FACULTY OF HEALTH SCIENCES
2020
VISION The Faculty of Health Sciences endeavors to be competent, committed and globally recognised through the provision of excellence in teaching and learning, research and community engagement.
MISSION The vision of the faculty will be achieved through: Discovering a wealth of knowledge within the domain of Health Sciences through rigorous scientific learning and research Preparing future skilled health professionals for service and life-long learning through innovative curricula and individualised education experiences Strengthening health services to Improve the health of the people of South Africa and the international community Generating financial and material resources to enhance sustainability
VALUES Transformative values: Excellence, equity, innovation, professionalism
1 CONTACT DETAILS
Acting Dean: Prof DT Goon Telephone no: 043 704 7368 Fax 086 628 7 975 E-mail [email protected]
Acting Deputy Dean (Research, Teaching & Learning and Community Engagement): Acting Deputy Dean Prof L. Van Niekerk Telephone no: 040 602 2435 Fax no: E-mail: [email protected]
Temp Senior Secretary: Ms M. Hlabahlaba Telephone no: 043-704 7331 Fax no: 0866282026 E-mail [email protected]
Acting Faculty Manager: Ms P. Nhlumayo Telephone no: 043-704 7359 Fax no: 0866282729 E-mail: [email protected]
Senior Administrator: Mrs A. Okeyo
Telephone no: 043-704 7585 0866282007 E-mail: [email protected]
Administrator: Mrs. B. Tutu (Nursing Science)
Telephone no: 043-704 7337 E-mail: [email protected]
Mrs Z. Njokweni (Pharmacy Assistant) Telephone no: 043 704 7585 E-mail: [email protected]
Miss R. Chalmers (Health Sciences Institute) Telephone no: 043 704 7200 E-mail: [email protected]
2 All correspondence to be addressed to: The Faculty Manager Ms P Nhlumayo Telephone no: 043-704 7359 Fax no: 086628287975 Email:[email protected] Faculty of Health Sciences University of Fort Hare East London Campus Private Bag X9083 5 Oxford Street East London 5201
3 CONTENTS VISION ...... 1
MISSION ...... 1 VALUES ...... 1
CONTACT DETAILS...... 2
STAFF IN THE FACULTY ...... 9
ADMINISTRATIVE STAFF ...... 9 DEPARTMENT OF HUMAN MOVEMENT SCIENCE ...... 10 DEPARTMENT OF NURSING SCIENCE ...... 10 DEPARTMENT OF NATURAL SCIENCES ...... 12 DEPARTMENT OF REHABILITATIVE SCIENCES ...... 12 Audiology ...... 12 Speech-Language Pathology ...... 12
DEPARTMENT OF PUBLIC HEALTH...... 13 STAFF IN THE INSTITUTE AND CENTRES OF EXCELLENCE WITHIN THE FACULTY OF HEALTH SCIENCES ...... 14
HEALTH SCIENCES INSTITUTE (HSI) ...... 14 PHARMACY ASSISTANT TRAINING ...... 14 MENTORING FOR SUSTAINABLE RURAL COMMUNITY RESILIENCE AND PUBLIC HEALTH RESEARCH NICHE AREA (RNA) ...... 15 HEALTH INFORMATICS RESEARCH CHAIR ...... 15 EFFECTIVE CARE RESEARCH UNIT (ECRU) ...... 15 ALBERTINA SISULU EXECUTIVE LEADERSHIP PROGRAMME IN HEALTH (ASELPH) ...... 16 QUALIFICATIONS OFFERED IN THE FACULTY OF HEALTH SCIENCES ...... 17
UNDERGRADUATE DEGREES ...... 17 POST GRADUATE DIPLOMAS ...... 17 POSTGRADUATE DEGREES ...... 18 The Degree Master of Health Sciences in Human Movement ...... 18 Science ...... 18 The Degree of Master in Nursing Science (Magister Curationis): (Research Masters) ...... 18 The Degree of Masters in Public Health ...... 19 The Degree Doctor of Philosophy ...... 19
DESCRIPTION OF INSTITUTE AND CENTRES OF EXCELLENCE WITHIN THE FACULTY OF HEALTH SCIENCES ...... 19
HEALTH SCIENCES INSTITUTE (HSI) ...... 19 MENTORING FOR SUSTAINABLE RURAL COMMUNITY RESILIENCE AND PUBLIC HEALTH RESEARCH NICHE AREA (RNA) ...... 19 EFFECTIVE CARE RESEARCH UNIT (ECRU) ...... 21 ALBERTINA SISULU EXECUTIVE LEADERSHIP PROGRAMME IN HEALTH (ASELPH) ...... 21 TIMETABLE FOR THE FACULTY...... 23
LECTURE VENUES FOR DEPARTMENT OF NURSING SCIENCE PROGRAMMES (EAST LONDON CAMPUS) .... 23 LECTURE VENUES FOR NATURAL SCIENCE PROGRAMMES (EAST LONDON CAMPUS) ...... 24 LECTURE VENUES FOR DEPARTMENT OF SPEECH-LANGUAGE PATHOLOGY (EAST LONDON CAMPUS)...... 24 LECTURE VENUES FOR HUMAN MOVEMENT SCIENCE PROGRAMMES (ALICE CAMPUS) ...... 24 LECTURE TIMETABLE FOR HUMAN MOVEMENT PROGRAMMES (ALICE CAMPUS) ...... 25 4 RULES OF THE FACULTY OF HEALTH SCIENCES FOR BACHELOR DEGREES ...... 25
HS1. REGISTRATION ...... 25 HS2. PRE-REQUISITES AND CO-REQUISITES ...... 26 HS3. NUMBER OF CREDITS PER SEMESTER ...... 27 HS4. EXAMINATIONS ...... 27 HS5. MISSED TESTS AND PRACTICALS ...... 28 DEPARTMENT OF HUMAN MOVEMENT SCIENCES ...... 28
BACHELOR OF HUMAN MOVEMENT SCIENCES (84001) ...... 28 HMS 1. Admission ...... 28 HMS 2. Duration ...... 29
DEPARTMENT OF NATURAL SCIENCES ...... 29
NS1. COMPOSITION AND DURATION OF CURRICULUM ...... 29 NS2. RESTRICTIONS ON THE REGISTRATION OF MODULES ...... 29 NS3. EXAMINATIONS ...... 29 DEPARTMENT OF NURSING SCIENCE...... 30
BACHELOR OF NURSING SCIENCE (B CUR) 84000 ...... 30 NSc 1. Admission ...... 30 NSc 2. Duration ...... 30 NSc 3. Curriculum ...... 30 NSc 4. Determination of year of study ...... 30 NSc 5. Examinations (Assessments) ...... 30 NSc 6. Distinction ...... 31
DEPARTMENT OF REHABILITATIVE SCIENCES DEGREES ...... 31
BACHELOR OF SCIENCE IN SPEECH-LANGUAGE PATHOLOGY ...... 31 SP 1. Admission ...... 31 SP 2. Duration ...... 32 SP3. Curriculum ...... 32
ADMISSION AND REGISTRATION GUIDELINES ...... 32
STANDARD PROCEDURE FOR ADMISSION TO THE FACULTY UNDERGRADUATE DEGREES ...... 32 PROCEDURE FOR SPECIAL ADMISSION FOR BACHELORS DEGREE INTO HEALTH SCIENCES ...... 33 LIST OF UNDERGRADUATE MODULES ...... 34
DEPARTMENT OF HUMAN MOVEMENT ...... 34 Bachelor of Health in Human Movement Science (B HS in HMS) (84001) ...... 34 DEPARTMENT OF NATURAL SCIENCES ...... 35 DEPARTMENT OF NURSING SCIENCE ...... 35 Bachelor of Nursing Science (84000) ...... 35 DEPARTMENT OF REHABILITATIVE SCIENCES ...... 37 Bachelor of Science in Speech-Language Pathology ...... 37
DESCRIPTION OF UNDERGRADUATE MODULES ...... 38 BACHELOR OF HEALTH IN HUMAN MOVEMENT SCIENCE MODULES ...... 38
FOUNDATION OF HUMAN MOVEMENT STUDIES ...... 38 5
ANATOMY AND MOVEMENT ...... 38 MOTOR DEVELOPMENT AND CHILD MOVEMENT EXPERIENCES ...... 38 INTRODUCTION TO PHYSIOLOGY ...... 39 RECREATION AND SPORT MANAGEMENT ...... 39 CLINICAL PHYSIOLOGY AND EXERCISE SCIENCE ...... 39 INTRODUCTION TO RESEARCH METHODS ...... 40 MOTOR LEARNING ...... 40 SPORT INJURIES AND NUTRITION ...... 41 SPORT PHYSIOLOGY AND EXERCISE SCIENCE ...... 41 PSYCHOLOGY AND COACHING ...... 41 CLINICAL PHYSIOLOGY AND EXERCISE SCIENCE ...... 41 PERCEPTUAL MOTOR TRAINING FOR CHILDREN ...... 42 RESEARCH METHODS IN PHYSICAL ACTIVITY ...... 42 BIOMECHANICS OF SPORT AND EXERCISE SCIENCE ...... 42 SPORT PHYSIOLOGY AND EXERCISE SCIENCE ...... 43 PRACTICAL COURSES...... 43 NATURAL SCIENCES MODULES ...... 43
BIOPHYSICAL SCIENCE ...... 43 ANATOMY ...... 44 PHYSIOLOGY...... 45 MICROBIOLOGY ...... 46 PHARMACOLOGY ...... 47 NURSING SCIENCE MODULES ...... 48
COMPREHENSIVE NURSING PRACTICAL ...... 48 ETHICS AND PROFESSIONAL PRACTICE ...... 48 COMMUNITY NURSING SCIENCE ...... 49 FUNDAMENTAL NURSING SCIENCE ...... 52 GENERAL NURSING SCIENCE ...... 53 MIDWIFERY ...... 56 PROFESSIONAL NURSING PRACTICE ...... 62 PSYCHIATRIC NURSING SCIENCE ...... 66 BACHELOR OF SCIENCE IN SPEECH-LANGUAGE PATHOLOGY ...... 71
FIRST YEAR MODULES ...... 71 SECOND YEAR MODULE ...... 75 THIRD YEAR MODELS ...... 78 FOURTH YEAR MODULES ...... 82 POSTGRADUATE PROGRAMMES IN THE FACULTY ...... 84
LIST OF PROGRAMMES OFFERED ...... 84 DEPARTMENT OF HUMAN MOVEMENT SCIENCE ...... 85 BACHELOR OF HEALTH SCIENCES HONOURS IN HUMAN MOVEMENT SCIENCE (BHS HONS HMS) 84020 85 ADMISSION ...... 85 DURATION ...... 85 MODULES ...... 85 DESCRIPTION OF THE MODULES ...... 85 MASTER OF HEALTH SCIENCE IN HUMAN MOVEMENT SCIENCE 84021 ...... 87 ADMISSION ...... 87 DURATION ...... 87 MODULES ...... 88 6 DESCRIPTION OF MODULES ...... 88
POSTGRADUATE DIPLOMA IN CLINICAL MANAGEMENT OF HIV/AIDS (84028) ...... 102
ADMISSION ...... 102 DURATION ...... 102 MODULES ...... 102 DESCRIPTION OF MODULES ...... 103
MASTER OF NURSING SCIENCE (MAGISTER CURATIONIS): MCUR (RESEARCH) ...... 117
ADMISSION ...... 117 DURATION ...... 117 MCUR (RESEARCH) ...... 118 DESCRIPTION OF MODULES ...... 118 PRE- DOCTORAL PROGRAMME ...... 118 ADMISSION ...... 118 PURPOSE OF THE PROGRAMME...... 118 DOCTOR OF PHILOSOPHY IN NURSING (PHD) (84019) ...... 119
ADMISSION ...... 119 DURATION ...... 119 MODULES ...... 119 DEPARTMENT OF PUBLIC HEALTH ...... 119
MASTERS IN PUBLIC HEALTH (MPH) ...... 129
ADMISSION ...... 129 DURATION ...... 130 MODULES ...... 130 DESCRIPTION OF MODULES ...... 131 HEALTH SYSTEMS MANAGEMENT TRACK ...... 133 HEALTH RESEARCH TRACK ...... 134 ENVIRONMENTAL/OCCUPATIONAL HEALTH TRACK ...... 136 ENV811E: Health Education and Health Promotion ...... 136 Practical Work: Case study presentations and health education practical ...... 137 MASTERS IN PUBLIC HEALTH: ALBERTINA SISULU EXECUTIVE FELLOWSHIP ...... 137
ADMISSION ...... 137 DURATION ...... 138 MODULES ...... 138 DESCRIPTION OF MODULES ...... 138 OPTIONS/TRACKS ...... 142
HEALTH REFORM OPTION/ TRACK ...... 142 HOSPITAL MANAGEMENT AND LEADERSHIP OPTION/ TRACK ...... 142
HEALTH RESEARCH OPTION/TRACK ...... 144
7
Very important
This is a legal document which serves as a contract between the student and the University for the duration of the student’s studies at the University of Fort Hare.
Students will only receive a prospectus with their first registration and not annually.
STAFF IN THE FACULTY
ADMINISTRATIVE STAFF
Acting Dean Prof DT Goon BSc Ed (BUK, Nigeria), M Tech: Sport & Exercise Technology, D Tech: Clinical Technology (TUT) Acting Senior Secretary Ms MK Hlabahlaba, BSc in Biological Sciences (WSU) Adv Dip District Health and Leadership (UFH)
Acting Faculty Manager Ms P Nhlumayo Bachelor in Social Work (BSW) UNISA, Certificate in Management Assistant (Durban Central Technical College), MPH (UFH)
Acting Deputy Dean RL Van Niekerk Registered Counselling Psychologist, D Lit Research Teaching & et Phil Psychology (UJ), Masters in Sport & Exercise Learning and Community Psychology (KULeuven, Belgium). Engagement Financial Manager S Mentz CTC (UP), Dip Accounting, Dip Financial Management (Damelin)
Computer Laboratory Tech N Maqubela A+, N+, E Commerce Professional, BSoc Sc (UFH)
Drivers W Khuza Code 14 S Bokolo Code 14 N Zuko Code 14 A Dayimani Code 14 N Nkabini Code 14 S Menziwa Code 10 M Langa Code 10
8 DEPARTMENT OF HUMAN MOVEMENT SCIENCE
Associate Professor & Head M Van Gent PhD Sport Science (NWU, Potchefstroom), Post Graduate Diploma in Higher Education Teaching (UFH), Post graduate Certificate in Ergonomics (RU). Professor RL Van Niekerk Registered Counselling Psychologist, D Lit et Phil Psychology (UJ), Masters in Sport & Exercise Psychology (KULeuven, Belgium), Post graduate Certificate in Ergonomics (RU). Lecturers LK Ndaba BSc Hons Med Exercise Science Biokinetics (UCT), Registered Biokineticist BPed HMS, MA HMS (UFH). TD Xoxo STD (Tshiya College), MA HMS (UFH).
DEPARTMENT OF NATURAL SCIENCES
Lecturer & Head P Chitnis MBBS (BJ Medical College, Pune India) Part-Time Lecturers (Vacant) Laboratory Assistant N Hoyana BSc Anatomy & Physiology (UFH) W Plaatjies Senior Primary Teachers Diploma (Sefikeng College of Education), National Certificate in End User Computing (Amitek Business College)
DEPARTMENT OF NURSING SCIENCE
Professor and Acting HOD VC Nikodem DCur, MCur Midwifery & Neonatology (RAU), BA Cur Education & Community Health (UNISA), Dip Midwifery, Dip Nursing. Senior Lecturer NM Vellem RN, RM, RCN, RPN, HDE, BA, B Cur, M Cur Midwifery (UFH), DNE, DNM (NWU) Lecturers TM Khumalo RN, RM, RCNH, RNE, RNA, Advanced Diploma in Community Health Nursing, Certificate in Human Resource Management, BCur Education & Administration (UNISA), MCur Critical Care & Trauma (UKZN) N Rala RN; RM; RCN; RPN, RNE & RNA, BA, HDE, BCur, MCur Midwifery (UFH); BCur Admin & Educ (NWU) T Mtise RN, RM, RCM, DCN Critical Care (Lilitha College of Nursing), B Cur I et A, M Cur Nursing Administration Clinical Facilitator N Melitafa RN, RM, Advanced Diploma Paediatric Nursin (Ciskei College of Nursing) RCN, RNA (Potchefstroom University) BA Nursing, Advanced Diploma Nursing Education (NWU) J Muller RN, RM, RPN, RCN, BCur Nursing Education & Admin (NWU), MCur (UFH) ZT Dasheka RN, RM, RNA, RNE, BCur Education, Administration & Community Nursing (UNISA), Diploma in Operating Theatre Nursing Science (Lilitha Nursing College) SM Mnwana BCur, MCur Genera Nursing (UFH) NL Gosangaye RN, RM, BCur Ed et Admin (Potchefstroom University), Advanced Diploma in Community Nursing Science, Diploma in Nursing Management (NWU), MCur (UFH),
9 F Sikwentu RN, RM, BA Cur Nursing Education & Administration, Advanced Diploma Community Nursing Science, MCur Nursing Education (UFH), RSP Eister RN, RM, RPM, B Cur I et A (MEDUNSA), BA Honours Psychology (VISTA), Masters in Environmental Management (UFS) RL Tilolo BCur, MCur (UFH) H Bunt RN, RM, Diploma in Nursing Education (UNW), MCur Palliative Care (UFH) P Giyose RN, RM, B Cur I et A (MEDUNSA), Post Grad Dip H&W Management (NNMU), M Cur (UFH) S Jaftha RN, RM, RCN, RPN, Advanced Diploma Nursing Education & Nursing Management, Certificate in HIV/AIDS (UNISA), Front Line Management Certificate, Quality Management System Certificate, BLS (Life Health Care) Clinical Preceptor NV Bungane BCur I et A, BCur Honours Nursing Education (MEDUNSA), PGD in Health and Welfare Management (NMU) PA Onyango BCur (UFH), MPH (UFH) Curriculum Developer NT Nkutu RN, RM Psychiatry, BCur I et A (UZ), MCur (Stellenbosch) DCur (UFH) Students’ Record Manager V Van Vuuren RN, RM, RPN, BCur Nursing Education & Community Nursing Science (UNISA), Advanced Nursing Administration (UNISA), MCur (UFH) Senior Administrator AP Okeyo BSc Home Economics Foods & Nutrition, MA Vocational Education (Northern Arizona University), MSc Nutrition (UFS), Assessment & Moderation Certificate (UFH) Administrator B Tutu Certificate in Prac Office Skills (BCC), Certificate in Customer Communication (BCC), Cert in Introduction to Computer (BCC) MBA for office Professionals (Siyanqoba)National Certificate: Office Management (Siyanqoba) Data Capturer CM Swartbooi Diploma in Human Resources (Oxbridge Academy)
10 DEPARTMENT OF REHABILITATIVE SCIENCES
Lecturer and Head of U Stemela Bachelor of Communication Pathology (UKZN), Department Masters of Public Health (WSU), Postgrad Diploma in Occupational & Environmental Health (UKZN) Clinical Facilitator PD Gqiba Dip (Health Education) WSU BA (Speech and Hearing Therapy) Wits Adv Dip (Hearing Aids Acoustics (UP) MA Public Health (WSU)
DEPARTMENT OF PUBLIC HEALTH
Acting Head of Department LD Seekoe Higher Certificate in Management and Leadership, and Lecturer BML (UFS), Diploma in Management and Leadership (GIBS), Masters Management of Technology Innovation (Leonardo Davinci Institute).
Professor (Vacant)
Senior Lecturer DT Goon BSc Ed (BUK, Nigeria), M Tech: Sport & Exercise Technology, D Tech: Clinical Technology (TUT)
11 Adjunct Professors BF Mayeye MPH (University of Limpopo), BA Cur (UFH), BA Cur Hons (UNISA), Diploma in Personnel Management & Training (Damelin College MK Ntlangula PhD (UFH), MPH (UKZN), Master of Medicine and Surgery (WSU), MBA (Management College of SA), B Sc (WSU), Advanced Diploma Occupational Health (UFS NI Senti PhD Nursing Education (UFH), Master’s in Nursing Education (UFH), BA Cur (UNISA), Diploma in General Nursing, Midwifery and Paediatric Nursing Science, Diploma in Nursing Administration (NW) PhD in Nursing (UFH), M Cur Nursing Science (UFH), D Murray Bachelor of Nursing Science (UNISA), Diploma in Nursing Education, General Nursing & Midwifery S T Moko PhD Social Sciences Developmental Studies (UFH), MPA (UFH), B Tech Community Health Nursing (UJ), Diploma in Health Management Programme (Foundation for Professional Development in association with Yale university – USA), Postgraduate diploma in Public Management (Regenesys), Diploma in Nursing (General, Psychiatric and Community).
Research Associate N Jinabhai BSc (UDW), MBChB (UCT), M Med CM, MD (UN) FFCH CMSA, DOH (WITS) SA Feresu BA Cur (UNISA), MPH (Boston University School of Public Health), PhD in Epidemiology (University of Michigan) D Du Plessis BSoc Sc, MSoc Sc (UFS), DCur (UJ) T Maluleke BCur (UNISA), M of Science in International Health (Queen Margaret College), PhD (UNISA) C Hongoro BSc Hon (University of Zimbabwe), PhD (London School of Hygiene and Tropical Medicine M Douglas B Cur (Potch), MPH (Curtin University of Technology), PhD (WSU)
12 Lecturer (nGAP) N Bokolo B Curationis (UFH), MPH (UFH) Part-time Lecturers A Mandeya Master of Science in Biostatistics (Limburgs University), Licenciate in Mathematics Education (Filial Pedagogica Universitaria 'Carlos Manuel de Cespedes'). G Ndlovu BCom Hons, BCom MPH (UFH) F Bennett Adv Dip District Health and Leadership (UFH), MPH (UFH) Administrator MK Hlabahlaba, BSc in Biological Sciences (WSU) Adv Dip District Health and Leadership (UFH)
STAFF IN THE INSTITUTE AND CENTRES OF EXCELLENCE WITHIN THE FACULTY OF HEALTH SCIENCES
Health Sciences Institute (HSI) Project Manager J Meecham Diploma in Theology (University of London), Post graduate Diploma in Management Studies (City and Guilds), Certificate of “Further Education Teachers”
Administrator R Chalmers
13 Pharmacy Assistant Training
Teaching and Learning N Mbabama BSC (UFH), BPharm (Rhodes), MSc Pharm (Unv Coordinator & Lecturer Missori, Kensas City)
Administrator Z Njokweni Grade 12, ICDL Certificate in Computer Literacy (ITEC)
Mentoring For Sustainable Rural Community Resilience and Public Health Research Niche Area (RNA)
Professor & Project Leader DT Goon BSc Ed (BUK, Nigeria), M Tech: Sport & Exercise Technology, D Tech: Clinical Technology (TUT)
M&E Coordinator UN Obi National Certificate in Education (Okene), B. Ed (UniPort), MA (University of Bath), PhD (UFH)
Fieldwork Coordinators BF Mayeye Dip. General Nursing & Midwifery (Livingstone Hospital), Dip. in Human Resource Management (Damelin), BA cur Nursing Education and Community Health (UFH), Hons in Nursing Education (UNISA), MPH (UNISA), PhD in Nursing (UFH) AN Mbatha Dip. General Nursing (Victoria Hospital), Dip. Midwifery (UKZN), Dip. Nursing Education (UKZN), BA cur (Hons) (UNISA), MA (UKZN), PhD Candidate (UNISA). N Magadla General Nursing (Elliot Hospital), Dip. Midwifery (Edendale Hospital), Dip. Psychiatry (Komani Hospital), Dip. Occupational Health (UKZN), Advanced Dip. Nursing Education (UNISA), BA Cur Nursing Science (UNISA), BA Cur (HONS) (UNISA), MA Psychiatry (UKZN), PhD Candidate (UFH). Data Capturer W Plaatjies Senior Primary Teachers Diploma (Sefikeng College of Education)
Administrator Z Ngesi Bachelor of Health Sciences in Human Movement Sciences (UFH)
Fieldworker N Manuku Bachelor of Laws (LLB) (UFH)
Effective Care Research Unit (ECRU)
Director J Hofmeyer MBChB (Wits University), Obs and Gynae (Wits University), Fetal Physiology (Oxford) Deputy- Director M Singata-Madliki Diploma in Nursing (Ciskei College of Nursing), MBA (Regent Business School), PhD (UCT) Research Midwives M Mdingi BNur (North-West University), Diploma in Nursing (Western Cape College of Nursing)
14 NM Nondlwana Diploma in Nursing Science (King Edward Hospital), Diploma in Paediatrics (Cecilia Makhiwane Hospital)
PZ Njikelana Diploma in Nursing Science (Ciskei College of Nursing) XS Williams Diploma in Nursing
15 N Yonto Bcur (Univ of Fort Hare) N Mkhuzangwe Diploma in Nursing Science (Lilitha College of Nursing) C Parker BCur (RAU), Diploma in Advanced Midwifery (Wits University) N Yutu Diploma in Nursing Science (Ciskei College of Nursing), Primary Health Care (Cecilia Makhiwane Hospital
Project Manager BP Makutha BSc, Diploma in Health Promotion (WSU)
Project Coordinator M Peter BSc, BSc Hon (Wits University)
Research Medical Doctor J Batting MBChB (Univ of Edinburgh) Obs and Gynae (Royal College)
Data Manager S Ngcozela BSc (Univ of Fort Hare)
Community Liaison Officer L Mbongo BA, Diploma in Education (UWC); MSc BA (University of Stellenbosch) Lab Technician S Majija Grade 12 Administrator/PA A Misani Grade 12
16 QUALIFICATIONS OFFERED IN THE FACULTY OF HEALTH SCIENCES
Undergraduate Degrees
84001 Bachelor of Health in Human Movement Science ………………. BHM in HMS 84000 Baccalaureus Curationis (Nursing Science) ……………………… B Cur
84033 Bachelor of Science in Speech-Language Pathology B.Sc SLP
Post Graduate Diplomas
84020 Bachelor of Health Sciences Honours in Human Movement BHS (Hons) Science …………………………………………………………. HMS)
17 84028 Postgraduate Diploma in Clinical Management PGD in HIV/AIDS………………………………………………………… Clinical Mgt HIV/AIDS Postgraduate Degrees
84021 The Degree Master of Health Sciences in Human Movement MHS in HMS Science:
The Degree of Master in Nursing Science (Magister Curationis): (Research Masters)
84012 Health Management ……………………………………… M Cur
84029 Nursing Education ……………………………………….. M Cur
84031 Community Health Nursing ……………………………… M Cur
84015 Psychiatric Nursing ………………………………………. M Cur
84016 Midwifery & Neonatal Nursing ………………………….. M Cur
84017 Medical-surgical Nursing ……………………………….. M Cur
18 The Degree of Masters of Public Health
84032 Masters of Public Health ………………………………… MPH
The Degree Doctor of Philosophy
84019 Doctor of Philosophy in Nursing …………………………….. PhD
DESCRIPTION OF INSTITUTE AND CENTRES OF EXCELLENCE WITHIN THE FACULTY OF HEALTH SCIENCES
Health Sciences Institute (HSI)
The vision of HSI is to create sustainable ideas to promote healthy communities. The institute has been established and approved to ensure sustainability within the Faculty of Health Sciences. This will be achieved through excellence provision of accredited and internally approved short learning programmes. The qualities of the courses are ensured through following processes and procedures laid down by the university and in the ASELPH following case teaching and e- learning pedagogy. The HIS engages stakeholders through Policy and research round table seminar discussions. The HSI programmes have been developed within the faculty focusing on disciplines in leadership and management, nursing science, human movement sciences and more based on the needs of the communities, health care leaders and professionals. The HSI further contributes to establishing partnerships in training and development with hospitals, Eastern Cape Department of Health, Work Integrated Learning Programmes funded through SETAs, raising funds mainly through programme marketing and proposal writing to different sponsors, identifying mentoring needs and offer intervention including coordinating programmes offered in collaboration with Fort Hare Solution
Mentoring for Sustainable Rural Community Resilience and Public Health Research Niche Area (RNA)
The Faculty Health Sciences, University of Fort Hare, research niche: Centre on Mentoring for Sustainable Rural Community Resilience and Public Health (CMSRCRH), aims to achieve learning and research excellence for sustainable resilience and public health in the service of students, scholars and the rural communities in the Eastern Cape through a strong sustainable mentorship process. The main thrust, is to positively support National Development programme (NDP) and Sustainable Development Goals (SDG), particularly on rural development, poverty alleviation, food security, environmental health management, agricultural development and advancement; integration of indigenous, modern and biomedical knowledge and techniques and clinical care which crisscrossed public health issues affecting South Africa, and more specifically, the Eastern Cape Province.
