Health SA Gesondheid最新文献

{"title":"Nursing students' perceptions and attitudes towards dementia care in Namibia.","authors":"Nestor Tomas, Andrias M Mangundu","doi":"10.4102/hsag.v29i0.2692","DOIUrl":"10.4102/hsag.v29i0.2692","url":null,"abstract":"<p><strong>Background: </strong>Dementia is a significant public health concern and a leading cause of disability and dependency among elderly individuals globally. However, there is currently limited research examining the perceptions and attitudes of healthcare providers, including nursing students, in Namibia.</p><p><strong>Aim: </strong>This study aimed to examine nursing students' perceptions and attitudes of caring for patients with dementia.</p><p><strong>Setting: </strong>The study was conducted at two university campuses in Namibia.</p><p><strong>Methods: </strong>A quantitative correlational design was employed to conveniently recruit 196 third- and fourth-year nursing students between April and August 2023, utilising the Geriatric In-Hospital Nursing Care Questionnaire (GerINCQ) online survey. Data were analysed using SPSSv28 for descriptive and inferential statistics.</p><p><strong>Results: </strong>The perception score ranged from 2.26 to 2.43, indicating negative attitudes and perceptions towards dementia care. The highest mean perception of 2.43 (95% CI = 2.3-2.55) was on reacting to challenging behaviour and the lowest was on professional responsibility 2.26 (95% CI = 2.12-2.4). Correlations were observed between age and performed interventions (<i>r</i> = 0.66; <i>p</i> = 0.01) and gender and dementia-sensitive care (<i>r</i> = 0.52; <i>p</i> = 0.01).</p><p><strong>Conclusion: </strong>The study revealed unfavourable attitudes and perceptions towards dementia care among nursing students, contrary to the optimistic anticipation. The results highlight the urgent need to develop and integrate dementia care strategies and practices into nursing education curricula.</p><p><strong>Contribution: </strong>This study provides valuable data for informing quality assurance initiatives aimed at improving nursing training in dementia care.</p>","PeriodicalId":45721,"journal":{"name":"Health SA Gesondheid","volume":"29 ","pages":"2692"},"PeriodicalIF":1.1,"publicationDate":"2024-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11369602/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142126954","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":"Guardians' involvement in the management of childhood illnesses in Vhembe district, Limpopo.","authors":"Livhuwani Tshivhase, Tshifhiwa A Magavha, Sophy M Moloko","doi":"10.4102/hsag.v29i0.2715","DOIUrl":"10.4102/hsag.v29i0.2715","url":null,"abstract":"<p><strong>Background: </strong>Guardians' involvement in the management of childhood illnesses plays a pivotal role in reducing mortality and morbidity among children under 5 years old. It is through the guardian's eyes that the child can be afforded timely healthcare, prevented from contracting an illness and effectively taken prescribed medication.</p><p><strong>Aim: </strong>The study aimed to explore the guardians' lived experiences in their involvement in managing childhood illnesses in Vhembe district, Limpopo province, South Africa.</p><p><strong>Setting: </strong>A qualitative, exploratory and descriptive study was conducted with 16 purposively sampled participants.</p><p><strong>Methods: </strong>One-on-one individual interviews were conducted with participants. Data were analysed following Braun and Clarke's thematic analysis.</p><p><strong>Results: </strong>Guardians reported their involvement by seeking child healthcare in healthcare facilities when ill and due for immunisations. Involvement in childhood care is performed through assessment of child illness at home, follow-up, referral of children to healthcare facilities, promotion of child health and prevention of childhood illnesses.</p><p><strong>Conclusion: </strong>Children remain dependent on guardians for their well-being. Seeking care, preventing illnesses and promoting childhood health are vital in reducing child mortality and childhood morbidity.</p><p><strong>Contribution: </strong>Involving and empowering guardians regarding the care of children under 5 years old are vital in achieving Sustainable Development Goal number 3 in 2030.</p>","PeriodicalId":45721,"journal":{"name":"Health SA Gesondheid","volume":"29 ","pages":"2715"},"PeriodicalIF":1.1,"publicationDate":"2024-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11369609/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142126951","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":"Strengthening the planning and design of Objective Structured Clinical Examinations.","authors":"Thandolwakhe Nyangeni, Wilma Ten Ham-Baloyi, Dalena R M van Rooyen","doi":"10.4102/hsag.v29i0.2693","DOIUrl":"10.4102/hsag.v29i0.2693","url":null,"abstract":"<p><strong>Background: </strong>Although Objective Structured Clinical Examinations (OSCEs) offer innovative, objective, and fair methods of clinical assessment, their quality is compromised by poor planning and design.</p><p><strong>Aim: </strong>This study aimed to describe the development and present evidence-based recommendations on strengthening the planning and design of OSCEs for a South African public College of Nursing.</p><p><strong>Setting: </strong>A South African public College of Nursing.