A stratified competency based learning programme for practitioners of medical aesthetics in South Africa
| dc.contributor.advisor | Bezuidenhout, J. | en_ZA |
| dc.contributor.advisor | Vincent-Lambert, C. | en_ZA |
| dc.contributor.advisor | Sinclair, W. | en_ZA |
| dc.contributor.author | Khumalo, Ntombi Valencia | en_ZA |
| dc.date.accessioned | 2017-01-23T08:36:37Z | |
| dc.date.available | 2017-01-23T08:36:37Z | |
| dc.date.issued | 2016 | en_ZA |
| dc.description | Thesis (Ph.D.(Health Professions Education))--University of the Free State, 2016 | en_ZA |
| dc.description.abstract | 𝑬𝒏𝒈𝒍𝒊𝒔𝒉 In this study, a comprehensive study was carried out by the researcher with the intention of developing a stratified, competency-based learning programme for practitioners of medical aesthetics (MA) in South Africa (SA). MA in the current South African context is characterised by a shortage of literature and a lack of evidence-based guidelines for the knowledge, skills and competencies required by the persons practicing MA in SA. This is in contrast to countries such as Brazil and the United States of America, where MA is far more advanced and where guidelines for the regulation of the MA industry are in place. To the contrary, in SA there is a lack of practice guidelines and regulations applicable to the wide variety of professions involved in the practice of MA. Furthermore, there is an absence of a stratified, competency learning programme for the various professions involved in the practice of MA in SA. Therefore, this research study was carried out in order to develop a stratified, competency-based learning programme for practitioners of MA in SA. In addressing the above challenges, the central research question was: What would a stratified, competency-based learning programme consist of in order to provide learners with the required knowledge, skills and competencies to function as professional medical aestheticians in the South African healthcare environment? For this study, an exploratory mixed-method design that was sequential in nature was followed. This design consisted of a two-phased approach, whereby the qualitative phase (desktop study) was followed by a quantitative phase (questionnaire). A desktop study was first applied as a method for collecting qualitative data to highlight the knowledge, skills and competencies involved in the practice of MA in SA. This assisted in providing the relevant literature and components of programme for MA practitioners. The desktop study also assisted to place MA in context and understand its complexities in a South African context. The desktop study was then followed by the questionnaire (quantitative) which was used as another method of gathering data relating to the building of theory on stratified knowledge, skills and competencies of MA practitioners in SA. The questionnaires were distributed to stakeholders involved within the MA fraternity, in order to gain a clear view of the topic under study. The study resulted in a stratified, competency-based learning programme for medical aesthetics in South Africa. It became clear that to facilitate MA a short-learning programme would be suitable. The study meets the need for educational competence and regulation regarding the practice and implementation of MA in SA. The researcher believes the learning programme that was developed could serve as a source of inspiration to the education system as far as MA is concerned in the South African context; by doing