cpd short learning programme booklet

Academy for ContinuingNursing Education

School of Nursing

T: 051 401 3629 | E: [email protected] | www.ufs.ac.za

CONTENT PAGE

index1. hiv and aids care 42. imci 53. infection prevention and control 64. audiometry 75. spirometry 86. blood transfusion principles & practise 97. sexual & reproductive health 108. holistic wound management 119. wound care 1210. diabetic foot ulcers 1311. prevention of pressure ulcers 1412. lower leg ulcers 1513. therapeutic play skills 1714. health management in response to disasters or major incidents 1815. treatment of complicated wounds 1916. hospital disaster preparedness and response 2117. physical assessment, diagnosis & treatment 2218. pre-hospital disaster health 2319. health management in a community in response to disasters or major incidents 2420. clinical preceptorship 2521. stoma care nursing 2622. dermatology in primary health care 2823. ophthalmology for professional nurses 2924. conflict management in the workplace 3025. ahle (assessment of student learning) 31

4 NQF Level: 5

hiv & aids care

PROGRAMME FRAMEWORK Global epidemiological patternsImmune systemRoutes of transmissionDiagnosis of HIV /AIDSCounselingStages of HIV infectionProgression of HIVIntroduction to treatmentLegal and ethical issues

WHO WILL BENEFIT FROM THIS SLP?All health and non-health personnel who are interested in making a difference in the lives of HIV/AIDS infected and affected persons. Minimum entry requirement is Grade 12

CREDITS: 32

Minimum entry re

CREDITS: 32

5NQF Level: 7PROGRAMME FRAMEWORK

Sick young infant age 1 week up to 2 months:Assess, classify and identify treatmentTreat child with prescribed drugs/appropriate health educationCounsel the mother on identification and treatment of illnessesRender follow-up care to child

Sick child age 2 months up to 5 years:Assess, classify and identify treatmentTreat child with prescribed drugs/ appropriate health educationCounsel the mother on identification and treatment of illnessesRender follow-up care to childSick young infant age 1 week up to 2 months:Assess, classify and identify treatmentTreat child with prescribed drugs/appropriate health educationCounsel the mother on identification and treatment of illnessesRender follow-up care to child

WHO WILL BENEFIT FROM THIS SLP?

All professional nurses registered with SANC, especially those involved in rendering health care to under- 5 year olds

imci

CREDITS: 16

6 NQF Level: 7PROGRAMME FRAMEWORK

Infection Control in the workplaceSafe environmental management, asepsis and hygiene practices in a health care unitOccupational Health and Safety practices and handling of refuseInfection Control Risk management, quality assurance and audits in the health care settingInfection control programmes, policies, practices and proceduresHigh risk units:Isolation areas/ICU/Operating rooms


Professional nurses concerned with Infection Prevention and Control in any clinical situationInfection control representatives in health care settings

infection prevention & control

CREDITS: 32


THEME 1: Principles of the hearing process and impairment thereof THEME 2:THEME 3: Audiometry and calculations of loss of hearing THEME 4: Workplace hearing conservation


Professional nurses with an interest in the field of Occupational Health and audiology

audiometry

CREDITS: 8


THEME 1: Principles of respiration and impairment thereof THEME 2: THEME 3: Spirometry: identification, calculations and classification

of impairment of lung function THEME 4: Lung function conservation


Professional nurses with an interest in the field of Occupational Health and spirometry

spirometry

CREDITS: 8

9NQF Level: 7PROGRAMME FRAMEWORKCore Modules: (compulsory)

Elective Modules: (select one)


environment where blood transfusions are administered e.g. ICU, trauma, midwifery, paediatrics, medical and surgical wards

transfusions in their practice environment

blood transfusion principles & practice

CREDITS: 32

10 NQF Level: 7

CREDITS: 32

PROGRAMME FRAMEWORK

Introduction to Sexual & Reproductive Health (SRH) – (SRH rights; legal and ethical aspects; Gender and Sexuality)Management of SRHContraceptionCommon SRH problems in womenCommon SRH problems in men


