Bachelor of Nursing

Purpose

The purpose of the professional Bachelor of Nursing is to prepare learners for professional practice in nursing and midwifery. The qualification provides learners with a thorough grounding in the knowledge, skills, attitudes, and values consonant with the nursing profession and the ability to apply these to professional contexts. To this end there is a large component of work-integrated learning.

The qualification intends to have the following outcomes

• Produce competent professional nurse and midwife practitioners for a wide range of health service settings with emphasis on community-based health care.
• Produce professional nurses that will be able to work within teams with a District Health System.
• Produce professional nurses that lead community-based teams towards prevention, promotion, care and rehabilitation of health issues and equip qualified learners with well-developed research skills to enable them to contribute meaningfully to the existing body of knowledge and to health services through the application of evidence-based solutions in nursing practice.
• Produce qualified learners with a developed sense of equity, justice and service ethics that will ensure that they work in a responsible and accountable manner, critically reflecting on the suitability of different ethical value systems in a diverse society.
• Prepare qualified learners to understand roles and relationships in the various systems of health care delivery in the country, ensuring a thorough understanding and application of management principles in different contexts.
• Instil commitment to, and desire for continuous ongoing learning in qualified learners that is expressed in constant participation in formal and informal education, as well as the motivation of other categories of nurses to do likewise.
• Demonstrate a wide range of transferable skills that are applicable in other professions, disciplines, and general life, including:
• A methodical solution-based approach to problem-solving.
• An empowerment-based approach to the development of self and others.
• Competence in written and oral communication. Academic support will be offered to all learners.
• Capacity to assess and implement health and other policies.
• Ability to plan and implement and manage projects of a varied nature.
• Research capacity.

Ultimately therefore, the qualification strives to produce competent, service-driven nurses, who understand and value the practice of culturally competent care and able to effect positive changes in healthcare practices for clients.

The focus of the qualification is on preparing competent qualified learners who are accountable, self-aware, adaptable, and capable of effectively functioning in the local, national, and international health sector. These attributes will be developed through raising learners' awareness and a critical understanding of socio-cultural, political, and economic determinants of health and illness and health service delivery in the country.

This qualification consists of the following compulsory modules at National Qualifications Framework Level 5, 6, 7 and 8 totalling 480 Credits.

Compulsory Modules, Level 5,120 Credits

• Anatomy and physiology 1, 20 Credits.
• Microbiology, 10 Credits.
• Physics, 10 Credits.
• Chemistry, 10 Credits.
• Sociology, 10 Credits.
• Ethos and professional practice 1, 10 Credits.
• Nursing in the community 1, 25 Credits.
• Nursing science 1, 25 Credits.

Compulsory Modules, Level 6,120 Credits

• Anatomy and physiology 2, 20 Credits.
• Introduction to midwifery,10 Credits.
• Ethos and professional practice 2, 15 Credits.
• Nursing in the community 2, 20 Credits.
• Nursing science 2, 25 Credits.
• Introduction to mental health, 15 Credits.
• Pharmacology 2,15 Credits.

Compulsory modules, level 7,120 Credits.

• Ethos and professional practice 3, 15 Credits.
• Nursing in the community 3, 15 Credits.
• Community midwifery, 30 Credits.
• Mental health, 20 Credits.
• Nursing science 3, 15 Credits.
• Pharmacology 3, 10 Credits.
• Basic nursing research methods, 15 Credits.

Compulsory Modules, Level 8,120 Credits

• Midwifery ethical aspects, 20 Credits.
• Nursing in the community 4, 20 Credits.
• High risk midwifery, 30 Credits.
• Research project, 20 Credits.
• Health service management, 15 Credits.
• Pharmacology 4, 15 Credits.

1. Apply knowledge of biological and natural sciences, psycho-social sciences, and pharmacology in the provision of safe nursing and midwifery care, throughout the life span, in a variety of health care settings and communities in response to population needs.
2. Apply ethical and legal issues based on critical reflection on the suitability of different ethical value (and legal) systems to the nursing and midwifery practice within the legal framework.
3. Manage a health care unit and health facility based on the understanding of the roles and relationships within the multidisciplinary team.
4. Communicate information effectively to a range of audiences, including health information systems.
5. Conduct research in investigating nursing and health-related problems to improve quality of care.
6. Apply learning strategies effectively to address own and other's professional and personal ongoing learning needs in a self-critical manner.
7. Apply knowledge of theories, methods and techniques in the practice safe clinical nursing that is responsive to the needs of the individual, the family, and the community, in accordance with national legislative and policy frameworks at all levels of health care.
8. Apply safe and quality midwifery and neonatal care in a scientific, integrated and evidence-based approach in all health care settings.

