Diploma in Nursing Education

Purpose

To enable nursing education students

Develop a self-image, compatible with professionalism, an image which underwrites the idea of commitment to the health and welfare of the client as a unique human being (who is part of a particular community), with specific physical and mental attributes, personal needs and idiosyncrasies, which has a significant influence on the teaching/learning process.

Develop and implement a theory of teaching, which will address factors that predispose the individual student to effective learning, the optimal structuring and sequencing of knowledge and skills, to facilitate learning. The nurse-teacher must be able to understand the nature and the pacing of reinforcement in order to facilitate and promote the transfer of learning and commitment to learning outcomes.

Perceive and recognise teaching as an action-orientated, theoretically based process, the purpose of which is to promote learning; it is a highly personal and social phenomenon that involves perception, internal cognitive processing and outward manifestations that indicate behavioural change.

Rationale

Provide registered nurses the opportunity to prepare themselves to be competent in the field of nursing education. Registered nurse-teachers will be able to teach pre/post diplomatic and graduate at all levels.

Recognition of Prior Learning (RPL)

Access may be granted, through the Recognition of Prior Learning (RPL), to learners who do not meet the minimum entry requirements.

Entry Requirements

• National Senior Certificate, Level 4 granting access to Diploma studies with Mathematics, Science and English Second Language.
• Senior Certificate, Level 4 with Matriculation exemption with Mathematics, Science and English Second Language.
• National Certificate Vocation, Level 4 with a relevant specialisation, granting access to Diploma studies with Mathematics, Science and English Second Language.
• Possession of a valid certificate of registration with the South African Nursing Council, as a nurse, (psychiatric and community) and Midwife.

In order to benefit from the Diploma in Nursing Education, students should enter with the following pre-requisite knowledge:

• The applied social, natural and biological science.
• Patho-physical.
• Pharmacology, at the level required of students qualifying for registration as a nurse.

Exit levels relate to the role and function of the nurse-educator in General Nursing Sciences and a variety of other courses.

1. Provide and apply knowledge regarding the philosophy of nursing and nursing education.
2. Demonstrate knowledge, skills and attitudes regarding the philosophy and professional practice in the way she/he will function as a role model for colleagues and students.
3. Demonstrate comprehension for the place and contribution of the nursing practitioner in the national health care system and the factors that influence the above system.
4. Demonstrate assertiveness in their everyday nursing practice.
5. Demonstrate empathy towards patients/clients, fellow colleagues, students and subordinates.
6. Demonstrate skills regarding:

> Conflict- and stress management.

> Accompaniment.

> Appropriate and creative teaching.

> Written communication.

> First level management.

1. Nursing Dynamics

At the end of the course, the student educator should be able to master the following outcomes regarding Nursing Dynamics:

• Provide and apply knowledge regarding the philosophy of nursing and nursing education.
• Demonstrate knowledge, skills and attitudes regarding the philosophy and professional practice in the way she/he will function as a role model for colleagues and students.
• Demonstrate comprehension for the place and contribution of the nursing practitioner in the national health care system and the factors that influence the above system.
• Demonstrate assertiveness in their every-day nursing practice.
• Demonstrate empathy towards patients/clients, fellow-colleagues, students and subordinates.
• Demonstrate skills regarding:

> Conflict- and stress management.

> Accompaniment.

> Appropriate and creative teaching.

> Written communication.

> First-level management.

• Demonstrate knowledge, skills and attitudes regarding research.

Exit Level Outcomes for Nursing Dynamics

1. Supply scientific nursing knowledge and demonstrate the necessary skills when teaching the foundations of professional practice, with regard to world views, the professional foundations of nursing, the organisation and regulation of the nursing profession, as well as professional responsibility and decision-making, based on a code of nursing ethics.
2. Guide and assist students to facilitate the teaching/learning process, when teaching the National Health Plan based on the Reconstruction and Development Programme and focus on the provision of primary health care as a priority within the context of a National Health Care System, which should be provided at national, provincial and local authority levels.
3. Apply scientific knowledge and demonstrate communication and interpersonal skills when teaching students regarding the principles of effective communication in the educational setting, barriers in communication, communication structures, group dynamics and procedures at meetings, written communication skills and innovation/change.
4. Assess the management process within the framework of the current health service policy and the educational policy of nursing education in South Africa.
5. Implement research in a particular health or educational setting.

