Bachelor of Nursing

Purpose

The purpose of this qualification is to

• Prepare qualified nurses who has a broad-based scientific knowledge of health and nursing sciences and who, having demonstrated pre-determined levels of competence in a wide variety of clinical settings can function as a professional registered nurse, midwife, community health nurse and psychiatric nurse within institutional and community contexts.
• On successful completion of this qualification, the graduate will be eligible for registration with the South African Nursing Council (SANC) as a Nurse (General, Psychiatric and Community) and Midwife according to the Nursing Act No. 33 of 2005 and the SANC regulation 425.

Rationale

This qualification will enable the qualified learnersto function as a clinically focused, service- orientated, independent registered professional nurse, midwife, community Health Nurse and Psychiatric nurse who is able to render comprehensive care across all spheres of health, as determined by the appropriate legislative framework.

Reports on the status of nursing in the country indicate the following

A growing gap between the demand and supply of professional nurses and midwives,

• The decline in learners entering the nursing profession.
• The ageing population of professional nurses.

The decline of learners has been a matter of great concern to the South African Nursing Council and the Ministry of Health. The nursing shortage has been well documented since 1948. It has been documented in the Human Resources Plan for Health, which the Minister of Health launched in April 2006, in which emphasis is given to recruitment of more learners into professional nursing. The registration of the qualification is imperative to promote the uptake of Graduate and Postgraduate qualifications.

The learner will be comprehensively qualified with a scope that includes midwifery, community health nursing and psychiatric nursing skills. A learner with this qualification will work with all patients, stabilised or not, and take responsibility for health care in any context including community health, psychiatric, curative and acute care settings.

Also, he/she will take responsibility for managing nursing care in a nursing unit within a health care facility.

The qualification will provide him/her with a comprehensive view of the field of nursing and the necessary skills to assess, plan, deliver and evaluate nursing care for individuals, communities and families in any nursing context.

Graduates will initiate quality measures and work towards quality improvement, therefore taking full responsibility for all nursing and midwifery practice (including community and psychiatric nursing).

After having developed their practical skills, Professional Nurses will act as professional team leaders, typically deployed as unit managers. They are both the providers and managers of health care; there is a strong coordination role for care provided by other caregivers.

Professional nurses will be able to develop the capacity of other team members.

The qualification, while solidly grounded in practice, is intended to provide access to further academic routes and provides for high-quality learning opportunities with a focus on specialisation.

Recognition of Prior Learning (RPL)

The Recognition of Prior Learning (RPL): Policy and Procedures document sets out the requirements and procedures for the Recognition of Prior Learning for admission to institution study. Prior learning will be recognised in the form of properly certified institution qualifications that are acceptable to the Senate for recognition for admission. Appropriate professional qualifications, as well as a body of practical experience, substantiated through a portfolio providing documentary evidence in support of the specific RPL application may also be considered.

Learners are admitted in terms of the rules governing selection for Postgraduate studies Learners will have to use the institution's procedure, which is approved at various institution levels. The relevant body must endorse assessment of all applicants for approval before registration. Performance of learners admitted by RPL will be closely monitored, and the implementation and effectiveness of RPL evaluated annually.

Any credit bearing education relevant to nursing at NQF Level 5 and above. Learners will receive a maximum of the prescribed percentage of the completed qualification, as determined by the individual institutions and relevant ETQA. RPL access routes will be per cohort of learners.

Entry Requirements

The minimum entry requirements for this qualification are

• National Senior Certificate, NQF Level 4.
• A National Certificate Vocational, NQF Level 4.

This qualification consists of the following compulsory modules at NQF Level 5, 6, 7, 8 totalling 510 Credits.

Compulsory Modules, Level 5 120 Credits

• Human Anatomy & Physiology 1A, 15 Credits.
• Fundamental Nursing & Nutrition 1A, 15 Credits.
• Community Health Nursing & Related Microbiology, 15 Credits.
• Ethos and Professional Practice, 15 Credits.
• Community Health Nursing & Related Parasitology, 15 Credits.
• Human Anatomy & Physiology 1B, 15 Credits.
• Fundamental Nursing & Nutrition 1B, 15 Credits.
• Nursing Practice 1, 15 Credits.

Compulsory Modules, Level 6 135 Credits

• Introduction to Sociology, 15 Credits.
• Human Physiology and related Biophysics 1A, 15 Credits.
• General Nursing Science 2 A, 15 Credits.
• Community Health Nursing 2A, 15 Credits.
• Industrial Societies, 15 Credits.
• Human Physiology & related Medical Biochemistry, 15 Credits.
• General Nursing Science 2 B, 15 Credits.
• Community Health Nursing 2B, 15 Credits.
• Nursing Practice 2, 15 Credits.

