TOWARDS OFFERING THE NEW NURSING QUALIFICATIONS BY PUBLIC COLLEGES

Transcription

1 TOWARDS OFFERING THE NEW NURSING QUALIFICATIONS BY PUBLIC COLLEGES SANC WORKSHOP Nonhlanhla Makhanya: Governement Chief Nursing and Midwifery Officers 18 JUNE2018

2 PRESENTATION OUTLINE Introduction and background The Mandate Approach Key milestones The necessary next steps

3 NATIONAL DIRECTIVES:DHET Vision and Mandate of the DHET o The overall mandate of training and education is with the Minister of Higher Education and Training. o To develop an expanded single, coherent, differentiated and highly articulated post-school education and training system. o Established to enable coherent and well-articulated offering of higher education, vocational education and skills development through a variety of post-school institutions

4 4 NATIONAL DIRECTIVES: NDOH Even if the Department of Health may, according to the Health Act, 61 of 2003 section 52, be entitled to establish educational institutions to educate and train health care personnel (including nurses), in terms of the Higher Education Act, 1997, these NEIs and their educational programmes will have to be accredited by the quality council established in terms of the Higher Education

5 VISION AND MANDATE OF THE NDOH The primary aim of nursing education and training is to provide adequate numbers of competent, service oriented and career focussed nurses to meet the health needs of the country. Nursing education and training must be harmonised with the service needs and ensure that qualifications obtained are commensurate with scopes of practice. o 5

6 NATIONAL MANDATE: REGULATORY IMPERATIVES Nursing as a Profession Nursing is a post- school professional qualifications SANC has developed NQF aligned nursing qualification and these have been communicated to providers with varying dates for implementation The Minister has promulgated requisite regulation Created new categories of nursing

7 THE CONTEXT : HIGHER EDUCATION LANDSCAPE Historically the public sector colleges; through the four year diploma programme; produced the majority of pipeline nursing professionals with an average of 80% production rate annually in comparison with the universities producing 20%. However, this sector is under threat since the diploma programme that provides pipeline nursing professionals no longer exists as a qualification type on the new framework for all national qualifications. Colleges are required to comply with requirements for post school education to be accredited before they can start offering programmes that lead to qualifications listed on the national qualifications framework. The net result would be to ensure that nursing education operates within and is aligned to requirements for post school education system and that qualifications obtained are commensurate with scopes of practice thus ensuring a balance between the quantity, quality and relevance of nursing in order to improve population health outcomes

8 8 A MINISTERIAL INTERVENTION Consultation with the profession The nursing summit ( April 2011) The compact The MTT The national strategic plan for nurse education training and practice 2012/ /17 The launch March 2013 Appointment of CNO to lead the implementation of the recommendations of the strategy Feb 2014

9 NURSING EDUCATION THE MANDATE FROM THE PROFESSION : THE STRATEGY NURSING EDUCATION: A NATIONAL COMPETENCY STATUS OF PUBLIC SECTOR COLLEGES DEVELOP A NATIONAL NURSING EDUCATION POLICY Address provincial inequalities Standardise clinical training Funding for nursing education Engagement of between DOH & DHET to facilitate the incorporation of public sector colleges and their programmes to higher education sector Establish a task team to draft a public nursing colleges Act. Finalise accreditation framework for NEI Standardisation of training Determine training plan Student status and funding support New model for clinical training

10 10 THE APPROACH Joint submission to the Minister of Health and Minister of Education to establish a common approach for offering of NQF aligned nursing qualifications within the Department of Health training platform. Distinctive and complimentary roles of the DHET, SANC, CHE established Engage SANC, DHET and Nursing Sector to establish sectoral [legal, academic, regulatory and service] requirements for offering educational programmes aligned to NQF within the health sector Plan outlining transitional arrangements presented to NHC

11 THE APPROACH Accreditation frameworks prescribed by the quality councils for nursing and higher education (SANC and CHE) were used as a guide to determine, quantify and provide requisite capabilities for programme accreditation. Through a small scale demonstration, capabilities of public colleges to develop programmes leading to selected nursing qualifications were determined. Lessons generated from the recently completed Nursing Education Partnership Initiative (NEPI) project provides an impetus to the National department of health to direct, guide and accelerate nationwide preparation for accreditation of public nursing colleges to ensure seamless transition from the old to the new nursing qualifications.