Learning Outcomes

• Critical and specific outcomes are integrated in the learning outcomes.

Exit Level Outcome 1

• Supply scientific nursing knowledge and demonstrate the necessary skills when teaching the foundations of professional practice, with regard to world views, the professional foundations of nursing, the organisation and regulation of the nursing profession, as well as professional responsibility and decision-making based on a code of nursing ethics.

Specific Outcome

• Apply the knowledge of ethos and professionalism in nursing.
• Apply the knowledge of the organisation and regulation of the nursing profession.

Exit Level Outcome 2

Guide and assist students to facilitate the learning/teaching process, when teaching the National Health Plan based on the Reconstruction and Development Programme and focus on the provision of primary health care as a priority within the context of a National Health Care System, which should be provided on national, provincial and local authority levels.

Specific outcome

• Assess the content of the National Health Plan based on the Reconstruction and Development Programme.

Exit Level Outcome 3

Apply scientific knowledge and demonstrate communication and interpersonal skills when teaching students regarding the principles of effective communication in the educational setting, barriers in communication, communication structures, group dynamics and procedures at meetings, written communication skills and innovation/change.

Specific outcome

• Relate to the appropriate knowledge and skills regarding the communication process to your teaching practices.
• Apply the knowledge regarding interpersonal communication skills.
• Apply and implement the knowledge of written communication.
• Apply and implement the knowledge of change and innovation in your particular setting.

Exit Level Outcome 4

Assess and the management process within the framework of the current health service policy and the educational policy of Nursing Education in South Africa.

Specific outcome

• Apply and implement the management process in your particular health/educational setting.
• Assess human resource management in nursing education.
• Apply and implement the principles of financial management.

Exit Level Outcome 5

• Implement research in a particular health or educational setting.

Specific outcome

• Apply and implement research.

2. Educational Theory

At the end of the course, the student educator should be able to master the following outcomes regarding Educational Theory:

• Demonstrate understanding of the nature and types of learning.
• Implement learning theories in an appropriate way when teaching students.
• Implement teaching strategies using appropriate models of instruction to facilitate the teaching-learning process.
• Assess the variables that influence teaching and learning.
• Instil in the learner intrinsic motivation for life-long learning.
• Assist and guide learners to pace their own learning and to take responsibility for it.

Apply the educational principles when planning and implementing teaching.

Exit Level Outcomes for Theory and Principles of Education

1. Assess the various educational philosophies, the nature and type of learning.
2. Provide and demonstrate a sound knowledge regarding educational theory when functioning as a nurse-tutor.
3. Assess and implement the different models of instruction in the teaching practice.
4. Assess and implement modification techniques that facilitate the transfer of learning.
5. Assess and implement the variable s that influence learning and instruction.
6. Assess and implement the evaluation process in teaching.

Learning Outcomes

• Critical and specific outcomes are integrated in the learning outcomes.

Exit Level Outcome 1

• Assess the various educational philosophies, the nature and types of learning.

Specific Outcome

• Apply the educational philosophies when planning and implementing teaching.

Exit Level Outcome 2

• Provide and demonstrate sound knowledge and skills regarding the conditions of learning and learning theories when functioning as nurse educator.

Specific Outcome

• Apply the knowledge regarding the nature and type of learning.
• Apply and relate knowledge of particular learning models in your specific health/educational setting.

Exit Level Outcome 3

• Assess and implement the different models of instruction in the teaching practice.

Specific Outcome

• Apply the knowledge regarding the models of instruction in your particular health/educational setting.

Exit Level Outcome 4

• Assess and implement modification techniques that facilitate the transfer of learning.

Specific Outcome

• Relate and apply knowledge of the transfer of learning in the teaching practice.

Exit Level Outcome 5

• Assess and implement the variable that influence learning and instruction.

Specific Outcome

• Relate and apply the knowledge regarding the factors which influence learning and instruction in the teaching practice.

Exit Level Outcome 6

• Assess and implement the evaluation process in teaching.

Specific Outcome

• Relate and apply the evaluation process in teaching.

