Master of Science: Infection Prevention and Control

Purpose

This Master of Science: Infection Prevention and Control (MSc: IPC) is aimed at

• Ensuring a high level of knowledge in the field of Infection Prevention and Control via high level of analysis of new information, the ability to deal with complexity and to find workable solutions to problems and challenges.
• Preparing learners who aspire to move to a higher level of academic research work for Doctoral Studies and to promote an approach based on academic integrity and professional ethics.
• Contributing to the pool of academics and professionals with the competence and critical intellectual abilities to ensure advancement in the field of Infection Prevention and Control and to make provision for the country's needs in a skilled scientific workforce of the highest calibre.
• Preparing learners who can apply their skills to the task of answering the relevant questions and meeting the critical needs of the country.
• Educating and training individuals who are able independently to perform research and who can contribute to the development of knowledge in this field of study at an advanced level.

The purpose and outcomes of the qualification will be accomplished by means of the curriculum, as learners are adequately supervised, guided and assisted by suitably qualified professionals.

Rationale

The field of Infection Prevention and Control is an emerging discipline in South Africa. There is a great deal of research that needs to be done in this field of Science, but there is also a lack of individuals who can perform such research, especially in Africa. This programme will provide the means by which high-level researchers in this field are developed. This is not only a local need, but has been identified internationally as a priority for this field of Medicine.

The existing Postgraduate Diploma in Infection Prevention and Control (PDIC) has successfully trained a number of local and international healthcare professionals in the past few years. Master qualifications similar to this one are offered internationally to train healthcare professionals in this highly technical field of study. This qualification would thus ensure that such competencies can be developed locally. A like qualification is not currently offered at any of the other universities in South Africa.

Research that is specific to the South African and greater African populations is needed. Collaborative research is being developed with The Netherlands and Belgium as well as Berkeley University in the United States of America. The latter institution focuses on community engagement for healthcare.

There is a need to develop the local capacity of researchers specifically in this field of science, which is intended through MSc IPC.

The qualification makes provision for learners with specific learning support requirements. Such learners will be identified for extra tutorials, devoted personal attention, relevant support in learning and writing skills and in computer literacy.

It is assumed that learners have achieved the knowledge and skills associated with a NQF Level 8 qualification.

Recognition of Prior Learning

The MSc IPC conforms to the University's and Faculty of Health Sciences Policy for the Assessment and Recognition of Prior Learning (ARPL).

The policy defines the process that must be followed in the assessment of an application for Recognition of Prior Learning (RPL) at postgraduate level and provides information pertaining to assessment tools that can be used in the assessment of RPL applications. The APRL process is subjected to the Faculty's quality assurance process. Unsuccessful applicants may appeal according to the relevant appeal procedures as stated in the University's General Calendar Part 1.

Access to the Qualification

Learners must be in possession of relevant qualifications at NQF Level 8, such as

• Bachelor Honours Degree.

Or

• Postgraduate Diploma in Infection Prevention and Control.

Or

• Any other qualification approved for such purposes by Senate.

The qualification consists of one compulsory thesis-based module at NQF Level 9, worth 180 credits.

1. Demonstrate advanced application of concepts, ethics, theories and analytical processes in relation to the chosen focus of Infection Prevention and Control.
2. Identify and solve complex problems through critical and innovative thinking, responsible and independent decision-making, and application of basic and advanced scientific methods.
3. Manage the collection, organisation, analysis, evaluation, integration and application of information from various sources, including advanced databases, in order to produce a report from a range of appropriate research designs, methods, techniques and technologies in the field of Infection Prevention and Control.
4. Access, analyse, organise and critically evaluate existing knowledge.
5. Demonstrate in-depth understanding of own position in relation to major debates within the Infection Prevention and Control field.
6. Critically analyse and evaluate the outcomes of interventions, techniques, strategies or processes in the chosen field.
7. Utilise science and technology effectively in order to collect and present information relating to Infection Prevention and Control.

