Bachelor of Nursing

Purpose

The purpose of this qualification is to

Produce competent Professional Nurse and Midwife practitioners within a wide range of health service settings.

Provide graduates with a wide range of skills, knowledge and attitudes that will enable them to make a meaningful and sustained contribution to health services.

Equip graduates with a developed sense of equity, justice and service ethics that will ensure that they work in a responsible and accountable manner, irrespective of their chosen workplace.

Offer a wide range of transferable skills for application in other professions, disciplines and general life, including

• A methodical solution-based approach to problem solving.
• An empowerment-based approach to development of self and others.
• Competence in written and oral communication.
• Capacity to assess and implement health and other policy.
• Ability to plan and implement and manage projects of a varied nature.
• Research capacity.

Rationale

Globally, life expectancy since birth is on the rise, and so are non-communicable diseases. Most HIV/Aids deaths occur in sub-Saharan Africa, and mental health disorders such as depression are part of the top twenty diseases contributing to disability. The causes of nursing shortage are complex, and include nursing migration, an inefficient supply of new nurses and a perceived limit of career opportunities. These factors underline the need for an increased number of competent nurses.

Within the rural context, specific concerns are related to post-natal feeding support, an increase in non-communicable diseases, serious violence, accidents and race and gender inequalities which are fuelled by low educational levels, poor quality housing, inadequate public-private partnerships and limited surveillance of health care indicators.

It must be noted that competent midwives play a significant influence on a country's ability to reach the Millennium Development Goals (MDGs) set by the United Nations of which three of the eight have direct bearing on midwifery care. These are: Promoting Gender Equality and Empowerment of Women, Reducing Child Mortality and Improving Maternal Health. The training of midwives does not only address maternal and child mortality but also empowers women to take control of their health by working with competent midwives during pregnancy, labour and motherhood. Within South Africa, competent midwives may contribute to the disconcerting level of maternal and child mortality.

If one reflects on the shortage of health care professionals, a range of factors come into play. Some of these factors are related to changes in the country such as an aging population and the need for technologically skilled health caregivers. Aspects of concern in human resource management relate to poor planning and a so-called "under-investment" in health workers' education.

The Bachelor of Nursing and Midwifery is designed to provide learners with knowledge of nursing and midwifery. This qualification has a strong focus on professional nursing, primary health care and maternal and new-born health. The placement of learners in private and public health care services as well as other smaller organisations will provide opportunities for collaboration in a number of areas. This qualification is aligned with the SANC's Charter of Nursing Practice (2004) and the Nursing Education and Training Standards. It has a clear focus on teaching and learning, research-mindedness and ability, scientific discourse and critical thinking. The qualification will enable graduates to contribute meaningfully to local, national and global health, nursing and midwifery care as critical thinkers, innovators and care providers.

The institution has an approved Recognition of Prior Learning (RPL) policy which is applicable with equivalent qualifications for admission into the qualification. RPL will be applied to accommodate applicants who qualify. RPL thus provides alternative access and admission to qualifications, as well as advancement within qualifications. RPL may be applied for access, credits from modules and credits for or towards the qualification.

RPL for access

• Learners who do not meet the minimum entrance requirements or the required qualification that is at the same NQF level as the qualification required for admission may be considered for admission through RPL.
• To be considered for admission in the qualification based on RPL, applicants should provide evidence in the form of a portfolio that demonstrates that they have acquired the relevant knowledge, skills, and competencies through formal, non-formal and/or informal learning to cope with the qualification expectations should they be allowed entrance into the qualification.

RPL for exemption of modules

• Learners may apply for RPL to be exempted for modules that form part of the qualification. For a learner to be exempted from a module, the learner needs to provide sufficient evidence in the form of a portfolio that demonstrates that competency was achieved for the learning outcomes that are equivalent to the learning outcomes of the module.

RPL for credit

• Learners may also apply for RPL for credit for or towards the qualification, in which they must provide evidence in the form of a portfolio that demonstrates prior learning through formal, non-formal and/or informal learning to obtain credits towards the qualification.
• Credit shall be appropriate to the context in which it is awarded and accepted.

Entry Requirements

National Senior Certificate (NSC), NQF Level 4 granting access to bachelor's degree studies or an equivalent qualification.

This qualification comprises compulsory modules at Levels 5, 6, 7 and 8 totalling 480 Credits.