3. Nursing Didactics

At the end of the course, the student educator should be able to master the following outcomes regarding Nursing Didactics:

• Assess the training and education of professional nurse practitioners at national level and identify and analyse the factors which influence the above training and education.
• Identify with a nurse educational philosophy based on the foundations of nursing or her/his personal perspective regarding life.
• Differentiate between nursing theories and to assess its influence on nursing practices.
• Develop and apply a curriculum at meso-and micro level.
• Consider the importance of the validity and reliability of evaluation methods and instruments.
• Utilise themselves effectively in the accompaniment of students.
• Recognise own responsibility and personal growth.
• Actualise the principle of didactical shaping (management principle) in nurse training and education.
• Participate in research regarding the didactics of her/his clinical nursing sciences.
• Assess own didactical competence.

Exit Outcome Levels for Nursing Didactics

1. Provide scientific knowledge regarding the history, nature, scope of practice and professional foundation of nursing education.
2. Develop and implement curricula for the course that leads to registration as a Nurse (General, Psychiatric and Community) and Midwife.
3. Provide scientific knowledge and implement a clinical teaching programme for Nurse and Midwife.
4. Develop and implement in-service education and continuing education programmes for registered nurse practitioners.
5. Assess national and international trends/factors in health and nursing that influence nursing education.
6. Assess and implement evaluation in nursing education.

Learning Outcomes

• Critical and specific outcomes are integrated in the learning outcomes.

Exit Level Outcome 1

• Provide scientific knowledge regarding the history, nature, the scope of practice and the professional foundation of nursing education.

Specific outcomes

• Relate and apply knowledge regarding the history, nature, the scope of practice and the professional foundation of nursing education.

Exit Level Outcome 2

• Develop and implement curricula for the course that leads to registration as a Nurse (General, Psychiatric and Community) and Midwife.

Specific outcomes

• Relate and apply the knowledge regarding curricula in nursing sciences.

Exit Level Outcome 3

• Provide scientific knowledge and implement a clinical teaching programme for the course stipulated under 2.

Specific outcomes

• Relate and apply knowledge regarding clinical teaching in nursing.

Exit Level Outcome 4

• Develop and implement in-service education and continuing education programmes for registered nurse practitioners.

Specific outcome

• Relate and apply the knowledge regarding in-service- and continuing education in the health/educational setting.

Exit Level Outcome 5

• Assess national and international trends/factors in health and nursing that influence nursing education.

Specific outcomes

• Relate and apply the knowledge regarding national and international trends in nursing education in the teaching practice.

Exit Level Outcome 6

• Assess and implement evaluation in nursing education.

Specific outcomes

• Relate and apply evaluation in nursing education in South Africa.

4. Clinical Nursing Science

At the end of the course, the student educator should be able to master the following outcomes regarding Clinical Nursing Science:

• Remain up-to-date with the latest developments in nursing science that includes medical and surgical nursing and to develop teaching skills for the presentation of lectures to student nurses.
• Develop competence in the application of educational strategies and -methods in the clinical practice area.

The approach of this course is based on a model of basic human needs (Maslow`s hierarchy of basic human needs or Henderson`s fourteen components) and the scientific methods of nursing (nursing process).

It is important to note that Anatomy, Physiology, Chemistry and Psychology will be applied continuously during the course.

Exit Level Outcomes for Clinical Nursing Science

1. Provide scientific knowledge, demonstrate skills and the application of appropriate technology in the delivery of comprehensive nursing care to patients, families and communities.
2. Assess scientific patient data in the provision of comprehensive nursing care.
3. Prescribe nursing interventions appropriate to the needs and health problems of the patient.
4. Provide holistic nursing care through the life span of clients/patients.
5. As a clinical nurse-tutor function within the organisation of health service in South Africa.

Learning Outcomes

• Critical and specific outcomes are integrated in the learning outcomes.

Exit Level Outcome 1

• Provide scientific knowledge; demonstrate skills and the application of appropriate technology in the delivery of comprehensive nursing care to patients, families and communities.

Specific outcomes

• Apply the knowledge, principles and concepts of patho-physiology regarding shock due to 3rd degree burns.
• Diagnose medical and surgical conditions of the cardio-vascular system, as well as disorders of blood and lymph.
• Apply and relate knowledge regarding medical and surgical conditions of the respiratory system in order to make a diagnosis.
• Apply and relate knowledge regarding medical and surgical conditions of the gastro-intestinal tract, as well as the gall bladder, liver and pancreas in order to make a diagnoses.
• Apply and relate knowledge regarding medical and surgical conditions of the kidneys in order to make a diagnosis.

