Higher Certificate in Nursing

Purpose

The qualification serves to provide learners with the basic knowledge, affective, cognitive and conceptual tools and practical techniques for additional higher education studies in nursing. The knowledge emphasises general principles and their application in the provision of basic nursing care. This qualification signifies that the learner has attained a basic level of higher education knowledge and competence in nursing and is capable of applying such knowledge and competence in the workplace.

The qualification aims to

• Produce nurses that will provide basic nursing care in all spheres of health care service delivery.
• Provide the nurse with a wide range of cognitive, affective and psychomotor skills.
• Hone skills in assessment, planning and implementation basic nursing care.
• Develop writing and oral communication skills.

Rationale

In South Africa, the shortage of nurses is of great concern, and it presents unique challenges. This qualification seeks to produce qualified auxiliary nurses who will make a valuable contribution in addressing the shortage of health care workers experienced in the health system in the country. The learners will be equipped with skills to provide nursing care at grass root level, as well as at organisational level, such as hospitals, clinics, hospices and other facilities in the non-governmental organisations (NGO) sector. In the wake of the National Health Insurance (NHI) and Primary Health care re-engineering, the qualifying nurse will support the National Department of Health in its initiatives to revitalise health care service delivery.

The qualification will provide learners with knowledge and competencies (practical, foundational and reflexive) which will enable them to render curative care, preventive, promotive and rehabilitative health care to society in hospitals and in the community to effect a strong primary health care approach. The knowledge and competencies gained will improve their personal attributes to manage life skills better. The qualification will also enable the qualifying learner to seek employment and improve his/her quality of life.

Consultation was done with the South African Nursing Council whereby the curriculum to this qualification was submitted and reviewed and an endorsement letter issued. Typical learners for the qualification are post-secondary school learners as well as those with formal and informal experience in the area of health care. On completion of the qualification, the qualifying learners will seek employment as nurses in the health care system, non-governmental organisations and homes. As such, it will be in the hospitals, clinics, medical doctors' consulting rooms, hospices including private homes for home-based care supporting ward-based outreach teams in providing basic health care services to patients and clients of all age groups.

Recognition of Prior Learning (RPL)

Learners who wish to study at the institution as an auxiliary nurse but do not meet the conventional academic admission requirements can follow the RPL route to access the qualification, whereupon they have to present a portfolio of evidence or challenge the examination presented by the institution.

At Bronberg Nursing Education and Training Authority (BNETA) RPL is for access and not for qualification achievement and the fact that access was through RPL will not be reflected on the achievement certificate.

Entry Requirements

The minimum entry requirements are

A Senior Certificate or National Senior Certificate or an equivalent qualification at Exit Level 4 with a pass in Mathematics (Numeracy), Physical Sciences, Biology (Life Sciences) and English.

This qualification consists of compulsory modules at Level 5 totalling 120 Credits.

• Basic Natural and Biomedical Sciences, 8 Credits.
• Basic Social Sciences, 4 Credits.
• Ethics and Professional Practice, 4 Credits.
• Basic Nursing Science, 76 Credits.
• Foundation Community Health Nursing, 28 Credits.

1. Apply basic knowledge of anatomy, physiology, biophysics, pharmacology and microbiology in the provision of nursing care.
2. Communicate effectively in a variety of ways in a nursing context.
3. Use the scientific nursing approach to address the basic needs of individuals and groups in a various health care setting.
4. Demonstrate appropriate methods of interacting sensitively and professionally with people from diverse backgrounds.
5. Maintain professionalism in nursing practice within the ethical and legal framework.
6. Participate in addressing the needs of individuals and groups in a community.

Associated Assessment Criteria for Exit Level Outcome 1

• Show an understanding of macro body structure and functioning is demonstrated by the nursing care provided, in accordance with the relevant scope of practice.
• An understanding of the structure and functioning of anatomy, physiology, biophysics, pharmacology and microbiology is demonstrated in the provision of nursing care.

