UNIVERSITY OF FORT HARE

FACULTY OF HEALTH SCIENCES PROSPECTUS 2024

Postal Address: University of Fort Hare

Private Bag X9083
50 Church Street, East London, 5201, RSA
Faculty Office Room 10
5 Oxford Street, East London Campus

Office Hours: Monday to Friday: 08h00 - 16h30

Telephones: Dean's Office: 043 704 7200
Faculty Manager’s Office: 043 704 7359
Internet: UFH's Home Page http://www.ufh.ac.za
Faculty https://www.ufh.ac.za/faculties/healthsciences
UFH/Faculty Facebook Page: https://www.facebook.com/ufh1916
https://www.linkedin.com/school/university-of-fort-hare/mycompany/
Dean's Office: DeanFHS@ufh.ac.za
Faculty Office : pnhlumayo@ufh.ac.za
General Enquiries offices are in the 5 Oxford Street Building. The Student Administration and
Examinations Office are in the Elco Building, East London Campus & Admin building, Alice
Campus. They are open from 08h30 to 16h30.
Your student number must appear on all correspondence and always use your student email
address once you have been allocated one.
NB: Although the information contained in this Prospectus has been compiled as accurately
as possible, the Faculty, Council and the Senate of the University of Fort Hare accept no
responsibility for any errors or omissions. This Prospectus is applicable only to the 2024
academic year.
Please Note: The University reserves the right at any time, if circumstances dictate (for
example, if there are not sufficient student registered, staff or other resources), to make and
publish alterations to the contents of this prospectus. However, this will only be done under
the most compelling circumstances. Further information on syllabus and module outcomes
and other details are available on the Faculty website.

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 FACULTY OF HEALTH SCIENCES
VISION & MISSION

VISION

A competent, committed and globally recognized Faculty of Health Sciences, through the provision
of excellence in teaching, learning, research and community engagement.

MISSION

The vision of the faculty will be achieved through:

 Discovering a wealth of knowledge within the domain of Health Sciences through rigorous
scientific learning and research
 Preparing future skilled health professionals for service and life-long learning through innovative
curricula and individualized education experiences
 Strengthening health services to Improve the health of the people of South Africa and the
international community.
 Generating financial and material resources to enhance sustainability.

VALUES

Transformative values: Excellence, equity, innovation, professionalism

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Table of Contents
MESSAGE FROM THE DEAN.............................................................................................................. 5

FACULTY STAFF................................................................................................................................ 6
DEPARTMENT OF HUMAN MOVEMENT SCIENCES.........................................................................................7
DEPARTMENT OF NATURAL SCIENCES............................................................................................................8
DEPARTMENT OF NURSING SCIENCE..............................................................................................................8
DEPARTMENT OF REHABILITATIVE SCIENCES.................................................................................................9
DEPARTMENT OF PUBLIC HEALTH................................................................................................................10
IMPORTANT INFORMATION FOR STUDENTS FOR 2024...................................................................11
RULES OF THE FACULTY OF HEALTH SCIENCES FOR BACHELOR DEGREES....................................................11
ADMISSION FOR BACHELOR’S DEGREE INTO HEALTH SCIENCES..................................................................13
PROCEDURE FOR SPECIAL ADMISSION FOR BACHELOR’S DEGREE INTO HEALTH SCIENCES.........................14
DEPARTMENT OF HUMAN MOVEMENT SCIENCE.........................................................................................14
Bachelor of Health Sciences in Human Movement Science (84001).............................................................14
DEPARTMENT OF NURSING SCIENCE............................................................................................................15
Bachelor of Nursing (84040).........................................................................................................................15
DEPARTMENT OF REHABILITATIVE SCIENCES DEGREES................................................................................16
Bachelor of Science in Speech-Language Pathology (84033)........................................................................16
DEPARTMENT OF NATURAL SCIENCES..........................................................................................................17
IMPORTANT FACULTY SPECIFIC INFORMATION FOR ALL PROGRAMMES FOR 2024.........................19
Programmes that are being phased out...................................................................................................19
New programmes.....................................................................................................................................19
UNDERGRADUATE QUALIFICATIONS.............................................................................................. 20
ADMISSION REGULATIONS...........................................................................................................................20
HIGH SCHOOL LEAVERS/ FIRST TIME ENTERING STUDENT.......................................................................20
TRANSFERRING STUDENT.........................................................................................................................20
RETURNING STUDENT...............................................................................................................................21
QUALIFICATIONS OFFERED BY THE FACULTY...................................................................................22
UNDERGRADUATE PROGRAMMES...............................................................................................................22
List of Undergraduate programmes..........................................................................................................22
Department of Human Movement Sciences.................................................................................................23
Bachelor of Health Sciences in Human Movement Science......................................................................23
Department of Nursing Science....................................................................................................................31
Bachelor of Nursing..................................................................................................................................31

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Department of Rehabilitative Sciences.........................................................................................................44
Bachelor of Speech - Language Pathology................................................................................................44
Department of Natural Sciences...................................................................................................................59
CALENDAR DATES/SESSIONAL DATES FOR 2024.............................................................................65

TIMETABLES FOR THE FACULTY...................................................................................................... 66

POSTGRADUATE PROGRAMMES.................................................................................................... 71
List of postgraduate Programmes Offered....................................................................................................71
DEPARTMENT OF HUMAN MOVEMENT SCIENCE.........................................................................................72
Bachelor of Health Sciences Honours in Human Movement Science (BHS Hons HMS) 84020.................72
Master of Health Sciences in Human Movement Science 84021 Admission............................................75
Doctor of Philosophy in Human Movement Science (8500).....................................................................75
Doctor of Philosophy in Human Movement Science (8500).....................................................................76
Master Of Nursing (M Nursing) Research Only (84500)............................................................................87
DEPARTMENT OF PUBLIC HEALTH................................................................................................................89
Advanced Diploma in Public Health..........................................................................................................89
Postgraduate Diploma in Public Health (84034).......................................................................................89
Admission.................................................................................................................................................89
Master of Public Health (MPH) (84032)....................................................................................................90
CENTRES, CHAIRS, RESEARCH UNITS............................................................................................... 98

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MESSAGE FROM THE DEAN
Welcome! We are proud to welcome you to the Faculty of Health Sciences at the University
of Fort Hare.

The vision of the Faculty of Health Sciences is to be competent, committed and globally
recognised through the provision of excellence in teaching, learning, and research and
community engagement. In order to achieve this aim, the effort of our academic staff is to,
individually and collectively, create an educational environment where students can tap into
their potential and be the best ambassadors for the Faculty, their families, and themselves
in the workplace and community at large.

Our students are key to that effort and, as such, we welcome their participation to help us
create a vibrant, dynamic and collaborative learning experience. The values that we want to
model for our students through the curriculum and practical work experience include
transformative values, excellence, equity, innovation and professionalism. The Faculty’s
goal is to empower our students to become professional and competent health
professionals that contribute to strengthening health services in the country and the body of
knowledge in their respective professions through research.

The Faculty is also proud to showcase the ongoing research projects and publications from
our staff and students that is produced every year. The research conducted in the faculty
strives to contribute to the community and policy landscape in South Africa.

We welcome your feedback! If you don’t find what you need in our Faculty of Health
Sciences Prospectus, please reach out to faculty management to assist you with any
queries.

Regards,
Prof Liezel Cilliers
Acting Dean: Faculty of Health Sciences

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FACULTY STAFF
ACTING DEAN
Prof Liezel Cilliers BSc Physiotherapy (Stell), M Public Health (UWC), B Com Hons
(Information Systems) (UFH), M Com (Information Systems) (UFH),
DPhil Information Systems (UFH), PG Dip Higher Education &
Training (cum laude) (UFH), M Ed (UFH).

East London Campus

Office 5 Oxford Street Building
Tel.: 043 704 7200
E-mail: lcilliers@ufh.ac.za

ACTING DEPUTY DEAN

Dr Hlengiwe Gwebu Msc Public Health (Taipei Medical University); PhD Public Health
(UKZN)
East London Campus
Office 5 Oxford Street Building
Tel.: 043 704 7633
E-mail: hgwebu@ufh.ac.za

FACULTY MANAGER
Ms Penny Nhlumayo Certificate in Management Assistant (Durban Central Technical
College), Bachelor in Social Work (BSW) UNISA, MPH (UFH)
East London Campus
Office 5 Oxford Street Building
Tel.: 043 704 7633
E-mail: pnhlumayo@ufh.ac.za

SENIOR SECRETARY
Ms Lungelo Mcunu Bachelor of Technology in Office Management and Technology
(DUT); and National Diploma in Office Management and
Technology (DUT)
East London Campus
Office 5 Oxford Street Building

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Tel.: 043 704 7200
E-mail: lmcunu@ufh.ac.za

ADMINISTRATOR: TEACHING & LEARNING

Mr William Plaatjies Senior Primary Teachers Diploma (Sefikeng College of
Education), National Certificate in End User Computing
(Amitek Business College)
East London Campus
Office 5 Oxford Street Building
Tel.: 043 704 7197
E-mail: wplaatjies@ufh.ac.za

ADMINISTRATOR: FINANCE
Mr Luvuyo Matiwane Diploma in Financial Management (East London College)
and BA (Health Science and Social Services) UNISA

East London Campus

Office 5 Oxford Street Building
Tel.: 043 704 7197
E-mail: lmatiwane@ufh.ac.za

ADMINISTRATOR: PROJECTS & RPI

Ms Asanda Maqoma ND Administrative Management (WSU)

East London Campus

Office 5 Oxford Street Building
Tel.: 043 704 7331
E-mail: amaqoma@ufh.ac.za

DEPARTMENT OF HUMAN MOVEMENT SCIENCES

Lecturer & HoD LK Ndaba MA HMS (UFH), BSc Hons Med Exercise
Science Biokinetics (UCT), Registered Biokineticist, BPed
HMS (UFH)

Associate Professor M Van Gent PhD Sport Science (NWU, Potchefstroom), PG

7
 Dip in Higher Education Teaching (UFH), Post graduate
Certificate in Ergonomics (RU).
Lecturers X Muller Registered at the South African Professional
Institute for Kinderkinetics (SAPIK-01/014/15/1415/001), MA
in Kinderkinetics (NWU); BA Health Sciences (NWU).

DEPARTMENT OF NATURAL SCIENCES

Lecturer & HoD P Chitnis MBBS (BJ Medical College, Pune, India)

Lecturer NP Sekoba BSc (University of Limpopo), BSc (Hons) (University

of Limpopo, MHSc (NWU) PhD Human Physiology (UP)

Lecturer MN Matshipi BSc in Medical Sciences (UL); MSc in Anatomy

(UKZN)

Laboratory Assistant N Hoyana BSc Zoology & Chemistry (UFH)

DEPARTMENT OF NURSING SCIENCE

Lecturer & Acting HOD N Rala RN; RNE; RNA; RAss; RMod, BA, HDE, BCur,
MCur Midwifery (UFH); BCur Admin & Educ (NWU). PhD IN Nursing
(NWU). SANC NO. 12809224

Senior Lecturers NM Vellem RN, RM, RCN, RPN, HDE, BA, B Cur, M Cur
Midwifery (UFH), DNE, DNM (NWU), PhD in Nursing
(UFH), Assessment and Moderation (UFH). SANC NO.
14217665

Lecturers TM Khumalo RN, RM, RCNH, RNE, RNA, RAss; RMod,

Advanced Diploma in Community Health Nursing, Certificate in
Human Resource Management, BCur Education & Administration
(UNISA), MCur Critical Care & Trauma (UKZN). SANC NO.
13017009

T Mtise RN, RM, RCM, RAss; RMod, DCN Critical Care (Lilitha
College of Nursing), B Cur I et A, M Cur Nursing Administration,
(UFH). SANC NO 14224687

H Bunt RN, RM, Diploma in Nursing Education (NWU), MCur

8
 Palliative Care (UFH). SANC NO. 1254637

ZT Dasheka RN; RM; RCN, RNE, RNA, (BCur I et A: UNISA); RAss;

RMod; Med & Surg OTNS (Lilitha Nursing College) MCur Midwifery
(UFH). SANC 14229819

Clinical Facilitators NL Gosangaye RN, RM, RAss; RMod, BCur Ed et Admin

(Potchefstroom University), Advanced Diploma in Community
Nursing Science, Diploma in Nursing Management (NWU), MCur
(UFH). SANC NO. 14223416
P Giyose RN, RM, RAss; RMod, B Cur I et A (MEDUNSA), Post
Grad Dip H&W Management (NNMU), M Cur (UFH). SANC NO.
12633384
N Rozani RN; RM; RCN; RNE; RAss; RMod; BCur Educ, Com &
OHN (UNISA); Hon Heath studies (UNISA) PGD Tertiary Ed (UNISA)
SANC NO. 13617964
B Tokwe-Krwempe RN; RAdvM; BCur (UFH); MCur Nursing
Education (UFH) & Advanced Diploma in Midwifery (Lilitha Nursing
College). SANC NO. 15490451
NV Bungane RN; RM RAss; RMod, BCur I et A, BCur Honours
Nursing Education (MEDUNSA), PGD in Health and Welfare
Management (NMU). SANC NO. 12686978
S Dalasa RN; BCur (UFH), MCur (UFH). SANC NO. 15618770
N Skepu RN, RM, RAss; RMod, Diploma in clinical Nursing Science
health assessment treatment and care (Lilitha Nursing college),
Certificate for Dispensing practitioner (Health Science Academy),
Certificate in HIV management (UFH), BCur Ed et Admin
(Potchefstroom University), MCur (UFH). SANC NO. 14504674
Joint Appointees TBC

Associate staff TBC

DEPARTMENT OF REHABILITATIVE SCIENCES

Lecturer and Head U. Stemela-Zali Bachelor of Communication Pathology

of Department (UKZN), Master of Public Health (WSU), Postgrad Diploma
in Occupational & Environmental Health (UKZN), PhD in
Disability Studies (UCT)

SLP Programme P. Flack BA Speech and Hearing Therapy (Wits);

Leader & Curriculum MA(Linguistics) (Stellenbosch University); D.Ed. (UKZN)
Facilitator

Clinical Facilitator P. D. Gqiba Dip in Health Education (WSU) BA Speech and

Hearing Therapy (Wits) Adv Dip (Hearing Aids Acoustics (UP)
Masters of public health (WSU)
9
 Clinical Preceptors
C. T. Christians B. Speech-Language Pathology (Stellenbosch
University)

D Naidoo B. Speech- Language and Hearing Therapy

(Stellenbosch University)

R.V. Masinge BA Speech-Language pathology (University of

Pretoria)
Clinical Administrator
N. Jakucana N Diploma in Management Assistant N6
Certificate Human Resources Management and Financial
Management
NGap Lecturer
K. Kgare Bachelor of Speech language pathology & Audiology
(UL-Medunsa), Masters of Audiology (Wits University)

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DEPARTMENT OF PUBLIC HEALTH

Lecturer & HoD F Mashau Bachelor of Science (BSc), BSc (Hons), Masters in
Science (University of Venda), PhD in Public Health (University of
Pretoria)

Senior Lecturer H Gwebu Diploma in General Nursing, BNSc in Community

Health Nursing and Midwifery (University of Eswatini), Masters in
Public Health (Taipei Medical University), PhD in Public Health
(University of KwaZulu Natal)

nGAP Lecturer N Bokolo B Curationis (UFH), MPH (UFH)

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IMPORTANT INFORMATION FOR STUDENTS FOR 2024
This is a legal document which serves as a contract between the student and the University for the
duration of the student’s studies at the University of Fort Hare.
Student will only receive a prospectus with their first registration and not annually.

RULES OF THE FACULTY OF HEALTH SCIENCES FOR BACHELOR DEGREES

The following rules and regulations of the Faculty must be read in conjunction with the provisions of
the Higher Education Act, the University Statute and the general rules and regulations of the
University. Where a student includes a module or modules from another faculty, the rules and
regulations of that faculty apply to the module(s) in question.

The following rules and regulations of the Faculty must be read in conjunction with the provisions of
the Higher Education Act, the University Statute and the general rules and regulations of the
University. Where a student includes a module or modules from another faculty, the rules and
regulations of that faculty apply to the module(s) in question.

HS1. Registration

HS1.1 For returning student at registration student must register as though any
outstanding special and/or supplementary examinations were failed. Should the
student’s promotion status (year level) change because of a module or modules
passed during the special and/or supplementary examinations, s/he/they can
change his/her/their registration at Late Registration.
HS1.2 Any student who applies to be credited for modules, courses or qualifications
obtained at another tertiary institution, is personally responsible for supplying the
Faculty Manager with all the necessary documentary proof of such credits no later
than the end of January during the first year of registration at the University of Fort
Hare. The documentary proof required includes a statement by the issuing
institution as to modules passed, the credit value (as a percentage also of the total
annual requirement), and a full description of the module(s). In the case of credits
obtained outside South Africa, a SAQA evaluation of the module(s) must also be
attached. Failure to abide by this rule may result in the cancellation of the student’s
registration, but the student will still be liable for all the fees which would normally
apply for the modules/courses the student registered for.

HS1.3 A student who interrupts his/her/their studies for a period of six years or more shall
forfeit such credits as determined by the University rules.

HS1.4 If the rules of a degree are amended, a student who elects to continue under the
12
 old rules shall be permitted to do so for a maximum period corresponding to the
minimum duration of the degree, unless the Faculty Planning and Management
committee, in special circumstances, recommends otherwise. If s/he/they fail to
obtain sufficient credits in any semester or interrupt his/her/their studies at any
time, s/he/they shall be obliged to continue under the new rules.

HS2. Pre-requisites and Co-requisites

HS3. Number of credits per semester
No student shall be permitted to register for more than 80 credits in any one semester.
Notwithstanding that the Faculty Board, on the recommendation of the Heads of Departments, only
in exceptional cases, permits a student in his/her final year of study, to register for additional 16
credits per semester.

HS4. Assessments
HS4.1 Unless specified otherwise in the module description, practical tests and/or practical
assessments (formative) will be taken during the semester, and not during the examination period.
HS4.2 The semester mark and the examination mark shall each count 50% towards the final mark,
except where the module description specifies a different composition or alternative method(s) of
assessment.
HS4.3 A student may be admitted to a supplementary examination in a module in which s/he/they
failed provided they obtained a final mark of at least 44 – 48 % + 40 % DP mark.
HS4.4 (HS 4.3) may be waived should any modules failed in the final year be deemed to constitute
the last requirements for a degree.
(a) A first semester supplementary examination may only be attempted in the scheduled
examination period and may not be repeated or reconsidered at the end of the second
semester.
(b) A first semester outstanding module may only be attempted in the first semester supplementary
examination scheduled examination period and may not be repeated or reconsidered at the end
of the second semester.
(c) A second semester outstanding module may only be attempted in the second semester
supplementary examination scheduled examination period and may not be repeated or
reconsidered thereafter.

HS4.4.1 The last outstanding module is determined by the Faculty/Department Examination

committee meeting of the main examination of each semester and reported accordingly to the
Examination office on the Faculty/Department Examination committee report submitted to the
Examination office.

13
HS4.4.2 In the event of student writing and failing last outstanding module as an aegrotat
examination, she/he will be permitted to rewrite this module in the next main examination cycle in
the same year provided Examination office is informed accordingly on the Faculty/Department
Examination committee report submitted to the Examination office e.g. The student writing and
failing last outstanding module as an aegrotat examination in July/August examination cycle
(Supplementary examination cycle), is permitted to rewrite this module in the November
examination cycle in the same year.