so, the study may serve to provide encouragement for the regulation and professionalisation of MA in SA. This can be achieved through the expansion of education and training for MA, which has the potential to translate into an improvement of the quality of services rendered to patients. The results of this study indicate that there are very few mechanisms for regulating the practice of MA in SA, which cements the need for and importance of SA having both a stratified, competency-based learning programme for MA, and more robust regulatory mechanisms. Having completed the study, the researcher made a number of recommendations, the major one being that a pre-test/pilot of the proposed stratified competency-based learning programme be done, as it may identify issues related to the implementation process – this was not the main focus of this study. ___________________________________________________________________ | en_ZA |
| dc.description.abstract | 𝑨𝒇𝒓𝒊𝒌𝒂𝒂𝒏𝒔 Hierdie studie behels ‘n omvattende ondersoek deur die navorser met die doel om ‘n gestratifiseerde, bevoegdheidsgebaseerde leerprogram vir mediese-estetika-praktisyns in Suid-Afrika te ontwikkel. In die Suid-Afrikaanse konteks word mediese estetika (ME) gekenmerk deur ‘n tekort aan literatuur en ‘n gebrek aan bewysdraende riglyne vir kennis, vaardighede en bevoegdhede wat vereis word van mense wat ME in Suid-Afrika (SA) praktiseer. Hierdie toedrag van sake verskil van dié in lande soos Brasilië en die Verenigde State van Amerika, waar ME baie meer gevorderd is, en waar daar riglyne geld vir die regulering van die ME bedryf. In teenstelling is daar in SA ‘n gebrek aan praktykriglyne en -regulasies wat van toepassing is op die wye verskeidenheid professies wat ME beoefen. Daar is verder ook ‘n afwesigheid van gestratifiseerde, bevoegdheidsgebaseerde leerprogramme vir die verskillende professies wat ME in SA beoefen. Gevolglik is hierdie studie uitgevoer om ‘n gestratifiseerde, bevoegdheidsgebaseerde leerprogram vir ME-praktisys in Suid-Afrika te ontwikkel. Ten einde bogenoemde uitdagings aan te spreek, het die hoof- navorsingsvraag soos volg gelui: Wat sal ‘n gestratifiseerde, bevoegdheidsgebaseerde leerprogram behels indien dit leerders van die nodige kennis, vaardighede en bevoegdhede moet voorsien wat hulle in staat sal stel om as professionele ME-praktisyns in die Suid-Afrikaanse gesondheidsorgomgewing te werk? Hierdie studie het ‘n ondersoekende gemengdemetodes-ontwerp gevolg, wat opeenvolgend van aard was. Die ontwerp het bestaan uit ‘n tweefase-benadering, waardeur die kwalitatiewe fase (lessenaarstudie) gevolg is deur die kwantitatiewe fase (vraelys). ‘n Lessenaarstudie is eers toegepas as ‘n metode om kwalitatiewe data ten opsigte van die kennis, vaardighede en bevoegdhede wat by die beoefening van ME in SA betrokke is, te versamel; dit het toepaslike literatuur en komponente van ‘n program vir ME-praktisyns verskaf. Die lessenaarstudie het ook bygedra om ME in konteks te plaas en om die ingewikkeldheid van die Suid-Afrikaanse konteks te verstaan. Die lessenaarstudie is gevolg deur die vraelys (kwantitatief), wat gebruik is as nog ‘n metode om data te versamel ten opsigte van die opbou van ‘n teorie oor gestratifiseerde kennis, vaardighede en bevoegdhede van ME-praktisyns in SA. Die vraelyste is aan belanghebbendes in die MEgemeenskap versprei ten einde ‘n duidelike oorsig van die studieonderwerp te verkry. Gevolglik het die studie aanleiding gegee tot ‘n gestratifiseerde, bevoegdheidsgebaseerde