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: 

Provide a therapeutic environment for patients with mental illnesses 
SAQA US ID UNIT STANDARD TITLE
252151  Provide a therapeutic environment for patients with mental illnesses 
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 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 provide a therapeutic environment for patients, especially those in legal custody.

People credited with this unit standard are able to:
  • Facilitate the protection of the human rights of mentally ill patients and the community within legal and ethical frameworks.
  • Provide a safe and secure environment to promote mental health in the mental health establishment.
  • Design and implement a therapeutic programme in a psychiatric unit.
  • Participate in the review of, and report on, programmes. 

  • 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:
  • Psychopathology.
  • Communication, interpersonal relationships, as well as psychiatric nursing skills and methods.
  • Ethical decision making models. 

  • 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.
  • Therapeutic environment in this standard applies particularly to those in custody. 

  • Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Facilitate the protection of the human rights of mentally ill patients and the community within legal and ethical frameworks. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Relevant current legislation, policy and ethical principles protecting the rights of mentally ill patients are identified and applied in accordance with their intention in own nursing practice. 
    ASSESSMENT CRITERION RANGE 
    Policy includes:
  • Certification; discharge; seclusion.
     

  • ASSESSMENT CRITERION 2 
    Treatment decisions are appropriate in terms of a critical analysis of available data, and accurate evaluation of the implications of treatment for individuals, families and communities. 

    ASSESSMENT CRITERION 3 
    Care of the mentally ill is characterised at all stages by an appreciation of their vulnerability, and active protection of their rights as individuals. Care is consistent with the prevailing ethical and legal frameworks for practice. 
    ASSESSMENT CRITERION RANGE 
    Frameworks include:
  • Admission procedures; court processes; legal processes.
     

  • ASSESSMENT CRITERION 4 
    Information provided to the mentally ill patient, family and/or support persons is accurate and comprehensive with respect to their rights under current mental health legislation. Information is appropriate in terms of target audience language and conceptual level. 
    ASSESSMENT CRITERION RANGE 
    Rights include:
  • Respect, human dignity and privacy; consent to care, treatment, rehabilitation, admission to health establishments; non discrimination; explanation and abuse; determinations concerning mental health status; confidentiality of information; limitation on intimate adult relationships; right to representation; discharge reports; knowledge of rights.
     

  • ASSESSMENT CRITERION 5 
    Care and treatment in cases where patients are unable to give consent is within the bounds of current mental health legislation and institutional procedures. Consequences of violating these boundaries is explained with reference to personal liability and legal procedures. 

    SPECIFIC OUTCOME 2 
    Provide a safe and secure environment to promote mental health in the mental health establishment. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The environment established and maintained for the mentally ill patient during hospitalisation conforms with the requirements of current mental health legislation and supporting procedures and protocols. 

    ASSESSMENT CRITERION 2 
    Restrictions applied to mentally ill patients are within legal and evidence-based boundaries, and promote the mental well-being of patients. 

    ASSESSMENT CRITERION 3 
    Various strategies for decreasing stigma are identified and implemented in structuring service delivery to families and communities. Implementation is consistent with current mental health legislation and supporting procedures and protocols. 
    ASSESSMENT CRITERION RANGE 
    Strategies include:
  • Community education; open days; family and community involvement.
     

  • ASSESSMENT CRITERION 4 
    The environment established and maintained for vulnerable patients is appropriate to their condition and requirements for their wellbeing. 
    ASSESSMENT CRITERION RANGE 
    Vulnerable includes:
  • Volent; suicidal; psychosis; depression; manic behaviour.

    Environment includes:
  • Seclusion facilities; resources; treatment.
     

  • ASSESSMENT CRITERION 5 
    Staff assigned to care of patients with mental illnesses are ensured to be properly skilled and supportive in their service delivery. 

    ASSESSMENT CRITERION 6 
    Resources required to deal with emergencies or extreme behaviour are identified and ensured to be available. Staff are adequately trained in their use and able to protect themselves and other patients. 

    ASSESSMENT CRITERION 7 
    Therapeutic resources within the environment are consistent with the principles of normalisation and promote contact with reality and effective functioning within the facility and after discharge. 
    ASSESSMENT CRITERION RANGE 
    Resources include:
  • Access to radio, TV; wall clocks, schedules, signage; community contact.
     

