Diploma in Nursing

Purpose

This Diploma in Nursing will enable the learner to function as a clinically focused, service orientated, independent, General Nurse who can render nursing care as determined by the appropriate legislative framework.

The qualification will provide a basis for decision-making about what is within and beyond the defined scope of practice, as well as an understanding of the referral system, which is outside of the scope of practice. The General Nurse will apply evidence-based nursing practice which is based on research or established practices that have proven to be effective both nationally and internationally within the profession.

The learner will demonstrate competencies of basic knowledge, affective, cognitive and psychomotor skills to function as a clinically focused, service orientated, independent General Nurse who can deliver nursing care as determined by the appropriate legislative framework.

Rationale

This qualification serves to provide an entry to the profession of nursing. Learners who obtain this qualification will be deemed competent in applying basic knowledge, affective, cognitive and psychomotor skills. The qualification is in line with the current higher education landscape and the healthcare systems in the country. The qualification is aligned to the Higher Education Qualifications Sub-Framework (HEQSF), new nursing qualifications and the new scope of practice for General Nurses as envisaged by the South African Nursing Council (SANC). On successful completion of this qualification, the learner is eligible for registration with the South African SANC as a General Nurse.

This qualification will prepare the qualifying learner as a General Nurse who will be able to meet the service delivery needs of the country. The learner who has successfully completed this qualification has a significant contribution to make in the current situation of human resources in health in South Africa, taking into consideration the country's historical background and the shortage of nurses and doctors in the country. The practice of this General Nurse is focused on quality service delivery within a broad spectrum of health services and in a variety of settings, including rural areas.

In addition, this qualification will provide for General Nurses who can deliver healthcare within a PHC re-engineering approach within the military environment and South Africa where healthcare users' entry point is at a primary healthcare level. The General Nurse will practice as a member of the PHC outreach teams at both facility and community-based settings. Also manage Community Health Worker (CHW) teams and provide school health, preventive and promotive as well as curative and rehabilitative services at the community level. Furthermore, the General Nurse will be able to function independently in community-based settings and be in charge of low-risk healthcare facilities with uncomplicated cases.

The institution is the only Military Nursing College in South Africa with a unique culture, rules/regulations and demands which differ slightly with that of other NEIs. Nurse educators and learners employed by the South African National Defence Force (SANDF) are uniformed members who are simultaneously soldiers as well as nurses. This unique capability provides the SANDF with suitably trained Military Nurses to fulfil its mandate within the country.

The Department of Defence requires trained competent nurses to provide nursing care to defence force members and their dependents as well as military veterans. The geographical location, rural areas of the country and scarcity of healthcare practitioners result in disparities in the accessibility of healthcare services in South Africa. The training of General Nurses will also increase the capabilities of the institution both nationally and internationally as the skill can be utilised in operational deployments and humanitarian aid actions where the host countries lack the human capacity or are overwhelmed by services to be provided.

The training of Defence Force members is an essential part of force preparation. It may encompass instruction at any military or tertiary institution for higher education and learning in the world, as well as practical training which must include physical training, sport, structured recreational activities and military exercises (Defence Act no 42 of 2001:10). This institution and campuses have been assigned the responsibility of training General Nurses to complement the Defence Force operational needs as well as upgrade the country's capabilities.

This qualification must, therefore, meet the capabilities mentioned above required from a Military Nurse and will be emphasised in the Diploma of Nursing qualification such as separate modules for disaster management and emergency care.

Recognition of Prior Learning (RPL)

Learners with legacy qualifications who wish to access the qualification but do not meet the admission criteria, i.e. R2175 and R2176 will be expected to undergo the process of Recognition of Prior Learning (RPL) by matching their skills, knowledge and experience to specific standards and associated assessment criteria of the 3-Year Diploma in Nursing R171 qualification. An application must be submitted according to the RPL Policy of the Nursing Education Institution for individual assessment for the RPL process for access to this qualification or credit-bearing exemption.

