SOUTH AFRICAN JOURNAL OF COMMUNICATION DISORDERS最新文献

{"title":"Genetic susceptibility to aminoglycoside cochleotoxicity in South African multidrug-resistant and rifampicin-resistant tuberculosis patients.","authors":"Nazanin Ghafari, Lebogang Ramma, Richard Court, Noluthando Manyisa, Helen McIlleron, Lucretia Petersen","doi":"10.4102/sajcd.v73i1.1180","DOIUrl":"10.4102/sajcd.v73i1.1180","url":null,"abstract":"<p><strong>Background: </strong> South Africa has a high burden of multidrug-resistant tuberculosis (MDR-TB) and rifampicin-resistant tuberculosis (RR-TB). At the time of this study, kanamycin formed part of the South African MDR/RR-TB treatment regimen. Although treatment has shifted towards shorter all-oral regimens, aminoglycoside-related ototoxicity remains clinically relevant.</p><p><strong>Objectives: </strong> This study investigated the association between two mitochondrial variants, m.15312TC (I189T in MT-CYB [mitochondrially encoded cytochrome b]) and m.10114TC (I19T in MT-ND3 [mitochondrially encoded NADH]), and susceptibility to cochleotoxicity in South African patients receiving kanamycin-based MDR/RR-TB treatment.</p><p><strong>Method: </strong> A prospective cohort study was conducted in Cape Town, South Africa. Hearing thresholds from 0.25 kHz to 16 kHz were monitored at baseline and at 4 weeks, 8 weeks and 12 weeks after treatment initiation. Cochleotoxicity was defined using the American Speech-Language-Hearing Association's significant threshold shift criteria. Mitochondrial variants were identified using polymerase chain reaction and Sanger sequencing. Fisher's exact tests were used to explore associations between variants and cochleotoxicity.</p><p><strong>Results: </strong> Hearing data were analysed for 102 participants. Cochleotoxicity developed in 84 participants (82.4%). The m.15312TC variant was detected in three of 78 successfully sequenced participants, and m.10114TC in four of 80. All variant carriers had cochleotoxicity. Statistically significant associations were not demonstrated for m.15312TC (p = 1.000) or m.10114TC (p = 1.000).</p><p><strong>Conclusion: </strong> The variants were observed only among participants who developed cochleotoxicity, but no statistically significant associations were observed. The findings are exploratory and require validation before clinical screening.Contribution: This study supports future genetic-susceptibility research in African aminoglycoside-exposed populations.</p>","PeriodicalId":44003,"journal":{"name":"SOUTH AFRICAN JOURNAL OF COMMUNICATION DISORDERS","volume":"73 1","pages":"e1-e8"},"PeriodicalIF":1.7,"publicationDate":"2026-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13543263/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148876193","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Clinical characteristics and outcomes of referrals for speech and language delay to the Speech Therapy and Audiology department at a district hospital in Gauteng, South Africa.","authors":"Lucie B L Graca, Renate Strehlau, Jacqueline K Bezuidenhout","doi":"10.4102/sajcd.v73i1.1153","DOIUrl":"10.4102/sajcd.v73i1.1153","url":null,"abstract":"<p><strong>Background: </strong> Speech and language skills are essential for effective communication. Speech and language delays may have far-reaching consequences on a child's development; their early identification and intervention are paramount to a child reaching their full potential.</p><p><strong>Objectives: </strong> To describe the referral process, clinical characteristics, risk factors and outcomes of paediatric referrals to a Speech Therapy and Audiology (STA) department at a district-level hospital in Gauteng, South Africa.</p><p><strong>Method: </strong> A retrospective record review was conducted on paediatric outpatient referrals to the STA department between the 01 January 2021 and 30 June 2022. Descriptive statistical analysis was performed on the categorical data. Associations between receptive and expressive language delays and the presence of maternal comorbidities or a bilingual household were analysed using the Chi-squared test and Fisher's exact test.</p><p><strong>Results: </strong> A total of 150 referrals were reviewed, with speech delay being the most common reason for referral (38%). Children under 2 years old accounted for 42% of the referrals. Of the children seen by the speech therapists and audiologists, 58 (49.2%) defaulted on follow-up appointments, and three (2.5%) were identified as having hearing loss. Twenty-eight children (23.7%) were referred for neurodevelopmental assessments, of whom 52% received a diagnosis of autism spectrum disorder (ASD). The mean age of ASD diagnosis was 49.54 months (standard deviation 11.47).</p><p><strong>Conclusion: </strong> Understanding the clinical profile and outcomes of children referred to a STA department at a district-level hospital provides valuable insight into the vital role of the speech therapists and audiologists in early identification and intervention of children with speech and language delay.Contribution: The STA departments at South African district hospitals are well-positioned for early identification and intervention, particularly for neurodevelopmental conditions, including ASD.