Implementation of Qualifications

SANC Workshop NEA Conference

29 September 2009

09:15 – 10:00 Transformative Education Legislation

10:00 – 10:30 Legacy & New Qualifications

10:30 – 11:00 TEA

11:00 – 11:45 Curriculum Development Process - Debate

11:45 - 12:00 Way Forward - Discussion

12:00 – 13:00 LUNCH

Implementation of New Qualifications

13:00 – 13:30 Transformative Education Legislation

13:30 – 14:15 Legacy & New Qualifications

14:15 – 14:45 TEA

14:45 – 15:30 Curriculum Development Process - Debate

15:30 - 16:00 Way Forward - Discussion

Implementation of New Qualifications

Transformative Education Legislation

• Democratic changes in South Africa identified the need to transform education and training at all levels in the country

• New legislation was introduced to transform education and ensure competency development

• Debates on the positioning of Nursing College education also commenced in the early 1970’s

• The continued isolation of college nursing education from mainstream education has always been an area of concern

Education LegislationNQF Act

Skills Development Act

Higher Education Act

General & FurtherEducation Act

SAQA

Higher EducationFramework

Council for HigherEducation

Sector Education & Training Authorities (SETAs)

Umalusi

National Qualifications Framework

Nursing Act

SANC Regulations

Legislation

ETQA/Organ

Framework

National Qualification Act 2008

The objectives of the NQF are to be achieved by -(a) developing, fostering and maintaining an integrated

and transparent national frameworkfor the recognition of learning achievements;(b) ensuring that South African qualifications meet

appropriate criteria and areinternationally comparable; and(c) ensuring that South African qualifications are quality

assured.

National Qualification Act 2008

The NQF comprises three co-ordinated sub-frameworks -(a) for General and Further Education and Training;(b) for Higher Education; and(c) for Trades and Occupations.The Quality Councils will be responsible for quality

assurance of education and training – (a) Higher Education Quality Council (HEQC)(b) Umalusi(c) SETA & Professional Councils

National Qualifications Framework ( old NQF)

NQF LEVEL BAND QUALIFICATION TYPE

8

HIGHER EDUCATION AND TRAINING

• Post-doctoral research degrees • Doctorates • Masters degrees

7 • Professional Qualifications • Honours degrees

6 • National first degrees • Higher diplomas

5 • National diplomas • National certificates

FURTHER EDUCATION AND TRAINING CERTIFICATE

4 FURTHER EDUCATION

AND TRAINING • National certificates

3

2

GENERAL EDUCATION AND TRAINING CERTIFICATE

1GENERAL

EDUCATION AND TRAINING

Grade 9 ABET Level 4

• National certificates

National Qualifications Framework ( new NQF)

NQF BAND QUALIFICATION TYPE

10 Higher

Education

Band

PhD

9 Master’s Degree

8 Post Graduate Diploma

Bachelor’s Honours degree

7 Bachelor’s degreeAdvanced Diploma

6 National DiplomaAdvanced Certificate

5 Higher Certificate

4 Further

Education

Band

National Certificates

3

2

1 General

Education

Band

ABET Level 4

National Certificates

Skills Development Act 97 of 1998Purposes of Act2. (1) The purposes of this Act are —(a) to develop the skills of the South African workforce

(b) to increase the levels of investment in education and training in the labourmarket and to improve the return on that investment

c) to encourage employers—(i) to use the workplace as an active learning environment;(ii) to provide employees with the opportunities to acquire new skills; (iii) to provide opportunities for new entrants to the labour market to gainwork experience; and(iv) to employ persons who find it difficult to be employed;

(d) to encourage workers to participate in leadership and other trainingprogrammed;

(e) to improve the employment prospects-of persons previously disadvantaged by unfair discrimination and to redress those disadvantages through training and education;

Skills Development Act 55 of 1995 (cont)

• Health& Welfare SETA (HWSETA)• Employer Reimbursements on Workplace

Skills Plan & Annual Training Report• Learnerships• Bursaries• Workplace Experience grants

Higher Education Act 101 of 1997Chapter 2 Council for Higher Education (CHE)Functions of CHE(c) subject to section 7 (2), through its permanent

committee, the Higher Education Quality Committee- (i) promote quality assurance in higher education; (ii) audit the quality assurance mechanisms of higher

education institutions; and (iii) accredit programmes of higher education;

Higher Education Act 101 of 1997Chapter 3 Public Higher Education Institutions20 Establishment of public higher education institutions (1) The Minister may, after consulting the CHE, by notice in the Gazette and

from money appropriated for this purpose by Parliament, establish a university, technikon or college.

