1. Nursing Dynamics:
Exit Level 1:
Specific Assessment Criteria:
Nursing, as a science, is discussed.
The criteria for nursing as a profession are listed.
The role of the nurse practitioner, as an independent practitioner within a multi-disciplinary approach, is discussed.
Professional socialisation in nursing is discussed.
The dimensions of professional development in nursing in South Africa are explained.
The various contemporary factors that influence the nursing profession are analysed.
The different types of world views regarding nursing philosophy, will be compared.
The Humanistic Existential Philosophy is discussed.
The role-model concept of the nurse-educator in South Africa is discussed.
The guidelines for ethical decision-making in nursing is discussed.
The main responsibilities of the professional association/regulation is discussed.
The contents of the constitution of Denosa are summarised.
The objectives of professional regulation are explained.
The principles of professional regulation are discussed.
The position and mission of the South African Nursing Council in the South African community are assessed critically.
The conditions for professional accountability are assessed.
Exit Level 2:
Specific Assessment Criteria:
A survey of the population and health profiles in your particular health care setting are done.
The information obtained with the above survey is used in the planning for implementation of a primary health care plan in a particular setting.
An organogram of the health policy, making structures at macro- and micro- levels is designed.
Contemporary factors which influence the provision of services at national level, are analysed.
The socio-economical implication of the above contemporary factors in the provision of services is discussed.
Exit Level 3:
Specific Assessment Criteria:
The principles of effective communication are discussed.
The communication process is analysed.
Barriers in communication are analysed.
Communication structures in the teaching and clinical setting are identified and assessed.
group discussions the group dynamics are observed and discussed.
Assertiveness and empathy are demonstrated by role-playing.
Stress- and crisis management are implemented.
Conflict with individuals and groups is managed by role-playing.
A budget matrix is prepared and described.
A memorandum requesting the necessary equipment is written.
A meeting will be planned, organised and conducted.
After the above meeting an agenda and a set of minutes is prepared.
The difference between change and innovation is explained.
The different change processes are discussed.
The establishment and maintenance of change are debated.
Exit Level 4:
Specific Assessment Criteria:
A needs-assessment and the establishing of priorities regarding financial assessment will be implemented.
The health environment will be evaluated concerning the organisational climate, information and data systems, and resources.
The establishment and maintenance of standards will be implemented.
A disaster nursing care plan will be implemented in your particular health/educational setting.
The key aspects related to recruitment and the selection of both personnel and students will be identified.
An orientation programme for both students and personnel are planned and implemented.
A student`s workbook for a group of new students is prepared.
A tutor workload schedule will be planned.
Financial control systems in your particular health/educational setting will be identified and described.
Financial assessments will be done in your particular health/educational setting.
Measures to implement cost-affectivity will be implemented in your particular health/educational setting.
Utilisation of resources will be implemented in your particular health/educational setting.
Exit Level 5:
Specific Assessment Criteria:
A research proposal will be developed.
A research problem will be identified.
A literature study will be done and recorded.
A target population will be identified.
Research methodology will be implemented.
A research report will be prepared.
2. Educational Theory:
Exit Level 1:
Specific Assessment Criteria:
Three modes of philosophy will be identified.
A differentiation will be made between philosophy, Science and philosophy of education, by listing the characteristics of each.
The South African Nursing Councils` philosophy of nursing education will be analysed.
The difference between Positivism and Existentialism will be debated.
A value-clarification session will be implemented.
Exit Level 2:
Specific Assessment Criteria:
The conditions of learning will be assessed and considered in the teaching of a particular group of students.
The differences between pedagogy and andragogy will be discussed by summatising the characteristics of each.
The different types of learning will be identified and discussed.
The difference between classical and operant conditioning will be described.
Chaining and skill learning will be defined.
The characteristic of verbal learning and verbal association will be listed.
Discrimination learning will be debated.
Concept learning versus principle learning will be analysed.
Problem solving will be discussed and implemented.
Social learning will be discussed.
Exit Level 3:
Specific Assessment Criteria:
Different models of instruction will be identified.
Learners will be assisted to select a particular model of instruction, according to the needs of individual learners.
The advantages and disadvantages of specific models of instruction will be debated.
Trends related to models of instruction in nursing will be evaluated critically.
Exit Level 4:
Specific Assessment Criteria:
Transfer of learning will be defined.
Three commonly used designs for the transfer of learning will be identified.
The variables that affect transfer of learning will be described.
The concepts of initiating or acquiring behaviour will be explained and implemented.
Methods of eliminating behaviour will be explained and implemented.
Methods of retaining behaviour will be explained and implemented.
Exit Level 5:
Specific Assessment Criteria:
The methods of reinforcement will be identified.
The theories underlying the mechanism of reinforcement will be explained and implemented.
The role of feedback in education will be discussed.
The role of practice or repetition in education will be explained.
The role of sequence of instruction will be analysed and implemented.
The classification if individual difference variables will be analysed and implemented.
The effect of the environment on learning will be discussed.
The influence of attention on learning and instruction will be discussed.
The role of motivation in learning and instruction will be analysed and implemented.
Exit Level 6:
Assess and implement the evaluation process in teaching.
Specific Assessment Criteria:
Relate and apply the evaluation process in teaching.
