Postgraduate Diploma in Public Health

The purpose of the Postgraduate Diploma in Public Health is to develop specialised skills and knowledge and to prepare learners for positions as public health practitioners, researchers, health educators, or service co-ordinators, so contributing to the need in our country for practitioners in the field of public health.

The qualifying learners will gain knowledge and understanding of Exposure and Health, Health Systems and Policy, Maternal and Child Health, Rural Health, and Social and Behaviour Change Communication.

The qualification allows learners to apply their newly gained knowledge to their own workplaces and often results in promotion opportunities.

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

• Perform high-order problem-solving techniques (collecting, researching, analysing, organising, and critically evaluating information) and apply these techniques in the field of public health.
• Apply knowledge gained in the practice of public health.
• . Show ethical, compassionate, and skilled ability to conduct all aspects of public health practice.
• Demonstrate self-direction and independence in his or her learning to become a lifelong learner, and recognize personal education needs, utilise appropriate learning situations, and evaluate her or his own progress.
• Work with others as a member of a team, group, organisation, community:
• Communicate and teach effectively both orally and in writing with peers, colleagues, patients and their families, members of the health care team, and the public

Rationale

This qualification provides specialised knowledge and skills related to public health practice. It allows individuals to delve deeper into topics such as epidemiology, health promotion, disease prevention, and health policy.

South Africa needs well-qualified personnel in the public health space to deal with the ever-increasing challenges in the health system in general.

Qualifying learners will provide the skills and expertise to assess, plan, monitor, implement, and manage relevant health programmes at district, regional, and provincial levels. Further, the graduates will be able to work in the private and public sectors, non-governmental organisations, health care facilities, and multilateral donor organisations.

Qualifying learners may be eligible to study further at a master's level. It also adds value to the learner through enhanced career opportunities and through increased status within the public health sector and recognition in the wider community.

Recognition of Prior Learning

The institution has an approved Recognition of Prior Learning (RPL) policy, which is applicable with regard to equivalent qualifications for admission into the qualification. RPL will be applied to accommodate applicants who qualify. RPL thus provides alternative access and admission to qualifications, as well as advancement within qualifications. RPL may be applied for access, credits from modules, and credits for or towards the qualification.

RPL for access

• Learners who do not meet the minimum entrance requirements or the required qualification that is at the same NQF level as the qualification required for admission may be considered for admission through RPL.
• To be considered for admission in the qualification based on RPL, applicants should provide evidence in the form of a portfolio that demonstrates that they have acquired the relevant knowledge, skills, and competencies through formal, non-formal, and/or informal learning to cope with the qualification expectations, should they be allowed entrance into the qualification.
• Learners may apply for RPL to be exempted for modules that form part of the qualification. For a learner to be exempted from a module, the learner needs to provide sufficient evidence in the form of a portfolio that demonstrates that competency was achieved for the learning outcomes that are equivalent to the learning outcomes of the module.

RPL for credit

• Learners may also apply for credit via the CAT policy for or towards the qualification, in which they must provide evidence in the form of a portfolio that demonstrates prior learning through formal, non-formal, and/or informal learning to obtain credits towards the qualification.
• Credit shall be appropriate to the context in which it is awarded and accepted.

Entry Requirements

The minimum entry requirement for this qualification is

• Bachelor of Dental Science, NQF Level 8

Or

• Bachelor of Medicine and Bachelor of Surgery, NQF Level 8

Or

• Bachelor of Nursing, NQF Level 8

Or

• Bachelor of Science in Occupational Therapy, NQF Level 8

Or

• Bachelor of Pharmacy, NQF Level 8

Or

• Bachelor of Science in Physiotherapy, NQF Level 8

Or

• Bachelor of Health Sciences Honours, NQF Level 8

Or

• Bachelor of Science Honours, NQF Level 8

And

• Register with Health Professions Council of South Africa (HPCSA).

This qualification consists of the following compulsory modules at National Qualifications Framework Level 8, totalling 150 credits.

Field of Exposure and Health

Compulsory Modules, Level 8, 150 Credits

• Orientation to Public Health, 0 credits
• Health Measurement, 15 credits
• Health and Society, 15 credits
• Approaches to Population Health, 15 credits
• Designing Effective Public Health Programmes, 15 credits
• Child Health I, 15 credits
• Exposure Induced Health Outcome, 15 credits
• Exposure Science I, 15 credits
• Fundamentals of Risk Assessment, 15 credits
• Exposure Control I, 15 credits
• Risk & Safety Management: Systems and Programmes, 15 credits

Field of Health Systems and Policy

Compulsory Modules, Level 8, 150 Credits

• Orientation to Public Health, 0 credits
• Health Measurement, 15 credits
• Health and Society, 15 credits
• Approaches to Population Health, 15 credits
• Designing Effective Public Health Programmes, 15 credits
• Introduction to Health Systems, 15 credits
• Health Care Financing, 15 credits
• Health Policy and Policy Analysis, 15 credits
• Health Systems Evaluation and Research, 15 credits
• Health Systems Organisation and Human Resources, 15 credits
• Management in Health and Health Services, 15 credits

