Master of Nursing Science in Operating Room

The primary purpose of this qualification is to provide the qualifying learners with intellectual, practical skills 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 (RPL)

Learners who are (or have been) registered for this or other related qualifications (or even for some of the same or related modules) at another higher education institution, will be allowed to enter in mid-stream. Such learners will retain credit for modules that have been passed, after recognition by previous institutions and following the policy and procedures of the Institution in relation to Recognition of Prior Learning.

Entry Requirements

The minimum entry requirement for this qualification is

• Bachelor of Nursing Science Honours, NQF Level 8.

1. Effectively assess, analyse, interpret, diagnose, prioritise, solve, reflectively evaluate and report clinical/health, managerial and educational problems based on relevant frameworks/standards and research methodology (knowledge, skills and attitudes/values).
2. Effectively practise, following the professional and legal framework (knowledge, skills and attitudes/values) as a member of the clinical/health, research managerial and health teams.
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 the member of the research team within the clinical, managerial and educational environments, based on the knowledge, professional and legal-frameworks.
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 team.
6. Effectively utilise technology in the design, implementation and reflective evaluation of clinical, 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 and problem-solving and research strategies concerning 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 and educational research programs.
11. Explore clinical, managerial and educational 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

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

Managerial/educational program, based on the scientific principles to adequately address/solve the problems.

1. Effectively participate as a specialist, leader, consultant of the clinical/ health, research managerial and educational teams. Execute relevant clinical, managerial and educational professional responsibilities within the legal, contracted and authorised scope of practice and job description.
2. Adherence to the research and professional-ethical and legal standards (legislation, regulations, code of conduct/values) of the profession, country, Institution and nursing education institution.
3. 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.
4. 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 teams  adherence to scientific and professional-legal communication standards.
5. Demonstrate the ability to effectively access and utilise technology during the clinical/managerial/educational and research processes.
6. Effectively address clinical, managerial, and educational and research needs and problems within the social, economic, legal, ethical, environmental, cultural and demographic trends/realities/frame-work.
7. Effective and appropriate application of learning and problem-solving and research strategies in relation to clinical/managerial/educational advancement as a life-long professional learner.
8. Demonstrate the ability (knowledge, skills and attitudes) to adequately address clinical, managerial, and educational and research problems in society.
9. Demonstrate constructive and effective interaction with people and environments.
10. Effectively access/utilise career opportunities within the clinical, managerial, educational or research fields. Practice nursing leadership effectively.
11. Demonstrate entrepreneur's skills as a clinical specialist and researcher.

Integrated Assessment

Formative assessment practices that will be implemented

The knowledge, skills, values and attitudes acquired will be assessed employing 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 student 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.