Level 5, 120 Credits

• Essentials of Human Anatomy, 24 Credits.
• Applied Microbiology, 10 Credits.
• Introduction to Biochemistry and Biophysics, 10 Credits.
• Pharmacology and Dispensing Practice, 12 Credits.
• Foundations of Nursing and Midwifery Sciences, 20 Credits.
• Foundations of Nursing and Midwifery Sciences Practical, 20 Credits.
• Praxis of Nursing and Midwifery Sciences I, 24 Credits.

Level 6, 120 Credits

• Essentials of Human Physiology, 24 Credits.
• Psychosocial Aspects of Care, 12 Credits.
• Praxis of Nursing and Midwifery Sciences II, 24 Credits.
• Contextual Health and Nursing Care I, 24 Credits.
• Contextual Health and Nursing Care Practical 1, 24 Credits.
• Research in Context I, 12 Credits.

Level 7, 120 Credits

• Praxis of Nursing and Midwifery Sciences III, 24 Credits.
• Contextual Health and Nursing Care II, 24 Credits.
• Contextual Health and Nursing Care Practical II, 24 Credits.
• Mental Health Across the Lifespan, 12 Credits.
• Mental Health Across the Lifespan Practical, 10 Credits.
• Maternal and New-born Care I, 14 Credits.
• Maternal and New-born Care Practical I, 12 Credits.

Level 8, 120 Credits

• Praxis of Nursing and Midwifery Sciences IV, 12 Credits.
• Contextual Health and Nursing Care III, 12 Credits.
• Contextual Health and Nursing Care Practical III, 12 Credits.
• Global Health Care Sciences, 10 Credits.
• Global Health Care Sciences Practical, 10 Credits.
• Community Health Promotion, 12 Credits.
• Community Health Promotion Practical, 10 Credits.
• Maternal and New-born Care II, 14 Credits.
• Maternal and New-born Care Practical II,14 Credits.
• Research in Context II, 14 Credits.

1. Demonstrate knowledge, understanding and clinical judgment as well as critical thinking skills in healthcare delivery.
2. Demonstrate an understanding of the scientific writing process.
3. Understand the application of inter-professional education and graduate attributes.
4. Understand and apply the Professional Code of Conduct.
5. Understand and apply information and communication technology within healthcare services.
6. Understand and be able to apply the scientific inquiry and knowledge translation processes and models within a nursing and midwifery health care institution.
7. Demonstrate critical reasoning abilities by applying effective communication in the nursing and midwifery unit.
8. Demonstrate directing and leadership abilities/skills in the nursing and midwifery unit within an urban and rural context.
9. Demonstrate critical and problem solving reasoning abilities with reference to managing a nursing and midwifery unit within an urban and rural context.
10. Engage in analytical reasoning by applying effective communication relating to group dynamics.
11. Understand the moral and ethical foundations of nursing and midwifery within the urban and rural healthcare services.
12. Understand the importance of and be able to collect information regarding contemporary issues in teaching and learning.

Associated Assessment Criteria for Exit Level Outcome 1

• Assess and analyse problems specific to patient care within a nursing and midwifery context.
• Recognise problems and propose possible solutions.
• Communicate with multidisciplinary team with regard to identified problems within a nursing and midwifery context.
• Discover and collect new information regarding meeting the patient needs within a nursing and midwifery context.
• Understand and apply the scientific nursing approach.

Associated Assessment Criteria for Exit Level Outcome 2

• Understand the concept of plagiarism.
• Structure an assignment.
• Demonstrate correct use of grammar, syntax and spelling.
• Understand the importance and application of reference techniques.

Associated Assessment Criteria for Exit Level Outcome 3

• Demonstrate attributes of a Professional, a Communicator, a Collaborator, a Leader, a Manager, a Health Advocate and a Scholar.
• Discover and collect new information regarding the international and inter-professional competency frameworks.

Associated Assessment Criteria for Exit Level Outcome 4

• Understand the South African Patients' Rights Charter, South African Batho Pele principles, South African Nursing Council rights and Responsibilities of a healthcare worker, SANC policy statement on nurses' right and code of conduct, International Council of Nurses (ICN) statement of health and human rights.
• Demonstrate knowledge of professional organisations and relevant stakeholders.
• Understand Nursing and Midwifery as a Profession.
• Define and clarify the concept nursing and caring.
• Define and clarify the concept Ubuntu.
• Define and clarify the concept Professionalism.