Compulsory Modules Level 7, 120 Credits

• General Nursing Science 3 A�15 Credits.
• Midwifery 3A, 15 Credits.
• Pharmacology, 15 Credits.
• Psychiatric Nursing 3A, 15 Credits.
• General Nursing Science 3 B, 15 Credits.
• Midwifery 3 B� 15 Credits.
• Psychiatric Nursing 3B, 15 Credits.
• Nursing Practice 3, 15 Credits.

Compulsory Modules Level 8, 135

• Introduction to Psychology, 15 Credits.
• General Nursing Science 4A, 15 Credits.
• Midwifery 4 A, 15 Credits.
• Psychiatric Nursing 4A, 15 Credits.
• Nursing Practice 4, 15 Credits.
• Applied Psychology, 15 Credits.
• General Nursing Science 4 B, 15 Credits.
• Midwifery 4 B, 15 Credits.
• Psychiatric Nursing 4B, 15 Credits.

1. Show respect for the dignity and uniqueness of man social - cultural and religious contexts and approaches and understand him as a psychological, physical and social being.

• Uphold the ethical and moral codes of the profession and execute her practice within the constraints of the relevant legislation that has reference to the provision of health and welfare services as well as all the other legislation which applies to all citizens.
• Limit her practice according to her knowledge and skills and exercise it independently, taking responsibility for and being accountable for her actions.

1. Apply knowledge of biological and natural sciences, psycho-social sciences and pharmacology in the provision of safe nursing care, throughout the life span, in a variety of health care settings and communities in response to population needs.

• Exercise her skills in the use of the nursing process in assessing and diagnosing health needs and problems in planning and implementing therapeutic intervention and in the evaluation of nursing care. This process must be able to be used for the promotion and maintenance of the health of the consumer at any stage of the health - sickness continuum and at all stages of the life-cycle, (including the accompaniment of the dying patient).
• Direct and control the interaction with the health service consumers so that sympathetic and empathetic communication takes place.
• Subscribe to the principle that a comprehensive health service is essential to raise the standards of health of the total population and must be able, through her practice, to contribute to the promotion of such a service; taking into account factors from within and without the borders of the country that threaten the health.
• Be aware of the extent and importance of the non-personal health services and be aware of her role and functions towards these services as well as her responsibility to take action when such a service is not available.
• Promote community development and involvement at any stage along the health/sickness continuum in all stages of the life cycle.

1. Access, produce and manage information effectively to a range of audiences.
2. Effectively manage the health care unit and health facility with the understanding of the roles and relationships within the multidisciplinary team.

• Effectively administer a health care unit
• Function harmoniously within the nursing and multidisciplinary team according to the principles of interdependence and co� operation for the attainment of a common goal.

1. Apply learning strategies effectively to address own, and other's professional and personal ongoing learning needs in a self-critical manner.

• Possess the necessary cognitive, psychomotor and affective skills to serve as a base for effective practice and continuing education.
• Continually evaluate her practice and take responsibility for continuing professional and personal development.
• Give effective clinical teaching within the health care units.

1. Maintain optimal health of a woman, her family and baby, pre-partum, post-partum and intrapartum.
2. Apply knowledge of theories, methods and techniques in the practice of safe clinical nursing and midwifery that is responsive to the needs of the individual, the family and the community, following national legislative and policy frameworks.
3. Utilise research in nursing and health-related problems to improve health care outcomes.

• Maintain a questioning and scientific approach to the problems in nursing and be willing to initiate and to accept change.

Associated Assessment Criteria for Exit Level outcome 1.

• Individual, group and community rights advocacy activities are promoted concerning law and health care provision.
• The practice is applied consistently in a manner that reflects a clear understanding and interpretation of the requirements of SA Nursing and Health Care legislation, including a Primary Health Care approach.
• Ethical codes, professional accountability and responsibility, and standards for the practice of nursing and midwifery are interpreted and applied consistently in line with their spirit and intent.

Associated Assessment Criteria for Exit Level outcome 2.

• Knowledge of psychology and sociology is applied in nursing and midwifery practice in ways which benefit the level and quality of health care delivery to patients.
• Knowledge of bio-natural sciences requirements for professional health care are met, and effective nursing and midwifery care delivery is promoted.
• Nursing interventions based on individualised plans that reflect a comprehensive and integrated assessment of mentally ill persons, and understanding of common emotional and behavioural disorders, as well as major psychiatric disorders (perceptual and severe mood disorders), are applied.
• Interventions with mentally ill persons with generally accepted psycho-social techniques are consistently applied, and these contribute to the therapeutic management of patients.
• Support provided to patients recovering from illness to prepare them for discharge in ways that enable the patient, family and significant others to cope with the management of the patient at home is shown.
• Assistance is provided to the client identifies indicators of relapse or complications and ways of preventing such.
• Technology is used in the practice of nursing and midwifery in ways that facilitate the effective diagnosis and treatment of illnesses and conditions.
• Treatment is initiated to manage common conditions.

Associated Assessment Criteria for Exit Level outcome 3.

