• Implement ethical, competent nursing practice with individuals, families and communities based on understanding the human experiences of health, illness, healing and dying.

BS

  • Assess plan, implement and evaluate nursing care with individuals, families, groups, populations and communities across the life span.
  • Provide nursing care, as a generalist, in a variety of community-based and institutional settings.
  • Synthesize knowledge from the humanities, natural and social sciences as the basis for holistic nursing practice.

MS

  • Implement the advanced practice role with a specific population or specialized focus based on advanced scientific knowledge.
  • Provide advanced specialty nursing care, respecting client choice and appreciating the subjective experiences of health, illness, healing and dying.

DNP

  • Demonstrate advanced nursing knowledge and skills in an area of advanced practice based on a contemporary nursing paradigm.
  • Implement traditional and complementary advanced caring modalities, respecting client choice and appreciating the subjective experiences of health, illness, healing and dying.
  • Conduct advanced assessments of individuals, families, groups, communities, populations, organizations and systems.
  • Implement and evaluate nursing care based on current research and other ways of knowing.

PhD

  • Synthesize existing knowledge critically and generate new knowledge regarding experiences of health, illness, healing, dying and the effect of nursing practice on these human experiences.
  • Conduct formal inquiry of the phenomena of human experience and competent nursing practice and relationships between them.
  • Use technology and information systems to promote health, facilitate appropriate and ethical decision-making, support collaboration and foster communication.

BS

  • Identify, acquire, process and manage information and technology to support nursing and delivery of health care.
  • Communicate effectively in written, verbal and electronic format.
  • Demonstrate an increasing awareness of the ethical implications of using technology in health care.

MS

  • Integrate technology and information systems within an advanced practice role with a specific population or a specialized focus.
  • Provide leadership in the use of technology and information systems in the promotion of optimal health for a specific population.
  • Critique and analyze the ethical implications of advanced technologies.

DNP

  • Manage and interpret complex databases from multiple sources.
  • Use information systems effectively to implement care management and program development.
  • Provide leadership in identifying appropriate technology and information systems that improve health and facilitate inter-professional collaboration and decision-making.
  • Explore and develop virtual models of caring and health practices.
  • Critique and analyze the ethical implications of advanced technologies.

PhD

  • Interpret salient information from multiple sources including scientific literature, clinical data and large databases to support collaborative decisions.
  • Critique and build the guidelines for ethical use of information.
  • Provide leadership in the design and use of technology and information systems.
  • Develop knowledge in the ethical implications of and the human response to technology.
  • Promote health and safe environments of local to national populations and communities through the development, implementation and evaluation of models, programs and policies.

BS

  • Practice nursing care strategies essential to health promotion, disease prevention, safe environments, restorative care and illness management with diverse populations across the life span and the continuum of care.
  • Plan, conduct and evaluate health promotion activities and make appropriate referrals for individuals, families and communities.
  • Advocate public policies that promote social justice in vulnerable communities related to physical environmental hazards and psychosocial environmental risks.

MS

  • Assess existing health and social policies for specific populations to promote awareness of the relationships between social-political-physical environments and health.
  • Advocate for vulnerable populations and, through collaboration, mobilize necessary changes in existing policies to promote the health and wellness of specific populations.

DNP

  • Integrate and apply complex data from multiple sources in assessing, planning, implementing and evaluating community health.
  • Critique and promote policy development related to communities through community-responsive health promotion.

PhD

  • Synthesize existing knowledge of environmental influences on individuals and communities to inform practice and policy making.
  • Conduct systematic inquiry to provide knowledge for practice and social policy related to communities and environments.
  • Manage care ethically with individuals, families and populations to achieve quality, cost-effective outcomes.

BS

  • Manage nursing care in partnership with clients through coordination, delegation, consultation and referral.
  • Demonstrate accountability for ethical, quality and cost-effective care.

MS

  • Assume a leadership role in managing care for specific populations while maintaining sensitivity to potential ethical/legal dilemmas.
  • Manage quality and cost-effective outcomes related to advanced practice with specific population or specialized focus.
  • Direct the care/case management across the continuum for a specific population.

DNP

  • Use knowledge of ethics, economics and health care finance, leadership and management for comprehensive care of clients.
  • Manage and evaluate the complex health care needs of individuals, families, communities and organizations to provide quality and cost-effective outcomes.
  • Develop skills in systems assessment for the purposes of developing population-focused programs that address health care needs.

PhD

  • Synthesize existing knowledge and available data about the delivery of quality, cost-effective and ethical health care.
  • Conduct systematic inquiry of care management to achieve quality, cost-effective and ethical outcomes of health care.
  • Provide leadership in the design and evaluation of care delivery systems.
  • Advocate for social justice initiatives that enhance access, quality and socio-cultural acceptability of health care for all.

