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dc.contributor.advisorBezuidenhout, J.
dc.contributor.authorDu plessis, Jeanetta Gesina Elizabeth
dc.date.accessioned2015-08-26T12:43:26Z
dc.date.available2015-08-26T12:43:26Z
dc.date.issued2015-06
dc.identifier.urihttp://hdl.handle.net/11660/1064
dc.description.abstractEnglish: An in-depth study was conducted to investigate current practices in the delivery of work-integrated learning (WIL) in Radiography training at selected universities in South Africa (SA) with the ultimate goal of developing an education and training programme for WIL in Radiography training. The study was prompted by a growing awareness that a gap existed in the delivery of WIL in Radiography programmes in SA. WIL is a relatively new jargon term that focuses attention on the integration of theoretical learning and learning in the workplace. Until recently the focus in many professional programmes has been on workplace learning (WPL) as a component of the training of students. Although the concept of placing students in the workplace to acquire work experience is not new, the rationale behind WIL goes beyond merely providing a physical workplace environment as a site for students to experience work or to learn from professional practice. However, to achieve success in the delivery of any WIL programme, it is important to structure the WIL component of any learning programme with regards to the diligent and constructive alignment of learning outcomes/objectives, the delivery of learning (i.e., facilitation methods), and assessment. For quality delivery of WIL, the coordination and monitoring of the learning processes, and hence of student progression, are also important. The research methods comprised a two-fold approach. First, a literature review was conducted in order to provide an appropriate background for the formulation of a conceptual framework and to contextualise the problem against related theory and research. Second, data were collected using questionnaires that generated both quantitative and qualitative data. The latter data were obtained by means of open-ended questions that allowed for comments that facilitated the gathering of information about the current status of the delivery of WIL in Radiography training. The compilation of an education and training programme for WIL for the Bachelor of Radiography in Diagnostics degree to enhance undergraduate radiography training in SA was achieved by merging the information from the literature review and the collected data. The findings on the current status of WIL, which emanated from the questionnaire survey, were compared with suggestions garnered from the literature for best practice in WIL in order to make recommendations to bridge the identified shortcomings in the delivery of WIL in Radiography training. By developing an education and training programme for WIL in Radiography and by providing recommendations towards improvements in the delivery of WIL, the study contributed significantly to the creation of new knowledge in the Radiology field and was thus successful in bridging the identified gap in the delivery of WIL. The implementation of the proposed programme for WIL can aid in the development of a curriculum for WIL that includes appropriate modules, learning units, assessment and monitoring strategies, and guidelines for the development of generic skills. The sound research approach and methodology that were employed ensured the quality, reliability and validity of the study. The completed research can form the basis for a further research undertaking.en_ZA
dc.description.abstractAfrikaans: ’n In-diepte studie is onderneem om die huidige praktyke in die aanbieding van werk-geïntegreerde leer (WGL) in Radiografie onderrig by uitgesoekte universiteite in Suid-Afrika te ondersoek. Die uiteindelike doel van die studie was om ’n onderrigprogram vir WGL in Radiografie-opleiding te ontwikkel. Die idee vir die studie het ontstaan nadat tekortkominge in die onderrig van WGL in Radiografie geïdentifiseer is. Werk-geïntegreerde leer is ’n relatiewe nuwe konsep wat fokus op die integrasie van teoretiese kennis met ondervinding in die werksplek. Tot onlangs toe was die fokus van die meeste professionele programme slegs gemik op die ondervinding wat opgedoen word in die werksplek as deel van die student se opleiding, en nie as ’n geïntegreerde program wat vloei tussen universiteitsopleiding en die praktyk nie. Alhoewel die plasing van studente in die werksplek nie ’n nuwe praktyk is nie, strek die aanbieding van WGL verder as net die beskikbaarheid van plasing in die werksomgewing om ondervinding in ‘n professionele praktyk op te doen. Dus, om WGL suksesvol toe te pas, is dit belangrik dat WGL programme reg gestruktureer moet wees. Dit behels konstruktiewe belyning van leeruitkomste en die fasilitering van leer en assessering. Dit is ook belangrik in WGL dat die koördinering en monitering van studente se vordering en ontwikkeling geïntegreer word met hulle teoretiese universiteitsopleiding. Die navorsingsmetodes wat vir die studie gebruik is was tweeledig. Eerstens is ‘n literatuurstudie gedoen wat die agtergrond verskaf het waarin die navorsingsprobleem gekontekstualiseer is. Tweedens is inligting oor die huidige praktyke in die aanbieding van werk-geïntegreerde leer in Radiografie-opleiding versamel deur middel van vraelyste wat kwantitatiewe asook kwalitatiewe data gegenereer het. Laasgenoemde data is verkry deur opmerkings oor sekere vrae van die respondente in te win. Die ontwikkeling van ‘n onderrigprogram vir WGL vir die graad Baccalaureus in Radiografie – Diagnosties om voorgraadse opleiding van radiografie studente in SA te verbeter, is moontlik gemaak deur inligting rakende goeie praktyke vir WGL uit die literatuurstudie en die inligting uit die vraelyste met mekaar te vergelyk. Sodoende kon aanbevelings gemaak word om die tekortkominge in die onderrig van WGL in Radiografie-opleiding aan te spreek. Die ontwikkeling van ‘n onderrigprogram en die aanbevelings ter verbetering van die onderrig vir WGL vir Radiografie het ’n waardevolle toevoeging tot kennis gemaak en geïdentifiseerde tekortkominge kon ook uitgewys word. Die implementering van die voorgestelde program kan lektore bystaan in die ontwikkeling van ’n kurrikulum vir WGL wat toepaslike modules, leereenhede, assesserings- en moniteringstegnieke, en riglyne vir algemene vaardighede insluit. Die navorsingsmetodes wat gebruik is het die kwaliteit, betroubaarheid en geldigheid van die studie verseker. Die vooltooide navorsing kan dien as ‘n platform vir verdere navorsing op die gebied van WGL.
dc.language.isoenen_ZA
dc.publisherUniversity of the Free Stateen_ZA
dc.subjectWork-integrated learningen_ZA
dc.subjectProblem-based learningen_ZA
dc.subjectProject-based learningen_US
dc.subjectWork-based learningen_ZA
dc.subjectWorkplace learningen_ZA
dc.subjectGeneric skills and competenciesen_ZA
dc.subjectCurriculum developmenten_ZA
dc.subjectModuleen_ZA
dc.subjectLearning uniten_ZA
dc.subjectAssessmenten_ZA
dc.subjectMonitoringen_ZA
dc.subjectRadiography -- Study and teaching --South Africaen_ZA
dc.subjectEffective teaching -- South Africaen_ZA
dc.subjectCareer education -- South Africaen_ZA
dc.subjectRadiography -- In-service trainingen_ZA
dc.subjectThesis (Ph.D (Health Professions Education))--University of the Free State, 2015en_ZA
dc.titleA work-integrated learning education and training programme for radiography in South Africaen_ZA
dc.typeThesisen_ZA
dc.rights.holderUniversity of the Free Stateen_ZA


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