Field of Maternal and Child Health

Compulsory Modules, Level 8, 150 Credits

• Orientation to Public Health, 0 credits
• Health Measurement, 15 credits
• Health and Society, 15 credits
• Approaches to Population Health, 15 credits
• Designing Effective Public Health Programmes, 15 credits
• Management in Health and Health Services, 15 credits
• Child Health I, 15 credits
• Maternal and Child Nutrition, 15 credits
• Child Health II, 15 credits
• Maternal Health, 15 credits
• A Public Health Approach to Perinatal and Paediatric HIV, 15 credits

Field of Rural Health

Compulsory Modules, Level 8, 150 Credits

• Orientation to Public Health, 0 credits
• Health Measurement, 15 credits
• Health and Society, 15 credits
• Approaches to Population Health, 15 credits
• Designing Effective Public Health Programmes, 15 credits
• Management in Health and Health Services, 15 credits
• The Rural Health Care Context, 15 credits
• Community-Oriented Primary Care, 15 credits
• Development of Rural Health Services- Strategies and Approaches, 15 credits
• Quality Improvement in Rural Health Care, 15 credits
• The Health of Rural People - Epidemiology and Burden of Disease, 15 credits

Field of Social and Behaviour Change Communication

Compulsory Modules, Level 8, 150 Credits

• Orientation to Public Health, 0 credits
• Health Measurement, 15 credits
• Health and Society, 15 credits
• Approaches to Population Health, 15 credits
• Designing Effective Public Health Programmes, 15 credits
• Planning and Implementing Social and Behaviour Change Communication, 15 credits
• Integration of Qualitative and Quantitative Research Methods, 15 credits
• Applying Social and Behaviour Change Theory to Practice, 15 credits
• Social and Behaviour Change Communication Approaches, 15 credits
• Communication, Media and Society, 15 credits
• Research, Monitoring and Evaluation, 15 credits
• Management in Health and Health Services, 15 credits.

1. Perform high-order problem-solving techniques (collecting, researching, analysing, organising, and critically evaluating information) and apply these techniques in the field of public health.
2. Apply knowledge gained in the practice of public health.
3. Show ethical, compassionate, and skilled ability to conduct all aspects of public health practice.
4. Demonstrate self-direction and independence in his or her learning to become a lifelong learner, and recognize personal education needs, utilise appropriate learning situations, and evaluate her or his own progress.
5. Work with others as a member of a team, group, organisation, community:
6. Communicate and teach effectively both orally and in writing with peers, colleagues, patients and their families, members of the health care team, and the public.

Associated Assessment Criteria for Exit Level Outcomes 1

• Select, apply, evaluate, and develop the most appropriate approach to the solution of problems.
• Identify key principles in the practice of public health.
• Apply principles of epidemiology and biostatistics to public health practice, district health management, and management of primary health care programmes.
• Demonstrate essential skills required for planning and undertaking their research, as well as research in various health settings.
• Provide advanced decision-making and problem-solving skills in his or her scope of practice based on current evidence.
• Identify, diagnose, investigate, and manage important public health priorities in Southern Africa.
• Apply diverse knowledge to the development of appropriate solutions to problems, recognising wide-ranging factors including financial, environmental, health, and technological aspects.

Associated Assessment Criteria for Exit Level Outcomes 2

• Demonstrate knowledge of key issues in public health as well as the structure, organisation, and management of health services in Southern Africa.
• Illustrate the chief determinants of health and well-being in all age groups in society.
• Show the organisation of health services and their support systems.
• Apply management theory to the delivery of public health.
• Knowledge, attitudes, and skills that will allow for the development of public health programmes.
• Work with others in a team.
• Utilise effective communication in any appropriate medium.

Associated Assessment Criteria for Exit Level Outcomes 3

• Show respect for patients and colleagues without prejudice, with an understanding and appreciation of their diversities of background and opportunity, language, and culture.
• Consult those more appropriately qualified than he or she to gain more information.
• Demonstrate 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.
• Consider both the impact of health care on the environment as well as the impact of the environment on health.
• Strive to improve patient care, to reduce inequalities in health care delivery, to optimise the use of health care resources in our society, and use his or her professional capabilities to contribute to the community as well as to individual patient welfare.

Associated Assessment Criteria for Exit Level Outcomes 4

• Use 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.
• Demonstrate skills in essential writing, critical reading, computing, and public speaking, which are required to complete the course, as well as for their roles as managers.
• Acknowledge responsibility for continuing professional development to keep up to date with new developments, and to maintain accreditation and meet statutory CPD requirements if applicable.
• Identify personal limitations and develop the capacity of self-audit and participate in the peer review process, showing a willingness to seek help when necessary.

Associated Assessment Criteria for Exit Level Outcomes 5

• 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 6

• Present 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 assignments, and tasks. Such methods assess learners' 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, to pass a course and, finally, to qualify, the learners 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, and examination equivalent assignments. These assessment instruments are designed to integrate practical, theoretical, and reflexive competence.

To promote, monitor, and measure student learning throughout a course. A single assessment may count for more than 40% of the final mark unless there are special circumstances, in which case the permission of the Dean is required.