SayPro Online Course SAQA 11516617187

Assessment criteria associated with Critical Cross-Field Outcomes:

In the form of tasks in study materials, written (and, in some cases, oral) assignments, portfolio tasks, projects, case studies and examinations, learners will be assessed on their ability to:

1. Solve health related problems by means of exploring and critically assessing direct and indirect factors relevant to nursing within a given nursing care context.
Solve health related problems by generating alternative strategies to deal with those problems at primary, secondary and tertiary levels of care.
Identify determinants to solve communication problems creatively.
Critically evaluate various viewpoints on the current nursing care situation and compare such to own views.
Offer evidence in a variety of ways from theoretical knowledge base, and/or from experiential base, to support their stated views
Identify health related problems in their own lives.
Identify health related problems in others’ lives by use of a variety of methods.
Identify and solve concrete and abstract nursing problems by drawing upon the theoretical knowledge and experiential base of individual disciplines in the nursing fields.
Identify and solve concrete and abstract nursing problems by drawing upon their own experience base.
Use their knowledge and experience to offer suggestions for solving health problems at a community and national level.
Analyse the national and local community in terms of health related problems, needs, opportunities.

2. Show evidence of personal skills (tolerance, empathy, listening skills, etc.) in group situations.
Demonstrate respect for the opinion of others through written and/or oral reporting without bias.
Demonstrate tolerance of diversity through (written and/or oral) reporting without bias.
Undertake health related projects and provide evidence of successful interaction with others.
Use effective communication skills within groups.
Lead and empower people effectively.
Be a supportive follower and active group participant.
Organise themselves and others into effective working groups.
Communicate the evidence of group interactions through professional and scientifically based/accepted written and/or oral reporting.

3. Demonstrate the requisite study skills and learning strategies.
Organise their study plans.
Use creative and various learning strategies which suit their personal and professional situations and contexts.
Cope with the self-discipline necessary for distance learning.
Think independently, and offer evidence to support their decisions.
Assess their own strengths and weaknesses and develop coping strategies.

4. Demonstrate incipient research skills.
Use library and other resources effectively to suit their individual academic and professional needs.
Use library and other resources effectively to suit the needs of the particular areas of research.
Collect, collate, analyse and integrate information from a variety of sources.
Act responsibly as a researcher and life-long scholar.
Integrate information from different sources to address problems in the health field.

5. Communicate their ideas and provide supporting evidence in a sustained manner.
Responsibly use others’ ideas in support of their own.
Follow the language conventions of written (and/or oral) use in health related disciplines, issues, policies and reports.
Use appropriate models of organisation and presentation as required in the nursing disciplines.
Recognise own communication limitations and problems and seek help appropriately.
Identify and illustrate nursing/health related terminology.
Observe, describe and interpret what they come across in appropriate ways.
Assist others to speak for themselves on health related matters.
Use language to critically analyse, evaluate and critique others’ health related ideas.

6. Demonstrate an appropriate attitude towards health related scholarship and technology.
Use the scientific method of investigation, testing and evaluation in nursing/health fields.
Select appropriate health related technology to suit the needs of the individual or group.
Use technology (computers, internet, etc.) where appropriate and feasible in health fields.
Use natural resources in a sustainable way.
Show respect for and a responsible attitude towards health science and technology.
Show concern for health issues of individuals, families, groups and communities and societies.
Demonstrate a consideration of the ethics involved in health science and technology issues.
Show respect and openness towards the psychological, health and physical environment of others.

7. Integrate knowledge and experience of their individual and professional situations.
Integrate abstract knowledge of theory to the reality of their individual personal and professional contexts.
Draw upon their prior knowledge (personal and professional), and experience (personal and professional) as appropriate when investigating and analysing the health fields around them.
Demonstrate knowledge of the interconnectedness of factors influencing the achievement of optimal health, and draw upon their knowledge of the complex nature of health and health care to find appropriate solutions to health related issues.
Look beyond and across traditional disciplinary boundaries for possible health solutions.
Follow an integrated approach to learning and studying.

Assessment criteria associated with Developmental Outcomes:

1. Learn by means other than rote-learning and practical field experience.
Personalise knowledge.
Identify information sources.
Apply gained knowledge and skills in different contexts, both personal and professional, in reality and simulated contexts.
Display an awareness of learning preferences and strategies to suit personal and professional needs.
Show evidence of effective study skills (e.g. note-taking, summarising, analysis and synthesis).

2. Display tolerance of diversity and others’ opinions.
Show willingness to participate in groups.
Demonstrate willingness to take risks in group situations.
Apply knowledge and skills gained in culturally diverse health contexts.
Apply knowledge and skills gained at different levels, from personal to academic contexts.

