Master of Nursing in Education

Purpose

The completion of a qualification will lead to

• Grounding in education philosophies underpinning teaching, learning and assessment methods used in the preparation of nursing learners.
• An ability to teach using progressive methods of teaching and assessment.
• Better understanding of the quality promotion and assurance practices in higher education.
• Understanding of the Funding Framework used in South Africa and its implication for the funding of the education and training of nurses and midwives in the country.

Leaners will have research knowledge and skill and an appreciation of the role of research in improving the teaching and learning of nurses and midwives who will be able to influence health outcomes in their areas of practice. Moreover the qualification will lead to leaners who can reflect critically on theory and its application and who can build nursing capacity within the public health care system to facilitate effective resolution of complex nursing education related issues.

Leaners completing this qualification are able to teach Bachelor of Nursing leaners and manage nursing education institutions in the country because of their advanced preparation to function as advanced practitioners in nursing education and be leaders, consultants and researchers who can improve the standard of education and training of nurses and midwives in the country.

Learners completing this qualification will be prepared for advanced and specialised professional employment in leadership positions within nursing education, research and clinical practice.

Rationale

This qualification will provide a career path for nurses and nurse educators who would like to specialise in the field of Nursing Education. Learners learning towards this qualification will become advanced nurse practitioners in the area of Nursing Education as determined by the South African Nursing Council.

The transformation in nursing education resulting from the move of education and training of nurses and midwives away from the Department of Health to the Department of Higher Education has been accommodated in this qualification. The qualification speaks to:

• The dynamic health care system that is characterised by clients with multiple and complex conditions.
• The need for nurse educators with in-depth knowledge of the higher education system in South Africa.
• Management of education and training.
• Quality promotion and assurance systems in higher education.
• Innovative ways of teaching and assessing leaners that will develop the field, as well as.
• The transferrable core skills which are regarded as critical cross field outcomes in the country.

In addition, the qualification will prepare students to engage with the nursing education needs locally, regionally and globally through engagement with research and best practice benchmarks in developing and developed countries.

Recognition of Prior Learning (RPL)

The principles underlying outcomes-based, source-based and life-long learning, in which considerations of articulation and mobility play a significant role are subscribed to. Recognition of Prior Learning, whether acquired by formal education curricula any institution or informally (by experience) is an indispensable element in deciding on admission to and awarding credits in an explicitly selected qualification.

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.

Entry Requirements

The minimum entry requirement for this qualification is

• Bachelor of Nursing Honours in Nursing Education, Level 8.

This qualification consists of the following compulsory modules at Level 9 totalling 208 Credits.

• Fundamentals of Education, 16 Credits.
• Education Administration, 16 Credits.
• Community and Problem-based Education, 16 Credits.
• Progressive Education for Health Professionals 1, 24 Credits.
• Progressive Education for Health Professionals 2, 24 Credits.
• Nursing Research and Nursing Research Methods, 16 Credits.
• Nursing Research Project, 96 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 health care plans and policies.
3. Implement reflexive practice in relation to the implementation of best practice bench marks based on independent review, critique and synthesis of research outputs leading to improved education and training outcomes.
4. Disseminate contextually relevant information not only within academic forums but also within community health care forums that represent key stakeholder within specific communities learning outcomes of this qualification.

The following Associated Assessment Criteria are applied in an integrated way to the Exit Level Outcomes

• 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 competency in teaching and researching them.
• Articulate professional role within own specialist content area.
• Function 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.
• Show competency in motivating for, initiating and stabilising change in a health service.
• Demonstrate developing nursing theory in a specialist area through practice and research.

Integrated Assessment

Learning outcomes at module level will be assessed in an integrated way to ensure the achievement of the overall qualification learning outcomes.

• Observation of Teaching/facilitation sessions, cases studies/assignments and seminars provide the opportunity for formative integrative assessment of knowledge, skills (cognitive and interpersonal) and attitudes.
• Summative assessment in each module includes assessment of learners' ability to critique current knowledge from international; national and local sources. Open book examination is used in three modules (Progression Education for Health Professional 1 and 2, as well as in Educational Administration).
• In addition, summative assessments assess the learner's ability to use reflective practice and problem solving skills to plan; implement and evaluate nursing education practices with the aim of stimulating students to come up with evidence-based solutions to presenting nursing education related issue.