19 Fundamentally, the RNA strives to promote and build capacity as well as empower rural communities in the Eastern Cape to be resilient and self-sustainable on issues affecting their health
It is an integrative interdisciplinary research which has several themes namely:
1. Leadership: Addressing challenges of lack of leadership as a major problem in delivery of health service in South Africa; research determining the nature of NHI for the ECP with regards to financing models, management of private partnerships, and role of markets versus government. 2. Mentoring: Research aim at developing and determination of intervention strategies to empower public health leaders and communities to make decisions and choices to enhance sustainable competencies and build resilience against poverty. 3. Clinical Care: Identify pattern of adherence to treatment of communicable (HIV/TB) and non-communicable diseases (metabolic syndrome, cancer, heart disease and mental illness) as well as reproductive health care in order to empower rural women and children with self-management practices; reproductive health programme, use of mobile phones for HIV/TB and other health problems and adherence among patients in the EC. 4. Food Security: Food security theme explores the factors impacting on household food security and profitability of small holder irrigation farmers in the Eastern Cape in order to promote care and practices regarding the influence of culture to the knowledge of nutrition to enhance their health and economic resilience; identify and promote care and practices regarding the influence of culture to the knowledge of nutrition; focus on food availability and trends (production, imports, utilization of food and non-food stuff) and health and sanitation (hygiene, water quality, food safety and quality, sanitation) their link to food security. 5. Integration of Indigenous, Modern and Biomedical Knowledge and Techniques: This track involves the integration of allopathic and biomedical intervention for holistic and sustainable mental and public health care. The focus is on indigenous leafy vegetables and medicinal plants used in arresting post-partum hemorrhage, extract and analysis medicinal plants to produce herbal soap and nutritional food supplements and the efficacy of spirituality and mediation in healing chronic health illnesses and substance abuse. 6. Environmental Health Management: Explores interventions for empowering women and children with innovative methods of conserving the environment and better methods of managing waste disposal. 7. Lifestyles and Health Promotion: The track focuses on determining the physical growth, health, nutritional and physical fitness status of children in order to enhance resilience to positive lifestyle health behaviours. The research is concerning physical growth, health, and physical fitness status of children in the Eastern Cape. 8. Capacity Building: Research that focus on empowering public health leaders and rural communities to increase their resilience, sustainability and livelihoods; educating women and their children through strategies such as health expositions on healthy practices such diet, sport, weight reduction through participation; identification of strategies to
20 educate women to make early diagnosis of childhood illnesses and disability to ensure sustainable health.
Baseline research and operational activities in OR Tambo; Chris Hani, and Amathole Districts are on-going, and would continue to ensure sustainability of best strategies already successfully started. Community partnerships with traditional healers in the Chris Hani District and initiation of rural laboratory as means of adopting the village Centre as a science, education, training, research and community engagement centre for placement of students has been established. Partnerships with Department of Science and Technology through the centre, is being used as pilot centre for the establishment of the Indigenous Knowledge Systems documentation data for the in the Eastern Cape in partnerships with Traditional Health Practitioners. The centre is situated next to a community clinic and the village has two primary schools and two senior schools, one of which has a functioning laboratory and two workshops designed for electrical and mechanical engineering studies. The Centre serves as a hub in the village for rural development and supports community centre for placement of students during their internships across faculties; a model that could be cascaded to other districts after five years.
Effective Care Research Unit (ECRU)
The Effective Care Research Unit (ECRU) was established as a research unit of the University of the Witwatersrand in 1988. In 2000 the unit relocated to the East London Hospital Complex and continued functioning as a Wits University Unit, in collaboration with University of Fort Hare and the Eastern Cape Department of Health.
The Unit focuses on high quality randomized clinical trials, Cochrane Systematic reviews and research training to improve reproductive health outcomes in low-income countries. The ECRU has been accredited as a World Health Organisation (WHO) Collaboration Centre in Reproductive Health Research Synthesis.
Since 2001 the Unit has held annual Research Methods courses, partly funded by WHO CWS grants, to provide practical training in methods for randomized clinical trials and systematic reviews. The courses offered by the Unit have been highly rated by the participants, and several have gone on to publish Cochrane systematic reviews and conduct randomized clinical trials, sometimes with ongoing mentoring from the centre staff.
Albertina Sisulu Executive Leadership Programme in Health (ASELPH)
ASELPH represents a unique and novel academic and health-policy focused partnership between South African and international partners including University of Fort Hare, University of Pretoria (UP), Harvard T.H. Chan School of Public Health and South Africa Partners.
Working closely with the National Department of Health, ASELPH:
Provides executive leadership training;
21 Builds capacity at local universities to offer this leadership training; Conducts applied research grounded in key South African health policy initiatives; and Hosts policy Seminars and round tables on major health policy options.
This partnership has allowed ASELPH to make meaningful strides in helping to transform the South African healthcare system build the capacity of individuals and health-care organizations within the health sector, while building the leadership and expertise needed to expand executive-level training in the country.
The work and focus of ASELPH is guided by a Steering Committee chaired by the Deputy Director-General (DOG) for Hospitals, Tertiary Health Services and Human Resource Development in the National Department of Health, Dr Terence Carter. This Steering Committee represents all partner organizations as well as independent health experts from the private sector and parastatal, funding partners, representatives for the national and provincial Department of health and the Sisulu family.
An Innovative Approach
ASELPH takes an innovative, multi-faceted approach to transforming the South African healthcare system and supporting leaders and managers who are at the centre of service delivery. The ASELPH programme draws on the Harvard T.H. Chan School of Public Health’s case study method and validated adult-learning techniques to provide:
Targeted training of executive, district and hospital managers who are responsible for service related to the National Health Insurance Initiative (NHI) and other key health policies the Re-engineering of Primary Health Care being one of them Education and training for health executives who are responsible for the management of large public health programmes, including the South African National Strategic Plan on HIV, STIs and TB (2016-2020). E-learning - opportunities for leaders and managers in healthcare to be exposed to internationally recognized modules taught directly from Harvard T.H. Chan School of Public Health via an e-learning platform. This is a blended learning approach adopted by ASELPH partners to enhance the learning experience and interactions between faculty and fellows. Mentoring – providing mentoring for ASELPH fellows in helping them to address daily management and leadership challenges and allowing ASELPH fellows to provide mentoring for their peers in terms of skills and knowledge transfer and internal capacity building. The development of case studies - specific to South African situations – that provide insight and understanding of health-related management and leadership issues within the context of ASELPH.
22 ASELPH Executive Fellowship Academic Programme
The University of Fort Hare Executive Fellowship Programme is offered through a Master’s in Public Health with the following modules:
Introduction to Public Administration and Learning in Public Health Executive Leadership in Health, Complex Problem Solving, Ethics and Values in Health Care, Negotiating Coherence and Coordination Strategic Marketing and Communication Public Health Policy Transformation, Governance and Legislation Strategic Human Resources, Labour Relations and Management Performance Organisational Strategy in Health Strategic Economics and Finance Management in Health Research Methodology Quality Improvement Modalities (Strategies) in Health System, Health Informatics, Monitoring and Evaluation The Programme includes the following Specialisation Tracks or Options:
Central and Decentralisation NHI, PHC Re-engineering Hospital Management and Leadership (Critical Unit in Hospital, Hospital Specific Competencies, Hospital Operations Management Health Research (Epidemiology, Advanced Epidemiology, Biostatistics)
ASELPH International Academic Collaboration
South African Faculty members from University of Pretoria and University of Fort Hare continue to work closely with their counterparts from the Harvard TH Chan; School of Public Health in Boston, USA. This collaboration ensures that the academic content of the ASELPH programme is world-class and relevant to the South African context.
TIMETABLE FOR THE FACULTY
Lecture Venues for Department of Nursing Science Programmes (East London Campus) Course/Module Lecture Group (Problem- Lecture Venue Based Learning) NBG112E NBG122E; NBC112E PBL 1.1 New Teaching & NBC122E; NCP101E Learning Centre NBG112E NBG122E; NBC112E; PBL 1.2 New Teaching & NBC122E; NCP101E Learning Centre NBG112E &122E; NBC112E; PBL 1.3 New Teaching & NBC122E; NCP101E Learning Centre NBG112E &NBG122E; NBC112E PBL 1.4 New Teaching & &NBC122E; NCP101E Learning Centre NBG112E &1NBG22E; NBC112E PBL 1.5 New Teaching & &122E; NCP101E; NBZ121E Learning Centre NBG212E &NBC222E; NBC212E PBL 2.1 New Teaching & &222E; NMS201E; NCN201E Learning Centre
23 NBG212E &NBG222E; NBC212E PBL 2.2 New Teaching & &222E; NMS201E; NCN201E Learning Centre NBG212E &NBG222E; NBC212E PBL 2.3 New Teaching & &222E; NMS201E; NCN201E Learning Centre NBG212E &NBG222E; NBC212E PBL 2.4 New Teaching & &222E; NMS201E; NCN201E Learning Centre NBG212E & 222E; NBC212E PBL 2.5 New Teaching & &222E; NMS201E; NCN201E Learning Centre NBM312E & NBM322E PBL 3.Midwifery New Teaching & Learning Centre NBP312E & NBP322E PBL 3. Psychiatry New Teaching & Learning Centre NBG312E & NBG322E PBL3. GNS New Teaching & Learning Centre NNM 312E & NNM322E PBL 3. Nursing New Teaching & Management Learning Centre NBM412E & NBM422E PBL4. Midwifery New Teaching & Learning Centre NBP 412E & NBP422E, NBP402E; PBL 4. Psychiatric Nursing Physio 1 Lecture Room, NBP 211E & NBP221E Science and NBP Audio 1 Lecture Room Traditional group & Simulation Laboratory NNM 412E & NBP422E; PBL 4. Professional Physio 1 Lecture Room, NBP402E; NBZ 411E & 421E Practice and Management Audio 1 Lecture Room and NNM Traditional group & Simulation Laboratory NBR 412E & NBR422E PBL 4. Research Physio 1 Lecture Room, Methodology Audio 1 Lecture Room & Simulation Laboratory
Lecture venues for Natural Science Programmes (East London Campus) Course/Module Lecture Group (Problem- Lecture Venue Based Learning) NAN111E & NAN121E; NCH 111E Year one Group New Teaching & & NCH121E Learning Centre NPH212E &NPH222E; NPP212E Year two group New Teaching & & NPP 222E; NMP222E Learning Centre
Lecture Venues for Department of Speech-Language Pathology (East London Campus) Course/Module Lecture Group (Problem- Lecture Venue Based Learning) 1st year course codes Year 1 group New Teaching & Learning Centre 2nd year course codes Year 2 group New Teaching & Learning Centre 3rd year course codes Year 3 group New Teaching & Learning Centre 4th year course codes Year 4 group New Teaching & Learning Centre
Lecture venues for Human Movement Science Programmes (Alice Campus) Course/Module Lecture Group Lecture Venue
24 HUS 111 C Lecture room A HUS 112 E Lecture room A HUS 121 C Lecture room A HUS 122 E Lecture room A HUS 211 B Lecture room A HUS 214 F Lecture room A HUS 215 G Lecture room A HUS 221 B Lecture room A HUS 223 G Lecture room A HUS 224 F Lecture room A HUS 311 A Lecture room B HUS 314 G Lecture room B HUS 315 C Lecture room B HUS 321 A Lecture room B HUS 324 C Lecture room B HUS 323 G Lecture room B HUS 511 Boardroom HUS 516 Boardroom HUS 515 Boardroom HUS 514 Boardroom HUS 521 Boardroom HUS 522 Boardroom HUS 523 Boardroom HUS 524 Boardroom
Lecture Timetable for Human Movement Programmes (Alice Campus) Time Monday Tuesday Wednesday Thursday Friday 08:00-08:45 B F D A E 08:55-09:40 A B G D C 09:50-10:35 A B E D C 10:45-11:30 C D A G F 11:40-12:25 E G F C H 12:35-13:20 E G F B H 14:00-13:20 PRACTICALS
RULES OF THE FACULTY OF HEALTH SCIENCES FOR BACHELOR DEGREES
The following rules and regulations of the Faculty must be read in conjunction with the provisions of the Higher Education Act, the University Statute and the general rules and regulations of the University. Where a learner includes a module or modules from another faculty, the rules and regulations of that faculty apply to the module(s) in question.
HS1. Registration
HS1.1 At registration learners have to register as though any outstanding special and/or supplementary examinations were failed. Should the learner’s promotion status (year level) change as a result of a module or modules passed during the special
25 and/or supplementary examinations, s/he can change his/her registration at Late Registration.
HS1.2 Any learner who desires to be credited for modules, courses or qualifications obtained at another tertiary institution, is personally responsible for supplying the Faculty Manager with all the necessary documentary proof of such credits no later than the end of January during the first year of registration at the University of Fort Hare. The documentary proof required includes a statement by the issuing institution as to modules passed, the credit value (as a percentage also of the total annual requirement), and a full description of the module(s). In the case of credits obtained outside South Africa, a SAQA evaluation of the module(s) must also be attached. Failure to abide by this rule may result in the cancellation of the learner’s registration, but the learner will still be liable for all the fees which would normally apply for the modules/courses the learner registered for.
HS 1.3 A learner who interrupts his/her studies for a period of six years or more shall forfeit such credits as determined by the Faculty Planning and Management Committee.
HS1.4 If the rules of a degree are amended, a student who elects to continue under the old rules shall be permitted to do so for a maximum period corresponding to the minimum duration of the degree, unless the Faculty Planning and Management committee, in special circumstances, recommends otherwise. If s/he fails to obtain sufficient credits in any semester, or interrupts his/her studies at any time, s/he shall be obliged to continue under the new rules.
NB: All nursing modules are not registered with G7.
HS2. Pre-requisites and Co-requisites
The pre- and co-requisites for each module, where applicable are listed with the syllabus descriptions of modules and are also included in the structured curricula. These pre- and co-requisites should be read as an integral part of the Faculty’s rules and registrations.
HS2.1 No credit shall be obtained for a module which requires a pre-requisites or co- requisite module until credit is obtained for the pre-requisite or co-requisite module.
HS2.2 When a learner contravenes this rule and registers for modules illegally, any credits obtained for such modules will be struck permanently from the learner’s academic record, but the learner will still be liable for all the fees payable for such modules.
HS2.3 The Dean may permit a student to take modules normally prescribed for a semester or semesters in advance of that for which she/he is registered provided that: (a) Preference is given to modules prescribed for earlier semesters, but not yet completed;
26 (b) Credit has been obtained for the pre-requisites; and (c) There are no time-table clashes
HS3. Number of credits per semester
A student shall not be permitted to register for more than 88 credits in any one semester, provided that the Board of Faculty, on the recommendation of the Heads of Departments, only in exceptional cases, permit a student in his/her final year of study, to register for additional 16 credits per semester.
HS4. Examinations
HS4.1 Unless specified otherwise in the module description, practical tests and/or practical assessments (both formative and summative) will be taken during the semester, and not during the examination period.
HS4.2 The semester mark and the examination mark shall count 50% towards the final mark, except where the module description specifies a different composition or alternative method(s) of assessment.
HS4.3 No candidate shall be admitted to the summative assessment in a module unless at least 85% of the prescribed class work, practicals, tutorials and/or assignments have been satisfactorily and timeously completed. Where a candidate has passed the practical component of a module with at least 60% at a previous attempt, and is currently repeating the theoretical component, the Head of Department may exempt such a candidate from attending practicals. Candidates must apply in writing to the relevant Head of Department for such exemption and will be informed in writing if his/her request has been approved or not approved.
HS4.4 A student may be admitted to a supplementary examination in a module in which s/he has failed provided s/he has obtained a final mark of at least 45%.
HS4.5 The above requirements (HS 4.4) may be waived should any modules failed in the final year be deemed to constitute the last requirements for a degree.
(a) A final semester supplementary examination may only be attempted in the scheduled examination period and may not be repeated or reconsidered at the end of the second semester. (b) A first semester outstanding module may only be attempted in the first semester supplementary examination scheduled examination period and may not be repeated or reconsidered at the end of the second semester. (c) A second semester outstanding module may only be attempted in the second semester supplementary examination scheduled examination period and may not be repeated or reconsidered thereafter. (d) The total load for the last outstanding modules in both the first and second semesters may not exceed 16 credits per semester and the student must have
27 presented himself/herself for the relevant examinations. The total number credits should not exceed 32 per year.
HS4.5.1 The last outstanding module is determined by the Faculty/Department Examination committee meeting of the main examination of each semester and reported accordingly to the Examination office on the Faculty/Department Examination committee report submitted to the Examination office.
HS4.5.2 In the event of student writing and failing last outstanding module as an aegrotat examination, she/he will be permitted to rewrite this module in the next main examination cycle in the same year provided Examination office is informed accordingly on the Faculty/Department Examination committee report submitted to the Examination office e.g. The student writing and failing last outstanding module as an aegrotat examination in July/August examination cycle (Supplementary examination cycle), is permitted to rewrite this module in the November examination cycle in the same year. HS4.6 Heads of Departments may grant a candidate an oral examination in a module where the candidate is (1) either close to qualify for a supplementary examination, (2) close to passing the module, or (3) close to obtaining a distinction in the module/subject.
HS4.7 In order to complete a module in a subject offered by a Faculty other than Faculty of Health Sciences, a student shall comply with the rules of the faculty concerned.
HS4.8 The student may be admitted to a supplementary examination in a module when s/he obtains 50 marks as final marks but obtains less than 40 mark (below sub minimum requirement) as examination mark.
HS5. Missed tests and Practicals
If a student misses an arranged test or practical, s/he must submit a medical certificate to the Faculty manager (or assistants) no later than seven (7) calendar days from the date of the relevant test. If a student is absent for longer than 7 days, s/he must submit the doctor’s certificate within 2 days of his/her return to classes. If a student has bereavement s/he must inform the managers before going home, and must produce a death certificate when s/he returns.
DEPARTMENT OF HUMAN MOVEMENT SCIENCES
Bachelor of Human Movement Sciences (84001)
HMS 1. Admission It is recommended that Mathematics, Physical Sciences and Biology be taken as Matriculation subjects. Candidates shall be admitted to the program if they have the following:
A university entrance certificate equivalent to NQF level 4 with a 28/29 APS score
28 Be proficient in English, having passed English with a D+ (level 4: 50-59%) Passed mathematics with a D+ (level 4: 50-59%) or mathematic literacy with a B+ (level 5: 60-69%) Passed Life Orientation with a D+ (level 4: 50-59%) Passed 4 other subjects from the designated list with a D+ (level 4: 50-59%) Matured applicants (23yrs+) need to have an appropriate professional or science qualification
HMS 2. Duration
The curriculum shall extend over a minimum period of three years of full- time study and is only completed after the candidate has successfully completed (passed) all modules in the curriculum.
DEPARTMENT OF NATURAL SCIENCES
NS1. Composition and duration of Curriculum
The modules offered by the Department of Natural Sciences include Biophysical science, Anatomy, Physiology, Pharmacology and Medical Microbiology. The duration and curricula of modules offered by the Department of Natural Sciences are given with individual curricula.
NS2. Restrictions on the registration of modules
NS2.1 Student registered modules must not clash with the timetable.
NS2.2 A student shall not be permitted to register for a module unless the prerequisite and co-requisite requirements have been met.
NS3. Examinations
NS3.1 the semester mark and the examination mark each count 50% towards the final mark except where the module description specifies a different composition or alternative method(s) of assessment.
NS3.2 to obtain distinction in a module a student must attain at least 75% as final mark in a module.
NS3.3 a student is permitted to write examination provided s/he has obtained 85% attendance for lectures, tutorials and practical’s and has obtained at least 40% semester marks.
29 DEPARTMENT OF NURSING SCIENCE
Bachelor of Nursing Science (B Cur) 84000
NSc 1. Admission It is recommended that Mathematics, Physical Sciences and Biology be taken as Matriculation subjects. Candidates shall be admitted to the program if they have the following: Mathematics level 4 or Mathematics literacy level 5, Physical Science level 4 and Life Science level 4.
NSc 2. Duration 2.1 The curriculum shall extend over a minimum period of four years of full-time study. It entails systematic professional practice instruction, which includes laboratory and clinical training, and shall extend over the full period of the module of study. Clinical training shall be done in general and midwifery hospitals, psychiatric hospitals, the community and community health service facilities in the Eastern Cape Province.
NSc 3. Curriculum Candidates for the degree follow a fixed curriculum consisting of the modules as seen in pages 29 & 30.
NSc 4. Determination of year of study
4.1 To be promoted to the 200 level, a candidate must have passed all the modules at 100 level 4.2 To be promoted to the 300 level, a candidate must have passed all the modules at 200 level, 4.3 To be promoted to the 400 level, a candidate must have passed all the modules at 300 level 4.4 A learner who is repeating any module must continue his/her clinical nursing training in the clinical areas as stipulated by the Head of Department. 4.5 No student shall be permitted to register for higher level courses whilst carrying outstanding clinical practical from the preceding level of study.
NSc 5. Examinations (Assessments)
5.1 The semester mark and examination mark shall each count 50% towards the final mark in a module. 5.3 No candidate shall be admitted to the examination at the end of a module unless s/he has attended at least 85% of the lectures and has met all the prescribed clinical requirements. 5.4 For all subjects with both theoretical and practical components, as well as Anatomy and Physiology the following rules will apply: 5.4.1 Credit will only be given if both the practical and theoretical components are passed. 5.4.2 Where the candidate fails one of the two components she/he may be granted a supplementary examination in the component which was failed (for this purpose
30 only, the practical and theoretical components will be considered as separate modules); 5.4.3 A candidate who fails a supplementary examination must repeat the entire module. 5.4.4 To pass the examination in the practical component of the module, a candidate must obtain at least 50% in the practical examination
5.4.5 Throughout the duration of study, a candidate may be admitted to a supplementary practical examination in any module in which the practical examination was failed, provided a mark of at least 45% was obtained in the initial practical examination.
5.4.6 A fourth year student may be granted permission to write supplementary in a course, regardless of the mark obtained provided it is the last remaining requirement for the degree.
NSc 6. Distinction To obtain the degree with distinction, a candidate must obtain an average of at least 70% for all modules in the third and fourth years of study and must, in addition, obtain at least 75% in each of the following:
Midwifery at 400 levels Community Nursing Science at 400 levels General Nursing Science at 300 levels Psychiatric Nursing Science at 400 levels
DEPARTMENT OF REHABILITATIVE SCIENCES DEGREES
Bachelor of Science in Speech-Language Pathology (84033)
SP 1. Admission It is recommended that Mathematics, Physical Sciences and Life Science be taken as Matriculation subjects. Candidates shall be admitted to the program if they have the following:
a university entrance certificate equivalent to NQF level 4 with a D+ (level 4) average be proficient in English, having passed English with a D+ (level 4) have passed mathematic with a D+ (level 4) or mathematic literacy with a B+ (level 6) have passed Life Science and/or Physical Sciences Natural with a D+ (level 4) Mature applicants (23 years+) need to have an appropriate professional or science qualification.
