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 and implement unit philosophy, vision, mission, goals, policy and procedures for nursing care provision and personnel management within a health care unit 
SAQA US ID UNIT STANDARD TITLE
252172  Develop and implement unit philosophy, vision, mission, goals, policy and procedures for nursing care provision and personnel management within a health care unit 
ORIGINATOR
SGB Nursing 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 09 - Health Sciences and Social Services Preventive 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 nurse 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 develop and implement unit philosophy, vision, mission, goals, policy and procedures for nursing care provision and personnel management.

People credited with this unit standard are able to:
  • Demonstrate understanding of the philosophy and policy framework from which organisational and programme direction derives.
  • Audit existing organisational and programme procedures.
  • Update and/or develop procedures to guide nursing and health care.
  • Implement policy and procedures in a health care unit.
  • Monitor and review procedures. 

  • 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:
  • Scope of practice of all categories of nurses.
  • Applicable legislation concerning health services. 

  • 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 professional nurse as formulated by the SANC.
  • The context may be a hospital unit, community clinic or mobile clinic. 

  • Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Demonstrate understanding of the philosophy and policy framework from which organisational and programme direction derives. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The vision and mission of the health service and/or unit are analysed in terms of their underpinning philosophy, values and imperatives. 

    ASSESSMENT CRITERION 2 
    The relationship between the vision and mission of the service and/or unit and its empowering legislation and policy framework is identified and discussed in terms of relevance and compliance. 

    ASSESSMENT CRITERION 3 
    The vision and mission are confirmed to be consistent with the overall aim of nursing and health care, as articulated in policy guidelines and current legislation. 
    ASSESSMENT CRITERION RANGE 
    Policy and legislation includes:
  • Minimum standards for nursing; Nursing Act and regulations, rules, and policies; National Health Act (regulations, national policy guidelines and protocols); Mental Health Care Act; Choice of Termination of Pregnancy Act; Medicines and Substances Control Act.
     

  • ASSESSMENT CRITERION 4 
    A review of the key activities of the unit programme confirms that its operations are consistent with its key purpose as expressed in the vision and mission statement. 

    SPECIFIC OUTCOME 2 
    Audit existing organisational and programme procedures. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The unit and/or programme is located within the nursing and health care field in terms of its key purpose and focus, and proposed scope of work. 

    ASSESSMENT CRITERION 2 
    Current policies and procedures are evaluated for their fit with the key purpose and the underlying philosophy of the unit and/or programme, its role in nursing and health care, as well as consistency with current philosophies of nursing and health care provision. 

    ASSESSMENT CRITERION 3 
    Service delivery is evaluated in terms of vision and mission and success in meeting expectations of health care users. 
    ASSESSMENT CRITERION RANGE 
    Services include:
  • Community - well baby clinics; unit in a community health centre; home based care; frail care units and old age homes; hospice and palliative care, Curative (in and out patient units; clinics; wards - long term such orthopaedic wards) and Rehabilitative Services (long term rehab units; chronic disease units).
     

  • ASSESSMENT CRITERION 4 
    Deviations in service delivery from expected standards are identified, and evaluated against the procedures guiding delivery. Procedures which do not support delivery are marked for revision. 

    ASSESSMENT CRITERION 5 
    The purpose of each procedure is identified with respect to the delivery of nursing and health care services to meet policy intentions. Procedures are tested by gathering evidence that they are used, understood, and applied to influence the quality of practice on a daily basis. 

    ASSESSMENT CRITERION 6 
    Procedures are evaluated for their usefulness in promoting quality service delivery. Evaluation is based on evidence of compliance gathered. 
    ASSESSMENT CRITERION RANGE 
    Evaluation includes:
  • Task details; organisational capacity; clarity of procedure; performance demands; allocation of responsibility and accountability.
     

  • ASSESSMENT CRITERION 7 
    Evaluation includes an assessment of the familiarity of people within the organisation with procedures, and the extent of organisational training in, as well as implementation and review of procedures. 

    ASSESSMENT CRITERION 8 
    The audit is inclusive of all stakeholders, in line with participative approaches in nursing and health care. 

