Postgraduate Diploma in Health Service Management

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, as managers of health care facilities, or as health program co-ordinators, so contributing to the need in our country for management skills at all levels of the health care system.

A learner must have previously gained a knowledge and understanding of the structure and content of issues in the health sciences and of related concepts and knowledge systems underlying these. 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 applicant has a university Degree 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 (RPL)

Applicants 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/or for the recognition of prior accredited and/or prior experiential learning. Applicants who, after such assessment, are deemed to have sufficient potential but are in need of further academic development, may be required to broaden their curriculum to include preliminary programmes prior to admission or parallel programmes after admission.

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 health service management.

2) Knowledge of Management Principles and the Application Thereof

The qualifying learner is competent to apply knowledge gained in the management of health services.

3) Attitudes and Values

The qualifying learner shows ethical, compassionate and skilled ability in the management of health services.

4) 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.

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

The qualifying learner will be competent to work with others as a member of a team, group, organisation and community.

6) Professional and General Communication

The qualifying learner will be competent to communicate and teach effectively both orally and in writing peers, colleagues, patients and their families, members of the health care team and the public.

Critical Cross-Field Outcomes

a) "Identifying and solving problems in which responses display that responsible decisions using critical and creative thinking have been made." See exit level outcomes 1, 2 and 4.

b) "Working with others as a member of a team, group, organisation, community." See exit level outcomes 2, 3 and 6.

c) "Organising and managing oneself and one's activities responsibly and effectively." See exit level outcomes 1, 3, 4, 5 and 6.

d) "Collecting, analysing, organising and critically evaluating information." See exit level outcomes 1, 2 and 3.

e) "Communicating effectively using visual, mathematical and/or language skills in the modes of oral and/or written persuasion." See exit level outcomes 5 and 6.

f) "Using science and technology effectively and critically, showing responsibility towards the environment and health of others." See exit level outcomes 1, 2, 4 and 6.

g) "Demonstrating and understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation." See exit level outcomes 1 and 2.

h) "Contributing to the full personal development of each learner and the social and economic development of society at large, by making it the underlying intention of any programme of learning to make an individual aware of the importance of:

i. "Reflecting on and exploring a variety of strategies to learn more effectively;" see exit level outcomes 1, 2 and 4.

ii. "Participating as responsible citizens in the life of local, national and global communities;" see exit level outcomes 3, 4, 5 and 6; note also that learners act in accordance with the code of conduct of the University and, where relevant, that of the professional discipline being studied.

iii. "Being culturally and aesthetically sensitive across a range of social contexts;" see exit level outcomes 2 and 3.

iv. "Exploring education and career opportunities." See exit level outcome 5.

v. Developing entrepreneurial opportunities." See exit level outcomes 5.

1. The qualifying learner demonstrates

• 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 management of health services.
• The application of principles of epidemiology and biostatistics to the management of health services.
• Appropriate decision making regarding human resource and financial management.
• Use of Health Information Systems in decision making.
• The application of diverse knowledge to development of appropriate solutions of problems, recognising wide-ranging factors including financial, environmental, health and technological aspects.

2. The qualifying learner demonstrates an understanding of

• Key issues in the structure, organisation and management of health services in Southern Africa.
• The chief determinants of health and well-being.
• The management of human resources.
• Financial management and resource allocation.
• The application of management theory at all levels of the health system.
• The knowledge, attitudes and skills which will allow for the development and management of primary health care programmes.
• The essential role of effective communication in an appropriate medium.

3. 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, calls upon others more appropriately qualified than he or she is to manage certain situations.
• Demonstrates an awareness, through actions or in writing, of the moral, legal and ethical responsibilities involved in individual patient care, the provision of care to populations, and the management of health services.
• 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.

4. 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 successfully complete the course, as well as for their roles as managers.
• Acknowledges responsibility for continuing professional development 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.

5. 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.

1. 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 on a continuous basis, incorporating seminar presentations and papers, coursework assignments 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 reflective competence. Furthermore in order to pass a course, and, finally, in order to qualify, the learners must demonstrate the specialised knowledge acquired. 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 by means of oral and written examinations, and examination equivalent assignments. These assessment instruments are designed to integrate practical, theoretical and reflexive competence.