Exit Level Outcome 2

• Assess scientific patient data in the provision of comprehensive nursing care.

Specific outcomes

• Apply the results of routine as well as special examinations (laboratory findings) in the planning and implementation of a nursing regime for a patient with a specific medical or surgical condition.

Exit Level Outcome 3

• Prescribe nursing interventions appropriate to the needs and health problems of the patient.

Specific outcomes

• Principles and concepts of treatment in the scientific nursing of the patient is applied.

Exit Level Outcome 4

• Provide holistic nursing care through the life span of clients/patients.

Specific outcomes

• Apply the knowledge of supportive intervention according to the psycho-social orientation of the patient and family

Exit Level Outcome 5

• As a clinical nurse-tutor within the statutory framework of the nursing profession and health care.

Specific outcomes

• Function as a clinical nurse-tutor within the statutory framework of the nursing profession and health care.
• Function within the organisation of health services in South Africa.

Critical outcomes

• Identify and solve problems in which responses display that responsible decisions using critical and creative thinking have been made.
• Work effectively with others as a member of a team, group, organisation, community.
• Organise and manage oneself and one`s activities responsibly and effectively.
• Collect, analyse, organise and critically evaluate information.
• Communicate effectively using visual, mathematical and/or languages skills in the modes or oral and/or written persuasion.
• Use science and technology effectively and critically, showing responsibility towards the environment and health of others.
• Demonstrate an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation
• Reflecting on and exploring a variety of strategies to learn more effectively.
• Participating as responsible citizens in the life of local, national and global communities.
• Being culturally and aesthetically sensitive across a range of social contexts.
• Exploring education and career opportunities.
• Developing entrepreneurial opportunities.

1. Nursing Dynamics

Exit Level 1

Specific Assessment Criteria

• Nursing, as a science, is discussed.
• The criteria for nursing as a profession are listed.
• The role of the nurse practitioner, as an independent practitioner within a multi-disciplinary approach, is discussed.
• Professional socialisation in nursing is discussed.
• The dimensions of professional development in nursing in South Africa are explained.
• The various contemporary factors that influence the nursing profession are analysed.
• The different types of world views regarding nursing philosophy, will be compared.
• The Humanistic Existential Philosophy is discussed.
• The role-model concept of the nurse-educator in South Africa is discussed.
• The guidelines for ethical decision-making in nursing is discussed.
• The main responsibilities of the professional association/regulation is discussed.
• The contents of the constitution of Denosa are summarised.
• The objectives of professional regulation are explained.
• The principles of professional regulation are discussed.
• The position and mission of the South African Nursing Council in the South African community are assessed critically.
• The conditions for professional accountability are assessed.

Exit Level 2

Specific Assessment Criteria

• A survey of the population and health profiles in your particular health care setting are done.
• The information obtained with the above survey is used in the planning for implementation of a primary health care plan in a particular setting.
• An organogram of the health policy, making structures at macro- and micro- levels is designed.
• Contemporary factors which influence the provision of services at national level, are analysed.
• The socio-economical implication of the above contemporary factors in the provision of services is discussed.

Exit Level 3

Specific Assessment Criteria

• The principles of effective communication are discussed.
• The communication process is analysed.
• Barriers in communication are analysed.
• Communication structures in the teaching and clinical setting are identified and assessed.
• group discussions the group dynamics are observed and discussed.
• Assertiveness and empathy are demonstrated by role-playing.
• Stress- and crisis management are implemented.
• Conflict with individuals and groups is managed by role-playing.
• A budget matrix is prepared and described.
• A memorandum requesting the necessary equipment is written.
• A meeting will be planned, organised and conducted.
• After the above meeting an agenda and a set of minutes is prepared.
• The difference between change and innovation is explained.
• The different change processes are discussed.
• The establishment and maintenance of change are debated.