HS4.5 Heads of Departments may grant a candidate an oral examination in a module where the
candidate is (1) either close to qualify for a supplementary examination, 2) close to passing the
module, or (3) close to obtaining a distinction in the module/subject.
HS4.6 In order to complete a module in a subject offered by a Faculty other than Faculty of Health
Sciences, a student shall comply with the rules of the faculty concerned.
HS4.7 The student may be admitted to a supplementary examination in a module when s/he/they
obtain 50 marks as final marks but obtains less than 40 mark (below sub minimum requirement) as
examination mark.

HS5 Missed tests and practicals

If a student missed an arranged test or practical, s/he/they must submit a medical certificate to the
Formative Assessor/ Lecturer no later than seven (7) calendar days from the date of the relevant test. If
a student is absent for longer than 7 days, s/he/they must submit the doctor’s certificate within 2 days of
his/her/their return to classes. If a student has bereavement s/he/they must inform the Lecturer/Course
Coordinator/HoD immediately and within 24 hours and must produce a death certificate when s/he/they
return

HS6 Exclusion
A student who has failed to obtain the minimum number of credits towards a qualification (according to
rule: 3.15 of the General Prospectus shall be excluded from the program on academic grounds.

ADMISSION FOR BACHELOR’S DEGREE INTO HEALTH SCIENCES

Foreign Qualifications
Applicants are responsible for the evaluation of their qualifications by the South African Qualifications
Authority (SAQA). Certified copies of qualifications and the relevant Certificate of Evaluation from SAQA
must be submitted to the Faculty Manager.

If an applicant does not meet the requirements for standard admissions, s/he/they may be considered
for special admission under the following options:

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 PROCEDURE FOR SPECIAL ADMISSION FOR BACHELOR’S DEGREE INTO HEALTH
SCIENCES

Student who qualify for Mature Age Exemption (MAE)

Mature Age Exemption student (23 years and above) may be admitted for the Bachelor Degree
programmes if they have a Senior Certificate. Admission programmes is on condition that a student has
matriculated with Mathematics or Mathematics Literacy, Life Science and Physical Science as required
under Standard Admissions. The number of modules that a mature student may register for is
determined by their rating. The student must apply for Mature Age Exemption before admission in the
University.

Recognition of Prior Learning (RPL)

Application for RPL shall be submitted a year before the intended registration year. Applications are
submitted through the Teaching and Learning pre-screening by the teaching and learning officer.

DEPARTMENT OF HUMAN MOVEMENT SCIENCE

Bachelor of Health Sciences in Human Movement Science (84001)

HMS 1. Admission
It is recommended that English, Mathematics, Physical Sciences and Biology be taken as
Matriculation subjects. Candidates shall be admitted to the program if they have the following:
 A university entrance certificate equivalent to NQF level 4 with a 28/29 APS score
 Be proficient in English, having passed English with a D+ (level 4: 50-59%)
 Passed mathematics with a D+ (level 4: 50-59%) or mathematic literacy with a B+ (level 5: 60-
69%)
 Passed Life Orientation with a D+ (level 4: 50-59%)
 Passed 4 other subjects from the designated list with a D+ (level 4: 50-59%)
 Matured applicants (23yrs+) need to have an appropriate professional or science qualification.

HMS 2. Duration
The curriculum shall extend over a minimum period of three years of full- time study and is only
completed after the candidate has successfully completed (passed) all modules in the curriculum.

HMS 3. Examinations

15
HMS3.1 the semester mark and the examination mark each count 50% towards the final
mark except where the module description specifies a different composition or alternative method(s)
of assessment.
HMS3.2 to obtain distinction in a module a student must attain at least 75% as final mark
in a module.
HMS3.3 a student is permitted to write examination provided they obtained 85%
attendance for lectures, tutorials and practical’s and has obtained at least 40% semester
marks.

HMS4. Rules of progression from one level to the next.

 To be promoted to the next level, a student should obtain 75% of the year’s credits to
proceed to the next level.
 No student will be allowed to register for third year (level 300) modules with first year (100)
modules outstanding.

DEPARTMENT OF NURSING SCIENCE

Bachelor of Nursing (84040)

NSc 1. Admission
It is recommended that Mathematics, Physical Sciences and Life Science be taken as Matriculation
subjects. Candidates shall be admitted to the program if they have the following: A university
entrance certificate equivalent to NQF level 4 with a 28/29 APS score. Be proficient in English,
having passed English with a level 4: 50-59%; Passed mathematics with a level 4: 50-59% or
mathematic literacy with level 5: 60-69%; Physical Science with a level 4: 50-59%; Life Science
level with a level 4: 50-59%; Life Orientation with a level 4: 50-59%, Geography with a level 4: 50-
59% and Agricultural Science with a level 4: 50-59%.
Student can apply for NDP courses in the Nursing department.

NSc 2. Duration of the degree

This programme shall extend over a minimum period of 4 years of full-time study and a maximum of
6 years.

NSc 3. Restrictions
No candidate shall be admitted to the summative assessment in a module unless at least 85% of
the prescribed class work, practicals, tutorials and/or assignments have been satisfactorily and
16
timeously completed. Where a candidate has passed the practical component of a module with at
least 60% at a previous attempt, and is currently repeating the theoretical component, the Head of
Department may exempt such a candidate from attending practicals. Candidates must apply in
writing to the relevant Head of Department for such exemption and will be informed in writing if
his/her request has been approved or not approved.

NSc 4. Rules of progression from one level to the next.

 To be promoted to the next level, a student should obtain a 75% credit to proceed to the
next level.
 To be promoted to the second-year level, a student must have passed all the core modules
at the first year level.
 To be promoted to the third-year level, a student must have passed all the core modules at
the second-year level,
 To be promoted to the fourth-year level, a student must have passed all the core (essentials)
modules at third year level.
 A student who is repeating any module must continue his/her clinical training in the clinical
areas as allocated.
 No student shall be permitted to register for higher-level courses whilst carrying outstanding
clinical practical hours from the preceding level of study.
 If a student fails the first-semester core module in a level, the student needs to de-
register a core module of the second semester of that level.

DEPARTMENT OF REHABILITATIVE SCIENCES DEGREES

Bachelor of Speech-Language Pathology (84033)

SP 1. Admission
It is recommended that Mathematics, Mathematics Literacy, Physical Sciences and Life Science be
taken as Matriculation subjects. Candidates shall be admitted to the program if they have the
following:
 a university entrance certificate equivalent to NQF level 4 with a D+ (level 4) average
 be proficient in English, having passed English with a D+ (level 4) and another language
e.g. isiXhosa with a D+(Level 4)
 have passed mathematic with a D+ (level 4) or mathematic literacy with a B+ (level 5)
 have passed Life Science and Physical/Natural Sciences with a D+ (level 4)
 Mature applicants (23 years+) need to have an appropriate professional or science qualification.

SP 2. Duration

17
The curriculum shall extend over a minimum period of four years and a maximum of six years of full-
time study. It entails systematic professional theoretical and clinical instructions.

SP 3. Restrictions
No candidate shall be admitted to the summative assessment in a module unless at least 85% of
the prescribed class work, practicals, tutorials and/or assignments have been satisfactorily and
timeously completed. Where a candidate has passed the practical component of a module with at
least 60% at a previous attempt, and is currently repeating the theoretical component, the Head of
Department may exempt such a candidate from attending practicals. Candidates must apply in
writing to the relevant Head of Department for such exemption and will be informed in writing if
his/her request has been approved or not approved.

SP4: Rules of progression from one level to the next.

 To be promoted to the next level, a student should obtain a 75% credit to proceed to the
next level.
 A student who is repeating any module must continue his/her clinical training in the clinical
areas as allocated.
 No student shall be permitted to register for higher-level clinical courses whilst carrying
outstanding preceding theory modules.

DEPARTMENT OF NATURAL SCIENCES

NS1. Admission
The modules offered by the Department of Natural Sciences include Human Anatomy, Human
Physiology, Pharmacology and Microbiology. The duration and curricula of modules offered by the
Department of Natural Sciences are given with individual curricula.
NS1. Restrictions on the registration of modules
NS1.1 Student registered for modules must not clash with the timetable.

NS2. Examinations
NS3.1 The semester mark and the examination mark each count for 50% towards the final mark
except where the module description specifies a different composition or alternative method(s) of
assessment.
NS3.2 To obtain distinction in a module, a student must obtain at least 75% as final mark in a
module.
NS3.3 A student is permitted to write examination provided the student has obtained 85%
attendance for Lectures, tutorials and practicals and obtained at least 40% semester mark.

18
19
IMPORTANT FACULTY SPECIFIC INFORMATION
FOR ALL PROGRAMMES FOR 2024

Programmes that are being phased out.

 Bachelor of Nursing (84000)

New programmes

 Postgraduate Diploma in Public Health (84034)

The provisions of the General Prospectus apply to all faculties and registered students of the
University, as well as all prospective students who have applied for admission to study at the
University of Fort Hare. On admission to and registering to study at the University of Fort Hare, the
student bears the responsibility of ensuring that they familiarise themselves with the University rules
applicable to their registration, as well as the relevant faculty-specific and programme-specific
regulations and information as stipulated in the relevant Faculty prospectus.

20
UNDERGRADUATE QUALIFICATIONS
ADMISSION REGULATIONS

HIGH SCHOOL LEAVERS/ FIRST TIME ENTERING STUDENT

1. Student must possess a National Senior Certificate (NSC) endorsed with admission to a
bachelor’s degree and must have achieved a minimum Admissions Points Score (APS) of 27
(with Mathematics) or 28 (with Mathematical Literacy).
2. The APS and the GES are based on the achievement rating of each subject as indicated
above and are the sum of the achievement ratings of the seven school subjects, keeping in
mind that the performance rating achieved for Life Orientation must be capped at 3.

3. Prospective student currently in Grade 12 will be considered for admission to study at the
University based on a Grade Eleven Score (GES) that is calculated in the same way as the
APS using the final achievement ratings of the Grade 11 subjects.

4. Any student who has been provisionally admitted on the Grade 11 results will have to satisfy
the minimum admission requirements in Grade 12 for registration for the relevant
qualification as laid down by the University.

5. The GES and the APS are calculated as follows:

a) The prescribed seven subjects are used for the calculation of the GES and APS.
b) The GES and the APS of an applicant are the sum of the achievement ratings of the NSC
subjects of that applicant, subject to the achievement rating of Life Orientation (10 credits)
being divided by two in the calculation of the GES and the APS.
c) If applicants included more than the minimum of three electives in their NSC, the four
compulsories and the best three of the electives are used.
d) If an elective is compulsory for admission, this subject must be included in the calculation.

TRANSFERRING STUDENT

1. An applicant for admission to study at the University of Fort Hare who is either:
(a) registered student at another institution at the time of application; or
(b) was previously registered at another institution or institutions and did not complete the
programme enrolled for at that institution; or
(c) has completed studies at another institution (where there is a possibility of articulation and/or
credit recognition and transfer), but is not currently enrolled at a tertiary institution; or
(d) was previously registered at UFH, then moved to another institution and wants to be
readmitted
is regarded as a “transfer student” and the following rules apply to such an applicant’s admission.
2. A transferring student will be considered for admission based on:
(a) an NSC or other equivalent recognized qualification or consideration in terms of the
admission policy and programme specific entry requirements;
21
 (b) having completed a qualification at a tertiary institution with some equivalent
subjects/modules passed, as well as complying with programme rules on admission;
(c) previous academic performance
In addition, a transfer student will be required to provide a certificate of good conduct and a
certificate of financial good standing from the current or previous institution, as the case may be.

RETURNING STUDENT

1. A returning student is a student who, at the time of application for a degree programme:
(a) is a registered student at UFH, and wants to change from one programme to another, or
(b) was previously registered at UFH and did not complete the programme enrolled for, did not
register to study for period exceeding one academic year and did not enroll at another
tertiary institution, who is applying for readmission, or
(c) has completed studies at UP but is not currently enrolled or was not enrolled at another
tertiary institution after graduation.

3. The following will be considered when considering the readmission of a returning student:
(a) an NSC with bachelor’s or diploma pass (whichever is applicable) or equivalent
qualification with exemption; and
(b) meeting the minimum faculty-specific programme and subject requirements at NSC or
tertiary level; or
(c) previous academic performance (should have a cumulative weighted average of at least
50% for the programme enrolled for).
(d) Confirmation of certificate of good standing as well as good financial standing.
(e) having applied and was granted leave of absence.

22
QUALIFICATIONS OFFERED BY THE FACULTY
UNDERGRADUATE PROGRAMMES

List of Undergraduate programmes

NQF LEVEL 7
Bachelor of Health Sciences in Human Movement Science
NQF LEVEL 8
Bachelor of Nursing
Bachelor of Science in Speech Language Pathology
QUALIFICATION CODE

MATHS LITERACY
MATHEMATICS
MINIMUM APS
PROGRAMME

NQF LEVEL &

DURATION
ENGLISH

CAMPUS
Bachelor of Health 84001 28/29 4 4 5 7 Alice
Science in Human
Movement Science
Bachelor of Nursing 84040 28/29 4 4 5 8 (4 East
years London
)
Bachelor of Science in 84033 28/29 4 4 5 8 East
Speech Language London
Pathology

23
Department of Human Movement Sciences

Bachelor of Health Sciences in Human Movement Science

STUDY LEVEL ONE

Module Semester NQF level Credits
Foundation of HMS (C) HUS111 1 5
16
Anatomy and Movement (E) HUS112E 1 5 16
Introduction to Psychology 1 (F) PSY111 1 5 16
Reading, Writing, Speaking and Listening 5
1 16
Skills (G) ESP111
Total credits Semester 1 64
Motor Development Child Movement 5
2 16
Experiences (C) HUS112
Introduction to Physiology (E) HUS122 2 5 16
Introduction to Psychology 2 (F) PSY122 2 5 16
Reading, Writing, Speaking and Listening 5
2 16
Skills (G) ESP122
Total credits semester 2 64
Total credits academic year 1 122

STUDY LEVEL TWO (New reviewed curriculum)

Module description Semester NQF level Credits

Motor Learning HUS216 1 6 16
Sport Physiology and exercise science 6
1 16
principles HUS217
Sport nutrition HUS218 1 6 16
Personality Theory PSY211 1 6 16
Total credits Semester 2 64
Perceptual motor Learning HUS226 2 6 16
Applied Sport physiology HUS227 2 6 16
Sport and workplace injuries HUS228 2 6 16
Developmental Psychology (A) PSY222 2 6 16
Total credits semester 2 64

24
 Total credits academic year 2 122

Module description Semester NQF level Credits

Psychology for physical activity and work 1 7 16

HUS316
Recreation and sport management HUS317 1 7 16
Ergonomical principles and system design 1 7 16
HUS318
Total credits Semester 2 32
Research Methods in Sport Physical Activity 2 7 32
and proposal writing HUS321
Clinical physiology in work environment 2 7 16
HUS327
Biomechanics of human movement in work and 2 7 16
physical activity HUS328
Research Methods in Sport Physical Activity HUS 321 7 32
and proposal writing
Total credits semester 2 64
Total credits academic year 3 96

Purpose: Knowledge and understanding of Foundations of sport and exercise science

Contents Introduction and history of Human Movement Studies, Movement Education and
Sociological perspectives of sport
Instruction Lectures, self-study and student presentation
Assessmen Continuous assessment through: tests, group presentations, assignments.
t Summative: 3-hour examination

HUS 111: Foundation of Human Movement Science

Purpose: Introduce student to basic human movement through anatomy which include
knowledge of the different bones, joints and muscles
Contents Identifying location of all major bones, joints and muscle of the human body as
well as how these influence movements
Instruction Lectures, field activities with children, self-study and student presentation
Assessmen Formative assessment through 2 tests, practical demonstrations,
t Summative assessment: 3-hour examination
HUS112: Anatomy and Movement

25
HUS 121: Motor Development and Child Movement Experiences
Purpose: Introduce student to the concepts of motor development processes and how they
affect movement capabilities and experiences among child infants and children
Contents Postnatal motor development of infants and children and development of
fundamental movement skills.
Instruction Lectures, self-study
Assessmen Continuous assessment through: tests, assignments and practical
t demonstrations.
Summative assessment: 3-hour examination

26
HUS 122: Introduction to Physiology

Purpose: Introduce student to basic physiological functioning of the human body.

Contents: Understand the basic structural organization of the human
body; cell functioning; structure and how these structures form
various systems like cardiovascular, digestive; muscle; nervous
and endocrine system.

Instructions: All instruction will be done in a blended learning

approach which would consist of face to face and online
lectures/practical. Further details are provided in the
module learning guide.

Assessments Formative and Summative assessments

HUS 216: Motor Learning

Purpose: To provide student with fundamental concepts and application

of motor learning in motor development, physical activity and
sport performances.
Contents: The module includes a background on professions with
regards to motor learning in a South African context,
principles of motor learning and how these principles
apply to skill learning and development. Analyses of
individual differences and motor abilities.

Instruction: Lectures, self-study and student presentation.

Instructions: All instruction is done in a blended learning approach
which would consist of face-to-face and online
lectures/practical. Further details are provided in the
module learning guide.

Assessments Formative and Summative assessments

HUS 217: Sport Physiology and exercise science principles

Purpose: To provide student with a basic knowledge regarding exercise

physiology of the human body and this influences physical activity
and sport
Content: Basic energy systems of the human body during exercise. Analyses
of the neuromuscular structures of the human body during exercise.
Principles of the respiratory system of the human body during
exercise.

Instructions: All instruction is done in a blended learning approach which consists

of face to face and online lectures/practical. Further details are
provided in the module learning guide.
27
Assessments: Formative and Summative assessments

HUS 218: Sport Nutrition

Purpose: The module exposes student to the role that nutrition plays in health
and sport.
Content Introduction-role of nutrition for exercise and health and sports
performance. The role of carbohydrate, fat and protein in exercise.
Fluid and electrolyte balance in the human body. How to achieve
healthy body weight and body composition. The role of minerals,
antioxidant nutrients for exercise, and nutrition during rigorous
physical activities.

Instructions: All instruction will be done in a blended learning

approach which would consist of face-to-face and
online lectures/practical. Further details are provided in
the module learning guide.

Assessments Formative and Summative assessments

HUS 226: Perceptual Motor Learning

Purpose: Introductory module to the concepts and aspects of perceptual motor

learning and performance.
Contents: Background of the perceptual-motor development in children and
related complications. Perceptual motor training in normal and
children with mild motor challenges. Assessing Perceptual motor
development. Use of perceptual-motor abilities/skills in sport talent
development programs-ball games

Instructions: All instruction is done in a blended learning approach

which consists of face-to-face and online
lectures/practical. Further details are provided in the
module learning guide.

Assessments Formative and Summative assessments

HUS 227: Applied Sport Physiology

Purpose To provide student with a basic knowledge regarding exercise

physiology of the human body and the influence on physical activity
and sport.
Content: Function of the cardiorespiratory system during exercise. Identifying the
environmental influences on performance and exercise. Identifying and selecting
the different methods of enhancing sport performance. Sound knowledge of the age
and gender considerations in sport and physical activity

28
Instructions: All instruction will be done in a blended learning
approach which would consist of face-to-face and
online lectures/practical. Further details are provided in
the module learning guide.

