Diploma in Nursing

Purpose

The purpose of this qualification is to prepare Generalist Nurses who will function autonomously and collaboratively within their scope of practice and deliver evidence-based nursing services to individuals, families, community and entire society meeting the national health priorities. The Registered Nurse will have general knowledge and skills on nursing, antenatal, postnatal care and emergency births and will develop competence through work-integrated learning.

The learners of this qualification will function as independent nurse practitioners rendering nursing services within the ethical-legal framework. The qualification seeks to produce competent, independent and critical thinking nurse practitioners who will work effectively within the multi-disciplinary team and re-engineered PHC systems.

The learners of this qualification equip learners with leadership, metacognitive and advocacy skills in the delivery of integrated and comprehensive nursing services.

The curriculum uses a competency-based approach and will produce learners that will function as an independent practitioner in all health care settings. The qualification will be PHC oriented with the emphasis on correlation of theory to practice. Competent nurse educators will facilitate the qualification in collaboration with various members of the multi-disciplinary team and Higher Education facilities with a focus on continuous capacity building of nurse educators on qualification specific and relevant knowledge and skills.

The qualification utilises learners centred learning principles with the focus on positive health outcomes and safety. The qualification will use science and technology effectively and critically, to produce nursing practitioners who can make a sound clinical scientific judgment in rendering nursing practice.

Rationale

Human resources requirements for the Primary Health Care (PHC) Re-Engineering in South Africa is +15000 staff nurses (Health 2012). As the Diploma in Nursing is a new qualification, all Nursing Education Institutions, including this institution, must train as many nurses as possible to meet the national human resource plan requirements.

The Generalist Nurse will have general knowledge and skills on antenatal, postnatal care and emergency births and will develop competence through work-integrated learning.

The Generalist Nurse manages Community Health Workers (CHW) teams and provide school health, preventive and promotive as well as curative and rehabilitative services at the community level. Furthermore, the Registered Nurse will be able to function independently in community-based settings and be in charge of low-risk wards (health problems along the continuum of care in response to the quadruple burden of diseases and as a leader of the outreach team in the PHC (re-engineering health care delivery approach) without complicated cases.

The qualification will adopt a competency-based approach focusing on a community-based approach and social reconstruction as a health promotion strategy related to nursing, antenatal, postnatal care and emergency births to fulfil the requirement of the re-engineered PHC system.

The Generalist nurse will practice as a member of the PHC outreach teams and in all health care facilities.

Given the phasing out of the legacy qualification, R425, which was contributing a considerable number of trained Nursing and Midwifery practitioners, it is imperative for accreditation for this qualification as the college is the sole provider in the province.

The rationale for this programme will, therefore, be as follows

• To contribute to addressing the nursing, antenatal, postnatal care, and dealing with emergency births needs of Mpumalanga province, National and International citizens in line with the National Sustainable Goals and health priorities.
• To enhance Human resources capacity development needs to produce nursing practitioners who can make a clinical scientific judgment in rendering nursing practice.
• The envisaged learners' intake for this qualification will be from the districts of the Mpumalanga Province, national and international environment and has to meet the stakeholder needs, the demands of the current burden of diseases as well as the national health priorities.
• The qualification will focus on increasing the Generalist Nurse Practitioner's skills to address various clinical health care challenges.

Recognition of Prior Learning (RPL)

RPL is an assessment process that determines the extent to which an applicant has achieved the required competencies and standards for entry into a higher-level programme of study. The prior learning may have been acquired by formal, non-formal or informal routes. In applying RPL, the institution is cognisant of the need to ensure that the integrity of its awards is rigorously guarded and that academic standards are maintained. The accreditation of prior learning may be used in the context of making an application for admission/access to a particular programme, access to a programme and or qualification with informal and non-formal learning and to obtain credits or advanced standing to the qualification.

RPL for access and advanced credit standing will be conducted in accordance with prevailing national policies on higher education such as the National Policy for Implementation of the Recognition of Prior Learning, which provides for the implementation of RPL and describes how providers should implement RPL in respect of all qualifications and part-qualifications in South Africa.

RPL must take place on an individual, learner-by-learner basis and must involve an assessment professional judgement of the prior learning.