</p><p><strong>Methods: </strong>Recommendations were developed based on synthesising two sets of qualitative data. Set 1 included two main themes with each of the four sub-themes related to barriers and facilitators towards quality in OSCE designs from 14 nurse educator interviews and 15 external moderator reports. Set 2 included 12 quality measures to be adopted in the quality design of OSCEs derived from an integrative literature review. The draft recommendations were reviewed by eight experts to be finalised.</p><p><strong>Results: </strong>Seven recommendations were developed for strengthening OSCEs' planning and design, related to: (1) policy framework, standard operating procedures and stakeholder code of conduct; (2) blueprinting and mapping of the OSCE content; (3) developing a bank of OSCE stations; (4) scoring rubric and standard-setting method selection; (5) examiners and standardised patients' recruitment and training; (6) venue selection; and (7) station piloting.</p><p><strong>Conclusion: </strong>The seven developed recommendations can strengthen the quality of OSCEs in the South African public College of Nursing context.</p><p><strong>Contribution: </strong>The developed recommendations can assist nurse educators in planning and designing to conduct quality OSCEs following piloting and implementation.</p>","PeriodicalId":45721,"journal":{"name":"Health SA Gesondheid","volume":"29 ","pages":"2693"},"PeriodicalIF":1.1,"publicationDate":"2024-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11369580/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142126969","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":"Blended learning: Exploring nurse educators' perspectives.","authors":"Daniel O Ashipala, Emmanuel M Sapalo, Peneyambeko I Shikulo","doi":"10.4102/hsag.v29i0.2659","DOIUrl":"10.4102/hsag.v29i0.2659","url":null,"abstract":"<p><strong>Background: </strong>In a rapidly evolving educational landscape, blended learning is becoming an increasingly popular transition from traditional forms of learning and teaching to e-learning. It is therefore important that lecturers adapt their practice and transform their teaching in line with the online platform in use, as this has the potential to benefit students, lecturers and the institution alike. However, little research exists regarding the perspectives of nurse educators on the use of blended learning as a teaching method.</p><p><strong>Aim: </strong>The study aimed to explore and describe the perspectives of nurse educators on the use of blended learning as a teaching method at the Faculty of Health Sciences at a university in Namibia.</p><p><strong>Setting: </strong>The study was conducted at a public nurse education institution in Namibia.</p><p><strong>Methods: </strong>A qualitative exploratory, descriptive design that was contextual was applied to collect data from a convenient sample of 15 lecturers using semi-structured interviews.</p><p><strong>Results: </strong>Four themes emerged in this study, namely, understanding of blended learning, benefits of utilising blended learning, challenges of utilising blended learning, and recommendations to ensure effective use of blended learning.</p><p><strong>Conclusion: </strong>The study findings identified potential areas of both strengths and shortcomings in nurse educators' use of blended learning as a teaching and learning strategy.</p><p><strong>Contribution: </strong>These findings may be used to develop ongoing strategies and targeted interventions that can strengthen nurse educators' abilities to design learning environments that are conducive to blended learning.</p>","PeriodicalId":45721,"journal":{"name":"Health SA Gesondheid","volume":"29 ","pages":"2659"},"PeriodicalIF":1.1,"publicationDate":"2024-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11369582/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142126948","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":"Infant feeding knowledge, attitudes and practices of HIV-positive breastfeeding mothers.","authors":"Kgabo M Mabotja, Annette van Onselen, Reno E Gordon","doi":"10.4102/hsag.v29i0.2617","DOIUrl":"10.4102/hsag.v29i0.2617","url":null,"abstract":"<p><strong>Background: </strong>Assessment of infant feeding knowledge, attitudes and practices of human immunodeficiency virus (HIV)-positive breastfeeding mothers may determine compliance with the chosen feeding method.</p><p><strong>Aim: </strong>The study assessed knowledge, attitudes and practices on infant feeding among HIV-positive breastfeeding mothers.</p><p><strong>Setting: </strong>The study was conducted at five clinics in the Chief Albert Luthuli sub-district of Mpumalanga, South Africa.</p><p><strong>Methods: </strong>A descriptive cross-sectional study with a convenient sample of 155 HIV-positive breastfeeding mothers.</p><p><strong>Results: </strong>More than half of the participants (54.8%) were knowledgeable of exclusive breastfeeding in general. However, less than half were knowledgeable of exclusive breastfeeding in the context of HIV (46.5%), mixed feeding (28.4%) and replacement feeding (49.0%). Most participants (85.8%) reported that they were advised to exclusively breastfeed for 6 months, 61.3% intended to exclusively breastfeed for 6 months, and 29% intended to stop breastfeeding at 6 months. Most participants (64.5%) intended to introduce solids at 6 months, and for participants who intended to introduce solids before 6 months, 37.7% did not believe that exclusive breastfeeding was sufficient for the baby.</p><p><strong>Conclusion: </strong>Although most participants were knowledgeable about exclusive breastfeeding, there were misconceptions that required attention such as the lack of knowledge on exclusive breastfeeding in the context of HIV, mixed feeding and replacement feeding. Exclusive breastfeeding for 6 months was the most emphasised infant feeding practice.