Associated Assessment Criteria for Exit Level Outcome 1

• Identify the physiological changes that drugs bring about in the human body during clinical placement and in case studies.
• Explain the physiology of fertilization, placental development, and the stages of development of the embryo and foetus.
• Apply basic infection control principles when providing nursing care to the individuals in community and health care facilities, to prevent the spread of infectious conditions from one individual/patient to another.

Associated Assessment Criteria for Exit Level Outcome 2

• Debate ethical issues in midwifery with application of core values, including surrogacy, adoption, termination of pregnancy and termination of treatment.
• Ensure the patient understands nursing interventions, communicate in appropriate language, or obtain interpreter so that patient can make informed decisions.

Associated Assessment Criteria for Exit Level Outcome 3

• Apply the policy in the management of equipment and supplies in a health and /or midwifery service.
• Evaluate the compliance of the unit with infection control policies and practices.
• Debate the purpose of policy and procedure manuals in the nursing and midwifery service.
• Formulate a comprehensive explanation of the concept leadership.

Associated Assessment Criteria for Exit Level Outcome 4

• Provide appropriate education for persons with various co- existing health conditions such as pregnant clients or lactating clients also treated for psychiatric conditions and chronic lifestyle diseases.
• Present antenatal classes and health education related to pregnancy, childbirth, and family dynamics.
• Distinguish between data, information, and knowledge.
• Describe the nature of health information systems, including nursing informatics.
• Differentiate between elements of an information system in a health facility.

Associated Assessment Criteria for Exit Level Outcome 5

• Synthesise the literature review to provide a theoretical basis for the study.
• Defend the method of obtaining consent from participants.
• Select an appropriate research methodology for the proposed study.

Associated Assessment Criteria for Exit Level Outcome 6

• Utilise the performance appraisal interview in a manner that contributes to personal and professional development.
• Discuss reasons for change and people's reaction to change in a healthcare or midwifery service.
• Provide evidence of professional growth.

Associated Assessment Criteria for Exit Level Outcome 7

• Document the requirements to be met when dispensing, labelling, and issuing of prescribed drugs.
• Provide proof of competency in adhering to legal requirements when applying the treatment protocols for sick children as determined in the IMCI protocol, Nursing Act; Regulations on the scope of practice of registered nurses; Pharmacy Act and Health Act.

Associated Assessment Criteria for Exit Level Outcome 8

• Compare the dispensing of pharmaceutical products in a primary health care facility and a midwifery facility against legislative requirements.
• Develop comprehensive treatment plans for complications during the labour period based upon provincial and national protocols and guidelines, within the ethical legal and professional framework of the profession.
• Diagnose high-risk conditions presenting in the neonatal period, using data obtained during comprehensive assessments.
• Discuss the physiological adaptations and characteristics of the new-born.

INTEGRATED ASSESSMENT

Assessment consists of a continuous assessment system comprising formative (FA) and summative assessments (SA).

Formative assessment consists of tasks such as a 'quiz', a draft of an essay or report in a writing process, or a 'mock exam', intended as a teaching and learning exercise or as preparation for a continuous summative assessment such as a test, assignment, essay, report, assessment. No marks, or a low mark for purposes of encouragement, are allocated to FA exercises.

Summative assessments consist of assessment tasks such as assignments, case studies, tests, written or oral, portfolios, and workbooks.

Learners' progress will be assessed at the end of a section of work rather than exclusively by final assessment at the end of the semester/year.

A minimum of two and a maximum of three assessments will be performed for a semester subject.

A minimum of three and a maximum of five assessments will be conducted. Assessments (theory and clinical) will contribute equal weight (percentage) towards the final mark.

Assessments will be conducted for both theory and clinical learning (WIL). In the subject, templates for the assessments are stipulated for both theory and clinical learning (WIL component) as well as the content that will be assessed. The information on assessments is provided in the subject guide or the clinical learning workbook.

Learners are provided with all policies in the qualification guide. The assessment dates are provided in the subject guide and WIL portfolio. Learners are prepared for summative assessments using formative assessments after lectures contact periods. The allocation of marks for assessment questions is discussed during formative assessments to prepare learners on how to answer assessment questions. Feedback is also provided directly after formative WIL assessments to guide learners in clinical learning.