Assessments Formative and Summative assessments

HUS 228: Sport and workplace injuries

Purpose: To introduce student to injuries that relate to sport, physical

activity, and the workplace.
Content: Introduction to functional anatomy and brief overview of types of
injuries, causes and acute treatment thereof. Neuromuscular
structures of movement and selected neuromuscular disorders
applicable to different work environments. General disorders of
bones and joints. Principles of sports and workplace injury
assessment, prevention and rehabilitation.

Instructions: All instruction will be done in a blended learning

approach which would consist of face-to-face and
online lectures/practical. Further details are provided in
the module learning guide.

Assessments Formative and Summative assessments

HUS 316: Psychology for physical activity and work

Purpose: To provide student with a basic knowledge regarding the influence of

psychology in physical activity and work.
Contents: Influence of psychology in physical activity and work
environment. The effect of anxiety, motivation,
personality traits on physical activity and work.
Sensory and autonomous control in movement
(physical activity and in work environment). The
study of psychological principles in a sporting
context.

Instructions: All instruction is done in a blended learning approach

which consists of face-to-face and online
lectures/practical. Further details are provided in the
module learning guide.

Assessments Formative and Summative assessments

29
HUS 317: Recreation and sport management

Purpose: To provide student with an elementary knowledge and

understanding of sport management
Content: Bureaucratised and competency-based models and concepts of
organizational design. Assessment of the present and future market
climate for a sport or event by conducting SWOT (strengths,
weaknesses, opportunities, and threats) analysis. The structure and
designs of organisations. Principles and values of sport management
and how it influences behaviour, and the way we can assess values
hierarchically.

Instruction: Lectures, self-study and student presentation.

Instructions: All instruction is done in a blended learning approach
which consists of face-to-face and online
lectures/practical. Further details are provided in the
module learning guide.

Assessments Formative and Summative assessments

HUS 318; Ergonomical principles and system design

Purpose: This module provides an overview of system design and how ergonomics
principles are related. Furthermore, the module strives to ensure that
participants have a sound understanding of how to ensure that ergonomics
programmes are successfully implemented and highlight some of the key
barriers to success.
Content: Knowledge of all the basic design paradigms as they apply to ergonomics;
Understanding of legislation relevant to ergonomics in South Africa;
implement principles or participatory ergonomics in their field of work and
able to communicate the benefits of ergonomics from different perspectives

Instructions: All instruction will be done in a blended learning

approach which would consist of face-to-face and
online lectures/practical. Further details are provided in
the module learning guide.

Assessments Formative and Summative assessments

Research Methods in Physical Activity and proposal writing

HUS 321: Research Methods in Physical Activity and proposal writing

Purpose: Student to acquire the research fundamentals applied in

health related physical activity and sport settings.

30
Contents: The research process and statistical and measurement
concepts. Compiling a research proposal

Instruction:Lectures, practical activities, self-study and student presentations.

Instructions:
All instruction is done in a blended learning approach
which would consist of face-to-face and online
lectures/practical. Further details are provided in the
module learning guide.
Assessments Formative and Summative assessments

HUS 327: Clinical physiology in work environment

Purpose: To introduce student to clinical applications of exercise

physiology when servicing the community in the field of
fitness, health and wellness.
Contents: The assessment and treatment of Endocrine and Metabolic
disorders. Assessment and treatment of Cardiovascular and
Respiratory System diseases. Oncology and Immune
disorders and treatment

Instructions: All instruction will be done in a blended learning

approach which would consist of face-to-face and
online lectures/practical. Further details are provided in
the module learning guide.

Assessments Formative and Summative assessments

Biomechanics of human movement in work and physical activity

Purpose: To provide student with basic principles of Biomechanics and how

they are applied in sport and physical activity.
Contents: The description and explanation of motion which include
linear, angular and general motion. Identifying
biomechanical risk factors at work

Instruction: Lectures, practical activities, self-study and student presentations.

Assessment: Continuous assessment through tests, assignments and report writing.
Summative assessment: 3-hour examination

31
 Department of Nursing Science

Bachelor of Nursing
The Department of Nursing Science has two undergraduate Nursing Qualifications (Bachelor of
Nursing Qualification 84040.

STUDY LEVEL ONE

NQF level Prerequisite/
Module Semester Credits
co-requisite
Fundamental Nursing Science, 1A NFN111E 1 5 None/NFP 101E
16
Multi-Disciplinary Team, Ethical and Legal 5 None/NFP 101E
1 16
Issues, NMD111E
Human Anatomy 1A, HAN111E 1 5 None 08
Introduction to Psychology, PSY111E 1 5 None 16
Human Physiology 1A, HPS111E 1 5 None 08
Total credits Semester 1 None 64
Fundamental Nursing Science, 1B NFN121E
2
5 NFN 111E/ NFP 16
101E
Fundamental Nursing Science Practical,
year
5 None 32
NFP101E
Human Anatomy 1B, HAN121E 2 5 None 08
Human Physiology 1B, HPS121E 2 5 None 08

Total credits semester 2 64

Total credits academic year 1 128

STUDY LEVEL TWO

NQF level Prerequisite/
Module description Semester Credits
co-requisite
Comprehensive Nursing Science 1A 6 NFN121E/
1 16
NCN211E NCP201E
Microbiology, MCB 211E 1 6 None 16
Pharmacology, PMC 211E 1 6 None 08
Introduction to Sociology, SOC 111E 1 6 None 16
Total credits Semester 2 56
Comprehensive Nursing Science Practical 1 6 NFP101E
Year 32
NCP201E
Comprehensive Nursing Science 1B 6 NCN211E/
2 16
NCN221E NCP201E
Comprehensive Introduction to Midwifery, 6 None
2 16
NCM221E
Pharmacology, PMC 221E 2 6 None 08
Total credits semester 2 72

32
 Total credits academic year 2 128

STUDY LEVEL THREE

NQF level Prerequisite/co-
Module description Semester Credits
requisite
Comprehensive Nursing Science 2A
1
7 NCN221E/ 16
NCN311E NCP301E
Comprehensive Nursing Science
Year
7 NCP 201E 32
Practical 2 NCP301E
Midwifery (Antenatal Care) 1A
1
7 NCM221E/ 16
NMA311E NMP301E
Research Methodology NRM311E 1 7 None 16

Total credits Semester 1 80

Midwifery (Low-Risk Childbirth) 1B
2
7 NMA311E/ 16
NMC321E NMP301E
Comprehensive Nursing Science 2B,
2
7 NCN311E/ 16
NCN321E NCP301E
Unit Management 1 NMU 321E 2 7 None 16
Midwifery Practical 1 NMP301E Year 7 NCM221E 32

Total credits semester 2 80

Total credits academic year 3 160
STUDY LEVEL FOUR
NQF Prerequisite/co-
Module description Semester Credits
level requisite
Comprehensive Nursing Science 3
1
8 NCN321E/ 16
(Specialised Care) NCN411E NCP401E
Unit Management and Health Information
1
8 NUM311E/ 16
Systems NMI411E NCP401E
Midwifery (High-Risk) 2A NMH411E
1
8 NMC 321E/ 16
NMP401E
Total credits Semester 1 48
Midwifery (Neonatal Care) 2B NMN421E 8 NMH411E/
2
NMP401E 16
Midwifery Practical 2 (ESMOE Drills), 8 NMP301E
2
NMP401E 16
Comprehensive Nursing Science Practical 3 8 NCP301E
year
NCP401E 32
Research Project, NRP421E 2 8 NRM311E
16
Total credits semester 2 80
Total credits academic year 4 128

33
Fundamental Nursing Science
NFN 111E: Fundamental Nursing Science (1A)
Purpose: To prepare the student with essential knowledge, skills, and values, which will enable
them to function comprehensively in collaboration with all stakeholders at the
community and hospital level, and to provide appropriate integrated care to the
individual, family as well as the community
Contents Internal homeostasis: Fluid balance, Temperature, pulse and respiration, Blood
pressure • Basic human needs: Nutrition, elimination, comfort, rest, sleep needs,
mobility, and exercise needs • Safety in nursing practice: First aid, Patient’s rights,
Child growth and development
Instruction Lecturers, self-study and student presentation
Assessment Formative: Two tests, 1 assignment and presentation
Summative: One three-hour written examination/ semester
Target group All year one undergraduate Nursing Science student

Fundamental Nursing Science (1B)

NFN 121E: Fundamental Nursing Science (1B) (Semester 2)
Purpose: The purpose of the module is to prepare the student with essential knowledge, skills,
and values, which will enable them to function comprehensively in collaboration with
all stakeholders at the community and hospital level, and to provide appropriate
integrated care to the individual, family as well as the community.
Contents
Pre- and post-operative care
Classification of and process of wound healing
Haemorrhage
First aid management of the following: Unconscious patient, poisoning, burns,
asphyxia, epistaxis
Care of a dying patient (End-of-life care), Oxygen therapy
Introduction to disorders of the musculoskeletal system
Integrated Management of Childhood Illnesses (IMCI): Expanded Program of
Immunisation Schedule (EPI), Developmental Milestones, Diarrhoea, Breastfeeding
Instruction Lecturers, self-study and student presentation
Assessment Formative: Two tests, 1 assignment and presentation
Summative: One three-hour written examination/ semester
Prerequisite NFN111E
Target group All year one undergraduate Nursing Science student

Fundamental Nursing Science Practical

NFP101E: Fundamental Nursing Science Practical
Purpose: To engage in community-based education activities using the correct community entry
process.
To assess, diagnose, plan, implement and evaluate the necessary interventions for
the individuals, families, and communities.
To equip students with knowledge, skills, and attitudes to enable them to develop and
understand professional issues that influence the provision of optimal patient care or
clients in hospital-based and specialized community-based settings.
Contents Community entry process, situational Analysis (Look, listen and learn), Community
profile.
Attend community meetings, give reports to communities and implement the
34
 necessary interventions for the following basic needs of individuals, families, and
communities: Respiratory, learning & safety needs. Needs for homeostasis, nutrition,
growth, and development. Spiritual needs, self-actualization needs. Needs to be free
from pain and infection & for medication.
Admit and care for patients’ property, the terminally ill and the dying Patient Care for
patients on oxygen therapy. Preparation of the patient for diagnostic tests. Provide
nursing care for patients on intravenous therapy. Care for patients pre- and post-
operatively: Admission of patient, Care for patients' property, Transfer of patient,
Discharge of patient. Positions used and turning of patient and Care to back and
pressure parts. The last offices

Instruction Demonstration and clinical teaching.

Assessment Formative Skills feedback of two clinical skills
Summative Objective Structured Clinical Evaluation (OSCE)
Co-requisite NFN 111E and NFN 121E
Target group All year one undergraduate Nursing Science student

Multi-Disciplinary Team, Ethical & Legal Issues

NMD111E: Multi-Disciplinary Team, Ethical & Legal Issues

Purpose: To prepare students to distinguish various roles of Ward Based Outreach Teams
(WB0Ts) and Multi-Disciplinary Teams (MDT) according to relevant National
guidelines.
To enable students to plan and provide health care based on sound assessment,
and informed decision-making by individuals and other key stakeholders.
To be able to design and conduct health education regarding the prevention and
promotion of specific conditions.
To be able to display knowledge and understanding of patient's right charter, using
Batho-Pele principles in nursing practice.
To be able to display knowledge and understanding of the Nursing Act and the
South African Nursing Council regulations.
To equip the student with knowledge and skills in planning and providing
comprehensive health care based on sound assessment and informed decision-
making.
To examine ethical codes, professional accountability and responsibility, and
standards for the practice of the nursing profession applicable to health care.

Contents Councilors & Traditional leaders; Traditional Health Practitioners; Religious

Leaders; PHC Ward Based Outreach Teams; Health promotion; Nursing Act;
Professional accountability; Basic ethical decision making (Ethical conduct);
Professional organisation/ South African Nursing regulations; Functions of a nurse
(meaning of the lamp in the pledge of service); Batho Pele and Patients' Rights
Charter.
Instruction Lecturers, self-study and student presentation
Assessment Formative: Two tests, 1 assignment and one presentation Summative: One three-
hour written examination/ semester
Target group All year one undergraduate Nursing Science student

Comprehensive Nursing Science 1A:

NCN 211E: Comprehensive Nursing Science (1A)

35
Purpose: The purpose of this module is to equip the student with knowledge and skills that will
assist the student in rendering holistically nursing care of selected conditions in body
systems, responsive to the needs of the individual following national legislative and
policy frameworks
Contents Cardiovascular system, Endocrine system, Respiratory system, Digestive system, Pain
and pain management
Instruction Lectures, self-study, and student presentation
Assessment Formative: Two tests, 1 assignment and presentation
Summative: One three-hour written examination/ semester
Prerequisite NFN 121E
Target group All year two undergraduate Nursing Science students

Comprehensive Nursing Science

NCN 221E: Comprehensive Nursing Science (1B)
Purpose: The purpose of this module is to prepare the student with essential knowledge and skills
that will enable them to render general nursing care using the national guidelines and
policy frameworks, responsive to the needs of the individual, the family, and the
community.
Contents Urinary system; Shock; Reproductive system; Palliative care, Health Policies and Related
Guidelines (including WHO, Hospice Palliative Care Act guidelines; Birth and death
registration Health Act.
Instruction Lectures, self-study, and student presentation
Assessmen Formative: Two tests, 1 assignment and presentation
t Summative: One three-hour written examination/ semester
Prerequisite NCN 211E
Target All year two undergraduate Nursing Science student
group

Comprehensive Nursing Science practical

NCP201E: Comprehensive Nursing Science practical
Purpose: The purpose of this module is to equip student with cognitive, affective, and psychomotor
skills that will enable them to perform nursing activities and care in hospital-based and
specialised community-based settings
Contents History taking; Physical examination: Inspection, palpation, percussion and auscultation
Counselling and Testing; Administration of medication: oral and injections; Removal of
wound sutures and clips; Change of underwater chest drain; care of a stoma without
contamination, Female catheterisation. Nasogastric tube insertion and feeding; Preparing
and assisting for bone marrow biopsy, lumber puncture, and liver biopsy and Paracentesis
abdominis
Instruction Demonstration and clinical teaching
Assessmen Formative: Feedback of two skills, workbook, clinical hours 75% of the required hours for
t the year level
Summative: Objective Structured Clinical Evaluation (OSCE) two skills.
Prerequisite FNP 101E
Target All year two undergraduate Nursing Science student
group

Comprehensive Introduction to Midwifery

NCM 221E Comprehensive Introduction to Midwifery
36
Purpose: The purpose of the module is to equip the student with the knowledge, skills and values
required for midwifery practice within its dynamics and to prevent complications that may
arise. To enable the student to function as competent practitioners in providing quality care
to families, women and babies, antepartum within the primary health and hospital setting
Contents History of Midwifery, SANC regulations, relevant ethics, laws, and policies applicable to
midwifery care; Better Births Initiatives & Safe Motherhood principles; Preparation of a
woman and family for birth and family changes (woman’s context/background considered/
socio-cultural issues); Fetal development, maternal pelvises and changes during
pregnancy; Prepare a pregnant woman, foetus and family for healthy pregnancy outcomes
and childbirth using acceptable supportive care strategies, Assist/support the woman in
breastfeeding her baby during the postpartum period and perinatal Health Education.

Instruction Lectures, self-study, presentations, demonstrations, and clinical teaching

Assessmen Formative: One test, assignment, presentation feedback of one skill, workbook, 75%
t clinical hours of the required hours for the year level
Summative: 1 x 90-minutes paper, Objective Structured Clinical Evaluation (OSCE) one
skill.
Prerequisite None
Target All year two undergraduate Nursing Science student
group

NB. SOC111E and PSY111E are Offered in the Faculty of Science and Humanities.
Visit the prospectus of the Faculty of Science and Humanities

Comprehensive Nursing Science (2A)

NCN311E Comprehensive Nursing Science 2A (Sem. 1)
Purpose: To equip the students with knowledge and skills in providing comprehensive nursing
care of the sensory, and mental health pathologies, care to patients utilizing nursing
skills applicable to individuals, families, and communities at a secondary and tertiary
level of care with a scientific approach within national legislative and policy
frameworks.

Content: History taking of the mentally ill and Mental Status Evaluation (MSE)
Legal aspects of mental health. Mental Health Care Act 17 of 2002
Symptomatology of mental illness and classification of specific psychopathologies using the
latest Diagnostic Statistical Manual – DSM5TM
Assessment and management of patients with eye and vision disorders
Assessment and management of patients with hearing and balance, nasal and throat
disorders.
Assessment and management of patients with dermatologic problems
Instruction: Lectures, self-study, and student presentation
Assessment: Formative: Tests and assignments, Presentations.
Summative: A final three-hour examination paper.
Prerequisite: NCN221E
Target group: All year three undergraduate Nursing Science students

Comprehensive Nursing Science 2B

NCN321E: Comprehensive Nursing Science 2B (Sem. 2)
Purpose: The purpose of the module is to equip the student with the knowledge, and skills to
provide safe, organised holistic, comprehensive general care to individuals, families,
37
 and communities at a secondary and tertiary level of care using the scientific
approach within national legislative and policy frameworks in conditions of the:
Content: Assessment and management of patients with oncological
Assessment and management of patients with immunodeficiency disorders.
Assessment and management of patients with auto-immune disorders
Assessment and management of patients with neurological, and sensory-perceptual
disorders.
Assessment and management of patients with musculoskeletal disorders
Rehabilitation
Instruction: Lectures, self-study, and student presentation
Assessment: Formative: Tests and assignments, presentations
Summative: A final three-hour paper final examination.
Prerequisite: Comprehensive Nursing Science 2A (NCN 311E)
Target group: All year three undergraduate Nursing Science student

Comprehensive Nursing Science Practical 2

NCP301E: Comprehensive Nursing Science Practical 2
Purpose: To equip students with cognitive, affective, and psychomotor skills that will empower
students to perform nursing activities with care in hospital-based and specialised
community-based settings.
Content: Eye swabbing, application of eye ointment and instillation of eye drops.
Blood taking
Neurological examination
Wound suturing
History taking – Mental Status Evaluation
Patient Presentation
Basic Counselling

NON-COMPETENCY SKILLS:
Preparation for endotracheal intubation
Checking of defibrillator machine and assisting during defibrillation.
Taking a 12 lead Electrocardiogram
Instruction: Demonstration and clinical teaching
Assessment: Formative: Feedback on all the skills, Workbook, and clinical hours 75% of the
required hours for the year level)
Summative: OSCE (Objective Structured Clinical Evaluation) clinical hours 100% of
the required hours for the year level)
Prerequisite: NCP 201E
Target group: All year three undergraduate Nursing Science students

Unit Management, 1 (Sem. 2)

NMU321E: Unit Management 1 (Sem. 2)
Purpose: The purpose of this module is to manage a health care unit and health facility based
on the understanding of the roles and relationships within the multidisciplinary.
Policies and principles of management overview.
Content: Nursing theories
Principles of Management
Coordination in a healthcare unit
Clinical Teaching, Learning,
38
 Assessment and Supervision
Preceptorship, Mentoring, Coaching, and Professional Growth
Labour relationships and
Labour Relations Act
Basic Condition of Employment, Occupational Health and Safety Act
Skills Development Act and other employment-related acts
Human resource development and management
Performance management and appraisal
Instruction: Lectures, self-study, and student presentations.
Assessment: Formative: Participation in group discussion taking part in all roles within the group
(chair, scribe, and timekeeper) Presentation attendance profile (NB: Presentations
are compulsory), Tests and (special tests for students with special needs),
Assignments and class activities, and role plays
Summative: Three (3) Hour Examination
Prerequisite None
Target group All year three undergraduate Nursing Science student

Midwifery (Antenatal Care) 1A (Semester 1)

NMA311E: Midwifery (Antenatal Care) 1A (Semester 1)
Purpose: The purpose of this module is to equip the student with the knowledge, skills and
values required for midwifery practice within its dynamics and to manage and prevent
complications that may arise during the antenatal period. To enable the student to
function as competent practitioners in providing quality care to families, women and
babies, antepartum within the Primary Health framework and hospital setting.
Content: Provision of care in line with the following and other policies and guidelines:
SANC Regulations related to Midwifery.
International Confederation of Midwives
SDG 2015-2030, National Maternity Guidelines and other related policies
National & Provincial Health Strategic Plans
Contemporary issues in maternal and child: ethical and legal issues
Contemporary issues: private practice in Midwifery, violence against women, teenage
pregnancy, and the role of traditional birth attendants
South African Nursing Council Regulations and Policies related to Midwifery practice.
Low-risk pregnancy
Anatomy and physiology affecting conception and childbirth, including childbirth
terminology.
Assessment, diagnosis and admission of low-risk pregnant women during the
antenatal period according to the available policies, maternal guidelines and
protocols including SANC regulations.
Monitoring and management of a low-risk pregnant woman during the antenatal
period according to the available policies, maternal guidelines and protocols including
SANC regulations.
High-risk pregnancy
Assessment, diagnosis, and admission of low-risk pregnant women during the
antenatal period according to the available policies, maternal guidelines and
protocols including SANC regulations.