Critical Cross-Field Outcomes

After completion of the course the student will be able to

• Independently design a research project, obtain ethical approval and funding, perform such a project, present the results and conclusions in a scientific format, and accept the responsibility and accountability for the performed work within the context of the IPC.
• Apply knowledge of the theoretical aspects of the subject matter systematically as defined for a selected research project.
• Work independently on assignments and research projects, which require the appropriate theoretical and practical skills.
• Critically evaluate and utilise a wide range of basic and complex information to solve problems effectively using appropriate methods that are relevant to infection prevention and control and to communicate knowledge, findings and potential implications to other people.
• Independently apply basic and advanced technical skills and scientific methods using relevant instruments and equipment to conduct sound research that conforms to the relevant legal, safety and bioethical requirements that apply to good practice in the Health Sciences.

Assessment Criteria for Exit-Level Outcome 1

• A clear understanding of the context (including policy, legislation and global issues), appropriate concepts, methods, ethics, theories and analytical processes in the Infection Prevention and Control field are reflected through discussions.
• Presentations reflect the appropriate application of the relevant concepts, methods, ethics, theories and analytical processes in the stated field.
• Critical analyses and a degree of intellectual independence are displayed through written work on Infection Prevention and Control.

Assessment Criteria for Exit-Level Outcome 2

• Analyses of the problems and issues reflect a purposeful and critical application of advanced theory, current knowledge and expertise in the field of Infection Prevention and Control.
• Interventions and/or recommendations are reflected through purposeful and creative plans to seek solutions based on theory and proven methods in the stated field.
• Discussions and/or interventions are reflected through advanced application of appropriate skills, strategies and techniques in accordance with corresponding theoretical assumptions in the stated field.
• Research and/or interventions include the appropriate and creative use of tools and/or data relevant to the Infection Prevention and Control field.

Assessment Criteria for Exit-Level Outcome 3

• The research inquiry is planned and conducted on the basis of a range of appropriate research designs, methods, techniques and technologies for the specific research problem.
• Research themes are appropriately identified and demarcated.
• Analyses of the research theme include a comprehensive and critical review of current literature and investigations.
• A clear understanding of relevant research theory and practice is demonstrated through selected research methods, techniques and technologies.
• Theoretical arguments, the research process, methodology, results, conclusions and recommendations are critically outlined through research reports.
• Key findings, justifiable conclusions and feasible recommendations are displayed though research reports.

Assessment Criteria for Exit-Level Outcome 4

• Current literature and research on Infection Prevention and Control are accessed, analysed, organised and evaluated systematically.
• Clear evidence of effective application of the principles of research practice in Infection Prevention and Control is demonstrated through evaluations.
• Conclusions and recommendations are justified by the use of appropriate evidence and arguments.

Assessment Criteria for Exit-Level Outcome 5

• Motivations of own position to specific debates are based on sound integration of relevant theory, practice, research and independent, creative thinking.
• Resources and insights from academic and professional discourses are utilised in order to communicate and defend substantial ideas.
• Understanding of one's own position and its feasibility in relation to major debates is demonstrated through discussions.
• Explanations of one's position are clearly and coherently communicated through written and oral formats.

Assessment Criteria for Exit-Level Outcome 6

• Evaluations comprehensively describe outcomes of interventions, techniques, strategies or processes in relation to the stated goals and in accordance with corresponding theoretical assumptions.
• Evaluations critically analyse outcomes in accordance with the identified needs and issues within the chosen focus area.
• Evaluations are purposefully used as the basis for planning, implementing and making recommendations.

Assessment Criteria for Exit-Level Outcome 7

• Basic and advanced technical skills and scientific methods using relevant instruments and equipment to conduct sound research that conforms to the relevant legal, safety and bioethical requirements that apply to good practice in the Health Sciences are applied.
• Effective communication is used through competent presentation of information and data by means of oral, audiovisual and written skills and by demonstrating appropriate graphical, statistical, linguistic and computer proficiency at a high level.

Integrated Assessment

The learners have to complete one research project at the appropriate level - to the satisfaction of the Programme Committee.

Formative assessments are performed on a monthly basis. This is done via the monitoring procedures for the qualification.

Monitoring of learning in the programme is performed via a monthly discussion between the Programme Committee, supervisor and each individual learner, where the following issues are discussed:

• Objectives for the period under review.
• Candidate's self-assessment of the learning experience.
• Supervisor's assessment of the learning experience.
• Progress with research project.
• Head of Division's comments.
• Candidate's activity plan for the next month.

This process helps to identify specific weaknesses in the learner's knowledge before engaging in a formal assessment process.

The summative assessment is performed by a process of formal internal and external evaluation of the research project.