31 SP 2. Duration The curriculum shall extend over a minimum period of four years of full- time study. It entails systematic professional practice instruction, which includes laboratory and clinical training, and shall extend over the full period of the module of study.
SP3. Curriculum Candidates for the degree follow a curriculum consisting of the modules as seen in page 33.
ADMISSION AND REGISTRATION GUIDELINES
STANDARD PROCEDURE FOR ADMISSION TO THE FACULTY UNDERGRADUATE DEGREES
The New NSC entrance requirements: the 4 NSC subjects required at level 4 must satisfy the following Faculty-specific requirements
Qualification Degree Subject Requirements Level of Total Credits Codes Achievement Points B HMS 84001 English 4 (50-59%) 20
Mathematics or 4 (50-59%) 20 Mathematical Literacy 5 (60-69%) 20
Life Orientation 4 (50-59%) 28/29 10
Any other 4 subjects from the designated list 4 (50-59%) 20 (preferably in Science 4 (50-59%) 20 subjects) 4 (50-59%) 20 4 (50-59%) 20 B Cur 84000 English 4 (50-59%) 20
Mathematics or 4 (50-59%) 20 Mathematical Literacy 5 (60-69%) 20
Physical Science 4 (50-59%) 20 Life Sciences 4 (50-59%) 28/29 20
Life Orientation 4 (50-59%) 10
Any other 2 subjects from 4 (50-59%) 20 the designated list 4 (50-59%) 20 Speech- 84033 English 4 (50-59%) 20 Language Pathology Mathematics or 4 (50-59%) 20 Mathematical Literacy 6 (70-79%) 20
Physical Science 4 (50-59%) 20 32 Life Sciences 4 (50-59%) 28/29 20
Life Orientation 4 (50-59%) 10
Any other 2 subjects from 4 (50-59%) 20 the designated list 4 (50-59%) 20
PROCEDURE FOR SPECIAL ADMISSION FOR BACHELORS DEGREE INTO HEALTH SCIENCES If an applicant does not meet the requirements for standard admissions, s/he may be considered for special admission under the following options:
Students who have a Matriculation Exemption, but who do not meet the ratings required for standard admission Students who have obtained a matriculation certificate or qualify for a conditional exemption from the Matriculation Board of South Africa, and who do not meet the selection rating requirements for normal registration may apply to register under the Pathway Foundation Programme (PFP) (reduced curriculum) for first year Bachelor degrees or the Science Foundation Programme (SFP) for BSc students. On these programmes students are required to register for a reduced number of first year courses and the value addition course LKA 121 (Life, Knowledge and Action)
Students who qualify for Mature Age Exemption (MAE) Mature Age Exemption students (23 years and above) may be admitted for the Bachelor Degree programmes if they have a Senior Certificate. Admission programmes is on condition that a student has matriculated with Mathematics or Mathematics Literacy, Life Science and Physical Science as required under Standard Admissions. The number of modules that a mature student may register for is determined by their rating. The student must apply for Mature Age Exemption in their first year of study.
Students who do not have a Matriculation Exemption (Prior to 2008) These students may apply to register under the relevant Foundation Programme. On these programmes students are required to register for a reduced number of first year courses and the value addition course LKA 121 (Life, Knowledge and Action). Upon registration these students are required to obtain a Conditional Exemption Certificate. Once s/he has obtained 120 credits of regular modules AND passed the value added module s/he will be assisted to apply for a complete Exemption Certificate. These programmes have a limited capacity due to lecture space and staffing.
Foreign Qualifications Applicants are responsible for the evaluation of their qualifications by the South African Qualifications Authority (SAQA). Certified copies of qualifications and the relevant Certificate of Evaluation from SAQA must be submitted to the Faculty Manager.
33 LIST OF UNDERGRADUATE MODULES
DEPARTMENT OF HUMAN MOVEMENT
Bachelor of Health in Human Movement Science (B HS in HMS) (84001)
Semester 1 Course Credits Semester 2 Course Credits Code code First year NQF 5 Foundation of HMS (C) HUS 16 Motor Development HUS 16 111 (C) 121 Anatomy and HUS 16 Introduction to HUS 16 Movement (E) 112 Physiology (E) 122 Introduction to PSY 16 Introduction to PSY 16 Psychology 1 (F) 111 Psychology 2 (F) 122 Reading, Writing, ESP 16 Reading, Writing, ESP 16 Speaking and 111 Speaking and 122 Listening Skills (G) Listening Skills (G) Second Year NQF 6 Recreation And Sport HUS 16 Motor Learning (B) HUS 16 Management (B) 211 221 Clinical Physiology HUS 16 Sport Injuries (G) HUS 16 And Exercise Science 214 223 (F) Introduction to HUS 16 Sport Physiology and HUS 16 Research Methods 215 Exercise Science (F) 224 (G) Personality Theory PSY 16 Development PSY 16 and Social 211 Psychology (A) 222 Psychology (A) Third Year NQF 7 Sport Psychology (A) HUS 16 Research Methods in HUS 16 311 Sport Physical 321 Activity (A) Clinical Physiology and HUS 16 Sport Physiology and HUS 16 Exercise Science (G) 314 Exercise Science (C) 324 Perceptual Motor HUS 16 Biomechanics Of HUS 16 Training for Children 315 Sport and Exercise 323 (C) Science (G) Psychopathology and PSY 32 Counseling 311 Psychology (E)
34
DEPARTMENT OF NATURAL SCIENCES
Semester 1 Course Credits Semester 2 Course Credits code code First year NQF 5 Basic Chemistry NCH 111E 8 Organic Chemistry NCH 8 and Biophysics and Biochemistry 121E Basic Biological NAN 111E 12 Structure and NAN 12 Concepts of Interactions of 121E Human Organs Systems of Human Body Second Year NQF 6 Physiological NPH 212E 12 Physiological NPH 12 Processes 2A Processes 2B 222E Pharmacology 2A NPP 212E 12 Pharmacology 2B NPP 8 222E Medical NMP 8 Microbiology 222E
DEPARTMENT OF NURSING SCIENCE
Bachelor of Nursing Science (84000)
Semester 1 Course Credits Semester 2 Course Credits code code First year NQF 5 Fundamental NBG 112E 8 Fundamental NBG 8 Nursing Science Nursing Science 1B 122E 1A Life, Knowledge, LKA 121E 16 Action/Grounding Programme Community NBC 112E 12 Community Nursing NBC 12 Nursing Science Science (1B) 122E (1A) Ethics Professional NBZ 8 Practice 121E Comprehensive NCP 101E 16 Nursing Practical Introduction to CLT 111E 8 Computers and Computing Introduction to SOC 111E 16 Sociology Second Year NQF 6 Community NBC 212E 12 Community Nursing NBC 222E 12 Nursing Science Science 2B 2A Medical/Surgical NBG 212E 12 Medical/Surgical NBG 222E 12 Nursing 2A Nursing 2B
35 Community NCN 201E 8 Nursing Practical Medical NMP 222E 8 Microbiology Medical/Surgical NMS 201E 8 Nursing Practical Introduction to PSY 111E 16 Introduction to PSY 122E 16 Psychology 1A Psychology 1B Third year NQF 7 Medical Surgical NBG 312E 16 Medical Surgical NBG 322E 16 Nursing 3A Nursing 3B Medical/Surgical NBG 302E 8 Nursing Practical Midwifery 3A NBM 312E 12 Midwifery 3B NBM 322E 12 Midwifery Practical NBM 302E 8 Psychiatric Nursing NBP 312E 12 Psychiatric Nursing NBP 322E 12 Science 3A Science 3B Psychiatric Nursing NBP 302E 8 Science Practical Nursing NMM 312E 8 Nursing NMM 322E 8 Management and Management and Professional Professional Practice Practice Personality Theory PSY 211E 16 Development PSY 222E 16 and Social Psychology Psychology Assessment and Research or Research Methods SOC 211E 8 Health & Society SHS 227E 8 Classical Sociology SOC 212E 8 Demography SPS 225E 8 Theory Fourth year NQF 8 Abnormal NBM 211E 16 Abnormalities and NBM 221E 16 Pregnancy, Labour Complications of and Pueperium Neonates Psychiatric and NBP 211E 16 Theories of helping NBP 221E 16 Interpersonal skills : Community 1 Psychiatry and related issues 2 Ethos of Nursing NBZ 411E 16 Research in NBZ 421E 16 and Nursing Nursing, Clinical Management teaching and Disease Psychiatric Nursing NBP 412E 16 Psychiatric Nursing NBP422E 16 Science 4A Science 4B Psychiatric Nursing NBP402E 8 Science Practical Midwifery 4A NBM412E 16 Midwifery 4B NBM422E 16 Midwifery Practical NBM402E 8 Nursing NNM412E 8 Nursing NNM422E 8
36 Management and Management and Professional professional practice practice Nursing NNM402E 8 Management and Professional practice Practical Research NBR412E 8 Research NBR422E 8 Methodology 4A Methodology 4B
DEPARTMENT OF REHABILITATIVE SCIENCES
Bachelor of Science in Speech-Language Pathology – 84033
Year 1 NQF 5-BUILDING BROAD- BASED FOUNDATION Course Modules: Credits Semester Pre- requisite codes IPR112E Introduction to professional Practice 8 1st None APH112E Anatomy and Physiology for speech and 12 1st & 2nd None hearing ISH112E Introduction to Speech and Hearing 12 1st None Sciences PSY111E Introduction to Psychology 1A 8 1st None PSY122E Introduction to Psychology 1B 8 2nd None CLT111E Introduction to computer literacy 8 1st None EAI121E Early Communication Intervention 10 2nd ISH112E ILC121E Introduction to Language and 10 2nd ISH112E Communication dev. ITA121E Introduction to Audiology and Sign 8 2nd ISH112E Language APH112E CEH121E Community engagement and Health 8 2nd IPR112E Promotion CLE101E Clinical Education 1 A&B 32 1st & 2nd Not specified
37 Year 2 NQF 6- EXTENDING PROFESSIONAL EXPERTISE Course Modules Credits Semester Prerequisite offered codes CLD211E Child Language and Development 16 1st ILC Disorders 121E PAA211E Phonological and Articulation 12 1st EAI 12IE Disorders ILC12IE FLD211E Fluency Disorders 10 1st ILC121E PSY211E Psychology 2 A & B 16 1st Ref to Dep of psychology VAR221E Voice and Resonance 12 2nd APH112E AAC223E Augmentative and Alternative 10 2nd CLD211E Communication (AAC) MSD221E Motor Speech Disorders 12 2nd APH112E EAI121E CLE201E Clinical Education 2 A&B 32 1st & 2nd CLE101E Year 3 NQF 7- DEEPENING AND INTERGRATING PROFESSIONAL EXPERTISE Course Modules credits Semester Prerequisite codes offered SWD311E Swallowing Disorders 16 1st MSO221E APH112E ACB311E Aphasia and Cognitive Based 16 1st APH112E Dysfunction HAM311E Health Administration and 12 1st IPR112E Management CAC321E Congenital and Acquired 12 2nd ILC121E Communication Disorders DCE321E Disability and community 16 2nd CEH121E Engagement LLL321E Language Learning and Literacy 10 2nd None Research Methodology 16 1st none CLE301E Clinical Education 3 A&B 32 1st & 2nd CLE201E Year 4 NQF 8- CONSOLIDATING PROFESSIONAL EXPERTISE-EXTERNSHIP CLE401E Clinical Education 4 A&B 80 1&2 CLE301E RSP402E Research Project 16 1&2 Research methodology INT401E Integrated Case Seminars 24 1&2 CLE301E (co-requisite)
38
Total Credits of the Programme 494
DESCRIPTION OF UNDERGRADUATE MODULES
BACHELOR OF HEALTH IN HUMAN MOVEMENT SCIENCE MODULES
Foundation of Human Movement Studies HUS 111: Foundation of Human Movement Studies
Purpose: To provide students with an elementary knowledge and understanding of Foundations of sport and exercise science. Contents: Introduction and history of Human Movement Studies, Movement Education and Sociological perspectives of sport. Instruction: Lectures, self-study and learner presentation. Credits: 16 Assessment: Continuous assessment through: tests, group presentations, assignments. Summative Assessment: 3-hour examination Anatomy and Movement HUS 112: Anatomy and Movement Purpose: Introduce learners to basic human movement through anatomy which include knowledge of the different bones, joints and muscles. Contents: Identifying location of all major bones, joints and muscle of the human body as well as how these influence movements Instruction: Lectures, field activities with children, self-study and learner presentation. Credits: 16 Assessment: Continuous assessment through: tests, assignments and practical demonstrations. Summative assessment: 3-hour examination Motor Development and Child Movement Experiences HUS 121: Motor Development and Child Movement Experiences Purpose: Introduce learners to the concepts of motor development processes and how they affect movement capabilities and experiences among children. Contents: Postnatal motor development of children and development of fundamental movement skills. Instruction: Lectures, field activities with children, self-study and learner presentation. Credits: 16 Assessment: Continuous assessment through: tests, assignments and practical demonstrations. Summative assessment: 3-hour examination
39 Introduction to Physiology HUS 122: Introduction to Physiology Purpose: Introduce learners to basic physiological functioning of the human body. Contents: Understand the basic structural organization of the human body; cell functioning; structure and how these structures form various systems like cardiovascular, digestive; muscle; nervous end endocrine system. Instruction: Lectures, field activities with children, self-study and learner presentation. Credits: 16 Assessment: Continuous assessment through: tests, Assignments and practical demonstrations. Summative assessment: 3 hour examination
Recreation and Sport Management HUS 211: Recreation and Sport Management Purpose: To provide students with an elementary knowledge and understanding of sport management Contents: The study of the foundations, and functions and challenges of sport management. Instruction: Lectures, self-study and learner presentation. Credits: 16 Assessment: Continuous assessment through: tests, group presentations, assignments. Summative assessment: 3-hour examination Pre requisite: HUS 111
Clinical Physiology and Exercise Science HUS 214: Clinical Physiology and Exercise Science Purpose: To introduce learners to clinical aspects of exercise physiology and dealing with fitness, health and wellness conditions in the community with preventative and rehabilitative health care Content: Introduction to Clinical Exercise Physiology, neuromuscular structure of movement, and muscular control. Energy for movement involves studies of metabolism and basic energy systems, and hormonal regulation of exercise. Neurological control of movement which involves sensory receptors, and motor control, respiratory systems and gaseous exchange. Aging in sport and exercise for fitness, health and wellness, cardiovascular diseases and physical activity, obesity, diabetes and physical activity Instruction: Lectures, self-study and learner presentation. Credits: 16 Assessment: Continuous assessment through: tests, group presentations, assignments. Summative assessment: 3-hour examination Pre requisite: HUS 122
40 Introduction to Research Methods HUS 215: Introduction to Research Methods Purpose: The module exposes learners to the practical methods and challenges of measuring and evaluating human movement performance relevant in the health and fitness industry, athletic performances and Physical Education settings. The course covers the basic concepts of research in physical activity and sport settings, applied statistics, formulating tests, conduct measurements and report writing Content Define research, different types of research: qualitative, quantitative, and mixed research, test, measurement and evaluation in research and application, criteria for test selection (validity, reliability and objectivity), descriptive statistics and the normal curve, Journal format of research writing: Introduction, problem formulation, methodology, data collection, results presentation and discussion.
Instruction: Lectures, practical activities, self-study and learner presentations. Credits: 16 Assessment: Continuous assessment through: tests, assignments and practical demonstrations; Summative assessment: 3-hour examination Pre requisite: HUS 112
Motor Learning HUS 221: Motor Learning Purpose: Introductory module to the concepts and aspects of motor learning and performance. This hands-on course emphasizes the application of motor learning knowledge in skills of teaching/coaching sport and physical exercises at different levels of participation. Contents: Principles of motor learning as related to performance and application, and assessment of motor learning and performance. Identifying enabling factors and limitations in motor learning are importantly attached to the course. Instruction: Lectures, practical activities, self-study and learner presentations. Credits: 16 Assessment: Continuous assessment through: tests, assignments and practical demonstrations; Summative assessment: 3-hour examination Pre requisite: HUS 121
41 Sport Injuries and Nutrition HUS 223: Sport Injuries and Nutrition Purpose To provide student with basic knowledge of injuries associated with sport and physical activity, basic treatment and prevention of injuries and basic guideline to nutrition for sport performance and physical activity Content: Injuries to upper and lower extremities, basic treatment and rehabilitation. Basic nutritional guidelines, pre and post competition meals. Instruction: Lectures, self-study and learner presentation. Credits: 16 Assessment: Continuous assessment through: tests, group presentations, assignments. Summative assessment: 3-hour examination Prerequisite: HUS 112
Sport Physiology and Exercise Science HUS 224: Sport Physiology and Exercise Science Purpose: To introduce learners to basic principles that underlie sport physiology and exercise science with improvement in sport performance as goal Content: The overview of the body energy systems and how it applies to sport, compiling training programs that include strength, agility, speed, power, core training for specific sports and population Instruction: Lectures, self-study and learner presentation. Credits: 16 Assessment: Continuous assessment through: tests, group presentations, assignments. Summative assessment: 3-hour examination Prerequisite: HUS 122
Psychology and Coaching HUS 311: Psychology and Coaching Purpose: To provide students with a basic knowledge regarding sport psychology and the influence it has on physical activity and sport performance. Contents: The study of the psychological principles in a sporting context. Instruction: Lectures, self-study and learner presentation. Credits: 16 Assessment: Continuous assessment through: tests, group presentations, assignments. Summative assessment: 3-hour examination Prerequisite: HUS 211
Clinical Physiology and Exercise Science HUS 314: Clinical Physiology and Exercise Science Purpose: To introduce the learner to clinical applications of exercise physiology when servicing the community in the field of fitness health and wellness. Content: Introduction to applied clinical exercise physiology. Understanding the endocrinology and metabolism, oncology and immune system, bone joint disorders, selected neuromuscular disorders, cardiovascular diseases and special population Instruction: Lectures, self-study and learner presentation. Credits: 16
42 Assessment: Continuous assessment through: tests, group presentations, assignments. Summative assessment: 3-hour examination Prerequisite: HUS 214
Perceptual Motor Training for Children HUS 315: Perceptual Motor Training for Children Purpose The module exposes participants to the intricacies of seeing, perceiving and mentally makes sense of what children see with movement. The Prerequisite: HUS 221 perceptual-motor skills are linked to varieties of movement challenges that children experience in physical activities and related sports. Content Background of the perceptual-motor development in children and related complications, perceptual-motor developmental problems in children with physically disabilities, perceptual-motor developmental problems in children with mental problems, training perceptual-motor skills in sport talent development activities-ball games Instruction: Lectures, practical activities, self-study and learner presentations. Credits: 16 Assessment: Continuous assessment through: tests, assignments and report writing. Summative assessment: 3-hour examination
Research Methods in Physical Activity HUS 321: Research Methods in Physical Activity Purpose: Learners to acquire the research fundamentals applied in health related physical activity and sport settings. Contents: The research process and statistical and measurement concepts. Instruction: Lectures, practical activities, self-study and learner presentations. Credits: 16 Assessment: Continuous assessment through: tests, assignments and report writing. Summative assessment: 3-hour examination Prerequisite: HUS 215
Biomechanics of Sport and Exercise Science HUS 323: Biomechanics of Sport and Exercise Science Purpose: To provide students with basic principles of Biomechanics and how they are applied in sport and exercise. Contents: The description and explanation of motion including fluid mechanics. Instruction: Lectures, practical activities, self-study and learner presentations. Credits: 16 Assessment: Continuous assessment through: tests, assignments and report writing. Summative assessment: 3-hour examination Prerequisite: HUS 223
43 Sport Physiology and Exercise Science HUS 324: Sport Physiology and Exercise Science Purpose: To introduce learners to applied sport physiology and exercise science with improvement in sport performance as goal Content: The principles of periodization, compiling training program for special population such as elderly athletes, young athletes and preventing overtraining Instruction: Lectures, practical activities, self-study and learner presentations. Credits: 16 Assessment: Continuous assessment through: tests, assignments and report writing. Summative assessment: 3-hour examination Prerequisite: HUS 224
Practical courses Students will have the opportunity to do two practical courses every year (one is compulsory and one is by choice). Delivery of these courses will depend on the number of interested individuals. Due to the nature and delivery of these courses, some might be presented after class hours. The list of courses will be made available at the start of each academic year by the Head of Department.
NATURAL SCIENCES MODULES
Biophysical Science
NCH 111E: Basic Chemistry and Biophysics Purpose: The purpose of this module is to introduce learners to the fundamentals of basic chemistry and physics that is relevant to their professions. Contents: The international (SI) system of units Base units, Derived units, Multiples and submultiples, Mensuration and unit conversions Physics: Motion in a straight line, Work energy and power, Density and specific gravity and Archimedes Principle, Pressure, Temperature and heat, Electricity, Sound and hearing, Light lenses and the eye Pulleys, levers, gravity and circular motion Chemistry: Chemical elements and the periodic table of the elements, Mixtures and compounds, Avogadro’s constant and the mole, Naming inorganic ions and compounds, Chemical composition, Solutions and solution concentrations, Acid base titrations, pH and buffer solutions, Colloids, Radioactivity Practical laboratory exercises: SI units, measurements and unit conversions, Density, Pressure, Temperature and heat, Electricity; Light and lenses, Solutions and solution concentrations; Acid base titrations Instruction: practical laboratory exercises Credits: 8 Assessment: Class tests and assignments Prerequisite: None Target group: All Health Sciences undergraduate students
44 NCH 121E: Organic Chemistry and Biochemistry Purpose: The purpose of this module is to equip learners with an in-depth knowledge of carbon chemistry in order to appreciate the importance of organic carbon compounds in nutritional and health related issues in their professions. Contents: Organic chemistry: Aliphatic chemistry, alkanes, alkenes, alkynes, organic functional groups, alcohols, aldehydes, amines, amides, ethers, ketones, nitro, nitriles, thiols (sulfanyl), carboxylic acids, esters, acid anhydrides, phenyl/benzene Aromatic compounds, naming organic compounds, (aliphatic and aromatic organic compounds) Biochemistry: Carbohydrates, monosaccharides (glucose, fructose), disaccharides (sucrose, lactose), polysaccharides (starch), Carbohydrate nutrition Lipids, fats and essential fatty acids, cholesterol, lipid nutrition Proteins and amino acids and protein and amino acid nutrition Hormones, enzymes, vitamins and vitamin nutrition, antibodies, Antiseptics, disinfectants and antibiotics: Practical laboratory exercises, Preparation of triiodomethane (iodoform), extraction of casein from milk, chemical tests for carbohydrates, fats and proteins Lugol’s test for starch, Benedict’s test for glucose, Pinoff’s test for fructose, Biuret test for peptide bonds and proteins Instruction: Practical laboratory exercises Credits: 8 Assessment: Class tests and assignments Prerequisite: NCH 111E Target group: All Health Sciences undergraduate students
Anatomy
NAN 111E: Basic Biological Concepts of the Human Organ Purpose: The purpose of the module is to provide basic understanding of gross anatomy, histology, functions and applied importance of organ systems of the human body in order to understand Physiology and apply their knowledge into clinical practice Contents: Theory: Gross anatomy, histology, functions and applied importance of: Cell, tissues, integumentary system, cardiovascular system and blood anatomy, skeletal system, joints and muscular system Practical: Microscope skills, histology, gross anatomy using anatomical models, charts and videos Instruction: Tutorials, laboratory practicals and overview lectures Credits: 12 Assessment: Formative: Two tests, attendance Summative: One three-hour written examination paper Prerequisite: None Target group: All Health Sciences undergraduate students
45 NAN 121E: Structure and Interactions of Systems of Human Body Purpose: The purpose of the module is to provide basic understanding of gross anatomy, histology, functions and applied importance of organ systems of the human body in order to understand Physiology and apply their knowledge into clinical practice Contents: Theory: Gross anatomy, histology, functions and applied importance of: Gastrointestinal system, respiratory system, excretory System, Endocrine system, male and female reproductive system, central nervous system, peripheral nervous system and special senses Practical: Microscope skills, histology, gross anatomy using anatomical models, charts and videos Instruction: Tutorials, laboratory practicals and overview lectures Credits: 12 Assessment: Formative: Two tests, attendance Summative: One three-hour written examination paper Prerequisite: NAN 111E Target group: All Health Sciences undergraduate students
Physiology
NPH 212E: Physiological Processes 2A Purpose: The purpose of this module is to provide basic understanding of physiological mechanisms of various systems of the human body in order to understand patho-physiology and apply their knowledge into clinical practice. Content: Theory: Physiological mechanisms and applied physiology of: Cell, muscular system; gastro-intestinal system; respiratory system, cardiovascular system, blood, lymphatic system and excretory system Practical: Use of latest Test kits to assess function; diagnose various conditions of body systems, charts, videos Instruction: Tutorials, laboratory practicals and overview lectures Credits: 12 Assessment: Formative: Two tests, attendance Summative: One three-hour written examination paper Prerequisite: NAN 121E Target group: All Health Sciences undergraduate students
46 NPH 222E: Physiological Processes 2B Purpose: The purpose of this module is to provide basic understanding of physiological mechanisms of various systems of the human body in order to understand patho-physiology and apply their knowledge into nursing practice.
