SAQA All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.
SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD: 

Manage rehabilitation 
SAQA US ID UNIT STANDARD TITLE
252096  Manage rehabilitation 
ORIGINATOR
SGB Nursing 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 09 - Health Sciences and Social Services Rehabilitative Health/Services 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 6  Level TBA: Pre-2009 was L6 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Reregistered  2018-07-01  2023-06-30  SAQA 06120/18 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2024-06-30   2027-06-30  

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.  

This unit standard does not replace any other unit standard and is not replaced by any other unit standard. 

PURPOSE OF THE UNIT STANDARD 
This unit standard will be useful for people working as clinically focused, service orientated, independent, registered staff nurses, who are able to render basic care to persons with stable and uncomplicated general health problems, as determined by the appropriate legislative framework.

This unit standard will recognise the essential knowledge and skills required to assess the rehabilitation goals and barriers to reaching these goals in partnership with patient and significant others. The competence includes an ability to develop plans and assist patients in the management of their health in terms of these plans.

People credited with this unit standard are able to:
  • Collaborate with patient and health team to set a specific rehabilitation goal.
  • Measure the functional ability of a patient with a disability.
  • Assess the barriers to rehabilitation and develop a rehabilitation plan.
  • Facilitate the implementation of the rehabilitation plan. 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    The credit calculation is based on the assumption that learners are already competent in terms of the following outcomes or areas of learning when starting to learn towards this unit standard:
  • ID 252098: Use communication skills to establish and maintain supportive relationships.
  • ID 252082: Carry out a health assessment of an individual of any age group.
  • ID 252100: Develop a care plan in collaboration with patients and or carers.
  • ID 252093: Implement planned nursing care to achieve identified patient outcomes. 

  • UNIT STANDARD RANGE 
    Specific range statements are provided in the body of the unit standard where they apply to particular specific outcomes or assessment criteria.

    The following scope and context applies to the whole unit standard:
  • The Nurse functions within the scope of practice of a staff nurse as formulated by the SANC and the Nursing Act. 

  • Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Collaborate with patient and health team to set a specific rehabilitation goal. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Persons directly involved in rehabilitation, and support of the patient, are identified in terms of their relationship to the patient, their possible contribution to the process, and their expertise. 
    ASSESSMENT CRITERION RANGE 
    Persons include:
  • Patient; family; significant others; care givers; health professionals.
     

  • ASSESSMENT CRITERION 2 
    The priority goal of the patient is identified in a specific life area, in conjunction with care givers and significant others. The goal is ensured to be significant and in line with the needs of the patient. 
    ASSESSMENT CRITERION RANGE 
    Goals include:
  • Self care with respect to housing; occupation; education; social; disclosure of stigmatised illnesses.
     

  • ASSESSMENT CRITERION 3 
    The goal is articulated in terms that motivate the patient and others. The goal is specific with respect to the way in which it will improve quality of life. 

    ASSESSMENT CRITERION 4 
    Goals are ensured to be realistic and attainable within specified time lines, in terms of the prognosis. 

    SPECIFIC OUTCOME 2 
    Measure the functional ability of a patient with a disability. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Assessments are conducted in terms of the goals established with the patient, health team and support. 

    ASSESSMENT CRITERION 2 
    Documented records of patient performance in the areas of housing, occupation, education and social functioning are reviewed to determine the viability of current goals, and identify factors which might inhibit success. 

    ASSESSMENT CRITERION 3 
    Instruments selected for the measurement of functional capability are appropriate to the particular disability and context. Instruments accurately establish the level of functioning that has been compromised due to the disability, and point to areas for development. 

    ASSESSMENT CRITERION 4 
    Present functioning in areas of social self-care and/or occupational performance is systematically identified and recorded in accordance with established procedures and protocols. 

    ASSESSMENT CRITERION 5 
    Resource and support requirements are established for successful achievement of the patient's goal. 
    ASSESSMENT CRITERION RANGE 
    Resource includes:
  • Health care professionals; home care and support.
     

  • SPECIFIC OUTCOME 3 
    Assess the barriers to rehabilitation and develop a rehabilitation plan. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Barriers to the successful achievement of the patient's goal are identified and classified in terms of what is and is not manageable. 
    ASSESSMENT CRITERION RANGE 
    Barriers include:
  • Intrapersonal; interpersonal; psychological; physical; environment.
     

  • ASSESSMENT CRITERION 2 
    Support assist the patient to identify barriers, and develop coping mechanisms to deal with what cannot be changed. Strategies developed assist the patient to cope with, or overcome, the barrier. 

    ASSESSMENT CRITERION 3 
    Support of family, significant others and/or care givers provides practical information for support and motivation in times of discouragement. 

    ASSESSMENT CRITERION 4 
    The rehabilitation plan developed together with patient and significant others is holistic and addresses psychological and physical aspects required to improve the quality of life. 

    ASSESSMENT CRITERION 5 
    The plan clearly outlines the barriers towards reaching the goal, as well as strategies for coping with and/or overcoming barriers. It specifies available resources to meet the rehabilitation goal of the patient, and details the specific skills needed and how these will be developed. 

    ASSESSMENT CRITERION 6 
    The plan outlines realistic strategies and specific recommendations to address the concerns of family, employer and service providers about the patient's functional ability. 

    ASSESSMENT CRITERION 7 
    The plan provides for the monitoring of progress towards rehabilitation goals in terms of roles, methods and frequency. 

    ASSESSMENT CRITERION 8 
    The plan specifies the roles and responsibilities of patient, care givers and health professionals in the achievement of the rehabilitation goal. 

    SPECIFIC OUTCOME 4 
    Facilitate the implementation of the rehabilitation plan. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Possible complications are discussed in terms of signs and symptoms, in accordance with generally accepted medical usage. 

