Postgraduate Diploma in Nursing Education

Purpose

The purpose of the Postgraduate Diploma in Nursing Education is to provide opportunities for the advancement of practising nurses who wish to qualify themselves as nursing education specialists, involved in the facilitation of training and education or those pursuing careers in nursing education. The qualification is designed to stimulate critical thinking among learners and prepare them to deliver quality education practice in a supportive teaching and learning environment. Learners enrolled in this qualification will integrate the professional attributes; including, but not limited to, knowledge, skills, judgement, values and beliefs required to perform as a nurse educator in all situations and practice settings in the field of nursing education.

The integrated approach within this qualification provides opportunities for learners to learn the art and science of teaching adult learners in authentic workplace settings. Therefore, experiential learning is an important dimension in the context of this qualification as it provides learners with real-life engagements and learning opportunities. The credits are prescribed by the South African Nursing Council (SANC).

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

• Practice and facilitate specialist nursing or midwifery, nursing education or health services management within the ethical-legal parameters of the profession.
• Apply the knowledge of and facilitate evidence-based practice, nursing education or management in the specialist field to solve contextual problems and develop policies and guidelines.
• Appraise and develop self, peers and nurse/midwife specialist learners by facilitating self-directedness/leadership and lifelong learning to maintain competence.
• Facilitate advocacy for the profession and provision of specialist professional support for personnel, patients or clients, families and communities.

Rationale

Nursing education and Training in South Africa is currently undergoing reconstruction and revitalization in response to policy directives from the Department of Health, the SANC and the Department of Higher Education and Training. Historically nursing training in South Africa was not aligned with the prescripts of the Higher Education Act, 1997 (Act 101 of 1997). The directives from the government and SANC to phase out legacy qualifications at all nursing education institutions necessitated the design of new qualifications for nurses. The qualifying learner will register with the South SANC as a nurse educator.

The Minister of Higher Education and Training has, in line with the provisions of the Higher Education Act, 101 of 1997, declared that the last enrolment date for first-time entering learners into academic qualifications, that are not aligned to the Higher Education Qualification Sub-Framework (HEQSF), is 31 December 2019 (Government notice no. R. 801 of 2016, published in the Government Gazette of 06 July 2016). This has prompted the review of all nursing qualifications. The SANC instigated a process where Nursing Education Institutions (NEI's), were informed to develop new curriculums in line with this policy directives to align qualifications. Nursing Education was identified as a crucial specialist field, necessary to meet the demands to produce more health professionals. Nursing education is widely demanded by professional nurses in different settings, including health establishments, nursing education institutions and non-governmental institutions. Due to professional nurses being employed on a full-time basis, they find it difficult to attend full-time qualifications at universities (on-campus). This online qualification was developed to accommodate the needs of nurses who are in full-time employment and looking to further their qualifications through an online higher education qualification.

The purpose of this qualification is to provide nursing professionals with knowledge and skills to enable them to facilitate the teaching and learning of nursing learners. This qualification will provide a high level of theoretical engagement, and intellectual independence, as well as the ability to relate knowledge to a range of nursing education contexts. Nurses who complete this qualification will be capable of planning and mobilising resources for educational purposes, overseeing and participating in the development of learning qualifications offered in Nursing Education Institutions (NEI's), and acting in leadership positions within the area of nursing education. The need for this qualification is highlighted in the next section.

The shortage of nurse educators for the supervision of learners in clinical settings is widely reported in South Africa. The demand for these specialist nurses has increased over the past few years while the production of nursing personnel is steadily shrinking. Contributing factors include the ageing generation and lack of recognition and remuneration for nurses in the field of nursing education.

The proposed qualification intends to place nursing education at the forefront as a revitalizing specialist field nationally and internationally, that requires intense specialist training. Addressing the challenges of the shortage of nursing personnel remains the responsibility of NEIs and nurse educators, who are essential in revitalizing the nursing profession. The Department of Health in South Africa has proposed a clinical education and training model for nurses and midwives in South Africa. For this model to be effective, well-trained and competent nurse educators are required. The nurse educators are expected to participate and contribute to the field of nursing education and research. As such acquiring this qualification will allow nurse educators to contribute to nursing leadership and management, education and training in the field of nursing, curriculum design, assessment practices, training in the workplace and continuous professional development.

This qualification is designed to accommodate professional nurses interested in clinical facilitation or eager to be employed at a Nursing Education Institution (NEI) as a nurse educator and in any health education-related discipline. The majority of learners will most likely have a Bachelor's degree in Nursing NQF Level 8, or the related field.

