KWAZULU-NATAL COLLEGE OF NURSING

1. KWAZULU-NATAL COLLEGE OF NURSING PRESENTATION ON BEST PRACTICES - CURRICULUM DEVELOPMENT BY DR L.L. NKONZO-MTEMBU

2. Districts of KwaZulu-Natal

3. Introduction • 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).

4. University Affiliation • 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.

5. Organizational Structure – KwaZulu Natal College of Nursing

6. 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.

7. Purpose of unified curriculum (Best Practice) • A co-ordinated and efficient nursing education system in the province. • Single Curriculum • 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

8. Vision 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.

9. Mission 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.

10. 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 • Sub-committees • Curriculum committee • Subject sub-committee • Examination task team

11. Curriculum Development • 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.

12. 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

13. Macro-Curriculum • Project driven by leadership of the 3 affiliated universities including UNISA. • Formulated the following:- • Qualification matrix • Credit matrix • Exit level matrix • Assessment criteria • Critical crossfield outcomes • Subject descriptions • Course outline

14. Micro-Curriculum • 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

15. Exit Opportunities • 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 Midwifery Mental Nursing Community Health

16. 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

17. 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

18. Implementation PracticesExamination System cont. • Clinical Examinations • 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.

19. Examination Schedule

20. Examination Schedule cont.

21. 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 • Examination timetable • Disciplinary Rules • Application for special examination • Structure of nurse training programme etc. • This is the “Bible” for nurse learners and for nurse education management.

22. Management of Transitional / Pipeline Nurse Students • Each former nursing College continues with: • Old curriculum • 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.

23. Conclusion 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.