Instruction: Lectures, self-study, and student presentations.

Assessment: Formative: Two tests; One assignment, Presentations
Summative: 1 x 3hour examination,
Prerequisite: Comprehensive Introduction to Midwifery (NCM 221E)
Target group: All year three undergraduate Nursing Science student

39
Midwifery (Low-Risk Childbirth) 1B (Semester 2)
NMC321E: Midwifery (Low-Risk Childbirth) 1B (Semester 2)
Purpose: The purpose of the module is to equip the student with the knowledge, skills and
values required for midwifery practice within its dynamics and to assess, diagnose,
manage and prevent complications that may arise during the childbirth and
puerperium periods following the available policies, maternal guidelines and protocols
including SANC regulations.
Content: Legal procedures in the maternity unit: registration of births, registration of stillbirths,
registration of early neonatal deaths and registration of maternal death
Administrative aspects; analysis of statistics and lecture demonstrations
South African Nursing Council Regulations and Policies related to Midwifery practice.
Low-risk childbirth and puerperium
Anatomy and physiology affecting childbirth, and puerperium including terminology.
Assessment, diagnosis and admission of low-risk pregnant women during the intra
and postpartum period according to the available policies, maternal guidelines and
protocols including SANC regulations. Use of evidence-based practice in monitoring
and management of a low-risk pregnant woman during the intra and postpartum
period according to the available policies, maternal guidelines and protocols including
SANC regulations.
Vertical Transmission Prevention (VTP) of HIV and Antiretroviral drugs within the
context of HIV during childbirth and puerperium
Instruction: Lectures, self-study, and student presentations.
Assessment: Formative: Two tests; Assignment, presentations
Summative: 1 x 3 - hour examination.
Prerequisite Midwifery (Antenatal Care) 1A (NMA 311E) (Semester 1)
Target group: All year three undergraduate Nursing Science student

Midwifery Practical 1
NMP301E Midwifery Practical 1
Purpose: The purpose of the module is to enable the students to function as competent
practitioners regarding women’s health issues and the childbearing process within the
Primary Health Care Framework and hospital setting. Also, to equip the student
midwife with the knowledge, skills and values required for midwifery practice in
respect of mother and baby before birth to prevent complications and ensure better
outcomes within the Primary Health and hospital setting.
Content: Antenatal care
History taking, Physical assessment and abdominal palpation during pregnancy.
Monitoring of pregnancy and foetal growth using an Antenatal Card in a low-risk
pregnancy. Counselling and HIV Testing of pregnant women: Vertical
Transmission Prevention (VTP)
Care during Labour
Admission and Care of the labouring woman during the first stage of labour.
Performing a vaginal examination during labour. Monitoring of labour using a
Partogram in a low-risk pregnancy
Monitoring and management of the second, third and fourth stages of a low-risk
woman in labour. Examination of the placenta
Postnatal care
Physical assessment and care of a woman during the postnatal period. Provide
Long-Acting contraception to women.
HIGH-RISK CARE
History taking, physical assessment and abdominal palpation during a high-risk
pregnancy. Monitoring of foetal growth using an Antenatal Card in a high-risk
40
 pregnancy. Monitoring of labour using a Partogram in a high-risk pregnancy.
Witnessing and/or assisting during a difficult/abnormal delivery, episiotomy,
vacuum extraction, forceps delivery, caesarean section
Instruction: Demonstration and clinical teaching
Assessment: Formative: Feedback of two skills, workbook, clinical hours 75% of the required hours
for the year level)
Summative: OSCE (two skills) clinical hours 100% of the required hours for the year
level)
Prerequisite: Comprehensive Introduction to Midwifery (NCM 221E)
Target group: All year three undergraduate Nursing Science student

Research Methodology
NRM311E: Research Methodology
Purpose: To prepare the student with knowledge, and critical, analytical thinking skills that will
enable students to understand the research process.
To demonstrate knowledge of the nature and types of quantitative and qualitative
research methods and their uses in nursing research Be able to develop a research
proposal.
Content:
Orientation to health science research
The scientific method used in research.
Research terminology
Selecting/identifying research topics
Research aim, objectives, and questions
Approaches to research Qualitative Research, Quantitative Research, Mixed method
approaches designs and methods.
Ethical considerations
The Research Processes and Research Proposal Writing

Instruction: Lectures, self-study, and student presentations.

Assessment: Formative: Presentations, Tests and Assignments
Summative: 3-hour examination paper, assessment of the proposal
Prerequisite: None
Target group: All third-year undergraduate Nursing Science students

YEAR 4 MODULES
Comprehensive Nursing Science 3 (Specialized Care)
NCN411E: Comprehensive Nursing Science (Specialized Care)
Purpose: To prepare the students with essential knowledge and skills that will enable them to
render specialized nursing care using the national guidelines and policy frameworks
to the needs of the individual, the family, and the community within national legislative
and policy frameworks.
Content:
Peri-Operative Nursing Care

41
 Introduction to Emergency Nursing
Assessment and management of patients with fluid and electrolyte imbalance, acid-base
imbalance, and dysrhythmias.
Assessment and management of patients with acute respiratory distress syndrome, pulmonary
oedema, pulmonary embolism, fat embolism and disseminated intravascular coagulation.

Instruction: Lectures, self-study, and student presentation

Assessment: Formative: Presentations, Tests, and Assignments
Summative: 3-hour examination paper
Prerequisite: NCN321E
Target group: All year four undergraduate Nursing Science students

Comprehensive Nursing Science Practical 3

NCP401E: Comprehensive Nursing Science Practical 3
Purpose: The purpose of the module is to equip the student with knowledge, skills, and values
for providing safe organized holistic care to individuals, families and communities at a
secondary and tertiary level of care using the scientific approach. To prepare the
student to provide comprehensive general nursing within national legislative and
policy frameworks.
Content: Emergency trolley & cardiopulmonary resuscitation, Administration of intravenous therapy,
Application of skin traction, Preparation, assisting, and monitoring for Central Venous
Pressure, Budgeting, Scheduling of off duties, ordering of scheduled drugs, Administration
of scheduled drugs, Control of drugs, Stock and equipment control, Holding Seminars and
Risk Assessment & Management.

Non- Proficiency Skills

Prepare, and assist application and removal of Plaster of Paris (POP), Prepare and assist
insertion of the Underwater Drainage
Instruction: Demonstration and clinical teaching
Assessment: Formative: Feedback of two skills, workbook, clinical hours 75% of the required
hours for the year level)
Summative: OSCE (two skills) clinical hours 100% of the required hours for the year
level)
Prerequisite: Comprehensive Nursing Science Practical 2
Target group: All year four undergraduate Nursing Science students

Research Project
NRP422E: Research Project
Purpose: The purpose of this module is to familiarise the student with the nature, types, and
uses of both quantitative and qualitative research methods in health sciences and be
42
 able to write and present a research proposal which forms the basis of the
dissertation. To stimulate interest in Health Science research, and to encourage the
student to read further or carry out their research.
Content: Application of research process acquired in the first semester by developing a
research proposal in any of the areas of interest in any of the co-requisite modules
Research proposal writing Research proposal presentation Research project
submission
Instruction: Lectures, self-study, and student presentations.
Assessment: Mini dissertation
Prerequisite: Research methodology
Target group: All year four undergraduate Nursing Science student

Midwifery (High Risk) 2A

NMH411E: Midwifery (High Risk) 2A
Purpose: The purpose of the module is equipping the student with the knowledge, skills and
values required for midwifery practice within its dynamics and to diagnose, prevent,
manage and refer complications that may arise during childbirth and puerperium. To
enable the student to function as competent practitioners in providing quality care to
families, women, and babies during intrapartum, and postpartum care within the
primary health framework and hospital setting.

Content: High-risk childbirth and puerperium

Bleeding during childbirth and puerperium, Malpresentations, Obstructed labour,
Maternal and Foetal distress, Surgical and operative procedures, Emergencies in
childbirth, Puerperal Complications, Urinary and vaginal complications in the
puerperium, Mental illness in puerperium and Vertical Transmission Prevention (VTP)
of HIV and Antiretroviral drugs within the context of HIV during childbirth and
puerperium

Instruction: Lectures, self-study, and student presentations.

Assessment: Formative: Two tests; Assignment, presentations
Summative: 3-hour examination,
Prerequisite: Midwifery (Low-Risk Childbirth) 1B (NMC 321E)
Target group: All four-year undergraduate Nursing Science student

Midwifery (Neonatal Care) 2B

NMN421E: Midwifery (Neonatal Care) 2B
Purpose: The purpose of the module is to equip the student with the knowledge, skills and
values required for midwifery practice within its dynamics and to assess, diagnose,
prevent, manage and refer complications that may arise related to the neonate; To
43
 enable the student to function as competent practitioners in providing quality care to
families, women, and babies during low-risk and high-risk neonatal care within the
primary health framework and hospital setting.
Content:
Assess, monitor and manage a normal newborn baby.
Anatomy and physiological changes affecting the newborn baby.
Assessment, diagnosis, monitoring, and care of a normal newborn baby according to
the available policies, maternal guidelines and protocols including SANC regulation.
Assess, diagnose, provide emergency care and refer a sick newborn baby.
Preterm neonate: hyperthermia, respiratory distress syndrome, nutrition in preterm
neonates and entero-colitis
Birth injuries
Abnormalities and complications of the neonate
Congenital disorders:
Infant and young child feeding in the context of HIV
Vertical Transmission Prevention (VTP)
Instruction: Lectures, self-study, and student presentations.
Assessment: Formative: Two tests; Assignment, presentations
Summative: 3-hour examination,
Prerequisite: Midwifery (High Risk) 2A (NMH 411E)
Target group: All four-year undergraduate Nursing Science student

Midwifery Practical 2 (ESMOE Drills)

NMP401E: Midwifery Practical 2 (ESMOE Drills)
Purpose: The purpose of this module is to equip the student midwife with the knowledge,
skills and values required for midwifery practice within its dynamics and to prevent
complications that may arise. To enable the students to function as competent
practitioners in providing quality care to families, women, and babies, during
intrapartum, postpartum, and neonatal care within the Primary Health framework
and hospital setting.
Content:
ESMOE DRILLS
Immediate care of the newborn baby, APGAR scoring, Physical and Neurological
examination of the newborn baby, Resuscitation of a newborn baby, Care of the sick
neonate, Evidence-based care e.g. Help Baby Breath Initiative (HBB), Kangaroo Mother
Care (KMC), etc.

Instruction: Demonstration and clinical teaching

Assessment: Formative: Feedback of two skills, workbook, clinical hours 75% of the required hours
for the year level)
44
 Summative: OSCE (two skills) clinical hours 100% of the required hours for the year
level)
Prerequisite: Midwifery Practical 1 (NMP 301E)
Target group: All four-year undergraduate Nursing Science student

Unit Management and Health Information Systems

NMI 411E: Unit Management and Health Information System
Purpose: To equip students with knowledge, skills, and attitudes to develop and understand
professional issues that influence the provision of optimal patient care or clients in
hospital-based and specialized community-based settings.
Content: Professionalism: Characteristics of a profession and role model of a professional
nurse; Organization in a nursing unit; Conflict management and decision-making
process; Communication in the Nursing Unit; Records and statistics; Labour
Relations; An industrial relations programme in the health care industry; Grievance
resolving process; Hearing and disciplinary action. Management of a nursing unit;
Management systems, levels, and styles; Risk Management; Asset Management;
Financial management & Audits; Clinical Governance & Strategic Management;
Trend Analysis. Commissioning a Health Care Institution; Leadership; Data
management in Health; Trend Analysis; Ethical and Legal Systems in nursing. Health
informatics: Health information systems use overview; Health information governance
policies; Characteristics of a good health information system; Electronic health
records; Coding and classification system. Contemporary issues in health information
management.
Instruction: Lectures, self-study, and student presentations.
Assessment: Formative: Presentation of learning objective in class. Participation in natural
settings (hospitals and clinics). Tests and assignments, Presentations attendance is
compulsory)
Summative: 3-hour examination,
Prerequisite: NMU 321E
Target group: All year four undergraduate Nursing Science students

Department of Rehabilitative Sciences

Bachelor of Speech - Language Therapy

There are no pre and co-requisites for these first year modules.

STUDY LEVEL ONE

NQF level Prerequisite/co-

Module Semester Credits
requisite

Introduction to Professional Practice IPR112 1 5 8

45
Human Physiology 1 A 1 5 8

Human Anatomy 1 A 1 5 8

Introduction to Speech and Hearing ISH112E 5

1 8
Sciences

Introduction to Psychology 1A PSY111E 1 5 16

Introduction to Audiology ITA121E 1 5 8

Community Engagement and Health Promotion 5

1 8
CEH121E

Total Credit Semester 1 64

Introduction to Communication Development 5

2 16
ILC121E

Introduction to Psychology 1B PSY122E 2 5 16

Neuroanatomy and physiology for speech and 5

2 16
hearing
IsiXhosa Linguistics 1A 5
2 16

Total Credit Semester 2 64

Total credits academic year 1 128

STUDY LEVEL TWO

NQF level Prerequisite/co-

Module Semester Credits
requisite

Child Language and Developmental 1 6 16

Disorders CLD211E

Phonological and Articulation 1 6 16

Disorders PAA211E

Personality theory and Social Psychology 1 6 16

personality

Aural Rehabilitation 1 6 16

Clinical Education 2A CLE201E 1 6 8

Total Credit Semester 1 72

46
Voice and Resonance VAR221E 2 6 8

Fluency Disorders FLD211E 2 6 8

Early Communication Intervention EAI121E 2 6 8

Developmental Psychology 2 6 16

Clinical Education 2 B 2 6 16

Total Credit Semester 2 56

Total credits academic year 2 128

STUDY LEVEL THREE

NQF level Prerequisite/co-

Module Semester Credits
requisite

Dysphagia SWD311E 1 7 16

Neurogenic language disorders ACB311E 1 7 16

Neurogenic speech disorders 1 7 16

Clinical Education 3 ACLE301E 1&2 7 16

Total Credit Semester 1 64

Severe Communication Disorders CAC321E 2 7 8

Augmentative and Alternative 1 6 8

Communication (AAC) AAC223E
Language Learning and Literacy LL321E 2 7 16

Research Methodology RSM311E 2 7 16

Clinical Education 3 B CLE301E 1&2 7 16

Total Credit Semester 2 64

Total credits academic year 3 128

STUDY LEVEL FOUR

NQF level Prerequisite/co-

Module Semester Credits
requisite

47
Clinical Education 4 A CLE401E 1&2 8 32

Clinical Education 4 B 1&2 8 32

Research Project RSP402E 1&2 8 32

Integrated Case Seminars INT401E 1&2 8 16

Health Administration and 2 8 8

Management HAM311E

Disability and Community 1 8 8

Engagement DCE321E
Total Credit Semester 1 &2 128

Total credits academic year 4 128

First year modules: target is all 1st year student registered for the Bachelor of Speech Language
Therapy

IPR 112E- Introduction to professional practice

Purpose: To Introduce the student to the profession of speech language pathology and
to the principles and legal and ethical framework for professional practice, as
well as personal attributes and skills necessary for the profession.

Content: History of the profession, SLT role and multi-disciplinary work, legal and
ethical issues, clinical skills, scope of practice and arears/ domain of practice,
the ICF.
Instruction: Lectures
Assessment Formative 2 quizzes; summative 1 assignment (20%), ;1 test & (30%); 1x
examination (50%)

ISH112E- Introduction to Speech and Hearing Sciences

Purpose: To introduce the student to physics of sound, psychoacoustics and

speech production
Content: Nature of sound including the dimensions and parameters of sound
transmission, analysis and measurement; human perception of
sound including the range of hearing and the concepts of threshold,

48
 loudness and pitch; how speech is produced including the nature of
speech and its anatomical basis; articulation, voice production,
resonance ; linguistic functions of speech sounds; spectrogram.
Instruction” lectures, practicals and tutorials
Assessment Formative and summative: tests (25% each) 1x examination (50%)

PSY111E: Introduction to Psychology 1 – first semester (Foundation)

Purpose: The purpose of this module is to introduce student to the field of
Psychology as a science and a profession. It also aims to
demonstrate how human behaviour is influenced by our knowledge
of the structure and function of the nervous system.
Contents: The evolution of Psychology, biological bases of behaviour,
sensation and perception
Instruction: Contact
Lectures
Assessment: per Psychology
Department

PSY122E: Introduction to Psychology 1 – second semester (Foundation)

Purpose: The purpose of this module is to expose student to different areas of
health including stress and coping mechanisms. Furthermore, it aims
to acquaint student with the sub-discipline of social psychology and
the fundamental concepts of the research process related to the field
of social sciences.
Contents: A selection from the following sub modules; stress, coping and
health social psychology, introduction to research in the social
sciences and psychology
Instruction: Contact
Lectures
Assessment: per Psychology
Department

49
 ILC121E- Introduction to Communication Development

Purpose: To familiarize students with the development of typical communication, with

reference to speech, language and hearing

Content: The neuro-biological, social, cognitive and sensory-perceptual bases of

speech and language development; the developmental stages of
communication from preverbal communication through speech and
language development across the lifespan; theories underpinning
development of more than one language in typically developing children;
developmental stages in different South African languages, with particular
reference to the languages of the Eastern Cape.
Introduction of linguistic concepts which include phonetics, phonology,
morphology, syntax, semantics, pragmatics, socio-linguistics, psychology
of language, historical linguistics and multilingualism; will include models of
communication; , principles of normal development, key aspects of
communication.

Instruction: Contact
Lectures

Assessment: Formative and summative: assignment (20%) 2 test at 15% each (30%) &
1x written examination (50%)

50
ITA121E- Introduction to Audiology

Purpose: To introduce the student to the principles and procedures in audiology, hearing
assessments using basic audiometric procedures for speech language
therapists; describing hearing loss, the impact of hearing loss on development
of speech and language
Content:
Auditory pathology and the impact on hearing; types of hearing impairment,
scope of practice of Audiologist vs Speech language therapist in the
identification and management of hearing of the individual with hearing loss,
impact of hearing loss on the development of communication including
speech and language. Behavioural screening of hearing in children: screening
tools, overview of assessment of hearing relevant to the scope of practice of
the speech language therapist; interpretation of the audiogram.

