Assignment 3

Study unit 4
4.1

STEPS

INDICATORS

1.Establish the context and

foundations

- establish the aims of the programme.

-how is it done.
-decisions based on the context of the programme.
-Resource base-gather information for later stage.
-who are the students.
-mission statement and conceptual framework established.
-Vision and beliefs form the foundation.
- baseline situational analysis is essential

2.Stakeholders involved

-prospective students and their parents.

-the health service who will employ the products of the curriculum.
-the health service where clinical practica will be done.
-the education authorities, including the specific school in which the
programme is offered.
- The regulatory body for nursing e.g. nursing council.
-the community served.
-values, issues, needs, and demands within the community that will
ultimately be served by the graduates.
-broad social and cultural realities and tendencies.
- promotes critical thinking skills and applying the principles of
problem-based learning.
Determine strengths to build on, constraints to overcome and specific
needs to be met
-high cultural diversity requires a culturally sensitive curriculum that
would enable learners to render culturally competent and congruent
care.
-investigate constitutional environment to determine health sciences
education system and health care system.
- social and politico-economic ideology should be studied to determine
how the curriculum should respond to the stipulations of the
constitution and how economic trends and constraints impact on
health care delivery and health sciences education. Also attention to
stakeholders such as trade unions need to be advocated
-health sciences education institution-collaboration with other
institutions to ensure academic standards and necessary to determine
which acts, regulations and policies direct professional education.
-Statutory environment-investigate legislative framework within which
healthcare and health sciences education are rendered.
-international trends-globalization and its impact need to be studied to
determine its impact on health care delivery and health sciences

3.The community as a
curriculum determinant

4.Subject discipline as a
curriculum determinant

5. The learner as a
curriculum determinant

6. Data sources

7. Data gathering
techniques

8. Formulate the outcomes

and objectives.
9.Select a curriculum model
and develop a macro
curriculum
10.Develop a microcurriculum
11. Plan for the evaluation
of implementation and
outcomes

education.
-demographic trends-shed light on the contexts which graduates are
likely to work.
- Population patterns-influence the heath care needs of a given society.
-health care trends- determines the role and functions of health
personnel
-analysis of didactic demands.
-investigate the nature of the subject disciplines, the latest tendencies
and the intellectual demands put on the learners.
-incorporate constant scientific and technological innovation while
keeping social disparities in mind.
-cope with constant change by keeping up to date with new discoveries
and publications.
-nature i.e. educational background.
-educational needs i.e. learning styles.
-demands i.e. political demands.
- obtain data from local, regional, national and international trends.
-from electronic and printed sources which include reports and
publications.
-scientific methods, analysis and interpretation are used to obtain valid
data.
-document analysis from existing reports and publications.
-structured questionnaires used to collect quantifiable data
-unstructured questionnaires used to collect qualitative data.
-Conducting interviews- useful when involving illiterate and smi-literate
participants.
-public forum and brainstorming-able to collect a lot of data in a short
period and raises needs that were previously ignored.
-observation-identify competencies
-establish the competencies to be achieved.
-the curriculum model will determine the structure of the curriculum.
- includes choice of learning activity.
-contents and organization of these elements to be included.
-level at which actual teaching takes place.
-Includes outlines of all courses, specifics about learning opportunities.
- include evaluation strategy.
-early, timeous collection of data.
- Implementation evaluation which refers to monitoring what extent
the curriculum is actually experienced by the student.
- Outcomes evaluation refers to the planned and unplanned results of
the curriculum.
-describe the criteria for evaluation of the functioning of the system.
-in an existing programme interrogate the extent to which current
programme meets expectations.
-in a new programme obtain input from stakeholders.

12. Situational analysis

13. Philosophy or Mission
statement
14.Curriculum design

15.Macro- curriculum

16.Micro-curriculum

- incorporated into other components e.g. as a motivation for the

programme, description of the setting and resources.
- A written statement, model or theoretical framework.
-substantiated by the literature and situational analysis.
- Description of programme objectives, type of curriculum and
principles.
-Set of outcome statements.
-Type of curriculum chosen and structured.
-How are learning opportunities organized?
-different levels indicated and progression outlined.
-identify content of curriculum- core and optional e.g. modules,
subjects and courses.
-Give a short description for every course to guide developers of microcurriculum.
-include placement plan which outlines when and where students will
be in a clinical setting.
-include a course guide for each course.
-outline the content, learning strategies and evaluation strategies.

4.2

NURSING EDUCATION INSTITUTION SITUATIONAL

ANALYSIS AUDIT
AUDIT TEAM
1.
2.
3.
4.

