Academic support for registered nursing assistants following the adoption of the National Qualifications Framework is my job and that all resources used have been shown and acknowledged through a thorough reference method. It is clear that there are limited opportunities available for academic support for registered nursing assistants following the adoption of the national qualifications framework. Aim: The aim of this study was to explore and describe the academic support required for registered nursing assistants following the adoption of the national qualifications framework; as well as recommendations for stakeholders involved in the education and training of registered nursing assistants in bridging the competency and theory gap.
Conclusions: Recommendations for academic support of registered nurses following the adoption of a national qualification framework were formulated from the research findings.
CHAPTER ONE: OVERVIEW OF THE STUDY
- Introduction
- Background
- Problem statement
- The Aim of the study
- Research questions
- Objectives of the study
- Significance of the study
- Central theoretical statement
- Research design and methodology
- Research design
- Definition of concepts
- Divisions of Chapters
- Summary of this Chapter
Therefore, the researcher found it appropriate to investigate the academic support required in the South African context for ENA following the adoption of the NQF. What academic support is required for current ENAs after acceptance of the NOC level five qualifications. Explore the academic support required for current ENAs after accepting the NOK level five qualification and.
In this study, the population is documents outlining the academic support for registered nursing assistants following the adoption of the National Qualifications Framework.
CHAPTER TWO: RESEARCH DESIGN AND METHOD
- Introduction
- Higher Education Act 101 of 1997
- South African Qualifications Authority Act(SAQA), Act 58 of 1995) 3. National Qualifications Framework (NQF) Act (67 of 2008)
- Level of descriptors (SAQA,2012) 5. Nursing Act 50 of 1978
- Nursing Act 33 of 2005 7. Nursing regulation R.2176
- White paper for post-school education and training - Building an expanded, effective and integrated post school system
- The South African Qualification Authority: National implementation of the Recognition of Prior Learning
- Guide for the implementation of recognition of prior learning (RPL) by Nursing Education institutions(SANC,2009)
- Survey for the recently qualified Enrolled nurses and enrolled nursing assistant(SANC,2016)
- Document analysis
- Measures to ensure rigor
- Summary of the Chapter
In this study, the documents consisted of those that focused, discussed and outlined the academic support for the enrolled nurses in the processes following the adoption of the National Qualifications Framework. In document analysis, the researcher selects the documents that will be used in the study. They should be noted because there are instructions about the privacy of the documents (Gray.
This included reading the documents throughout and making sure there were clear references to the documents being used.
CHAPTER THREE: REALIZATION OF THE RESEARCH
Introduction
Application of document review according to the (9) nine practical steps
What support is needed for the ENAs after the approval of the NQF level five qualifications? The exploration of the questions also looked at the recommendations to all stakeholders involved in the education and training of the ENAs. The process started on August 23, 2017 after formulating the research question.
Developments that occurred following the adoption of the South African Nursing Council National Qualifications Framework in relation to the qualification of Registered Nursing Assistants (SANC, 2009) were noted. Early in the process at SANC, information was supposed to be disseminated to nursing education and training providers as well as other stakeholders involved. The table on the next page will explain the engagement processes at the Nursing Council of South Africa.
Nursing Research on the Education and Legacy of Nursing Landscape of Nursing Implementation • Higher Certificate: Training and Nursing Education Recently Auxiliary Nurse; and Educational Qualifications and Qualifications Nursing Qualification and Nursing Qualification Nursing Progression towards National Diploma: Programs Enrolled Nurses Educational Implementation of Registered to Teaching Qualification Staff Nurse; that does NOT want national level nursing and workshop training • Advanced diploma: and nursing institutions in qualifications LONGER BE aid workers South Africa Qualifications in the south implementation of midwifery and OFFERED aligned with the Framework Africa new nursing, bachelor's degree: afierJune 30th Higher education (NQF) qualification Professional Qualifications for Nursing 2015 subregistered to the and Midwife Framework NQF (HEQSF). The SANG processes and engagement with stakeholders led to the third step, which involved finding the right sources and starting to archive the documents. As a starting point, the laws of the Ministry of Higher Education were classified.
Subsequently, the Higher Education Act was discussed first, because it paved the way for the amendments to the Nursing Act. The implementation of the NQF in nursing is a new concept that is in the implementation phase.
South African Qualification Authority Act 3. National Qualifications Framework Act
The aim was to ensure the promotion and assurance of quality in all higher education institutions and to further register qualifications in terms of the national qualifications framework. One of the aims of the SAQA Act (58 of 1995) is to guide the articulation of courses for all levels of education, including the Framework for Recognition of Prior Learning (RPL), which must incorporate the principle of articulation. The period after 1994 was aimed at correcting the entire educational structure based on past disparities.
