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. Identify, analyse and solve health related problems by means of exploring and critically assessing direct and indirect factors relevant to health within a given health care context.
Solve health related problems by generating alternative strategies to deal with those problems at primary, secondary and tertiary levels of care.
Overcome 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, e.g. case studies.
Identify and solve concrete and abstract health problems by drawing upon the theoretical knowledge and experiential base of individual disciplines in the health 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 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 to understand health issues, and utilise health facilities.
Be a supportive follower and active group participant in a health related multi-disciplinary team.
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.
Within a team approach facilitate groups and communities to take responsibility for their own health and that of others.
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.
Think independently, and offer evidence to support their decisions.
Assess their own strengths and weaknesses and develop coping strategies.
Utilise skills and knowledge gained through their studies to manage their activities.
4. Demonstrate basic research skills.
Use the 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 (e.g. appropriate referencing, avoiding plagiarism, etc.).
5. Communicate their ideas and provide supporting evidence in a sustained manner.
Responsibly use others’ ideas in support of their own (without plagiarism).
Follow the language conventions of written (and/or oral) use in health related disciplines, issues, policies and reports.
Create and use visual aids appropriately to support their ideas.
Recognise own communication limitations and problems and seek help appropriately.
See, 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, 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, communities and societies.
Demonstrate a consideration of the ethics involved in health science and technology issues.
Show respect and openness towards the psychological, physical and health environments of others.
7. Demonstrate knowledge and experience of their individual and professional situations.
Connect the 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 inter-connection 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 of other strategies than rote-learning and practical field experience.
Explain what they know in their own words.
Use help-seeking strategies to further their own learning and that of others.
Apply what they study in different contexts, both in personal and professional, real and simulated contexts.
Display self-awareness of learning preferences and strategies to suit their personal and professional needs.
Show evidence of effective study skills (e.g. note-taking, summarising, analysis and synthesis).
2. Display tolerance of diversity and other opinions.
Show willingness to participate in groups.
Demonstrate willingness to take risks in group situations.
Apply what they know and study in culturally diverse health contexts.
Apply what they know and study at different levels, from personal to academic contexts.
3. Show awareness 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 health specialisation skills which are highly valued across the disciplines and sectors of the health fields.
Use the personal and professional skills required for efficiency in most health services: imaginative intelligence, emotional maturity, effective communications 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 qualification.
Deal with various unknown health and functional 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 general nursing.
Show potential to contribute to the development of this nursing discipline.
2. Relate learning gained from individual and professional experience in the health field to knowledge encountered in a nursing environment and vice versa.
Relate learning with regard to general nursing from individual and professional experience and academic contexts, to different health related contexts using present and future scenarios.
Explain her/his place in the health/nursing field and in the multi-disciplinary health team.
Explain her/his professional role within the health/nursing field.
Interpret health related issues of the past and present in relation to the future needs.
Reflect on personal and professional experience and nursing disciplines.
Make connections from personal and professional experience to health problems of individuals, families, groups and communities in various health contexts.
3. Identify existing and potential problems in health and related disciplines.
Describe existing and potential problems in relevant health disciplines.
Develop and facilitate solutions and strategies to address existing and potential problems in health and related disciplines.
Formulate appropriate responses to resolve both concrete and abstract health problems.
4. Identify and use music, art and literature as strategies to promote health and quality of life in various health fields.
Develop effective strategies for health education and health promotion by applying music, art and literature appropriately.
5. Show awareness of aspects such as health ethics and professional practice.
Critically interpret dynamic changes and related issues in the health care system environment.
Use appropriate ethical codes and principles to act as advocate and role model in the health care setting.
6. Show awareness of own culture and of others in the South African and African communities.
Show interest in other cultures in South Africa and Africa.
Analyse how cultural issues affect health and health related aspects in authentic and simulated contexts.
Explore alternative strategies to address health issues in a culturally diverse society.
Render culturally congruent health care.
7. Assess knowledge.
Relate knowledge to its contributions to developing different health care systems.
Relate information from one health discipline to that of others.
8. Assess health knowledge in relation to the role of the professionals in the multi-disciplinary health team.
Relate health knowledge and its contributions to co-operation and more effective teamwork
9. Use disciplinary- and interdisciplinary-based information related to problems of health and health and how these are influenced by e.g. poverty, violence, racism, gender bias, and community development.
Use this information to explore, interpret and utilise relationships between health, socio-economic and cultural situations.
Use this information to interpret relationships between health, culture and the environment.
Take an informed stand on human health and social issues with courage, self-confidence, assertiveness and with professional responsibility/accountability.
10. Interact with texts (written and oral) through critical listening/reading and inferencing skills.
Produce critical texts which integrate health information from different sources.
Use language effectively to convey health ideas and insights intelligibly and achieve own purposes.
Produce and/or appreciate creative works in a variety of media applied to health issues (nature, art, music, language/literature).
Take a critical position in an objective manner by reflecting on health knowledge and information using texts from different sources.
11. Compare knowledge and skills from the past with new situations.
Draw upon known information to deal with unknown health issues.
Use technology in appropriate contexts to access, process, store or distribute and facilitate quality health care knowledge.
Assess the applicability, limitations and impact of various types of technology in the academic and health fields.
Analyse the impact of technology on society within the health field.
12. Interrelate with individuals, families, groups and communities within health contexts.
Interrelate with people in small and large group 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 towards the problems of others and contexts in the authentic (primary research) contexts.
13. Collect, analyse, organise and evaluate related information and ideas from a variety of sources in various health fields and specific disciplines.
Critically evaluate and utilise information from different sources to solve health related problems in the relevant fields of General Nursing.
Integrate information from different sources to address problems in the relevant health/nursing fields.
Use theories from one or more fields to solve problems within the health fields.
Apply past and present knowledge and skills to authentic and simulated scenarios in General Nursing.
Apply past and present knowledge to solve existing and potential health related problems in future General Nursing contexts.
Identify patterns in specific fields of General Nursing locally in order to generalise from specific contexts to more universal contexts/principles.
14. Empathise with diversity.
Tolerate ambiguity and be receptive to different points of view.
Promote equity in health care.
Demonstrate respect and sensitivity in the process of caring.
Acknowledge and respect the rights of clients/patients to safe, informed and quality health care.
15. Question values, knowledge and culture, both own and others.
Operate as a responsible individual in culturally diverse societies.
Question inadequacies in health related issues.
Promote client/patient participation in health care activities.
16. Act as a professional role model.
Take responsibility and accountability within the limits of own competence and relevant scope of practice according to the requirements of relevant statutory bodies.
Exercise judgment commensurate with knowledge and experience.
Be accountable for achieving specialised competency in General Nursing.
Adhere to the generally accepted professional norms with integrity.
Integrated assessment to ensure that the purpose of the qualification is achieved:
Continuous assessment embraces both formative and summative assessment.
Formative assessment: Learning and assessment are integrated. The scheme of work includes tests, assignments, laboratory work and portfolios of evidence based on the learning material, and learners are given applicable feedback. The process is continuous and focuses on smaller sections of the work and limited number of outcomes.
Summative assessment: Examinations, or equivalent assessments, assess representative selections of the outcomes practised and assessed during the formative stages. Summative assessments also test the learner’s abilities to manage and integrate a large body of knowledge and to achieve the stated outcomes of a module. The summative assessment also focuses on the learner’s ability to integrate knowledge and skills in the practical health care situation relevant to the particular area of specialisation.
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