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..
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DATE:

RATING KEY

CODE SCORE

Compliant
Partially compliant
Non-compliant

P/C

N/C

P/C N/C

TOTAL
GRAND TOTAL =

Percentage =Grand Total X

100

300

CRITERIA
1.

NORMS AND STANDARDS

1.1

The institution has a clearly defined vision statement in line

with the National, Provincial & District Vision.

1.2

The institution has a Mission statement that clearly defines

the objectives of achieving the vision and core values.

1.3

The Vision and Mission statement is signed by the

institutions CEO.

P/C N/C COMMENTS

1.4

The Vision and Mission is displayed and updated annually.

2.

MATERIAL RESOURCES

2.1

The geographical location of the institution promotes access

to learning facilities and is accessible to staff and students.

2.2

The facilities ensure quality learning, education and safety

and comfort of the staff and students.

2.3

The equipment and other resources are sufficient,

appropriate, well maintained and accessible to students and
staff members.

3.

TECHNOLOGY

3.1

The staff and students have access and are sufficiently

competent to utilize the technologies which are appropriate
for the needs of the college.

3.2

There is a security system which ensures confidential

information is only accessed by authorized personnel.

3.3

There is a communication system i.e. fax, telephone, e-mail,

internet and postal service; that facilitates internal and
external communication.

3.4

The internet is available and accessible and is utilized by

staff and students for educational purposes.

4.

FINANCIAL RESOURCES

4.1

Provision is made for revenue generation and collection and

management of student fees and debts.

4.2

The annual budget and financial resources reflect the

strategic goals and activities and allow for escalating costs.

5.

THEORETICAL LEARNING RESOURCES

5.1

The resource Centre, which includes the library, computer

assisted learning laboratory & models is accessible to
learners and staff.

5.2

The resources are appropriate and continually updated

according to the needs of the learners of all levels and
courses for the staff.

5.3

Assistance is available in the resource Centre to assist

learners and staff members to utilize the resources
optimally.

5.4

A system exists for consultation with internal stakeholders

prior to the purchase of new resources.

5.5

There is a system to evaluate the effectivity and utilization

of resources.

6.

PRACTICAL LEARNING RESOURCES

6.1

The skills laboratory facilitates adequate preparation for

clinical placements.

6.2

The practical placements are sufficient and relevant for the

attainment of the planned learning outcomes.

6.3

The clinical accompaniment management system promotes

the quality and quantity of clinical learning.

6.4

There is evidence of commitment, communication and cooperation of clinical staff and the staff of the NEI.

6.5

There is a formalized system of communication between

staff of the NEI and the staff of the clinical facilities.

7.

STRATEGIC DEVELOPMENT AND MANGEMENT

7.1

There is a written strategic plan for the NEI.

7.2

The mission statement of the NEI is congruent with that of

the national health department and the regulatory body.

7.3

The strategic goals of the NEI are clearly defined within the
context of the national and provincial education and health

strategies.
7.4

There is an operational plan for the execution of the

strategic plan.

7.5

The strategic planning process is ongoing and succeeds in

aligning the NEI with environmental and organizational
resources.

7.6

A mechanism is in place to review outcomes, to exercise

strategic control and to adapt to change.

8.

POLICY DEVELOPMENT

8.1

The policy development process includes stakeholders and

is relevant to the goals of the organization.

8.2

Policies are communicated to, and made available to, all

internal customers.

8.3

A process is in place to facilitate implementation and review

policies.

8.4

There are written policies on the following: recruitment &

selection, learner evaluations, learner conduct and
disciplinary procedures, human resource management,
management of finances and other resources, appeals,
promotion and programme requirements.

9.

RESOURCE MANAGEMENT

9.1

A system is in place to control losses of stock and facilities.

9.2

A system is in place that ensures fair and equitable

distribution of, and access to facilities and resources.

10.

ORGANIZATION OF THE EDUCATIONAL

PROGRAMME

10.1

The written programme demonstrates that the various

courses comprising the programme are organized and
structured into a coherent, logical sequence.

10.2

The planned educational outcomes are consistent with the

priorities of the health services, the needs of the learners

and the requirements of the South African Nursing Council.

10.3

The day-to- day activities are organized in such a way that

they maximize relevant learning through efficient and
effective utilization of resources.

11.

MANAGEMENT ETHICS

11.1

There is a code of conduct which is based on the principles

of public accountability, transparency and community
values.

11.2

The policies and procedures and strategic plan of the NEI

consider fundamental rights such as equality, respect and
protection of dignity.