</p>","PeriodicalId":44003,"journal":{"name":"SOUTH AFRICAN JOURNAL OF COMMUNICATION DISORDERS","volume":"73 1","pages":"e1-e9"},"PeriodicalIF":1.7,"publicationDate":"2026-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13543291/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148876226","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Bridging the policy-practice gap: A call for urgent early intervention and early education South African policy reform for children who are deaf or hard-of-hearing.","authors":"Luisa Petrocchi-Bartal","doi":"10.4102/sajcd.v73i1.1156","DOIUrl":"10.4102/sajcd.v73i1.1156","url":null,"abstract":"<p><p>In the global context, South Africa demonstrates higher disabling-hearing-loss prevalence rates than high-income countries because of its contextual challenges such as high burden of disease and audiology service access inequity. While high-income countries demonstrate integrated Early Hearing Detection and Intervention (EHDI) programmes with mandated support, South Africa faces distinctive challenges in translating its early intervention policy precepts into actionable support systems, with fragmentation across health, social development, and education sectors for children who are deaf or hard-of-hearing (D or HH). Key barriers include delayed detection and diagnosis, reduced access to audiological services and education, cultural and linguistic incongruence, and inadequate data management systems, particularly as children who are D or HH transition between health, education and social development sectors.Contribution: Despite policy recognition of South African Sign Language and calls for inclusive education, service delivery remains siloed and reactive rather than proactive. The South African disconnect between policy intent and practice necessitates urgent reform through mandating implementation of EHDI guidelines, the integration of interdepartmental referral systems, and bottom-up legislative processes that incorporate grassroots stakeholder input. Culturally and linguistically responsive approaches and system integration, with cognisance of child and/or family culture and home language across system tiers (specifically the micro-, meso- and exo-system levels), are essential to ensure equitable developmental outcomes for children who are D or HH in South Africa. This clinical audiologist and researcher's opinion piece offers tangible recommendations for the way forward, including mandating EHDI guidelines, developing policy briefs, using early education as a nexus for diagnosis and intervention, and fostering bottom-up grassroots stakeholder involvement.</p>","PeriodicalId":44003,"journal":{"name":"SOUTH AFRICAN JOURNAL OF COMMUNICATION DISORDERS","volume":"73 1","pages":"e1-e6"},"PeriodicalIF":1.7,"publicationDate":"2026-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13543262/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148876187","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Management pathways and outcomes of children with hearing loss identified through newborn and infant hearing screening at a tertiary paediatric hospital in the Western Cape, South Africa.","authors":"Silva Kuschke, Chéri Van Zyl, Mmakgotso Mokete, Lebogang Ramma","doi":"10.4102/sajcd.v73i1.1187","DOIUrl":"10.4102/sajcd.v73i1.1187","url":null,"abstract":"<p><strong>Background: </strong> Early Hearing Detection and Intervention programmes support early identification and management of hearing loss. However, limited data exist on post-diagnostic pathways, amplification uptake, and continuity of care within public-sector paediatric services.</p><p><strong>Objectives: </strong> To describe management pathways and outcomes of children diagnosed with hearing loss following newborn and infant hearing screening (NIHS) at a tertiary paediatric hospital in the Western Cape.</p><p><strong>Method: </strong> A retrospective descriptive cohort study was conducted at the Red Cross War Memorial Children's Hospital. Records of children under 6 years (August 2019 - August 2024) with documented NIHS results and confirmed hearing loss were reviewed using departmental databases and a self-developed data extraction tool. Data included demographics, risk factors, diagnostic outcomes, amplification, referrals, and follow-up attendance.</p><p><strong>Results: </strong> Of 7871 children seen, 511 (6.5%) had NIHS results. Eighty-three underwent diagnostic testing, of whom 72 (86.7%) were diagnosed with hearing loss. The mean age at diagnosis was 17.3 months. Infectious (32.5%) and neurological (28.9%) risk factors predominated. Mild (31.3%) and moderate (33.7%) conductive loss was most frequent. Only 15.3% received amplification, predominantly bilateral behind-the-ear devices. Most children (78.3%) were referred to additional services, primarily otolaryngology (81.5%). Follow-up attendance remained high (85.5%).</p><p><strong>Conclusion: </strong> High follow-up rates contrast with low uptake of amplification, likely reflecting conductive pathology and systemic constraints. Greater integration across audiology, otolaryngology, and early intervention services is needed.Contribution: This study provides contextually relevant evidence on post-diagnostic paediatric hearing care, including amplification uptake, referral patterns, and continuity to follow-up in the South African public sector.