RPL for Credit

The credit application process is an assessment of the skills and knowledge you have gained by matching these to part or the whole qualification so that you may not have to do all the training. It is important that any work and life experience you have is relevant to the subjects for which you are applying for credit. This process is done to provide for the formal award of credits for, or towards qualification or part-qualification registered on the NQF.

Entry Requirements

The minimum entry requirements for this qualification are

• National Senior Certificate, NQF Level 4 granting access to Diploma Studies with English, Life Sciences and Mathematics.

This qualification consists of compulsory modules at Level 5 and 6 totalling 360 Credits.

Compulsory Modules

Compulsory Modules, Level 5, 120 Credits

• Applied Anatomy and Physiology (AAP101), 8 Credits.
• Applied Biophysics, Biochemistry, Microbiology and Parasitology (BMP100), 8 Credits.
• Ethos, Ethics and Professional Practice (EPP101), 16 Credits.
• Fundamentals of Nursing Care (FNC101), 24 Credits.
• Applied Psycho-sociology (APS101), 8 Credits.
• Applied Anatomy and Physiology (AAP102), 8 Credits.
• Introduction to District Health System (DHS100), 16 Credits.
• Introduction to HIV, AIDS and TB (HAT100), 8 Credits.
• Fundamentals of Nursing Care (FNC102), 24 Credits.

Compulsory Modules, Level 6, 240 Credits

• Applied Pharmacology (APH201), 8 Credits.
• Adult Communicable and non- communicable Diseases (ACN201), 24 Credits.
• Child Communicable and non- communicable disease (CCN201), 24 Credits.
• Introduction to Mental Health (IMH200), 16 Credits.
• Adult Communicable and Communicable Diseases (ACN202), Non-, 24 Credits.
• Child Communicable and Communicable Disease (CCN202), Non-, 24 Credits.
• Medical-Surgical Nursing (MSN301), 24 Credits.
• Reproductive Health Management (RHM301), 16 Credits.
• Health Unit Management (HUM301), 24 Credits.
• Integrating National Priorities into Community Health Nursing (INP302), 24 Credits.
• School Health Services (SHS302), 24 Credits.
• Basic Emergency Management (BEM302), 8 Credits.
• Medical-Surgical Nursing (MSN301), 24 Credits.
• Reproductive Health Management (RHM301), 16 Credits.
• Health Unit Management (HUM301), 24 Credits.
• Integrating National Priorities into Community Health Nursing (INP302), 24 Credits.
• School Health Services (SHS302), 24 Credits.
• Basic Emergency Management (BEM302), 8 Credits.

1. Apply knowledge of natural and biological science in the practice of nursing.
2. Understand psycho-social sciences in the practice of nursing.
3. Apply knowledge of pharmacology in nursing.
4. Provide nursing care throughout the lifespan in various healthcare settings.
5. Render nursing care within a legal and ethical framework.
6. Use and maintain healthcare information systems for nursing practice.
7. Manage a healthcare unit by implementing the management process.
8. Provide reproductive health care to promote and maintain optimum health of individuals and families.