Recognition of Prior Learning (RPL)

The University has policies (Policy on Assessment and Accreditation of Prior Learning) and systems to admit prospective learners who do not meet the formal or statutory requirements for entrance, but who demonstrate that they possess the appropriate knowledge and skills required for admission to a specific qualification.

RPL for access

The Department of Nursing is committed to the principles of equity and accessibility and facilitates entry to qualifications through non-traditional routes. Applicants may apply to have prior learning considered under the institution's policy on the recognition of prior learning (RPL). The prior learning may have been acquired by formal, non-formal or informal routes. In applying for RPL, the Department is aware of the need to ensure that the integrity of its awards is protected and that academic standards are maintained. The accreditation of prior learning may be used only in the context of making an application for admission to the Postgraduate Diploma in Nursing Education qualification.

RPL for exemption of modules

• Learners may apply for RPL to be exempted from modules that form part of the qualification. Learners must demonstrate that they can perform adequately at this level and have good academic writing and computer skills.

RPL for credit

Applicants are expected to provide evidence of prior learning in the form of a portfolio, skills acquired and competencies, supported by a written motivation. The motivation should take the form of a reflective learning statement that identifies the applicant's prior learning and experiences related to nursing education. Applications will be assessed by a designated committee to decide on the suitability of learners. Learners who may apply for RPL include nurses with legacy qualifications, who would otherwise not directly qualify through the normal academic processes.

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

• Bachelor of Nursing in Education and Administration, NQF Level 7.

Or

• Advanced Diploma in Midwifery, NQF Level 7.

And

• Registration with the South African Nursing Council (SANC).

And

• At least one year of work experience as a professional nurse, excluding community service.

This qualification consists of the following compulsory modules at NQF Level 8 totalling 124 Credits.

Compulsory Modules, Level 8, 124 Credits

• Research Methods in Nursing, 8 Credits.
• Ethics and leadership in Nursing, 8 Credits.
• Facilitation in Nursing Education, 12 Credits.
• Nursing Education Context, 12 Credits.
• Nursing Education Pedagogy, 12 Credits.
• Designing Health Sciences Curriculum, 12 Credits.
• Nursing Education Regulatory Framework, 12 Credits.
• Nursing Education Management, 12 Credits.
• Assessment for Clinical Competence, 12 Credits.
• Innovation in Nursing Education, 12 Credits.
• Research Application in Nursing Practice, 12 Credits.

1. Practice and facilitate specialist nursing or midwifery, nursing education or health services management within the ethical-legal parameters of the profession.
2. Apply the knowledge of and facilitate evidence-based practice, nursing education or management in the specialist field to solve contextual problems and develop policies and guidelines.
3. Appraise and develop self, peers and nurse/midwife specialist learners by facilitating self-directedness/leadership and lifelong learning to maintain competence.
4. Facilitate advocacy for the profession and provision of specialist professional support for personnel, patients or clients, families and communities.
5. Engage in planning, commissioning and managing a specialist unit, an educational entity or 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.
8. Design, implement, evaluate or review curriculum for teaching and learning of nurse specialists.
9. Facilitate teaching and learning of learners, patients/clients, families and communities in conducive theoretical, simulation, online and clinical learning environments.
10. Engage and facilitate assessment and evaluation of learning.
11. Apply the knowledge of and facilitate the management of the nursing education institution.
12. Participate in and facilitate internal and external review of the nurse specialist curriculum at all levels.

Associated Assessment Criteria for Exit Level Outcome 1

• Apply personal attributes and behaviour to the relevant code of ethics in the practice of specialist nursing or midwifery, nursing education and health services management.
• Evaluate 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 specialist care, nursing education or health services management provided and continued competence.
• Identify and apply the relevant current legislation, policies, regulations and guidelines pertaining to specialist practice nursing education, or health services management.
• Accurately document all care activities, comprehensively and timeously taking into account the legal requirements for record keeping.
• Present 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 Outcome 2

• Engage in specialist practice, apply understanding of the process of evidence-based practice.
• Apply evidence-based specialist practice, nursing education and health services management and take into consideration the appropriate methodology of gathering evidence for practice, education and management, for example, systematic or scoping reviews, and appraisal of articles, practice based-research and publication.
• Use evidence-based practice, nursing education and health service management to demonstrate knowledge of and critical analysis of the various levels of evidence.

