Entry Criteria for Dental Surgery Assistants Switching to Nursing Career

9 Ms K Thanaletchimi asked the Minister for Education (Higher Education and Skills) (a) whether the Ministry will review the entry criteria for dental surgery assistants who are keen to switch to a nursing career but do not meet the minimum Grade Point Average requirement; and (b) whether the Ministry will consider a bridging programme for such dental surgery assistants so that they can pursue a diploma in nursing.

The Minister for Education (Higher Education and Skills) (Mr Ong Ye Kung): I am encouraged by the drive of Dental Surgery Assistants (DSAs) to want to upgrade themselves, including switching to a nursing career. From an interest and aptitude point of view, an enthused DSA is more likely to be committed to a nursing or healthcare-related career. However, from an educational point of view, we have to recognise that the job scope and skillsets required of DSAs and nurses are quite different. And that is why we currently do not provide module exemptions or advance standing for DSAs switching into nursing careers.

There are a few realistic pathways for a DSA to take on a nursing career. One is to go through the National Institute of Technical Education (ITE) Certificate (Nitec) programme in nursing, which will then prepare them to be Enrolled Nurses. After some years of experience, they can go through a diploma course in one of our polytechnics, which will then prepare them to become Registered Nurses. They may also apply for admission into the ITE Skills Certificate programmes in healthcare to become Healthcare or Clinic Assistants.

All these courses and pathways have academic entry criteria, but they should not be the only yardstick for entry. There must be also alternative yardsticks, such as good job performance or achievements in other courses, for DSAs to be enrolled. Such open accessibility is a key principle of adult training and lifelong learning.

So, as Ms Thanaletchmi has raised, it is an important and broader question about lifelong learning. Under SkillsFuture, we do not just provide more opportunities for lifelong learning, but also enhanced accessibility to upgrading pathways. We will continue to work with our post-secondary education institutions to find meaningful ways to recognise an individual's skills and experience beyond academic qualifications for enrolment into their adult learning programmes.

Mdm Speaker: Ms Thanaletchimi.

Ms K Thanaletchimi (Nominated Member): Madam, I would like to thank the Minister for the reply. I just wish to clarify the point on whether some of the programmes for upgrading, especially in the health profession, can be made modular. Because there are people who find it difficult to go on full-time study with so many other commitments, although they are under the Professional Conversion Programme, and whether modular aspects of a training programme, some form of bridging can be considered.

Mr Ong Ye Kung: There are several key principles of lifelong learning. Like what I mentioned earlier, open accessibility is one. The other is what the Member just mentioned, which is modular training. It is a direction that we are pushing very proactively towards.

As for nursing, it is something that we will have to study as well. But as the Member know, in nursing training, there is also a lot of dedication and some full-time dedication is also required especially when you are on attachment to a hospital. But within the limits of professional requirements, we will certainly go in that direction.