(2) ...... – [Sub-s. (2) deleted by s. 4 (a) of Act 23 of 2001.]

(3) The notice contemplated in subsection (1) must determine- (a) the date of establishment of the institution; (b) the type and name of the institution; and (c) the physical location and official address of the institution.

(4) Every public higher education institution established, deemed to have been established or declared as a public higher education institution under this Act, is a juristic person.

Higher Education Act 101 of 1997Chapter 21 Declaration of education institutions as public higher

education institutions (1) The Minister may, after consulting the CHE and by notice in the Gazette, declare any

education institution providing higher education as- (a) a university, technikon or college; or (b) a subdivision of a university, technikon or college. (2) The notice contemplated in subsection (1) must determine- (a) the date on which the education institution becomes a university, technikon or

college or a subdivision of a university, technikon or college, as the case may be; (b) the name of the university, technikon or college; and (c) the physical location and the official address of the university, technikon or college. (3) The Minister may act under subsection (1) only- (a) after consulting- (i) the governing body of the education institution, if it is a public institution; (ii) the council of the existing public higher education institution, if the education

institution is to be declared a subdivision of such existing public higher education institution; or

(iii) the responsible Minister, Member of the Executive Council or authority, if the education institution is administered, controlled or funded by an organ of state other than the Department of Education; and

Higher Education Act 101 of 199738 Co-operation between public higher education institutions (1) Public higher education institutions may co-operate with each

other in any manner to achieve the optimal utilisation of resources and the performance of their functions.

(2) Public higher education institutions may establish regional or national structures to assist and facilitate the co-operation contemplated in subsection (1).

(3) The Minister may provide financial incentives to such structures and to public higher education institutions participating in such structures to achieve the aims of such co-operation.

Higher Education Act 101 of 199751 Registration of private higher education institutions • No person other than a public higher education

institution or an organ of state may provide higher education unless that person is-

• (a) in the prescribed manner, registered or conditionally registered as a private higher education institution in terms of this Act; and

• (b) registered or recognised as a juristic person in terms of the Companies Act, 1973 (Act 61 of 1973), before such person is registered or conditionally registered as contemplated in paragraph (a).

Higher Education Qualification FrameworkNQF Qualifications Minimum Credits Admission Requirements

10 Doctoral Degree 360 Min 360 credits@ level 10

Master’s degree

9 Master’s degree 180Min 120 credits @ level 9

Honours degree or professional degreePost graduate diploma

8 Post Graduate DiplomaBachelor’s Honours degree

120Min 120 credits at level 8

Bachelor’s degree

7 Bachelor’s degree

Advanced Diploma

360 Min 120 credits @ level 7 and 96 @ level 5120 credits

National Senior Certificate

6 National Diploma

Advanced Certificate

360 Min 60 credits @ level 7 and max 120 @ level 5120 credits

National Senior Certificate

5 Higher Certificate 120 credits National Senior Certificate

General & Further Education Act 58 of 2001

CHAPTER 2ESTABLISHMENT AND ACCREDITATION4. Establishment of Council.—A juristic person

to be known as Umalusi, the Council for General and Further Education and Training Quality Assurance is hereby established.

General & Further Education Act 58 of 2001

(4) Subject to subsection (3), the Council must—(a) accredit providers as contemplated in Chapter 3;(b) monitor the suitability and adequacy of standards and qualifications;(c) ensure that providers adopt quality management systems for learner achievement;(d) assure the quality of learner assessment at exit points;(e) issue certificates of learner achievement in terms of standards or qualifications registered on the National Qualifications Framework;( f ) maintain an acceptable data bank and follow acknowledged recording and reporting procedures;(g) promote quality improvement among providers; and(h) monitor and report to the Minister on the performance of departments of education as providers, and recommend steps to rectify any deficiencies.