Instruction: Lectures
Assessment: Formative: and Summative:: 1 assignment (25%),;1 test (25%) 1x
written examination (50%)

CEH121E- Community Engagement and Health Promotion

Purpose: To expose student to community engagement so they can develop skills to

work in community-based rehabilitation, understand community roles in
rehabilitation. To develop student’ skills to work in a multidisciplinary team
and to understand issues of disability.

Content: Community entry and participation; Community profiling ,Rapid Participatory

Approach (RPA);Health needs analysis and disease profile, determinants of
health; burden of disease; health care systems and levels ( focus on
primary health are and comprehensive health care approach,) Health
Education and Health Promotion; International Classification of Functioning,
Disability and Health (ICF)

Instruction: Lectures , tutorials, community field trip

Assessment: Formative and Summative – assignment (20%), 2 test at 15% each (30%) & 1x
examination (50%)

51
XHS11E IsiXhosa linguistics for speech therapy

Purpose: To equip student with knowledge of the isiXhosa language structure, typical
development of isiXhosa; phonetic and phonological description of the sounds of
language, in particular isiXhosa ;the isiXhosa sound system; phonological rules in
Morphology, Syntax and Semantics.
Content: Introduction to Linguistics- Phonology, Morphology, Syntax, Semantics &
Pragmatics.
Speech production (the process by which thoughts are translated into
speech).The components of speech production: Phonation, Resonance, Fluency,
Intonation Pitch Voice Initiation.
Introduction to isiXhosa Phonetics: Introduction to IsiXhosa phonology and
phonological rules. Influence of phonetics & phonology in syntax. morphology and
semantics.
Assessment: Continuous assessment through tests and assignments
Prerequisite: Completion of BSc. Speech-Language Pathology 1

Second Year Modules: target is all 2nd year students in the programme

CLD211E- Child Language and Developmental Disorders

Purpose: To prepare students with the necessary knowledge and skills to for
clinical practice; to introduce developmental disorders that could affect
typical development of spoken and written language in children.
Content: Models of child language disorders; classification and characteristics of
language disorders, cause, manifestation, and consequences of language
disorders at different ages; difference between developmental language
disorders and language learning disability, Paediatric language assessment
and intervention approaches to developmental language disorders using
informal and formal procedures; bilingualism, comprehensive report writing
Instruction: Lectures and tutorials
Assessment: 1 x assignments (20%) 2 x Test (equally weighted at 15% each), 30%Written Exam (50%).

Prerequisite: Introduction to Communication Development; Introduction to professional

practice; Introduction to Speech and Hearing Science; Introduction to
Audiology

52
PAA211E- Phonological and Articulation Disorders
Purpose: To provide student with a foundation in the assessment and intervention of
speech sound disorders in children.
Content: Nature of speech sound system disorders, classification of speech sound
disorders, prevention, promotion, assessment and management of speech
sound disorders using formal and informal procedures, approaches to
intervention for speech sound disorders, including motor and linguistic
approaches.

Instruction: Lectures and tutorials

Assessment:: Formative: and Summative assessment: . 2 x assignments (equally weighted

at 15% each), 30%1 Test (20%); Written Exam; (50%).

Prerequisite: Introduction to professional practice; Introduction to Speech and Hearing

Science; Introduction to communication development; Introduction to
Audiology ; Neuroanatomy and physiology for speech and hearing

53
FLD211E- Fluency Disorders
Purpose: To provide student with the theory and procedural knowledge necessary to
assess and manage fluency disorders in children and adults.
Content: Definition of relevant terms pertaining to fluency disorders; Current theories
on the causes, onset and development of stuttering across the Lifespan;
Cultural perspectives on fluency disorders; Interaction of bi/multilingualism
and stuttering; Assessment of stuttering across the lifespan; Intervention of
stuttering across the lifespan; Other disorders of fluency - Assessment and
intervention; The effects of dysfluency on activity, social participation and
context from an ICF Perspective; Public awareness related to fluency
disorders.
Instruction: Lectures and tutorials
Assessment: Formative and summative: 1 assignment (15%; 2x case studies equally weighted, (one
assessment plan and one intervention plan) at 10% each (20%); 1 test (15%)1 x 2 hour
examination (50%)

Prerequisite: Introduction to professional practice; Human Anatomy 1A; Introduction to communication

development; Human Physiology 1A; Neuroanatomy and physiology for speech and hearing;
Introduction to psychology 1A’ Introduction to psychology 1B

PSY211E Introduction to Psychology 2 (Foundation)

Purpose: The purpose of this module is to expose student to learning and cognitive
processes including memory, thinking and the language. Furthermore, this
module intends to enable student to differentiate between areas of health
psychology, including human sexuality and HIV/AIDS.
Contents: A selection from the following sub modules; Basic principles of earning,
memory, thinking and Language, human sexuality and HIV/AIDS, Motivation
and Emotions

PSY221E Introduction to Psychology 2 (Foundation)

Purpose: This is a foundation course in psychology. The purpose of the module is to
introduce student to the field of psychology, including the following areas of
specialization: An introduction to the sub-field of psychological disorders and
psychopathology; introducing student to the field of psychotherapy, including
various approaches to help people overcome personality; introducing student
to intelligence, language and thought as well as cognitive processes.
Contents: Introduction to psychopathology/psychological disorders, psychotherapy and
counselling, introduction to intelligence, language and thought and cognitive
processes.
Instruction: Lectures

54
Assessment: Continuous assessment through tests and assignments as per
Psychology Department
Prerequisite: Completion of Psychology 1

EAI121E- Early Communication Intervention

Purpose: To develop the student's knowledge and understanding of the

prevention, identification, assessment and intervention of communication
disorders in infants and toddlers (0 - 3 years).
Content: The rationale and theory of early intervention in Speech-Language
Therapy practice will be introduced. Principles of screening, identification,
assessment and management of communication and feeding difficulties in
early childhood intervention, with a focus on specific risk populations.
Models of service delivery and applications to the South African context;
efficacy of early intervention.
Instruction: Lectures, tutorials and practical sessions
Assessment: Formative and Summative: assignment / workshop plan (30%), information
sheet 10% assessment plan 10% ; 1x 3 hour examination (50%)
Prerequisite: Introduction to professional practice; Human Anatomy 1A; Introduction to
communication development; Human Physiology 1A; Neuroanatomy and
physiology for speech and hearing;

VAR221E- Voice and Resonance Disorders

Purpose: Integrate knowledge of the anatomy, physiology and neurology of voice with an
understanding of voice and resonance disorders, including causes, symptoms,
and treatment.
Content: Introduction and orientation to voice as a speech system; Anatomy and physiology
of the larynx and voice production; Theoretical models of the physiology of voice;
Causes of voice disorders; Voice assessment; Voice Management/Rehabilitation;
Promotion and prevention activities in specific populations at risk for voice
disorders; The effects of voice disorders on social participation from an ICF
perspective.
Instruction: Lectures Assessment Formative and Summative assessment: Assignments
(20%), Test (30%)Written Exam (50%).
Prerequisite: Introduction to professional practice; Human Anatomy 1A; Introduction to
communication development; Human Physiology 1A; Neuroanatomy and
physiology for speech and hearing; speech and hearing science

CLE201E- Clinical Education 2 A

Purpose: To provide student with supervised clinical training in the screening for
hearing loss in the preschool population.
Content: Supervised clinical practice (interview, observation, rating scales, checklists,
55
 behavioural screening); record keeping, referral processes and
correspondence
Instruction: Clinical practice
Assessment: Continuous assessment
Prerequisite: Introduction to professional practice; Human Anatomy 1A;
Introduction to communication development; Human
Physiology 1A; Neuroanatomy and physiology for speech
and hearing; Introduction to audiology

CLE201E- Clinical Education 2 B

Purpose: To provide student with supervised clinical training in the promotion,
prevention, identification, assessment, treatment planning and management
of children with articulation and phonological disorders.
Content: Supervised clinical practice in the assessment and management of
phonological and articulation disorders in children, Skills in (interviewing,
observation, use and analysis of rating scales, checklists, behavioural
sampling and standardized tests; informal assessment; Clinical skills
Instruction: Clinical Practice
Assessment: Continuous assessment
Prerequisite: Introduction to professional practice; Human Anatomy 1A; Introduction to
communication development; Human Physiology 1A; Neuroanatomy and
physiology for speech and hearing; Introduction to audiology

Third Year Modules: Target: All 3rd year students in the programme

SWD311E- Dysphagia
Purpose: Develop student’ knowledge and understanding of the nature of swallowing
disorders in adult and paediatric population, as well as the principles and
procedures for the assessment and management of swallowing disorders in
adults and paediatric populations.
Content: Aetiology and presentation of typical swallowing and dysphagia; assessment
of adult and paediatric swallowing; Intervention for swallowing disorders in
adults; tracheostomy and laryngectomy; differential diagnosis, assessment
and management of swallowing disorders in South Africa from practice within
the international arena as well as related aspects of ethics; dysphagia in the
paediatric population including children with Cerebral Palsy (CP); Paediatric
Traumatic Brain Injury; Autism Spectrum Disorders; Childhood Apraxia of
Speech.
Assessment: Formative and Summative assessment: .2 x class tests (25% each); Written Exam (50%).

56
Prerequisite: Child Language and Developmental Disorders ;Personality theory and Social
Psychology Voice and Resonance Disorders; Early Communication
Intervention; Developmental Psychology

ACB311E- Acquired Neuorgenic Language Disorders

Purpose: To develop student’ knowledge and understanding of the nature (aetiology
and characteristics), assessment and management of acquired neurogenic
language disorders such as aphasia .
Content: Promotion and prevention activities in specific populations at risk for
neurogenic language disorders; Nature, assessment and management of
acquired neurogenic language disorders, such as aphasia, right hemisphere
damage, cognitive linguistic impairment.
Classification and identification of acquired neurogenic language disorders; Differential
Diagnosis of various acquired neurogenic language disorders ; Theoretical models of
assessment and intervention with reference to contextual, cultural, linguistic and socio-
economic diversity;
Instruction: Lectures and tutorials
Assessment: Formative and Summative assessment: . assignments (20%),; 2X Test (15%+15%)=30%;
Written Exam (50%).

Prerequisite: Child Language and Developmental Disorders ; Personality theory and Social Psychology
Voice and Resonance Disorders; Fluency Disorders ;Developmental Psychology

AAC223E- (AAC)Alternative and Augmentative Communication

Purpose: To introduce the student to the foundations of alternative and augmentative communication,
including assistive devices AAC ; intervention for children and adults with complex
communication needs

.Content: Terminology and theoretical concepts related to augmentative and alternative

communication; AAC systems: aided, unaided, high-tech and low-tech
systems ;advantages and disadvantages of different AAC systems; selection
of AAC systems ; regulations and policies that pertain to users of AAC
devices. Guiding principles of assessment of children and adults with
complex communication needs for AAC, guided by the participation model
and the International Classification of Functioning, Disability and Health
(ICF) framework.

57
.
Instruction: Lectures and tutorials
Assessment: Formative and summative: assignment (25 %), ;1 test (25%) & 1x examination (50%)
Prerequisite: Neuroanatomy and physiology for speech and hearing; Early Communication
Intervention; Child Language and Developmental Disorders

MSD221E- Neurogenic Speech Disorders

Purpose: To develop student’s knowledge and understanding of the nature,
assessment and management of neurogenic speech disorders.
Content: Recap of Neuroanatomy and neurophysiology of neurogenic speech
disorders, causes, classification and identification. Theoretical models of
assessment and intervention, considering contextual, cultural, linguistic and
socio-economic diversity; differential diagnosis of motor speech disorders
counselling, multidisciplinary collaboration; the effects of neurogenic
disorders on activities of daily living and re-integration from an ICF
perspective; Palliative care, evidence-based practice; Promotion and
prevention activities in specific populations at risk for neurogenic disorders.
Instruction: Lectures, tutorials and practicals
Assessment: Formative and summative: Test (25%); Assignment (25%); Written Exam (50%)

Prerequisite: Child Language and Developmental Disorders ; Phonological and Articulation Disorders ;
Voice and Resonance Disorders; Fluency Disorders ; Early Communication Intervention;
Developmental Psychology

CAC321E- Severe Communication Disorders

Purpose: To advance student’ knowledge and understanding of the nature of severe
communication disorders, and the assessment and management of children
and adults with or at risk for severe communication disorders.
Content: Nature (aetiology and characteristics) of conditions resulting in
severe communication disorders, promotion, prevention, screening ,
assessment and intervention of children and adults with or at risk for
severe communication disorders, including but not limited to Autism
Spectrum Disorder, Intellectual Disability, Cerebral Palsy,
Craniofacial Disorders and communication disorders in children
infected with or affected by HIV/AIDS
Instruction: Lectures tutorials and practicals
Assessment: Formative and Summative assessment: . 2x Test (25% each) =50% 1x Written Exam
(50%).

58
Prerequisite: Early Communication Intervention; Child language development; Neuroanatomy and physiology for
speech and hearing

LLL321E- Language Learning and Literacy

Purpose: To introduce the student to principles related to child language, learning and
literacy development and difficulties.
Content: The prevention, promotion identification, assessment and intervention for
those at risk for and presenting with language learning disorder:, including
auditory processing disorders, attention deficit hyperactivity disorder,
dyslexia , language learning disorder; core concepts underpinning
development of literacy, written language including reading and spelling;
bilingualism and multicultural issues; LLD in the child whose language for
learning is not L1; assessment and intervention principles within the primary
health care context and a multi- lingual environment such as phonological
awareness, Simple View Theory; structed systematic phonics. Current
issues, controversies, and developments in the field; .policy (national and
provincial levels) around inclusive education and LSEN.
Instruction: Lectures tutorials and practical sessions
Assessment: Formative and Summative: 1x written case studies (5%) . 1 Test (25%)1 Assignment (20%)
Written Exam (50%).

Prerequisite: Phonological and Articulation Disorders; Child Language and communication disorders;
Early Communication Intervention; Developmental psychology

Research Methodology
RSM311E Research Methodology
Purpose: This module aims to introduce student to a broad and comprehensive
overview of conventional research approaches with the focus on quantitative,
qualitative and epidemiological principles of research as well as theoretical
and practical understanding of the issues of research methods in speech and
language science.
Content: Principles of research in speech language science and other health-related
fields; the research process ; research design including both quantitative and
qualitative approaches to conducting research ; the critique and evaluation of
research studies for appropriate utilization of research findings in practice;..
Instruction: Lectures
Assessment: Continuous
Prerequisite:

59
CLE301E- Clinical Education 3 A
Purpose: Clinical practice in prevention, promotion identification, assessment and
intervention children at risk for or with developmental language disorders,
including infants and toddlers..

Content Assessment methods and tools, including formal, standardized and dynamic
assessment; evidence based intervention approaches and methods,
professional oral and written communication and reporting to all stakeholders
Instruction Clinical practice
Assessment Continuous
Prerequisite Child language and developmental disorders; early communication
intervention ; aural rehabilitation clinical practice 2 B

CLE301E- Clinical Education 3 B

Purpose: Clinical practice in prevention, promotion identification, assessment and
intervention children and adults with or at risk for fluency , voice or resonance
disorders

Content Clinical practice in prevention, promotion identification, assessment and

intervention for adults and children with fluency or voice disorders .
Assessment methods and tools, including formal, standardized and dynamic
assessment; evidence-based intervention approaches and methods,
professional oral and written communication and reporting to all stakeholders
Instruction Clinical practice
Assessment Continuous
Prerequisite Fluency disorders, Voice and resonance disorders; aural rehabilitation; clinical
practice 2 B

Fourth Year Modules: target group all fourth level students in the programme

CLE401E- Clinical Education 4A

60
Purpose: Clinical practice in prevention, promotion, identification, assessment
and intervention for children with or at risk for severe or complex communication
disorders
Content: Clinical practice in prevention, promotion, identification, assessment and
intervention for individuals with or at risk for severe or complex
communication disorders, including the use of Augmentative and Alternative
Communication (AAC); this includes children with hearing loss, language
based learning disorders, cerebral palsy, developmental dysarthria of
speech, intellectual disability, childhood apraxia of speech and autism
spectrum disorder. Service provision in multiple contexts; service delivery
modules in different contexts eg group therapy, classroom-based
intervention, community based intervention, supporting families, educators
and facilitators, of individuals with complex communication disorders.
Relevant policy regarding rights, access to education, access to social
grants, access to health care, educational issues.
Instruction: Clinical practice
Assessment: formative and summative; including case presentation, written reports, oral case based
examination, OSCE format
Prerequisite: Aural rehabilitation (2nd year);Clinical Education 3 A and 3 B; Neurogenic
speech disorders ;Acquired neurogenic language disorders Severe
Communication Disorders; Language Learning and Literacy; Augmentative
and Alternative Communication (AAC) ; Dysphagia

Clinical Education 4 B
Purpose: Clinical practice in prevention, promotion, identification, assessment
and intervention for adults at risk for or presenting with neurologically acquired
communication and swallowing disorders
Content: Clinical practice in prevention, promotion, identification, assessment and intervention for
adults at risk for or presenting with neurologically acquired communication and swallowing
disorders, such as aphasia, motor speech disorders (dysarthria and apraxia of speech),
traumatic brain injury, dementia, right hemisphere disorders, and dysphagia. Service
provision in multiple contexts; service delivery modules in different contexts eg group
therapy, community based intervention, supporting families of individuals with complex
communication and/ or swallowing disorders. Relevant policy regarding rights, access to
social grants, access to health care, employment rights and accommodations.
Instruction: Clinical practice
Assessment: formative and summative; including case presentation, written reports, oral case based
examination, OSCE format
Prerequisite Clinical Education 3 A and 3 B; Neurogenic speech disorders ;Acquired neurogenic
language disorders; Augmentative and Alternative Communication (AAC) ; Dysphagia

61
RSP402E- Research Project
Purpose: Students should independently complete a research project and present the
findings in a research report that meets departmental requirements.
Content: Identification of a research area and topic.; formulation of a research question.; development
of a research proposal; review of literature relevant to topic, the methodological framework
of the study (research design, study context, aims objectives, sample population, sampling
technique/s, data collection procedure, data collection tools, ethical and legal considerations,
data analysis methods and issues around reliability and validity) ;Compilation of necessary
information documents, consent forms and letters to gate keepers for access.
Instruction: Tutorials; independent study
Assessment: Summative assessment: .Written report (100%)

Prerequisite: Neurogenic speech disorders; Acquired neurogenic language disorders ; Augmentative and
Alternative Communication (AAC) ; Severe Communication Disorders ;Language Learning
and Literacy; Dysphagia; Research Methodology

INT401E- Integrated Case Seminars

Purpose: To equip students with necessary tools and skills to critically review case
documents, identify areas for further assessment or differentially diagnose
complex paper cases. Student will have the opportunity to refine their core
knowledge of communication disorders, enhance their ability to manage
multifaceted cases, associated clinical decision making skills, refine their
abilities in the critical review of research evidence, and demonstrate
application of current research to their clinical practice

Content: Case studies covering complex clinical cases for discussion, which pose
either diagnostic dilemmas or difficulties in treatment from a placement. A
seminar format as follows: outline the theoretical and clinical background to
the case and current evidence-based practice for management; include
research, experiential exercises, presentations, and case discussion on the
application of clinical decision making, evidence-based practice and patient
outcomes..
Instruction: Seminars
Assessment: Summative assessment: Group case presentation (40%); Individual case presentation(60%);
no exam

Pre-requisite: Neurogenic speech disorders; Acquired neurogenic language disorders ;

Augmentative and Alternative Communication (AAC) ; Severe
Communication Disorders ; Language Learning and Literacy; Research
Methodology

HAM311E- Health Administration and Management

Purpose: To develop student’ knowledge and understanding of health administration
and management within the framework of Speech-Language Pathology.
62
Content: Conduct strategic planning for purpose of development of Speech and
language practice/service and business plan; the regulation, process of
registration and limits of naming the practice; different types of business
legalities for Speech and language practice; the importance of diagnostic
coding; PFMA and basic financial management; HR professional
employments contracts and registration with relevant employment bodies;
principles of sourcing, storing and maintenance of equipment and medical
devices; Monitoring and evaluation of clinical services for quality assurance.
Instruction: Lectures
Assessment: formative and summative: Summative 1 x assignment (20%),; 2x test equally weighted 15%
each (30%) 1x examination (50%)

Prerequisite: nil

DCE321E- Disability and Community Engagement

Purpose: To introduce the student to the modules and principles related to disability
and management of these patients within the community.
Content: Revisit the ICF for critical review (International Classification of Functioning,
Disability and Health); models of disability, relevant South African and global
legislation, policy, regulations regarding disability, with particular reference to
communication disability and communication as a human right; occupational
and support services; collaborative care, advocacy, expert witness, medico-
legal reports.
Instruction: Contact lectures and practical
sessions
Assessment: Formative and summative: Summative assessment: Test (15%); Assignments (case study)
(35%),; Written Exam (50%)

Prerequisite: Neurogenic speech disorders; Acquired neurogenic language disorders ;

Augmentative and Alternative Communication (AAC) ; Severe
Communication Disorders ; Language Learning and Literacy; Aural
rehabilitation .