• Organisation, presentation and communication of professional information is accurate and consistent with professional expectations.
• Community involvement in health care is promoted through information sharing and contact, which promotes ongoing collaboration with the community or group.
• Assessment, planning, implementation and evaluation is documented accurately and timeously, and promotes effective service delivery as well as security and confidentiality of information.
• Standards set for unit health care delivery are monitored regularly, and information gathered identifies areas for improvement on an ongoing basis.
• The use of a variety of media and technology, including computers, is communicated effectively.
• Interpersonal skills are used effectively to establish supportive and therapeutic relationships.

Associated Assessment Criteria for Exit Level outcome 4.

• Planning and provision for health care are based on sound assessment, and informed decision making. Planning is inclusive of the patient and other key stakeholders.
• Unit philosophy, vision, mission, goals, policy and procedures developed for nursing and midwifery care provision and personnel management within a health care unit comply with current legislation, SANC requirements and international best practice for the profession.
• Systems established promote cost effective and efficient service delivery within a health care unit.
• Management and leadership activities are directed towards the establishment of a team approach to health care, and the effective delivery of services within a physically safe and emotionally supportive environment.
• Pharmacological preparations and treatment are managed in ways that ensure the correct storage of drugs and the correct preparation and administration of pharmacological treatment.
• Management processes are strategically and systematically applied to manage resources effectively within a health.
• Quality management systems are effectively implemented and monitored.

Associated Assessment Criteria for Exit Level outcome 5.

• Own personal development and management is managed to maintain emotional balance, and promotes effective and professional service delivery of self and the health care unit as a whole.
• Engagement in professional development activities is demonstrated and contribute significantly to the professional growth of nurses in sphere of influence, and to the standing of the nursing profession.
• Own professional knowledge developed by research activities and expertise are demonstrated and contribute to the development of nursing practice and the profession as a whole.
• Learning activities are directed towards positive health outcomes and uses relevant teaching strategies.
• Mentoring activities are directed towards the development of others, according to their needs and their scope of practice.

Associated Assessment Criteria for Exit Level outcome 6.

• The preparation of a woman and family for pregnancy, childbirth and family changes is clearly displayed, taking into consideration the woman's context/background and is facilitated by means of antenatal classes and appropriate health education.
• Obstetric history-taking and physical examination of the mother is conducted in a comprehensive manner, using a variety of available technology.
• Observations of significant changes and laboratory results are accurately interpreted and appropriately referred where potential risk to mother and/or foetus exists.
• Monitoring of the wellbeing of the foetus is ensured by monitoring foetal movement, heart rates and growth.
• Monitoring and management of the mother during labour and delivery is comprehensive, evidences understanding of the physiology of labour, technology monitor the mother and wellbeing of the foetus.
• Understanding of the management of the baby is demonstrated with an understanding of changes taking place in a new-born.
• Potential and actual emergencies of the mother and/or foetus are timeously identified and accurately managed and referred.
• Intra-labour care delivered to the mother and baby is shown to comply with generally accepted treatment guidelines, manages potential and actual emergencies and promotes the safety of both.

Associated Assessment Criteria for Exit Level outcome 7.

• Health care provided is shown to be appropriate for a particular context and based on comprehensive health assessment.
• Nursing care is implemented in an integrated manner, according to plans. Health care status of individuals, groups and/or communities identifies changes in general status in time to implement preventive or corrective measures in the interests of general wellbeing.
• Conditions are accurately diagnosed and managed according to generally accepted treatment guidelines.
• Nursing care delivered provides the necessary physical and psychological care and support for long term and/or terminally ill patients, in line with the accepted scope of practice for nursing.
• Interventions with patients contribute to identification and management of conditions, maintenance of homeostasis, the comfort of patient and significant others, and the prevention and/or management of complications.
• Competent clinical skills are demonstrated at all times.
• Clinical decisions/judgements made in accordance with principles of clinical governance are consistently applied.
• Strategies used in problem-solving are scientific, systematic and appropriate to addressing identified problems.

Associated Assessment Criteria for Exit Level outcome 8.

• Research of limited scope conducted is based on identified needs and takes into consideration the steps of the research process, as per standard research text.
• Research conducted is based on ethically sound research principles and methods.
• Strategies and/or programmes developed are appropriate to the findings of comprehensive health assessments, and based on sound epidemiological principle.
• Provision of care is based on scientific evidence.

Integrated Assessment

Formative assessment.

Throughout the qualification programme, formative assessment strategies are used to ensure that exit level and critical cross-field outcomes are achieved, which include:

• Written assignments.
• Tests (or examination equivalent tests).
• Projects.
• Demonstrations.
• Clinical Assessments.

And/or any applicable method, including evidence of involvement in a research project.

Summative assessment.

May take the form of, but not limited to

• Oral.
• Written.
• Practical examinations.

Practical component

• Continuous assessment during placement in a unit.
• Assessment of proficiency in practical skills.
• Student progress reports.
• Discussion groups.
• Clinical assignment.
• Follow-up on self-directed learning.
• OSCE.