General & Further Education Act 58 of 2001

(7) The Council may—(a) grant accreditation;(b) grant provisional accreditation;(c) refuse accreditation; or(d) refer the application back to the applicant for additional information.

Historical Changes in Nursing Education

• Registered Nurses– Registration of nurses for since 1891– Degree nursing since 1956– Diploma programmes – 3 year, 3.5 years for integrated, 4

year, 2 year Bridging

• Enrolled Nurses– Certificate programme since the 1970s

• Nursing Auxiliaries– First the nurse aides– Formal programme with 6 months training– Then the certificate programme

The Act makes provision in Chapter 2 for the Education, Training, Research, Registration and Practice as follows:

Scope of profession and practice of nursing – for professional nurse, midwife, staff nurse, auxiliary nurse

Registration as prerequisite to practise Registration of learners Limited registration Registration of additional qualifications Custody and publication of registers Register as proof Receipt as proof Qualifications prescribed for registration Conditions relating to continuing professional development Community service Regulation of research Education & training Use of certain titles Removal from and restoration of name to register Issue of duplicate registration certificate, certificate of status

Nursing Act 33 of 2005

The following regulations have been developed by SANC: Regulation for the registration of staff nurse Regulation for the registration of the professional nurse Regulation for accreditation of Nursing Education Institutions Scope of Practice

Regulations

Legacy & New Qualifications

Debates in Nursing Education

• Reddy report in the 1970s discussed the placement of nursing education in mainstream higher education

• Van Wyk Commission outlined the association of nursing colleges with universities, as mentoring into higher education

• Democracy and its related transformation of education and training, further influenced nursing qualifications and education through the various acts

New Nursing QualificationsNew Masters Certificate – 17 Specializations Post Graduate Diploma – 17 Specializations

Bachelor of Nursing NQF level 7 – now NQF level 8 Professional Nurse status

National Diploma in Nursing Advanced Certificate in Nursing

NQF level 6 Staff Nurse Status

Revised Certificate as a Nursing Auxiliary

NQF level 3 ENA status

Nursing Education in Higher Education band

Nursing Qualifications – Specialist Nurses• Orthopaedic Nursing. • Operating Theatre Nursing. • Palliative and Oncology Nursing. • Ophthalmic Nursing. • Emergency Nursing. • Occupational Health Nursing. • Nephrology Nursing. • Paediatric Nursing. • Critical Care Nursing (Adult). • Critical Care Nursing (Child and Adolescent). • Psychiatric Nursing. • Midwifery and Neonatal Nursing. • Community Health Nursing. • Nursing and Health Services Management. • Nursing Education. • Family nurse practitioner.

Higher Education Qualification Framework

NQF Qualifications Minimum Credits Admission Requirements

10 Doctoral Degree 360 Min 360 credits@ level 10

Master’s degree

9 Master’s degree 180Min 120 credits @ level 9

Honours degree or professional degreePost graduate diploma

8 Post Graduate Diploma Bachelor’s Honours

120Min 120 credits at level 8360 Min 120 credits @ level 7 and 96 @ level 5

Bachelor’s degree

7 Bachelor’s degree

Advanced Diploma

360 Min 120 credits @ level 7 and 96 @ level 5120 credits

National Senior Certificate

6 National Diploma

Advanced Certificate

360 Min 60 credits @ level 7 and max 120 @ level 5

National Senior Certificate

5 Higher Certificate 120 credits National Senior Certificate

Legacy Nursing Qualifications

Legacy QualificationsPost Basic Diplomas - R212 and R48Supplementary Diplomas – Midwifery and PsychiatryDiploma in General, Community & Psychiatric Nursing & Midwifery

( R425)Diploma in General Nursing (R683)Certificate in Enrolled Nursing (R2175)Certificate in Enrolled Auxiliary Nursing (2176)

Provider Registered qualificationsExpiry date on NQF - 30 June 2012

Contractual obligationNursing Education Regulation & Accreditation

Nursing Act aligns nursing education with the principles of the broader educational transformation processes of SA.