Content: Theory: Physiological mechanisms and applied physiology of: Endocrine system, male and female reproductive system, pregnancy and human development, nutrition metabolism and temperature regulation, central nervous system, peripheral nervous system and special senses , Genetics Practical: Use of latest Test kits to assess function; diagnose various conditions of body systems, charts, videos Instruction: Tutorials, laboratory practicals and overview lectures Credits: 12 Assessment: Formative: Two tests, attendance Summative: One three-hour written examination paper Prerequisite: NPH 212E Target group: All Health Sciences undergraduate students
Microbiology
NMP 222E: Medical Microbiology Purpose: The purpose of this module is to provide adequate knowledge and application of common infectious diseases to the students in their professional clinical practice to bridge the gap between basic science and clinical practice and also to provide good foundation for the clinical disciplines within the profession. Content: Theory: Introduction to Medical Microbiology, Inflammation and healing of wounds, sterilization, disinfection and antisepsis, immunity & hypersensitivity, bacterial infections including tuberculosis and sexually transmitted infections, rickettsia and chlamydial infections, viral infections including HIV-AIDS, Hepatitis, fungal and parasitic infections Practical: Use of Gram staining technique, microscope slides for demonstration of micro- organisms, latest equipment for sterilization and demonstration of growth of bacteria Trips to relevant laboratories and hospitals to witness some of the techniques learnt during theory classes. Instruction: Tutorials, laboratory practicals and overview lectures Credits: 8 Assessment: Formative: Two tests, attendance Summative: One three-hour written examination paper Prerequisite: NAN 121E & NPH 212E Target group: All Health Sciences undergraduate students
47 Pharmacology
NPP 212E: Pharmacology 2A Purpose: The purpose of this module is to provide adequate knowledge and application of commonly used medications to the nursing students in their professional nursing practice to bridge the gap between basic nursing science and clinical nursing practice and also to provide good foundation for the clinical disciplines within the profession. Content: Theory: Sources of drugs, routes of drug administration, pharmacokinetics and pharmacodynamics, standard treatment guidelines and essential drug program, drugs acting on the autonomic nervous system, drugs acting on the cardiovascular system, antibiotics and anti-infective agents including pharmacotherapy of tuberculosis, sexually transmitted infections and HIV and AIDS Practical: Demonstration of use of medications, trips to relevant hospitals to witness application of theory into nursing practice Instruction: Tutorials, laboratory practicals and overview lectures Credits: 12 Assessment: Formative: Two tests, attendance Summative: One three-hour written examination paper Prerequisite: NAN 121E Target group: All Health Sciences undergraduate students
NPP 222E: Pharmacology 2B Purpose: The purpose of this module is to provide adequate knowledge and application of commonly used medications to the nursing students in their professional nursing practice to bridge the gap between basic nursing science and clinical nursing practice and also to provide good foundation for the clinical disciplines within the profession. Content: Theory: Drug prescribing, schedule of drugs, Drugs acting on the central nervous system, drugs acting on the gastrointestinal system, drugs acting on the endocrine system, drugs acting on the respiratory system, vitamins, nutritional supplementation therapy, anti-cancer drugs Practical: Demonstration of use of medications, trips to relevant hospitals to witness application of theory into nursing practice Instruction: Tutorials, laboratory practicals and overview lectures Credits: 8 Assessment: Formative: Two tests, attendance Summative: One three-hour written examination paper Prerequisite: NPP 212E Target group: All Health Sciences undergraduate students
48 NURSING SCIENCE MODULES
Comprehensive Nursing Practical
NCP 101E: Comprehensive Nursing Practical Purpose: The purpose of the module is to prepare the learner with knowledge, skills and values which will enable her to function comprehensively in collaboration with multi-disciplinary team at Health Services and Primary Health Care settings, give basic nursing care, conduct emergency delivery and first Aid where needs be, to individuals, families and communities. Contents: Community health needs analysis and appropriate interventions in collaboration with the community; Community entry; Stakeholder establishment; Community profile; Disease profile; Health needs analysis, prioritisation, plan implement intervention strategies, monitoring and evaluation (Rapid Participatory Approach (RPA); Family study; Health education talks and patients’ advices including care of HIV and AIDS clients and patients Emergency assistance of a woman delivering - Basic care to the new born baby; Basic care to the mother post-delivery; Breast feeding and nutrition for both the mother and the baby Basic nursing care practical. Basic human needs; Vital signs; Wound care; Care of patients on IVI First Aid and CPR Instruction: Overview lectures: Lectures will introduce the students to the important topics in this module, and provide an overview; Tutorial groups (Problem Based Learning): Cases will be solved in the tutorial group by using the seven-jump approach; Experiential learning: Students will practice to apply the knowledge learnt through exercises, self-study assignments, cases/tutorial groups and computer practicals as well as patient assessment, diagnosis and treatment management; Self-study: The use of cases/tutorial groups in this module stimulates self-study (by formulating student-directed learning issues and subsequently studying literature). Credits: 16 Assessment: Formative: Workbook, Port Folio of Evidence & feedback of skills. Outreach Project, Clinical work book completion and 85% Clinical hour’s achievement. Summative - OSCE Prerequisite: None Target group: All Nursing Sciences undergraduate year one students
Ethics and Professional Practice
NBZ 121E: Ethics and Professional Practice Purpose: The purpose of this module is to develop in nursing students an understanding of the professional issues and the influence the provision of optimal care to patients and clients in both hospital-based and community- based settings. Contents: Professional and moral foundation of nursing; Application of the ‘Batho Pele” principles and the patients “Rights Charter” into health care delivery; Nursing philosophy; Professionalism and nurse –patient relationship; Professional accountability; Basic ethical decision-making Professional organisations; Professional regulations Instruction: Tutorial attendance profile (NB: Tutorials are compulsory); Participation in group discussion taking part in all roles within the group (chair, scriber and
49 time keeper); Giving constructive feedback to fellow learners; Development of conflict management skills; Practical Work: Visits to community, hospitals and out patient’s departments Credits: 8 Assessment: Formative: Oral test/remedial test (for learners with special needs); Assignments, class activities and role plays; Summative: One three hours (3) internal examination paper Prerequisite: None Target group: All Nursing Sciences undergraduate year one students
Community Nursing Science
NBC 112E: Community Nursing Science 1A Purpose: The purpose of the module is to equip the learner with knowledge, skills and values to function comprehensively in collaboration with all stakeholders at the community level to the individual, family as well as the community using Primary Health Care approach with cultural sensitivity. Content: Community health needs analysis and appropriate interventions in collaboration with the community; Community entry, Stakeholder establishment, Community profile, Disease profile; Health needs analysis, prioritisation, implementation plan, intervention strategies, monitoring and evaluation (Rapid Participatory Approach (RPA), Family study, Introduction to Primary Health Care and comprehensive health care approach, Introduction to Health Education and Health Promotion. Instruction: Overview lectures: Facilitators will introduce the learners to the important topics in this module, and provide an overview; Tutorial groups (Problem Based Learning): Cases will be solved in the tutorial group by using the seven-jump approach; Experiential learning: Learners will practice to apply the knowledge learnt through exercises, self-study assignments, cases/tutorial groups and computer practicals as well as patient assessment, diagnosis and treatment management; Self-study: The use of cases/tutorial groups in this module stimulates self-study (by formulating learners-directed issues and subsequently studying literature). Credits: 12 Assessment: Formative: Oral test/remedial test (for learners with special needs); Assignments, class activities and role plays; Summative: One three hours (3) internal examination paper Prerequisite: None Target group: All Nursing Sciences undergraduate year one students
NBC 122E: Community Nursing Science 1B Purpose: The purpose of the module is to equip the learner with knowledge, skills and values s to function comprehensively in collaboration with multi-disciplinary team at Health Services and Primary Health Care settings, to benefit individuals, families and communities. Content: Comprehensive Health Care System, Primary Health Care (PHC) approach, Integrated Management of Childhood Illnesses (IMCI) Sexually Transmissible Infections (STIs) including HIV and AIDS South African Policy Guidelines, Demographic aspects and Health Care Statistics, Prevention of communicable and non- communicable diseases, Epidemiology, Control of Tuberculosis, Expanded Program of Immunization (EPI)
50 Instruction: Overview lectures: Facilitators will introduce the learners to the important topics in this module, and provide an overview; Tutorial groups (Problem Based Learning): Cases will be solved in the tutorial group by using the seven-jump approach; Experiential learning: learners will practice to apply the knowledge learnt through exercises, self-study assignments, cases/tutorial groups and computer practicals as well as patient assessment, diagnosis and treatment management; Self-study: The use of cases/tutorial groups in this module stimulates self- study (by formulating learners-directed issues and subsequently studying literature). Credits: 12 Assessment: Formative: Oral test/remedial test (for learners with special needs); Assignments, class activities and role plays Summative: One three (3) Hour final Examination paper Prerequisite: NBC 112E Target group: All year one Nursing Sciences undergraduate students
NBC 212E: Community Nursing Science 2A Purpose: The purpose of this module is to prepare the learners to provide comprehensive health care to patients with various conditions using standard protocols in a primary health care setting. Furthermore, it will develop learners’ knowledge and skills the ability to plan, implement and evaluate Health Service Delivery to clients in specialised areas within the Primary Health care setting. Content: Primary health care, physical assessment and management of diseases, School health promotion services Occupational health nursing, prevention and management of HIV/AIDS, Tuberculosis and other opportunistic diseases utilizing the National guidelines and the EDL standards guideline Maternal, child and women’s health: Contraceptive services, Human genetics, Youth and adolescent health Instruction: Overview lectures: Lectures will introduce the students to the important topics in this module, and provide an overview; Tutorial groups (Problem Based Learning): Cases will be solved in the tutorial group by using the seven-jump approach; Experiential learning: Students will practice applying knowledge learnt through exercises, self-study assignments, cases/tutorial groups. Credits: 12 Assessment: Formative - Oral test/remedial test (for learners with special needs); Assignments, class activities and role plays. Summative - One three (3) Hour Examination Prerequisite: NBC 122E Core requisite: NPP212E Target group: All Nursing Sciences undergraduate year 2 students
51 NBC 222E: Community Nursing Science 2B Purpose: The purpose of the qualification is to prepare the qualifying learners to practise independently as professional nurses and midwives at primary, secondary and tertiary levels of care within a comprehensive framework of the national health system. Content: Primary Health care, physical assessment and management of diseases, Health systems research within a Primary Health Care, Community engagement and participation, Adolescent health and adolescent friendly service delivery. Intergraded management of childhood illnesses (IMCI), epidemiology, HAST, ARVs Instruction: Overview lectures: Lectures will introduce the students to the important topics in this module, and provide an overview; Tutorial groups (Problem Based Learning): Cases will be solved in the tutorial group by using the seven-jump approach; Experiential learning: Students will practice to apply the knowledge learnt through exercises, self-study assignments, cases/tutorial groups. Use of computer skills to facilitate client’s assessment, diagnosis and treatment management; as well as self-study Credits: 12 Assessment: Formative: Oral test/remedial test (for learners with special needs); Assignments, class activities and role plays Summative: One three (3) Hour Examination paper Prerequisite: NBC 212E Target group: All Nursing Sciences undergraduate year 2 students
NCN 201E: Community Nursing Practical Purpose: The purpose of the module is to prepare the learners with knowledge, skills and attitudes that enable them to function comprehensively in collaboration with multi-disciplinary team at Primary Health Care settings, give basic nursing care, conduct emergency life serving activities where need be, to individuals, families and communities using the relevant standards protocols and the National Strategic Plan of South Africa. Content: Basic clinical assessment treatment and care using the appropriate protocols of assessment, diagnosis, treatment and care for: - Children, Adolescent, Adults and Geriatrics School health services - Assessment of general health status; Assessment of nutritional status of pupils; Eradication of health hazards in school environments; Treat and refer ailments accordingly; Women and children health services; Quality contraception; Breast examination; management and appropriate referrals; Management of HAST, promotion of adherence and complaints; Occupational health services Instruction: Overview lectures: Lectures will introduce the students to the important topics in this module, and provide an overview; Tutorial groups (Problem Based Learning): Cases will be solved in the tutorial group by using the seven-jump approach; Experiential learning: Students will practice to apply the knowledge learnt through exercises, self-study assignments, cases/tutorial groups. Use of computer skills to facilitate client’s assessment, diagnosis and treatment management; as well as self-study Credits: 8 Assessment: Formative: Feedback of skills in the clinical laboratories and clinical settings; Clinical workbook completion and 85% Clinical hour’s achievement
52 Summative: Final objective structured clinical evaluation (OSCE) Prerequisite: NCP101E Target group: All Nursing Sciences undergraduate year 2 students
Fundamental Nursing Science
NBG 112E: Fundamental Nursing Science 1 Purpose: This module will equip learners with essential knowledge and skills required for rendering health care to man using Primary Health Care (PHC) approach for all age groups at individual, family, and community levels including groups of high risk along the health and illness continuum.
Contents: Internal Homeostasis: Temperature, Pulse, Respiration and Blood Pressure Body fluids and electrolytes Basic needs: Hygiene, Elimination, Safety, Oxygen, Fluids and electrolytes and Nutrition. Basic needs. Instruction: Tutorial attendance profile (NB: Tutorials are compulsory); Participation in group discussion taking part in all roles within the group (chair, scriber and time keeper); Giving constructive feedback to fellow learners; Development of conflict management skills; Practical Work: Visits to community, hospitals and out-patients’ departments Credits: 8 Assessment: Oral test/remedial test (for learners with special needs); class activities, assignments, and role plays; Block evaluation by learners Summative: Three tutorials; Two tests and; one three (3) Hour final Examination paper. Prerequisite: None Target group: All Nursing Sciences undergraduate year one students
NBG 122E: Fundamental Nursing Science 2 Purpose: This module will equip learners with essential knowledge and skills required for rendering health care to man using Primary Health Care (PHC) approach for all age groups at individual, family, and community levels including groups of high risk along the health and illness continuum. Contents: Fundamentals: Developmental stages of a child; HIV and AIDS; Tuberculosis; and first aid: Unconscious patients, poisoning, burns, drowning, asphyxiation, epistaxis, hematemesis and haemoptysis, haemostasis bandaging and care of sprains; activity, rest and sleep; pre- and post-operative care; care of the dying patients Instruction: Tutorial attendance profile (NB: Tutorials are compulsory); Participation in group discussion taking part in all roles within the group (chair, scriber and time keeper); giving constructive feedback to fellow learners; development of conflict management skills; practical work: visits to community, hospitals and out-patient’s departments Credits: 8
53 Assessment: Formative: Summative: One three (3) Hour final Examination paper. Prerequisite: NBG 112E Target group: All Nursing Sciences undergraduate year one students
General Nursing Science
NBG 212E: Medical Surgical Nursing Science 2A Purpose: To equip the students with knowledge, skills and attitude to enable them to care for individuals, families, groups families and communities at primary, secondary and tertiary levels using the scientific approach and standard protocols.
Content: Respiratory tract conditions (Lower respiratory tract conditions) - Chronic bronchitis, Asthma, Pneumonia, Emphysema, Bronchiectasis, Spontaneous pneumothorax, Pleurisy, pleural effusion and emphysema, Cancers along the respiratory tract, Atelectasis and pulmonary embolism, Pulmonary hypertension, Acute respiratory failure, Chest injuries, neck and thoracic surgery Haematologic conditions - Pernicious anaemia, Iron deficiency anaemia, Sickle- cell anaemia (haemolytic anaemia), aplastic anaemia, acute lymphatic anaemia, Haemophilia, Hodgkin’s disease Vascular conditions - Peripheral vascular disease causing ischemia, Femoral artery embolism, Raynaud’s disease, Gangrene Cardiovascular conditions - Coronary heart diseases, Vascular and inflammatory heart diseases, Congestive heart failure, Hypertension, Cor-pulmonale Gastro-intestinal tract (GIT) conditions - Intestinal obstruction and hernias, Diverticular disease, Dumping syndrome, Inflammatory disorders and ulceration of the mouth, stomach, intestines, and bowel diseases including cancer along the GIT, Abdominal stab wounds. Nursing Care for Medical and Surgical Patients Instruction: Overview lectures: Lectures will introduce the students to the important topics in this module, and provide an overview; Tutorial groups (Problem Based Learning): Cases will be solved in the tutorial group by using the seven-jump approach; Experiential learning: Students will practice to apply the knowledge learnt through exercises, self-study assignments, cases/tutorial groups. Use of computer skills to facilitate patients’ assessment, diagnosis and treatment management; as well as self-study Credits: 12 Assessment: Formative - Participation in group discussion taking part in all roles within the group (chair, scribe and time keeper); giving constructive feedback to fellow students; Development of conflict management skills; One Assignment and Two tests Summative - One three (3) hour examination paper Prerequisite: NBG 122E & NAN122E Target group: All year two Nursing Sciences undergraduate students
54 NBG 222E: Medical Surgical Nursing Science 2B Purpose: To equip the students with knowledge, skills and attitudes that enable them to care for individuals, families, groups families and communities at primary, secondary and tertiary levels using the scientific approaches and standard nursing protocols. Content: Endocrine and metabolic disorders - Diabetes mellitus, Pituitary gland disorders, Thyroid gland disorders; Disorders of the urinary system -Urinary tract infection, Renal calculi, Acute and chronic glomerulonephritis, Acute and chronic renal failure. Hepato-biliary disorders - Jaundice, Portal hypertension; Hepatitis Paediatrics medical and surgical conditions - Acute rheumatic fever, imperforate anus, Convulsions Instruction: Overview lectures: Lectures will introduce the students to the important topics in this module, and provide an overview; Tutorial groups (Problem Based Learning): Cases will be solved in the tutorial group by using the seven-jump approach; Experiential learning: Students will practice to apply the knowledge learnt through exercises, self-study assignments, cases/tutorial groups. Use of computer skills to facilitate patients’ assessment, diagnosis and treatment management; as well as self-study Credits: 12 Assessment: Formative: Oral test/remedial test (for learners with special needs); Assignments, tests, class activities and role plays.– Summative: One three (3) hour examination paper Prerequisite: NBG 212E Target group: All Nursing Sciences undergraduate year two students
NMS 201E: Medical Surgical Nursing Practical Purpose: The purpose of the module is to equip learners with knowledge, skills and attitudes that enable them to function comprehensively in collaboration with multi- disciplinary team at secondary and tertiary levels of care. Perform basic nursing activities, conduct emergency life-serving interventions to individuals, families and communities using the relevant procedure manuals based on standards, protocols from the National Strategic Plan of South Africa. Content: Administration oral medications and intramuscular injection, removal of sutures, insertion of urinary catheter, removal of epical catheter, changing of underwater chest drainage. Care of stoma care insertion of nasal-gastric tube – adult and child, nebulisation, wound irrigation plugging, preparing and assisting for bone marrow biopsy, lumber puncture, liver biopsy and Paracenthisis abdomnis. Eye swabbing.
Instruction: Overview lectures: Lectures will introduce the students to the important topics in this module, and provide an overview; Tutorial groups (Problem Based Learning): Cases will be solved in the tutorial group by using the seven-jump approach; Experiential learning: Students will practice to apply the knowledge learnt through exercises, self-study assignments, cases/tutorial groups. Use of computer skills to facilitate patients’ assessment, diagnosis and treatment management; as well as self-study. Credits: 8 Assessment: Formative - Clinical workbook and feedback of skills.Clinical workbook completion and 85% Clinical hour’s achievement Summative - Final Objective structured clinical evaluation (OSCE) Prerequisite: NBG 122E Target group: All year two Nursing Sciences undergraduate students
55
NBG 312E: Medical Surgical Nursing 3A Purpose: To equip the nursing students with knowledge, skills and values for providing safe organized holistic and effective care for individuals, families, and communities, at secondary and tertiary levels of care using the scientific approach and standard protocols guided by the South African Nursing Council Rules and Regulations. Content: Specialised Care on Ear, Nose and Throat, eye, skin condition, oncological conditions autoimmune system disorders, reproductive and nervous systems. HIV AIDS in specialised units. Instruction: Overview lectures: Lectures will introduce the students to the important topics in this module, and provide an overview; Tutorial groups (Problem Based Learning): Cases will be solved in the tutorial group by using the seven-jump approach; Experiential learning: Students will practice to apply the knowledge learnt through exercises, self-study assignments, cases/tutorial groups. Use of computer skills to facilitate patients’ assessment, diagnosis and treatment management; as well as self-study Credits: 16 Assessment: Formative: Participation in group discussion taking part in all roles within the group (chair, scribe and time keeper); Assignments, Tests and Tutorials Summative: One three (3) hour examination paper Pre-requisite(s): NBG 222E & NMP 222E, NPH 222E Target group: All Nursing Sciences undergraduate year three students
NBG 322 E: Medical Surgical Nursing 3B Purpose: To enable nursing students to develop cognitive, psychomotor, and affective competences required to care for a critically ill patient; to enable the students to develop competencies required for comprehensive nursing, for a cardiac patient and his family; to enable students to deal with acute and chronic pain; to enable students to care and support clients with physical disabilities and plan for follow up care of such clients and to enable students to develop critical reasoning skills Content: Intensive care nursing- fluid and electrolyte imbalance (Acid-base balance, Dysrhythmias, Shock); assessment and management of pain. Orthopaedic alterations and associated complications; Theater nursing Specific conditions- Disseminated Intravascular Coagulation Acute Respiratory Distress Syndrome, Pulmonary Oedema, Fat Embolism. Instruction: Overview lectures: Lectures will introduce the students to the important topics in this module, and provide an overview; Tutorial groups (Problem Based Learning): Cases will be solved in the tutorial group by using the seven-jump approach; Experiential learning: Students will practice to apply the knowledge learnt through exercises, self-study assignments, cases/tutorial groups. Use of computer skills to facilitate patients’ assessment, diagnosis and treatment management; as well as self-study Credits: 16 Assessment: Formative: Participation in group discussion taking part in all roles within the group (chair, scribe and time keeper); giving constructive feedback to fellow students; Assignments, Tests and Tutorials Summative:
56 One three (3) Hour examination paper Pre-requisite(s): NBG 312E Target group: All Nursing Sciences undergraduate year three students
NBG 302E: Medical Surgical Nursing Practical Purpose: The purpose of the module is to equip learners with knowledge, skills and attitudes that enable them to function comprehensively as independent practitioners in collaboration with multi-disciplinary health team at secondary and tertiary levels of care. Perform basic nursing activities, conduct emergency life serving interventions to individuals, families and communities using the relevant standards and protocols and the National Strategic Plan of South Africa Content: Practical skills: Administration of intravenous infusion/ therapy; Cardio-pulmonary Resuscitation and emergency trolley; Taking of blood specimens; Putting up of skin traction; Neurological Examination; Preparation and assistance during endotracheal intubation; Checking of defibrillator and assistance during defibrillation; Suturing of wounds; Preparation and assistance during insertion of Central Venous Catheter; Taking of a 12 Lead Electrocardiogram Instruction: Overview lectures: Lectures will introduce the students to the important topics in this module, and provide an overview; Tutorial groups (Problem Based Learning): Cases will be solved in the tutorial group by using the seven-jump approach; Experiential learning: Students will practice to apply the knowledge learnt through exercises, self-study assignments, cases/tutorial groups. Use of computer skills to facilitate patients’ assessment, diagnosis and treatment management; as well as self-study Credits: 8 Assessment: Formative: Clinical workbook and feedback of skills. Clinical workbook completion and 85% Clinical hour’s achievement Summative: Final OSCE at the end of the year. Pre-requisite(s): NMS201E and NBG222E Target group: All year 3 Nursing Sciences undergraduate students
Midwifery
NBM 312E: Midwifery 3A Purpose: The purpose of the module is to enable the students to function as competent practitioners in regard to women’s health issues as well as the child bearing process within the Primary Health Care and hospital settings. Furthermore, it will equip the student midwife with knowledge, skills and values required for the practice of midwifery in respect of mother and the baby and to prevent any complications that may arise in perinatal period. Contents: Women’s Health and women’s rights and history of Midwifery; Anatomy and physiology affecting conception and child birth; Low risk pregnancy, Labour, HIV and AIDS in Maternity; Better birth initiatives (BBI); Application of South African Nursing Council Regulations related to Midwifery. Socio-cultural issues related to Midwifery.
57 Instruction: Overview lectures: Lectures will introduce the students to the important topics in this module, and provide an overview; Tutorial groups (Problem Based Learning): Cases will be solved in the tutorial group by using the seven-jump approach; Experiential learning: Students will practice to apply the knowledge learnt through exercises, self-study assignments, cases/tutorial groups. Use of computer skills to facilitate women’s assessment, diagnosis and treatment management; as well as self-study Credits: 12 Assessment: Formative: Assignments, Tests and Tutorials. Summative: One three (3) hour examination paper Pre-requisite(s): NPH222E, NMS201E, NCN201E Target group: All Nursing Sciences undergraduate year three students
NBM 322E: Midwifery 3B Purpose: The purpose of the module is to enable the students to function as competent practitioners with regard to women’s health issues as well as the child bearing process within the Primary Health Care and hospital settings. Furthermore, it will equip student midwife with knowledge, skills and values required for the practice of midwifery in respect of the mother and the baby before and after delivery and minimize complications thereof. Content: Normal puerperium; Normal newborn baby; Minor disorders of the neonate and management; Infant feeding practices & options. Instruction: Overview lectures: Lectures will introduce the students to the important topics in this module, and provide an overview; Tutorial groups (Problem Based Learning): Cases will be solved in the tutorial group by using the seven-jump approach; Experiential learning: Students will practice to apply the knowledge learnt through exercises, self-study assignments, cases/tutorial groups. Use of computer skills to facilitate women’s assessment, diagnosis and treatment management; as well as self-study Credits: 12 Assessment: Formative: Assignments, Tests and Tutorials Summative: One three (3) hour examination paper Pre-requisite(s): NBM 312E Target group: All Nursing Sciences undergraduate year three students
NBM 302E: Midwifery Practical Purpose: The purpose of the module is to enable the students to function as competent practitioners in regard to women’s health issues as well as the child bearing process within the Primary Health framework and hospital setting. To equip the student midwife with knowledge, skills and values required for the practice of midwifery in respect of mother and the baby before, during and after delivery and to prevent any complications that may arise following childbirth. Content Antenatal Care Provider initiated counselling & testing (PICT) or HIV counselling & testing (HCT), examination and assessment of a woman during the first antenatal care visit, history taking to a woman during the first ante-natal care visit, examination and assessment of a woman during the follow-up antenatal visit and abdominal examination during antenatal care. Plotting and interpretation of the ante natal care card.