63
Department of Natural Sciences

There are no pre and co-requisites for first year modules.

Semest NQF level

Module Credits
er

Human Anatomy 1A, HAN 111E 1 5 08

Human Physiology 1A, HPS 111E 1 5 08

Basic Anatomy for Speech & Hearing, APH 111E 1 5 08

Anatomy and Movement, HUS 112 1 5 16

Total credits semester 1 40

Human Anatomy 1B, HAN 121 2 5 08

Human Physiology 1B, HPS 121 2 5 08

Applied Anatomy for Speech & Hearing, APH 122E 2 5 08

Introduction to Physiology, HUS 122E 2 5 16

Total credits semester 2 40

Total credits academic year 1 80

STUDY LEVEL TWO

NQF level Prerequisite/co-

Module Semester Credits
requisite

Pharmacology 1A, PMC 211 1 6 None 08

Microbiology, MCB 211E 1 6 None 16

Total credits semester 1 24

Pharmacology 1B, PMC 221E 2 6 None 08

Total credits semester 2 08

Total credits academic year 2 32

64
HAN 111E: Human Anatomy 1A

Purpose: The purpose of the module is to provide basic understanding of gross anatomy,
histology, functions and applied importance of organ systems of the human body
in order to understand Physiology and apply their knowledge into clinical practice
Contents Theory: Gross anatomy, histology, functions and applied importance of: Cell,
tissues, cardiovascular system and blood, Gastrointestinal system, Respiratory
system and Urinary system
Practical: Observation of Models, microscope slides, charts and audio-visual aids
Instruction Lectures, Tutorials and practicals
Assessment Formative: Two tests and One assignment
Summative: One three-hour written examination
Target group First year undergraduate student in Nursing

HAN 121E: Human Anatomy 1B

Purpose: The purpose of the module is to provide basic understanding of gross anatomy,
histology, functions and applied importance of organ systems of the human body
in order to understand Physiology and apply their knowledge into clinical practice
Contents Theory: Gross anatomy, histology, functions and applied importance of:
Integumentary system, Osteology, Muscular system and joints, Endocrine
system, Male and female reproductive system, Central nervous system,
Peripheral nervous system and Special senses
Practical: Observation of Models, microscope slides, charts and audio-visual aids

Instruction Lecturers, Tutorials and practicals

Assessment Formative: Two tests and One assignment
Summative: One three-hour written examination
Prerequisite None
Target group First year undergraduate student in Nursing

.
HPS 111E: Human Physiology 1A

Purpose: The purpose of this module is to provide basic understanding of physiological

mechanisms of various systems of the human body in order to understand
pathophysiology and apply their knowledge into clinical practice.
Contents Theory: Physiological mechanisms and applied physiology of:
Cell, Gastro-intestinal system, Respiratory system, Cardiovascular system,
Blood, Lymphatic system, Urinary system and Metabolism

Instruction Lecturers, Tutorials and practicals

Practical: Use of audio-visual aids, equipment, charts

Assessment Formative: Two tests and One assignment

Summative: One three-hour written examination
Target group First year undergraduate student in Nursing
65
HPS 121E: Human Physiology 1B

Purpose: The purpose of this module is to provide basic understanding of physiological

mechanisms of various systems of the human body in order to understand
pathophysiology and apply their knowledge into nursing practice.
Contents Theory: Physiological mechanisms and applied physiology of:
Endocrine system, Male and Female reproductive system, Pregnancy and human
development, Muscular system, Central nervous system, Peripheral nervous
system and Special senses

Instruction Lecturers, Tutorials and practicals

Practical: Use of audio-visual aids, equipment, charts

Assessment Formative: Two tests and One assignment

Summative: One three-hour written examination
Prerequisite None
Target group First year undergraduate student in Nursing

MCB 211E: Microbiology

Purpose: The purpose of this module is to provide adequate knowledge and application of
common infectious diseases to the student in their professional clinical practice to
bridge the gap between basic science and clinical practice and also to provide good
foundation for the clinical disciplines within the profession.
Contents Theory: Introduction to Medical Microbiology, Inflammation and healing of wounds,
sterilization, disinfection and antisepsis, immunity & hypersensitivity, bacterial
infections including tuberculosis and sexually transmitted infections, rickettsia and
chlamydial infections, viral infections including HIV-AIDS, Hepatitis, fungal and
parasitic infections
Practical: Gram staining, microscope slides for demonstration of micro- organisms,
Equipment for sterilization and disinfection, Charts, Audio visual aids
Instruction Lecturers, Tutorials and practicals
Assessment Assessment: Formative: Two tests and One assignment
Summative: One three-hour written examination
Prerequisite None
Target group Second year undergraduate student in Nursing

PMC 211E: Pharmacology 1A

Purpose: The purpose of this module is to provide adequate knowledge and application of
commonly used medications to the nursing student in their professional nursing
practice to bridge the gap between basic nursing science and clinical nursing
practice and also to provide good foundation for the clinical disciplines within the
profession.
Contents Theory: Sources of drugs, routes of drug administration, pharmacokinetics and
pharmacodynamics, standard treatment guidelines and essential drug program,

66
 Drugs acting on the autonomic nervous system, Drugs acting on the cardiovascular
system and Blood, Antibiotics and anti-infective agents including pharmacotherapy
of tuberculosis, sexually transmitted infections and HIV and AIDS

Instruction Lecturers, Tutorials and practicals

Practical: Use of Charts, Audio visual aids, Equipment
Assessment Formative: Two tests and One assignment
Summative: One three-hour written examination
Prerequisite None
Target group Second year undergraduate student in Nursing

PMC 221E: Pharmacology 1B

Purpose: The purpose of this module is to provide adequate knowledge and application of
commonly used medications to the nursing student in their professional nursing
practice to bridge the gap between basic nursing science and clinical nursing
practice and also to provide good foundation for the clinical disciplines within the
profession.
Contents Theory: Drugs acting on the central nervous system, Drugs acting on the
gastrointestinal system, Drugs acting on the Endocrine system, Drugs acting on the
Respiratory system, Vitamins, Nutritional supplementation therapy, Anti-cancer
drugs, Pharmacotherapy of Ergot alkaloids, Oxytocics and Uterine relaxants

Instruction Lecturers, Tutorials and practicals

Practical: Use of Charts, Audio visual aids, Equipment
Assessment Formative: Two tests and One assignment
Summative: One three-hour written examination
Prerequisite None
Target group Second year undergraduate student in Nursing

HUS 112: Anatomy and Movement

Purpose: Introduce student to basic human movement through anatomy which include knowledge
of the different bones, joints and muscles.
Contents Identifying location of all major bones, joints and muscle of the human body as well as
how these influence movements
Instruction Lecturers, Tutorials and practicals
Assessment Formative: Two tests
Summative: One three-hour written examination
Target group First year undergraduate student in Human movement Science

HUS 122: Introduction to Physiology

Purpose: Introduce student to basic physiological functioning of the human body.

Contents Understand the basic structural organization of the human body; cell functioning;
structure and how these structures form various systems like cardiovascular,
digestive; muscle; nervous end endocrine system.
67
Instruction Lecturers, Tutorials and practicals
Assessment Formative: Two tests
Summative: One three-hour written examination
Prerequisite HUS 112E
Target group First year undergraduate student in Human movement Science

Target group First year undergraduate student in Speech Language pathology

68
69
CALENDAR DATES/SESSIONAL DATES FOR 2024
Calendar date/Sessional dates for 2024 can be found on the University of Fort Hare website
http://www.ufh.ac.za

70
 TIMETABLES FOR THE FACULTY

Lecture Venues for Department of Nursing Science Programmes (84040) (East London Campus)
New Teaching & Learning Centre/ Blackboard

Module Lecture Group

NFN111E Fundamental Nursing Science, 1A
NMD 111E Multi-Disciplinary Team, Ethical and Legal Issues
HAN 111E Human Anatomy 1A
PSY111E Introduction to Psychology
HPS 111E Human Physiology 1A
NFN121E Fundamental Nursing Science, 1B
NFP101E Fundamental Nursing Science Practical
HAN 121E Human Anatomy 1B
HPS 121E Human Physiology 1B
NCN211E Comprehensive Nursing Science 1A
MCB 211E Microbiology,
PMC 211E Pharmacology 1A
SOC 111E Introduction to Sociology
NCP201E Comprehensive Nursing Science Practical 1
NCN221E Comprehensive Nursing Science 1B
NCM221E Comprehensive Introduction to Midwifery,
PMC 221E Pharmacology 1B
NCN311E Comprehensive Nursing Science 2A
NCP301E Comprehensive Nursing Science Practical 2
NMA311E Midwifery (Antenatal Care) 1A
NRM311E Research Methodology
NMC321E Midwifery (Low-Risk Childbirth) 1B
NCN321E Comprehensive Nursing Science 2B,
NMP301E Midwifery Practical 1
NCN411E Comprehensive Nursing Science 3 (Specialised Care)
NMI411E Unit Management and Health Information Systems
NMH411E Midwifery (High-Risk), 2A
NMN421E Midwifery (Neonatal Care) 2B
NMP401E Midwifery Practical 2 (ESMOE Drills),
NCP401E Comprehensive Nursing Science Practical 3
NRP421E Research Project,

Lecture Venues for Department of Nursing Science Programmes (84000) (East London Campus)
New Teaching & Learning Centre/ Blackboard

NBM312E, NBM322E PBL 3. Midwifery

&NBM302E
NBP312E, NBP322E& PBL 3. Psychiatry Nursing Science
NBP302E
71
 NBG312E, NBG322E PBL3. General Nursing Science
& NBG302E
NNM312E & NNM322E PBL 3. Nursing Management & Professional Practice
NBM412E, NBM422E PBL4. Midwifery
& NBM402E
NBP 412E, NBP422E PBL 4. Psychiatric Nursing
& NBP402E Science
NNM412E, NNM422E PBL 4. Professional Practice and Management
& NNM402E
NBR412E & NBR422E PBL 4. Research

Lecture Timetable for Human Movement Programmes (Alice Campus)

Time Monday Tuesday Wednes Thursday Friday

08:00-08:45 B F D A E

08:55-09:40 A B G D
C

09:50-10:35 A B E D C

10:45-11:30 C D A G F

11:40-12:25 E G F C H

12:35-13:20 E G F B H

14:00-16:00 Practicals
Semester 1 Course Code Semester 2 Course
14:00-14:40 D A G H code B
Foundation of HMS (C) HUS 111 Motor Development HUS 121
14:45-15:25 D AChild Movement G H B
Experiences (C)
15:30-16:10
Anatomy and HHUS 112 EIntroduction to C F 122
HUS H
Movement (E) Physiology (E)
16:15-16:55 H E C F H
Introduction to PSY 111 Introduction to PSY 122
Psychology 1 (F) Psychology 2 (F)
Reading, Writing, ESP 111 Reading, Writing, ESP 122
Speaking and Speaking and Listening
Listening Skills (G) Skills (G)
Motor Learning HUS 216 Perceptual motor HUS 226
Learning Bachelor of
Health Sciences in
Human Sport Physiology and HUS 217 Applied Sport HUS 227 Movement
exercise science principles physiology Science (84001)
Sport nutrition HUS 218 Sport and HUS 228
workplace injuries
Personality Theory PSY 211 Development PSY 222
and Social Psychology (A)
Psychology (A)
Psychology for physical HUS 316 Research Methods in HUS 321
activity and work 72 Physical Activity
Sport
and proposal writing
Recreation and sport HUS 317 Clinical physiology in work HUS 327
management environment
Ergonomical principles and HUS 318 Biomechanics of human HUS 328
system design movement in work and
physical activity
 Bachelor of Health Sciences Honours in Human Movement Sciences (84020)
Semester 1 Course code Semester 2 Course code
Exercise Physiology and Exercise Science HUS 511 Motor Control and HUS 521
Human Development
Research Proposal Writing And HUS 515 Psychology of Sport HUS 522
Management of Research Project Performance
Analyses of Movement in Sport and HUS 514 Sport Management HUS 523
Exercise Science
Mini Research project HUS 524

73
Lecture venues for Rehabilitative Sciences
Programmes (East London Campus)
New Teaching & Learning Centre/ Blackboard

Year 1
Module Lecture Group
Semester 1
IPR112 Introduction to Professional Practice
APH111E Basic Anatomy for Speech and Hearing
ISH112E Introduction to Speech and Hearing Sciences
PSY111E Introduction to Psychology 1A
CLT111E Introduction to computer literacy
Semester 2
EAI121E Early Communication Intervention
ILC121E Introduction to Language and Communication Development
ITA121E Introduction to Audiology and Sign Language
PSY122E Introduction to Psychology 1B
CEH121E Community Engagement and Health Promotion
APH122E Applied Anatomy for Speech and Hearing
CLE101 Clinical Education 1 A&B

Year 2
Module Lecture Group
Semester 1
CLD211E Child Language and Development Disorders

PAA211E Phonological and Articulation Disorders

FLD211E Fluency Disorders

PSY211E Psychology 2 A & B
XHS111E IsiXhosa Linguistics for Speech Therapy
Semester 2
VAR221E Voice and Resonance
AAC223E Augmentative and Alternative
Communication (AAC)
MSD221E Motor Speech Disorders
CLE201E Clinical Education 2 A&B

Year 3
Module Lecture Group
Semester 1
SWD311E Swallowing Disorders
ACB311E Aphasia and Cognitive Based Dysfunction

HAM311E Health Administration and Management

RSM311E Research Methodology

74
Semester 2
Year 4
CAC321E Congenital and Acquired Communication Disorders
Module Lecture Group
Semester
DCE321E 1 &2 Disability and Community Engagement
CLE401E Clinical Education 4 A&B
RSP402E
LL321E Research
LanguageProject
Learning and Literacy
INT401E
CLE301E Integrated
Clinical Education
Case Seminars
3 A&B
 POSTGRADUATE PROGRAMMES
List of postgraduate Programmes Offered

NQF LEVEL 8

Postgraduate Diploma in Public Health

Postgraduate Diploma in Clinical HIV/AIDS Management

Bachelor of Health Sciences Honours in Human Movement Science

NQF LEVEL 9
Master of Health Science in Human Movement Science
Master of Nursing
Master of Public Health (Not offered in 2024)

NQF LEVEL 10
Doctor of Nursing
Doctor of Philosophy in Human Movement Science

75
DEPARTMENT OF HUMAN MOVEMENT SCIENCE

Bachelor of Health Sciences Honours in Human Movement Science (BHS Hons HMS) 84020

Admission
 Completed a Bachelor degree with HMS as major
 Completed HMS 300 and achieved a 65% average for HMS 300 subjects

Duration
 One-year full time study

Modules
Semester 1 Course Credits Semester 2 Course Credits
code code
First year NQF 8
Exercise Physiology and HUS 511 16 Motor Control and HUS 521 16
Exercise Science Human
Development
Research Proposal HUS 515 16 Psychology of HUS 522 16
Writing And Sport Performance
Management of
Research Project
Analyses of Movement HUS 514 16 Sport Management HUS 523 16
in Sport and Exercise
Science

Mini Research HUS 524 32

Project

Description of the Modules

HUS 511: Exercise Physiology and exercise science

Purpose: To provide student with the advanced knowledge of areas in exercise
physiology and the practical application to improve sport performance.
Contents: Adaptation of neuromuscular- and cardiorespiratory structure; long terms
adaptation from training in hypo-, hyperbaric- and micro gravity environment;
and physiological evaluation of various components.
Instruction: Lectures, self-study and student
presentation.

HUS 515 Research proposal writing and management of research project

Purpose: To teach student how to constructs research proposal, conduct a research
and to publish findings
Content: Constructing topics, proposal writing, researching literature, compiling
literature review, constructing methodology, reporting results, compiling

76
 recommendation
Instruction: Lectures, practical activities, self-study and student presentations.

HUS 514; Analyses of movement in sport and exercise science

Purpose: To provide student with an understanding of the mechanical principles
underlying human movement.
Contents: The study and application of mechanical principles underlying human
movement.
Instruction: Lectures, self-study and student
presentation.
Assessment: Continuous assessment through: Tests, Group discussions, Assignments.
Summative assessment: 3-hour examination

77
HUS 521: Motor Control and Human Development
Purpose: To provide student with applied knowledge of motor control processes and
how they affect physical performances on a daily basis.
Contents: The Motor control process from prenatal, postnatal, childhood growth,
perceptual- motor development, development and assessment of fundamental
movement skills and participation in physical activities.
Instruction: Lectures, practical activities, self-study and student
presentations.
Assessment: Continuous assessment through: Tests, Assignments and demonstrations.
Summative assessment: 3-hour examination

HUS 522: Psychology for sport performance

Purpose: To provide student with an elementary knowledge and understanding of
Foundations of sport and exercise science.
Contents: The study of the structural aspects of the human
skeleton. Instruction: Lectures, self-study and student presentation.
Assessment: Continuous assessment through: Tests, Group presentations, Assignments.
Summative assessment: 3-hour examination

HUS 523: Sport management

Purpose: To develop an understanding of the principles and skills essential in the
organization and administration of sport and recreation.
Contents: Principles and skills essential in the organization and administration of sport
and recreation: Historical perspective; significance and trends in recreation,
administrative theory and management; administrative responsibilities; and
program planning.
Instruction: Lectures, self-study and student
presentation.
Assessment: Continuous assessment through: Tests, Group presentations, Assignments.
Summative assessment: 3-hour examination

HUS 524: Mini research project

Purpose: To provide the student with the basic knowledge of conducting and
presenting of research in the form of a mini dissertation.
Contents: Abstract, introduction/ literature review, study sample and method, reporting
of results, conclusions and recommendation.
Instruction: Research and consultation with
supervisor.
Assessment: Submitting and presenting mini dissertation to committee of
reviewer

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Master of Health Sciences in Human Movement Science 84021 Admission

The general rules for the Master’s degree are applicable.