The following Associated Assessment Criteria applies across Exit Level Outcomes

• Explain the concepts used in anatomy and physiology when rendering nursing care in various health care settings.
• Explain the level of the organisation of the human body and anatomical positions when rendering nursing care in various health care settings.
• Apply knowledge of anatomical positions when rendering nursing care in various health care settings is correct following standard text.
• Describe human body cell, tissues and organs in the assessment of the health status of an individual when rendering nursing care in various health care settings is correct in line with standard text.
• Describe physiological mechanisms of human body cell, tissues and organ when rendering nursing care in various health care settings is correct and complete if it is by standard text.
• Identify planes, sections and cavities on a torso, human body or sketch is correct and is in accordance to standard text.
• Describe skeleton, muscles and joints is correct if it includes naming, location and structure by standard text.
• Assess normal functioning of the skeleton, muscles and joints when rendering nursing care in various health care settings.
• Apply knowledge of the anatomy and physiology of the integumentary system during the assessment of skin functioning.
• Describe the endocrine glands in terms of naming, position and structures is correct if it is by standard text.
• Assess normal functioning of endocrine glands when rendering nursing care in various health care settings.
• Description of the structure and function of the lymphatic organs when rendering nursing care in various health care settings is correct following standard text.
• Apply the knowledge of normal functioning of the organs of the lymphatic system during the assessment of patients with immunosuppressive conditions.
• Describe anatomy and physiology of blood when rendering nursing care in various health care settings is correct per standard text.
• Apply the knowledge of anatomy and physiology of blood during the assessment of cardiovascular conditions is appropriate based on standard text.
• Describe the structure of the organs of the cardiovascular system is accurate following the standard text.
• Apply the knowledge of structure and function of organs forming the cardiovascular systems in the assessment of individuals, families and groups in various health care settings.
• Describe the structure and function of the organs in the respiratory system is accurate under the standard text.
• Application of knowledge of structure and function of respiratory organs as the basis for managing respiratory conditions is accurate.
• Description of the structure and function of the organs of the digestive system and accessory organs is accurate following the standard text.
• Application of knowledge and understanding of the structure and functions of parts of the digestive system is correct following standard text.
• Description of the structure and function of the female and male reproductive system is correct and is in accordance to standard text.
• Application of the structure and function of the female and male reproductive system as a basis for assessment of reproductive disorders is correct based on standard text and relevant guidelines.
• Description of the structure of the renal and urinary system as a basis for assessment of Urinary disorders is correct following the standard text.
• Application of knowledge and understanding of structure and function of organs forming the Urinary system as a basis for assessment of Urinary disorders is correct following standard text.
• Description of the structure of the organs of the nervous system is accurate following the standard text.
• Application of knowledge and understanding of structure and function of organs forming the Nervous system in assessment of mental state disorders is appropriate based on standard text.
• Description of the structure of the special senses is accurate is following the standard text.
• Application of knowledge and understanding of structure and function of organs forming the Special senses as a basis for assessment of Ear, Eye, Nose and Tongue disorders is appropriate based on standard text.
• Application of knowledge and understanding of anatomy and physiology of the endocrine system of the human body as a basis for assessment of endocrine disorders is appropriate based on standard text.
• Application of knowledge and understanding of anatomy and physiology of the nervous system of the human body as a basis for assessment of neurological disorders is appropriate based on standard text.
• Explanation of terms used in microbiology and parasitology is correct if it is following standard text.
• Utilisation of knowledge of microbiology and parasitology in the management of communicable disease is appropriate if it is following relevant policy guidelines, protocols and standard text.
• Application of knowledge of the uses and dangers of diagnostic and therapeutic equipment when rendering nursing care in various health care settings is appropriate and accurate based on standard text.
• Application knowledge of Biochemistry and Biophysics in managing patients with homeostatic imbalances in the human body in various health care settings is accurate based on standard text.
• Application of knowledge and understanding of the structural unit and the methods of measuring matter with emphasis on the use of (International System) SI units as a system of measurement in diagnosing and monitoring the response of a healthcare user to treatment is appropriate and accurate based on standard text.
• Application of knowledge of mixtures, compounds and chemical combinations and their implications in the management of communicable and non- communicable diseases and conditions is appropriate and accurate following standard text.
• Application of knowledge of composition and application of properties of fluids and pressure to medication and body function is appropriate and accurate based on standard text.
• Application of knowledge of scientific inventions (studies) when providing nursing care in all health care settings is appropriate based on evidence-based practices, national guidelines and relevant policies.
• Application of knowledge of the structure and types of micro-organisms in handling patients and specimens from a variety of health care settings is correct based on protocols, national guidelines and standard text.
• Utilisation of knowledge and skills of chain-link process in the control and prevention of the spread of infection in various health care settings is correct if it is following standard text.
• Application of knowledge immunity when educating the patients or community in various health care settings is accurate following standard text.
• Description of types of vaccines is correct and is correct if it is following standard text.
• Application of knowledge and understanding of culture and transcultural nursing in provision of nursing care in various health care settings is appropriate and accurate following standard text and relevant guidelines and protocols.
• Description of socialisation, social interaction, social groups and dynamics is correct based on standard text.
• Application of knowledge and understanding of socialisation, social interaction, social groups and dynamics during provision of nursing care in a variety of health care settings is appropriate and accurate if it takes into consideration socialisation agents, social structures, relationships and is based on relevant legislation, protocols and standard text.
• Description of Social stratification, mobility, social change and movements is accurate and appropriate following standard text.
• Application of theoretical overview applicable in sociology and psychology in a variety of health care practice environments is appropriate based on standard text.
• Explanation of basic pharmacological concepts in pharmacology when providing nursing care in all health care settings is correct if it is following standard text.
• Application of knowledge and understanding of the main pathways and mechanisms of drugs when providing nursing care in various health care settings is accurate and appropriate based on standard text and relevant guidelines and protocols.
• Application of measures necessary for safe and accurate administration of medications during provision of nursing in a variety of health care settings is appropriate and accurate if it is following relevant principles and legislation and standard text.
• Application of legislation that regulates drugs when rendering nursing care in various health care settings is appropriate based on standard text and all relevant legislation.
• Application of knowledge and understanding of the classification of drugs when rendering nursing care in various health care settings is appropriate and accurate if it is following standard text and relevant guidelines.
• Counselling and monitoring on adherence to medications when rendering nursing care in various health care settings is appropriate based on relevant principles, guidelines.
• Description of concepts relevant to basic nursing care when rendering nursing care in various health care settings is correct if it is following standard text.
• Explanation of health, health beliefs, wellness and well-being, illness and disease, health behaviours, health promotion, basic human rights, holistic health models to understand the relationship between patient's behaviour towards health practices is appropriate if it includes socio-cultural determinants and is following in standard text, institutional protocols, policies and guidelines.
• Description of variables influencing health is appropriate if it includes health status of clients, socio-cultural determinants and is following standard text, protocols, policies, institutional and national guidelines.

