KWAZULU-NATAL COLLEGE OF NURSING. PRESENTATION ON BEST PRACTICES - CURRICULUM DEVELOPMENT BY DR L.L. NKONZO-MTEMBU. Districts of KwaZulu-Natal. Introduction. Curriculum development in KZN College of Nursing has truly been an experience in crossing new frontiers .
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PRESENTATION ON BEST PRACTICES - CURRICULUM DEVELOPMENT BY DR L.L. NKONZO-MTEMBU
Districts of KwaZulu-Natal
Curriculum development in KZN College of Nursing has truly been an experience in crossing new frontiers.
A common curriculum for KZNCN has been conceptualized since 1996.
Several models proposed.
KZNCN achieved full accreditation in October 2004 and duly recognised by SANC on this date.
Single KZNCN with a uniform curriculum came into effect on 01 July 2005, marked by the first intake of students for the 4 year nursing programme (R425).
KwaZulu-Natal College of Nursing is affiliated to the two (2) residential Universities namely:-
University of KwaZulu-Natal
University of Zululand.
An academic affiliation agreement has been entered into between the two (2) universities and KZN Dept of Health.
Sub-campuses fall outside the University affiliation agreement as they do not offer the 4 year training programme.
Organizational Structure – KwaZulu Natal College of Nursing
The KwaZulu-Natal College of Nursing
There are 25 nursing education institutions in KwaZulu-Natal, Dept of Health comprising of 11 campuses and 14 sub-campuses.
Approximately 5 000 nursing students on training at any one given time.
About 300 nurse educators.
The KZN College of Nursing constitutes of approximately +/- 780 funded posts in it’s establishment.
Annual allocated budget for nursing education R 270 million devolved for 25 nursing education institutions.
Principals appointed as Responsibility Managers for annual budget.
Purpose of unified curriculum (Best Practice)
A co-ordinated and efficient nursing education system in the province.
Single Examination system
Policies and Procedures same for all campuses
Uniform nursing education standards
Transferability of students from campus to another campus
Cost containment-duplication of services eradicated e.g. governance of the College.
Portability of academic credits from campus to another campus
To lead in Nursing Education and to achieve excellence in nursing practice through education and training of nurses registrable with the South African Nursing Council (SANC) and South African Qualifications Authority (SAQA) at Basic and Post Registration levels.
To produce caring and competent nurses and clinical nurse specialists that will be responsive to the current and future health care needs of the people of KwaZulu-Natal by empowering them with nursing knowledge, skills, values and attributes in a supportive and therapeutic environment.
Planning for the Single, Uniform Curriculum
Began in September 2002 with a 4 day strategic workshop
Situational analysis completed to include various aspects of nurse training.
Consultation of all stakeholders and student representatives
Nursing Education Steering Committee formed
Examination task team
Reviewed many definitions
Reviewed many models and frameworks
Approach to curriculum design
Selected an outcome based model with a strong Community and Primary Health Care approach.
Approach to Curriculum Design
Outcome Based Approach adopted to align with SANC and NQF requirements.
Curriculum planning focused on outcomes of curriculum i.e. set of exit outcomes / competencies
Project driven by leadership of the 3 affiliated universities including UNISA.
Formulated the following:-
Exit level matrix
Critical crossfield outcomes
Nurse educators from various subject sub-committees completed the micro-curriculum process.
This process promoted ownership of the curriculum development
Study guides created for learners for each subject
Revised curriculum presented to the KZNCN Governance Structures:-
College Senate for recommendation
College Council for approval and
SANC for approval
This nursing training programme (R425) is designed in such a manner that nurse learners would be able to exit with the following nursing qualifications after completion of:-
1st year: Auxiliary Nurse
2nd year: Enrolled Nurse
3rd year: General Nurse
4th year: Comprehensive professional nurse with nursing qualifications:General Nursing
Examination System Planning(Best Practice)
Lessons and experiences of former 3 Nursing Colleges considered
Each Nursing College had it’s unique evaluation / examination system.
The examination model of the former Natal College of Nursing adopted.
Subject sub-committee members elected via College Senate – meet annually.
1 nurse educator per campus. KZNCN has 11 campuses.
Examiner and co-examiner set exam paper – appointed for 3 years
Exam setting and exam marking done centrally at KZNCN
Moderation – shared by two affiliated Universities
Implementation PracticesExamination System
Uniform exam policies and procedures in place.
All examinations scheduled for same day, same time, same exam paper
Exam entry requirements
40% for theory
50% for practical
Minimum 80% attendance for theory and practica per examination.
(has reduced absenteeism)
25% continuous assessment – final mark
Implementation PracticesExamination System cont.
1st Year OSCE
2nd Year OSCE
3rd Year Comprehensive examination in clinical situation
4th Year Comprehensive examination in clinical situation
Moderation: Shared between the two affiliated Universities.
Learners currently in 2nd year programme.
Examination Schedule cont.
Uniform Policy and Guidelines
Learner Information Guide and Student Rules
Approved by the College Senate and College Council.
The guide contains all the information learner needs to know for academic programme and academic progress e.g.
promotion to next level of training
Application for special examination
Structure of nurse training programme etc.
This is the “Bible” for nurse learners and for nurse education management.
Management of Transitional / Pipeline Nurse Students
Each former nursing College continues with:
Old examination system
Old student rules and policies until phased out in Dec 2008.
The old and current teaching curriculum programmes run concurrently.
The new KZN College of Nursing is continually supported by the new College Senate, College Council, Head Office and Institutional Management, affiliated residential Universities and communities.
The process of curriculum development, implementation, evaluation and monitoring did not occur in isolation. The process was affected by political changes, changes in the National Education Policy, Disease Profiles in KZN and by socio-economic changes. The process was not radical but evolutionary. The principle of continuous consultation with relevant stakeholders facilitated the process.