Individuals who have acquired learning through life or work experiences, formal or non-formal education, can be assessed and subsequently awarded credit for access to a nursing education qualification at this institution.

A criterion-referenced (as opposed to a norm-referenced) assessment system should be used. A subject specialist must do assessment. RPL credit is determined on a course match basis. Academic staff with expertise in both the subject matter and outcomes is requested to assess prior learning applications.

Entry Requirements

The minimum entry requirement for this qualification is

• National Senior Certificate, Level 4 granting access to Diploma studies with Mathematics/Mathematical Literacy and Life Sciences.

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

Compulsory Modules, Level 5, 120 Credits1

• Anatomy, Physiology and Microbiology, 16 Credits.
• Biophysics and Biochemistry, 8 Credits.
• Ethos and Professional Practice, 8 Credits.
• Healthcare Systems, 8 Credits.
• Basic Nursing Care, 16 Credits.
• Environmental Health, 8 Credits.
• Primary Healthcare, 16 Credits.
• Basic Nursing Care, 16 Credits.
• Psycho-sociology in Healthcare, 8 Credits.
• Basic Emergency Care, 8 Credits.
• Healthcare Information Systems, 8 Credits.

Compulsory Modules, Level 6, 248 Credits

• Non-communicable Diseases, 24 Credits.
• Communicable Diseases, 24 Credits.
• Pharmacology in Nursing Practice, 8 Credits.
• Non-Communicable Diseases, 24 Credits
• Communicable Diseases, 24 Credits.
• Reproductive Healthcare, 16 Credits.
• School Health, 8 Credits.
• Health Service Management, 16 Credits.
• Ethos and Professional Practice, 24 Credits.
• Community Assessment and Engagement, 24 Credits.
• Health Service Management, 16 Credits.
• Community Development, 24 Credits.
• Disaster Management, 16 Credits.

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

Associated Assessment Criteria for Exit Level Outcome 1

• Apply knowledge of anatomy, microbiology and physiology in caring for the healthcare user.
• Demonstrate an understanding of psychology and sociology in ways which benefits the quality of healthcare delivered to healthcare users.
• Display knowledge of human behaviour and psychological development throughout the life span.
• Implement social and diversity-sensitive care in nursing practice.
• Identify and manage a range of psychological emergency situations.
• Deal with emotional demands of nursing practice.
• Apply knowledge of pharmacology dynamics and pharmacokinetics in nursing practice within the applicable scope of practice.
• Prescribe, control, dispense and administer medications in various healthcare settings within legislative requirements.

Associated Assessment Criteria for Exit Level Outcome 2

• Apply preventive, promotive, curative and rehabilitative nursing care to different age groups in various healthcare settings.

Associated Assessment Criteria for Exit Level Outcome 3

• Demonstrate knowledge of and practice nursing care within an ethical, legal framework.

Associated Assessment Criteria for Exit Level Outcome 4

• Record and use healthcare information systems to improve the practice of nursing.

Associated Assessment Criteria for Exit Level Outcome 5

• Practically demonstrate the management processes in managing a designated healthcare unit.

Associated Assessment Criteria for Exit Level Outcome 5

• Assess and report on the health of individuals and families; provide reproductive health care to optimise their health.

IIntegrated Assessment

The assessment policy and guidelines on assessment provide parameters on how to compile theoretical and clinical formative and summative assessments.

Formative assessments, both theoretical and clinical, will be conducted to integrate theory and work-integrated learning. Formative theoretical assessments will be written tests, assignments, group work or projects.

Formative clinical assessments will be conducted in real life or simulation in the form of a competency-based assessment, e.g. POE, assignments/projects continuously throughout the semester.

Final summative assessments will take place at the end of each semester in the form of both theory and clinical. The qualification comprises of various modules. Each module articulates specific learner assessment methods. Module descriptors provide the basis to determine the nature of summative assessments and indicate whether a summative assessment is theoretical, clinical or both.

Summative theoretical assessment will be written examinations, assignments or projects. Summative clinical assessments will be comprehensive case studies, OSCEs or projects.