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 THAT HAS PASSED THE END DATE: 

Develop and apply strategies to cope with the emotional demands of nursing situations 
SAQA US ID UNIT STANDARD TITLE
252113  Develop and apply strategies to cope with the emotional demands of nursing situations 
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 5  Level TBA: Pre-2009 was L5  4 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Passed the End Date -
Status was "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 cope with the emotional demands of nursing practice. It will recognise the skill required to identify own strengths, issues and development areas and work in a systematic way to develop self awareness, improve skills, and continuously improve practice.

People credited with this unit standard are able to:
  • Reflect critically on own nursing practice.
  • Identify coping mechanisms and modify these to enhance effective functioning.
  • Identify and access resources for self-development.
  • Use performance appraisal as a means of self-development. 
    		•

    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:
  • Literacy and numeracy at NQF Level 4.
  • Communication skills at NQF Level 4.
  • Ability to learn independently. 
    		•

    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 learners will function within the scope of practice of a nurse as formulated by the SANC. 
    		•

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Reflect critically on own nursing practice. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Discussion of different models of reflective practice demonstrates an understanding of the models and their relative advantages, disadvantages and usefulness for current nursing context. 
    ASSESSMENT CRITERION RANGE 
    Models include:
  • Kolb's learning cycle; Gibbs' model of reflection; van Aswegen's model of reflection; Donald Schon's reflective practice; Mattingly (competences); Phelan, Garfat & Anglin's reflection on professional development, Gerry Fewster.
     
    		•

    ASSESSMENT CRITERION 2 
    Personal observations of self are located within appropriate theoretical frameworks, and derive from the use of reflective tools appropriate to the framework and own disposition. 

    ASSESSMENT CRITERION 3 
    Aspects of self as important subjects of reflection are correctly identified. Discussion of their impact on interactions, relationships and personal effectiveness in professional practice is consistent with generally accepted understanding in the field. 
    ASSESSMENT CRITERION RANGE 
    Aspects include:
  • Own childhood; own development; own history; cultural and religious beliefs.
     
    		•

    ASSESSMENT CRITERION 4 
    Reflection identifies ways in which other perspectives have influenced and/or added to or been accommodated within own belief system and/or world view. 

    ASSESSMENT CRITERION 5 
    Reflection on different perspectives encountered during professional practice identifies commonalities and differences between own and other belief systems, and ways in which this influences responses to others. 

    ASSESSMENT CRITERION 6 
    Reflections on interactions identify personal issues that impact on self awareness as well as interactions with others. 
    ASSESSMENT CRITERION RANGE 
    Personal issues include:
  • Buttons; personal defensive blocks; intra and interpersonal stressors; impact of the behaviour and/or world views of others on own feelings and responses; personal strengths and weaknesses; personal and cultural behaviour patterns; gender relations.
     
    		•

    ASSESSMENT CRITERION 7 
    Reflection identifies patterns of common responses to similar situations, and makes meaning of these in terms of own history or story in ways that develop emotional intelligence and stamina. 
    ASSESSMENT CRITERION RANGE 
    Emotional intelligence includes:
  • Insight, compassion, empathy, understanding.
     
    		•

    ASSESSMENT CRITERION 8 
    Reflections on own role within teams identifies the influence of own behaviour on individuals within the team, and the effectiveness of the team as a whole in the achievement of its purpose. 
    ASSESSMENT CRITERION RANGE 
    Roles include:
  • Team member, functional specialist, facilitator, team leader.
     
    		•

    SPECIFIC OUTCOME 2 
    Identify coping mechanisms and modify these to enhance effective functioning. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Coping mechanisms identified are appropriate to the particular context and own needs, and enhance ability to operate effectively in work and personal environments. 

    ASSESSMENT CRITERION 2 
    The importance of reflection in the moment is explained with reference to examples of managing the complexity of emotions that is present in every nursing and health care context. 
    ASSESSMENT CRITERION RANGE 
    Managing includes:
  • Recognising self and feelings; holding complex emotions (including opposites); holding off projective identification; asking appropriate questions; understanding pain behind the action.
     
    		•

    ASSESSMENT CRITERION 3 
    Responses to stressful situations are constructive and utilise appropriate coping mechanisms in ways which enhance own effectiveness. Personal stressors are managed so that responses do not detract from the quality of service delivery to healthcare users. 
    ASSESSMENT CRITERION RANGE 
    Coping mechanisms include:
  • Assertiveness; appropriate communication and respect for others; personal strengths.
     
    		•

    ASSESSMENT CRITERION 4 
    The importance of self-preservation in diverse contexts is discussed in relation to effectiveness as a carer and ability to meet professional duties and responsibilities. 

    ASSESSMENT CRITERION 5 
    Own stress levels are monitored regularly and actions in the event of high stress levels are appropriate to continued physical, psychological and emotional wellbeing. 

    ASSESSMENT CRITERION 6 
    Coping mechanisms are used in interactions with colleagues to promote effective working relationships and reduce the possibilities of dysfunctional conflict. 

    SPECIFIC OUTCOME 3 
    Identify and access resources for self-development. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Development opportunities are identified during interactions with teams, and examples provided of resulting modifications to perspectives or behaviour provide evidence of appropriate self-development. 
    ASSESSMENT CRITERION RANGE 
    Teams include:
  • Health care teams, multi-disciplinary teams.
     
    		•

    ASSESSMENT CRITERION 2 
    Successful responses, interactions and/or strategies are analysed for possible application within own practice. 

    ASSESSMENT CRITERION 3 
    Reflection on own practice and self-development contributes to the development of a professional body of knowledge in the field, in line with professional responsibilities and code of ethics. 

    ASSESSMENT CRITERION 4 
    Resources identified and accessed are appropriate to identified development needs and the development of self awareness. 
    ASSESSMENT CRITERION RANGE 
    Resources include:
  • Reflection, supervision, counselling, therapy, peer support, continuing professional development opportunities (conferences, workshops, structured reading programmes); part of a professional association; networking with others in the field.

    Development needs include:
  • Self-presence; capacity to hold temper; assertiveness in conflict situations; capacity to empathise.
     
    		•

    SPECIFIC OUTCOME 4 
    Use performance appraisal as a means of self-development for self and others. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Regular interaction and feedback sessions are integrated into own development plan and work schedule. 

    ASSESSMENT CRITERION 2 
    Preparation for performance appraisal sessions identifies particular areas for feedback and/or input as part of a coherent and structured development process. 

    ASSESSMENT CRITERION 3 
    Supervisory input is actively invited for particular input, support and/or feedback on identified issues. Input to others is constructive and promotes their professional growth and development. 

    ASSESSMENT CRITERION 4 
    Reflections on interactions with supervisors and/or subordinates identify defensive responses which may block personal development and professional effectiveness, and corrective actions are appropriate to the context and promote personal growth. 

    ASSESSMENT CRITERION 5 
    Group and peer support, as well as distance and/or remote supervision suitable for under-served areas, is used systematically in own development process and the development of others. Its value as a tool for self-development is supported by examples from own practice. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
    SGB please note: this section affords the opportunity to add qualifying statements, conditions and/or definitions. I have included some, but there is space for others.
  • Accreditation Option: 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.

    The following embedded knowledge is also addressed in this unit standard:
  • Understanding of own self image.
  • Understanding and application of stress management.
  • Understanding and application of support and counselling. 
    		•

    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. 

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

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

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

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

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

    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. 

    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. 
    		•

    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 
    Fundamental  59257   Bachelor of Nursing  Level 7  NQF Level 08  Passed the End Date -
    Status was "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.