Integrated Assessment

Formative Assessment

A variety of assessment strategies and approaches used, including, but not limited to

• Tests.
• Assignments.
• Oral.
• Portfolio.
• Demonstrations.
• Clinical assessments.
• Port folios.
• Oral.

(a). The institution will conduct formative assessments for theory as follows

• Spread assessments throughout the semesters during the theory block.
• The learner must write a minimum of two (2) assessments and one (1) assignment) per semester.
• Use the average of the assessments and assignments as the entry to summative assessment. (Entry mark or DP).
• Calculate the entry mark as follow:

a.80% of the assessments average plus 20% of the assignment mark, e.g. if the assessments average is 60% and the assignment mark is 80%; the year mark shall be: 48 + 16 = 64.

(b). Conduct formative assessments for clinical as follows

• Spread assessments throughout the semesters during experiential learning.
• Learners must complete all the clinical outcomes of the various learning area as prescribed in the clinical workbook/portfolio for each academic year.
• The continuous/formative clinical assessment year mark comprises an average of all the clinical assessments completed during the year with a sub-minimum requirement of 60% overall for the prescribed workbook/portfolio.
• To be admitted to the clinical summative assessment, the learner must:

> Provide proof of evidence that he/she was found competent in all these clinical outcomes.

> Comply with all the other requirements in terms of the workbook/portfolio as prescribed for the various learning areas in the specific academic year.

> The learner must have at least attended 80% of all the clinical blocks allocated; the 20% non-attendance granted with valid reason of the non-attendance.

• The clinical lecturer/preceptors and HOD clinical will have the continuous/formative clinical assessment marks available not later than one (1) week after completion of the final clinical block period of an academic year.

Summative assessment.

• Grant, the learners, an opportunity to sit for summative assessment if he/she obtained a year mark of 40% and above and the learners must have at least attended 80% of all the lectures given with valid reason for non-attendance. The learners shall have covered the lost time by following an official catch-up qualification.
• The final mark for the theoretical summative assessment shall be the average of the Year mark and the examination mark. To pass a subject, learners shall have to obtain an average of 50%, the examination mark must be 40% and above for the calculation of the average between the examination mark and year mark. Round the final mark off to the nearest whole percentage, i.e. if a learner obtains 50, 5%, the final examination mark will be 51%).

Condone a learner who obtained a 48% and 49% to pass the summative assessment. A learners who obtain 47% and below has to write a re-examination.