Diploma in Nursing

Purpose

This qualification will enable the learner to function independently within the multi-disciplinary team as a general nurse who is clinically focused, service oriented and will apply the knowledge from nursing science, psychosocial theories, microbiology, bio-medical sciences, reproductive health and pharmacology whilst rendering holistic nursing care to individuals, families and communities in a range of health care settings in a culturally sensitive environment.

The learner will be able to integrate knowledge and skills through experiential learning exposure, implement care based on best practice guidelines, and evaluate health outcomes at primary, secondary and tertiary health care levels.

A general nurse will be able to apply knowledge and understanding of the importance of nursing dynamics in order to execute her practice within the ethical and legal framework of her profession whilst utilizing technology appropriately for assessment, planning, implementation and evaluation of health care and service delivery thus fostering communication.

Rationale

Basic and post basic nurse training has been outside the main stream of higher education but under control of the Department of Health, thus a need was identified that it should fall within the fold of higher education. The new nursing qualification is pegged at level 6 on the National Qualification Framework (NQF) and this will make nursing comparable to other professions nationally and internationally. This ensures vertical mobility (learning pathway) within the NQF. The profession will benefit in that preparations of the professional will be shorter and more professionals will be produced, thus addressing the issue of human resource shortage.

According to the South African Nursing Council geographical distribution 2018 for the North West Province (NWP), the professional nursing manpower versus the population was 10 878: 3 978 955 (1:395), however the practicing professional nurses employed by the department of health within the NWP is 4 425(Department of Health North West Province Annual Performance Plan 2018/2019). This means that for every professional nurse there are 871 patients. According to the World Health Organization (WHO) the ideal nurse patient ratio is 1: 500 indicating that there is shortage of professional nurses within the NWP and this compromises quality health care leading to increased workload and thus increased morbidity, mortality and litigations. This is a clear indicator that more nurses need to be produced to prepare for the introduction of the National Health Insurance. The envisaged qualification will adequately prepare independent practitioners who will be able to make sound clinical judgment in the provision of basic and quality health care at all levels. The qualification is aligned to the Primary Health Care approach, to produce General Nurses who will contribute to transforming health care towards positive population outcomes. It also strives to develop General Nurses who will address the quadruple burden of disease, practice within their scope of practice and legal boundaries and engage in lifelong learning.

Consultation regarding the implementation of the proposed qualification was done with the South African Nursing Council (SANC) regarding the phasing out of legacy nursing qualifications, Council for Higher Education (CHE) through a string of workshops of which the first was held on the 30th November 2015, aimed at capacitating colleges on the proposed recurriculation process.

Recognition of Prior Learning (RPL)

Recognition of prior learning (RPL) means the principles and processes through which prior knowledge and skills of a learner are made visible for certification, alternative access and admission, and further learning and development.

The institution acknowledges recognition of prior learning (RPL) as a process that assists adult learners in identifying, articulate and demonstrate relevant learning acquired through life and work experiences and translate this learning into credits. When learners take the assessment, the following principles apply:

• Validity.
• Reliability.
• Fairness.
• Cost-effectiveness.
• Flexibility.

Learners may provide evidence of prior learning for which they may receive credit towards the qualification using portfolios, other forms of appropriate evidence and challenge examinations, according to the institution's RPL policy. The nursing college plays a significant role in recognising the role of RPL in nursing.

RPL Guidelines for Access

• Advise the learners on and provide support to learners of the value of prior learning and of the steps in the process involved for making an application.
• Provide appropriate information to learners on the entry criteria/requirements to successfully participate in the qualification. RPL information leaflets and application procedures should be made available to learners.
• Specify the entry criteria which form the basis for successful participation for each qualification to be validated by SANC.
• Include RPL information in all qualification materials.
• Establish an application procedure to assist learners based on prior learning experiences and to attach supporting evidence of prior learning experiences.
• Including the minimum acceptable criteria for the evaluation of the learner for successful participation, such as a minimum of five (5) years' relevant life experience; a clear demonstration of the capacity to succeed, standard of overall application, individual commitment of the learner and other specific requirements which may be specific to the qualification.
• Assess the prior learning in the application by the persons with appropriate expertise in the relevant field. If required, the provider may seek more information and evidence from the prospective learner.
• Ensure that arrangements for selecting learners for entry are transparent and fair.
• On completion of the assessment of the application, make a recommendation regarding entry into the qualification.
• Have an appeals mechanism in place for all prospective applicants in the event of a learner appealing.
• Monitor and record the application and its outcome to meet requirements of quality assurance elements for recognition of prior learning for entry.