Applicants must have completed a Bachelor of Health Sciences (Honours) in Human

Movement Science or an equivalent degree approved by the Faculty of Health Science
Higher degrees committee and the University Senate. An average of 65% for the Honours
(or equivalent NQF Level 8 qualification) is required for admission to MHS in HMS

Duration
 Full time: Minimum two years
 Part-time: Minimum four years

Modules

Qualification Code Specialization Core module Module code Credits

84021 Sport Science Dissertation HUS 700 180

Description of Modules

HUS 700 Master of Health Sciences in HMS (Dissertation)

Purpose: The degree programme aims to equip post-graduate student in the field of
sport science and kinesiology with the necessary skills to conceptualize,
plan, execute and report on research in their field of interest.
Instruction: Supervised independent research through the presentation of a proposal,
getting ethical clearance, data collection, analysis, interpretation and
report writing.
Assessment: The research report will be assessed by two external examiners.

Doctor of Philosophy in Human Movement Science (8500)

Admission
The general rules of the University of Fort Hare and the Faculty of Health Science Higher Degrees rules for
Doctoral degree are applicable.

Applicants must have completed a Master of Health Sciences in Human Movement Science
or an equivalent degree approved by the Faculty of Health Science Higher degrees
committee and the University Senate. An average of 65% for the Master qualification (or
equivalent NQF Level 8 qualification) is required for admission to PhD in HMS

Duration
 Full time: Minimum 3 years
 Part time: Minimum 5 years

79
Modules

Qualification Code Specialization Core module Module code Credits

85000 Human Movement Science Dissertation HMS900 360

Description of Modules

HUS 900 Doctor of Philosophy in HMS (Dissertation)

Purpose: The degree programme aims to equip post-graduate student in the field of
human movement science, sport science or kinesiology with the necessary
skills to conceptualize, plan, execute and report on research in their field of
interest, in order to achieve:
1. Expertise in a section of the field demonstrated through an independent
scientific study.
2. Contribute to the existing field of knowledge through an original scientific
study that could be transdisciplinary.
3. Display research competence in methodology and critical written
communication of the research findings.
4. Write a coherent and integrated research report, which communicate the
research process and findings clearly to inform members of society.
Instruction: Supervised independent research through the presentation of a proposal,
getting ethical clearance, data collection, analysis, interpretation and
report writing.
Credit value: 360
Assessment: The research report will be assessed by three external examiners

Doctor of Philosophy in Human Movement Science (8500)

Admission
The general rules of the University of Fort Hare and the Faculty of Health Science Higher Degrees rules for
Doctoral degree are applicable.

Applicants must have completed a Master of Health Sciences in Human Movement Science
or an equivalent degree approved by the Faculty of Health Science Higher degrees
committee and the University Senate. An average of 65% for the Master qualification (or
equivalent NQF Level 8 qualification) is required for admission to PhD in HMS

Duration
 Full time: Minimum 3 years
 Part time: Minimum 5 years

80
DEPARTMENT OF NURSING SCIENCE

POSTGRADUATE DIPLOMA IN CLINICAL MANAGEMENT OF HIV/AIDS (84028)

Admission

Candidates for this programme should be Professional Nurses who are currently registered
with the South African Nursing Council (SANC) as a General Nurse; Community Health
Nursing Science; and must have any health-related basic Degree; (HIV Counselling and
Testing) trained and/or PMTCT or any related HIV/AIDS training; and one year working
experience in a primary health care clinic or a health care centre or ART clinic.

NB: The course can only be undertaken by Professional Nurses and is a clinical programme
that requires knowledge and skills regarding diagnosis, treatment, and care of multiple
opportunistic infections in HIV.

Duration
The programme has a minimum period of one-year and maximum of two years study of
systemic theoretical and practical facilitation.

Modules
The programme will entail the following modules as listed below:

Semester 1 Course Credits Semester 2 Course Credits

code code
Epidemiology, HIV life NHE 8 HIV in NWP 8
cycle and Infection 400E Pregnant 400E
control Women
Clinical Assessment and NHA 8 Clinical NCM 8
Management of HIV 401E mentoring in 400E
infected Children HIV/AIDS
programmes
Initiating Antiretroviral NIT 400E 8
Treatment and
Management of side-
Effects
Basic Physical NAT 12 NAT 12
Assessment, Diagnosis, 401E 401E
Treatment and Care of
HIV/AIDS client
Pharmacy Dispensing NPD 12 NPD 20
Course 400E 400E

Introduction to Research NIR 400E 12 NIR 12

400E
Total per semester 60 60
Total per year 120

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Description of Modules

NHE 400E: Epidemiology, HIV life cycle and Infection Control

Purpose: The purpose of this session is to intensively introduce students to HIV
Epidemiology, lifecycle of HIV as well as infection control protocol for
infectious disease prevention. The students should be positioned for
maintenance of quality service delivery within hospitals and Primary Health
Care (PHC) setting.
Content: The materials and content for this session are aimed at updating the
participant’s knowledge on the transmission and spread of HIV, the variables
involved the natural history of the HIV infection, current treatment modalities,
and the global impact of this disease. Furthermore, the content presents a
range of approaches to infection in control strategies in relation to a variety of
pathogens. The content includes: The patho-physiology and epidemiology of
HIV; Mode of transmission of HIV in adult and paediatric patients; diagnosing
HIV in adult and paediatric patients; risk groups and Infection control
overview, infection control and other blood products; Infection control
overview – HIV and other blood borne pathogens; how to apply universal
precautions in preventing the transmission infection; infection control and how
it interfaces with health facility design; and guidelines for infection control in
HIV related health facilities.
Instruction: Overview lectures: Lectures will introduce the students to the important Topics
in this module and provide an overview.
Tutorial groups: Cases will be solved in the tutorial groups.
Experiential learning: Students will practice applying the knowledge acquired
through exercises, self-study assignments, cases/tutorial groups and
computer practical’s as well as patient assessment, diagnosis, treatment and
management.
Independent self-study: The use of cases/tutorial groups in this module
stimulates self-study (by formulating student-directed learning issues and
subsequently studying literature).
Credits: 8
Assessment: Formative -Participation in group discussion taking part in all roles within the
group; giving constructive feedback to fellow students; development of
conflict management skills; tutorial attendance profile (NB: tutorials are
compulsory); oral test (for students with special needs); clinical logbooks
completion and building up of POE; case development and presentation;
practical demonstration under the supervision of the doctor or a primary
health care

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 nurse; assignments and class activities; and block evaluation by students.
Summative - A three-hour examination – portfolio; personal developmental
aspects, meaningful learning and self-directed learning activities; evidence of
progress: knowledge, skill and attitude
Pre-requisite(s): None

83
Target group: PGD in HIV/AIDS students

NHA 401E: Clinical Assessment and Management of HIV infected Adults

and Children
Purpose: The purpose of this module is to give the participants a sound understanding
of the crucial role of history taking and the implementation of appropriate
client assessment strategies, and the importance of applying the South
African HIV treatment Guidelines in diagnosis, treatment and care with the
help of the EDL.
Content: The contents and skills that are taught in this module introduce the participant
to the techniques for accurate history taking and comprehensive clinical
assessment in adult and paediatric HIV positive clients that includes: History
taking in a high HIV prevalent environment; the key components of an
effective clinical case presentation; general assessment in the adult and
paediatric patient; assessment, management and prevention of opportunistic
illnesses in HIV positive adults and children; comprehensive history taking in
the diagnosis of dermatological conditions; comprehensive dermatological
assessments in adult and paediatric patients; managing dermatological
infections; applicable referral criteria in dermatological conditions.
Instruction: Overview lectures: Lectures will introduce the students to the important topics
in this module and provide an overview.
Tutorial groups: Cases will be solved in the tutorial groups.
Experiential learning: Students will practice applying the knowledge learnt
through exercises, self-study assignments, cases/tutorial groups and
computer practical’s as well as patient assessment, diagnosis and treatment
management.
Independent self-study: The use of cases/tutorial groups in this module
stimulates self-study (by formulating student-directed learning issues and
subsequently studying literature).
Credits: 8
Assessment: Formative-participation in group discussion taking part in all roles within the
group (chair, scriber and timekeeper), giving constructive feedback to fellow
students. Development of conflict management skills, tutorial attendance
profile (NB: Tutorials are compulsory), oral test (for students with special
needs), development of portfolio of evidence, clinical logbooks completion,
case development and presentation, practical demonstration under the
supervision of the doctor or a primary health, care nurse, assignments and
class activities, block evaluation by students.
Summative- A final three hours’ examination, portfolio, personal
developmental aspects, meaningful learning and self-directed learning
activities, Evidence of progress: Knowledge, skill and attitude, practical
examination: OSCE
Target group: PGD in HIV/AIDS students

84
NAT 401E: Basic Physical Assessment, Diagnosis, Treatment and Care of
HIV/AIDS clients
Purpose: The overall purpose of this module is to give the participants a sound
understanding of the crucial role of history taking and the implementation of
appropriate client assessment strategies, and the importance of applying the
South African HIV treatment Guidelines in diagnosis, treatment and care
including the use of EDL protocol.
Content: The content and skills that are taught in this module introduce the participant
to the techniques for accurate history taking and comprehensive clinical
assessment, diagnosis of common opportunistic conditions in adult and
paediatric HIV positive clients, diagnosis treatment and management of both
the infected and the affected; history taking in a high HIV prevalent
environment; the key components of an effective clinical case presentation;
general assessment in the adult and paediatric patient; assessment,
management and prevention of opportunistic illnesses in HIV positive adults
and children; diagnosis of common opportunistic infection, management and
early referrals for further investigation and management as well as the referral
processes; special investigation and tests relevant for diagnostic purposes;
and case presentation and peer assessment
Instruction: Overview lectures: Lectures will introduce the students to the important topics
in this module and provide an overview.
Tutorial groups: Cases will be solved in the tutorial groups.
Experiential learning: Students will practice applying the knowledge learnt
through exercises, self-study assignments, cases/tutorial groups, computer
work and practical’s as well as patient assessment, diagnosis and treatment
management.
Independent self-study: The use of cases/tutorial groups in this module
stimulates self-study (by formulating student-directed learning issues and
subsequently studying literature).
Credits: 24
Assessment: Formative-Participation in group discussion taking part in all roles within the
group (chair, scriber and time keeper); giving constructive feedback to fellow
students; development of conflict management skills; tutorial attendance
profile (NB: Tutorials are compulsory); oral test (for students with special
needs); clinical logbooks completion; case development and presentation;
practical demonstration under the supervision of the doctor or a Primary
Health Care nurse; assignments and class activities; block evaluation by
students.
Summative: Final three hours’ comprehensive paper, portfolio, personal
developmental aspects, meaningful learning and self-directed learning
activities, evidence of progress: knowledge, skill and attitude, - practical
examination: OSCE
Pre-requisite(s): None
Target group: PGD IN HIV/AIDS students

85
 NIT 400E: Module Title: Initiating Antiretroviral Treatment and Management of side-
effects.
Purpose: The aim of this module is to enable participants to assist adolescents,
adults and children living with HIV to adhere to the complex regimens of
highly active antiretroviral regimens (HAART).
Content: The content outlines a series of strategies and techniques, with which the
participants can tailor their antiretroviral regimes to their individual
requirements, and to deal with the obstacles to adherence in their lives, guide
them to practice medicine- taking behaviours, and to provide them with
continued support when they initiate HAART. This includes principles of
antiretroviral therapy, National guidelines on ARV therapy, starting anti-
retroviral therapy, when to change and what to change to in relation to
therapy, monitoring patients on therapy, effects and side effects of anti-
retroviral therapy, adherence/compliance to HIV therapies, management of
drug side-effects, diagnosis and management of opportunistic infections.
Instruction: Overview lectures: Lectures will introduce the students to the important topics
in this module and provide an overview.
Tutorial groups (Problem based learning): Cases will be solved in the tutorial
group by using the seven-jump approach.
Experiential learning: Students will practice (dermatological clinic) to apply the
knowledge learnt through exercises, self-study assignments, cases/tutorial
groups and computer practical’s as well as patient assessment, diagnosis and
treatment management.
Independent self-study: The use of cases/tutorial groups in this module
stimulates self-study (by formulating student-directed learning issues and
subsequently studying literature).
Credit: 8
Assessment: Formative: Participation in group discussion taking part in all roles within the
group (chair scriber and time keeper; giving constructive feedback to fellow
students; development of conflict management skills; tutorial attendance profile
(NB: Tutorials are compulsory); oral test (for students with special needs);
clinical logbooks completion; case development and presentation; practical
demonstration under the supervision of the doctor or a Primary Health Care
nurse; assignments and class activities; block evaluation by students.
Summative: A final three hours’ comprehensive paper, portfolio, personal developmental
aspects, meaningful learning and self-directed learning activities evidence of
progress: knowledge, skill and attitude, practical examination: OSCE
Pre-requisite(s): None
Target group: PGD IN HIV/AIDS students

NPD 400E: Pharmacy Dispensing Course

Purpose: This module introduces the participants to the knowledge and skills necessary
for professional nurses to register with the Pharmaceutical Council of South
Africa as dispensers of medicines, according to the Medicines and Pharmacy
Act no. 101 of 1957, as amended.
Content: The content highlights the principles that are particularly relevant in executing
a range of communication skills, especially when conversing with clients who
are at risk for depression, psychosis, and suicide. It also places emphasis on
the need to understand the referral procedures that are applicable in the
event of such occurrences, which includes Professional, Ethical and
Legislative Principles of dispensing; Basic Pharmaceutical Principles; Basic.

86
 pharmacological principles; Good Dispensing Practices; Patient Counselling;
and Medicine Supply Management.
Instruction: Overview lectures: Lectures will introduce the students to the important topics
in this module, and provide an overview.
Tutorial groups (Problem based learning): Cases will be solved in the tutorial
group by using the seven-jump approach.
Experiential learning/ Independent self-study: Students will practice to apply
the knowledge learnt through exercises, self-study and completion of the
portfolio of evidence within six-month period of self-study.
Credit: 8
Assessment: Formative: Participation in group discussion taking part in all roles within the
group (chair, scriber and time keeper); giving constructive feedback to fellow
students; development of conflict management skills; tutorial attendance
profile (NB: Tutorials are compulsory); block evaluation by students.
Summative: Portfolio of evidence
Pre-requisite(s): None
Target group: PGD in HIV/AIDS students

NWP 400E: HIV in Women, including Gynaecologic problems and Pregnancy

Purpose: The purpose of this module is to enlighten the participants about the National
Department of Health strategies to reduce maternal morbidity and deaths
arising from HIV during pregnancy, and to provide them with the skills of
diagnosing and treating a range of gynaecological conditions, which are
associated with HIV infection.
Content: This module introduces the participant to both gynaecologic and pregnancy
related health problems which may be associated with HIV infection. It also
brings into perspective the gender and cultural factors which are associated
with the spread of HIV. Measures of integrating PMTCT into the antenatal,
intra-partum, and postnatal care continuum are discussed, as well as
breast feeding options in HIV positive women. This will include;
Department of Health National guidelines for the use of HIV antiretroviral
therapy in pregnancy, the principles of ARVs during pregnancy, Gender and
cultural issues in ARV, the effect of HIV on pregnancy, Strategies for
integrating PMTCT throughout the continuum of pregnancy, labour and the
postpartum period.
Instruction: Overview lectures: Lectures will introduce the students to the important
topics in this module, and provide an overview.
Tutorial groups (Problem based learning): Cases will be solved in the tutorial
group by using the seven-jump approach.
Experiential learning: Students will practice to apply the knowledge learnt
through exercises, self-study assignments, cases/tutorial groups and
computer practicals as well as patient assessment, diagnosis and treatment
management.
Independent self-study: The use of cases/tutorial groups in this module
stimulates self-study (by formulating student-directed learning issues and
subsequently studying literature).
Credit: 8

87
Assessment: Formative: Participation in group discussion taking part in all roles within the
group (chair, scriber and time keeper); giving constructive feedback to fellow
students; development of conflict management skills; tutorial attendance
profile (NB: tutorials are compulsory); oral test (for students with special
needs); clinical logbooks completion; case development and presentation;
practical demonstration under the supervision of the doctor or a primary
health care nurse; assignments and class activities; and block evaluation by
students.
Summative: Portfolio, Personal developmental aspects, meaningful learning
and self-directed learning activities, Evidence of progress: knowledge, skill
and attitude, Practical examination: OSCE
Pre-requisite(s): None
Target group: PGD in HIV/AIDS students

NCM 400E: Clinical Mentoring in HIV/AIDS Programmes

Purpose: The purpose of this module is to introduce the participant to the concept of
mentorship in nursing, and to illustrate ways in which it can be applied to
HIV/AIDS programmes.
Content: This module introduces participants to the goals, principles, knowledge, and
skills, which are essential when establishing a mentorship programme. It
outlines the mentor and mentee roles, which need to be observed in such a
relationship, and illustrates ways in which mentorship can be applied. That
includes components of the mentorship cycle; principles that govern the
mentorship cycle; application of the principles of adult learning to mentoring;
mentorship in the context of a district health system; roles and responsibilities
of mentors and mentees.

Instruction:Overview lectures: Lectures will introduce the students to the important topics
in this module and provide an overview.
Tutorial groups (Problem based learning): Cases will be solved in the tutorial
group by using the seven-jump approach. Experiential learning: Students will
practice applying the knowledge learnt through exercises, self-study
assignments, cases/tutorial groups and computer practical’s as well as patient
assessment, diagnosis and treatment management.
Independent self-study: The use of cases/tutorial groups in this module
stimulates self-study (by formulating student-directed learning issues and
subsequently studying literature).
Credits: 8
Assessment: Formative: Participation in group discussion taking part in all roles within the
group (chair, scriber and time keeper); giving constructive feedback to fellow
students; development of conflict management skills; Tutorial attendance
profile (NB: Tutorials are compulsory); oral test (for students with special
needs); clinical logbooks completion how to compile; case development and
presentation; practical demonstration under the supervision of the doctor or a
primary health care nurse; assignments and class activities and role plays ;
and block evaluation by students.
Summative: A final three hours’ comprehensive paper, portfolio: personal
developmental aspects, meaningful learning and self-directed learning
activities, Evidence of progress: knowledge, skill and attitude

88
Instruction: Overview lectures: Lectures will introduce the students to the important topics
in this module and provide an overview.
Tutorial groups (Problem based learning): Cases will be solved in the tutorial
group by using the seven-jump approach.
Experiential learning: Students will practice applying the knowledge learnt
through exercises, self-study assignments, cases/tutorial groups and
computer practical’s as well as patient assessment, diagnosis and treatment
management.
Independent self-study: The use of cases/tutorial groups in this module
stimulates self-study (by formulating student-directed learning issues and
subsequently studying literature).
Credits: 8
Assessment: Formative: Participation in group discussion taking part in all roles within the
group (chair, scriber and timekeeper); giving constructive feedback to fellow
students; development of conflict management skills; tutorial attendance
profile (NB: tutorials are compulsory); oral test (for students with special
needs); research project; assignments; block evaluation by students
Summative: A final three hours’ comprehensive paper, Projects Reports/
portfolio
Pre-requisite(s): none
Target group: PGD in HIV/AIDS students

NIR 400E: Introduction to Research

Purpose: The purpose of this module is to prepare students to acquire knowledge and
ability to design research problems; enable students to acquire the
competency to formulae HIV/AIDS and health related research problems.
Content: This module introduces the participant to the following topics: introduction to
scientific research; qualitative and qualitative research; steps in research
process; literature review; research methodology; ethical issues in research;
research report, evaluation of a scientific research and information
dissemination.
Instruction: Overview lectures: Lectures will introduce the students to the important topics
in this module and provide an overview.
Tutorial groups (Problem based learning): Cases will be solved in the tutorial
group by using the seven-jump approach.
Experiential learning: Students will practice applying the knowledge learnt
through exercises, self-study assignments, cases/tutorial groups and
computer practical as well as patient assessment, diagnosis and treatment
management.
Independent self-study: The use of cases/tutorial groups in this module
stimulates self-study (by formulating student-directed learning issues and
subsequently studying literature).
Credits: 24
Assessment: Formative: Participation in group discussion taking part in all roles within the
group (chair, scriber and timekeeper); giving constructive feedback to fellow
students; development of conflict management skills; tutorial attendance
profile (NB: tutorials are compulsory); oral test (for students with special
needs); research project; assignments; block evaluation by students.
Summative: A final three hours’ comprehensive paper, Projects
Reports/portfolio Pre-requisite(s): None
Target group: PGD in HIV/AIDS students

89
Master Of Nursing (M Nursing) Research Only (84500)

Admission
 A four-year bachelor’s degree in nursing (NQF level 8) or
 Honours degree (NQF level 8) or post graduate diploma in nursing field
 65% average in final year of four-year degree (NQF level 8)

Purpose: The primary purpose of this course is for the student to conduct supervised
independent research, either an intervention or a qualitative or a quantitative
project.