Exit Level 4

Specific Assessment Criteria

• A needs-assessment and the establishing of priorities regarding financial assessment will be implemented.
• The health environment will be evaluated concerning the organisational climate, information and data systems, and resources.
• The establishment and maintenance of standards will be implemented.
• A disaster nursing care plan will be implemented in your particular health/educational setting.
• The key aspects related to recruitment and the selection of both personnel and students will be identified.
• An orientation programme for both students and personnel are planned and implemented.
• A student`s workbook for a group of new students is prepared.
• A tutor workload schedule will be planned.
• Financial control systems in your particular health/educational setting will be identified and described.
• Financial assessments will be done in your particular health/educational setting.
• Measures to implement cost-affectivity will be implemented in your particular health/educational setting.
• Utilisation of resources will be implemented in your particular health/educational setting.

Exit Level 5

Specific Assessment Criteria

• A research proposal will be developed.
• A research problem will be identified.
• A literature study will be done and recorded.
• A target population will be identified.
• Research methodology will be implemented.
• A research report will be prepared.

2. Educational Theory

Exit Level 1

Specific Assessment Criteria

• Three modes of philosophy will be identified.
• A differentiation will be made between philosophy, Science and philosophy of education, by listing the characteristics of each.
• The South African Nursing Councils` philosophy of nursing education will be analysed.
• The difference between Positivism and Existentialism will be debated.
• A value-clarification session will be implemented.

Exit Level 2

Specific Assessment Criteria

• The conditions of learning will be assessed and considered in the teaching of a particular group of students.
• The differences between pedagogy and andragogy will be discussed by summatising the characteristics of each.
• The different types of learning will be identified and discussed.
• The difference between classical and operant conditioning will be described.
• Chaining and skill learning will be defined.
• The characteristic of verbal learning and verbal association will be listed.
• Discrimination learning will be debated.
• Concept learning versus principle learning will be analysed.
• Problem solving will be discussed and implemented.
• Social learning will be discussed.

Exit Level 3

Specific Assessment Criteria

• Different models of instruction will be identified.
• Learners will be assisted to select a particular model of instruction, according to the needs of individual learners.
• The advantages and disadvantages of specific models of instruction will be debated.
• Trends related to models of instruction in nursing will be evaluated critically.

Exit Level 4

Specific Assessment Criteria

• Transfer of learning will be defined.
• Three commonly used designs for the transfer of learning will be identified.
• The variables that affect transfer of learning will be described.
• The concepts of initiating or acquiring behaviour will be explained and implemented.
• Methods of eliminating behaviour will be explained and implemented.
• Methods of retaining behaviour will be explained and implemented.

Exit Level 5

Specific Assessment Criteria

• The methods of reinforcement will be identified.
• The theories underlying the mechanism of reinforcement will be explained and implemented.
• The role of feedback in education will be discussed.
• The role of practice or repetition in education will be explained.
• The role of sequence of instruction will be analysed and implemented.
• The classification if individual difference variables will be analysed and implemented.
• The effect of the environment on learning will be discussed.
• The influence of attention on learning and instruction will be discussed.
• The role of motivation in learning and instruction will be analysed and implemented.

Exit Level 6

• Assess and implement the evaluation process in teaching.

Specific Assessment Criteria

• Relate and apply the evaluation process in teaching.

3. Nursing Didactics

Exit Level 1

Specific Assessment Criteria

• The nature and development of nursing education during the history will be analysed and compared with current nursing education.
• The scope of practice and the functions of the various categories of nursing personnel will be assessed and implemented according to the appropriate regulations.
• The purpose and objectives of nursing education will be identified and implemented.
• The authorities responsible for nursing education in South Africa will be discussed.

Exit Level 2

Specific Assessment Criteria

• A situational analysis will be done in order to identify the appropriate purpose and objectives.
• As part of the conceptual framework of curriculum development, the setting will be identified and described.
• As part of the conceptual framework of curriculum development, the learner and related matters will be analysed and implemented.
• The knowledge component based on a particular theory of nursing will be developed and implemented.
• The different options/systems for curriculum organisation will be analysed, and an appropriate one will be implemented.
• Teaching strategies will be assessed and implemented according to the theory component and the needs of the learners.
• Teaching aids will be assessed and appropriately utilised to complement a particular teaching session and facilitate learning.
• Educational management will be discussed and implemented.

