Master of Nursing

Purpose

The Master of Nursing will provide the learner with advanced knowledge and research, develop leaders and advanced scholars in nursing.

The learner will conduct research and ensure that the basis of the practice on evidence.

The Exit Level Outcomes are as follows

• Identify, analyse and solve convergent and divergent problems (that are related to health and socioeconomic issues in individual's families and committees and societies nationally, and internationally) in a creative and innovative manner.
• Work effectively and efficiently as an individual, within multidisciplinary and multicultural teams, groups, organisations and communities.
• Relate learning gained from individual experiences to academic knowledge gained and vice versa.
• Apply research methodology and demonstrate an understanding of how scientific knowledge and skill contribute to the management, development and utilisation of resources.
• Organise and manage oneself and one's personal and professional activities appropriately and ethically, taking into account competency level.
• Communicate effectively, verbally and in writing.
• Use science and appropriate technology effectively and critically.
• Ensure a safe environment for individuals, groups, families, community and society.
• Use knowledge of cultural differences and similarities within the South African context.
• Identify cultural issues and manage these effectively participate in both formal and informal teaching and in-service training of peers and health care professionals.

Rationale

The qualification provides an intense, focused and applied research in nursing. It also provides a further opportunity for a further study in the career ladder. Learners in this qualification will have the capacity to apply high level academic, research, clinical and management skills as well as comprehensive and systematic knowledge in specialised fields of nursing.

Learners in this qualification are professional nurses who have completed a four-year Nursing qualification. Once they complete a four-year qualification, they qualify to do a Master of Nursing. There is a range of jobs within the health sector to choose from: such as a clinical nurse/manager/researcher/facilitator.

The qualification resides in the health sciences and social sciences. Through the qualification, the learner will be able to work in health and education facilities and earn a salary to contribute to the economy. The society will be able to receive quality care that is focused, relevant and evidence-based.

Recognition of Prior Learning (RPL)

The institution's Recognition of Prior Learning processes increase access to qualifications by individuals through experience at the workplace, experiences through daily life or credit-bearing exemption.

• Learners can gain entry into a qualification by the exemption, based on the number of modules completed.
• Recognition of Prior Learning enables a learner to gain entry into a qualification through non-traditional means, e.g. learners who do not meet the academic requirements for admission into a qualification may access that qualification based on their work experience. Learners need to compile a portfolio of evidence detailing their experience, or they may challenge an examination on that module that they require recognition. The outcome may determine admission or an award of credits toward the module.

Entry Requirements

The minimum entry requirement for this qualification is

The Rules and Regulations of the University as well as those of the South African Nursing Council.

• Identify, analyse and solve convergent and divergent problems (that are related to health and socioeconomic issues in individuals families and committees and societies nationally, and internationally) creatively and innovatively.
• Work effectively and efficiently as an individual, within multidisciplinary and multicultural teams, groups, organisations and communities.
• Relate learning gained from individual experiences to academic knowledge gained and vice versa.
• Apply research methodology and demonstrate an understanding of how scientific knowledge and skill contribute to the management, development and utilisation of resources.
• Organise and manage oneself and one's personal and professional activities appropriately and ethically, taking into account the competency level.
• Communicate effectively, verbally and in writing.
• Use science and appropriate technology effectively and critically.
• Ensure a safe environment for individuals, groups, families, community and society.
• Use knowledge of cultural differences and similarities within the South African context.
• Identify cultural issues and manage these effectively.
• Participate in both formal and informal teaching and in-service training of peers and health care professionals.

The following Associated Assessment Criteria will assess the Exit Level Outcomes in an integrated manner.

• Solve problems by means of exploration, critical analysis and generation of alternative strategies.
• Demonstrate effective co-operation with members in the teams, groups, organisations and communities nationally and internationally.
• Compile a Portfolio of Evidence that reflects personal and professional growth and knowledge gained during the learning period.
• Determine the need for research, develop a proposal and establish, manage and evaluate findings.
• Demonstrate the use of organisational self-management and ethical skills.
• Successfully write reports and keep authentic records and communicate learning from experience and from academic contexts to peer and the public.
• Demonstrate the use of science and technology in an integrated and appropriate manner during patient care and within the academic context.
• Demonstrate the ability to ensure a safe environment.
• Demonstrate cultural sensitivity and acceptance during interactions with learners, communities and societies.
• Defend the need for acceptance of cultural differences and similarities and demonstrate competency in solving culture-related issues.
• Actively participate in informal and formal teaching and learning of peers and other health care professionals.

Integrated Assessment

Registered assessors do both formative and summative assessment. The learner must be competent in all the Exit Level Outcomes

Formative Assessments

Theoretical Formative assessment

Modules taught will be continuously assessed individually and with integration with the other modules to affect understanding and application. Remedial/Academic support interventions will be incorporated to assist the learner in achieving the expected outcomes. Theoretical assessment methods include classroom question and answer (formal and informal written class tests), assignments, essays, interviews, case studies, projects inclusive of research proposals, portfolios of evidence and Quizzes.

Clinical facilitators will conduct formative clinical evaluations. These will be based on the integration of theory and practice. Assessment of the clinical competency is through practical performance in the areas as outlined by the South African Nursing Council. Preceptors in the clinical area will periodically provide progress reports on learner performance. Learners whose performance is not satisfactory will receive remedial teaching and further coaching.

A minimum of 60% of formative clinical assessment activities is in a real-life situation.

Marks obtained during formative assessments in the classroom or clinical area (WIL) are recorded and used separately to determine entry into the summative assessment (Theory and Practice).

Summative Assessment

The summative assessment is at the end of completion of the module to determine the progression of the learner.

The summative assessment is always integrated, with the application of the knowledge of the other biological sciences necessary for providing an understanding of nursing care. The summative assessment would consist of a question paper with a variety of questions that are differently composed. The learner should demonstrate competence in all prescribe learning outcomes (theory and practice) at the end of a learning period as determined by the institutional assessment policy.