Postgraduate Diploma in Health Services Management

Purpose

The purpose of the Postgraduate Diploma in Health Services Management qualification is to strengthen and deepen the learners' knowledge and expertise in health services management as a speciality. It will enable the health services manager to function as a confident, independent and reflective professional. On completion of this qualification, graduates will demonstrate knowledge, skills and understanding of the practices, theories and principles required to be effective managers in the health sector or work in a professionally related field.

Upon completion of the qualification, qualifying learners will be able to

• Practice within the ethico-legal parameters of the nursing profession and resolve professional ethical dilemmas by using decision-making and moral reasoning models.
• Apply knowledge of basic research methodology in the appraisal of articles in the field of health services management.
• Demonstrate advanced knowledge of health services management and leadership in a variety of clinical settings to promote health outcomes.
• Render and coordinate comprehensive care to patients in a variety of healthcare settings in order to promote healthcare outcomes through efficient management and leadership.
• Apply scientific knowledge and principles of the systematic review and guideline development process in order to evaluate and review the standard of guidelines used in a variety of health services.
• Apply principles of evidence-based care to ensure quality in health services management.
• Implement strategies to develop self and peers by promoting self-directedness through a process of precepting and mentoring.
• Manage health services by implementing effective medico-legal norms, practices and standards within an inter-professional team. (SANC 2018).

Rationale

The BCur qualification is being phased out due to malalignment with the National Qualifications Framework. This qualification was popular and attracted large numbers of learners. Due to the selection criteria that changed from the legacy qualification to the proposed postgraduate diplomas, as well as the prescribed lecturer: learner ratio of 1:20, the learner numbers will expectedly drop significantly in the Faculty and the Department of Nursing. Consequently, the shortage of nurse specialists will be exacerbated. To counter the influence of the above-mentioned, the development of postgraduate diplomas in different nursing specialities for introduction in 2023 is proposed. These qualifications will broaden access to the nursing field and attract more learners.

Furthermore, the shift to virtual teaching and learning which was strengthened during the Covid-19 pandemic, contributed to the viability of fully online qualifications, and one of the areas identified to be added to Nursing Education, which is already in the process of being developed, is Health Services Management, which is a highly sought after post-registration qualification. Health Services Management focuses on training managerial cadres of staff in a variety of healthcare settings. Making the qualification available online will attract many nursing professionals who cannot afford time away from work. Learners will be able to continue with their employment, thus contributing to international markets and the South African economy, while furthering their studies. As online learning expands access to a global audience the qualification delivery and structure will accommodate both national and international learners.

The qualification is developed through a partnership of the Department of Nursing Sciences with Higher Education Partners South Africa (HEPSA) learning designers and the Unit of Comprehensive Online Education Services' (COES) learning designers. Work Integrated Learning (WIL) is an important aspect of this qualification and has been integrated into modules to equip learners with the needed experience and skills.

There is a shortage of healthcare professionals with management competencies that could assist with the planning and attainment of the organisation's goals and objectives, which could strengthen the health system and improve human resources. Many healthcare professionals with a minimum qualification take on management responsibilities; consequently, this qualification provides an opportunity for up-skilling in this sector.

The qualification can lead to further study in the area of health services management, at the degree level, postgraduate level or relevant industry qualifications.

Recognition of Prior Learning (RPL)

The minimum admission requirements specify credit transfer arrangements.

Potential learners can be admitted to the PGDip (Health Services Management) through recognition of prior learning in accordance with the University of Pretoria's Policy on the Recognition of Prior Learning.

The General Regulations were amended to include the term RPL in General Regulation G54 which previously only stated 'Policy on postgraduate student cases'.

The institution ensures that its RPL activities adhere to the CHE's integrated policy on RPL, CAT and Assessment in Higher Education, developed and published in August 2016 following the finalisation of SAQA's RPL and CAT Policies in 2014 and the Department of Higher Education and Training's (DHET) Policy on RPL in 2016.

It is important to note that one of the requirements for learners to enrol for this qualification will be that they are registered with the professional body as a professional nurse. No other submission, work experience or portfolio shall provide any access to potential learners.

Entry Requirements

The minimum entry requirement for this qualification is

• Bachelor of Nursing, NQF Level 7.

Or

• Bachelor of Nursing Science in Education, Management and Community, NQF Level 7.

Or

• Advanced Diploma in Occupational Health Nursing, NQF Level 7.

Or

• Advanced Diploma in Health Management, NQF Level 7.

Or

• Advanced Diploma in Health Services Management and Leadership, NQF Level 7.

And

• Proof of registration with the South African Nursing Council as a registered/professional nurse.

This qualification consists of the following compulsory modules at National Qualifications Framework Level 8, totalling 120 Credits.

Compulsory modules, Level 8, 120 Credits.

• Research in nursing, 8 Credits.
• Research application in nursing, 8 Credits.
• Ethics and leadership in nursing, 8 Credits.
• Strategic management and leadership within the health services environment, 12 Credits.
• The health services management environment, 12 Credits.
• Human resources management, 12 Credits.
• Financial management, 12 Credits.
• Relationship Management, 12 Credits.
• Quality, risk and asset management, 12 Credits.
• Asset management, 12 Credits.
• Project management, 12 Credits.

