Doctoral Degrees (Office of the Dean: Health Sciences)
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Browsing Doctoral Degrees (Office of the Dean: Health Sciences) by Author "Bezuidenhout, M. J."
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Item Open Access 'n Raamwerk vir 'n voorgraadse onderwys- en opleidingsprogram vir spraakterapie en oudiologie(University of the Free State, 2006-01) Van Pletzen, Helena Catheriena; Bezuidenhout, M. J.; Nel, M. M.English: Health care workers are finding themselves in an era of change with regard to service rendering. Health care workers need to be prepared for these changes during their training. The most important change in the transformation process of health care is the focus on primary health care and associated community-orientated and community-based services. To ensure that the training of prospective speech therapists and audiologists (the health care workers) is applicable with regard to preparing for service, the curriculum must be such that the expected outcome will be achieved through the education and training students receive. There are, however, also changes with regard to training in the policies and regulations of higher education that must be adhered to. In order to adapt to all the changes in health care service and the changes in policies and regulations for training, it is necessary to change and adapt the strategies for training too. Training and service rendering can only be effective if it meets with the requirements of the relevant professional board, health care bodies and the regulating bodies of higher education. The requirements of health care and education and the associated changes, however, necessitate a review of curricula for education and training programmes. When a new curriculum has to be developed or an existing curriculum is reviewed, the process is to be conducted according to specific steps and various factors need to be attended to. If these steps are defined and the factors that influence the education and training together with the requirements regarding content, the education and training process and the desired outcomes are described, it is called a framework for the programme. The research problem defined, was that no guidelines or framework existed according to which a curriculum for a training programme for speech therapy and audiology could be adapted, revised or developed. This led to the formulation of the research question, namely: What should be included in a framework for an undergraduate education and training programme to ensure that the training programme meets the requirements of the above mentioned bodies? The main purpose of this study was to make a contribution to health care in South Africa by making a contribution to the education and training of a group of health care workers. The goal was to compile a framework for undergraduate education and training programmes for speech therapy and audiology. In order to achieve the goal, a comprehensive literature study was conducted to study curriculum development, existing curricula and the requirements of relevant bodies. A concept framework was developed and verified by an empirical study through the application of the Delphi technique. The data were processed and analysed and the final product, a framework for the training programme for undergraduate speech therapy and audiology, was established. The literature study served as the basis of this investigation. The Delphi technique was applied to verify the concept framework that had been developed on the basis of the literature study. The concept framework initially consisted of 183 statements, describing aspects and elements of the curriculum design process and content of the curriculum. Each statement was to be judged according to a three-point rating scale, namely essential, desirable and irrelevant. The criterion for reaching consensus was predetermined, namely 75% of the number of ratings on any of the items in the questionnaire had to correspond. The panel of experts (eight) that took part in the Delphi process included heads of departments of the various training institutions in South Africa, an educational expert and an expert representative of the Professional Board for Speech, Language and Hearing Therapy. A pilot study to determine the validity and reliability of the research instrument (the questionnaire) had been conducted before the research instrument was sent to the participants in the Delphi process. With the completion of round three, consensus on the items in the Delphi questionnaire was on 96.77%. Stability was also reached in round three, as the items on which consensus was not reached, showed the same responses with regard to rating since round one. The Delphi process was therefore ended after round three and the final framework was compiled based on the results of the Delphi investigation, in other words, the responses of the participants. The framework is of great value for programme development, as professionspecific information and requirements of stakeholders are contained within the framework, thereby facilitating the task of experts in educational development involved with programme development for speech therapy and audiology. It is recommended that the programme be used by institutions as a guideline for the development of innovative undergraduate training programmes for speech therapy and audiology. It can also be used for revising and/or evaluating existing training programmes, as well as for the accreditation of a training programme. The content elements of the framework may be adapted and changed, if and when the requirements of the relevant professional board and the requirements of health care services and education change, as well as according to changes in the needs of students and needs of the community.