  • SPECIFIC OUTCOME 3 
    Design and implement a therapeutic programme in a psychiatric unit. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The essential elements and distinguishing features of effective programmes are identified and examples provided of their application in mental health care. 
    ASSESSMENT CRITERION RANGE 
    Essential elements to consider include:
  • Aims; target group; developmental stage; cultural background; preventative and interventive requirements; activities; routines within programmes; assessment; evaluation.

    Features include:
  • Planning; purpose; duration; goal-directed; developmental and therapeutic; organisational programmes.
     

  • ASSESSMENT CRITERION 2 
    Programme composition is sufficiently varied for the particular conditions and/or contexts, and is consistent with generally accepted best practice for the particular situation. 
    ASSESSMENT CRITERION RANGE 
    Approaches include:
  • Programmes which are individualised or aimed at defined target groups; highly structured or spontaneous programmes.
     

  • ASSESSMENT CRITERION 3 
    Activities selected as key components of programmes are appropriate in terms of their nature, their potential to influence the circumstance and environment of the patient, and the opportunity they provide to a group or individual for growth and development. 
    ASSESSMENT CRITERION RANGE 
    Activities include:
  • Recreational, educational, routine.
     

  • ASSESSMENT CRITERION 4 
    The design of programme activities is appropriate to identified needs, consistent with the strengths-based approach, and involves the mentally ill person in the planning where possible. 
    ASSESSMENT CRITERION RANGE 
    Design includes:
  • U utilisation of strengths; balance between stimulation and rest; doing 'with' rather than 'for'; development of capacity; meeting need for dignity, positive public image, nurturance, choice, self-management, privacy.
     

  • ASSESSMENT CRITERION 5 
    Particular programmes within a residential facility are consistent with the approach of facility itself, and smaller programmes contribute in measurable ways to the achievement of the broader residential programme. 

    ASSESSMENT CRITERION 6 
    Programme outcomes are described in relation to identified needs, together with criteria for the measurement of achievement of the outcomes. 

    ASSESSMENT CRITERION 7 
    Details of activities and required resources are articulated as part of the design and development process, and in sufficient detail to facilitate costing, planning and decision-making. Resources identified are realistic in terms of the constraints of the particular context. 
    ASSESSMENT CRITERION RANGE 
    Constraints include:
  • Financial; duration; time of day; facilities; space; transport; staff availability and competence; organisational alignment.
     

  • ASSESSMENT CRITERION 8 
    The structured therapeutic plan for a unit is designed in terms of the capabilities and constraints of team members. Roles and responsibilities assigned to team members during implementation are consistent with their levels of competence. 

    SPECIFIC OUTCOME 4 
    Participate in the review of, and report on, programmes. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Formal and informal feedback is gathered and recorded for review against set criteria in a site approved manner. 
    ASSESSMENT CRITERION RANGE 
    Feedback includes:
  • Discussions and other interactive encounters with patients; reflections of nursing team; input from other care givers; statistics and trends.
     

  • ASSESSMENT CRITERION 2 
    The impact of selected programmes is described in terms of their original aims and objectives. 

    ASSESSMENT CRITERION 3 
    The review identifies areas for improvement in the programme and contributes to ongoing learning and improved effectiveness of delivery. Adaptations reflect learning from the review, and are appropriate to changing circumstances without compromising the integrity of the programme. 

    ASSESSMENT CRITERION 4 
    The unplanned consequences of programmes are identified and changes made where necessary are appropriate in terms of the original intention of the programme and the best interests of the patients. 

    ASSESSMENT CRITERION 5 
    Reports on programmes and activities are based on observation and reflection, and are delivered in the required format, to the agreed persons, within a timeframe that allows for adjustments to the programme, as required. 


    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:
  • Principles of patient care within the ethical and legal framework pertaining to health care, e.g. Mental Health Act.
  • Principles of seclusion and restraint of patients. 

  • 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 the conditions for, and implementing therapeutic environments, implies problem-solving and effective decision making; providing post-traumatic support. 

    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: Implementing therapeutic environments requires effective organisation. 

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

    Note: Central to 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 in therapeutic environments. 

    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. 

    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: Factors impacting on the quality of therapeutic environments. 

    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. 

  • 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.