Instruction: Supervised independent research through the presentation of a proposal, getting

ethical clearance, data collection, analysis, interpretation, and report writing

Assessment: The research report will be assessed by two external examiners.

Duration: A master’s programme shall extend not less than two consecutive semesters
and not more than six consecutive semesters of full-time study and not less than
four consecutive semesters and not more than eight consecutive semesters of
part-time study.

Description of Modules
The master’s in nursing science is a program that consists of a full dissertation research. Student are
expected to develop and present a research proposal, obtain ethics approval, conduct, research, collect
data report and make conclusion and recommendations about the research.

NMS 700E: Full Dissertation: (Nursing Science)

Purpose: After completion of this course the student will have conducted either an
intervention or a qualitative or quantitative research project; and published the
findings of the research in a peer-reviewed accredited journal.

Content: Research proposal and dissertation

Contact hours: 540 Notional hours

Examination: Summative assessment
Pre-requisite(s): Research methods
Co-requisite(s): Extensive knowledge on research methodology
Practical Work: Conducting research project.

Modules

Qualification Code Specialization Core module Module code Credits

84500 Nursing Science Dissertation NMS 700E 180

90
Doctor of Philosophy in Nursing Research Only (84500) (Dissertation)

Admission
The general rules of the University of Fort Hare and the Faculty of Health Science Higher
Degrees rules for Doctoral degree are applicable. Applicants must have completed a Master
of Health Sciences in Nursing Science, or an equivalent degree approved by the Faculty of
Health Science Higher degrees committee and the University Senate. An average of 65%
for
the Master qualification (or equivalent NQF Level 8 qualification) is required for admission to
PhD in Nursing.

Purpose
 The purpose of this course is to ensure that high level academic research takes place in the
field of Nursing by enabling individuals achieving their PhD qualifications.
 Learners are expected to conceptualize and implement research initiatives and formulation in
specialized field, apply methods and/or research techniques to specialized knowledge and/or
theory under study and produce independent research output for examination, scholarly
debates and/or publications.
Requirements
 All students are required to have a relevant qualification in the field, such as a master’s degree
in nursing.
 All applicants need to submit a two-page concept paper to the Department of Nursing email
address: dons@ufh.ac.za which will assist the department in finalizing the outcome of the
application.
 All students entering for this qualification must have and maintain current registration with the
South African Nursing Council (SANC).
Instruction
 Supervised independent research through the presentation of a proposal, getting ethical
clearance, data collection, analysis, interpretation, and report writing

Assessment
 The research report will be assessed by two external examiners.

Duration
 3 years full time
 5 years parttime

91
DEPARTMENT OF PUBLIC HEALTH

Advanced Diploma in Public Health

Not offered in 2024

Admission
Diploma, Level 6 or relevant bachelor’s degree, Level 7

QUALIFICATION RULES
This qualification comprises compulsory and elective modules at NQF Level 7, totaling 168 Credits.

Compulsory Modules, 152 Credits:

Public Health Foundation module, 16 Credits.
Public Health Team Building and Leadership, 16 Credits.
Public Health Project Paper, 40 Credits.
Public Health Governance, 16 Credits.
Public Health Budgeting and Finance, 16 Credits.
Public Health Human Resource, 16 Credits.
Public Health Resource Management, 16 Credits.
Public Health Drug Management, 16 Credits.

Elective Modules, 16 Credits. Choose one of the following:

Public health HIV and AIDS, STI and TB, 16 Credits.
Public Health Women's Health, 16 Credits.
Public Health Child Health, 16 Credits.
Public Health Mental and Disability, 16 Credits.

Postgraduate Diploma in Public Health (84034)

Admission

Advanced Diploma in Public Health, Level 7 or Bachelor’s degree in Health related, Level 7
QUALIFICATION RULES
This qualification consists of compulsory and elective modules at Level 8, totaling 128 Credits.

92
Compulsory Modules, 104 Credits:
Introduction to Public Health, 16 Credits.
Governance and Leadership in Health, 16 Credits.
Human Resources for Health Management, 8 Credits.
Research Methodology for Health, 16 Credits.
Health and Supply Chain Management, 16 Credits.
Research Project for Health, 32 Credits.

Elective Modules (choose three, 24 Credits):

Environmental Health, 8 Credits.
Health Management Information Systems, 8 Credits.
Health Financing, 8 Credits.
Service Delivery for Health, 8 Credits.
Monitoring and Evaluation in Health, 8 Credits.

Master of Public Health (MPH) (84032)

Not offered in 2024

Admission
Bachelors Honours Degree, or a 4-year bachelor’s degree in a Health Profession or a Bachelor’s
Degree with an Advanced Diploma, Postgraduate Diploma: NQF level 8 qualification. At least 3
years’ experience in a middle management position with a letter of approval from the supervisor.
Duration: 2 years

Description of Modules

ISP111E: Issues in Public Health within an African Context

Purpose: To develop insight into the concepts and values underlying public health and health
equity and to relate these concepts to tackling health inequalities within the African
context
Content Public Health and Development Concepts; History of Public health; Health; Equity;
Exploring policy implications
Contact hours 82.5
Assessment Continuous assessment through participation in class, short assignments and
presentations; Summative assessment: portfolio and examination

PUG800E: Public Health Governance and Legislation

Purpose: To introduce the student to cooperative and participative governance that enables
them to work optimally to deliver excellent service within the District and National
Health Service.
Content Legislative framework, right to health care, governance model for health service,
intergovernmental relations and lobbying and advocacy
Contact hours 137.5 notional hours
Assessment Continuous assessment through participation in class, short assignments and
presentations; Summative assessment: portfolio and examination
Pre-requisite(s) Core-modules
Co- Exercises, computer practicals, workplace learning
93
requisites(s)

PUP800E: Public Health Policy and Management

Purpose: To introduce the student to cooperative and participative governance that

enables them to work optimally to deliver excellent service within the District and
National Health Service
Content Legislative framework: public health legislative framework in South Africa and in
post- colonial Africa; ways in which legislation impacts equity and access to
public health and health service delivery; Right to health care: health as a human
right; health as a socio-economic right; equity and public health; rights of
vulnerable and previously disadvantaged groups; the notion of public interest vs
individual rights; role of government – enabling and restricting rights; Governance
model for health service: the structural components of the health governance
system in South Africa; Intergovernmental relations: approaches to government
relations, social, political, economic, institutional and extra- governmental
relations; concept of power in government relations: mandate agency;
partnership; Lobbying and advocacy: a ten-step process of lobbying and
advocacy; stakeholder mobilisation: identification, profiling, engagement, and
capacity building
Contact 137.5 notional hours
hours
Assessment Continuous assessment through participation in class, short assignments and
presentations; Summative assessment: portfolio and examination
Practical Exercises, computer practical’s, workplace learning
work

REM800E: Research Methodology

Purpose: After completion of this module the student will be familiar with the nature,
types and uses of both quantitative and qualitative research methods in public
health, and be able to write a research proposal which forms the basis of the
dissertation.
Content The research process; Quantitative research methods, qualitative research
methods, biostatistics, research proposal writing; research report.
Contact hours 165 notional hours
Assessment Continuous assessment through participation in class, short assignments and
presentations; Summative assessment: portfolio and examination
Pre-requisite(s) None
Co- Issues in Public Health within an African Context, Public Health Governance
requisites(s) and Legislation, Public Health Policy Transformation
Practical Work Exercises, computer practicals, role plays

MIN821E: Mini Dissertation

Purpose: After completion of this module the student will have conducted either an
intervention or a (qualitative or quantitative) research project and reported
the results in the form of an article of publishable standard.
Content Carrying out a pre-test or pilot study, sampling, data collection, data-
management, data-analysis and writing up.
Contact hours 97.5 notional hours
Assessment
Pre-requisite(s) Research Methodology
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HEALTH SYSTEMS MANAGEMENT TRACK:

HSM811E: Health Systems

Purpose: To develop insight into the concepts and values underlying public health and health
equity and to relate these concepts to tackling health inequalities within the African
context
Content Public Health and Development Concepts, History of Public health, Health Equity and
Exploring policy implications
Contact hours 82.5 notional hours
Assessment Continuous assessment through participation in class, short assignments and
presentations; Summative assessment: portfolio and examination
Pre-requisite(s) Core modules
Co-requisites(s) Health Operations Management

HSM812E: Health Operations Management

Purpose: This module is a compulsory track module and will serve to acquaint student
with the nature, scope, and conceptual component of operations management
in the public health setting. It equips the student with theoretical knowledge
and practical managerial and supervisory skills for the professional arena.
Emphasis is placed on understanding real world operations management, in
general, and in the Public Health sector, in particular as well as role of
marketing in healthcare system in South Africa; analyses of health care
market; healthcare market mix; implementing and controlling market effort
Content Decision-making, work systems and measurement, planning, operations
scheduling, facilities, inventory Management, Physical and Capital Assets
Management, Waste Management and Quality Assurance; role of marketing
in healthcare, analysis of healthcare market, and healthcare market mix
Contact hours 137.5 notional hours
Assessment Continuous assessment through participation in class, short assignments and
presentations; Summative assessment: portfolio and examination
Pre-requisite(s) Core modules
Practical work Exercises, computer practicals, workplace learning

HSM813E: Public Health Financing and finance

Purpose: This module introduces basic concepts, key issues and the principles of the
Public Financial Management Act (PFMA) and related legislation by focusing on
current best practice and Expenditure Reviews, annual financial statements,
financial misconducts, supply chain management and BAS
Content Health Care Financing, Sources of Health Care Financing, National Health
Accounts, benefit incidence, public private mix, budget principles of
Government, Budgeting
Contact hours 137.5 notional hours
Assessment Continuous assessment through participation in class, short
assignments and presentations; Summative assessment: portfolio
and examination
Practical work Exercises, computer practicals, workplace learning

OR
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HSM814E: Public Health Human Resources Management

Purpose: The purpose of this module is to provide the student with an

overview of People (Human Resource) Management, providing
some context for the South African Health environment. To this
end it will cover the following areas
Content The Manager’s Role as ‘HR Manager’, Performance Measurement and
Management, Workforce Planning, Training and Development, Coaching,
Diversity Management, Recruitment, Induction and Retention, Team Building
and Employee Relations both individual and collective. These topics also cover
the areas highlighted by Health Professionals as being the areas of importance
& most relevant. This course seeks to empower the student as manager, to
effect their role in managing people.
Contact hours 137.5 notional hours
Pre-requisite(s) Health Research
Practical work Exercises, computer practicals, workplace learning

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HEALTH RESEARCH TRACK:

HRS811E: Epidemiology
Purpose: After completion of this module the student will be familiar with infectious
diseases epidemiology (outbreak investigations and surveillance),
epidemiological study designs and measures of frequency and association.
Furthermore, student will be able to critically appraise epidemiological studies
(including randomized controlled trials).
Content Investigating and outbreak; evaluating a surveillance system; principles of
surveillance; measures of frequency and association; evaluation of tests;
criterion- related validity; critical appraisal of epidemiological studies; evidence-
based practice; methodological quality assessment; literature search
Contact hours 137.5 notional hours
Assessment Continuous assessment through participation in class, short assignments and
presentations; Summative assessment: portfolio and examination
Pre-requisite(s) Research Methodology
Practical work Exercises, computer practicals, workplace learning

HRS812E: Monitoring and Evaluation

Purpose: After completion of this module the student will be able to use the
strategies and techniques for monitoring and evaluation projects;
assess the adequacy of program evaluations conducted; develop
a monitoring and evaluation plan; and conduct an evaluation of a
limited scale public health programme.
Content
Introduction to monitoring and evaluation; program goals and
conceptual frameworks; indicators; overview of data collection
methods; program monitoring; evaluation design; evaluation
tools; analyzing data; reporting results.
Contact hours 137.5 notional hours
Assessment Continuous assessment through participation in class, short assignments and
presentations; Summative assessment: portfolio and examination
Practical work Exercises, workplace learning

HRS813E: Biostatistics

Purpose: After completion of this module the student will be able to understand the
statistical methods employed in research papers, their rationale, interpretation
and appropriateness. Furthermore, student will be able to conduct the statistical
analyses of a basic epidemiological study.

Content Data, frequencies, and distributions; estimation and significance tests;

comparing means; preparing data-analysis; data-management in SPSS;
analyses of qualitative data; correlation and regression.
Contact hours 137.5 notional hours
Assessment Continuous assessment through participation in class, short assignments and
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 presentations; Summative assessment: portfolio and examination
Pre-requisite(s) Epidemiology
Co-requisites(s) Research Methodology, Advanced Epidemiology
Practical work Exercises, computer practicals, workplace learning

OR
HSM811E Health Systems

Purpose: To develop insight into the concepts and values underlying public
health and health equity and to relate these concepts to tackling
health inequalities within the African context
Content Public Health and Development Concepts, History of Public health, Health Equity
and Exploring policy implications
Contact hours 82.5 notional hours
Assessment Continuous assessment through participation in class, short assignments and
presentations; Summative assessment: portfolio and examination
Pre-requisite(s) Core modules
Co-requisites(s) Health Operations Management

ENVIRONMENTAL/OCCUPATIONAL HEALTH TRACK:

ENV811E: Health Education and Health Promotion

Purpose: This module aims at developing health professionals with knowledge

and techniques to develop health education and health promotion
programmes related to the National Health Policy on health education
and health promotion with the use of models and theories as a
framework.
Content Development and monitoring of health information and education
programmes, basic theories of learning and their application in health
education, health education promotion models and different
Pre-requisite(s) Core modules

ENV813E: Advanced Epidemiology

Purpose: After completion of this module the student will be familiar
with infectious diseases epidemiology (outbreak
investigations and surveillance), epidemiological study
designs and measures of frequency and association.
Furthermore, student will be able to critically appraise
epidemiological studies (including randomized controlled
trials).
Content Investigating and outbreak; evaluating a surveillance system; principles of
surveillance; measures of frequency and association; evaluation of tests;
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 criterion-related validity; critical appraisal of epidemiological studies;
evidence- based practice; methodological quality assessment; literature
search
Contact hours 137.5 notional hours
Assessment Continuous assessment through participation in class, short assignments
and presentations; Summative assessment: portfolio and examination
Pre-requisite(s) Epidemiology
Practical work Exercises, computer practicals, workplace learning

ENV812E: Environmental Health

Purpose: The purpose of this module is to assist the student to acquire

knowledge related to basic principles and theory of
environmental health. They will also be familiar with the
methods of dealing with environmental problems and
challenges in South Africa as well as the issues related to
policy and regulation of environmental health practice.
Content Introduction to environmental health; community water supply and
management methods; disposal and management of solid and liquid waste;
housing & health; pest & vector control; food hygiene; air/atmospheric
pollution; environmental health legislation in South Africa.
Contact hours 137.5 notional hours
Assessment Formative and summative assessment
Pre-requisite(s) Core modules
Co-requisites None
Practical work Field trip experience and case analysis

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ENV811E: Health Education and Health Promotion
Purpose: This module aims at developing health professionals with knowledge and
techniques to develop health education and health promotion programmes
related to the National Health Policy on health education and health
promotion with the use of models and theories as a framework.
Content: Development and monitoring of health information and education
programmes, basic theories of learning and their application in health
education, health education promotion models and different relevant Chatters.
Contact hours 82.5 notional hours
Assessment: Continuous assessment through participation in class, short assignments
and presentations; Summative assessment: portfolio and examination
Practical Case study presentations and health education practical

ENV814E Health Informatics

Purpose: After completion of this module the student will be able to understand the
scope of healthcare informatics, and the roles that informatics professionals
have within healthcare organizations. Furthermore, it helps student to
recognise and assess the role of information systems within health care,
particularly from a management and strategic perspective. Finally, it provides
student with an overview on the application of public health informatics.
Content: Introduction to health informatics; information systems in health; public
health informatics.
Contact hours 137.5 notional hours
Assessment: Continuous assessment through participation in class, short assignments
and presentations; Summative assessment: portfolio and examination
Practical Work: Exercises, computer practicals, workplace learn

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CENTRES, CHAIRS, RESEARCH UNITS
DESCRIPTION OF INSTITUTE AND CENTRES OF EXCELLENCE WITHIN THE
FACULTY OF HEALTH SCIENCES
Health Sciences Institute (HSI)
The Faculty of Health Sciences is developing its research and innovation plan to be aligned
to the University Strategic Goal no 2 “Build the University’s Research and Innovation
Profile”. In line with this, the following initiatives continue in the Faculty:
PhD Seminar Series
This PhD Seminar Series aims to support supervisors and student through opportunities to
present their research work to the Faculty and receive feedback and advice. The PhD
seminar series is designed to be a PhD hub that allows student who are registered for a
PhD in the faculty or who are supervisors and staff in the Faculty to learn and support each
other. This is aimed at fostering a community of practice, encouraging staff members in the
faculty to study PhD.
Transnational Dialogue series
The goal of the ‘Transnational dialogue Series’ is to foster deeper understanding of the
challenges of health access, care, research, practice, and policy across the world while
identifying opportunities for improvement through education, training, capacity building, and
service. The Seminar Series is open to the public worldwide. This is to promote education,
collaboration, and sharing of important research work undertaken to address global health
disparities and opening up opportunities for appointing external examiners.
Research seminar series
The aim of the Research Seminar Series is to provide platform for academics in the country
to share research work for capacity building, encouraging research collaborations and
opening up opportunities for appointing external examiners.
Brown Bag Seminars
This Brown Bag Series aims to provide the faculty staff and PG student an opportunity to
learn about the dynamics of doing research and communicating research. Given the infantile
nature of the faculty, this is important to provide the impetus for faculty staff and post-
graduate student to conduct and communicate research in preparation for conference
attendance, publications and other social media platforms.

101