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: 

Take responsibility for own personal and professional development and contribute to the growth of the nursing profession 
SAQA US ID UNIT STANDARD TITLE
252146  Take responsibility for own personal and professional development and contribute to the growth of the nursing profession 
ORIGINATOR
SGB Nursing 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 09 - Health Sciences and Social Services Promotive Health and Developmental Services 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 7  Level TBA: Pre-2009 was L7 
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 qualification will enable the learner to function as a clinically focused, service orientated, independent registered professional nurse, who is able to render comprehensive care across all spheres of health, as determined by the appropriate legislative framework. The qualifying learner will apply evidence-based research to enhance nursing practice.

This unit standard will recognise the essential knowledge and skills required to demonstrate the ability to maintain their personal and professional development. They will further facilitate and support professional and personal development amongst members of the nursing team allocated to a health care unit and facility.

People credited with this unit standard are able to:
  • Demonstrate an understanding of continuing professional education and development.
  • Reflect critically on own practice.
  • Use performance appraisal as a means of self-development.
  • Identify and access resources for self-development.
  • Demonstrate the understanding and application of critical thinking in the practice of nursing. 

  • 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:
  • Ethical and Legal Codes (including Human Rights). 

  • 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:
  • Learners function within the scope of practice of a professional nurse as formulated by the SANC. 

  • Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Demonstrate an understanding of continuing professional education and development. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The core elements of professional education and development are identified and described in line with the provisions of the Nursing Act, and of the professional council. 
    ASSESSMENT CRITERION RANGE 
    Core elements include:
  • Development as a professional; occupational and professional competence; policy development; professional issues; professional association.
     

  • ASSESSMENT CRITERION 2 
    The purpose of professional education and development is discussed with reference to extension and growth of persons, institutions and the profession as a whole. 

    ASSESSMENT CRITERION 3 
    Own learning needs are evaluated in terms of required professional knowledge and competence. Own development plan is appropriate in terms of identified needs, and meets the purposes of continuing professional education in relation to own nursing practice. 

    ASSESSMENT CRITERION 4 
    The importance of self-directed, life-long learning is explained and reflected in own development plan. 

    ASSESSMENT CRITERION 5 
    Provision for the ongoing professional development of the health care team is demonstrated through mentorship programmes established for professional staff, and own contributions to their education and professional development. 
    ASSESSMENT CRITERION RANGE 
    Contributions include:
  • Mentorship; coaching; facilitating continuous professional development initiatives.
     

  • SPECIFIC OUTCOME 2 
    Reflect critically on own 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 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 RANGE 
    Responses include:
  • Interaction, communication, programmes.
     

  • 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:
  • Triggers; personal defensive blocks; negative coping mechanisms; defensive mechanisms; unacknowledged emotions.
     

  • 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 3 
    Use performance appraisal as a means of self-development. 

    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 
    Accompanist input is actively invited for particular input, support and/or feedback on identified issues. 

    ASSESSMENT CRITERION 4 
    Reflections on interactions with accompanist 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 accompaniment suitable for under-served areas, is used systematically in own development process, and its value as a tool for self-development is supported by examples from own practice. 

    SPECIFIC OUTCOME 4 
    Identify and access resources for self-development. 

    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 
    The use of self as a resource is discussed in relation to understanding of self and impact of self on others, as well as an awareness of the impact of the behaviour and/or world views of others on own feelings and responses. 

    ASSESSMENT CRITERION 4 
    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 5 
    Successful responses, interactions and/or strategies are analysed for possible application within own practice. 

    ASSESSMENT CRITERION 6 
    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 7 
    Resources identified and accessed are appropriate to identified development needs and the development of self awareness. 
    ASSESSMENT CRITERION RANGE 
    Resources include:
  • Reflection, accompaniment, 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 5 
    Demonstrate the understanding and application of critical thinking in the practice of nursing. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The essence of critical thinking is explained with reference to its intentional and deliberate nature, and the standards imposed on the structures inherent in thinking. 

    ASSESSMENT CRITERION 2 
    Questions and problems are clearly and precisely formulated, and relevant to own nursing practice. Questions challenge assumptions and procedures, and provide direction and structure for further thinking about nursing issues, challenges and problems. 

    ASSESSMENT CRITERION 3 
    The role of information in critical thinking about nursing practice is discussed in relation to its relevance as a basis for interpretation, reasoning and formulation of hypotheses. Information gathered is ensured to be sufficient, clear, accurate and relevant to the issue at hand. 

    ASSESSMENT CRITERION 4 
    Solutions and conclusions are logical in terms of available data. They meet relevant criteria and standards, are supported by evidence, and form valuable insight and/or recommendations for the improvement of nursing practice. 

    ASSESSMENT CRITERION 5 
    Alternative possibilities and/or systems of thought are admitted, and own thinking and conclusions about nursing practice are evaluated in terms of their assumptions, implications and practical consequences. 

    ASSESSMENT CRITERION 6 
    Communication with others is characterised by an openness and willingness to engage and develop possible solutions to complex health issues and problems. 

    ASSESSMENT CRITERION 7 
    Opportunities to pursue original approaches in own work, and support this in the work of others, are identified and pursued, without compromise to excellence in service delivery or the safety of patients and personnel. 

    ASSESSMENT CRITERION 8 
    New roles for nurses are explored in the context of a changing health environment, and revised scope of practice for nursing. 


    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:
  • Personal and professional growth and enhancement. 

  • 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: Developing self requires problem solving and decision making. 

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

    Note: Use of supervision and peer input is important in self-development. 

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

    Note: Essential to self development. 

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

    Note: An inherent part of the process of self development. 

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

    Note: Self-development implies effective communication skills, both oral and written. 

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

    Note: Accessing information implies effective use of technology. 

    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: A systemic approach is important to appropriate self development. 

    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 of terms is provided as follows:
  • Accompanee is the person under the guidance of the skilled professional nurse or accompanist.
  • Accompanist is the person who plays a 'supervisory' or 'mentorship' role.
  • Mentor is a role model of choice. 

  • QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    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.