</p>","PeriodicalId":44003,"journal":{"name":"SOUTH AFRICAN JOURNAL OF COMMUNICATION DISORDERS","volume":"73 1","pages":"e1-e7"},"PeriodicalIF":1.7,"publicationDate":"2026-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13444094/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148670786","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Hearing screening outcomes and otoscopic findings among primary school children in Southwest Ethiopia: A cross-sectional study.","authors":"Gugsa N Germossa, Linn S Mork, Ebissa B Kebede, Konstantinos Antypas, Kora Tushune, Tron V Tronstad, Arne H Eide, Vinay S Nagaraj, Tone Øderud","doi":"10.4102/sajcd.v73i1.1175","DOIUrl":"10.4102/sajcd.v73i1.1175","url":null,"abstract":"<p><strong>Background: </strong> Hearing loss among schoolchildren is a major public health concern that negatively affects language, speech, learning and social development. However, evidence on hearing screening outcomes among schoolchildren in low- and middle-income countries (LMICs) remains limited.</p><p><strong>Objectives: </strong> This study aimed to determine hearing screening outcomes and otoscopic findings among primary schoolchildren in Southwest Ethiopia.</p><p><strong>Method: </strong> A school-based cross-sectional study was conducted among 396 primary schoolchildren in Jimma Town. A pragmatic school-based sampling approach was used to select participants. A two-stage screening process was implemented, consisting of pure-tone audiometry (at 500 Hz, 1000 Hz, 2000 Hz and 4000 Hz) followed by otoscopic examination for children who failed the hearing screening. Descriptive statistics, proportions and 95% confidence intervals were calculated using MATLAB version 2024b.</p><p><strong>Results: </strong> The proportion of children who failed the hearing screening (hearing level ≥ 25 dB at one frequency in at least one ear) ranged from 13% to 22% across four schools and reached 68.9% in the fifth school. Impacted earwax was the most common otoscopic finding, accounting for nearly 34%.</p><p><strong>Conclusion: </strong> A substantial proportion of children failed the hearing screening, mainly due to preventable and treatable conditions. The findings suggest the need for school-based hearing screening programmes, ear hygiene education and improved access to ear care services in resource-limited settings.Contribution: This study provides valuable data on hearing screening outcomes and otoscopic findings in schoolchildren in southwest Ethiopia and highlights the importance of regular hearing screenings, education on ear hygiene and improved access to hearing care.</p>","PeriodicalId":44003,"journal":{"name":"SOUTH AFRICAN JOURNAL OF COMMUNICATION DISORDERS","volume":"73 1","pages":"e1-e9"},"PeriodicalIF":1.7,"publicationDate":"2026-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13444130/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148670734","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Inclusive instructional communication in higher education: A comparative policy analysis of South Africa and Malawi.","authors":"Ben De Souza","doi":"10.4102/sajcd.v73i1.1185","DOIUrl":"10.4102/sajcd.v73i1.1185","url":null,"abstract":"<p><strong>Background: </strong> Inclusive instructional communication is necessary for equitable participation of students with communication disorders in higher education. However, limited evidence exists on how policy and legal frameworks in Southern Africa address communicative access, multilingual teaching and support for students with communication disorders.</p><p><strong>Objectives: </strong> This study examined how selected frameworks in South Africa and Malawi represent inclusive instructional communication for students with communication disorders.</p><p><strong>Method: </strong> A comparative policy analysis was conducted using qualitative content analysis in an integrated critical realist framework. Ten documents were analysed, focusing on inclusivity, instructional communication, multilingualism, disability support and digital accessibility.</p><p><strong>Results: </strong> The analysed frameworks express commitments to equity, inclusivity and participation in higher education. South Africa gives attention to multilingualism and language access, while Malawi addresses broader inclusivity. However, the analysis identified limited guidance on instructional communication practices for students with communication disorders. The frameworks did not clearly specify lecturer training in inclusive communication, multimodal teaching approaches, sign language integration, augmentative and alternative communication support or accessible digital learning practices.</p><p><strong>Conclusion: </strong> The absence of explicit policy provisions for educator preparation, accessible communication practices and communication-support technologies may limit practical guidance on epistemological inclusion of students with communication disorders.Contribution: This study demonstrates how frameworks in South Africa and Malawi insufficiently address inclusive instructional communication in higher education, arguing for policies that include communication-focused lecturer development, multilingual and multimodal teaching practices, accessible digital learning environments and student support.