58 Labour ward Admission of a woman in labour, a vaginal examination of a woman in labour, management of a patient during a normal vaginal delivery, active management of a woman during the third stage of labour, plotting and interpretation of the partogram. Performing the management and suturing of a perineal tear or an episiotomy and the examination of a placenta. Nursery care An admission of a neonate in a nursery, a full examination of a neonate within six hours of birth, a neonatal haemo-glucose test, giving of BCG Post-natal care An abdominal and vaginal examination of a woman within the first six hours in postnatal, the examination and management of a woman within the first six hours in the puerperium period Instruction: Overview lectures: Lectures will introduce the students to the important topics in this module, and provide an overview; demonstrations of the different skills, both in the clinical laboratories and clinical wards Experiential learning: Students will practice to apply the knowledge learnt through clinical practice, both in the clinical laboratories and clinical wards. Use of computer skills to facilitate patients’ assessment, diagnosis and treatment management; as well as self-study Credits: 8 Assessment: Formative: Clinical workbook and feedback of skills. Clinical workbook completion and 85% Clinical hour’s achievement Summative: - Final OSCE at the end of the year Pre-requisite(s): NCN201E, NMS201E & NPH222E Target group: All year 3 Nursing Sciences undergraduate students
NBM 211E: Abnormal Pregnancy: Labour and Puerperium Purpose: To equip the student midwife with knowledge, skills and values required for the practice of midwifery regarding early detection, prevention and management of abnormal conditions arising during the childbearing cycle. Contents: Diagnosis and management of complications of pregnancy; malposition and mal- presentations; complications of labour; complications of the puerperium according to the National Guidelines. Care of pregnant women with HIV/AIDS through the pregnancy and childbearing stage including management of ARV’s in pregnancy and childbearing, ARVs in neonates; choice in termination of pregnancy, health education. Instruction: Lectures, case studies, small group discussions, demonstrations, presentation, and problem based learning, self-directed learning Credits: 16 Assessment: Tests, assignments, one three-hour examination paper externally moderated, oral, practical’s, objective structured clinical evaluation (OSCE) Prerequisite: NBM 121E Target group: All Nursing Sciences undergraduate year three students
59 NBM 412E: Midwifery 4A Purpose: The purpose of the module is to prepare the qualifying learners to practice independently as professional nurse and midwives at Primary, secondary and tertiary levels of care within a comprehensive framework of the National health system. To equip the learner with knowledge, skills and attitude required to be able to function as a competent practitioner in regard to surgical and operative procedures, abnormalities and complications of the neonate as well as the contemporary issues in maternal and child health. Then the qualifying learners are eligible for registration with the South African Nursing Council as nurses (general, community health and psychiatric) and midwives, which enables them to be employed both in the public and private sector as independent health practitioners. Content: High risk pregnancy and Basic Antenatal care (BANC), Hypertensive disorders in pregnancy: Gestational protenuric hypertension, Pregnancy induced hypertension with no proteinuria and Hypertensive and renal pregnant woman. Bleeding disorders in pregnancy: Abortion, Placenta Previa and Placenta abruption. Endocrine and metabolic disorders in pregnancy: Diabetes in pregnancy and Hyperemesis gravidarum. Cardiovascular disorders in pregnancy: Cardiac disease and Anaemia. Faults in the passage, passenger and powers: Contracted pelvis and cephalopelvic disproportion. Mal- presentations and mal-positions and abnormal uterine action: Multiple pregnancies, Preterm Labour and Obstetric emergencies: Eclampsia, Prolapsed cord and postpartum haemorrhage. Management of complicated labour using a partogram and HIV in pregnancy. Surgical and operative procedures: Induction of labour, version, episiotomy, symphysiotomy, vacuum extraction, forceps delivery, caesarian section, puerperal infection and puerperal sepsis. Instruction: Overview lectures: Lectures will introduce the students to the important topics in this module, and provide an overview. Tutorial groups (Problem Based Learning): Cases will be solved in the tutorial group by using the seven-jump approach. Experiential learning: Students will practice to apply the knowledge learnt through exercises, self-study assignments, cases/tutorial groups and computer practicals as well as patient assessment, diagnosis and treatment management. Self-study: The use of cases/tutorial groups in this module stimulates self- study (by formulating student-directed learning issues and subsequently studying literature). Credits: 16 Assessment: Formative: Tests and (special tests for students with special needs), Summative: One three (3) hour examination paper Pre-requisite(s): NBM 322E & NBM302E Target Group: All Nursing Sciences undergraduate year 4 students
NBM 422E: Midwifery 4B Purpose: The purpose of the module is to prepare the qualifying learners to practice independently as professional nurses and midwives at primary, secondary and tertiary levels of care within a comprehensive framework of the National health system. To equip the learner with knowledge, skills and attitude required to be able to function as a competent practitioner in regard to surgical and operative procedures, abnormalities and complications of the neonate as well as the contemporary issues in maternal and child health.
60 Then the qualifying learners are eligible for registration with the South African Nursing Council as nurses (general, community health and psychiatric) and midwives, which enables them to be employed both in the public and private sector as independent health practitioners. Content: Abnormalities and complications of the neonate: sick neonate is neonatal asphyxia and HIV positive neonate. Neonatal disorders: neonatal hypothermia, neonatal hypoglyaecemia, neonatal jaundice and neonatal infections. Congenital disorders: congenital heart defect, congenital hip dislocation, neural tube defects (anencephaly, hydrocephalus, myomeningocele, spinal bifida), cleft lip and palate, tracheo-esophageal fistula, diaphragmatic hernia and Down’s syndrome. birth injuries: biracial and facial palsy, cephalo-haematoma, fractures and soft tissue injuries. Preterm neonate: hyperthermia, respiratory distress syndrome, nutrition in preterm neonates and entero-colotis Contemporary issues in maternal and child: ethical and legal issues are in vitro fertilization, surrogating, adoption, contraceptive termination of pregnancy and medico- legal hazard in the maternity unit Legal procedures in maternity unit: registration of births, registration of stillbirths and registration of early neonatal deaths Administrative aspects; analysis of statistics and lecture demonstrations Contemporary issues: private practice in Midwifery, violence against women, teenage pregnancy and role of traditional birth attendants Instruction: Overview lectures: Lectures will introduce the students to the important topics in this module, and provide an overview. Tutorial groups (Problem Based Learning): Cases will be solved in the tutorial group by using the seven-jump approach. Experiential learning: Students will practice to apply the knowledge learnt through exercises, self-study assignments, cases/tutorial groups and computer practicals as well as patient assessment, diagnosis and treatment management. Self-study: The use of cases/tutorial groups in this module stimulates self-study (by formulating student-directed learning issues and subsequently studying literature). Credits: 16 Assessment: Formative: Tests and (special tests for students with special needs), Assignments. For DP: One assignment and two tests. Summative: One Three (3) hour examination paper Pre-requisite(s): NBM412E Target Group: All Nursing Sciences undergraduate year 4 students
NBM 402E: Midwifery Practical Purpose: The purpose of the module is to enable the students to function as competent practitioners in regard to women’s health issues as well as the child bearing process within the Primary Health framework and hospital setting. To equip the student midwife with knowledge, skills and values required for the practise of midwifery in respect of mother and the baby before, during and after delivery and to prevent any complications that may arise following childbirth.
61 Content: Practical Skills: History taking from a pregnant woman Physical assessment of the high risk pregnant woman Witness of surgical and operative procedures: Induction of labour, version, episiotomy symphysiotomy, vacuum extraction, forceps delivery, caesarian section, puerperal infection and puerperal sepsis Health education of high risk pregnant women during antenatal, labour and post-natal care Admission of a high risk pregnant woman in labour Care of the high risk woman during first stage of labour Management of second stage of a high risk labour Management of third and fourth stages of a high risk Puerperal care of a high risk woman in postnatal Physical assessment of a high risk woman in postnatal Immediate care of a high risk new-born and examination of a high risk new- born within six hours after delivery Application of South African Nursing Council Regulations and Policies ESMOE. Instruction: Overview lectures: Lectures will introduce the students to the important topics in this module, and provide an overview; demonstrations of the different skills, both in the clinical laboratories and clinical wards Experiential learning: Students will practice to apply the knowledge learnt through clinical practice, both in the clinical laboratories and clinical wards. groups. Use of computer skills to facilitate patients’ assessment, diagnosis and treatment management; as well as self-study Credits: 8 Assessment: Formative: See from 3rd year NBM302E Clinical workbook and feedback of skills. Clinical workbook completion and 85% Clinical hour’s achievement NBM 221E: Abnormalities & Complications of Neonates Purpose: To equip the student midwife with the knowledge, skills and values required for the practice of midwifery related to: surgical and operative procedures; abnormalities and complications of the neonate; contemporary issues in maternal and child health. Contents: Pain relief in labour; surgical and operative procedures; abnormalities and complications of the neonate; ethical legal aspects; administrative aspects; care of neonate born from HIV positive mother; health education and genetic disorders of neonates. Instruction: Lectures, small group discussions, case studies, demonstrations, seminar presentations, self-directed learning. Credits: 16 Assessment: Formative: Tests and assignments., Summative: One three-hour examination paper, oral, practical’s, objective structured clinical evaluation (OSCE) Prerequisite; NBM 121E Target group: All Nursing Sciences undergraduate year four students
62 Professional Nursing Practice
NNM 312E: Nursing Management and Professional Practice 3A Purpose: To equip learners with knowledge, skills and attitude to enable them to develop and understand professional issues that influence the provision of optimal patient care or clients in hospital based and specialised community based settings. Content: Theories - Orem: Major assumptions; Definition of domain concepts; General theory of nursing and nursing process; Orem’s work and the characteristics of a theory Leininger: Definition of trans-cultural nursing concepts; Nursing decisions and action modes major concepts and its application to nursing; Health practices in different cultures; Nursing process & the role of nurse Peplau: Definition of major concepts; Role of nurse in health promotion; Phases of interpersonal relationship, Interpersonal theory and nursing process, Peplau’s work and characteristics of a theory. Any other relevant theory. South African Nursing Council (SANC): Scope of Practice; Health professionals’ scope of practice, basic concepts and principles; Criminal offences; Disciplinary processes and disciplinary action, Implications of disciplinary action; as well as the right to appeal; Processes of being rendered unfit to practice; Persons practising while not registered with the SANC Instruction: Overview lectures; Tutorial groups (Problem based learning): Cases will be solved in the tutorial group by using the seven-jump approach; experiential learning. Credits: 8 Assessment: Formative: Tests and (special tests for students with special needs), assignments & tutorials. Tutorial attendance profile (NB: Tutorials are compulsory). Summative: One three (3) hour final examination paper Pre-requisite(s): NBZ 121E and NBG222E Target group: Year three Nursing Sciences undergraduate students
NNM 322E: Nursing Management and Professional Practice 3B Purpose: To equip the students with knowledge, skills and attitude to enable them to be prepared as professional nurses to function as a General (Community, Psychiatric) and Midwife (SANC R 425). Content: Unit Management: Professionalism (Characteristics of a profession, professional socialisation and professional nurse as a role model); Management of a nursing unit. Management systems, levels and styles, Conflict management and decision making process. Records and Statistics (information system). Labour relations: The nurse practitioner’s role in management strategy development regarding labour relations; an industrial relations programme in the health care industry; Grievance-resolving process; hearing and Disciplinary action. Instruction: Overview lectures; Tutorial groups (Problem based learning): Cases will be solved in the tutorial group by using the seven-jump approach; experiential learning.
63 Credits: 8 Assessment: Formative: Tests and (special tests for students with special needs), assignments and tutorials. (NB: Tutorials are compulsory Summative: One three-hour final examination paper Pre-requisite(s): NNM312E Target group: Year three Nursing Sciences undergraduate students
NBZ 411E Ethos of Nursing and Nursing Management Purpose: To develop in nursing understanding of the professional issues that influences the provision of optimal patient care and clients in both hospital-based and specialised community-based settings. Content: Ethos of nursing, including ethics; philosophy and theory of professional nursing practice; nursing management. Management of nursing unit includes: management levels, management systems, decision making strategies, analysis of management of process as applied by unit manager, analysis of participative management, evaluation of quality of nursing unit management; provision of optimum care to patients and clients, and research methodology. Instruction: Lectures, group discussions; collaborative learning approaches; self-directed learning; role-play; student-led seminars; field-based learning experiences; case study analysis. Credits: 16 Assessment: Formative: Tests and assignments. Summative: Theoretical component counts for 70% (tests, assessments, case study analysis, seminar work and group projects). One three-hour examination paper. Practical component counts for 30% (clinical evaluation, objective structured clinical evaluation: (OSCE), and oral examination). Prerequisites: NBG 321E Target group: All Nursing Sciences undergraduate year four students
NBZ 421E: Research in Nursing, Clinical Teaching and Disaster Management Purpose: To develop competency in clinical teaching, disaster management and in clinical research among final year B Cur nursing students Content: Clinical teaching and disaster control, team building, nursing service policy and procedure manual, HIV/AIDS policies, leadership, supervision, equipment and supplies, scheduling of staff; financial management. Instruction: Lectures, group discussions; collaborative learning approaches; self-directed learning; role-play; student-led seminars; field-based learning experiences; case study analysis. Credits 16 Assessment: Formative: Tests and assignments Summative: Theoretical component counts for 70% (tests, assessments, case study analysis, seminar work and group projects). One three-hour examination paper. Practical component counts for 30% (clinical evaluation, objective structured clinical evaluation (OSCE). Prerequisite: NBZ 411E Target group: All Nursing Sciences undergraduate year four students
64
NNM 412E: Nursing Management and Professional Practice 4A Purpose: To equip learners with knowledge, skills and attitude to enable them to develop and understand professional issues that influence the provision of optimal patient care or clients in hospital based and specialised community based settings. Furthermore, ethical consideration and managerial maturity is the point of departure at this level of professional development. Content: Unit Management and Clinical Teaching: Duty to care, “Batho Pele” Principles and “Patients’ Rights Charter”, The nurse-patient relationship, Health Policies, Application of Performance Management Development System, Budgeting, stock management and control, Introduction to Health Service planning and implementation. Instruction: Overview lectures: Lectures will introduce the students to the important topics in this module, and provide an overview. Tutorial groups (Problem based learning): Cases will be solved in the tutorial group by using the seven-jump approach. Experiential learning: Students will practice to apply the knowledge learnt through exercises, self-study assignments, cases/tutorial groups and computer practical’s as well as patient assessment, diagnosis and treatment management. Independent self-study: The use of cases/tutorial groups in this module stimulates self-study (by formulating student-directed learning issues and subsequently studying literature).
Credits: 8 Assessment: Formative: Tests (special tests for students with special needs), assignments and tutorials. (NB: Tutorials are compulsory), Clinical workbook completion. Summative: One three (3) hour final examination paper Pre-requisite(s): NBG 322E and NNM 322E Target group: All Nursing Sciences undergraduate year 4 students
NNM 422E: Nursing Management and Professional Practice 4B Purpose: To equip the students with knowledge, skills and attitude to enable them to be prepared as professional nurses to function as a General (Community, Psychiatric) and Midwife (SANC R 425). To develop and understand professional issues that influence the provision of optimal patient care or clients in hospital based and specialised community based settings. Furthermore, ethical consideration and managerial maturity is the point of departure at this level of professional development. Content: Unit Management and Professional Ethics: Clinical Teaching strategies and techniques. Developing a job description. Disaster planning and management. Moral dilemmas in nursing management. Leadership. Risk Management. Quality Assurance. Overview lectures: Lectures will introduce the students to the important topics in this module, and provide an overview. Tutorial groups (Problem based learning): Cases will be solved in the tutorial group by using the seven-jump approach. Experiential learning: Students will practice to apply the knowledge learnt through exercises, self-study assignments, cases/tutorial groups and
65 computer practicals as well as patient assessment, diagnosis and treatment management. Independent self-study: The use of cases/tutorial groups in this module stimulates self-study (by formulating student-directed learning issues and subsequently studying literature). Credits: 8
Assessment: Formative: Tests, (special tests for students with special needs), assignments and tutorials. (NB: Tutorials are compulsory), Clinical workbook completion Summative: One three (3) hour final examination paper Pre-requisite(s): NNM 412E Target group: All Nursing Sciences undergraduate year 4 students
NNM402E: Nursing Management and Professional Practice Practical Purpose: To equip learners with knowledge, skills and attitude to enable them to develop and understand professional issues that influence the provision of optimal patient care or clients in hospital based and specialised community based settings. Furthermore, ethical consideration and managerial maturity is the point of departure at this level of professional development.
Content: Practical Skills Duty scheduling. Ordering, checking and administration of scheduled substances, application of performance management development system, stock management and control, clinical teaching, conflict resolution, risk assessment, health statistics, disaster management, mild, moderate and severe, human resource management and staff coverage, Policy development. Implementation of budgeting processes, organogram and Job description Instruction: Overview lectures: Lectures will introduce the students to the important topics in this module, and provide an overview. Tutorial groups: (Problem based learning): Cases will be solved in the tutorial group by using the seven-jump approach. Experiential learning: Students will practice to apply the knowledge Learnt through exercises, self-study assignments, cases/tutorial groups and computer practicals as well as patient assessment, diagnosis and treatment management. Independent self-study: The use of cases/tutorial groups in this module stimulates self-study (by formulating student-directed learning issues and subsequently studying literature). Assessment: Formative: Tests, (special tests for students with special needs), assignments and tutorials. (NB: Tutorials are compulsory), Clinical workbook completion. Practical attendance profile (NB: all practical’s are compulsory), 85% Clinical hour’s completion. Summative: Final OSCE Pre-requisite(s): NBG322E & NNM322E Target group: All Nursing Sciences undergraduate year 4 students
66 Psychiatric Nursing Science
NBP 312E: Psychiatric Nursing Science 3A Purpose: The purpose of this module is to prepare learners to provide comprehensive mental health care to patients with various mental disorders using psychiatric nursing skills at all levels of health care settings, that is, at primary, secondary and tertiary levels. Content: Comprehensive Mental Health Care, Diagnostic Statistical Manual DSM-V classification of mental disorders, Mental Health Legislation and Policies. Mental disorders: Bipolar disorders, Depressive related disorders, Anxiety disorders. Psychopharmacology. Psychiatric Nursing Skills: (Interpersonal skills, communication skills, assertiveness, self-awareness, nurse-patient relationship, history taking and mental status examination), Multi-disciplinary mental health team. Instruction: Overview lectures; Tutorial groups (Problem Based Learning): Cases will be solved in the tutorial group by using the seven-jump approach; Experiential learning: Students will practice applying knowledge learnt through exercises, self-study assignments, cases/tutorial groups and computer practical’s as well as assessment of mental health care user, diagnosis and nursing management; Self-study: (by formulating student-directed learning issues and subsequently studying literature). Credits: 12
Assessment: Formative: Tests and (special tests for students with special needs) and assignments. Summative: One three (3) hour final examination paper Pre-requisite(s): NPH222E & NPP222E Target group: All Nursing Sciences undergraduate year three students
NBP 322E: Psychiatric Nursing Science 3B Purpose: The purpose of this module is to prepare learners to provide comprehensive mental health care to patients with various mental disorders using psychiatric nursing skills at all levels of health care settings, that is, at primary, secondary and tertiary levels. Content: Mental disorders: Schizophrenia, Substance related and addictive disorders, Intellectual Disabilities; Personality Disorders. Instruction: Overview lectures; Tutorial groups (Problem Based Learning): Cases will be solved in the tutorial group by using the seven-jump approach; Experiential learning: Students will practice applying knowledge learnt through exercises, self-study assignments, cases/tutorial groups and computer practical’s as well as assessment of mental health care user, diagnosis and nursing management; Self-study: (by formulating student-directed learning issues and subsequently studying literature). Credits: 12 Assessment: Formative: Tests (special tests for students with special needs) and assignments. Summative: One three (3) hour final examination paper Pre-requisite(s): NBP 312E Target group: All Nursing Sciences undergraduate year three students
67 NBP 302E: Psychiatric Nursing Science Practical Purpose: The purpose of this module is to prepare learners to provide comprehensive mental health care to patients with various mental disorders using psychiatric nursing skills at all levels of health care settings, that is, at primary, secondary and tertiary levels. Content: Practical Skills - History taking; assessment of a mental health care user; Mental status examination; Discharge planning. Psycho-education, Individual therapy, Group therapy, Mental Health Education, Crisis intervention. Instruction: Overview lectures; Tutorial groups (Problem Based Learning): Cases will be solved in the tutorial group by using the seven-jump approach; Experiential learning: Students will practice applying knowledge learnt through exercises, self-study assignments, cases/tutorial groups and computer practical’s as well as assessment of mental health care user, diagnosis and nursing management; Self-study: (by formulating student-directed learning issues and subsequently studying literature). Attend simulated psychiatric nursing skills programme in the clinical laboratories for a minimum of 80 hours. Credits: 8 Assessment: Formative: Practical attendance profile (NB: all practical’s are compulsory); Clinical Clinical workbook completion and 85% Clinical hour’s achievement. Summative: Final OSCE Pre-requisite(s): None Co-requisite: NBP312E Target group: All Nursing Sciences undergraduate year three students
NBP 412E: Psychiatric Nursing Science 4A Purpose: The purpose of this module is to prepare learners to provide comprehensive mental health care to patients with various mental disorders using psychiatric nursing skills at all levels of health care settings, that is, at primary, secondary tertiary levels. Contents: Child and adolescent mental disorders; Childhood mental disorders. Forensic Psychiatric mental health care. Therapeutic interventions Instruction: Overview lectures; Tutorial groups (Problem Based Learning): Cases will be solved in the tutorial group by using the seven-jump approach; Experiential learning: Students will practice applying knowledge learnt through exercises, self-study assignments, cases/tutorial groups and computer practical’s as well as assessment of mental health care user, diagnosis and nursing management; Self-study: (by formulating student-directed learning issues and subsequently studying literature). Credits: 16
Assessment: Formative: Test and (special test for students with special needs), assignments and tutorials. Clinical workbooks completion. (NB: Tutorials are compulsory). Summative: One three (3) hour final examination paper Pre-requisite(s): NBP 312E, NBP 302 & NBP 322E Target group: All Nursing Sciences undergraduate year 4 students
68 NBP 422E: Psychiatric Nursing Science 4B Purpose: The purpose of this module is to prepare learners to provide comprehensive mental health care to patients with various mental disorders using psychiatric nursing skills at all levels of health care settings, that is, at primary, secondary and tertiary levels. Contents: Mental disorders, violence and child abuse, community engagement, ethical and cultural issues related to mental disorders. Management problems in mental health. Instruction: Overview lectures; Tutorial groups (Problem Based Learning): Cases will be solved in the tutorial group by using the seven-jump approach; Experiential learning: Students will practice applying knowledge learnt through exercises, self-study assignments, cases/tutorial groups and computer practical’s as well as assessment of mental health care user, diagnosis and nursing management; Self-study: (by formulating student-directed learning issues and subsequently studying literature). Credits: 16 Assessment: Formative: Tests and (special tests for students with special needs), assignments and tutorials. Clinical workbooks completion. (NB: Tutorials are compulsory). Summative: One three (3) hour final examination paper Pre-requisite(s): NBP 412E Target group: All Nursing Sciences undergraduate year 4 students
NBP 402E: Nursing Science Practical Purpose: The purpose of this module is to prepare learners to provide comprehensive mental health care to patients with various mental disorders using psychiatric nursing skills at all levels of health care settings, that is, at primary, secondary and tertiary levels. Contents: Psychiatric nursing skills; Mental health education, group activity, psycho- education, counselling, symptom management, functional assessment, discharge planning and home visits Social skills training; limit setting, conflict management, problem-solving, anger management, decision making and time management Instruction: Overview lectures; Tutorial groups (Problem Based Learning): Experiential learning: Students will practice applying knowledge learnt through exercises, self-study assignments, cases/tutorial groups and computer practical’s as well as clinical teaching of mental health care users and standardised patients, Self-study: (by formulating student-directed learning issues and subsequently studying literature). Attend simulated psychiatric nursing skills programme in the clinical laboratories for a minimum of 80 hours. Credits: 8 Assessment: Formative: Practical attendance profile (NB: all practical’s are compulsory); Tests and assignments as well as computer practical’s (video’s). Clinical workbook completion and 85% Clinical hour’s achievement. Summative: Final OSCE Prerequisite: NBP302E Target group: All Nursing Sciences undergraduate year 4 students
69 NBP 211E: Psychiatric and Interpersonal Skills: Contemporary Psychiatric Issues Purpose: The purpose of this module is to prepare learners to provide comprehensive mental health care to patients with various mental disorders using psychiatric nursing skills at all levels of health care settings, that is, at primary, secondary and tertiary levels. Contents: Child and adolescent mental disorders; Attention-deficit hyperactivity disorder, Autism spectrum disorder, Disruptive mood dysregulation, Oppositional defiant disorder, Conduct disorder, Post-traumatic stress disorder and Suicide behaviour disorder. Psychiatric nursing skills; Mental health education, group activity, psycho- education, counselling, symptom management, functional assessment, discharge planning and home visits. Social skills training; limit setting, conflict management, problem-solving, anger management, decision making and time management Instruction: Overview lectures; Tutorial groups (Problem Based Learning): Cases will be solved in the tutorial group by using the seven-jump approach; Experiential learning: Students will practice applying knowledge learnt through exercises, self-study assignments, cases/tutorial groups and computer practical’s as well as assessment of mental health care user, diagnosis and nursing management; Self-study: (by formulating student-directed learning issues and subsequently studying literature). Credits: 16