3. Nursing Didactics:
Exit Level 1:
Specific Assessment Criteria:
The nature and development of nursing education during the history will be analysed and compared with current nursing education.
The scope of practice and the functions of the various categories of nursing personnel will be assessed and implemented according to the appropriate regulations.
The purpose and objectives of nursing education will be identified and implemented.
The authorities responsible for nursing education in South Africa will be discussed.
Exit Level 2:
Specific Assessment Criteria:
A situational analysis will be done in order to identify the appropriate purpose and objectives.
As part of the conceptual framework of curriculum development, the setting will be identified and described.
As part of the conceptual framework of curriculum development, the learner and related matters will be analysed and implemented.
The knowledge component based on a particular theory of nursing will be developed and implemented.
The different options/systems for curriculum organisation will be analysed, and an appropriate one will be implemented.
Teaching strategies will be assessed and implemented according to the theory component and the needs of the learners.
Teaching aids will be assessed and appropriately utilised to complement a particular teaching session and facilitate learning.
Educational management will be discussed and implemented.
Exit Level 3:
Specific Assessment Criteria:
The aims of clinical teaching will be identified.
The reasons for clinical teaching will be discussed.
The characteristics of the clinical tutor in nursing will be identified and assessed.
The different clinical teaching strategies will be assessed.
The concept of the preceptor will be explained and role-played.
The technical skills, which are prerequisite skills for effective clinical teaching, will be identified and practised.
The factors that need to be considered when a clinical teaching programme is developed, will be assessed and implemented.
A clinical teaching programme for Nursing Science at 3rd year level will be planned and developed.
Evaluation in clinical teaching will be assessed and implemented.
Exit Level 4:
Specific Assessment Criteria:
The purpose of in-service and continuing education will be identified and implemented.
An in-service education programme for registered nurses in a surgical ward will be developed and implemented.
A continuing education programme for newly registered nurses will be developed and implemented.
Adult education as life-long learning will be assessed and implemented.
Exit Level 5:
Specific Assessment Criteria:
The contribution of the International Council for registered nurses to nursing education in South Africa will be evaluated.
The point of view of The World Health Organisation (WHO) regarding basic nursing education will be debated.
The point of view of the WHO regarding the preparation of nurse tutors for health service practices will be discussed and compared with nursing education in South Africa.
The implications of the National Health Plan and the Reconstruction and Development Programme for nursing education will be identified and implemented.
Exit Level 6:
Specific Assessment Criteria:
The different types of evaluation will be identified and explained, for example formative and summative evaluation.
The purpose of evaluation will be assessed.
The principles underlying evaluation will be discussed.
Methods of evaluation will be assessed and implemented.
Different evaluation instruments will be identified, developed and implemented.
4. Clinical Nursing Science:
Exit Level 1:
Specific Assessment Criteria:
Shock will be defined appropriately.
A differential diagnosis will be made.
The patho-physiology of shock will be explained and assessed.
A nursing care plan will be developed, according to the outcomes of the above assessment.
The possible complications will be discussed in order to implement preventative measures.
The medical and surgical conditions of the cardio-vascular system will be identified and assessed.
The patho-physiology of the major and more common conditions will be discussed.
The etiological factors of the above conditions will be identified in order to implement preventative measure in the future.
The different conditions of the respiratory system will be identified and assessed.
The symptomatology of the most common conditions will be analysed and discussed.
The etiological factors of gastro-intestinal conditions as well as the conditions of the gall bladder and pancreas will be analysed and discussed.
The aetiology of renal conditions will be identified and assessed.
The patho-physiology of renal conditions will be analysed and discussed.
Exit Level 2:
Specific Assessment Criteria:
Laboratory results and other results for example X-photos of a system will be evaluated before a course of treatment is planned.
All tests and investigations will be done in a safe environment, free from possible medico-legal hazards.
Exit Level 3:
Specific Assessment Criteria:
Nursing interventions to prepare the patient and the family for prescribed treatment will be planned and implemented.
The patient will receive prescribed treatment in an appropriate manner.
Health care personnel, the patient and the environment will be protected from unnecessary exposure to potentially hazardous substances.
An individual plan for patient education will be prepared for each patient.
Exit Level 4:
Specific Assessment Criteria:
The implementation of supportive intervention will be assessed.
Exit Level 5:
Specific Assessment Criteria:
The role and function of the clinical nurse-tutor will be analysed.
Knowledge of ethical issues and trends will be discussed.
Ethical implications will be considered in the decision-making process.
Knowledge of health and other legislation; that affects the health status of the community will be assessed.
The organisation of health care services will be critically evaluated.
The health priorities as set out in the National Health Plan will be integrated effectively in the delivery of comprehensive nursing care.
The guiding principle of a vision for health and its effects on the delivery of nursing services will be evaluated.
The role of the Reconstruction and Development in the delivery of health care will be assessed.
Integrated Assessment:
Learner assessment will included written assignments, tests, case studies, examinations (theoretical), and practical evaluation done by the external course leader and a designated mentor with the appropriate qualification.
Formative and Summative:
Learners must be able to demonstrate the achievement of the stated learning outcomes at different levels throughout the programme. Assessment criteria and performance indicators will be used for formative and summative evaluation.
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