SAQA All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.
SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE: 

Advocate for the rights of individuals, families, groups or communities and health care providers 
SAQA US ID UNIT STANDARD TITLE
252149  Advocate for the rights of individuals, families, groups or communities and health care providers 
ORIGINATOR
SGB Nursing 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 09 - Health Sciences and Social Services Preventive Health 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 7  Level TBA: Pre-2009 was L7  10 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Passed the End Date -
Status was "Reregistered" 		 2018-07-01  2023-06-30  SAQA 06120/18 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2024-06-30   2027-06-30  

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.  

This unit standard does not replace any other unit standard and is not replaced by any other unit standard. 

PURPOSE OF THE UNIT STANDARD 
This qualification will enable the learner to function as a clinically focused, service orientated, independent registered professional nurse, who is able to render comprehensive care across all spheres of health, as determined by the appropriate legislative framework. The qualifying learner will apply evidence-based research to enhance nursing practice.

This unit standard will recognise the essential knowledge and skills required to advocate for the rights of clients as well as the rights of the providers.

People credited with this unit standard are able to:
  • Demonstrate understanding of the health sector.
  • Identify referral options and resources for communities.
  • Identify, develop and apply skills to advocate for the rights of individuals, families groups or communities and health care professionals.
  • Advocate for the rights of individuals, families groups or communities and health care professionals. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    The credit calculation is based on the assumption that learners are already competent in terms of the following outcomes or areas of learning when starting to learn towards this unit standard:
  • Problem solving at NQF Level 6.
  • Working in a team at NQF Level 6.
  • Determinants of health at NQF Level 6.
  • Batho Pele principles. 
    		•

    UNIT STANDARD RANGE 
    Specific range statements are provided in the body of the unit standard where they apply to particular specific outcomes or assessment criteria.

    The following scope and context applies to the whole unit standard:
  • Learners function within the scope of practice of a professional nurse as formulated by the SANC. 
    		•

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Demonstrate understanding of the health sector. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Different areas within the health sector are identified and distinguished by means of their key focus and constituent members. 
    ASSESSMENT CRITERION RANGE 
    Areas include:
  • Levels of health care; services provided-community, district, regional national; services by health professionals; and provided by other sectors (social, correctional, SAHMS).
     
    		•

    ASSESSMENT CRITERION 2 
    Different departments within the private and Public Service are identified and differentiated by means of key personnel, the nature of the services they provide, functions they perform at local, provincial and national level, and the extent of their responsibility and authority. 

    ASSESSMENT CRITERION 3 
    Funding at national, provincial and local levels is identified in terms of intended purpose, qualification criteria and accessibility. 

    ASSESSMENT CRITERION 4 
    Key Non-Governmental Organisations (NGO), Community Based Organisations (CBO), and Faith Based Organisations (FBO) in the field are identified and described in relation to the services they provide. 

    ASSESSMENT CRITERION 5 
    Statutory regulatory bodies, professional associations, societies and unions are described with reference to their purpose, scope and authority, and/or leverage in the field. 
    ASSESSMENT CRITERION RANGE 
    Bodies include:
  • Professional councils-nursing, pharmacy, health professions, allied health, traditional health practitioners.
     
    		•

    ASSESSMENT CRITERION 6 
    Different cognate disciplines are identified and distinguished by means of their key focus and constituent members. 
    ASSESSMENT CRITERION RANGE 
    Disciplines include:
  • Psychology, social work, mental health, psychiatry, health (nursing), law, education, policing, criminology, justice.
     
    		•

    ASSESSMENT CRITERION 7 
    Areas of overlap between the fields and disciplines are identified and explained with reference to possible cooperation and multi-disciplinary approaches, as well as potential for misunderstanding and duplication of effort. 

    ASSESSMENT CRITERION 8 
    Own role and key duties are clearly described in line with the requirements of current legislation and organisational descriptions. 