Assessment: Formative: Tests and assignments and tutorials. Clinical assignments as well as computer practical’s (video’s). Summative: One Three (3) hour final examination paper OSCE Pre-requisite(s): NBP 312E, NBP 302 & NBP 322E Target group: All Nursing Sciences undergraduate year 4 students
NBP 221E: Theories of Helping: Community Psychiatry and Related Issues Purpose: The purpose of this module is to prepare learners to provide comprehensive mental health care to patients with various mental disorders using psychiatric nursing skills at all levels of health care settings, that is, at primary, secondary and tertiary levels. Contents: Mental disorders, Dissociative disorders, Eating disorders, Sleep disorders, Sexual disorders. Violence and child abuse, community engagement, ethical and cultural issues related to mental disorders. Instruction: Overview lectures; Tutorial groups (Problem Based Learning): Cases will be solved in the tutorial group by using the seven-jump approach; Experiential learning: Students will practice applying knowledge learnt through exercises, self-study assignments, cases/tutorial groups and computer practical’s as well as assessment of mental health care user, diagnosis and nursing management; Self-study: (by formulating student-directed learning issues and subsequently studying literature). Credits: 16 Assessment: Formative:
70 Tests and assignments and tutorials. Clinical workbooks completion. Computer practical’s (video’s). Summative: One Three (3) hour final examination paper Final OSCE Pre-requisite(s): NBP 412E Target group: All Nursing Sciences undergraduate year 4 students (Old curriculum)
NBR 412E: Research Methodology 4A Purpose: The purpose of this module is to introduce students into research methodology, research approaches and principles. To be introduced into the different types of research and their applications in a health related context. Content: This module introduces the participant to the following topics: Steps of a scientific research process Problem identification and definition and justification literature review in research Research objectives - Hypothesis Research design and methods Data collection and analysis methods Ethical considerations
Instruction: Overview lectures: Lectures will introduce the students to the important topics in this module, and provide an overview. Experiential learning: Students will practice to apply the knowledge learnt through self-study assignments and tutorial groups. Credits: 8 Assessment: Formative: Assignments Formative tests Summative: A final three (3) hours examination Pre-requisite(s): None Co-requisite: All 4th year modules Target group: All Health Sciences undergraduate year 4 students
NBR 422E: Research Methodology 4B Purpose: The module focuses on primary areas of research. Theory, that is, the research process including methods and design and reporting the research finding. The goal of this module is to stimulate interest in Health Science research, and to encourage the students to read further carry out their own research. Content: Application of research process acquired in the 1st semester by developing a research proposal in any one of the co-requisite modules. Instruction: The primary methodology for teaching and learning in this module is the Problem- Based learning (PBL). Any one or combination of the following methods can be used: Tutorials meetings self-study, presentations, group discussions, E-learning (Black board). Credits: 8 Assessment: Submit proposal at least twice per month before final document. Summative: Submit final proposal by mid-October. Pre-requisite(s): NBR412E Target group: All Health Sciences undergraduate year 4 students
71 BACHELOR OF SCIENCE IN SPEECH-LANGUAGE PATHOLOGY
First Year Modules
IPR 112E- Introduction to professional practice
Purpose: To introduce the learner to principles and the importance and application of Professional Practice, Legal and Ethical aspects, as well as personal skills required. Content: History of the profession, SLT Role and multi-disciplinary work, Legal and Ethical aspects, Personal Skills and interviewing skills, Scope of practice and arears/ domain of practice. Instruction: Lectures Credits: 8 Assessment: Continuous assessment through tests and assignments Prerequisite: None Target group: All 1st year students
APH112E- Anatomy and Physiology for Speech and Hearing
Purpose: The purpose of this module is to equip Speech and Audiology students with basic knowledge of anatomy and physiology of the relevant systems of the human body in order to apply it into their clinical practice
Content: Theory: Introduction to Anatomy & Physiology, Terminology of Anatomy, Structures, functions, relevant physiological mechanisms and applied importance of: Cell, tissues, muscular system and joints, respiratory system, cardiovascular system, blood, lymphatic system, renal system, digestive system (Oral cavity to oesophagus), nervous system and special senses
Practical: practicals on relevant body systems to reinforce theory and to link it to their clinical practice by emphasizing application Instruction: Overview lectures, Tutorials, Laboratory practicals Credits: 12 Assessment: Formative: Two tests, attendance Summative: One three hour written examination paper Prerequisite: None Target group: Speech Language therapy and Audiology first year students
72 ISH112E- Introduction to Speech and Hearing Sciences
Purpose To introduce the learner to physics of sound, psychoacoustics and speech production Content: The student will be able to describe the nature of sound including the dimensions and parameters of sound transmission, analysis and measurement; how humans perceive sound including the range of hearing and the concepts of threshold, loudness and pitch, inaural hearing and masking; how speech is produced including the nature of speech and its anatomical basis, voice production; vocal tract resonances and articulation; vowel production; linguistic functions of speech sounds; spectra and spectrograms Instruction: Contact Lectures Credits: 12 Assessment: Formative 60%, Summative 40% Prerequisite: None Target: All 1st year students
PSY111E: Introduction to Psychology 1 – first semester (Foundation) Purpose: The purpose of this module is to introduce students to the field of Psychology as a science and a profession. It also aims to demonstrate how human behaviour is influenced by our knowledge of the structure and function of the nervous system. Contents: The evolution of Psychology, biological bases of behaviour, sensation and perception Instruction: Contact Lectures Credits: 8 Assessment: As per Psychology Department Prerequisite: None Target: All 1st year students
PSY122E: Introduction to Psychology 1 – second semester (Foundation) Purpose: The purpose of this module is to expose students to different areas of health including stress and coping mechanisms. Furthermore, it aims to acquaint students with the sub-discipline of social psychology and the fundamental concepts of the research process related to the field of social sciences. Contents: A selection from the following sub modules; stress, coping and health social psychology, introduction to research in the social sciences and psychology Instruction: Contact Lectures Credits: 8 Assessment: As per Psychology Department Prerequisite: None Target: All 1st year students
73 CTL 111E: Introduction to Computer Literacy Purpose: Students will be introduced to basic computer skills to equip them for report writing and communication. Instruction: Lectures and practical sessions Credits: 4 Assessment: As per relevant department Prerequisite: None Target: All 1st year students
EAI121E- Early Intervention
Purpose: To develop the students' knowledge and understanding of the prevention, identification, assessment and intervention of communication disorders in infants and toddlers (0 - 3 years). Content: The rationale and theory of early intervention in Speech-Language Therapy and Audiology practice will be introduced. Principles of screening, identification, assessment and management of communication and feeding difficulties in early childhood intervention will be explored in detail, with a focus on specific risk populations. Models of service delivery and applications to the South African context will be addressed. Efficacy of early intervention will be discussed. Instruction: Lectures and practical sessions Credits: 10 Assessment: Formative 40%, Summative 40% Prerequisite: None Target: All 1st year students
ILC121E- Introduction to Language and Communication Development
Purpose: To familiarize students with language development and acquisition, as well as the development of normal communication skills
Content: Introduction of linguistic concepts which include phonetics, phonology, morphology, syntax, semantics, pragmatics, socio-linguistics, psychology of language, historical linguistics and multi-lingualism; will include the communication chain; anatomy and physiology of speech and hearing, principles of normal development, key aspects of communication. Instruction: Contact Lectures Credits: 10 Assessment: Formative 60%, Summative 40% Prerequisite: None Target: All 1st year students
74 ITA121E- Introduction to Audiology
Purpose: To introduce the students to the principles and procedures in audiology, hearing assessments using basic audiometric procedures with specific emphasis on quantifying and describing hearing loss, the impact of hearing loss on development of speech and language as well as forms of communication with emphasis on Sign Language Content: Physics of sound, Acoustics and nature of sound; Anatomy and physiology of the hearing mechanism; Aural pathology including types of hearing impairments, screening tests; South African Sign language and Deaf culture. Instruction: Lectures Credits: 8 Assessment: Continuous assessment through tests and assignments; Formative 60%, Summative 40% Prerequisite: None Target: All 1st year students
CEH121E- Community Engagement and Health Promotion
Purpose: To expose learners to community engagement so they can develop skills to work in community based rehabilitation, understand community roles in rehabilitation. To develop students’ skills to work in a multidisciplinary team and to understand issues of disability
Content: Community entry and Stakeholder establishment; Community profiling and Health needs analysis, prioritization, implementation plan, intervention strategies and monitoring and evaluation (Rapid Participatory Approach (RPA); Family study and Disease profile, Introduction to Primary Health Care and comprehensive health care approach; Introduction to Health Education and Health Promotion, Health education talks and patients advices including care of patients with chronic diseases (Diabetes, TB, Hypertension, HIV/AIDS); First Aid and Cardio-pulmonary Resuscitation (CPR) Instruction: Lectures Credits: 8 Assessment: Summative 100% Prerequisite: None Target: All 1st year students
CLE101E- Clinical Education 1 Purpose: To give students an opportunity to observe speech therapists at work, to be able to conduct departmental profiling and objective observations Content: Students in Year 1 will be assigned to clinical practice at the hospital and private practices. The placement will last approximately 4 weeks per semester. The external placement is intensive and allows the first-year students to: Appreciate a Speech and Language profession, their role in practice, rules and regulations; Integrate theory-to-practice drawing from
75 concepts covered in concurrent and prerequisite didactic work; Opportunity to develop their clinical observation and interviewing skills; Opportunity to conduct Oral Speech mechanism assessment skills, Conduct community assessment profiling and health promotion; Appreciate a community and family-centred practice across patients’ lifespan, and disease process; Develop sensitivity to culture and family values; Reflect on Speech Language practice and clinical cases encountered during their clinical practical. Instruction: Practical hours Credits: 16 per semester – 32 total Assessment: Continuous assessment through observation and assignments Prerequisite: None Target: All 1st year students
Second Year Module
CLD211E- Child Language and Development Disorders
Purpose: To develop knowledge on Language developmental disorders that could affect normal language development in children. Content: Embryology and genetics (embryology of the ear, development of the auditory system from periphery to cortex, infant speech perception. Auditory and cognitive development in normal children). Models of child language disorders classifications and characteristics of language disorders. Manifestation and consequences of language disorders at different ages. Hearing development, speech development, screening and surveillance, language development survey. Instruction: Lectures Credits: 16 Assessment: Continuous assessment through tests and assignments Prerequisite: Completion of BSc. Speech-Language Pathology 1st year Target: All 2nd year students
PAA211E- Phonological and Articulation Disorder Purpose: To provide students with a foundation in the assessment and intervention of articulation and phonological disorders in children, as well as associated conditions. Content: Physiologic processes involved in respiratory, phonatory, and upper articulatory aspects of speech production. Instrumental measures. Evaluating normal and disordered speech production. Models of speech production and speech perception. Articulation errors. Errors in sound production. Phonological disorders. Instruction: Lectures Credits: 12
76 Assessment: Continuous assessment through tests and assignments Prerequisite: Completion of BSc. Speech-Language Pathology 1st year Target: All 2nd year students
FLD211E- Fluency Disorders Purpose: To provide students with the theory and procedural knowledge necessary to conduct assessment and client –specific intervention for fluency disorders in children and adults. Content: Definition of relevant terms pertaining to fluency disorders; Current theories on the causes, onset and development of stuttering across the Lifespan; Cultural perspectives on fluency disorders; Interaction of bi/multilingualism and stuttering; Assessment of stuttering across the lifespan; Intervention of stuttering across the lifespan; Other disorders of fluency - Assessment and intervention; The effects of dysfluency on activity, social participation and context from an ICF Perspective; Public awareness related to fluency disorders. Instruction: Lectures Credits: 10 Assessment: Continuous assessment through tests and assignments Prerequisite: Completion of BSc. Speech-Language Pathology 1st year Target: All 2nd year students
PSY211E Introduction to Psychology 2 (Foundation) Purpose: The purpose of this module is to expose students to learning and cognitive processes including memory, thinking and the language. Furthermore, this module intends to enable students to differentiate between areas of health psychology, including human sexuality and HIV/AIDS. Contents: A selection from the following sub modules; Basic principles of earning, memory, thinking and Language, human sexuality and HIV/AIDS, Motivation and Emotions
PSY221E Introduction to Psychology 2 (Foundation) Purpose: This is a foundation course in psychology. The purpose of the module is to introduce students to the field of psychology, including the following areas of specialization: An introduction to the sub-field of psychological disorders and psychopathology; introducing students to the field of psychotherapy, including various approaches to help people overcome personality; introducing student to intelligence, language and thought as well as cognitive processes. Contents: Introduction to psychopathology/psychological disorders, psychotherapy and counselling, introduction to intelligence, language and thought and cognitive processes. Instruction: Lectures Credits: 8 per semester – 16 total
77 Assessment: Continuous assessment through tests and assignments as per Psychology Department Prerequisite: Completion of Psychology 1st year Target: All 2nd year students
VAR221E- Voice and Resonance Purpose: Integrate knowledge of the anatomy, physiology and neurology of voice with an understanding of voice disorders, including causes, symptoms, and treatment. Content: Introduction and orientation to voice as a speech system; Anatomy and physiology of the larynx and voice production; Theoretical models of the physiology of voice; Causes of voice disorders; Voice assessment; Voice Management/Rehabilitation; Promotion and prevention activities in specific populations at risk for voice disorders; The effects of voice disorders on social participation from an ICF perspective. Instruction: Lectures Credits: 12 Assessment: Continuous assessment through tests and assignments Prerequisite: Completion of BSc. Speech-Language Pathology 1st year Target: All 2nd year students
AAC223E- Assistive Speech-Language Therapy Devices (AAC) Purpose: To introduce the students to the foundations of assistive devices, including AAC. Content: Terminology and theoretical concepts related to assistive devices; Different types of Devices – Swallowing & Communication; AAC systems - Aided, unaided, high-tech and low-tech systems & Advantages and disadvantages of different AAC systems; Regulations and policies that pertain to users of AAC devices; Guiding principles of assessment. Development of representationally, Assessment of the levels of representation, Principles of vocabulary selection for users of AAC; Collaboration with other professionals; Cultural perspectives of AAC; Decision-making process in the selection of AAC devices Intervention. . Instruction: Lectures Credits: 10 Assessment: Continuous assessment through tests and assignments Prerequisite: Completion of BSc. Speech-Language Pathology 1st year Target: All 2nd year students
78 MSD221E- Motor Speech Disorder Purpose: To develop student’s knowledge and understanding of the nature, assessment and management of motor speech disorders. Content: Neuro- anatomy and neuro- physiology of motor speech disorders, causes, classification and identification. Theoretical models of assessment and intervention, considering contextual, cultural, linguistic and socio-economic diversity; Differential Diagnosis of motor speech disorders Counselling The specific ethics of dealing with motor speech disorders for example, palliative care, evidence-based practice, resuming activities of daily living and reintegration; Systems-based approach, Alternate and augmentative communication; Multidisciplinary collaboration; The effects of neurogenic disorders on activities of daily living and re-integration from an ICF perspective; Palliative care, evidence-based practice; Promotion and prevention activities in specific populations at risk for neurogenic disorders. Instruction: Lectures Credits: 12 Assessment: Continuous assessment through tests and assignments Prerequisite: Completion of BSc. Speech-Language Pathology 1st year Target: All 2nd year students
CLE201E- Clinical Education 2 Purpose: To provide students with supervised clinical training in the identification, assessment, treatment planning and management of language delay, fluency and articulation and phonological disorders. Content: Supervised clinical evaluation (interview, observation, rating scales, checklists, behavioural sampling and standardized tests); Assessment review; Guided therapy skill development; Therapy critical review; Conduct paediatric language assessment; Case based presentations. Instruction: Practical Credits: 16 per semester – 32 total Assessment: Continuous assessment through observation and assignments Prerequisite: Completion of BSc. Speech-Language Pathology 1st year Target: All 2nd year students
Third Year Models
SWD311E- Swallowing Disorders Purpose: Develop students’ knowledge and understanding of the nature (aetiology and characteristics), assessment and management of swallowing disorders in adults and paediatrics. Content: Anatomy and physiology of the head and neck pertaining to swallowing and dysphagia; Aetiology and presentation of normal swallowing and dysphagia; Assessment of adult and paediatric swallowing impairments; Intervention of adult swallowing disorders; Tracheostomy and laryngectomy: assessment and treatment; Ethical Practice; Contextualise and highlight differences and similarities of dysphagia, assessment and management in South Africa from practice within the international arena as well as related aspects of ethics; Cerebral Palsy (CP); Paediatric Traumatic Brain Injury; Autism Spectrum Disorders; Childhood Apraxia of Speech. 79 Instruction: Lecture Credits: 16 Assessment: Continuous assessment through tests and assignments Prerequisite: Completion of BSc. Speech-Language Pathology 2nd year Target: All 3rd year students
ACB311E- Aphasia and Cognitive Based Dysfunction Purpose: To develop students’ knowledge and understanding of the nature (aetiology and characteristics), assessment and management of aphasia and cognitive based disorders. Content: Neuro- anatomy and neuro- physiology of aphasia and cognitive based disorders; Causes, Classification and identification. Theoretical models of assessment and intervention, considering contextual, cultural, linguistic and socio-economic diversity; Differential Diagnosis of aphasia and cognitive based disorders; Counselling - The specific ethics of dealing with motor speech disorders for example, palliative care, evidence-based practice, resuming activities of daily living and reintegration; Systems-based approach, Alternate and augmentative communication; Multidisciplinary collaboration; The effects of neurogenic disorders on activities of daily living and re- integration from an ICF perspective; Palliative care, evidence-based practice; Promotion and prevention activities in specific populations at risk for neurogenic disorders. Instruction: Lectures Credits: 16 Assessment: Continuous assessment through tests and assignments Prerequisite: Completion of BSc. Speech-Language Pathology 2nd year Target: All 3rd year students
HAM311E- Health Administration and Management Purpose: To develop students’ knowledge and understanding of health administration and management within the framework of Speech-Language Pathology.
Content: Conduct strategic planning for purpose of development of Speech and language practice/service and business plan; Explain the regulation, process of registration and limits of naming the practice; Discuss the different types of business legalities for Speech and language practice; Explain the importance of diagnostic coding; Explain PFMA and basic financial management; Develop HR professional employments contracts and registration with relevant employment bodies; Explain principles of sourcing, storing and maintenance of equipment’s and medical devices; Monitor and evaluate the clinical services for quality assurance. Instruction: Lectures Credits: 10 Assessment: Continuous assessment through tests and assignments Prerequisite: Completion of BSc. Speech-Language Pathology 2nd year 80 Target: All 3rd year students
CAC321E- Congenital and Acquired Communication Disorders Purpose: To advance students’ knowledge and understanding of the nature (aetiology and characteristics), assessment and management of conditions that affect communication development, either from birth or as a result of an acquired condition Content: This module will cover conditions that affect communication development which will include the following: Syndromes affecting communication e.g. Downs Syndrome, Craniofacial Disorders; The effects of HIV/AIDS & TB on communication and hearing; The impact of Ototoxicity on hearing and communication. Instruction: Lectures Credits: 12 Assessment: Continuous assessment through tests and assignments Prerequisite: Completion of BSc. Speech-Language Pathology 2nd year Target: All 3rd year students
DCE321E- Disability and Community Engagement Purpose: To introduce the learner to the modules and principles related to disability and management of these patients within the community. Content: At the end of the module the students should have a knowledge of International Classification of Functioning, Disability and Health (ICF) according to World Health Organization. (2001); Models of disability, South African disability laws, rules, and regulations, Communication Disability (Definition and indication, physical and mental impairments; identification and testing; occupational and support services; assessment and plan, AAC, Collaborative care, advocacy, expert witness, medico-legal reports. . Instruction: Contact lectures and practical sessions Credits: 12 Assessment: Continuous assessment through tests and assignments Prerequisite: Completion of BSc. Speech-Language Pathology 2nd year Target: All 3rd year students
LLL321E- Language Learning and Literacy Purpose: To introduce the learner to principles related to child language, learning and literacy development and difficulties. Content: This module will address child language, learning and literacy development and difficulties, which will include auditory processing disorders, attention deficit hyperactivity disorder, dyslexia and issues around second-language learning. Clinical profiles of these learners, as well as assessment and intervention principals within the primary health care context and a multi- lingual environment will be described, discussed and critically evaluated.
81 . Instruction: Lectures Credits: 10 Assessment: Continuous assessment through tests and assignments Prerequisite: Completion of BSc. Speech-Language Pathology 2nd year Target: All 3rd year students
Code to be confirmed- Research Methodology Purpose: This module aims to introduce students to a broad and comprehensive overview of conventional research approaches with the major focus on quantitative, qualitative and epidemiological principles of research as well as theoretical and practical understanding of the issues of research methods in nursing. Content: Comprehensive essentials of research in nursing and other health-related fields. Describes and explains the steps of the research process and plays particular attention to the critique and evaluation of research studies for appropriate utilization of research findings in practice. Discussion of both quantitative and qualitative approaches to conducting research. Informed and appropriate selection, application and interpretation of a research design and findings for own study/research project. Instruction: Lectures Credits: 12 Examination: Formative - - Participation in group discussion taking part in all roles within the group (chair, scriber and time keeper) - Giving constructive feedback to fellow students - Development of conflict management skills - Tutorial attendance profile (NB: Tutorials are compulsory) - Assignments and class activities and role plays - Block evaluation by students Summative - - Proposal document submission for rating by the ethics committee Prerequisite: Completion of BSc. Speech-Language Pathology 2nd year Target: All 3rd year students
CLE301E- Clinical Education 3 Purpose: To provide students with supervised clinical training in the identification, assessment, treatment planning and management of all areas covered during theory in their 1st, 2nd and 3rd years of training.
82 Content: Supervised clinical evaluation (interview, observation, rating scales, checklists, behavioural sampling and standardized tests) o Analyze and interpret the results o Write report o Determine the clinical goals o Recommend a therapy plan. Assessment review Guided therapy skill development Therapy critical review Conduct language and swallowing assessment o Language profiling o Oro-facial examination o Language assessment o Speech assessment o Speech intelligibility o Bedside swallowing assessment. Case based presentations Instruction: Practical Credits: 16 per semester – 32 total Assessment: Continuous assessment through observation and assignments Prerequisite: Completion of BSc. Speech-Language Pathology 2nd year Target: All 3rd year students
Fourth Year Modules
CLE401E- Clinical Education 4 Purpose: This consists of an externship where students will manage patients in different clinical settings aimed at introducing the learner to essential clinical experiences in the areas covered through the completion of the degree. It provides students with the knowledge and practical skills required to conduct assessment, differential diagnosis, and management of individuals. This course includes small group, hands-on experiences, where students work through the assessment and rehabilitation processes. Content: Students will be given opportunities to demonstrate theoretical knowledge in relation to the understanding of normal, delayed and/or disordered communication processes and their management, as well as interpret assessment information and collaborate with clients/families in making appropriate short term and long term management decisions. Students will also need to report their findings, objectives, and progress in written and oral formats to clients, family members, significant others, and/or other professionals. They need to demonstrate the development of self-evaluation skills; and demonstrate the development of clinical reasoning and problem- solving strategies and show attitudes of self-awareness, curiosity, innovation, sensitivity and respect for diversity necessary to the professional in this discipline.
Instruction: Practical Credits: 40 per semester – 80 total
83 Assessment: Continuous assessment through observation and assignments Prerequisite: Completion of BSc. Speech-Language Pathology 3rd year Target: All 4th year students
RSP402E- Research Project Purpose: To facilitate students’ ability to acquire knowledge, skills and desired professional attitudes to independently conduct basic research in Speech Language Pathology or related topic and present findings in a written and oral format Content: Students should independently complete a research project and present the findings in a research report that meets departmental requirements. These findings will also be presented as posters at the annual university Research Day and other forums. Instruction: Dissertation Credits: 16 Assessment: Dissertation to be handed in Prerequisite: Completion of BSc. Speech-Language Pathology 3rd year Target: All 4th year students
INT401E- Integrated Case Seminars Purpose: To equip students with necessary tools and skills to analyse documents, assessment results and research and compile conclusions based on these, which are then presented to a panel.