RPL guidelines for Credit

• Outline criteria for credit arrangements based on prior learning for each qualification submitted to the SANC for validation. The provider should identify the criteria for the granting of credits to a learner during the consultation.
• Make this information available service-oriented the selection of learners and prospective learners in all qualification literature.
• Grant credits based on prior learning experiences, according to the requirements.
• Present evidence to demonstrate how the learner meets the relevant qualification requirements in the case of uncertified learning experiences, which must demonstrate clearly how, when and where the learners met the criteria, and advise the learner to assess of the evidence does not meet the assessment criteria.

Entry Requirements

The minimum entry requirement for this qualification is

• National Senior Certificate, NQF Level 4, granting access to Diploma studies.

This qualification consists of the following compulsory modules at National Qualifications Framework Level 5 and 6 totalling 368 Credits.

Compulsory Modules at Level 5,128 Credits

• Human Biology (101), 8 Credits.
• Applied Physics & Chemistry (101), 8 Credits.
• Foundations & Legislations of Nursing (101), 16 Credits.
• Health Care Systems (101), 8 Credits.
• Basic Nursing Science (101), 24 Credits.
• Human Biology (102), 8 Credits.
• Applied Psycho-Social Science (102), 8 Credits.
• Primary Health Care Approach (102), 24 Credits.
• Basic Nursing Science (102), 24 Credits.

Compulsory Modules at Level 6, 240 Credits

• Pharmacology for Nurses (201), 8 Credits.
• Communicable Disease: Child, (201), 32 Credits.
• Communicable Disease: Adult (201), 24 Credits.
• Introduction to Mental Health (202), 8 Credits.
• Non-Communicable Disease: Child (202), 16 Credits.
• Non-Communicable Disease: Adult (202), 32 Credits.
• Health Unit Management 301, 32 Credits.
• Healthcare Information Systems 301, 16 Credits.
• Personal & Professional Development 301, 16 Credits.
• Community-Based Nursing 302, 16 Credits.
• Community Engagement and Development 302, 24 Credits.
• Reproductive Health Care 302, 16 Credits.

1. Apply knowledge of natural and biological sciences in the practice of nursing.
2. Apply knowledge of psychosocial sciences in the practice of nursing.
3. Apply knowledge of pharmacology in nursing practice.
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.

Associated Assessment Criteria for Exit Level Outcome 1

• Utilise integrated knowledge of natural and biological sciences in assessment and care of clients with common medical and surgical conditions.
• Demonstrate knowledge of microbiology when selecting applicable measures in the prevention, promotion and management of diseases.

Associated Assessment Criteria for Exit Level Outcome 2

• Utilise knowledge of psychology and sociology in ways which benefits the quality of health care delivered to health care users.
• Demonstrate understanding of human and psychological development behaviour throughout the life span.
• Implement Social and diversity-sensitive care in nursing practice.
• Identify and manage psychological emergency situations.
• Deal effectively with emotional demands of nursing practice.

Associated Assessment Criteria for Exit Level Outcome 3

• Utilise knowledge of pharmacodynamics and pharmacokinetics within the applicable scope of practice.
• Administer and control prescribed medications in various healthcare settings within legislative requirements.

Associated Assessment Criteria for Exit Level Outcome 4

• Promote the health of individuals, families, groups and communities through preventive, curative and rehabilitative nursing care in various health care settings.
• Apply the nursing process to identify and manage factors affecting the health of individuals, families, groups and communities within the legal and ethical framework.
• Develop, implement and evaluate health education qualifications, identify resources/services in the community for those in need of such care and refer appropriately.

Associated Assessment Criteria for Exit Level Outcome 5

• Identify and apply ethical & legal and professional accountability when rendering patient care.

Associated Assessment Criteria for Exit Level Outcome 6

• Utilise information and technology to communicate, manage knowledge, mitigate errors and support decision making.
• Understand the importance of computerized systems and data to patient care.
• Choose appropriate means of communication for specific situations.
• Demonstrate knowledge and understanding of the impact of computerized information management system on the role of the nurse.

Associated Assessment Criteria for Exit Level Outcome 7

• Demonstrate effective managerial skills in the planning, organizing, and quality control of a health unit.
• Apply professional development processes in developing personnel in the unit.

Associated Assessment Criteria for Exit Level Outcome 8

• Identify and comprehensively manage reproductive health care services in ensuring optimum health of individuals, families and communities.
• Understand and apply the scientific nursing process in rendering health care to health care users with reproductive health care needs.

Integrated Assessment

The qualification will use both formative and summative assessments in all the modules, and each module has a quota of marks that the learner must achieve.

Continuous Assessment: 50%

• Theory Formative 50%: Tests, assignments and group presentations.
• To qualify for entry to the summative assessment, the learner must obtain an entry mark of 40% in a system of continuous assessment in a module and achieve at least 80% of the prescribed class attendance hours.

Summative assessment: 50%

• To pass the summative assessment: 50% of written assessment and 50% of continuous assessment will apply.
• A subminimum mark of 40% should be from the actual assessment.