3. Show an awareness and sensitivity of cultural diversity.
Demonstrate awareness of own culture and background.
Demonstrate tolerance of diversity and others’ opinions.
Use various skills to draw out the cultural contexts of others (e.g. listening skills, empathy, sympathy, open-mindedness, etc.).
Illustrate the value of open-mindedness and tolerance to self and others.

4. Illustrate the relationship between the knowledge, skills and attitudes acquired in studying towards the diploma and those of the community at large (local).
Make connections from theoretical knowledge to practical application in the real health fields.
Identify the diploma specialisation skills which are highly valued across the disciplines and sectors of health fields.
Use the personal and professional skills required for efficiency in most health services: imaginative intelligence, emotional maturity, effective communication skills, thoughtful accuracy and interpersonal sensitivity.
Deal effectively with potential health related problems and tasks by drawing upon the knowledge and skills from the diploma.
Demonstrate a personal and professional sense of work ethics.

5. Create job opportunities in whatever health situation they find themselves.
Have a realistic view of their own worth and value to contribute towards quality of life of the individual, family, community and society at large.
Communicate that value to others in the real world (CV writing skills, oral communication skills, etc.).
Demonstrate a healthy self-esteem and confidence in their academic and professional knowledge, skills and attitudes as required to complete the diploma qualification.
Deal with various unknown health and professional situations with flexibility and adaptability.

Assessment criteria associated with Specific Outcomes:

In the form of tasks in study materials, written (and, in some cases, oral) assignments, portfolio, tasks, projects, case studies and examinations, learners will be assessed on their ability to:

1. Analyse and reflect on the theory and practice of major disciplines in the field of general nursing, psychiatric nursing, community health nursing and midwifery.
Show potential to contribute to the development of these nursing disciplines.
Critically evaluate and utilise information from different sources to solve problems related to general community, psychiatric and midwifery fields.
Apply past and present knowledge to solve existing and potential health related problems in future general nursing, psychiatric nursing, community and midwifery context.

2. Identify and describe existing and potential problems in health/nursing disciplines.
Develop and facilitate interventions to address existing and potential problems in health/nursing disciplines.
Formulate appropriate responses to resolve both concrete and abstract health problems.

3. Demonstrate awareness and interest in own culture and other cultures in South Africa.
Show awareness of the role played by culture in disease causation.
Explore alternative strategies to address health issues in a culturally diverse society (South Africa).
Ability to render culturally congruent health care.

4. Show awareness of aspects such as health ethics and professional practice.
Use appropriate ethical codes and principles to act as advocate and role model in the health care setting.
Act as professional role models.
Take responsibility and accountability within limits of own competence and relevant scope of practice according to the requirements of relevant statutory body.
Adhere to generally accepted professional norms with integrity.

5. Interrelate with people in small and large group contexts.
Interrelate with individuals, families, groups and communities within health contexts.
Apply knowledge/strategies to facilitate solutions to existing and potential health related problems that arise in a culturally diverse society in South Africa and Africa.
Show empathy and understanding of other problems and contexts.

6. Collect, analyse, organise and evaluate related information and ideas from a variety of sources in various health fields and nursing disciplines.
Identify patterns in specific fields of general, psychiatric, community and midwifery in order to generalise from specific context to more universal contexts/principles.
Integrate information from different sources to address problems in relevant nursing fields.
Use theories from a variety of fields to solve problems within the health context.
Apply the findings of the research in related health fields.

7. Related learning gained from individual and professional experience in the health field to knowledge encountered in a nursing environment.
Relate learning with regard to general nursing, psychiatric, nursing community health, nursing and midwifery from individual and professional experience and academic context, to different health related contexts using present and future scenarios.
Interpret health related issues of the past and present in relation to the future needs.
Assimilate personal and professional experience in health problems of individuals, families, groups and communities in various health contexts.

Integrated assessment to ensure that the purpose of the qualification is achieved:

1. Continuous assessment:
Continuous assessment by tutors and preceptors allocated in the clinical situation;
Student accompaniment done according to a set programme;
Feedback given to students and recorded.

2. Formative assessment:
Learning and assessment are integrated. Learning material is specifically designed for each field of service and may contain self-assessment tasks with feedback. Academic work may include assignments, laboratory work and portfolios of evidence based on the learning material. Strategies are designed to give learners feedback on their academic progress on a continuous basis. All available facilities are utilised to communicate with learners, to give academic guidance and support and to evaluate the progress of learners. In some instances supervisors and tutors are appointed and utilised to assess, assist and guide learners in the relevant fields of service.

3. Summative assessment:
Examinations, or equivalent assessments, measures representative selections of the outcomes practised and assessed during the formative stages. Summative assessment also tests learners’ abilities to manage and integrate a large body of knowledge and to achieve the stated outcomes of a module. Summative assessment is designed in a way to focus on students’ abilities to integrate knowledge and skills in the relevant practical field of service.