leerprogram vir ME in SA. Dit het duidelik geword dat ‘n kortleerprogram geskik sal wees om ME te bevorder. Die studie voldoen aan die vereistes vir opvoedkundige bevoegdheid en regulering van die praktisering en implementering van ME in SA. Die navorser glo dat die ontwikkeling van leerprogramme ‘n bron van inspirasie vir die opvoedingstelsel ten opsigte van MA in die SA konteks is, en daardeur kan die studie dien as aanmoediging vir die regulering en professionalisering van MA in SA. Dit kan bereik word deur die uitbreiding van opleiding en onderwys in ME, wat die potensiaal het om die gehalte van dienste wat aan pasiënte gelewer word, te verbeter. Die bevindinge van hierdie studie dui aan dat daar baie min meganismes is wat die MEpraktyk in SA reguleer. Dit bevestig die behoefte aan en belangrikheid van sowel ‘n gestratifiseerde, bevoegdheidsgebaseerde leerprogram vir MA, as sterker regulatoriese meganismes in SA. Nadat die navorser die studie voltooi het, maak sy ‘n aantal aanbevelings, waarvan die belangrikste die volgende is: ‘n Vooraftoets of loodsstudie van die voorgestelde gestratifiseerde, bevoegdheidsgebaseerde leerprogram behoort uitgevoer te word ten einde kwessies wat met die implementering van so ‘n program verband hou, te identifiseer – dit was nie die hooffokus van hierdie studie nie. ___________________________________________________________________ | af_ZA |
| dc.description.abstract | 𝑰𝒔𝒊𝒁𝒖𝒍𝒖 Kulolu cwaningo, umcwaningi wenze ucwaningo olunzulu ngenhloso yokuthuthukisa uhlelo lokufunda olunezigaba, olusekelwe kulwazi namakhono abasebenzi bezokwelapha ubuhle eNingizimu Afrikha. Ezokwelapha ubuhle esimweni samanje saseNingizimu Afrikha zibonakala ngokushoda kwezincwadi kanye nokushoda kwemihlahlandlela esekelwe ebufakazini yolwazi, amakhono kanye namakhono adingwa abantu abasebenza kwezokwelapha ubuhle eNingizimu Afrikha. Lokhu akufani namazwe afana ne-Brazil kanye ne-United States of America, lapho ezokwelapha ubuhle zithuthuke kakhulu nalapho imihlahlandlela yokulawulwa kwemboni yezokwelapha ubuhle ikhona. Ngokuphambene nalokho, eNingizimu Afrikha kunokuntuleka kwemihlahlandlela yokusebenza nemithethonqubo esebenza kwizinhlobonhlobo zemisebenzi yobungcweti ehlobene nomsebenzi wezokwelapha ubuhle. Ngaphezu kwalokho, alukho uhlelo lokufunda olunezigaba, olusekelwe elwazini namakhono lwemisebenzi ehlukahlukene ehilelekile ekusebenzeni kwezokwelapha ubuhle eNingizimu Afrikha. Ngakho-ke, lolu cwaningo lwenziwa ukuze kuthuthukiswe uhlelo lokufunda olunezigaba, olusekelwe elwazini namakhono abasebenzi bezokwelapha ubuhle eNingizimu Afrikha. Ekusebenzeni lezi zinselelo ezingenhla, umbuzo omkhulu wocwaningo wawuthi: Ngabe uhlelo lokufunda olunezigaba, olusekelwe elwazini namakhono lungahlanganisani ukuze kuhlinzekwe abafundi ngolwazi oludingekayo, amakhono kanye namakhono ukuze basebenze njengochwepheshe bezokwelapha endaweni yokunakekelwa kwezempilo eNingizimu Afrikha? Kulolu cwaningo, kulandelwe indlela exubile echazayo ebilandelana ngokwemvelo. Umklamo wocwaningo wawubandakanya indlela ezigaba ezimbili, lapho isigaba sekhwalithethivu (ucwaningo lwedeskithophu) salandelwa yisigaba sekhwantithethivu (uhlu lwemibuzo). Ucwaningo lwedeskithophu lwaqala ukusetshenziswa njengendlela yokuqoqa ulwazi lwekhwalithethivu ukuze kugqanyiswe ulwazi, amakhono kanye nekhono elihilelekile ekusebenzeni kwezokwelapha ubuhle eNingizimu Afrikha. Lokhu kusize ekuhlinzekeni ngezincwadi ezifanele kanye nezingxenye zohlelo lwabasebenzi