All professional nurses working with SRH clients e.g. primary health care clinics, pharmacies, hospitals, etc

sexual & reproductive health

11NQF Level: 7

CREDITS: 20

holistic wound management (core module)

PROGRAMME FRAMEWORKTHEME 1: Foundational Knowledge

�e Anatomy and physiology of the skin �e physiology of wound healing Assessment of a patient with advanced wound care needs

THEME 2: Application Learning Wound bed preparation and selection of wound care products

Experiential LearningApplication of knowledge in wound bed preparation and selection of wound care products

WHO WILL BENEFIT FROM THIS SLP?Professional nurses involved in the field of wound care in their nursing practice environment or relevant health care sector.


MODULE 1: Holistic Wound Management

MODULE 2: Prevention of pressure ulcers

MODULE 3: Lower Leg Ulcers

MODULE 4: Diabetic Foot Ulcers

MODULE 5: Complicated Wound

NOTE: Successful candidates are awarded 5 certificates (one for each of the modules above)

Professional nurses involved in the field of wound care intheir nursing practice environment or relevant health caresector.

wound care (1 year programme)

CREDITS: 56



NOTE: Proof of evidence that the prospective student has passed a credit-bearing short learning programme in wound bed

learning programme is a pre-requisite for entry to this programme:

Underlying pathophysiology of diabetic foot ulcersCharacteristics of diabetic foot ulcersHolistic assessment of a diabetic patient for the risk of foot ulcers


CREDITS: 12

diabetic foot ulcers

14 NQF Level: 6

CREDITS: 12

PROGRAMME FRAMEWORK

Foundational knowledge

Risk factors contributing to pressure ulcers�e assessment of a bedridden or chair-bound patient by using pressure ulcer risk assessment instruments�e purpose of various pressure ulcer risk assessment instruments�e role of an interdisciplinary approach in the prevention and management of pressure ulcersClassifying systems for pressure ulcersSpecific preventive measuresPositioning of patients

Application of knowledge and skills in real clinical setting


Professional nurses, as well as enrolled nurses, enrolled nursing assistants and caregivers (with a minimum of Grade 12)

prevention of pressure ulcers

15PROGRAMME FRAMEWORK

NOTE: Proof of evidence that the prospective student has passed a credit-bearing short learning programme in wound bed

learning programme is a pre-requisite for entry to this programme:

Foundational Learning

Risk factors contributing to:i.1. Arterial insufficiencyi.2. Venous insufficiencyUnderlying pathophysiology of arterial and venous ulcersCharacteristics of:i.1. Arterial ulcersi.2. Venous ulcers

lower leg ulcers

16 NQF Level: 8

Application LearningHolistic assessment of a patient with lower leg ulcersManagement of arterial and venous leg ulcersClinical practica: Demonstrations in simulation laboratory

Experiential Learning


CREDITS: 12


THEME 1: Foundational knowledgeChild development stages and theoriesCharacteristics of a childUncomplicated child problems/conditions�e therapeutic play continuumSelf-awareness in the use of therapeutic skills

THEME 2: Working therapeutically with children

Holistic assessment of the child during play therapyAssessment of parent/child during interaction Implementation, monitor and evaluate the processFunctioning in a multi-disciplinary teamDiversity, safety and ethical considerations

WHO WILL BENEFIT FROM THIS SLP?All professionals working with children e.g. teachers, nurses, social workers. It is important to note that this is an introductory module. Prospective practitioners will need to complete an advanced module.

therapeutic play skills

CREDITS: 12

18 NQF Level: 7

health management in response to disasters or major incidents (core module)

PROGRAMME FRAMEWORK

THEME 1: Foundational knowledgeTypes of major incidents and disastersPossible causes of major incidents and disastersTerminology Risk assessment

Legal frameworkNational and international relief organizations

THEME 2: Health ResponseGeneric challenges during health response actionsPsycho-social impact of major incidents or disastersRecord data of disasterDisaster specific research