12 12 THE APPROACH cont Support implementation of transitional arrangements by partners and stakeholders. (programmes, HR, students, infrastructure, certification, re-orientation of nurse educators, SANC phase-in phase-out plan) Generate implementable lessons and best practices at a smaller scale. Develop a communication strategy for continuous engagement with the sector.

13 THE RATIONALE Phasing out of Non-aligned nursing Programmes. The Government Notice Number of July 2016 gazetted by the Minister of Higher Education stipulating December 2019 as a last date for the intake of all programmes leading to national qualifications not complaint with the prescripts of the NQF Act provided an impetus to NEIs to focus on preparation for offering the new HEQSF aligned nursing programmes. A Unified System of Nursing Education and Training There is a need for the development of a national overarching framework, informed by and designed around health services demands underpinned by sound education principles to direct provisioning of nursing education and training within the context of the legislative framework imposed by developments in both health and education sectors. New categories of nurses, the scopes of practice and alignment with NQF The categories of nurses as prescribed in the Nursing Act, 2005 (Act 33 of 2005) and scopes of practice are in line with the current health needs of the country, with specific reference to PHC re-engineering and the District Health System approach.

14 KEY MILESTONES Develop a National Nursing Education Policy Framework a key instrument for streamlining nursing college teaching and learning address provincial inequities and fragmentation, improve the quality of clinical training thus enhance social accountability towards a unified system for nursing education and training. Develop competency-based nursing and midwifery programs at the selected colleges that are responsive to the national health priorities and aligned to the higher education qualifications framework. Strengthen the capacity of teaching and clinical facilitators at the three selected colleges to design and deliver the new programmes that reflect adequate integration of national health priorities. Upgrading teaching and learning resources and infrastructure by Investing in innovations and operations to improve teaching and learning.

15 15 Number of NEIs prioritized to offer new programmes Current No of NEIs NEIs with Programmes Prioritized for 2019

16 Figure 2: Programmes Prioritized per Province 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% Bachelors Degree Advanced Diploma in Midwifery Postgraduate Diplomas Diploma in Nursing Higher Certificate in Nursing 16

17 17 Comment Prioritized programmes are aligned with national health priorities in line with the country s PHCs re-engineering model: This three-year diploma programme leading to registration as a General Nurse, will produce a generalist nurse who is able to manage low risk health problems along the continuum of care as determined by the appropriate legislative framework. The one year advanced diploma programme leading to registration as a midwife will produce competent, independent and critical-thinking midwives, who will provide maternal and neonatal care within a wide range of midwifery health care settings Postgraduate Diplomas to produce specialist nurses

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20 20 Additional Qualifications Nursing Educ. Managem ent Primary Care Comunity Health Psychiatric N Advanced Midwifery Critical Care, Trauma Child Nursing Occ. Health School Health Oncology Palliative Eastern Cape Gauteng Mpumalan ga KZN W. Cape Free State North West N. Cape Total ,

21 21 Additional Qualifications All nurse educators in this audit had an additional qualification in nursing education as required by SANC. The majority also had an additional qualification in nursing management (945) and community health nursing (1,024). There were limited numbers with additional qualifications in critical areas such as Advanced Midwifery (90), PHC (263), School Health Nursing (2), Child Nursing (33), just to mention a few.

22 NECESSARY NEXT STEPS CUSTOMISATION Colleges are being supported to finalise prioritized programmes in preparation for accreditation PROGRAMME ACCREDITATION Process map developed jointly between SANC &CHE Training on programme uploading scheduled letters of support pending endorsement of a circular FIVE YEAR COSTED ENROLLMENT PLAN To be tabled for approval in three weeks DECLARATION OF PUBLIC COLLEGES in line with the provision of higher education amendment act of February 2017 Finalization of national guidelines on clinical training Development of costed funding model

23 ACKNOWLEDGEMENTS DHET with CHE with JHSEC PROVINCIAL DEPARTMENT OF HEALTH NURSING SECTOR Regulatory Body - SANC Nursing Education sector TECHNICAL WORKING GROUP CPASS NEA SANEN FUNDISA ORGANISED LABOUR PROFESSSIONAL ASSOCIATION NURSE MANAGERS FORUM MY COLLEAGUES LEADING THE THREE CORE FUNCTIONS

24 CONCLUSION COMING TOGETHER IS A BEGINNING; KEEPING TOGETHER IS PROGRESS; WORKING TOGETHER IS SUCCESS. HENRY FORD

25 THANK YOU