bezokwelapha ubuhle. Ucwaningo lwedeskithophu luphinde lwasiza ukubeka ezokwelapha ubuhle esimweni nokuqonda ubunzima bakho esimweni saseNingizimu Afrikha. Ucwaningo lwedeskithophu lwabe selulandelwa uhlu lwemibuzo (khwantithethivu) olwasetshenziswa njengenye yezindlela zokuqoqa ulwazi ehlobene nokwakhiwa kwethiyori emayelana nolwazi oluhlelekile, amakhono kanye nekhono labasebenzi bezokwelapha ubuhle eNingizimu Afrikha. Uhlu lwemibuzo lwanikezwa ababambiqhaza abathintekayo kubangani emkhakheni wezokwelapha ubuhle, ukuze bathole ukucaciseleka kahle mayelana nesihloko esicwaningwayo. Lolu cwaningo luholele ohlelweni lokufunda olunezigaba, olusekelwe elwazini namakhono abasebenzi bezokwelapha ubuhle eNingizimu Afrikha. Kwaba sobala ukuthi ukwenza ezokwelapha ubuhle uhlelo lokufunda isikhashana luzofaneleka. Ucwaningo luhlangabezana nesidingo samakhono ezemfundo kanye nomthetho mayelana nokwenza kanye nokuqaliswa ezokwelapha ubuhle eNingizimu Afrikha. Umcwaningi ukholelwa ukuthi uhlelo lokufunda olwakhiwe lungasebenza njengomthombo wokugqugquzela nokuletha ukulangazelela ohlelweni lwezemfundo mayelana nezokwelapha ubuhle eNingizimu Afrikha; ngokwenza kanjalo, ucwaningo lungase lulethe ugqozi lokuthi ezokwelapha ubuhle zenziwe zibe semthethweni eNingizimu Afrikha. Lokhu kungafezwa ngokunwetshwa kwemfundo nokuqeqeshelwa ezokwelapha ubuhle, okunamandla ukuthi kugcine kukhuphuka izingabunjalo lezinsizakalo ezinikezwa iziguli. Imiphumela yalolu cwaningo ikhombisa ukuthi zimbalwa kakhulu izindlela zokulawula ukwenziwa kwezokulapha ubuhle eNingizimu Afrikha, okuqinisa isidingo nokubaluleka kokuthi iNingizimu Afrikha ibe nakho kokubili uhlelo lokufunda olunezigaba, olusekelwe elwazini namakhono ezokwelapha ubuhle, kanye nezindlela zokulawula eziqinile . Ngemva kokuphothula ucwaningo, umcwaningi wenze izincomo eziningi, okukhulu kakhulu ukuthi kwenziwe ukuhlolwa kwangaphambili/ukuhlola uhlelo lokufunda olusekelwe kulwazi namakhono oluhlongoziwe, njengoba kungase kuhlonze izinkinga eziphathelene nenqubo yokuqaliswa - lokhu bekungeyona into ucwaningo obelugxile kuyona kakhulu. ___________________________________________________________________ | isiZ_ZA |
| dc.description.abstract | 𝑺𝒆𝑺𝒐𝒕𝒉𝒐 Diphuputsong tsena, mofuputsi o entse diphuputso tse tebileng ka sepheo sa ho qapa se hlophisitsweng, se thehilweng hodima botsebi ba lenaneo la boithuto sebakeng sa ba ithutang ka makgabane a bongaka mona Afrika Borwa. Nakong ya jwale makgabane a bongaka naheng ya Afrika Borwa a tsebahala ka dingolwa tse fokolang le ho haellwa ke bopaki ba seikokotlelo sa tsebo, makgabane le botsebi bo hlokehang ho batho ba ithutang bongaka mona Afrika Borwa. Sena se kgahlanong le se etsahalang dinaheng tse kang Brazil le Amerika, moo makgabane a bongaka a hatetseng pele ka seikokotlelo se laolang bongaka a fumanehang. Se sa tshwaneng mona Afrika Borwa ke hore ba ithutang le ho sebetsa lefapheng lena ha ba na seikokotlelo le melawana eo ba e sebedisang. Ho feta mona, ha ho na se utlwisisitsweng se tsejwang ho ya ka mafapha a ba kenelletseng ho ithuta makgabane a bongaka mona Afrika Borwa. Leha ho le jwalo, diphuputso tsena di entswe ho tla hlophisa lenaneo le hlophisitsweng le ipapisitseng le ho ithuta ho tetebetsang ditsebo sebakeng sa mafapha a fapaneng a etsang makgabane a bongaka mona Afrika Borwa. Ho rarolla bothata bona, potso ya diphuputso e ne e le: E ka ba eng e hlophisitsweng e ka fang baithuti tsebo e hlokehang, ya botsebi le boitshepo hore ba sebetse e le ditsebi tsa makgabane