WHO WILL BENEFIT FROM THIS SLP?Professional nurses and other relevant health care professionals involved in Disaster Management

CREDITS: 12

NOTE: Proof of evidence that the prospective student has passed a credit-bearing short learning programme in wound bed preparation, or the HOLISTIC WOUND MANAGEMENT short learning programme is a pre-requisite for entry to this programme:

THEME 1: Traumatic Wounds• Epidemiology• Physical assessment• Emergency treatment• Assessment of wound bed• Treatment options• Precautionary measures to prevent complications• Family needs• Cost analysis

THEME 2: Burn Wounds Wounds• Epidemiology• Pathophysiology • Physical assessment• Emergency treatment• Assessment of wound bed• Treatment options• Precautionary measures to prevent complications• Family needs• Cost analysis


treatment of complicated wounds


THEME 3: Fungating Wounds• Physical assessment• Prevent and/or treat- haemorrhage- offensive odour- leaks- surrounding skin damage- lymphoedema• most appropriate and cosmetically acceptable dressing

Professional nurses involved in the field of wound care in theirnursing practice environment or relevant health care sector.

20 PROGRAMME FRAMEWORK

CREDITS: 8


NOTE: Proof of evidence that the prospective student has passed a credit-bearing short learning programme in health management in response to disasters or major incidents short learning programme is a pre-requisite for entry to this programme:

THEME 1: Coordination and ControlPlanning

Hospital CommandCommunicationSafety Staff

TriagePatient CareSpecial Challenges


Professional nurses and other relevant health care professionals involved in Disaster Management

hospital disaster preparedness & response

CREDITS: 12

22 NQF Level: 6

CREDITS: 16

PROGRAMME FRAMEWORK


physical assessment, diagnosis and treatment

General history taking:• History taking (symptom analysis)• Safety principles• Ethical principles

Objective data:• Anatomy and physiology of the human body• Physical examination techniques• Vital signs and measurements (respiration, temperature, blood pressure, pulse, weight and height)• Examination room tests (urine, haemoglobin, blood glucose, pregnancy, HIV and pap smear)• JACCOLD guidelines• Head and neck (eyes, ears, nose, throat and regional lymphatic)• Breasts and regional lymphatic system• Thorax and lungs• Heart and peripheral circulation• Abdomen• Rectum and anus• Female reproductive system• Male reproductive system• Musculoskeletal system• Neurological system

All professional nurses, particularly those working in Primary HealthCare clinics

NOTE:Students who fail the admission test for the Advanced Diploma inPrimary Clinical Health Care can enrol for this SLP. On successfulcompletion of this SLP students obtain access to the Advanced Diplomain Primary Clinical Health Care.

23NQF Level: 7

pre-hospital disaster health

PROGRAMME FRAMEWORK

NOTE: Proof of evidence that the prospective student has passed a credit-bearing short learning programme in health management in response to disasters or major incidents short learning programme is a pre-requisite for entry to this programme:

THEME 1: Assessment and planning of the pre-hospital health response

Planning principles Measures to enhance the safety of health responders and patients in a disaster

Media communication Standardised triage algorithms

THEME 2: Health response actionsOptimal treatment capabilities Applicable equipmentSpecialised health situations



CREDITS: 12


NOTE: Proof of evidence that the prospective student has passed a credit-bearing short learning programme in health management in response to disasters or major incidents short learning programme is a pre-requisite for entry to this

THEME 1: Effect of a disaster or major incident on the community

THEME 2: Health responseDisplaced community Mass feeding programmes Post disaster health careCoordination of volunteers Pharmaceutical and medical donationsMass fatalities and identification of bodies programme



health management in a community in response to disasters or major incidents

CREDITS: 8

25NQF Level: 7

clinical preceptorship

PROGRAMME FRAMEWORK

THEME 1: Role and function of preceptorCompare the various models of clinical accompanimentDiscuss and implement strategies to promote intra- and inter-institutional collaboration regarding clinical accompanimentApply the principles of developing and sustaining a nurturing relationship with colleagues in a multicultural environment

THEME 2: Integration of theory and practiceTeaching and learning models Models for integration of theory in practiceReflection models Constructive alignment of learning experiences

THEME 3: AssessmentPrinciples of assessment (validity, reliability, fairness, feasibility)Integrated assessmentPrinciples regarding feedbackConstructive alignment of assessment


Professional nurses who wish to acquire the knowledge, skills and aptitude to become leaders and role models in preceptorship or clinical accompaniment of nursing students in clinical practice.