    ASSESSMENT CRITERION 9 
    The conditions for professional conduct in own field are clearly articulated and agree with the provisions of current legislation, codes of conduct and minimum standards. 
    ASSESSMENT CRITERION RANGE 
    Professional is characterised by:
  • Underpinning and recognised body of knowledge; professional board; ethical stance based on professional norms of service to community; formalised in code of ethics; genuine autonomy of practice.
     
    		•

    SPECIFIC OUTCOME 2 
    Identify referral options and resources for communities. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The importance of community profiles is explained with reference to a community's diverse needs and the need for appropriate referral. 

    ASSESSMENT CRITERION 2 
    The key components of community profiles are listed together with implications for different service branches and disciplines in the field. 
    ASSESSMENT CRITERION RANGE 
    Key components include:
  • Demographics; characteristics of community-industrial, rural, environmental; employment and economic context; education opportunities; health services; religion; recreational issues and facilities; developmental programmes; housing; transport; other infrastructure (telephones, electricity); resource availability.
     
    		•

    ASSESSMENT CRITERION 3 
    Community profiles, relevant to own area of work or current involvement, are located and sourced as required from appropriate departments or sections. 
    ASSESSMENT CRITERION RANGE 
    Sources include:
  • Existing profiles on record; bodies who conduct profiling on request.
     
    		•

    ASSESSMENT CRITERION 4 
    Available community resources and possibilities for networking and/or referrals are identified in relation to established client needs. 

    ASSESSMENT CRITERION 5 
    Where profiles are not available, simple community profiles constructed provide a basis for understanding of community issues, as well as accurate referral of cases. Profiles are stored securely and available to authorised persons on request. 

    SPECIFIC OUTCOME 3 
    Identify, develop and apply skills to advocate for the rights of individuals, families groups or communities and health care professionals. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Articulation of point of view and/or issue is clear and logical, and presented in ways that are likely to promote understanding of the issues, and encourage thoughtful consideration of different perspectives. 

    ASSESSMENT CRITERION 2 
    Presentation of ideas reflects careful consideration and understanding of target audience, their likely stance on issues, and their key motivations in relation to the area under consideration. Choice of medium of communication is appropriate to target audience and nature of information presented. 
    ASSESSMENT CRITERION RANGE 
    Presentation includes:
  • Dress, presentation skills, language, awareness of key issues.

    Audience includes:
  • Provincial and national departments; other organisations; NGOs; CBOs; FBOs; donors; community leaders and stakeholders; children, youth and broader community.
     
    		•

    ASSESSMENT CRITERION 3 
    Appropriate legal expertise is accessed as required to discern and discriminate issues with respect to the law. Responses are accurate with respect to point of law, and represent the consolidated input of the advocacy group. 

    ASSESSMENT CRITERION 4 
    Values and beliefs informing current legislation are identified and explained with reference to world view represented, and the implications for planned advocacy. 

    ASSESSMENT CRITERION 5 
    Communication skills are used effectively and assertively to present, support and debate different perspectives on issues relevant to health care, in ways that promote their acceptance with the target audience. 

    ASSESSMENT CRITERION 6 
    Nursing practice reflects a respect for the human rights of individuals, families groups or communities and health care professionals. The rights of the nurse as a service provider are protected and defended. 

    ASSESSMENT CRITERION 7 
    Confrontations, where they occur, avoid adversarial approaches in favour of openness to cooperation and/or collaboration which furthers the advocacy aims. Offers of partnership, or alliances formed, do not compromise the integrity of the undertaking. 

    ASSESSMENT CRITERION 8 
    Decisions within particular advocacy campaigns recognise critical issues with respect to the ultimate success of the campaign and achievement of its goals. Decisions taken promote the good of the greatest number. 

