., the general ledger
• Analyse financial reports and clarify or address variances
• Monitor and manage trends in the internal and external environment
• Manage budgets in a cost effectively
• Maintain the brand image.
• Manage maintenance of buildings and equipment
• Develop plans to optimise facility utilisation according to business priority and required resources
• Actively investigate and motivate new business opportunities
• Build mutually beneficial relationships with all stakeholders, e.g., community, government, funders, personnel, doctors, suppliers, service providers, etc.
• Negotiate third-party agreements and formalise contractors in collaboration with the legal department, where applicable
• Compile business reports
• Develop plans that can be implemented in the event of a major incident

Associated Assessment Criteria for Exit Level Outcome 5

• Apply the organisational strategy consistently
• Compile a strategic plan according to the mission, vision, values, and goals of the organisation
• Provide learner input to strategic corporate initiatives as required
• Compile a relevant capital, operational, and personnel budget
• Maintain and manage assets efficiently and effectively
• Adequately explain principles of project implementation
• Monitor Government policy and legislative developments
• Comply with internal policies and standards, legislation, and regulations
• Consistently apply principles of marketing and branding
• Describe information systems used in health care and discuss the benefits and disadvantages thereof

Associated Assessment Criteria for Exit Level Outcome 6

• Conduct research and literature review to come up with solutions to problems and to make decisions
• Utilise correctly the Information for developing strategic and project plans

Integrated Assessment

The institution will adhere to qualification and subject policies to assess learners effectively. The goal is to create an interactive learning environment that supports learners in achieving the desired outcomes. Through this approach, learners will demonstrate competence in a practical context, meeting the specific outcomes in the exit-level outcomes and their associated assessment criteria, theoretical knowledge, and critical cross-field outcomes.

Work-integrated learning (WIL) is fundamental to the teaching and learning process, seamlessly incorporating workplace relevance into on-site workplace training. Learners will spend designated WIL hours in the workplace settings, where they will complete a portfolio of evidence (PoE), and an essential component of the assessment process.

Assessment will include formative and summative methods aligned with work-based integrated learning objectives. Various assessment forms will be employed, with an integrated assessment approach that includes cognitive, psychomotor, and affective aspects, with emphasis on application.

A variety of formative assessment strategies and/or approaches will be used, including, but not limited to

• Assignments
• Research
• Tests
• Portfolio of Evidence (PoE) / Workbooks

Progress is documented in student records through monthly reports submitted by line managers or mentors. These reports monitor students' competencies and affective skills, highlight areas requiring improvement, and assess the quality of their work to ensure they meet programme standards.

Summative evaluation may be conducted through

• Portfolio of Evidence (PoE) / workbook
• Written examination
• Clinical examination (presentation)

To gain examination entry, learners must achieve at least a mark of 50% in continuous theoretical assessments. A minimum score of 50% is required to pass the theory examination and 50% for the clinical examination. Quality assurance will adhere to Mediclinic Private Higher Education policies, with marks recorded following institutional protocols. If learners have concerns regarding assessment results, they can address these through established institutional procedures.