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: 

Develop a care plan in collaboration with patients and/or carers 
SAQA US ID UNIT STANDARD TITLE
252100  Develop a care plan in collaboration with patients and/or carers 
ORIGINATOR
SGB Nursing 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 09 - Health Sciences and Social Services Curative Health 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 6  Level TBA: Pre-2009 was L6  10 
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 collaborate with patients and/or carers in the development of an integrated, comprehensive care plan to promote recovery and/or rehabilitation and prevent further illness.

People credited with this unit standard are able to:
  • Set care objectives in response to identified needs.
  • Identify resource requirements for care plans and individual plans.
  • Develop a care 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.
  • Group assessment skills, including physical, mental status and family assessments.
  • Awareness and sensitivity to cultural and health belief systems.
  • Ethical management of client information. 

  • 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:
  • Competent persons function within the scope of practice of a nurse as formulated by statutory professional council regulations, institutional policies related to specific occupational settings, as well as the parameters of the capabilities of the learner at this level. 

  • Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Set care objectives in response to identified needs. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Past assessments and/or patient records are accessed and reviewed for information on health needs and priorities for health care. Records are updated as required by present observations. 

    ASSESSMENT CRITERION 2 
    Current health care needs, readiness for participation, and priorities are confirmed in consultation with patients and care givers. 
    ASSESSMENT CRITERION RANGE 
    Priorities include:
  • Urgency, life threatening potential, client perception.
     

  • ASSESSMENT CRITERION 3 
    The identified health needs reflect a holistic approach to care in their concern for the person and community of which they are part, rather than the condition alone. 

    ASSESSMENT CRITERION 4 
    The overall goals of the care plan and the individual development plan are clearly described, and specific roles, decisions, actions and tasks are consistent with the broader goals determined in the assessment process. 

    ASSESSMENT CRITERION 5 
    Specific objectives, and criteria for the measurement of progress, are realistic, attainable, established in measurable terms with clear timeframes, and agreed by patient and care givers. 

    SPECIFIC OUTCOME 2 
    Identify resource requirements for care plans and individual plans. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Resource requirements identified for care plans and individual plans are adequate and appropriate to meet identified needs. 
    ASSESSMENT CRITERION RANGE 
    Resource includes:
  • Health care resources; other.
     

  • ASSESSMENT CRITERION 2 
    Resources are sourced from within the multi-disciplinary team or community to meet identified needs or developed as required. 

    ASSESSMENT CRITERION 3 
    Own efforts to mobilise resources where available community and team resources do not meet requirements are appropriate to own position, authority and influence. 
    ASSESSMENT CRITERION RANGE 
    Efforts include:
  • Networking; linking people to resources.
     

  • ASSESSMENT CRITERION 4 
    Commitments by others to provide resources are followed up to ensure that resources are available on time to meet identified health care needs. 

    ASSESSMENT CRITERION 5 
    Resource possibilities of own capabilities are identified, and planned work in response to care and individual development plans is realistic in terms of personal and other available resources. 

    SPECIFIC OUTCOME 3 
    Develop a care plan. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Interventions listed in the care plan, including referrals, are appropriate in terms of the identified need and available resources. Referrals are made when the intervention is beyond own scope of competence or authority. 

    ASSESSMENT CRITERION 2 
    Referrals comply with institutional policies and procedures, and established systems for referrals. Referral documentation is complete and reflects essential information about the client as well as a specific request for the referent service. 

    ASSESSMENT CRITERION 3 
    Interventions developed are evidence based and individually appropriate. Chosen interventions are justified by evidence drawn from research and/or own practice. 
    ASSESSMENT CRITERION RANGE 
    Evidence includes:
  • Research; empirical data; practice.
     

  • ASSESSMENT CRITERION 4 
    The nursing care plan reflects the preferences and/or needs of clients, as established and agreed during assessment and consultation. 

    ASSESSMENT CRITERION 5 
    Own role, as well as the roles of other team members, is identified and described with reference to specific areas of accountability, responsibility and competence. The description includes reference to the specified time-frames for delivery. 

    ASSESSMENT CRITERION 6 
    Areas of role-sharing and/or areas of potential overlap are identified and boundaries established to promote effective service delivery, and minimise dysfunctional conflict. 
    ASSESSMENT CRITERION RANGE 
    Boundaries include:
  • Scope of competence; scope of authority; legal boundaries.
     

  • ASSESSMENT CRITERION 7 
    The care plan is documented in accordance with institutional policies and procedures and stored securely. It is available, on request, to authorised personnel. 


    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 skills of collaboration and/or partnership.
  • Problem solving and decision making process.
  • Nursing process, focused on planning phase.
  • Nursing, multidisciplinary and health care team.
  • Alternative health providers. 

  • 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: Health planning requires problem solving and decision making. 

  • UNIT STANDARD CCFO WORKING 
    Work effectively with others as members of a team, group, organisation or community.
  • Note: Health care planning and provision is team based. 

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

    Note: Compiling a health plan requires effective organisation. 

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

    Note: Core to the standard-gathering information. 

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

    Note: Core to the standard-gathering and sharing information. 

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

    Note: Essential in testing, assessment, planning and monitoring. 

    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: The body as set of related a systems; impact of broader environment. 

    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 integrated assessment.
  • Formative Assessment: A variety of assessment strategies and/or approaches integrating theory and practice must be used. These could be tests, assignments, projects, demonstrations or clinical assessments or any other applicable method.
  • Summative: This could take a form of oral, written and/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 is provided as follows:
  • This unit standard has been written at an entry level, where the nurse works with planning for basic needs.
  • Holistic refers to seeing the individual as a whole, and not just as a set of health problems.
  • 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.