Education & Training Quality Assurance Bodies & othersS.A. Nursing CouncilHEQCUmalusiDepartment of Education - RegistrationDepartment of Health

Legislation Governing Nursing EducationNursing Act 33 OF 2005 & regulationsSouth African Qualifications ActHigher Education ActGeneral & Further Education ActHealth Act

Nursing Education has arrived in Higher

Education!

TEA BREAK

Curriculum Development Process

Curriculum Development

• Do we all develop curricula and attempt to reinvent the wheel? Common curricula comes to mind!

• Spend the energy in developing nurse educators to respond to the new qualifications

• We should use this as an opportunity to create a model that best serves the province

• This is our opportunity to change the way things have been done.

Key Elements of an NQF Aligned Programme outline

Elements of your Programme Key Elements

1 Name of Programme The title that is used for your programme

2. Purpose of Programme The overall purpose that the programme is designed to achieve

3. Duration of Programme The contact time of the learning programme- hours days or weeks

4. NQF Level The level of complexity of learning in terms of the NQF levels

5. NQF Credits The notional hours of learning required to achieve the outcome ( Credits x 10)

6. Specific Outcomes Main Outcomes of the Programme

7. Assessment Criteria Criteria the assessor uses to determine if learners have achieved the SO

8.Critical Cross Field Outcomes Outcomes that are general across learning fields

9. Learning assumed to be in place What learners should be able to do before entering the course

10. Essential Embedded Knowledge What learners will have to master throughout the course

11.Range Statement General guide of the scope and context of the programme

12. Recognition of Prior Learning

13. Learning Materials What learning materials will be used

14. Links of the programme to registered unit standards or qualifications.

Registered Qualification – the title, the ID number, NQF Level, number of credits

Programme Outline

The programme outline could cover issues such as :

•The different topics covered in the programme•The duration of the programme•The length of each unit of the programme•The modules and content covered in each unit•The list of assignments and a description of what is required in each•The list of recommended reading and or references

NQF Alignment

Unit Standards Learning Programme Where it is covered ( page/unit)

How it is covered method of facilitation)

How it is assessed ( Assessment Methodology)

NQF alignment of Programme Delivery

NQF alignment of Assessment

Outcomes of each unit standard

Levels and credits Assessment criteria Method of Assessment ( formative / Summative)

AssessedDate

Assessed Name and Signature

Competent Yes / NYC

National Diploma: Nursing 

SAQA QUAL ID QUALIFICATION TITLE

59236  National Diploma: Nursing 

ORIGINATOR REGISTERING PROVIDER

SGB Nursing   

QUALITY ASSURING ETQA

-  

QUALIFICATION TYPE FIELD SUBFIELD

National Diploma  Field 09 - Health Sciences and Social Services 

Curative Health 

ABET BAND MINIMUM CREDITS NQF LEVEL QUAL CLASS

Undefined  286  Level 5  Regular-Unit Stds Based 

REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE

Registered  SAQA 0474/07  2007-11-28  2010-11-28 

LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT

2011-11-28  

PURPOSE AND RATIONALE OF THE QUALIFICATION

• This qualification is intended to prepare the qualifying learner to meet the service delivery needs of the country. • It is envisaged that the majority of the nursing learner population will access this qualification. • Practice is focused on quality service delivery within a broad spectrum of health services.

PURPOSE AND RATIONALE OF THE QUALIFICATION

Extension of the tasks of the enrolled nurse is suggested as:

· Health promotion. · Execution of nursing care plan. · Prevention of deformity. · Monitoring of vital signs. · Monitoring of reactions to disease, stress, anxiety, medication and treatment. · Promotion of health and family planning. · Basic optometry and oral health checks. · Immunization. · Administering prescribed medicine. · Services for children under 15 years of age. · Reproductive and other women’s health care services.