BS

  • Express informed positions on professional issues and trends, opportunities for advocacy and strategies for social and political action for health and well being of society.
  • Act as a socially responsible citizen to advocate for social and political action that improves health care for all and facilitates access to care for vulnerable and under-served populations.

MS

  • Provide leadership for social justice initiatives for vulnerable and under-served populations.
  • Design programs for and with specific populations to promote access to culturally competent, quality care.

DNP

  • Participate in the design and implementation of health care programs that increase access and deliver culturally competent care.
  • Advocate for policy that improves the health of vulnerable and under-served populations.

PhD

  • Critique and develop social policy to promote an accessible, equitable, acceptable and culturally competent health care system.
  • Shape the policy for specific populations based on theoretical and philosophical perspectives and systematic analysis of data.
  • Provide leadership in the delivery and management of health care for diverse populations and environments across the continuum of care.

BS

  • Promote effective working relationships with diverse clients, health care providers and other stakeholders.
  • Collaborate with inter-professional teams in community-based and institutional settings.
  • Provide culturally competent care.

MS

  • Design, deliver, and manage health care of specific populations incorporating a multicultural perspective.
  • Model culturally competent care to other health care providers.
  • Institute changes in health care systems that facilitate meeting the needs of diverse populations.

DNP

  • Design and evaluate innovative health care programs in collaboration with diverse clients, health providers and other stakeholders.
  • Develop practice standards based on the analysis of current clinical practice, using ethical and legal frameworks.
  • Lead health care programs that deliver care to diverse populations.
  • Model culturally competent care to other health care providers.

PhD

  • Critique and integrate existing systems theories for policy development and application in diverse populations and environments.
  • Conduct systematic inquiry into systems phenomena and health care outcomes.
  • Practice relationship-centered caring based on the human experience of health, illness, healing and death/dying.

BS

  • Implement relationship-centered caring with diverse populations based on objective data and subjective experiences.
  • Communicate effectively and respectfully with clients, health care providers and other stakeholders.

MS

  • Demonstrate relationship-centered caring in advanced practice nursing through advocating for client dignity, uniqueness, and choice.
  • Integrate practices that model effective caring and the value of relationships into advanced practice.

DNP

  • Apply knowledge of the experience of health, illness, healing and dying to the practice of relationship-centered nursing care.
  • Use multiple ways of knowing to understand patients’ experiences of health, illness, healing and dying.
  • Provide leadership within the interdisciplinary team and the community for culturally competent relationship-centered care.
  • Generate and implement new models of relationship-centered caring practice.

PhD

  • Synthesize philosophical and theoretical perspectives to build knowledge and guide practice.
  • Conduct formal inquiry in human caring and human experiences of health, illness, healing and dying.
  • Practice nursing reflectively, guided by theory and based on best evidence.

BS

  • Apply foundational knowledge of theories and models from nursing and related disciplines to guide practice.
  • Develop a personal philosophy of nursing.
  • Demonstrate professional judgment and critical thinking in the delivery of health care guided by the best evidence.

MS

  • Practice in an advanced role with an explicit philosophic and theoretic framework, using midrange theories and sources of evidence to inform decisions.
  • Generate innovative solutions to existing and emerging dilemmas in advanced practice with specific populations.

DNP

  • Generate innovative solutions to existing and emerging dilemmas in the delivery of health care.
  • Evaluate practice using theoretical and evidence-based knowledge to improve health and health care.
  • Practice nursing with advanced knowledge in the theory and evidential base of the practice-inquiry focus.
  • Evaluate the relationship between theory-guided, caring interventions and patient outcomes.

PhD

  • Contribute to the re-visioning of evidence-based health care.
  • Lead efforts to interpret theory and research findings for systematic application in nursing and health care.
  • Participate in generating and testing knowledge regarding nursing science, nursing practice and health care delivery.

BS

  • Evaluate nursing research to inform nursing practice.
  • Integrate research findings to inform and improve nursing practice.
  • Identify researchable clinical problems.

MS

  • Identify questions appropriate for knowledge development in nursing.
  • Collaborate with others in all phases of the research process to generate nursing knowledge and inform nursing practice.
  • Evaluate nursing research critically to inform advanced practice.

DNP

  • Critique and integrate research to provide best evidence for practice.
  • Conduct program evaluation to assess outcomes.
  • Design, implement and disseminate the results of a research project in one practice-inquiry focus.

