Postgraduate Diploma in Child Health

The purpose of the qualification is to develop specialised skills and knowledge and to prepare learners for positions as managers at district or provincial level, researchers, health educators or service co-ordinators, so contributing to the need in our country for practitioners in the field of maternal and child health.

A learner must have previously gained a knowledge and understanding of both the structure and content of the discipline and related concepts and knowledge systems underlying the discipline. The learner should have had opportunities to use his/her knowledge to solve problems independently while considering the implications. This may have been achieved either by formally accredited learning or in part by experiential or work-based learning.

Formally Accredited Learning.

The typical learner has a Degree of the University, or other University-approved qualification as approved by the Senate - consult the application information for the year of study for which application is being made.

Recognition of Prior Learning

Learners who fall outside of the normal admissions process who can demonstrate to the satisfaction of the University that they have a qualification or experiential - or work-based learning which has taken the learner to an equivalent level of a qualification specified above (under Formally Accredited Learning), may be considered for admission and for the recognition of prior accredited and prior experiential learning. Learners who, after such assessment, are deemed to have sufficient potential but need further academic development, may be required to broaden their curriculum to include preliminary programmes prior to admission or parallel programmes after admission.

Entry Requirements

The minimum entry requirement for this qualification is

• Bachelor of Nursing in Maternal and Youth Care, NQF Level 7.

1. Problem-Solving Ability

• The qualifying learner is competent to perform high order problem solving techniques (collecting, researching, analysing, organising and critically evaluating information) and to apply these techniques in the field of maternal and child health.

1. Understanding the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation:

• In the contexts of the whole individual and his or her place in the family, society the population and the environment, the qualifying learner will have knowledge of health and its promotion, disease and disability and its prevention, and management in these contexts.

3. Knowledge of Child Health Practice and the Application Thereof

• The qualifying learner is competent to apply knowledge gained in the practice of Child Health.

4. Attitudes and Values

• The qualifying learner shows ethical, compassionate and skilled ability to conduct all aspects of child health, both in relation to the care of individuals and of populations.

5. Self Development

• The qualifying learner will have acquired and will demonstrate self direction and independence in his or her learning in order to become a lifelong learner, and will recognise personal education needs, utilise appropriate learning situations and evaluate her or his own progress.

Associated Assessment Criteria for Exit Level Outcomes 1

• The ability to select, apply, evaluate and/or develop the most appropriate approach to the solution of problems.
• The ability to identify key principles in the practice of child and public health.
• The application of principles of epidemiology and biostatistics to good clinical practice and district health management of maternal and child health services.
• Essential skills required for planning and undertaking their own research, as well as research in various health settings.
• Appropriate decision making regarding management and treatment or referral based on the above and on current evidence.
• The ability to identify, diagnose, investigate and manage important public health priorities in Southern Africa.
• The application of diverse knowledge to development of appropriate solutions of problems, recognising wide-ranging factors including financial, environmental, health and technological aspects.
• Leadership in advanced problem-solving.

Associated Assessment Criteria for Exit Level Outcomes 2

Understanding the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation.

• In the context of the individual patient the qualifying learner will show the ability to integrate basic science and clinical skills with an understanding of the consultative process and will demonstrate the ability to:
• Obtain an appropriate history and understanding of the patient`s reason for encounter, perform a complete examination, interpret the findings to reach an assessment of the patient`s problems and formulate, with the family, plans for investigation and management, including opportunistic health promotion.
• Collate, interpret and record all relevant information, and plan a management programme.

In the context of family and population health

• Collect and record health-relevant information in a systematic and reliable way; use this information to identify health problems and apply it to manage these problems.
• Analyse the burden of disease and disability within the family, the community and the environment, in terms of socio-economic, political, ecological and behavioural determinants of disease and disability.
• Apply the principles of disease and disability prevention and health promotion within the context of promoting a healthy environment.
• Play a role in the organisation, management and provision of health care both in the community and in acute health care settings, taking into consideration the economical and practical constraints within which it is delivered, and the audit process to monitor its delivery.

Associated Assessment Criteria for Exit Level Outcomes 3

Knowledge of child health practise and the application thereof.

- The qualifying learner demonstrates an understanding of

• Key issues in mother and child health (MCH) as well as the structure, organisation and management of health services in southern Africa.
• The chief determinants of health and well-being in pregnant women and mothers, and the role of women in society and its effect on child health.
• The organisation of health services and their support systems.
• The application of management theory to the delivery of MCH and the nature and role of policy in health service delivery.
• Knowledge, attitudes and skills which will allow for the development and management of MCH programmes.
• The need to work with others in a team.
• The essential role of effective communication in any appropriate medium.

Associated Assessment Criteria for Exit Level Outcomes 4

Attitudes and values.

- The qualifying learner

• Shows respect for patients and colleagues without prejudice, with an understanding and appreciation of their diversities of background and opportunity, language and culture.
• Where applicable, refers patients to practitioners who are more appropriately qualified than he or she is to treat certain conditions.
• Demonstrates an awareness, through actions or in writing, of the moral, legal and ethical responsibilities involved in individual patient care and the provision of care to populations.
• Considers both the impact of health care on the environment as well as the impact of the environment on health.
• Strives to improve patient care, to reduce inequalities in health care delivery, to optimise the use of health care resources in our society and uses his or her professional capabilities to contribute to the community as well as to individual patient welfare.

Associated Assessment Criteria for Exit Level Outcomes 5

Self-development.

- The qualifying learner

• Uses appropriate strategies for learning that will prepare him or her for continued professional development throughout life, both in the discipline and as a responsible citizen.
• Demonstrates skills in essential writing, critical reading, computing and public speaking which are required to complete the course successfully, as well as for their roles as managers.
• Acknowledges responsibility for Continuing Professional Development (CPD) in order to keep up to date with new developments and to maintain accreditation and meet statutory CPD requirements if applicable.
• Identifies personal limitations and develops the capacity of self-audit and participates in the peer review process, showing a willingness to seek help when necessary.

Associated Assessment Criteria for Exit Level Outcomes 6

Working with others as members of a team, group, organisation, community.

- The qualifying learner will

• Recognise the nature and scope of the various professional health disciplines.
• Work effectively with others in the health-care team, understanding the need to have managerial, communicative, research and educational skills for this purpose.
• Demonstrate respect for the essential roles which other health workers play in health care and show a willingness to work effectively within a team.

Associated Assessment Criteria for Exit Level Outcomes

Professional and general communication.

• The qualifying learner will demonstrate the ability to communicate effectively both orally and in writing with the patient, the family, the health-care team and the community at large using appropriate structure and style.

Integrated assessment

Formative assessment is undertaken continuously, incorporating seminar presentations and papers, coursework assignment and tasks. Such methods assess students` progress towards the professional and academic competencies set out in the exit level outcomes listed above. The assessment instruments are designed to integrate practical, theoretical and reflexive competence. Furthermore, to pass a course, and, finally, in order to qualify, the learner must demonstrate the specialised knowledge acquired. The formative assessment uses the modes of self-assessment, peer assessment and internal assessment by members of the academic staff of the Faculty. Summative assessment may be conducted using oral and written examinations, examination equivalent assignments. These assessment instruments are designed to integrate practical, theoretical and reflexive competence.