Master of Nursing in Critical Care and Trauma

Purpose

This qualification is designed to enable nurse specialists in Critical Care Nursing to provide advanced nursing care to individuals with high risk and life threatening conditions, with special reference to the contextual variables in the Critical Care setting. Moreover, the qualification will lead to producing learners who can reflect critically on theory and its application and be able to deal with complex Critical Care issues systematically and creatively in order to improve health care outcomes for the community. Learners completing this qualification are able to function with advanced practical competencies within Critical Care Nursing resulting in the ability to function as leaders, consultants and specialist practitioners in providing evidence based Critical Care Nursing.

Rationale

This qualification will provide a career path for professional nurses who would like to specialise in the field of Critical Care Nursing. Leaners learning towards this qualification will become advanced nurse practitioners within the area of Critical Care Nursing. This is a specialist area of nursing that involves caring for patients who are suffering from various life threatening illnesses or injuries, while at the same time offering comfort and support to their family members.

The Critical Care environment is highly technological, requiring the nurses to have a broad knowledge base (clinical skills and theoretical knowledge) and a high level of decision-making skills as they care for patients and their families who are in vulnerable circumstances. South Africa is currently facing an acute nursing crisis, and particularly a shortage of Critical Care Nurses which in turn results in Critical Care Units in the country closing as there are insufficient staff to run them.

The health sector needs advanced Critical Care Nurses with in-depth knowledge and skills to address this situation (Scribante and Bhagwanjee, 2007; Health Systems Trust, 2011). In addition, this qualification will prepare learners to engage with various Critical Care issues to improve outcomes through engagement with research, evidence based practice and best practice benchmarks in acute and rehabilitative strategies in Critical Care Nursing.

Recognition of Prior Learning (RPL)

The institution accepts the principle underlying outcomes-based, source-based and life-long learning, in which considerations of articulation and mobility play a significant role, and subscribes to the view that Recognition of Prior Learning, whether acquired by formal education curricula at this or another institution or informally (by experience) is an indispensable element in deciding on admission to and awarding credits in an explicitly selected teaching-learning qualification of the institution.

An applicant who falls outside of the formal qualifications system, but who can demonstrate (through the production of substantial and satisfactory evidence) experiential or work-based learning or a non-formal qualification (or a combination), may be considered for admission and/or for the Recognition of Prior Learning for the achievement of the qualification in part or in full. An applicant who after such assessment, is deemed to have sufficient potential, but is in need of further academic development, must be directed to other suitable learning qualifications prior to admission or to parallel qualifications after admission.

This qualification consists of the following compulsory and elective modules at National Qualifications Framework (NQF) Level 9 totalling 192 Credits.

Compulsory Modules, 176 Credits

• Applied Critical Care Nursing, 16 Credits.
• Essentials of Critical Care Nursing, 16 Credits.
• Advanced Practice Nurse Role, 16 Credits.
• Trauma Nursing and Life Support, 16 Credits.
• Nursing Research and Nursing Research Methods, 16 Credits.
• Nursing Research Project, 96 Credits.

Elective Modules, 16 Credits (Choose one)

• Qualitative Research, 16 Credits.
• Family Therapy, 16 Credits.

1. Function at a high level of theoretical engagement and intellectual independence.
2. Demonstrate critical reflection in the implementation and evaluation of national and local healthcare plans and policies.
3. Implement reflexive practice using best practice benchmarks based on independent review, critique and synthesis of research outputs leading to improved critical care outcomes for individuals, groups and communities.
4. Disseminate contextually relevant information not only within academic forums but also within critical care forums that represent key stakeholders within specific communities work placement/experiential learning.

• Base practice on adequate, relevant and contemporary theory from nursing, ethics and related sciences.
• Demonstrate competence in specialist skills in assessment, intervention and evaluation of care, with each competency including mastery of skills, teaching and researching it.
• Articulate professional role within own specialist content area.
• Function as a nurse scientist within own designated area.
• Demonstrated functioning as a programme manager.
• Assess community and service needs.
• Plan and implement a programme and evaluate it.
• Function as a consultant in a specialist field of practice.
• Motivating for, initiate and stabilise change in a health service.
• Develop nursing theory in a specialist area through practice and research.

Integrated Assessment

Case studies/assignments and seminars provide the opportunity for formative integrative assessment of knowledge, skills (cognitive and interpersonal) and attitudes. Formative theoretical assessments of accurate application of knowledge and skill with Critical Care clients on assessment, planning, intervention and evaluation while critically engaging with the different therapeutic approaches or schools of thought. Summative assessment is through a three hour examination, assessing the application of therapeutic principles and strategies (from international, national and local sources) to use the self as therapeutic tool, including critique of the chosen approaches. In addition, summative assessments assess the learner's ability to use reflective practice and problem solving skills to plan; implement and evaluate community health interventions aimed at improving health care outcomes. The research project is a practical real life integrated assessment of the student application and integration of knowledge from this qualification.