Master of Nursing Science in Maternal and Child Nursing

The primary purpose of this qualification is to provide the qualifying learners with intellectual and practical competencies and professional values in the learner to promote the health of the individual, family, group and community-as a specialist, leader and consultant in the nursing/midwifery/health team through research, professional and clinical abilities. The qualification serves as a basis for advanced learning.

Recognition of Prior Learning

The institution conducts RPL in terms of the policy and guidelines of the institution to recognise other forms of formal, informal and non-formal learning and experience. In cases where learners do not comply with the formal admission requirements, the institution applies its RPL policy.

Entry Requirements

The minimum entry requirement for this qualification is

• Bachelor of Nursing Science in Maternal and Child Nursing (NQF Level 8).
• Postgraduate Diploma of Nursing Science in Maternal and Child Nursing (NQF Level 8).

The learners should be able to

1. Effectively assess, analyse, interpret, diagnose, prioritise, solve, reflectively evaluate and report clinical/health, managerial and educational problems based on relevant frame-works/standards and the research methodology (knowledge, skills and attitudes/values).
2. Effectively practise, following the professional and legal frame-work (knowledge, skills and attitudes/values) as a member of the clinical, managerial educational research and health team(s).
3. Participate as a competent, responsible, professionally accountable and reflective specialist, leader, consultant of the clinical/health, research managerial and educational teams.
4. Conduct research- participate as a member of the research team within the clinical. managerial and educational environments, based on the knowledge, professional and legal frame-works.
5. Demonstrate facilitative interpersonal; communication knowledge, skills, attitudes/values and communicate effectively in verbal and written format as a member of the clinical, managerial, educational, research and health teams.
6. Effectively sutilise technology in the design, implementation and reflective evaluation of clinica, managerial, educational and research programs.
7. Address clinical, managerial, educational and research needs/problems by taking social, economic, legal, ethical, environmental, cultural and demographic influences into consideration.
8. Explore and reflect on a variety of learning, problem-solving and research strategies about clinical, managerial and educational advancement as a life-long professional learner.
9. Participate as a responsible, professionally accountable and reflective member of the clinical, managerial, educational and research teams in empowering the community.
10. Demonstrate cultural and aesthetic sensitivity in the design, implementation and reflective evaluation of clinical, managerial, educational and research programs.
11. Explore clinical, managerial, educational and research career opportunities as a reflective leader.
12. Identify, explore and evaluate reflectively new options for clinical, managerial, educational and research advancement in the interest of health care.

The learner can/does the learner

• Design, implement and reflectively evaluate a relevant clinical/health.

managerial/educational program, based on the scientific principles and research process to address/solve the problems adequately.

• Effectively participate as a specialist, leader, consultant of the clinical/health, research managerial and educational teams. Execute relevant clinical, research managerial and educational professional responsibilities within the legal, contracted and sauthorised scope of practise and job description.
• Adhere to the research and professional-ethical and legal standards (legislation, regulations, code of conduct/values) of the profession, country, university and nursing education institution.
• Display basic knowledge, skills and attitudes related to the research in clinical/managerial/educational fields. Effectively identify, analyse, prioritise and interpret research problems in the clinical, managerial and educational environment. Propose relevant solutions and effectively conduct the research.
• Effectively apply the principles of facilitative and therapeutic interpersonal skills during interaction with individuals, groups and communities. Effectively apply the principles of written, verbal and non-verbal communication skills as a member of the clinical, managerial, educational and research teamsadherence to scientific and professional-legal communication standards.
• Demonstrate the ability to effectively access, and utilise technology during the clinical/managerial/educational and research processes.
• Effectively address clinical, managerial, educational and research needs and problems within the social, economic, legal, ethical, environmental, cultural and demographic trends/realities/frame-work.
• Effective and appropriate application of learning problem-solving and research strategies about clinical/managerial/educational advancement as a life-long professional learner.
• Demonstrate the ability (knowledge, skills and attitudes) to adequately address clinical, managerial, educational and research problems in society.
• Demonstrate constructive and effective interaction with people and environments.
• Effectively access/utilise career opportunities within the clinical, managerial, educational or research fields. Practice nursing leadership effectively.
• Demonstrate the entrepreneur's skills as a nurse educator, manager, clinical specialist and researcher.

Formative assessment practices that will be implemented

The knowledge, skills, values and attitudes acquired will be assessed using assignments, research essay, class test, module test, examinations, group and individual projects, workbooks, role-playing, clinical skills competency assessment, self and peer evaluation, field visits, portfolios, seminars, assessment during problem and community-based case studies, assessment of transcriptions of therapeutic interviews. The progress of the dissertation/mini-dissertation will be assessed continuously through monthly discussions between the learner and supervisor.

Summative assessment practices that will be implemented;

Integrated assessment, focusing on the achievement of the exit-level outcomes, will be done using a practical examination and written examinations and the examination of the dissertation/mini-dissertation.