Associated Assessment Criteria for Exit Level Outcome 5

• Understand the application of the communication structure of the healthcare system.
• Identify and describe the structures of the health care system.
• Apply technology in healthcare systems.
• Apply the principles of effective professional and electronic communication.
• Utilise computerised information in the work place.
• Access and retrieve information.

Associated Assessment Criteria for Exit Level Outcome 6

• Apply and integrate the principles of the scientific nursing approach under supervision.
• Discuss the principles of evidence-based practices.
• Provide basic nursing care based on scientific evidence.
• Collect new information regarding the different models of evidence based practice.

Associated Assessment Criteria for Exit Level Outcome 7

• Examine and apply principles of the communication process.
• Identify and discuss the barriers to effective communication.
• Discuss and apply the interpersonal skills needed for effective communication.
• Demonstrate selected written communication skills.
• Evaluate the quality of communication in the nursing and midwifery unit.
• Critically analyse potential electronic patient related data.
• Use computerised Information management for patient data.

Associated Assessment Criteria for Exit Level Outcome 8

• Examine and apply the science and practice of nursing in an integrated manner within a multidisciplinary context.
• Recognise and discuss the importance of establishing a routine in the nursing unit.
• Differentiate between leadership and management.
• Analyse the leadership framework with reference to the leader in the healthcare context.

Associated Assessment Criteria for Exit Level Outcome 9

• Examine and discuss the context related to managing a nursing and midwifery unit.
• Analyse and discuss the levels of management.
• Debate the principles of the management process as applied within the health care service.
• Apply the principles of management in nursing and midwifery context.

Associated Assessment Criteria for Exit Level Outcome 10

• Discuss the principles of group dynamics.
• Examine and discuss the roles and responsibilities of the group members.
• Describe the principles and the process of decision making and problem solving.
• Explain group participation in decision making.
• Differentiate between groups and teams.
• Discuss the common characteristics and concepts related to groups and effective teams.

Associated Assessment Criteria for Exit Level Outcome 11

• Differentiate between ethics, morality and moral values.
• Discuss the role and place of values in the different health care services.
• Differentiate between values, attitudes and beliefs for conduct in nursing and midwifery practice.
• Describe the fundamental ethical principles of beneficence, justice, autonomy, veracity and fidelity.
• Examine and discuss the legislative framework of the nursing profession.
• Clarify the role of the Nurse and Midwife.

Associated Assessment Criteria for Exit Level Outcome 12

• Explain the educational and learning responsibilities of the professional nurse.
• Discuss the principles of learning and education as a lifelong process.
• Recognize the establishment of a positive learning climate in the health services.
• Discuss and motivate the responsibilities of an adult learner.
• Explore language and understanding and health informatics.
• Create a conducive environment for teaching and learning health informatics education.

Integrated Assessment

The assessment practice will be aligned with the institution's policy, which requires and provides for different kinds of assessment. Generally, a policy of integrated assessment is applied to ensure that the purpose of the qualification is achieved. This means, amongst other things, that learners will be assessed as to their ability to integrate and apply knowledge gained from one module to another module during the assessment of core modules. Also, assessment will be an integrated part of the entire teaching-learning process.

Formative Assessment

Formative assessment will assist the learner in the learning process, and will contribute to grading and promotion. By definition formative assessment takes place during (and sometimes throughout) a course and in this sense it may be (and often is) part of continuous assessment.

Continuous Assessment

In this qualification, a range of different types of assignments and projects will be used for continuous assessment, aiming to provide a range of marks or grades related to a learner's performance. A mix of simulated and actual clinical practice in appropriate care settings will provide important assessment opportunities.

Clinical Assessment

Work placement allows for the practice of work/professional roles and competencies under the supervision of registered professional nurses. The required hours and nature of work-based learning are clearly stipulated by the SANC as being 1830 hours of work integrated learning (which can be work-based, clinical skills laboratory or other clinical experiences) and of which 70% must be supervised and mentored.

Summative Assessment

The specific assessment opportunities in this qualification will be the following

• A minimum of 1 assignment per semester per module, a written test or quiz.
• A minimum of one examination paper per module.
• Practical evaluations, for example portfolios, undergraduate attributes, clinical competency reviews and clinic assessments.
• Identify and compare the different leadership styles.