Exit Level 3

Specific Assessment Criteria

• The aims of clinical teaching will be identified.
• The reasons for clinical teaching will be discussed.
• The characteristics of the clinical tutor in nursing will be identified and assessed.
• The different clinical teaching strategies will be assessed.
• The concept of the preceptor will be explained and role-played.
• The technical skills, which are prerequisite skills for effective clinical teaching, will be identified and practised.
• The factors that need to be considered when a clinical teaching programme is developed, will be assessed and implemented.
• A clinical teaching programme for Nursing Science at 3rd year level will be planned and developed.
• Evaluation in clinical teaching will be assessed and implemented.

Exit Level 4

Specific Assessment Criteria

• The purpose of in-service and continuing education will be identified and implemented.
• An in-service education programme for registered nurses in a surgical ward will be developed and implemented.
• A continuing education programme for newly registered nurses will be developed and implemented.
• Adult education as life-long learning will be assessed and implemented.

Exit Level 5

Specific Assessment Criteria

• The contribution of the International Council for registered nurses to nursing education in South Africa will be evaluated.
• The point of view of The World Health Organisation (WHO) regarding basic nursing education will be debated.
• The point of view of the WHO regarding the preparation of nurse tutors for health service practices will be discussed and compared with nursing education in South Africa.
• The implications of the National Health Plan and the Reconstruction and Development Programme for nursing education will be identified and implemented.

Exit Level 6

Specific Assessment Criteria

• The different types of evaluation will be identified and explained, for example formative and summative evaluation.
• The purpose of evaluation will be assessed.
• The principles underlying evaluation will be discussed.
• Methods of evaluation will be assessed and implemented.
• Different evaluation instruments will be identified, developed and implemented.

4. Clinical Nursing Science

Exit Level 1

Specific Assessment Criteria

• Shock will be defined appropriately.
• A differential diagnosis will be made.
• The patho-physiology of shock will be explained and assessed.
• A nursing care plan will be developed, according to the outcomes of the above assessment.
• The possible complications will be discussed in order to implement preventative measures.
• The medical and surgical conditions of the cardio-vascular system will be identified and assessed.
• The patho-physiology of the major and more common conditions will be discussed.
• The etiological factors of the above conditions will be identified in order to implement preventative measure in the future.
• The different conditions of the respiratory system will be identified and assessed.
• The symptomatology of the most common conditions will be analysed and discussed.
• The etiological factors of gastro-intestinal conditions as well as the conditions of the gall bladder and pancreas will be analysed and discussed.
• The aetiology of renal conditions will be identified and assessed.
• The patho-physiology of renal conditions will be analysed and discussed.

Exit Level 2

Specific Assessment Criteria

• Laboratory results and other results for example X-photos of a system will be evaluated before a course of treatment is planned.
• All tests and investigations will be done in a safe environment, free from possible medico-legal hazards.

Exit Level 3

Specific Assessment Criteria

• Nursing interventions to prepare the patient and the family for prescribed treatment will be planned and implemented.
• The patient will receive prescribed treatment in an appropriate manner.
• Health care personnel, the patient and the environment will be protected from unnecessary exposure to potentially hazardous substances.
• An individual plan for patient education will be prepared for each patient.

Exit Level 4

Specific Assessment Criteria

• The implementation of supportive intervention will be assessed.

Exit Level 5

Specific Assessment Criteria

• The role and function of the clinical nurse-tutor will be analysed.
• Knowledge of ethical issues and trends will be discussed.
• Ethical implications will be considered in the decision-making process.
• Knowledge of health and other legislation; that affects the health status of the community will be assessed.
• The organisation of health care services will be critically evaluated.
• The health priorities as set out in the National Health Plan will be integrated effectively in the delivery of comprehensive nursing care.
• The guiding principle of a vision for health and its effects on the delivery of nursing services will be evaluated.
• The role of the Reconstruction and Development in the delivery of health care will be assessed.

Integrated Assessment

Learner assessment will included written assignments, tests, case studies, examinations (theoretical), and practical evaluation done by the external course leader and a designated mentor with the appropriate qualification.

Formative and Summative

Learners must be able to demonstrate the achievement of the stated learning outcomes at different levels throughout the programme. Assessment criteria and performance indicators will be used for formative and summative evaluation.