1. Practice and facilitate specialist health services management within the ethical-legal parameters of the profession.
2. Apply the knowledge of and facilitate evidence-based practice in the specialist field of health services management to solve contextual problems and develop policies and guidelines.
3. Appraise and develop self, peers and nurse or midwife specialist learners by facilitating self-directedness or leadership and lifelong learning to maintain competence.
4. Facilitate advocacy for the profession and provide specialist professional support for personnel, patients or clients, families and communities.
5. Engage in planning, commissioning and managing a health service.
6. Engage in scholarly activities to inform evidence-based practice, education or management.
7. Utilise, manage and communicate data to support decision-making and research.

Associated Assessment Criteria for Exit Level Outcomes 1

• Apply personal attributes and behaviour to demonstrate conformity to the relevant code of ethics in the practice of specialist health services management.
• Apply critical decision-making and moral reasoning models and principles to make clinical judgements and resolve ethical dilemmas within the specialist practice.
• Account for own professional judgement, actions, outcomes of health services management provided and continued competence.
• Identify and apply relevant and current legislation, policies, regulations and guidelines pertaining to Health Services Management.
• Document all care activities accurately, comprehensively and timeously taking into account the legal requirements for record keeping.
• Illustrate knowledge of the nurse specialist or midwife specialist's role in the management of professional misconduct and risks taking into consideration the institutional protocols, protocols and ethical-legal framework.

Associated Assessment Criteria for Exit Level Outcomes 2

• Engage in specialist practice, showing an understanding of the process of evidence-based practice.
• Apply evidence-based health services management takes into consideration the appropriate methodology of gathering evidence for practice, education and management, for example, systematic or scoping reviews, appraisal of articles, and practice-based research and publication.

Associated Assessment Criteria for Exit Level Outcomes 3

• Illustrate leadership skills through the application of appropriate leadership styles, principles and theories of health services management.
• Effectively facilitate Continuous Professional Development (CPD) for self and for lifelong learning by creating a positive learning climate in the workplace through the processes of mentorship, preceptorship, supervision, performance appraisal, etc.
• Engage in performance appraisal demonstrates an understanding of the purpose and processes of the performance management and development system.
• Utilise feedback gained from self-reflection, peers, learners, management and other relevant stakeholders to improve effectiveness in the specialist role.

Associated Assessment Criteria for Exit Level Outcomes 4

• Illustrate understanding of the purpose of the advocacy role for a health services management nurse specialist.
• Apply advocacy principles to ensure safe and quality care in various healthcare settings.
• Utilise appropriate communication skills and channels in facilitating advocacy.
• Lobby and participate in interest groups to influence legislation and policy affecting the role performance.

Associated Assessment Criteria for Exit Level Outcomes 5

• Illustrate understanding of levels and/ or classification of the respective health services.
• Commission task taking into consideration the burden of diseases and priority services as determined by current events.
• Participate in the evaluation of the existing health entity and demonstrate knowledge of guidelines for provisioning a health service.
• Engage in planning and commissioning demonstrates an understanding of the role and responsibilities in this task within the inter- and intra-professional team.

Associated Assessment Criteria for Exit Level Outcomes 6

• Practice in the respective specialisations showing knowledge of appropriate search engines and databases for review of the literature to inform evidence-based practice in health services management.
• Apply appropriate methods to generate evidence for utilisation in specialist practice (e.g. research, systematic reviews etc.) in health services management.
• Illustrate awareness of peer-reviewed journals and use them for sharing of evidence.
• Actively participate in inter- and intra-professional dialogues, debates or discourses in quality improvement.

Associated Assessment Criteria for Exit Level Outcomes 7

• Document all data and information gathered in the context of the specialist health services for utilisation and storage in accordance with the set standards.
• Illustrate utilisation of comprehensive data, information and emerging evidence pertinent to the respective specialist practice.
• Identify problems, diagnoses and opportunities for improvement based on gathered and critically analysed assessment data from the patients/clients, families, communities, learners or employees including current scientific evidence.

INTEGRATED ASSESSMENT

The University is accountable for the credibility of its qualifications and therefore responsible for collecting evidence of learners' achievement of learning outcomes at all levels of its qualifications, and particularly the exit level, according to standards set by the University and other relevant stakeholders. The UP Policy for Distance Education underscores the principles and practices in the institutional assessment policy and specifies:

The university adopts the approach that appropriate assessment strategies are integral to the quality of teaching and learning.

Learners are expected to complete assignments and will receive appropriate formative and diagnostic feedback. These assignments may take a variety of forms depending on the learning outcomes and may not necessarily be in written format. Learners are expected to write externally moderated examination papers or examination equivalents at a designated examination centre. The University commits itself to ensuring the integrity of the assessment process and to maintaining and implementing appropriate grievance procedures.

Multiple assessments will be done on a regular basis using a variety of assessment strategies and approaches. The format of the assessment depends on the topic and includes individual and group activities, with a special focus on real-life and authentic work-based assignments to integrate knowledge and skills in health services management.

The marks from formative assessments contribute to 75% of the final mark, and the research report (summative assessment) contributes the remaining 25%. The research project is marked by an internal and external examiner and the final mark is calculated as an average of the 2 marks.

The following implementation guidelines are provided

All learning outcomes (LO) have to be addressed in one form or another through the assessment opportunities.

Summative assessments should aim to address the integration of multiple learning outcomes in order to ensure the holistic and cumulative assessment of learners' competencies. All summative assessments are compulsory.

The weighting of each assessment task is to be communicated in the study guide and via click

Learners must receive the assessment criteria and predetermined weightings for each of the activities, tests or assignments upfront. Examples of assessment tools (measuring criteria) used to reliably determine the extent to which learners have obtained the desired learning outcomes include memoranda, analytical rubrics, checklists, holistic rubrics, and observation protocols.