Associated Assessment Criteria for Exit Level Outcome 2

• Oral and written communication is maintained to promote effective fundamental nursing care.
• Written communication is clear, relevant and unambiguous.
• Non-verbal communication is congruent with oral communication.

Associated Assessment Criteria for Exit Level Outcome 3

• Individual and/or group health care plans across the health-illness continuum are implemented and evaluated in collaboration with other members of the health care team.
• Information obtained from continuous monitoring of responses to nursing interventions is correctly applied to the individual or group.
• Appropriate emergency care and first aid principles in respect of:

> Treatment of injuries and accidents.

> Basic life support is applied.

Associated Assessment Criteria for Exit Level Outcome 4

• Basic nursing interventions are implemented with sensitivity to people of diverse backgrounds.

Associated Assessment Criteria for Exit Level Outcome 5

• Recording of data is done in compliance with legal criteria.
• Patient records are maintained accurately, concisely and systematically, to reflect the basic nursing care rendered.
• Confidentiality and integrity of patient information are maintained in interaction with patients and others.
• Displaying adherence to professional code of conduct in provision of nursing care.

Associated Assessment Criteria for Exit Level Outcome 6

• Health promotion programmes are implemented.

Integrated Assessment

Integrated Assessment is assessment that supports the learner's achievement of knowledge, skills and personal qualities. This approach places equal value in the theoretical and practical knowledge and focuses on the purpose and Exit Level Outcomes of the qualification inclusive of level descriptors.

The assessment is all-inclusive. It uses a range of formative and summative assessment methods with a range of assessment tools; it integrates theory and practice; assesses a number of outcomes and modules together and assesses the learner's ability to integrate concepts, ideas and actions in real life context. Attached are the National Qualifications Framework (NQF) level descriptors of the Higher Certificate in nursing that are also considered with integrated assessment.

Formative Assessment will be done throughout the teaching and learning period. Each learning outcome in a module will be continuously assessed throughout the teaching period through written tests, oral interviews, and practice informally and formally using a variety of question types, assignments, essays, portfolios of evidence, case studies.

Informal formative assessment can be daily, i.e. question and answer to monitor the learners' understanding. It can be done by the facilitator, the learner (self-assessment) or peers. Formal formative assessment (written, oral, or practical) will be moderated internally and the assessment tasks make up for a formal programme of assessment. Duration may vary from 15 minutes to 2 hours. Formal or informal, the assessment will integrate theory and practice and will require applied knowledge sometimes across modules. For example: Care of pressure areas.

The learner has to demonstrate ability to perform the skill (show practical competence). Has to know anatomical parts affected in pressure area care, understand why they have to be cared for at such frequency (Foundational Competence) and demonstrate ability to integrate the actions with the thinking behind, looking at the psychosocial implications of pressure sores, what supplies and equipment is required (reflexive competence). Formal Assessments are marked and the outcomes recorded and will contribute towards entry into the summative assessment. The formative assessment average year mark in all the modules for both theory and practice is 40%.

Work Integrated learning is the application of theory in clinical setting as well as learning through work. Preceptors conduct formative assessments throughout the work period to evaluate the learners' ability to apply theory to the work situation. In some instances, summative assessments are conducted at the work place. Performance in the work place may be a consideration in the summative Assessment.

Summative assessment is the final integrated assessment conducted at the end of a qualification or at the end of the teaching of a module. It is used to make judgement on the progression or non-progression of a learner. The learner should demonstrate competence in all prescribed learning outcomes. The Auxiliary Nurse qualification is a year qualification. Summative Assessment could be at the end of the year of study in some modules and will be composed of written examination and practical. The assessment is externally moderated. Pass mark is 50% for both written and practical examination.

In integrated assessment marks can also be accumulated from various sources of assessments, e.g., assignments marks may count towards a final mark where related written assignments may form a percentage (e.g., 20%) of the summative assessment.