11.3

Measures are in place to encourage the practice of

management ethics.

12.

PRESENTATION OF THE EDUCATION PROGRAMME

12.1

The presentation of the education programme is evaluated

on a regular basis and includes evaluation of level of
motivation, interpersonal skills, language usage, knowledge
base and ability to apply knowledge to all levels of learners.

12.2

Education sessions are planned to maximize attainment of

set learning outcomes through learner participation.

12.3

The learning environment is comfortable and is

characterized by a climate if acceptance, support and trust
where the needs of the learners are recognized.

12.4

An education support system is available for learners.

13.

COURSE CONTENT

13.1

The course content provides balance and integration

between theoretical and practical learning opportunities,
and between generic and specific skills and knowledge to
support the planned outcomes of the course.

13.2

The course content is relevant to the needs of the

community, and provides for appropriate attitude, skills,

and knowledge as a foundation upon which effective

practice can be based.
13.3

It is feasible to implement the planned course content in

the time available and with the available resources.

14.

EVALUATION SYSTEM

14.1

A policy makes provision for the confidential, effective

management of tests and examinations during the
development, processing and writing phase of the
tests/examinations.

14.2

A written plan for the systematic, reliable and valid

evaluation (formative & summative) of all components of
the course and including a range of assessment methods is
implemented.

14.3

A policy exists for the processing, review and publishing of

examination results as well as an appeals procedure.

14.4

The curricula are systematically and regularly reviewed and

the results used to develop, maintain and revise the
educational programme.

15.

RELATIONSIPS EXTERNAL CUSTOMERS

15.1

Written procedures have been developed for formal

communication with external customers.

15.2

Regular formal and informal contact is made with external

customers.

15.3

Sharing of resources between external and internal

customers is actively encouraged.

15.4

External customers collaborate in the development and

delivery of teaching programs.

15.5

Membership of professional organizations is encouraged.

16.

RELATIONSHIPS INTERNAL CUSTOMERS

16.1

The formal and informal lines of communication are well

known and established.

16.2

A system is in place to regularly assess student and staff

satisfaction and needs.

16.3

A supportive climate encourages participation of all internal

customers.

16.4

Strategies are in place to encourage group cohesiveness.

16.5

There is a programme to foster cultural sensitivity.

17.

COMMUNITY OUTREACH - RESULTS

17.1

The NEIs community development programme is based on

the needs and expectations of the community and the
capacity of the institution.

17.2

Members of the community are included in the governance

structures of the NEI.

17.3

There is evidence that the NEI maintains connections with

similar institutions within and outside the country.

18

ORGANIZATIONAL DEVELOPMENT

18.1

Internal and external stakeholders are consulted during

strategic planning sessions regarding aims and activities of
the organization.

18.2

The quality of services provided is evaluated on a regular

basis and the results made known to stakeholders.

18.3

Access to nursing education institution is based on

constitutional requirements.

18.4

A policy outlines the redress procedure to be followed

should a stakeholder no be satisfied with the services
received from the organization.

18.5

Students and staff accept and support the goals and

activities of the nursing education institution and
participate actively in meeting these goals.

19.

RECOGNITION IN THE COMMUNITY

19.1

Graduates of the NEI obtain employment in the private and

public health facilities.

19.2

The NEI is accredited by the relevant authorities.

19.3

The NEI has a good reputation in the community.

20.

PRODUCTS OF THE COLLEGE

20.1

Sufficient numbers of learners complete their individual

programmes to meet the needs of the health services in
accordance with the stated national and provincial
projections and to justify the cost of the programmes.

20.2

Graduates are competent to participate as members of the

health care team, in the provision of comprehensive health
care in their chosen areas of employment.

Study unit 5
5.3

Subjects

Programme objectives

Submission of curriculum to
council

Duration of the course

of study

Admission to the
course of study
Conditions
for
registration
Definition

R.425

Conceptual Framework for R.425 Programme

Study unit 6
6.3

A Competency-based design for Nephrology Nursing Science

COMPETENCY BASED MODEL
Course: Nephrology Nursing
Science

Patients needs

Total care plan

Nutritional Needs

Professional Prescription

Comfort
- Clothing

Competence:
Take care of a
renal patient
in a holistic
way

Administer medicine per

- -Mouth, intramuscular
-Intravenous infusion
- commence dialysis

Hygiene
-bathing

Collecting Samples for

-skin care

Love and
Safety

Affection

Role competent Nephrology Nurse

Laboratory
Communication

tests