CREDITS: 16

26

stoma care nursing

PROGRAMME FRAMEWORK

THEME 1: Foundational knowledgeAnatomy of the gastro-intestinal systemAnatomy of the genito-urinary systemPhysiology of the gastro-intestinal systemPhysiology of the genito-urinary systemConditions requiring stomasSurgical procedures resulting in stomas, pelvis pouch and continent diversionTypes of stomas

THEME 2: Pre-operative assessment and managementPatient assessmentStoma counsellingStoma site selection Pre-operative bowel preparation

NQF Level: 7

THEME 3: Post-operative assessment and management Peristomal skin careStoma carePatient referralStoma products

Post operative patient education

THEME 4: Establishing a Stoma Care ClinicHospital settingCommunity settingPrivate setting

WHO WILL BENEFIT FROM THIS SLP?Professional nurses involved in the field of stoma care in their nursing practice environment or relevant health care sector.

CREDITS: 12

28 NQF Level: 7PROGRAMME FRAMEWORKTHEME 1: Foundational knowledge

�e anatomy and physiology of the skinMorphology of skin lesionsPrinciples of dermatological treatment

THEME 2: Diagnosis, management and documentationDiagnosis/Identification of skin problem

national / provincial regimensPatient education

Recommendation)Documentation guidelines

WHO WILL BENEFIT FROM THIS SLP?Professional nurses involved in the field of dermatology in their nursing practice environment or relevant health care sector.

dermatology in primary health care

CREDITS: 8

29NQF Level: 7

ophthalmology for professional nurses

PROGRAMME FRAMEWORKTHEME 1: Foundational knowledge

�e anatomy and physiology of the eyelids, lacrimal gland, lacrimal sac, eyeball, extra ocular muscles, visual pathways, optic chiasm and anatomical relations�e assessment of an ophthalmological patient and interpretation of the symptomsPrinciples of topical ophthalmological medication

THEME 2: Diagnosis, management and documentationDiagnosis/Identification of ophthalmological problems/diseases

national / provincial regimensPatient education

Recommendation)Documentation guidelines

WHO WILL BENEFIT FROM THIS SLP?Professional nurses involved in the field of ophthalmology in their nursing practice environment or relevant health care sector.

CREDITS: 16

30 NQF Level: 5PROGRAMME FRAMEWORKTHEME 1: Understanding conflict

Introduction to conflict as a social phenomenonDifferent conceptual frameworks of conflict�e function of conflict in relationshipsCritical issues that impact on conflict situations

THEME 2: Conflict analysisAnalysis of conflict situationsCauses of conflict

THEME 3: Building strategies to address conflict�e role of communication in conflict resolutionDifferent approaches to conflict management in the work placeConflict resolution strategies

THEME 4: Implementation of a strategic conflict management plan

WHO WILL BENEFIT FROM THIS SLP?All managers and employees with a minimum grade 12

conflict management in the workplace

CREDITS: 4

31NQF Level: 7PROGRAMME FRAMEWORKKey concepts and guidelines for the assessment of learningConventional and alternative methods of assessmentPurpose, principles and process of effective student assessment within the higher/further education milieuPrepare educators for their changing role as assessors


course and register this qualification with the South African Nursing CouncilClinical Facilitators/ Professional nurses exposed to clinical assessment

ahle (assessment of student learning)

CREDITS: 16

Contact DetailsDiane Dolan

Office: (051) 401 3629 Fax: (051) 401 3282

cpd short learning programme booklet

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