    SPECIFIC OUTCOME 4 
    Advocate for the rights of individuals, families groups or communities and health care professionals. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Issues and violations in health care are identified and described with reference to provisions in legislation for their prevention and redress. Nursing practice reflects a respect for human rights of clients and service providers. 
    ASSESSMENT CRITERION RANGE 
    Legislation includes:
  • Nursing Act, National Health Act, Medicines and Substances Control Act, Choice of Termination of Pregnancy Act, Child Care Act, Mental Health Act, Domestic Violence, Aged Persons Act, Sexual Offences Act, Constitution (Bill of Rights).
     
    		•

    ASSESSMENT CRITERION 2 
    Investigations into possible rights violations, rights not being realised, and/or gaps in provision of resources, establish the facts, identify the nature of the violation, rights or gaps in provision, and determine appropriate responses. 
    ASSESSMENT CRITERION RANGE 
    Responses include:
  • Alerting authorities; insisting on compliance; creating awareness; allocating resources.
     
    		•

    ASSESSMENT CRITERION 3 
    Advocacy at local and community level reflects informed, appropriate and assertive personal intervention on behalf of, and/or in partnership with, those whose rights are infringed. 

    ASSESSMENT CRITERION 4 
    Information on rights provided to specific target groups in relation to their needs is clear, understandable and offered in ways that provide direction, and encourage personal action and responsibility. 
    ASSESSMENT CRITERION RANGE 
    Rights include:
  • Right of access to safe, quality health care; right to information; access to social services; housing; grants; education; emergency medical assistance.
     
    		•

    ASSESSMENT CRITERION 5 
    Lobbying activities identify persons influential to a particular cause, and are likely to influence them to operate in a direction that is supportive of the cause. Strategic partnerships harness energies and skills effectively, and maximise the contributions of partners to the benefit of the cause. 

    ASSESSMENT CRITERION 6 
    Awareness campaigns facilitate general awareness and understanding of the aims of health care in ways that promote community support. 
    ASSESSMENT CRITERION RANGE 
    Campaigns include:
  • Community meetings; participation in demonstrations (funding issues; rights of children; child abuse, neglect; violence against women); dropping pamphlets; use of performing arts; commemoration of national and international days.
     
    		•

    ASSESSMENT CRITERION 7 
    Relevant programmes in the public media are accessed and distributed through appropriate channels as sources of information, or advocacy, for the rights of individuals, families groups or communities and health care professionals. 

    ASSESSMENT CRITERION 8 
    Direct involvement in media opportunities promotes public understanding of and support for the general and specific aims of health care provision and services. 
    ASSESSMENT CRITERION RANGE 
    Media includes:
  • Discussions on radio talk shows; articles in community newspapers-write articles; advertise for volunteers; raise awareness around victims and offenders.
     
    		•


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
    Accreditation Options:
  • Providers of learning towards this unit standard will need to meet the accreditation requirements of the relevant ETQA.

    Moderation Option:
  • The moderation requirements of the relevant ETQA must be met in order to award credit to learners for this unit standard. 
    		•

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    The following essential embedded knowledge will be assessed through assessment of the specific outcomes in terms of the stipulated assessment criteria. Candidates are unlikely to achieve all the specific outcomes, to the standards described in the assessment criteria, without knowledge of the listed embedded knowledge. This means that for the most part, the possession or lack of the knowledge can be directly inferred from the quality of the candidate's performance. Where direct assessment of knowledge is required, assessment criteria have been included in the body of the unit standard:
  • Models and/or strategies of advocacy.
  • Legal provision for patient care.
  • Constitutional rights.
  • Patient's rights charter.
  • Assertiveness.
  • Public speaking. 
    		•

    UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify and solve problems and make decisions using critical and creative thinking.

    Note: An important part of advocacy of behalf of the rights of individuals, groups, communities and health care professionals. 

    UNIT STANDARD CCFO WORKING 
    Work effectively with others as members of a team, group, organisation or community.

    Note: Health care is team-based. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage themselves and their activities responsibly and effectively.