    ASSESSMENT CRITERION 2 
    The dynamics of the illness are discussed with the patient to enable them to recognise warning signs, changes and/or progression of the illness, in accordance with generally accepted medical usage. 

    ASSESSMENT CRITERION 3 
    Possible preventative action is identified and discussed with the patient and significant others to ensure that responses are appropriate and timeous. Discussions include procedures and specific actions to be taken to deal with the particular relapse or complication. 

    ASSESSMENT CRITERION 4 
    The achievement of short-term objectives is evaluated timeously together with patient, support team and significant others, in accordance with established procedures and protocols. 

    ASSESSMENT CRITERION 5 
    Adaptations to the plan are appropriate in terms of the evidence gathered during the evaluation, and the current health status of the patient. The adapted plan is consistent with achievement of the identified goals. 

    ASSESSMENT CRITERION 6 
    Relevant and valid support systems identified during the implementation process are incorporated into the rehabilitation process with reference to their contribution towards the goal. The plan is updated to reflect the additional support. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
  • Accreditation Options: Providers of learning towards this unit standard will need to meet the accreditation requirements of the relevant ETQA.
  • Moderation Option: The moderation requirements of the relevant ETQA must be met in order to award credit to learners for this unit standard. 

  • UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    The following essential embedded knowledge will be assessed through assessment of the specific outcomes in terms of the stipulated assessment criteria. Candidates are unlikely to achieve all the specific outcomes, to the standards described in the assessment criteria, without knowledge of the listed embedded knowledge. This means that for the most part, the possession or lack of the knowledge can be directly inferred from the quality of the candidate's performance.

    Where direct assessment of knowledge is required, assessment criteria have been included in the body of the unit standard.
  • Knowledge of specific types of disability and it's implications for the person, family, significant others and the community.
  • Rehabilitation theory and models.
  • Deinstitutionalization. 

  • UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify and solve problems and make decisions using critical and creative thinking.

    Note:
  • Identifying and implementing rehabilitation solutions implies problem-solving and effective decision making. 

  • UNIT STANDARD CCFO WORKING 
    Work effectively with others as members of a team, group, organisation or community.

    Note:
  • Health care provision is team based. 

  • UNIT STANDARD CCFO ORGANISING 
    Organise and manage themselves and their activities responsibly and effectively.

    Note:
  • Rehabilitation requires effective organisation. 

  • UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information.

    Note:
  • Central to managing rehabilitation, and monitoring and evaluation components. 

  • UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively, using visual, mathematical and/or language skills in the modes of oral and/or written presentations.

    Note:
  • Core competence - managing rehabilitation. 

  • UNIT STANDARD CCFO SCIENCE 
    Use science and technology effectively and critically showing responsibility towards the environment and health of others.

    Note:
  • Used in assessment and monitoring, as well as pain management. 

  • UNIT STANDARD CCFO DEMONSTRATING 
    Demonstrate an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation.

    Note:
  • Body as a system; part of the broader health care system. 

  • UNIT STANDARD ASSESSOR CRITERIA 
    N/A 

    REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this unit standard was Reregistered in 2012; 2015. 

    UNIT STANDARD NOTES 
    Notes to Assessors:

    Assessors should keep the following general principles in mind when designing and conducting assessments against this unit standard:
  • Focus the assessment activities on gathering evidence in terms of the main outcome expressed in the title to ensure assessment is integrated rather than fragmented. Remember we want to declare the person competent in terms of the title. Where assessment at title level is unmanageable, then focus assessment around each specific outcome, or groups of specific outcomes.
  • Make sure that evidence is gathered across the entire range, wherever it applies. Assessment activities should be as close to the real performance as possible, and where simulations or role-plays are used, there should be supporting evidence to show the candidate is able to perform in the real situation.
  • Do not focus the assessment activities on each assessment criterion. Rather make sure the assessment activities focus on outcomes and are sufficient to enable evidence to be gathered around all the assessment criteria.
  • The assessment criteria provide the specifications against which assessment judgements should be made. In most cases, knowledge can be inferred from the quality of the performances, but in other cases, knowledge and understanding will have to be tested through questioning techniques. Where this is required, there will be assessment criteria to specify the standard required.
  • The task of the assessor is to gather sufficient evidence, of the prescribed type and quality, as specified in this unit standard, that the candidate can achieve the outcomes again and again and again. This means assessors will have to judge how many repeat performances are required before they believe the performance is reproducible.
  • All assessments should be conducted in line with the following well documented principles of assessment: appropriateness, fairness, manageability, integration into work or learning, validity, direct, authentic, sufficient, systematic, open and consistent.

    The following particular issues should be taken into consideration when assessing against this unit standard:
  • The SANC guidelines are used as a reference for clinical competence. A variety of assessment strategies and/or approaches integrating theory and practice must be used. These could be tests, assignments, projects, demonstrations, and/or clinical assessments or any other applicable assessment.
  • Summative: This can take a form of oral, written or practical assessments as agreed to with the relevant ETQA.

    Definition of Terms:

    Terms have been clarified as far as possible through the use of range statements. Further clarification of terms is provided as follows:
  • The terms "patient" and "health care user" are used interchangeably in this unit standard. The term patient is used internationally, and the term health care user is used in the Nursing Act 33 of 2005, as well as the National Health Act 61 of 2003. 

  • QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  59236   National Diploma: Nursing  Level 5  NQF Level 05  Passed the End Date -
    Status was "Reregistered" 
    2020-07-30  As per Learning Programmes recorded against this Qual 
    Core  59257   Bachelor of Nursing  Level 7  NQF Level 08  Reregistered  2023-06-30  As per Learning Programmes recorded against this Qual 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS UNIT STANDARD: 
    This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.
     
    NONE 



    All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.