  ID UNIT STANDARD TITLE LEVEL CREDITS

Core  252082  Carry out a health assessment of an individual of any age group  Level 5  7 

Core  252112  Demonstrate knowledge of the anatomy and bio-physical functioning of the human body  Level 5  20 

Core  252110  Demonstrate knowledge of the structure and biology of micro organisms as it applies to clinical practice  Level 5  12 

Core  252113  Develop and apply strategies to cope with the emotional demands of nursing situations  Level 5  4 

Core  252089  Ensure child and adolescent-friendly health and nursing care  Level 5  4 

Core  252107  Facilitate community stakeholder involvement in promoting and maintaining health  Level 5  5 

Core  252093  Implement and evaluate planned nursing care to achieve identified patient outcomes  Level 5  16 

Core  252105  Lead and participate in team approaches to health care  Level 5  4 

Core  252092  Manage a community health intervention  Level 5  3 

Core  252095  Monitor and stimulate the growth and development of a child and/or adolescent  Level 5  10 

Core  252080  Practice in accordance with ethical and legal codes of nursing and the laws of the country  Level 5  8 

Core  252099  Provide nursing care to a terminally ill patient and support to the family  Level 5  5 

Core  252102  Share information to promote effective decision making in health care  Level 5  7 

Core  252101  Create and maintain a safe physical and emotionally supportive environment in a health care unit  Level 6  6 

Core  252106  Demonstrate knowledge of applied psychology in the care of health care users  Level 6  12 

Core  252103  Demonstrate knowledge of applied sociology in the care of patients  Level 6  12 

Core  252109  Demonstrate knowledge of the physiology and biochemical functioning of all body systems  Level 6  20 

Core  252100  Develop a care plan in collaboration with patients and/or carers  Level 6  10 

Core  252091  Maintain optimum health of the pregnant woman and the family  Level 6  12 

Core  252081  Manage childhood illnesses in an integrated manner  Level 6  8 

Core  252097  Manage individuals and groups with communicable diseases  Level 6  14 

Core  252111  Manage minor ailments and common illnesses  Level 6  16 

Core  252087  Manage pharmacological preparations and treatment  Level 6  9 

Core  252096  Manage rehabilitation  Level 6  8 

Core  252108  Provide nursing care to individuals with long term illness  Level 6  9 

Core  252085  Provide postpartum care to the mother and neonate  Level 6  12 

Core  252088  Respond to physical and psychological emergency situations  Level 6  10 

Core  252083  Utilise relevant legislation, regulations and policy in planning in a health care unit  Level 6  3 

Core  252094  Organise, co-ordinate and review the activities of a health care unit  Level 7  4 

Core

• 29 Core Unit Standards totaling 270 credits

• Range from Level 5 to Level 7

• 13 at Level 5 (105 credits)• 15 at Level 6 (161 credits)• 1 at Level 7 (4 credits)

All are compulsory

FUNDAMENTAL

1 Fundamental Unit Standard at Level 5 worth 6 credits(Compulsory)

Elective

Need to have at least 10 elective component creditsHave a choice of 7 Elective Unit StandardsPegged at levels 5 (2 totaling 10 credits)

and 7 (5 totaling 45 credits)

Qualification Combination

Need a minimum of 286 credits based onCore 270Fundamental 6Elective 10

286

Matrix

EXIT LEVEL OUTCOME 1Communicate in a helping manner

UNIT STANDARDS INVOLVED

US ID252098

US ID252167

US ID252082

Etc

Learning Required

Listening skills SO1AC1

SO3AC4

SO3AC3

Etc

Etc

Debate

A national common curriculum versus individual NEI curriculum:

Advantages Disadvantages Questions to the teams Summary

Challenges/Opportunities

Opportunities

Leave old baggage behind and start afreshChance to revolutionize assessmentDevelop a new educational modelDevelop evidence-based practiceDevelop reflective practice

Challenges

New mindset needed by allRoll-out time frmaesDevelopment of Nurse EducatorsDevelopment of interactive learning materialRPL of present EN

Way Forward - Discussion

What should we continue doing at SANC?

What should we stop doing?

What should we do more of?

What should we stop doing?