    Note: Essential to effective advocacy and the organisation of others in directed advocacy initiatives. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information.

    Note: Essential to effective advocacy work. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively, using visual, mathematical and/or language skills in the modes of oral and/or written presentations.

    Note: Essential to effective advocacy work. 

    UNIT STANDARD CCFO SCIENCE 
    Use science and technology effectively and critically showing responsibility towards the environment and health of others.

    Note: Important in accessing and distributing information for advocacy purposes. 

    UNIT STANDARD CCFO DEMONSTRATING 
    Demonstrate an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation.

    Note: A systemic approach is essential to effective advocacy work. 

    UNIT STANDARD ASSESSOR CRITERIA 
    N/A 

    REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this unit standard was Reregistered in 2012; 2015. 

    UNIT STANDARD NOTES 
    Notes to Assessors:

    Assessors should keep the following general principles in mind when designing and conducting assessments against this unit standard:
  • Focus the assessment activities on gathering evidence in terms of the main outcome expressed in the title to ensure assessment is integrated rather than fragmented. Remember we want to declare the person competent in terms of the title. Where assessment at title level is unmanageable, then focus assessment around each specific outcome, or groups of specific outcomes.
  • Make sure that evidence is gathered across the entire range, wherever it applies. Assessment activities should be as close to the real performance as possible, and where simulations or role-plays are used, there should be supporting evidence to show the candidate is able to perform in the real situation.
  • Do not focus the assessment activities on each assessment criterion. Rather make sure the assessment activities focus on outcomes and are sufficient to enable evidence to be gathered around all the assessment criteria.
  • The assessment criteria provide the specifications against which assessment judgements should be made. In most cases, knowledge can be inferred from the quality of the performances, but in other cases, knowledge and understanding will have to be tested through questioning techniques. Where this is required, there will be assessment criteria to specify the standard required.
  • The task of the assessor is to gather sufficient evidence, of the prescribed type and quality, as specified in this unit standard, that the candidate can achieve the outcomes again and again and again. This means assessors will have to judge how many repeat performances are required before they believe the performance is reproducible.
  • All assessments should be conducted in line with the following well documented principles of assessment: appropriateness, fairness, manageability, integration into work or learning, validity, direct, authentic, sufficient, systematic, open and consistent.

    The following particular issues should be taken into consideration when assessing against this unit standard:
  • The SANC guidelines are used as a reference for integrated assessment.
  • Formative Assessment: A variety of assessment strategies and/or approaches integrating theory and practice must be used. These could be tests, assignments, projects, demonstrations or clinical assessments or any other applicable method.
  • Summative: This could take a form of oral, written and/or practical assessments as agreed to with the relevant ETQA.

    Definition of Terms:

    Terms have been clarified as far as possible through the use of range statements. Further clarification of terms is provided as follows:
  • Advocacy: Refers to the process of providing support, referral, and liaison for individuals and families who may or may not be aware of the need and are unable to coordinate or organize for themselves; includes accompanying them if needed, writing letters, making telephone calls or speaking on their behalf (SANC 2004).
  • From ICN: Advocacy is frequently defined as the active support of an important cause. In legal context the term advocacy refers to the defense of basic human rights on behalf of those who cannot speak for themselves. For example, some hospitals in developed countries employ healthcare user advocates to defend the rights of very ill healthcare users who cannot voice their concerns or choice. The role of the advocate is to speak on the healthcare user's behalf in the same way that an attorney might plead the case of his client (Fry-ICN 49-51).
  • Lobbying: An attempt by people to influence public officials at a high level. Lobbying is one of the most common methods used by citizens to influence public policy. It is used to put pressure on politicians and government officials to take up the interests of the people and to support their cause (Idasa). 
    		•

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  59257   Bachelor of Nursing  Level 7  NQF Level 08  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  As per Learning Programmes recorded against this Qual 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS UNIT STANDARD: 
    This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.
     
    NONE 


    All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.