PhD

  • Conduct systematic inquiry to build knowledge of nursing, health care, and reflective care practices
  • Use broad range of methodological approaches to generate and test nursing knowledge.
  • Critique and refine the ethical conduct of nursing inquiry.
  • Engage in professional stewardship to improve interdisciplinary collaboration and nursing practice, education, research and health care delivery.

BS

  1. Engage in activities that contribute to self-development and the profession of nursing.
  2. Model the professional nursing role in the interdisciplinary health care team.
  3. Participate actively in practice settings and professional organizations to foster improvements in nursing practice, nursing education, client care and the health care delivery system.

MS

  1. Obtain appropriate national certification in advanced practice specialty area and maintain certification throughout one’s career.
  2. Assume leadership in practice settings and professional organizations to foster improvements in advanced nursing practice, nursing education, client care and the health care delivery system.
  3. Share relevant knowledge related to advanced practice specialty with clients, nurses and other health care professionals.

DNP

  1. Provide leadership and mentoring in health care delivery
  2. Share relevant knowledge related to nursing practice and evaluation activities with clients, nurses and other health professionals through professional writing and presentations.
  3. Participate actively in practice settings and professional organizations to foster improvements that advance nursing practice, nursing education, client care and the health care delivery system.
  4. Engage in interdisciplinary collaboration to improve individual, family and population-based health care outcomes.
  5. Integrate interdisciplinary knowledge within nursing practice

PhD

  1. Build knowledge for the profession through ongoing program of research.
  2. Provide leadership in nursing and health care organizations.
  3. Guide the ongoing development of the profession.

CURRICULUM FRAMEWORK:

Lilitha  College of Nursing curriculum model identifies theory-guided community based and evidence-based reflective nursing practice as the care competency area across all nursing programs. Outcome competencies expected of all nursing graduates encompass both core content and fundamental values of the professional discipline of nursing. The content area of all the nursing programs, as illustrated in the vertical strands on the curricula documents (human experience of health, illness, healing and death/dying; Primary Health Care context of health and health care delivery systems; and quality and cost effective outcomes), are integrated with the values, as is represented in the horizontal strands or the model (social justice and responsibility, diversity and cultural competence and relationship-centered caring).

The key concepts in the curriculum framework are derived directly from the college philosophy. These concepts include nursing competencies, reflective practice, diversity and cultural competency, relationship-centered caring, social justice and responsibility, practice inquiry including human experience of health, illness and healing, human technology interface, context of health and health care delivery and quality and cost effective outcomes.

These concepts are related in the curriculum framework in the following way. Reflective practice, integrating theoretical research and philosophical/ethical bases for practice, is the foundation of competent nursing. Reflective practice is grounded in the fundamental values and beliefs of the profession, which are expressed as essential nursing competencies including relationship-centered caring, commitment to diversity and advocacy for social justice. These constitute the horizontal strands of the curriculum model; they are constant, process oriented and focuses on the use of curriculum content.

Reflective practice occurs within the contexts of the four practice (General, Community, Psychiatry and Midwifery that reflect fundamental phenomena of the professional discipline. The four foci, comprised of the vertical strands on the model (the human experiences of health, illness, healing and death/dying, the human technology interface, environmental context of health and health care delivery and quality and cost effective outcomes) identify content areas such as concepts, theories and knowledge that guide building of the curriculum content. The vertical strands are progressive, building on previous content areas, and ensure development of breadth and depth at different levels within the educational process. Thus, specialization within one of the vertical strands progressively increases with the educational level.

The desired characteristics of program graduates reflect the curriculum framework and are conceptualized as an individual who embodies competent and effective reflective practice, generation of nursing knowledge and leadership and social change for improved health for individuals, communities, populations and global environments. These outcomes apply to all nursing degree programs with varying emphases as required by the specific degree. They are defined further in terms of overall and program specific outcomes competencies and guide the process to evaluate content level, course objectives and the competency evaluation process.

ACCREDITATION:

The Lilitha College of Nursing is accredited by South African Nursing Council to offers the following programs:

  • Diploma in Nursing Science (General, Community, Psychiatric) and Midwifery (R425);
  • Diploma in Operating Theatre
  • Diploma in Critical Care
  • Diploma in Child Nursing Science
  • Diploma in Community Nursing Science
  • Diploma in Orthopaedic Nursing Science
  • Diploma in Midwifery and Neonatal Nursing Science
  • Diploma in Clinical Nursing Science, Health  Assessment, Treatment and Care;
  • Diploma in Midwifery Nursing
  • Diploma in General Nursing
  • Certificate for Enrolment as a Nurse
  • Certificate for Enrolment as a Nursing Auxiliary