Audiologists' phenomenographic experiences of professional development during community service in KwaZulu-Natal, South Africa.

IF 1 Q3 AUDIOLOGY & SPEECH-LANGUAGE PATHOLOGY
Sphilile Mbhele, Musa Makhoba
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引用次数: 0

Abstract

Background: The compulsory community service programme (CSP) was implemented to improve access to healthcare and arguably facilitate the transition of graduates into independent professionals. However, its role and outcomes as a developmental platform for audiology graduates remains unclear and scant in literature.

Objective: To explore the qualitative differences in the experiences of professional development among new Audiology graduates during their community service year at their fixed-placements in KwaZulu-Natal, South Africa.

Methods: Within a phenomenographic design and framework, semi-structured interviews were conducted with 12 purposively sampled Community Service Officers (CSOs) of the year 2017, after obtaining ethical clearance, gatekeeper permission and participant's consent.

Results: The findings were interpreted according to the tenets of phenomenography. An outcome space based on the participants' reported experiences, revealed three categories of description: transitioning from graduate to professional, learning in the workplace during community service and professional development. The findings reflected that the work environment, supervision, resource allocation, socialisation and infrastructure contributed to qualitatively different developmental experiences of the CSP.

Conclusion: The current model of fixed-placement of the CSOs exposes them to qualitatively different developmental experiences, resulting in them attaining different developmental outcomes despite being in the same programme at the same time. Hence, we argue for an urgent CSP review, with the aim of standardising and redefining its intended outcomes and pertinent criteria for the attainment of the independent practitioner status.

Abstract Image

听力学家在南非夸祖鲁-纳塔尔省社区服务期间对专业发展的现象学体验。
背景:实施强制性社区服务计划(CSP)的目的是为了改善医疗服务的可及性,也可以说是为了促进毕业生向独立的专业人员过渡。然而,该计划作为听力学专业毕业生发展平台的作用和成果仍不明确,文献资料也很少:在南非夸祖鲁-纳塔尔省的固定工作地点,探索新听力学毕业生在社区服务年期间专业发展经验的定性差异:在现象学的设计和框架下,在获得伦理许可、守门人许可和参与者同意后,对有目的性地抽取的 12 名 2017 年社区服务人员(CSO)进行了半结构化访谈:根据现象学原理对调查结果进行了解释。根据参与者报告的经历,结果空间显示了三类描述:从毕业生到专业人员的过渡、社区服务期间的职场学习和专业发展。研究结果表明,工作环境、监督、资源分配、社会化和基础设施对社区专业人员的发展经历产生了质的不同:结论:当前的民间社会组织固定安置模式使他们面临着不同的发展经历,导致他们尽管在同一时间参加同一计划,却获得了不同的发展成果。因此,我们认为应立即对 CSP 进行审查,以规范和重新定义其预期成果以及获得独立从业者地位的相关标准。
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来源期刊
SOUTH AFRICAN JOURNAL OF COMMUNICATION DISORDERS
SOUTH AFRICAN JOURNAL OF COMMUNICATION DISORDERS AUDIOLOGY & SPEECH-LANGUAGE PATHOLOGY-
CiteScore
2.10
自引率
36.40%
发文量
37
审稿时长
30 weeks
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