Content: Students individually or in groups will present a minimum of two case studies covering complex clinical cases for discussion, which pose either diagnostic dilemmas or difficulties in treatment from a placement. The seminar will outline the theoretical and clinical background to the case and current evidence based practice for management. The seminar will consist of research, experiential exercises, presentations, and case discussion on the application of clinical decision making, evidence base practice and patient outcomes. Students will have the opportunity to refine their core knowledge of communication disorders, enhance their ability to manage multifaceted cases, associated clinical decision making skills, refine their abilities in the critical review of research evidence, and demonstrate application of current research to their clinical practice. Instruction: Seminars Credits: 12 per semester – 24 total Assessment: Continuous assessment Prerequisite: Completion of BSc. Speech-Language Pathology 3rd year Target: All 4th year students
84 POSTGRADUATE PROGRAMMES IN THE FACULTY
LIST OF PROGRAMMES OFFERED
1. DEPARTMENT OF HUMAN MOVEMENT (84020) Bachelor of Health Sciences Honours in Human Movement Science (B HS (Hons) HMS) (84021) Master of Health Sciences in Human Movement Science (M HS HMS) 2. DEPARTMENT OF NURSING SCIENCE (84004) Bachelor Education and Administration (BCur I et A)
(84028) Postgraduate Diploma in Clinical Management of HIV/AIDS Master of Nursing Science (Magister Curationis): M Cur (Research) (84012) Health Management (84029) Nursing Education (84031) Community Health Nursing (84015) Psychiatric Nursing (84016) Midwifery & Neonatal Nursing (84017) Medical-Surgical Nursing (84019) Doctor of Philosophy in Nursing (PhD) 3. DEPARTMENT OF PUBLIC HEALTH Masters of Public Health (MPH)
85 DEPARTMENT OF HUMAN MOVEMENT SCIENCE
Bachelor of Health Sciences Honours in Human Movement Science (BHS Hons HMS) 84020
Admission Completed a Bachelor degree with HMS as major and met all requirements to obtain these degrees Completed HMS 300 and achieved a 65% average for HMS 300 subjects
Duration One year
Modules Semester 1 Course Credits Semester 2 Course Credits code code First year NQF 8 Exercise Physiology and HUS 511 16 Motor Control and HUS 521 16 Exercise Science Human Development Coaching Methodology HUS 516 16 Psychology of HUS 522 16 Sport Performance Research Proposal HUS 515 16 Sport Management HUS 523 16 Writing And Management of Research Project Analyses of Movement HUS 514 16 Mini Research HUS 524 30 in Sport and Exercise Project Science
Description of the Modules
HUS 511: Exercise Physiology and exercise science Purpose: To provide students with the advanced knowledge of areas in exercise physiology and the practical application to improve sport performance. Contents: Adaptation of neuromuscular- and cardio respiratory structure; long terms adaptation from training in hypo-, hyperbaric- and micro gravity environment; and physiological evaluation of various components. Instruction: Lectures, self-study and learner presentation. Credits: 16 Assessment: Continuous assessment through: Tests, Group presentations, Assignments.
86 HUS 516: Coaching Methodology Purpose: The welfare of the athlete is the foremost concern to coaches in designing, implementing and evaluating appropriate practices and competitions. The scope of course exposes participants to the development approach as stipulated in the new South African Coaching Framework (2014). This course prepares participants to be knowledgeable coaches at different levels of coaching as well link themselves with the SASCOC coach development programs. Contents: Coaching methodology approaches, the context of coaching at different athlete development levels, the assessing coach’s competences, pedagogical issues, coaching objectives and coach development programs. Instruction: Lectures, practical activities-coach attached to sports clubs and self- evaluation of coaching development. Credits: 16 Assessment: Continuous assessment through: Tests, Assignments and Practical demonstrations. Summative assessment: 3-hour examination
HUS 515 Research proposal writing and management of research project Purpose: To teach learners how to constructs research proposal, conduct a research and to publish findings Content: Constructing topics, proposal writing, researching literature, compiling literature review, constructing methodology, reporting results, compiling recommendation Instruction: Lectures, practical activities, self-study and learner presentations. Credits: 16 Assessment: Continuous assessment through: Tests, Assignments and presentations. Summative assessment: 3-hour examination
HUS 514; Analyses of movement in sport and exercise science Purpose: To provide learners with an understanding of the mechanical principles underlying human movement. Contents: The study and application of mechanical principles underlying human movement. Instruction: Lectures, self-study and learner presentation. Credits: 16 Assessment: Continuous assessment through: Tests, Group discussions, Assignments. Summative assessment: 3-hour examination
HUS 521: Motor Control and Human Development Purpose: To provide learners with applied knowledge of motor control processes and how they affect physical performances on a daily basis. Contents: The Motor control process from prenatal, postnatal, childhood growth, perceptual- motor development, development and assessment of fundamental movement skills and participation in physical activities. Instruction: Lectures, practical activities, self-study and learner presentations. Credits: 16
87 Assessment: Continuous assessment through: Tests, Assignments and demonstrations. Summative assessment: 3-hour examination
HUS 522: Psychology for sport performance Purpose: To provide students with an elementary knowledge and understanding of Foundations of sport and exercise science. Contents: The study of the structural aspects of the human skeleton. Instruction: Lectures, self-study and learner presentation. Credits: 16 Assessment: Continuous assessment through: Tests, Group presentations, Assignments. Summative assessment: 3-hour examination
HUS 523: Sport management Purpose: To develop an understanding of the principles and skills essential in the organization and administration of sport and recreation. Contents: Principles and skills essential in the organization and administration of sport and recreation: Historical perspective; significance and trends in recreation, administrative theory and management; administrative responsibilities; and program planning. Instruction: Lectures, self-study and learner presentation. Credits: 16 Assessment: Continuous assessment through: Tests, Group presentations, Assignments. Summative assessment: 3-hour examination
HUS 524: Mini research project Purpose: To provide the student with the basic knowledge of conducting and presenting of research in the form of a mini dissertation. Contents: Abstract, introduction/ literature review, study sample and method, reporting of results, conclusions and recommendation. Instruction: Research and consultation with supervisor. Credits: 30 Assessment: Submitting and presenting mini dissertation to committee of reviewers.
Master of Health Science in Human Movement Science 84021
Admission The general rules for the Master’s degree are applicable.
Applicants must have completed a Bachelor of Health Sciences (Honours) in Human Movement Science or an equivalent approved by the HMS Department and the University Senate. Students had to pass an Honours degree with an average of 65%.
Duration Full time: Minimum 2 years Part time: Minimum 4 years
88 Modules
Qualification Code Specialization Core module Module code Credits 84021 Sport Science Dissertation HUS 700 180
Description of Modules
HUS 700 Master of Health Science in HMS (Dissertation) Purpose: The degree programme aims to equip post-graduate students in the field of sport science and kinesiology with the necessary skills to conceptualize, plan, execute and report on research in their field of interest. Instruction: Supervised independent research through the presentation of a proposal, getting ethical clearance, data collection, analysis, interpretation and report writing. Credit value: 180 Assessment: The research report will be assessed by two external examiners.
DEPARTMENT OF NURSING SCIENCE
POSTGRADUATE DIPLOMA IN CLINICAL MANAGEMENT OF HIV/AIDS (84028)
Admission
Candidates for this programme should be Professional Nurses who are currently registered with the South African Nursing Council (SANC) as a General Nurse; Midwifery (Optional); Community Health Nursing Science; Primary Health Care; and must have any health related basic Degree; Voluntary Counselling and Training (VCT) trained and/or PMTCT or any related HIV/AIDS training; and one year working experience in a primary health care clinic or a health care centre.
NB: The course can only be undertaken by Professional Nurses and is a clinical programme that requires knowledge and skills regarding diagnosis, treatment and care of multiple opportunistic infections in HIV.
Duration The programme has a minimum period of one-year part-time study of systemic theoretical and practical facilitation
Modules The programme will entail the following modules as listed below:
Semester 1 Course Credits Semester 2 Course Credits code code Epidemiology, HIV life NHE 8 HIV in NWP 8 cycle and Infection 400E Pregnant 400E control Women Clinical Assessment and NHA 8 Clinical NCM 8 Management of HIV 401E mentoring in 400E infected Children HIV/AIDS programmes
89 Initiating Antiretroviral NIT 400E 8 Treatment and Management of side- effects Basic Physical NAT 12 NAT 12 Assessment, Diagnosis, 401E 401E Treatment and Care of HIV/AIDS client Pharmacy Dispensing NPD 12 NPD 20 Course (by registered 400E 400E service providers) Introduction to Research NIR 400E 12 NIR 12 400E Total per semester 60 60 Total per year 120
Description of Modules
NHE 400E: Epidemiology, HIV life cycle and Infection Control Purpose: The purpose of this session is to intensively introduce students to HIV Epidemiology, lifecycle of HIV as well as infection control protocol for infectious disease prevention. The students should be positioned for maintenance of quality service delivery within hospitals and Primary Health Care (PHC) setting. Content: The materials and content for this session are aimed at updating the participant’s knowledge on the transmission and spread of HIV, the variables involved the natural history of the HIV infection, current treatment modalities, and the global impact of this disease. Furthermore, the content presents a range of approaches to infection in control strategies in relation to a variety of pathogens. The content includes: The patho-physiology and epidemiology of HIV; Mode of transmission of HIV in adult and paediatric patients; diagnosing HIV in adult and paediatric patients; risk groups and Infection control overview, infection control and other blood products; Infection control overview – HIV and other blood borne pathogens; how to apply universal precautions in preventing the transmission infection; infection control and how it interfaces with health facility design; and guidelines for infection control in HIV related health facilities. Instruction: Overview lectures: Lectures will introduce the students to the important Topics in this module, and provide an overview. Tutorial groups: Cases will be solved in the tutorial groups. Experiential learning: Students will practice to apply the knowledge acquired through exercises, self-study assignments, cases/tutorial groups and computer practicals as well as patient assessment, diagnosis, treatment and management. Independent self-study: The use of cases/tutorial groups in this module stimulates self-study (by formulating student-directed learning issues and subsequently studying literature). Credits: 8 Assessment: Formative -Participation in group discussion taking part in all roles within the group; giving constructive feedback to fellow students; development of conflict management skills; tutorial attendance profile (NB: tutorials are compulsory); oral test (for students with special needs); clinical logbooks completion and building up of POE; case development and presentation; practical demonstration under the supervision of the doctor or a primary health care 90 nurse; assignments and class activities; and block evaluation by students. Summative - A three hours examination – portfolio; personal developmental aspects, meaningful learning and self-directed learning activities; evidence of progress: knowledge, skill and attitude Pre-requisite(s): None
91 Target group: PGD in HIV/AIDS students
NHA 401E: Clinical Assessment and Management of HIV infected Adults and Children Purpose: The purpose of this module is to give the participants a sound understanding of the crucial role of history taking and the implementation of appropriate client assessment strategies, and the importance of applying the South African HIV treatment Guidelines in diagnosis, treatment and care with the help of the EDL. Content: The contents and skills that are taught in this module introduce the participant to the techniques for accurate history taking and comprehensive clinical assessment in adult and paediatric HIV positive clients that includes: History taking in a high HIV prevalent environment; the key components of an effective clinical case presentation; general assessment in the adult and paediatric patient; assessment, management and prevention of opportunistic illnesses in HIV positive adults and children; comprehensive history taking in the diagnosis of dermatological conditions; comprehensive dermatological assessments in adult and paediatric patients; managing dermatological infections; applicable referral criteria in dermatological conditions. Instruction: Overview lectures: Lectures will introduce the students to the important topics in this module, and provide an overview. Tutorial groups: Cases will be solved in the tutorial groups. Experiential learning: Students will practice to apply the knowledge learnt through exercises, self-study assignments, cases/tutorial groups and computer practicals as well as patient assessment, diagnosis and treatment management. Independent self-study: The use of cases/tutorial groups in this module stimulates self-study (by formulating student-directed learning issues and subsequently studying literature). Credits: 8 Assessment: Formative-participation in group discussion taking part in all roles within the group (chair, scriber and time keeper), giving constructive feedback to fellow students. Development of conflict management skills, tutorial attendance profile (NB: Tutorials are compulsory), oral test (for students with special needs), development of portfolio of evidence, clinical logbooks completion, case development and presentation, practical demonstration under the supervision of the doctor or a primary health, care nurse, assignments and class activities, block evaluation by students Summative- A final three hours’ examination, portfolio, personal developmental aspects, meaningful learning and self-directed learning activities, Evidence of progress: Knowledge, skill and attitude, practical examination: OSCE Target group: PGD in HIV/AIDS students
92 NAT 401E: Basic Physical Assessment, Diagnosis, Treatment and Care of HIV/AIDS clients Purpose: The overall purpose of this module is to give the participants a sound understanding of the crucial role of history taking and the implementation of appropriate client assessment strategies, and the importance of applying the South African HIV treatment Guidelines in diagnosis, treatment and care including the use of EDL protocol. Content: The content and skills that are taught in this module introduce the participant to the techniques for accurate history taking and comprehensive clinical assessment, diagnosis of common opportunistic conditions in adult and paediatric HIV positive clients, diagnosis treatment and management of both the infected and the affected; history taking in a high HIV prevalent environment; the key components of an effective clinical case presentation; general assessment in the adult and paediatric patient; assessment, management and prevention of opportunistic illnesses in HIV positive adults and children; diagnosis of common opportunistic infection, management and early referrals for further investigation and management as well as the referral processes; special investigation and tests relevant for diagnostic purposes; and case presentation and peer assessment Instruction: Overview lectures: Lectures will introduce the students to the important topics in this module, and provide an overview. Tutorial groups: Cases will be solved in the tutorial groups. Experiential learning: Students will practice to apply the knowledge learnt through exercises, self-study assignments, cases/tutorial groups, computer work and practicals as well as patient assessment, diagnosis and treatment management. Independent self-study: The use of cases/tutorial groups in this module stimulates self-study (by formulating student-directed learning issues and subsequently studying literature). Credits: 24 Assessment: Formative-Participation in group discussion taking part in all roles within the group (chair, scriber and time keeper); giving constructive feedback to fellow students; development of conflict management skills; tutorial attendance profile (NB: Tutorials are compulsory); oral test (for students with special needs); clinical logbooks completion; case development and presentation; practical demonstration under the supervision of the doctor or a Primary Health Care nurse; assignments and class activities; block evaluation by students. Summative: Final three hours’ comprehensive paper, portfolio, personal developmental aspects, meaningful learning and self-directed learning activities, evidence of progress: knowledge, skill and attitude, - practical examination: OSCE Pre-requisite(s): None Target group: PGD IN HIV/AIDS students
93 NIT 400E: Module Title: Initiating Antiretroviral Treatment and Management of side- effects Purpose: The aim of this module is to enable participants to assist adolescents, adults and children living with HIV to adhere to the complex regimens of highly active antiretroviral regimens (HAART). Content: The content outlines a series of strategies and techniques, with which the participants can tailor their antiretroviral regimes to their individual requirements, and to deal with the obstacles to adherence in their lives, guide them to practice medicine- taking behaviours, and to provide them with continued support when they initiate HAART. This includes: principles of antiretroviral therapy, National guidelines on ARV therapy, starting anti- retroviral therapy, when to change and what to change to in relation to therapy, monitoring patients on therapy, effects and side effects of anti- retroviral therapy, adherence/compliance to HIV therapies, management of drug side-effects, diagnosis and management of opportunistic infections. Instruction: Overview lectures: Lectures will introduce the students to the important topics in this module, and provide an overview. Tutorial groups (Problem based learning): Cases will be solved in the tutorial group by using the seven-jump approach. Experiential learning: Students will practice (dermatological clinic) to apply the knowledge learnt through exercises, self-study assignments, cases/tutorial groups and computer practicals as well as patient assessment, diagnosis and treatment management. Independent self-study: The use of cases/tutorial groups in this module stimulates self-study (by formulating student-directed learning issues and subsequently studying literature). Credit: 8 Assessment: Formative: Participation in group discussion taking part in all roles within the group (chair scriber and time keeper; giving constructive feedback to fellow students; development of conflict management skills; tutorial attendance profile (NB: Tutorials are compulsory); oral test (for students with special needs); clinical logbooks completion; case development and presentation; practical demonstration under the supervision of the doctor or a Primary Health Care nurse; assignments and class activities; block evaluation by students. Summative: A final three hours’ comprehensive paper, portfolio, personal developmental aspects, meaningful learning and self-directed learning activities evidence of progress: knowledge, skill and attitude, practical examination: OSCE Pre-requisite(s): None Target group: PGD IN HIV/AIDS students
NPD 400E: Pharmacy Dispensing Course Purpose: This module introduces the participants to the knowledge and skills necessary for professional nurses to register with the Pharmaceutical Council of South Africa as dispensers of medicines, according to the Medicines and Pharmacy Act no. 101 of 1957, as amended. Content: The content highlights the principles that are particularly relevant in executing a range of communication skills, especially when conversing with clients who are at risk for depression, psychosis and suicide. It also places emphasis on the need to understand the referral procedures that are applicable in the event of such occurrences, which includes; Professional, Ethical and Legislative Principles of dispensing; Basic Pharmaceutical Principles; Basic
94 pharmacological principles; Good Dispensing Practices; Patient Counselling; and Medicine Supply Management. Instruction: Overview lectures: Lectures will introduce the students to the important topics in this module, and provide an overview. Tutorial groups (Problem based learning): Cases will be solved in the tutorial group by using the seven-jump approach. Experiential learning/ Independent self-study: Students will practice to apply the knowledge learnt through exercises, self-study and completion of the portfolio of evidence within six-month period of self-study. Credit: 8 Assessment: Formative: Participation in group discussion taking part in all roles within the group (chair, scriber and time keeper); giving constructive feedback to fellow students; development of conflict management skills; tutorial attendance profile (NB: Tutorials are compulsory); block evaluation by students. Summative: Portfolio of evidence Pre-requisite(s): None Target group: PGD in HIV/AIDS students
NWP 400E: HIV in Women, including Gynaecologic problems and Pregnancy Purpose: The purpose of this module is to enlighten the participants about the National Department of Health strategies to reduce maternal morbidity and deaths arising from HIV during pregnancy, and to provide them with the skills of diagnosing and treating a range of gynaecological conditions, which are associated with HIV infection. Content: This module introduces the participant to both gynaecologic and pregnancy related health problems which may be associated with HIV infection. It also brings into perspective the gender and cultural factors which are associated with the spread of HIV. Measures of integrating PMTCT into the antenatal, intra-partum, and postnatal care continuum are discussed, as well as breast feeding options in HIV positive women. This will include; Department of Health National guidelines for the use of HIV antiretroviral therapy in pregnancy, the principles of ARVs during pregnancy, Gender and cultural issues in ARV, the effect of HIV on pregnancy, Strategies for integrating PMTCT throughout the continuum of pregnancy, labour and the postpartum period. Instruction: Overview lectures: Lectures will introduce the students to the important topics in this module, and provide an overview. Tutorial groups (Problem based learning): Cases will be solved in the tutorial group by using the seven-jump approach. Experiential learning: Students will practice to apply the knowledge learnt through exercises, self-study assignments, cases/tutorial groups and computer practicals as well as patient assessment, diagnosis and treatment management. Independent self-study: The use of cases/tutorial groups in this module stimulates self-study (by formulating student-directed learning issues and subsequently studying literature). Credit: 8
95 Assessment: Formative: Participation in group discussion taking part in all roles within the group (chair, scriber and time keeper); giving constructive feedback to fellow students; development of conflict management skills; tutorial attendance profile (NB: tutorials are compulsory); oral test (for students with special needs); clinical logbooks completion; case development and presentation; practical demonstration under the supervision of the doctor or a primary health care nurse; assignments and class activities; and block evaluation by students. Summative: Portfolio, Personal developmental aspects, meaningful learning and self-directed learning activities, Evidence of progress: knowledge, skill and attitude, Practical examination: OSCE Pre-requisite(s): None Target group: PGD in HIV/AIDS students
NCM 400E: Clinical Mentoring in HIV/AIDS Programmes Purpose: The purpose of this module is to introduce the participant to the concept of mentorship in nursing, and to illustrate ways in which it can be applied to HIV/AIDS programmes. Content: This module introduces participants to the goals, principles, knowledge and skills, which are essential when establishing a mentorship programme. It outlines the mentor and mentee roles, which need to be observed in such a relationship, and illustrates ways in which mentorship can be applied. That includes: components of the mentorship cycle; principles that govern the mentorship cycle; application of the principles of adult learning to mentoring; mentorship in the context of a district health system; roles and responsibilities of mentors and mentees.
Instruction: Overview lectures: Lectures will introduce the students to the important topics in this module, and provide an overview. Tutorial groups (Problem based learning): Cases will be solved in the tutorial group by using the seven-jump approach. Experiential learning: Students will practice to apply the knowledge learnt through exercises, self-study assignments, cases/tutorial groups and computer practicals as well as patient assessment, diagnosis and treatment management. Independent self-study: The use of cases/tutorial groups in this module stimulates self-study (by formulating student-directed learning issues and subsequently studying literature). Credits: 8 Assessment: Formative: Participation in group discussion taking part in all roles within the group (chair, scriber and time keeper); giving constructive feedback to fellow students; development of conflict management skills; Tutorial attendance profile (NB: Tutorials are compulsory); oral test (for students with special needs); clinical logbooks completion how to compile; case development and presentation; practical demonstration under the supervision of the doctor or a primary health care nurse; assignments and class activities and role plays ; and block evaluation by students. Summative: A final three hours’ comprehensive paper, portfolio: personal developmental aspects, meaningful learning and self-directed learning activities, Evidence of progress: knowledge, skill and attitude
96 Instruction: Overview lectures: Lectures will introduce the students to the important topics in this module, and provide an overview. Tutorial groups (Problem based learning): Cases will be solved in the tutorial group by using the seven-jump approach. Experiential learning: Students will practice to apply the knowledge learnt through exercises, self-study assignments, cases/tutorial groups and computer practicals as well as patient assessment, diagnosis and treatment management. Independent self-study: The use of cases/tutorial groups in this module stimulates self-study (by formulating student-directed learning issues and subsequently studying literature). Credits: 8 Assessment: Formative: Participation in group discussion taking part in all roles within the group (chair, scriber and time keeper); giving constructive feedback to fellow students; development of conflict management skills; tutorial attendance profile (NB: tutorials are compulsory); oral test (for students with special needs); research project; assignments; block evaluation by students Summative: A final three hours’ comprehensive paper, Projects Reports/ portfolio Pre-requisite(s): none Target group: PGD in HIV/AIDS students
NIR 400E: Introduction to Research Purpose: The purpose of this module is to prepare students to acquire knowledge and ability to design research problems; enable students to acquire the competency to formulae HIV/AIDS and health related research problems. Content: This module introduces the participant to the following topics: introduction to scientific research; qualitative and qualitative research; steps in research process; literature review; research methodology; ethical issues in research; research report, evaluation of a scientific research and information dissemination. Instruction: Overview lectures: Lectures will introduce the students to the important topics in this module, and provide an overview. Tutorial groups (Problem based learning): Cases will be solved in the tutorial group by using the seven-jump approach. Experiential learning: Students will practice to apply the knowledge learnt through exercises, self-study assignments, cases/tutorial groups and computer practicals as well as patient assessment, diagnosis and treatment management. Independent self-study: The use of cases/tutorial groups in this module stimulates self-study (by formulating student-directed learning issues and subsequently studying literature). Credits: 24 Assessment: Formative: Participation in group discussion taking part in all roles within the group (chair, scriber and time keeper); giving constructive feedback to fellow students; development of conflict management skills; tutorial attendance profile (NB: tutorials are compulsory); oral test (for students with special needs); research project; assignments; block evaluation by students. Summative: A final three hours’ comprehensive paper, Projects Reports/portfolio Pre-requisite(s): None Target group: PGD in HIV/AIDS students
97
MASTER OF NURSING SCIENCE (MAGISTER CURATIONIS): MCUR (RESEARCH)
Admission Unless the Senate decides, a candidate shall be admitted to the studies for the degree of Master Curation only if he/she is in possession of the degree of BCur or BCur, (I et A); registered with the South African Nursing Council as a professional nurse; while international students must follow the SAQA, SANC criteria of having a dual registration, and the said registration must be maintained throughout the period of study.
Duration The curriculum shall extend over a minimum period of two (2) years of full time and three (3) years of part-time study. The qualifications shall be obtained in accordance with the general rules applied to the Masters qualifications.
98 MCur (Research) Qualification Code Specialization Core module Module code Credits 84012 Health Management Dissertation NMS700E 180 84029 Nursing Education Dissertation NMS700E 180 84031 Community Health Nursing Dissertation NMS700E 180 84015 Psychiatric Nursing Dissertation NMS700E 180 84016 Midwifery & Neonatal Nursing Dissertation NMS700E 180 84017 Medical-surgical Nursing Dissertation NMS700E 180
Description of Modules
NMS 700E: Full Dissertation: (Nursing Science) Purpose: After completion of this course the student will have conducted either an intervention or a qualitative or quantitative research project; and published the findings of the research in a peer-reviewed accredited journal. Content: The research process: Introduction to research in Nursing Science; the nature of research; methods of problem solving; scientific versus unscientific approaches to doing research; developing the problem using the literature; identifying the research problem; presenting the problem; formulating the methodology; Types of research (Research Methods): Descriptive methods-Historical, philosophical, survey, developmental and observational research; contrasting characteristics of qualitative and quantitative research; procedure in quantitative and qualitative research; internal and external validity in qualitative and quantitative research. Research designs: Experimental, survey, longitudinal, pre-test-post-test, repeated measures and triangulation of data. Techniques of data analysis: Measures of central tendency and variability; differences among groups; types of tests; interpreting t; analysis of variance; analysis of co-variance; chi-square (observed Vs Expected); using statistical tables; computers in research. Writing the research report, basic writing guidelines; proposal, dissertation format; and hints on making oral and poster presentations. Contact hours: 540 Notional hours Examination: Summative assessment Practical: Conducting a research project. Pre-requisite(s): Research methods Credits: 180 Co-requisite(s): Extensive knowledge on research methodology Practical Work: Conducting a research project
DOCTOR OF PHILOSOPHY IN NURSING (PHD) (84019)
Admission Please refer to the statute and general rules for general stipulations regarding the degree of Doctor.
The degree of Doctor of Philosophy (PhD) in Nursing Science may be obtained by means of research on an approved topic pursued under the guidance of a promoter appointment by Senate.
Duration A minimum period of three (3) years full time and five (5) years part-time study. The qualifications shall be obtained in accordance with the general rules applied to the PhD qualifications.