    ASSESSMENT CRITERION 9 
    Recommendations for the revision of procedures, or policy guidelines, are appropriate in terms of specific intentions and overall key purpose, and are supported by evidence gathered during the audit. 

    SPECIFIC OUTCOME 3 
    Update and/or develop procedures to guide nursing and health care. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Health care unit activities and/or areas of service delivery requiring new or revised procedures are examined, and the process noted in terms of key steps, sequence, and critical moments. 

    ASSESSMENT CRITERION 2 
    The process of service delivery is explored with role players in terms of logic, sequence, effectiveness, time, cost, waste, and alternatives, and the need for a procedure in this area confirmed. 

    ASSESSMENT CRITERION 3 
    Areas for improvement are identified and discussed, and suggestions for improvement recorded. Own research establishes evidence-based practice standards and criteria, according to the identified activities and patient care needs of the health care unit, for possible inclusion in the revised procedure. 

    ASSESSMENT CRITERION 4 
    Procedures are revised in light of role player input and research. Agreed revisions are consistent with policy, and likely to improve delivery. 

    ASSESSMENT CRITERION 5 
    Procedures are written in clear, logical and unambiguous terms, and at a level appropriate to the target audience. 

    SPECIFIC OUTCOME 4 
    Implement policy and procedures in a health care unit. 
    OUTCOME RANGE 
    Policies and procedures include:
  • Provision of nursing care; personnel management (staffing, rostering, work allocation, development of all categories of staff within the unit environment). 

  • ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Nursing care in the unit is monitored against the set practice standards. Deviations from expected standards are identified and corrective actions are appropriate to the circumstances and relevant policies and procedures. 

    ASSESSMENT CRITERION 2 
    Staffing of the health care unit is consistent with the agreed nurse-patient ratio norms in institutional policies and procedures, and work allocation is appropriate to the competence of individual staff members. 

    ASSESSMENT CRITERION 3 
    Staff development programmes are implemented in terms of institutional policies and procedures. Programmes ensure the competence and development of staff to institutional requirements. 
    ASSESSMENT CRITERION RANGE 
    Programmes include:
  • Induction; orientation; in-service training; career-pathing.
     

  • SPECIFIC OUTCOME 5 
    Monitor and review procedures. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Own role with respect to the monitoring and review process is clearly articulated with reference to responsibility, available resources, authority and accountability. 

    ASSESSMENT CRITERION 2 
    Key performance indicators are identified, and success criteria articulated for monitoring purposes. 

    ASSESSMENT CRITERION 3 
    Data, systematically gathered against criteria as per the established schedule, is analysed as a basis for recommendations on continuous improvement to health care unit service delivery. 

    ASSESSMENT CRITERION 4 
    Data gathering mechanisms are inclusive of all stakeholders, within organisational constraints. 

    ASSESSMENT CRITERION 5 
    Recommendations for improvements to policy and/or procedures are supported by evidence gathered, consistent with health care practice, and likely to promote improved service delivery. 

    ASSESSMENT CRITERION 6 
    Recommendations are reflected in revisions to policy and/or procedures. 


    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.
  • Understanding of regulations relating to supplies, medication and equipment.
  • Develop policies and procedure.
  • Knowledge of finance as it affects policy.
  • Needs analysis.
  • Human resources management and application of Labour Laws. 

  • 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: Core to the standard-allocating and monitoring resource utilisation; implementing vision. 

  • UNIT STANDARD CCFO WORKING 
    Work effectively with others as members of a team, group, organisation or community.
  • Note: Core to the standard-team based approach. 

  • UNIT STANDARD CCFO ORGANISING 
    Organise and manage themselves and their activities responsibly and effectively.
  • Note: Essential in work with different stakeholders; allocating resources; aligning with vision. 

  • UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information.
  • Note: Core to the standard-monitoring resource utilisation; compliance. 

  • 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-communicating with unit and stakeholders. 

  • UNIT STANDARD CCFO SCIENCE 
    Use science and technology effectively and critically showing responsibility towards the environment and health of others.
  • Note: Indirectly-presentation of information. 

  • 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: Core to team based approaches. 

  • 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.