One of SAQA's objectives is to develop policies and criteria in collaboration with quality councils. The CCC Act introduced subframe registrations as well as level descriptors. One of the objectives of the KKK is to create a single national integrated framework for learning.
The process of transformation of the higher education sector led SANC to make changes to the Nursing Act. The changes made to the Nursing Act further strengthened the mandate of the Department of Higher Education. The most notable change has been the introduction of the new practice area of nursing.
The above discussion has clearly highlighted the two Nursing Acts and the two Ordinances which mainly focus on the training of both the ENAs and the RANs. The discussion here outlines the requirements and expectations of the ENA at level (5) five NQF (this shows features above the current ENA).
Education and work
Responsiveness
- Themes and sub-themes: academic support for the ENAs following the adoption of the NQF
- SUMMARY
To get a nursing school approved:. of the school • The council must be satisfied as stated in the approval requirements. Conditions for • The student has followed the education and enrollment training and has passed after assessment. The findings of the investigation are derived from the content of the documents examined.
The text description of the ENA and ARN curriculum concludes that the level of training is not the same. The information explains that the ENA is a para-professional who is totally dependent on the registered professional nurse and/or the registered nurse, while the RAN has an independent and legislated element and reports only to the registered nurse they have. Academic prescriptions are registered at the seventh level of the KKK, which is above the level of the RAN. The purpose of the RAN qualification is for the learner to gain knowledge and demonstrate. The scope of the ENA does not facilitate this category to be in workplace positions (SANC, 2013).
Qualifications affect the rate of employment, as inherited qualifications were found to be one of the factors as stated in the nurses survey (SANC, 2016). Higher Education and Training as accrediting bodies are in support of the principle of recognition of prior learning. The Department of Higher Education as accrediting bodies are in support of the principle of recognition of prior learning.
Linking education to the workplace depends on the continuous development of learners' skills. The white paper foresees a planned change in the role of the HWSETA in the development, planning and implementation of skills in supporting the provision of education and training. The old curriculum of the ENAs falls outside this band because it is classified as level (3) three on the descriptors.
Research findings relating to academic support for the registered nursing assistants following the adoption of the national qualification framework have been presented in this Chapter.
CHAPTER FOUR: LIMITATIONS,
CONCLUSIONS AND RECOMMENDATIONS
- Introduction
- Limitations of the research
- Conclusions
- Evaluation and final conclusion
Such development will ensure that ENAs are not left out of the national qualifications framework that emerged from the transformation of nursing education in South Africa. The success in the implementation of the KKK is based on the collaborations with all the interested parties, aiming at the academic support of the ENAs in order to achieve the objectives of the study. The current ENAs are at the level of the KKK (3), three of which do not fall under the framework of the Higher Education generation.
The researcher agrees with SANC in its report on the study done on the ENAs, namely that this category of nurses should be retrained. It is strongly recommended that there should be a new curriculum geared towards bridging the skills and knowledge gap in the ENAs, enabling those at NQF level (3) three to be upgraded to level (5 ) five. The research problem was formulated; the research questions and purpose of the study were discussed.
The outcome of the study indicated that guidance should be provided during the transition period. To the best of the researcher's knowledge, this study is the first of its kind to be conducted regarding academic support of the enrolled nurses following the adoption of the National Qualifications Framework. The conduct of the study was an eye-opener for the researcher in terms of the academic gap identified by the study.
This research report reflects the significance of the research conducted for the purpose of achieving the research objectives and provides feedback as the researcher deems appropriate. Based on the themes, propositions have been formulated that argue for the need for academic support for the registered nurses after adoption of the national qualifications frameworks.
Exploring a work-based values approach in South African TVET colleges to improve youth employability: literature review. National Policy for the Implementation of the Recognition of Previously Acquired Competences http://www.saga.org.za/docs/pol/2013/natpol irpl.pdf Accessed 14 November 2016. Level Descriptions for the South African National Qualifications Framework http://www.saga.org.za/docs/misc/2012/level descriptors.pdf Date of access 25/03/2017.
Implementation of the new nursing qualifications registered on the National Qualification Registered on the National Qualification Framework. Extension of the date of presentation of legacy nursing qualifications and progress with the implementation of new nursing qualifications registered on the national qualifications framework (NQF) http://www.sanc.co.za/archive/archive2012/newsc1207.pdf Date of access 17 July 2016 Regulations relating to the minimum requirements for a bridging course for Enrolled Nurses leading to registration as a General Nurse or a Psychiatric Nurse (No. R.683 of 14 April 1989).
The recognition of real qualifications in the context of the South African National Qualifications Framework.
Tebogo Baipidi Auditte Titus Turnitin Report