99 Modules Qualification Code Specialization Core module Module code Credits 84019 Doctor of Philosophy Thesis in NUR 800E 360 in Nursing (PhD) Nursing Science
DEPARTMENT OF PUBLIC HEALTH
MASTERS IN PUBLIC HEALTH (MPH)
Admission Bachelors Honours Degree, or a 4-year Bachelor’s Degree in Health Profession or a Bachelor’s Degree with an Advanced Diploma, Postgraduate Diploma: NQF level 8 qualification. At least 3 years experience in middle management position with letter of approval from supervisor. Completed post graduate application form obtainable from the University of Fort Hare administration office and website:www.ufh.ac.za Completed application forms are handed in to administration office or via postal and never via personal emails. Certified copies of Certificates Academic records Certified copy of an ID Certified passport and study permit (International students) and their SAQA approved qualifications. Duration 2 years
Modules
Semester 1 Credits Semester 2 Credits First year NQF 9 Issues in Public Health 15 within an African Context Public Health 15 Public Health 15 Governance and Governance and Legislation Legislation Public Health Policy 15 Public Health Policy 15 Management Management Research Methodology 30 Research 30 Methodology Second year NQF 9 Mini Dissertation 50 Mini Dissertation 50
100 Health Systems Management Track: Health Systems 25
Operations 25 Management
Public Financial Management Health 25 OR Public Human Resources Management Health Research Track: Epidemiology 25 25 Monitoring and Evaluation 25
Biostatistics 25 OR Health Systems Environmental/Occupa tional Health Track Health Education 25 and Health Promotion 25 Environmental Health 25 OR
101 Occupational Health
Description of Modules
ISP111E: Issues in Public Health within an African Context Purpose: To develop insight into the concepts and values underlying public health and health equity and to relate these concepts to tackling health inequalities within the African context Content: Public Health and Development Concepts; History of Public health; Health; Equity; Exploring policy implications Contact hours: 82.5
Assessment: Continuous assessment through participation in class, short assignments and presentations; Summative assessment: portfolio and examination Pre-requisite(s): None Credits: 15 Co-requisite(s) None
PUG800E: Public Health Governance and Legislation Purpose: To introduce the learner to cooperative and participative governance that enables them to work optimally to deliver excellent service within the District and National Health Service. Content: Legislative framework, right to health care, governance model for health service, intergovernmental relations and lobbying and advocacy Instruction: Contact hours: 137.5 notional hours Assessment: Continuous assessment through participation in class, short assignments and presentations; Summative assessment: portfolio and examination
Pre-requisite(s): Credits: 15 Practical Work: Exercises, computer practicals, workplace learning
PUP800E: Health Policy Management Purpose: To introduce the learner to cooperative and participative governance that enables them to work optimally to deliver excellent service within the District and National Health Service Content: Legislative framework: public health legislative framework in South Africa and in post- colonial Africa; ways in which legislation impacts equity and access to public health and health service delivery; Right to health care: health as a human right; health as a socio-economic right; equity and public health; rights of vulnerable and previously disadvantaged groups; the notion of public interest vs individual rights; role of government – enabling and restricting rights; Governance model for health service: the structural components of the health governance system in South Africa; Intergovernmental relations: approaches to government relations, social, political, economic, institutional and extra- governmental relations; concept of power in government relations: mandate
102 agency; partnership; Lobbying and advocacy: a ten step process of lobbying and advocacy; stakeholder mobilisation: identification, profiling, engagement, and capacity building Contact hours: 137.5 notional hours Assessment: Continuous assessment through participation in class, short assignments and presentations; Summative assessment: portfolio and examination Pre-requisite(s): Credits: 15 Practical Work: Exercises, computer practicals, workplace learning
REM800E: Research Methodology Purpose: After completion of this module the student will be familiar with the nature, types and uses of both quantitative and qualitative research methods in public health, and be able to write a research proposal which forms the basis of the dissertation. Content: The research process; Quantitative research methods, qualitative research methods, biostatistics, research proposal writing; research report. Contact hours: 165 notional hours Assessment: Continuous assessment through participation in class, short assignments and presentations; Summative assessment: portfolio and examination Pre-requisite(s): None Credits: 30 Co-requisite(s): Issues in Public Health within an African Context, Public Health Governance and Legislation, Public Health Policy Transformation Practical Work: Exercises, computer practicals, role plays
MIN821E: Mini Dissertation Purpose: After completion of this module the student will have conducted either an intervention or a (qualitative or quantitative) research project and reported the results in the form of an article of publishable standard. Content: Carrying out a pre-test or pilot study, sampling, data collection, data- management, data-analysis and writing up.
Contact hours: 97.5 notional hours Examination: Pre-requisite(s): Research Methodology Credits: 65 Co-requisite(s): Core and track modules MPH programme Practical Work: Conducting a research project.
103 HEALTH SYSTEMS MANAGEMENT TRACK:
HSM811E: Health Systems Purpose: To develop insight into the concepts and values underlying public health and health equity and to relate these concepts to tackling health inequalities within the African context Content: Public Health and Development Concepts, History of Public health, Health Equity and Exploring policy implications Contact hours: 82.5 notional hours Assessment: Continuous assessment through participation in class, short assignments and presentations; Summative assessment: portfolio and examination Pre-requisite(s): Core modules Credits: 25 Co-requisite(s): Operations Management Practical Work: None
HSM812E: Operations Management Purpose: This module is a compulsory track module and will serve to acquaint learners with the nature, scope, and conceptual component of operations management in the public health setting. It equips the student with theoretical knowledge and practical managerial and supervisory skills for the professional arena. Emphasis is placed on understanding real world operations management, in general, and in the Public Health sector, in particular as well as role of marketing in healthcare system in South Africa; analyses of health care market; healthcare market mix; implementing and controlling market effort Content: Decision-making, work systems and measurement, planning, operations scheduling, facilities, inventory Management, Physical and Capital Assets Management, Waste Management and Quality Assurance; role of marketing in healthcare, analysis of healthcare market, and healthcare market mix Contact hours: 137.5 notional hours Assessment: Continuous assessment through participation in class, short assignments and presentations; Summative assessment: portfolio and examination Pre-requisite(s): Core modules Credits: 25 Co-requisite(s): None Practical Work: Exercises, computer practicals, workplace learning
HSM813E: Public Financial Management Health Purpose: This module introduces basic concepts, key issues and the principles of the Public Financial Management Act (PFMA) and related legislation by focusing on current best practice Content: Health Care Financing, Sources of Health Care Financing, National Health Accounts, benefit incidence, public private mix, budget principles of Government, Budgeting and Expenditure Reviews, annual financial statements, financial misconducts, supply chain management and BAS Contact hours: 137.5 notional hours Assessment: Continuous assessment through participation in class, short assignments and presentations; Summative assessment: portfolio and examination
104 Pre-requisite(s): None Credits: 25 Practical: Exercises, computer practicals, workplace learning
OR
HSM814E: Public Human Resources Management Purpose: The purpose of this module is to provide the learner with an overview of People (Human Resource) Management, providing some context for the South African Health environment. To this end it will cover the following areas Content: The Manager’s Role as ‘HR Manager’, Performance Measurement and Management, Workforce Planning, Training and Development, Coaching, Diversity Management, Recruitment, Induction and Retention, Team Building and Employee Relations both individual and collective. These topics also cover the areas highlighted by Health Professionals as being the areas of importance & most relevant. This course seeks to empower the learner as manager, to effect their role in managing people. Contact hours: 137.5 notional hours Examination: Portfolio of Evidence Pre-requisite(s): Health Research Credits: 25 Practical Work: Exercises, computer practicals, workplace learning
HEALTH RESEARCH TRACK:
HRS811E: Epidemiology Purpose: After completion of this module the student will be familiar with infectious diseases epidemiology (outbreak investigations and surveillance), epidemiological study designs and measures of frequency and association. Furthermore, students will be able to critically appraise epidemiological studies (including randomized controlled trials). Content: Investigating and outbreak; evaluating a surveillance system; principles of surveillance; measures of frequency and association; evaluation of tests; criterion- related validity; critical appraisal of epidemiological studies; evidence-based practice; methodological quality assessment; literature search Contact hours: 137.5 notional hours Assessment: Continuous assessment through participation in class, short assignments and presentations; Summative assessment: portfolio and examination Credits: 25 Pre-requisite(s): Research Methodology Practical Work: Exercises, computer practicals, workplace learning
HRS812E: Monitoring and Evaluation Purpose: After completion of this module the student will be able to use the stategies and techniques for monitoring and evaluation projects; assess the adequacy of program evaluations conducted; develop a monitoring and evaluation plan; and conduct an evaluation of a limited scale public health programme. 105 Content: Introduction to monitoring and evaluation; program goals and conceptual frameworks; indicators; overview of data collection methods; program monitoring; evaluation design; evaluation tools; analyzing data; reporting results.
Contact hours: 137.5 notional hours Assessment: Continuous assessment through participation in class, short assignments and presentations; Summative assessment: portfolio and examination Credits: Pre-requisite(s): None Credits: 25 Co-requisite(s): None Practical Work: Exercises, workplace learning
HRS813E: Biostatistics Purpose: After completion of this module the student will be able to understand the statistical methods employed in research papers, their rationale, interpretation and appropriateness. Furthermore, students will be able to conduct the statistical analyses of a basic epidemiological study.
Content: Data, frequencies, and distributions; estimation and significance tests; comparing means; preparing data-analysis; data-management in SPSS; analyses of qualitative data; correlation and regression.
Contact hours: 137.5 notional hours Assessment: Continuous assessment through participation in class, short assignments and presentations; Summative assessment: portfolio and examination Pre-requisite(s): Epidemiology Credits: 25 Co-requisite(s): Research Methodology, Advanced Epidemiology Practical Work: Exercises, computer practicals, workplace learning
OR Health Systems
Purpose: To develop insight into the concepts and values underlying public health and health equity and to relate these concepts to tackling health inequalities within the African context
Content: Public Health and Development Concepts, History of Public health, Health Equity and Exploring policy implications
Contact hours: 82.5 notional hours Assessment: Continuous assessment through participation in class, short assignments and presentations; Summative assessment: portfolio and examination Pre-requisite(s): Core modules Credits: 25 Co-requisite(s): Operations Management 106 Practical Work: None
ENVIRONMENTAL/OCCUPATIONAL HEALTH TRACK:
ENV811E: Health Education and Health Promotion Purpose: This module aims at developing health professionals with knowledge and techniques to develop health education and health promotion programmes related to the National Health Policy on health education and health promotion with the use of models and theories as a framework. Content: Development and monitoring of health information and education programmes, basic theories of learning and their application in health education, health education promotion models and different Pre-requisite(s): Credits: 25
ENV813E: Advanced Epidemiology Purpose: After completion of this module the student will be familiar with infectious diseases epidemiology (outbreak investigations and surveillance), epidemiological study designs and measures of frequency and association. Furthermore, students will be able to critically appraise epidemiological studies (including randomized controlled trials). Content: Investigating and outbreak; evaluating a surveillance system; principles of surveillance; measures of frequency and association; evaluation of tests; criterion-related validity; critical appraisal of epidemiological studies; evidence- based practice; methodological quality assessment; literature search Contact hours: 137.5 notional hours Assessment: Continuous assessment through participation in class, short assignments and presentations; Summative assessment: portfolio and examination Pre-requisite(s): Credits: 25 Co-requisite(s): Practical Work: Exercises, computer practicals, workplace learning
ENV812E: Environmental Health Purpose: The purpose of this module is to assist the learners to acquire knowledge related to basic principles and theory of environmental health. They will also be familiar with the methods of dealing with environmental problems and challenges in South Africa as well as the issues related to policy and regulation of environmental health practice. Content: Introduction to environmental health; community water supply and management methods; disposal and management of solid and liquid waste; housing & health; pest & vector control; food hygiene; air/atmospheric pollution; environmental health legislation in South Africa. Contact hours: 137.5 notional hours Examination: Formative and summative assessment
107 Pre-requisite(s): Core modules Credits: 25 Co-requisite(s) None Practical Work: Field trip experience and case analysis
ENV811E: Health Education and Health Promotion Purpose: This module aims at developing health professionals with knowledge and techniques to develop health education and health promotion programmes related to the National Health Policy on health education and health promotion with the use of models and theories as a framework. Content: Development and monitoring of health information and education programmes, basic theories of learning and their application in health education, health education promotion models and different relevant Chatters. Contact hours: 82.5 notional hours Assessment: Continuous assessment through participation in class, short assignments and presentations; Summative assessment: portfolio and examination Pre-requisite(s): Credits 25 Co-requisite(s): Practical Work: Case study presentations and health education practical
Health Informatics Purpose: After completion of this module the student will be able to understand the scope of healthcare informatics, and the roles that informatics professionals have within healthcare organizations. Furthermore, it helps students to recognise and assess the role of information systems within health care, particularly from a management and strategic perspective. Finally, it provides students with an overview on the application of public health informatics. Content: Introduction to health informatics; information systems in health; public health informatics. Contact hours: 137.5 notional hours Assessment: Continuous assessment through participation in class, short assignments and presentations; Summative assessment: portfolio and examination Pre-requisite(s): Credits: 25 Co-requisite(s): Practical Work: Exercises, computer practicals, workplace learning.
MASTERS IN PUBLIC HEALTH: ALBERTINA SISULU EXECUTIVE FELLOWSHIP
Admission A 4-year bachelor’s degree in the Health Profession Minimum of 5-7 years health service experience Computer literacy Recommendation by the supervisor/line manager (set of requirements only refer to Public sector staff)
108 Duration 2 years
Modules
Semester 1 First year NQF 9 Introduction to Public Administration and 8 Strategic Human 16 Learning in Public Health Resources, Labour Relations and Management Performance Executive Leadership in Health, Complex 16 Organisational Strategy 16 Problem Solving, Ethics and Values in in Health Health Care, Negotiating Coherence and Strategic Economics Coordination and Finance Management in Health Public Health Policy Transformation, 16 Quality Improvement 16 Governance and Legislation Modalities (Strategies) in Health System, Health Informatics, Monitoring and Evaluation Strategic Marketing and Communication 8
Research Methodology 30 Research Methodology 30 Mini Dissertation 30 Mini Dissertation 30 OPTIONS/TRACKS Health Reform Track: Centralisation/Decentralisation 8 NHI and PHC Re-engineering 16 Strategic Hospital Management and Leadership Track: Critical Units in Hospital Hospital Operations Management 8 Hospital Specific Competencies 8 8
Health Research Track: Epidemiology 8 Advanced Epidemiology 8 Biostatistics 8
Description of Modules
Introduction to Public Administration and Learning in Public Health Purpose: To develop insight into the concepts and values underlying public health and health equity and to relate these concepts to tackling health inequalities within the African context
109 Content: Public Health and Development Concepts History of Public health Health Equity Exploring policy implications
Contact hours: 82.5 Examination: formative and summative assessment Pre-requisite(s): None Credits: 8 Co-requisite(s) None
Strategic Human Resources, Labour Relations and Management Performance Purpose: The purpose of this module is to provide the learner with an overview of People (Human Resource) Management, providing some context for the South African Health environment. To this end it will cover the following areas:
Content: The Manager’s Role as human resource Manager; performance measurement and management; workforce planning; training and development; coaching, diversity management, recruitment, induction and retention; and team building and employee relations both individual and collective. This course seeks to empower the learner as manager to affect their role in managing people. Contact hours: 137.5 notional hours (but includes workplace learning)? Examination: Portfolio of evidence Practical: Workplace placement Pre-requisite(s): Introduction to Public Health and learning Public Health Credits: 16 Co-requisite(s): Research Methodology, Strategic Economics, Finance Strategic Marketing Operation and Communication, Executive Leadership, Health Policy, Quality Improvement Modalities Practical Work: Exercises, computer practicals, workplace learning\
Executive Leadership in Health, Complex Problem Solving, Ethics and Values in Health Care, Negotiating Coherence and Coordination Purpose: To orientate participants to the different theories and models of relevance to the concept of leadership; expose self-assessment (SDI ) tool; sensitise participants about an approach to conflict resolution that has been put to use internationally in multiple sectors including health; introduce participants to the theories of organisational culture change and motivation methods; sensitise the participants to the vision of the National Department of Health for re-engineering PHC model; sensitise participants to the importance of the need for re-engineering the public health sector programmes with reference to PHC; and participants to develop knowledge, skills and attitude to re-engineering PHC.
Content: Leadership Theories and leadership styles; meta – leadership; leadership; self- assessment; negotiations and conflict resolution; organisational culture; change management; motivation; re-engineering health programmes; work-based project Contact hours: 80 notional hours 110 Examination: Pre-requisite(s): Core modules Credits: 16 Co-requisite(s) None Practical Work: Field trip experience and case analysis
Organisational Strategy in Health Strategic Economics and Finance Management in Health Purpose: This module introduces basic concepts, key issues and the principles of the Public Financial Management Act (PFMA) and related legislation by focusing on current best practice Content: health care financing, sources of health care financing, National Health Accounts, benefit incidence, public private mix, budget principles of Government, Budgeting and Expenditure Reviews, annual financial statements, financial misconducts, supply chain management and BAS Contact hours: 80 notional hours Examination: Pre-requisite(s): Core modules Credits: 16 Co-requisite(s) Organisational Strategy Practical Work: Exercises, computer practicals, workplace learning
Quality Improvement Modalities (Strategies) in Health System, Health Informatics, Monitoring and Evaluation Purpose: After completion of this module the student will be able to understand the scope of healthcare informatics, and the roles that informatics professionals have within healthcare organizations. Furthermore, it helps students to recognise and assess the role of information systems within health care, particularly from a management and strategic perspective. Finally, it provides students with an overview on the application of public health informatics. Content: Introduction to health informatics; information systems in health; public health informatics. Contact hours: 137.5 notional hours Assessment: Continuous assessment through participation in class, short assignments and presentations; Summative assessment: portfolio and examination Pre-requisite(s): Core modules Credits: 16 Co-requisite(s): Health Policy, Strategic Economic and Finance Strategic, Marketing Operations and Communication, Strategic Human Resources, Executive Leadership Practical Work: Exercises, computer practicals, workplace learning and case analysis
Strategic Marketing and Communication Purpose: To address the problems of efficiency and effectiveness and to equip the learners to identify new opportunities in the health sector. Efficiency and effectiveness can be improved by taking a customer driven view of their clients and activities
Content: The role of marketing in healthcare system in South Africa; analyses of health care market; healthcare market mix; implementing and controlling market effort.
111 Contact hours: 137.5 notional hours Assessment: Continuous assessment through participation in class, short assignments and presentations; Summative assessment: portfolio and examination Pre-requisite(s): Core modules Credits: 8 Co-requisite(s): Health Care Policy, Executive Learning, Strategic Economics and Finance, Organisational Strategy, Strategy Marketing, Operational Communication Practical Work: Exercises, computer practicals, workplace learning
Research Methodology
Purpose: After completion of this module the student will be familiar with the nature, types and uses of both quantitative and qualitative research methods in public health, and be able to write a research proposal which forms the basis of the dissertation. Content: Quantitative research methods, qualitative research methods, research proposal writing. Contact hours: 165 notional hours Assessment: Continuous assessment through participation in class, short assignments and presentations; Summative assessment: portfolio and examination Pre-requisite(s): None
Credits: 30
Co-requisite(s): Introduction to Public Administration and Learning Public Administration, Quality Improvement Modalities, Health System, Health Informatics and Monitoring & Evaluation, Strategic Marketing Operations Management & Communication in Health, Strategic Human Resources, Labour Relations & Performance, Hospital Specific Competencies, Executive Leadership in Health, Complex Problem Solving, Ethics and Values in Health Care, Negotiation and Coordination, Epidemiology, Advanced Epidemiology, Strategic Economics and Finance Management in Health, Biostatics, Critical Units in Hospital, Public Health Policy, Transformation, Governance, Legislation, National Health Insurance, District Health System Practical Work: Exercises, computer practicals, role plays
Mini Dissertation Purpose: After completion of this module the student will have conducted either an intervention or a (qualitative or quantitative) research project and reported the results in the form of an article of publishable standard. Content: Carrying out a pre-test or pilot study, subject selection and sampling, data collection, data-management, data-analysis and writing up. Contact hours: 97.5 notional hours Examination: Pre-requisite(s): Research Methodology Credits: 65
112 Co-requisite(s): Core and track modules MPH program Practical Work: Conducting a research project.
OPTIONS/TRACKS
HEALTH REFORM OPTION/ TRACK:
Centralisation/Decentralisation
Purpose: To review and assess the objectives that health reformers have sought to achieve with decentralization, the prevalent analytical framework of decentralization and understand the application of the “decision space” approach Content: decentralisation objectives and analytical frameworks, decentralization financial mechanisms, politics of decentralization, policy maker, planning and strengthening management in decentralising health systems, capacity, accountability and management for decentralisation Contact hours: 82.5 notional hours Examination: formative and summative assessment Pre-requisite(s): None Credits: 16 Co-requisite(s) None Practical Work: None
NHI and PHC Re-engineering Purpose: To review and assess the objectives that health reformers have sought to achieve with decentralization, the prevalent analytical framework of decentralization and understand the application of the “decision space” approach Content: decentralisation objectives and analytical frameworks, decentralization financial mechanisms, politics of decentralization, policy maker, planning and strengthening management in decentralising health systems, capacity, accountability and management for decentralisation Contact hours: 82.5 notional hours Assessment: Continuous assessment through participation in class, short assignments and presentations; Summative assessment: portfolio and examination Pre-requisite(s): None Credits: 16 Co-requisite(s) None Practical Work: None
HOSPITAL MANAGEMENT AND LEADERSHIP OPTION/ TRACK:
Critical Units in Hospital
Purpose: This module is a compulsory track module and will serve to acquaint learners with the nature, scope, and conceptual component of operations management in the public health setting. It equips the student with theoretical knowledge and practical managerial and supervisory skills for the professional arena. Emphasis is placed on understanding real world
113 operations management, in general, and in the Public Health sector, in particular.
Content: Decision-making, work systems and measurement, planning, operations scheduling, facilities, inventory Management, Physical and Capital Assets Management, Waste Management and Quality Assurance: Contact hours: 137.5 notional hours Examination: formative and summative assessment Pre-requisite(s): Core modules Credits: 8 Co-requisite(s) Hospital Specific Competencies, Hospital Operations Management Practical Work: Exercises, computer practical, workplace learning Hospital Operations Management
Purpose: This module is a compulsory track module and will serve to acquaint learners with the nature, scope, and conceptual component of operations management in the public health setting. It equips the student with theoretical knowledge and practical managerial and supervisory skills for the professional arena. Emphasis is placed on understanding real world operations management, in general, and in the Public Health sector, in particular as well as role of marketing in healthcare system in South Africa; analyses of health care market; healthcare market mix; implementing and controlling market effort Content: Decision-making, work systems and measurement, planning, operations scheduling, facilities, inventory Management, Physical and Capital Assets Management, Waste Management and Quality Assurance; role of marketing in healthcare, analysis of healthcare market, and healthcare market mix Contact hours: 137.5 notional hours Assessment: Continuous assessment through participation in class, short assignments and presentations; Summative assessment: portfolio and examination Pre-requisite(s): Core modules Credits: 16 Co-requisite(s) None Practical Work: Exercises, computer practicals, workplace learning
Hospital Specific Competencies Purpose: To develop insight into the concepts and values underlying public health and health equity and to relate these concepts to tackling health inequalities within the African context Content: Public Health and Development Concepts, History of Public health, Health Equity and Exploring policy implications Contact hours: 82.5 notional hours Examination: formative and summative assessment Pre-requisite(s): Core modules Credits: 8 Co-requisite(s) Critical Units in hospital Practical Work: None
114 HEALTH RESEARCH OPTION/TRACK:
Epidemiology Purpose: After completion of this module the student will be familiar with infectious diseases epidemiology (outbreak investigations and surveillance), epidemiological study designs and measures of frequency and association. Furthermore, students will be able to critically appraise epidemiological studies (including randomized controlled trials).
Content: Investigating and outbreak; evaluating a surveillance system; principles of surveillance; measures of frequency and association; evaluation of tests; criterion-related validity; critical appraisal of epidemiological studies; evidence- based practice; methodological quality assessment; literature search. Contact hours: 82.5 notional hours Assessment: Continuous assessment through participation in class, short assignments and presentations; Summative assessment: portfolio and examination Pre-requisite(s): Core modules Credits: 16 Co-requisite(s) Research Methodology Practical Work: Exercises, computer practicals, workplace learning
Advanced Epidemiology
Purpose: After completion of this module the student will be familiar with infectious diseases epidemiology (outbreak investigations and surveillance), epidemiological study designs and measures of frequency and association. Furthermore, students will be able to critically appraise epidemiological studies (including randomized controlled trials). Content: Investigating and outbreak; evaluating a surveillance system; principles of surveillance; measures of frequency and association; evaluation of tests; criterion-related validity; critical appraisal of epidemiological studies; evidence- based practice; methodological quality assessment; literature search Contact hours: 137.5 notional hours Assessment: Continuous assessment through participation in class, short assignments and presentations; Summative assessment: portfolio and examination Pre-requisite(s): Epidemiology Credits: 16 Co-requisite(s) Biostatistics Practical Work: Exercises, computer practicals, workplace learning
Biostatistics
Purpose: After completion of this module the student will be able to understand the statistical methods employed in research papers, their rationale, interpretation and appropriateness. Furthermore, students will be able to conduct the statistical analyses of a basic epidemiological study.
115 Content: Data, frequencies, and distributions; estimation and significance tests; comparing means; preparing data-analysis; data-management in SPSS; analyses of qualitative data; correlation and regression. Contact hours: 137.5 notional hours Assessment: Continuous assessment through participation in class, short assignments and presentations; Summative assessment: portfolio and examination Pre-requisite(s): Epidemiology Credits: 8 Co-requisite(s) Research Methodology, Advanced Epidemiology Practical Work: Exercises, computer practicals, workplace learning
116