Browsing by Author "Bester, J."

Now showing 1 - 3 of 3
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    Allied health professional rural education: Stellenbosch University learners’ experiences
    (Health & Medical Publishing Group, 2016-10) Pillay, M.; Bester, J.; Blaauw, Renee; Harper, A.; Msindwana, A.; Muller, J.; Philips, L.
    ENGLISH SUMMARY : Background: Rural clinical training is not widely established or documented for allied health sciences (AHS) learners. This article focuses on the experiences of AHS learners from Stellenbosch University’s uKwanda Rural Clinical School. Objective: To explore learners’ practices with regard to rural clinical training in the AHS. Methods: A total of 22 documented reflections and seven educator or learner semi-structured focus group discussions, using critical conversations, were analysed with methods such as textual and thematic analysis and qualitative research software (ATLAS.ti, Germany). Results: The perception of rural clinical training was reported as an overwhelmingly positive experience. Practices positioned ‘rural’ as a catalyst for developing learners’ emerging identities as policy brokers, and as best when delivered by team participation. Professional education curricula were reported as dependant on: (i) context; (ii) educators; and (iii) how time was managed. Conclusion: Rural-based learning is a humanising experience for health science learners.
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    Occupational therapy students’ perspectives on the core competencies of graduates to practise in the field of neurology
    (Health and Medical Publishing Group, 2017) Khuabi, L. Jacobs-Nzuzi; Bester, J.; Gatley-Dewing, K.; Holmes, S.; Jacobs, C.; Sadler, B.; Van der Walt, I.
    Background. The South African (SA) health system is characterised by limited resources, high bed turnover rates and a high therapist-to-patient ratio. Patients with neurological dysfunction form a large majority of the caseload of occupational therapists. Feedback from stakeholders alluded to some discrepancies between the content taught in the Stellenbosch University undergraduate curriculum and what is expected within the clinical setting. This raises questions regarding the relevance and applicability of what undergraduate occupational therapists are taught, given the nature and demands of the SA public health system. Objective. To explore the perspectives of final-year occupational therapy students with regard to the core competencies required for optimal preparation of students for practice in the field of neurology. Methods. This explorative study used three focus groups to obtain the perspectives of 18 final-year students who had experienced clinical placements in neurology. Information from the focus groups was transcribed and analysed thematically to determine the findings. Results. Analysis of the data revealed four themes, i.e. core knowledge and skills; attitude; resource and time constraints in clinical areas; and factors influencing optimal learning experiences. Conclusion. The curriculum should prepare students to be well equipped for the current climate of the profession. While the current neurology curriculum may be viewed as having some positive features, there are some aspects that need to be updated and revised. Key considerations to optimise learning include a more regular interface between clinical areas and the university, scheduling of teaching blocks, and applying relevant teaching methods.
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    Students’ experiences of inter-professional education through International classification of functioning-based activities at a community-based rehabilitation centre
    (Health and Medical Publishing Group, 2015) Kloppers, Maatje; Koornhof, H. E.; Bester, J.; Bardien, F.
    ENGLISH SUMMARY : Introduction. The training of healthcare professionals is faced with many challenges. To ultimately strengthen the health system, training has to respond to new health challenges, health science developments and societal needs. The Bishop Lavis Primary Health Care Project was established in 1993 and led to the establishment of the Bishop Lavis Rehabilitation Centre (BLRC). The current inter-professional service delivery at the Centre is based on the World Health Organization’s International Classification of Functioning (ICF) model for holistic client-centred care. The objective of this article is to describe the students’ experiences of inter-professional education (IPE) through ICF-based activities at BLRC. Methods. Data were gathered from a retrospective review of student feedback forms from 2010 to 2012. Content analysis was employed to identify key themes regarding IPE. Results. Inter-professional learning was found to occur spontaneously between the four allied health professions as a result of the ICF model-driven activities at BLRC. Conclusion. Feedback at the end of the students’ clinical placement was open ended and no information was asked specifically about IPE. More than half of the students spontaneously mentioned that learning about working in an inter-professional team as one of the highlights of their placement at BLRC, has prompted the sharing of this information. This article offers a potential framework (ICF) that fosters and supports the IPE philosophy in a clinical setting.