Associated Assessment Criteria for Exit Level Outcome 3

• Apply leadership skills and leadership styles, principles and theories of health services management.
• Effectively facilitate Continuous Professional Development (CPD) for self and others for lifelong learning by creating a positive learning climate in the workplace through the processes of mentorship, preceptorship, supervision, and performance appraisal.
• Engage in performance appraisal and demonstrate 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.
• Apply understanding of the various risk factors that impact health and wellness within the workplace and apply strategies to care for self, peers, employees and learners.

Associated Assessment Criteria for Exit Level Outcome 4

• Apply understanding of the purpose of the advocacy role for a nurse specialist or nursing educator specialist practice.
• Apply advocacy principles to ensure safe and quality care/ in various healthcare settings or nursing education or health services management.
• Use 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 Outcome 5

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

Associated Assessment Criteria for Exit Level Outcome 6

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

Associated Assessment Criteria for Exit Level Outcome 7

• Document all data/information gathered in the context of the specialist practice, education and health services for utilisation and storage in accordance with the set standards.
• Utilise comprehensive data, information and emerging evidence pertinent to the respective specialist practice.
• Identify and diagnose problems 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.
• Apply respect for intellectual property without plagiarism.

Associated Assessment Criteria for Exit Level Outcome 8

• Design and review the curriculum and apply understanding of the determinants of a curriculum, for example, health and education legislation, regulation or policies, health determinants biological, physical, socioeconomic, cultural, lifestyle, community, demographic patterns, Health and disease burden, professional opportunities for development of new roles.
• Apply relevant national and professional legislation and regulations including institutional standards used to evaluate the management of an educational qualification.
• Design and align curriculum with the mission, vision and philosophy of the Nursing Education Institution (NEI).
• Design or review curriculum for accreditation components and criteria used to assess a curriculum.
• Regularly review and revise curriculum according to the changes in the context.
• Design and revise curriculum to illustrate inter- and intra-professional collaboration for other sciences and engagement of any other relevant stakeholders, for example, the clinical counterparts.

Associated Assessment Criteria for Exit Level Outcome 9

• Facilitate learning in a variety of settings such as classrooms, clinics, simulated settings and other relevant teaching and learning platforms including, e-learning and online.
• Appropriately apply teaching and learning paradigms or strategies according to the maturity of learners or health literacy of the health care users.
• Align learning outcomes, teaching and learning approaches and assessments and demonstrate a critical analysis of the different knowledge taxonomies accordingly.
• Create teaching and learning, facilitate critical reflective thinking opportunities for the learners
• Plan and structure all teaching and learning activities with some accommodation to allow flexibility such as student learning styles and capabilities.
• Empower teaching and learning to utilise relevant learning resources appropriately.
• Apply appropriate personal attributes such as integrity, confidence, flexibility, and mastery of subject matter.
• Utilise teaching and learning media/resources to facilitate learning.

Associated Assessment Criteria for Exit Level Outcome 10

• Evaluate assessment of learning and apply understanding of the various methods and principles of learning.
• Assess and evaluate learning considering the level of study of learners.
• Plan, develop, execute, monitor and evaluate integrated assessment.
• Apply principles of assessment and predetermined assessment criteria in the development of assessment tasks and tools as well as the execution of assessments.
• Utilise assessment and evaluation of data to enhance the teaching and learning process through the provision of timely, constructive and thoughtful feedback to learners.
• Facilitate all assessment and moderation and take into consideration assessment principles in terms of in terms of setting, invigilation, marking and moderation.
• Apply security measures to protect the integrity and publication of the assessments.

Associated Assessment Criteria for Exit Level Outcome 11

• Coordinate and align all teaching and learning activities to the strategic plan of the NEI.
• Mobilize and utilize appropriate teaching and learning infrastructure and resources within the available budget to optimize teaching and learning practices.
• Develop, service and maintain resources to keep the teaching and learning in line with changes in the professional and contextual trends.
• Participate in the governance structures of the higher education institution to earn recognition for nursing education.
• Critically analyse and implement different dimensions of quality assurance and improvement to ensure accepted educational standards and integrity of the qualification.
• Coordinate and align teaching and learning activities and take into consideration the national, regulatory and institutional requirements of the qualification.

Associated Assessment Criteria for Exit Level Outcome 12

• Regularly examine internal and external reviews of the curriculum to demonstrate awareness of the institutional, professional and national standards and criteria for accreditation and evaluation of a qualification.
• Engage with relevant stakeholders to ensure diverse views and inclusiveness of the curriculum.
• Share and review data of the curriculum with relevant stakeholders and utilise it to revise and update the curriculum in the highly dynamic healthcare environment.