</p>","PeriodicalId":44003,"journal":{"name":"SOUTH AFRICAN JOURNAL OF COMMUNICATION DISORDERS","volume":"73 1","pages":"e1-e13"},"PeriodicalIF":1.7,"publicationDate":"2026-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13444199/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148670750","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"South African undergraduate students' perceptions of clinical supervision in speech-language therapy.","authors":"Avuzwa Makiva, Anathi Phandle, Nosipho Maphanga, Bongiswa Vukethwele, Dharshini Naidoo, Samantha Bassingthwaighte","doi":"10.4102/sajcd.v73i1.1146","DOIUrl":"10.4102/sajcd.v73i1.1146","url":null,"abstract":"<p><strong>Background: </strong> Clinical training is a cornerstone of speech-language therapy education, bridging theory with practice. Effective clinical supervision is critical for developing students' competence, confidence and professional identity. However, there is limited research on students' perceptions of clinical supervision in resource-constrained settings, such as South Africa.</p><p><strong>Objectives: </strong> This study explored student speech-language therapists' perspectives on clinical supervision during placements, identifying both facilitators and barriers to practical learning, with the aim of informing improvements to training quality and professional preparedness.</p><p><strong>Method: </strong> A qualitative exploratory research design was used, where semi-structured interviews were conducted with third- and fourth-year speech-language therapy students from a South African university. Participants (n = 14) were recruited through purposive sampling and data were analysed thematically.</p><p><strong>Results: </strong> Students emphasised that consistent supervision, constructive feedback and structured tutorials fostered improved skill development and confidence. Barriers included infrequent supervision, limited resources and unclear expectations. The emotional support provided by supervisors also significantly influenced students' experiences.</p><p><strong>Conclusion: </strong> Strengthening clinical supervision through structured feedback, resource access and emotionally supportive student-supervisor relationships can improve speech-language therapy students' learning and professional development. These insights have implications for improving supervision frameworks in South Africa's under-resourced clinical training contexts.Contribution: This study provides context-specific insights into speech-language therapy students' lived experiences of clinical supervision, reinforcing the need for equitable, supportive and standardised supervisory practices in South African higher education training settings.</p>","PeriodicalId":44003,"journal":{"name":"SOUTH AFRICAN JOURNAL OF COMMUNICATION DISORDERS","volume":"73 1","pages":"e1-e9"},"PeriodicalIF":1.7,"publicationDate":"2026-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13243895/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148158565","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Status and gaps in newborn hearing screening in South Africa: A cross-sectoral review.","authors":"Karin Joubert, Duoné Swart","doi":"10.4102/sajcd.v73i1.1165","DOIUrl":"10.4102/sajcd.v73i1.1165","url":null,"abstract":"<p><strong>Background: </strong> Newborn hearing screening (NHS) is recognised as a key component of early hearing detection and intervention (EHDI). In South Africa, implementation remains inconsistent across provinces and health sectors, with limited national coordination and policy support. Updated data are needed to identify progress and persisting gaps in service delivery.</p><p><strong>Objectives: </strong> To describe the status of NHS in South Africa across public, private and non-governmental (NGO) sectors, focusing on the availability of services, equipment and personnel, and to identify barriers to implementation.</p><p><strong>Method: </strong> A cross-sectional, descriptive online survey was distributed to audiologists practising in South Africa using REDCap (Research Electronic Data Capture). A total of 133 audiologists participated, representing all nine provinces and the public (52%), private (40%) and NGO (6%) sectors.</p><p><strong>Results: </strong> Newborn hearing screening services were concentrated in urban provinces, mainly Gauteng and the Western Cape. The public sector accounted for 49% of services, largely at tertiary hospitals. Equipment availability was generally high. mHealth adoption was limited (4% in public sector only). Audiologists conducted most screenings, although task-shifting to trained non-audiologists occurred in NGOs. Major barriers included limited parental awareness, poor follow-up, staff shortages, funding constraints and a lack of medical aid coverage in the private sector.</p><p><strong>Conclusion: </strong> Despite progress since the 2008 baseline, when only 7.5% of public hospitals offered NHS, coverage remains uneven, with persistent geographic and resource inequities. Integrating NHS into primary healthcare, expanding task-shifting and improving public awareness are essential for equitable access.Contribution: This study provides the most recent cross-sectoral overview of NHS in South Africa, informing policy and supporting equitable EHDI scale-up aligned with World Health Organization (WHO) targets.