a bongaka Afrika Borwa ditsing tsa bophelo? Sebakeng sa diphuputso tsena, mokgwa wa ho senola o tswakaneng le mekgwa e meng e etswa ka tatellano ho latela sebopeho sa yona. Mokgwa oo o kenyeletsa le mokgwa o dibopeho di pedi; moo mokgwa wa ho hlalosa (boithuto bo sa sebediseng dipotso tsa patlisiso) o latetsweng ka mokgwa wa ho bokella ditaba ka dipalopalo (dipotso tse hlophisitsweng). Mokgwa wa diphuputso o sa kenyeletseng batho o ile wa sebediswa pele e le mokgwa wa ho bokella ditaba tse tla hlahlojwa ka ditlhaloso ho tjhabisa tsebo, ditsebo le boitshepo tse kenellang ho ba etsang boithuti ka makgabane a bongaka mona Afrika Borwa. Boithuto bo sa hlokeng batho bo thusitse ho beha boithuto ba bongaka bo botle tikolohong e lokelang le ho utlwisisa tse ikgethang Afrika Borwa. Diphuputso tse sa kenyelletseng batho di ile tsa latelwa ka tshebediso ya dipotso tse hlophisitsweng, tse ileng tsa sebediswa e le mokgwa o mong wa ho bokella ditaba ho o nyalanya le lewa (teori) ya tsebo e hlophisitsweng, ditsebo le boitshepo ba mahlale a bongaka Afrika Borwa. Dipotso tsa patlisiso di ile tsa fuwa ba nang le kobo ya bohadi ditabeng tsa makgabane a bongaka e le ho fumana maikutlo a hlakileng sebakeng sa sehlooho sa diphuputso. Diphuputso di qetelletse ka ho hlahisa lenaneo la boitshepo le hlophisitsweng bakeng sa makgabane a bongaka Afrika Borwa. Ho ile ha hlaka hore ho tataisa makgabane a bongaka ho hlokeha dikwetliso tsa nakwana. Diphuputso di fihletse dipehelo tsa ditlhoko tsa boitshepo thutong le melawana e amanang le ba etsang le ho sebedisa makgabane a bongaka mona Afrika Borwa. Diphuputso di dumellana le hore lenaneo la thuto le entsweng, le ka sebediswa ho susumetsa thuto hore e fane ka kgothaletso ho taolo le bosebeletsi ba boleng ba makgabane a bongaka mona Afrika Borwa. Sena se ka fihlelwa ha ho ka ha pharalatswa thuto le kwetliso ya makgabane a bongaka tse nang le matla a ho fetolela ho tsa boiqapelo/ boiketsetso a bosebeletsi ba boleng bo fuwang bakudi. Ditshibollo tsa boithuti bona di supa ha ho na le mawala a fokolang a laolang tse etswang bakeng sa makgabane a bongaka mona Afrika Borwa; tse tiisang tlhokeho le bohlokwa ba Afrika Borwa hore e be le tlhophiso ya lenaneo la boitshepo bakeng sa makgabane a bongaka le melawana e matla haholo e tataisang mawala. Tabeng ya ho qetela, diphuputso tsena, mofuputsi o entse dikgothaletso tse latelang: kgothaletso ya pele ke hore diteko tse qalang tsa tlhophiso ya lenaneo la boitshepo di etswe, kaha le ka utlwisisa diqaka tse amanang le ho sebediswa leha e le hore sena e ne e se sona sa pele sa diphuputso tsena. ___________________________________________________________________ | st_ZA |
| dc.identifier.uri | http://hdl.handle.net/11660/5382 | |
| dc.language.iso | en | en_ZA |
| dc.publisher | University of the Free State | en_ZA |
| dc.publisher | Abstract in other languages 𝘚𝘤𝘳𝘰𝘭𝘭 𝘥𝘰𝘸𝘯 𝘧𝘰𝘳 𝘈𝘧𝘳𝘪𝘬𝘢𝘢𝘯𝘴, 𝘚𝘦𝘚𝘰𝘵𝘩𝘰 𝘢𝘯𝘥 𝘐𝘴𝘪𝘡𝘶𝘭𝘶 | |
| dc.rights.holder | University of the Free State | en_ZA |
| dc.subject | Stratified | en_ZA |
| dc.subject | Competency-based | en_ZA |
| dc.subject | Learning programme | en_ZA |
| dc.subject | Medical aesthetics | en_ZA |
| dc.subject | South Africa | en_ZA |
| dc.subject | Regulation | en_ZA |
| dc.subject | Treatment interventions | en_ZA |
| dc.subject | Skin conditions | en_ZA |
| dc.subject | Health education | en_ZA |
| dc.title | A stratified competency based learning programme for practitioners of medical aesthetics in South Africa | en_ZA |
| dc.type | Thesis | en_ZA |