Bachelor of Nursing in Education and Administration

Purpose

The purpose of this qualification is to provide health care services with nurse managers who are instrumental in managing both human and material health care resources (Nationally and Internationally). The qualification also provides health care services with nurse educators who are instrumental in producing nurses who are clinically competent to care for the healthy or ill individuals in terms of basic needs throughout the lifespan.

Rationale

This qualification will enable the learner to function as a nurse educator and nurse administrator who is able to produce nurses who are clinically focused, service - orientated, independent registered professional nurse, midwife, community Health Nurse and Psychiatric nurses and a nurse manager who is able to administer a nursing service in a variety of health care contexts, as determined by the appropriate legislative framework. On successful completion of this qualification, the learner will be eligible for registration with the South African Nursing Council as a Nurse Educator and Nurse Administrator according to the Nursing Act No. 50 of 1978.

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 students 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. The learner will be comprehensively qualified with a scope that includes nursing education and nursing administration skills. Qualified leaner with this qualification will work with all nursing students and within all nursing services and take responsibility for education of nursing students and health care delivery in any context including community health, curative and acute care settings. Also, he/she will take responsibility for managing nursing care in a nursing service within a health care facility. The qualification will provide him/her with a comprehensive view of the field of nursing education and nursing administration. Graduate nurse educators and nurse administrators will initiate quality measures and work towards quality improvement, therefore taking full responsibility for all nursing and midwifery education and practice. After having developed their practical skills, nurse educators will act as tutors/nurse educators, typically deployed as nurse educators in a nursing school or college or a nurse administrator in a variety of health care facilities. They are both the providers and managers of health care and educators of nurses; there is an active teaching and learning and coordination role for care provided by other caregivers. Nurse educators and nurse administrators 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 institution conducts RPL in terms of the policy and guidelines of the institution to recognise other forms of formal, informal and non-formal learning and experience. In cases where learners do not comply with the formal admission requirements, the institution applies its RPL policy. 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. Applications are admitted in terms of the rules governing selection for Postgraduate studies which states that: A learner who has qualified from another tertiary institution or who has in any other manner attained a level of competence which, in the opinion of the Senate, is adequate for Postgraduate studies or research, may be admitted as a learner of the University. Learners will have to use the university's procedure, which is approved at various university levels". Assessment of all learners must be endorsed by the relevant body for approval before learner registration. Performance of learners admitted by RPL will be closely monitored, and implementation and effectiveness of RPL reviewed annually.

Entry Requirements

The minimum entry requirement for this qualification is

• Senior Certificate, NQF Level 4 with endorsement.

Or

• National Senior Certificate, NQF Level 4 granting access to Bachelor's studies.

This qualification consists of the following compulsory modules at NQF Level 5, 6, and 7 totalling 384 Credits.

Compulsory Modules at Level 5,160 Credits

• Philosophy of Education, 16 Credits.
• Didactics of Human Anatomy and Related Biophysics, 16 Credits.
• Advances in Community Health Nursing Practice, 16 Credits.
• Introduction to Nursing Management, 16 Credits.
• Fundamentals of Nursing Education, 16 Credits.
• Didactics of Human Physiology and related Biochemistry, 16 Credits.
• Research in Community Health Nursing Practice, 16 Credits.
• Leadership and communication in Nursing Management, 16 Credits.
• Introduction to Psychology, 16 Credits.
• Public Administration 1, 16 Credits.

Compulsory Modules at Level 6, 80 Credits

• Teaching and Learning Theories in Nursing and Teaching Strategies, 16 Credits.
• Dynamics of Nursing Management, 16 Credits.
• Curriculum Development multimedia and Tutorial Techniques, 16 Credits.
• Change Management and Implementation, 16 Credits.
• Applied Psychology, 16 Credits.
• Public Administration, 16 Credits.

Compulsory Modules at Level 7, 144 Credits

• Current Issues and Trends in Nursing Education, 16 Credits.
• International viewpoints on Nursing Management, 16 Credits.
• Research Proposal and Literature Review, 16 Credits.
• Introduction to Sociology, 16 Credits.
• Nursing School Management, 16 Credits.
• National Health System and Quality Assurance, 16 Credits.
• Data Collection and analysis, 16 Credits.
• Research Report, 16 Credits.
• Industrial Societies, 16 Credits.

• Developing, implementing and reviewing the nursing curriculum according to the health needs of the stakeholders.
• Develop skills to teach and educate nursing learners.
• Effectively manage the health care unit and health facility with the understanding of the roles and relationships within the multidisciplinary team.

Associated Assessment Criteria for Exit Level Outcome 1

• 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.
• Learning activities are directed toward positive health outcomes and use relevant teaching strategies.
• Learning strategies are applied effectively to address own, and other's professional and personal ongoing learning needs in a self-critical manner.
• The necessary cognitive, psychomotor and affective skills are possessed to serve as a base for effective practice and continuing education.
• Own practice is continually evaluated, and responsibility is taken for continuing professional and personal development.
• Effective clinical teaching is given within the health care units.

Associated Assessment Criteria for Exit Level Outcome 2

• Engagement in professional development activities is demonstrated and contribute significantly to the professional growth of nurses in sphere of influence, and 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.
• 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 3

• A health care unit is effectively administered.
• Function is harmoniously carried out within the nursing and multidisciplinary team according to the principles of interdependence and co�operation for the attainment of a common goal.
• Health care processes are developed, implemented and reviewed according to the health needs of the stakeholders.
• The health care information is disseminated and documented to all stakeholders.
• 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.
• Quality management systems are effectively implemented and monitored.
• Systems are established to promote cost-effective and efficient service delivery within a health care context.

Integrated Assessment

Assessment across the qualification forms an integral part of the teaching and learning process. In achieving the learning outcomes, learners are required to comply with the minimum assessments set for the level of the qualification, as per the Institution's Assessment Policy. Assessments vary depending on the module and the outcomes of the module; however, all modules are formatively and summatively assessed. The assessment of theoretical modules is usually in the form of assignments, practical's and written tests or examinations.