</p>","PeriodicalId":44003,"journal":{"name":"SOUTH AFRICAN JOURNAL OF COMMUNICATION DISORDERS","volume":"73 1","pages":"e1-e8"},"PeriodicalIF":1.7,"publicationDate":"2026-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13243832/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148158493","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Voices from the classroom: Teachers' perspectives on collaboration with speech-language therapists in learners with special educational needs schools.","authors":"Haseena Mahomed Joosub, Marguerite De Jongh, Rahab Mothapo","doi":"10.4102/sajcd.v73i1.1169","DOIUrl":"10.4102/sajcd.v73i1.1169","url":null,"abstract":"<p><strong>Background: </strong> Effective collaboration between teachers and speech-language therapists (SLTs) is crucial in supporting learners with special educational needs (LSEN). Despite its importance, research on collaboration as well as the role of the SLT in South African LSEN schools remains limited.</p><p><strong>Objectives: </strong> This study aimed to explore teachers' understanding of the SLT's role in LSEN schools, their experiences of working with SLTs, and their perceptions of the value of collaboration with SLTs in these settings.</p><p><strong>Method: </strong> An exploratory qualitative design was used. Semi-structured interviews with teachers from four LSEN schools in a district in South Africa were employed. Data were analysed using an inductive coding approach to identify key themes and patterns.</p><p><strong>Results: </strong> Teachers' perspectives on collaboration with SLTs were both positive and negative. Positive outcomes included support to learners with augmentative and alternative communication (AAC), enhanced communication skills and classroom participation for learners, hearing assessments and tailored intervention strategies. Challenges cited included limited SLT availability because of competing demands and a shortage of SLTs in LSEN schools.</p><p><strong>Conclusion: </strong> In the South African context, strengthening interdisciplinary collaboration among SLTs, teachers, parents and other professionals is essential for improving learner outcomes in LSEN schools. Recommendations include structured communication, joint planning and targeted professional development to enhance collaborative practices.Contribution: This study contributes to the understanding of teacher-SLT collaboration within LSEN schools and how this may benefit LSEN.</p>","PeriodicalId":44003,"journal":{"name":"SOUTH AFRICAN JOURNAL OF COMMUNICATION DISORDERS","volume":"73 1","pages":"e1-e10"},"PeriodicalIF":1.7,"publicationDate":"2026-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13243789/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148158546","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Exploring the professional quality of life of South African audiologists.","authors":"Senamile G Ntuli, Ben Sebothoma, Nabeelah Nagdee, Nicky Israel","doi":"10.4102/sajcd.v73i1.1144","DOIUrl":"10.4102/sajcd.v73i1.1144","url":null,"abstract":"<p><strong>Background: </strong> South African audiologists face clinical and systemic challenges because of resource constraints and workload pressures, yet their professional quality of life and the role of resilience remain underexplored.</p><p><strong>Objectives: </strong> To explore the professional quality of life of South African audiologists and to examine its association with resilience and coping.</p><p><strong>Method: </strong> A two-phase explanatory sequential mixed-methods design was employed. Phase 1 involved a cross-sectional web-based survey, incorporating the Professional Quality of Life Scale (v5), while phase 2 comprised semi-structured interviews. Quantitative data were analysed using descriptive and inferential statistics, and qualitative data were analysed using Braun and Clarke's reflexive thematic analysis.</p><p><strong>Results: </strong> Audiologists reported moderate compassion satisfaction (CS) and low burnout and secondary traumatic stress (STS). Burnout (BO) was negatively correlated with CS, while compassion fatigue (CF) was positively correlated with both BO and STS. A negative association was observed between STS and CS. Higher resilience was associated with better professional quality of life and qualitative findings highlighted emotional regulation, adaptability and support as key to sustaining professional fulfilment.</p><p><strong>Conclusion: </strong> Organisational support plays an important role in promoting audiologists' well-being and professional engagement. Strengthening support structures and resilience practices may improve professional quality of life. There is also a need to enhance training through supervision, mentorship and the integration of resilience and coping skills into audiology curricula.Contribution: These findings can inform strategies to improve audiologists' well-being and guide institutional and policy responses.</p>","PeriodicalId":44003,"journal":{"name":"SOUTH AFRICAN JOURNAL OF COMMUNICATION DISORDERS","volume":"73 1","pages":"e1-e13"},"PeriodicalIF":1.7,"publicationDate":"2026-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13243927/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148158551","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}