</p><p><strong>Contribution: </strong>This study builds on existing literature on infant feeding knowledge, attitudes and practices and provides a basis for interventions for improved exclusive breastfeeding rates.</p>","PeriodicalId":45721,"journal":{"name":"Health SA Gesondheid","volume":"29 ","pages":"2617"},"PeriodicalIF":1.1,"publicationDate":"2024-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11304212/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141903194","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":"The use and ethics of dental photography and social media at an oral healthcare training centre in South Africa.","authors":"Faheema Kimmie-Dhansay, Nicoline Potgieter, Nanayaa Mprah, Lindeka Msane, Shaza Mowzer, Azraa Mowzer, Nosipho Mthupha, Tamiya Safodien, Mirriam Sindani, Jade Smith, Olwethu Solombela, Zahraa Suliman","doi":"10.4102/hsag.v29i0.2590","DOIUrl":"10.4102/hsag.v29i0.2590","url":null,"abstract":"<p><strong>Background: </strong>The ethics surrounding the use and sharing of photographs on social media has come under the spotlight as the <i>Protection of Personal Information Act</i> (POPI Act) has come into play.</p><p><strong>Aim: </strong>The aim is to determine the use, ethical practice and sharing of dental photography on social media among qualified and undergraduate oral health practitioners at a dental school in South Africa.</p><p><strong>Methods: </strong>A cross-sectional study design was used on staff and students at the University of the Western Cape's Dental Faculty in 2022. Chi-squared and Fisher's exact tests were used to determine associations between the different graduation statuses and various demographic factors.</p><p><strong>Results: </strong>From the 80 undergraduate students and 46 qualified oral healthcare practitioners, the majority were aware that photography could be used in dentistry, and 87.3% (<i>n</i> = 110) took photographs of the dental treatments performed on their patients. Only 60.3% of the participants attended an ethical course that addressed issues with social media and digital photography. Almost 80% (<i>n</i> = 100) of the participants did not feel that they needed to mention all the social media platforms that they would use with their patients' photographs before sharing.</p><p><strong>Conclusion: </strong>Dental photography is being used and sometimes shared on social media platforms by some students and staff at university level. Not all participants have attended an ethical course on clinical photography. Dental training needs to include an ethical course on dental photography and the use of sharing photographs on social media.</p><p><strong>Contribution: </strong>Good ethical practice regarding clinical photographs in all undergraduate and postgraduate curriculums, to eliminate any uncertainty.</p>","PeriodicalId":45721,"journal":{"name":"Health SA Gesondheid","volume":"29 ","pages":"2590"},"PeriodicalIF":1.1,"publicationDate":"2024-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11304116/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141903196","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":"Beyond the curriculum: A gay medical student's perceptions of health sciences education and healthcare access in KwaZulu-Natal.","authors":"Sthembiso P Mkhize, Sanele Buthelezi, Attah M Mkhize, Lwandile Tokwe","doi":"10.4102/hsag.v29i0.2656","DOIUrl":"10.4102/hsag.v29i0.2656","url":null,"abstract":"<p><strong>Background: </strong>The prevailing social constructs of cis-heteronormativity and endosexism have structurally marginalised sexual and gender minorities, leading to their limited representation and inclusion in mainstream health systems and health sciences education.</p><p><strong>Aim: </strong>The study aimed to explore a gay medical student's perceptions of the health sciences curriculum and their experiences in accessing and utilising healthcare services offered both by the university and externally.</p><p><strong>Setting: </strong>At a university in KwaZulu-Natal, South Africa.</p><p><strong>Methods: </strong>This study originates from a larger qualitative study conducted in 2018, involving 12 Lesbian, Gay, Bisexual, Transgender (LGBT)-identifying participants who were selected using purposive and snowball sampling techniques. The larger study used a case study approach to explore how healthcare services meet the sexual health needs of LGBT youth. Among the 12 sampled participants, one participant self-identified as 'gay' and was pursuing a Bachelor of Medicine and Bachelor of Surgery. This participant was specifically selected for analysis in this study because of their knowledge of health sciences education and pursuit of a career in healthcare.</p><p><strong>Results: </strong>Three themes were identified in the participant's interview, including: (1) navigating healthcare services as a young gay man, (2) silenced voices: the impact of the limited Lesbian, Gay, Bisexual, Transgender, Intersex, Queer, Asexual and + (LGBTIQA+) health education, and (3) challenging the silenced voices.</p><p><strong>Conclusion: </strong>There is a need for a well-planned curriculum that includes LGBTIQA+ issues to equip healthcare professionals with the knowledge to provide high-quality care to all patients, regardless of their sex, gender, or sexuality.</p><p><strong>Contribution: </strong>The study provides solid proposals for developing an inclusive healthcare curriculum that considers identities beyond binary going forward.</p>","PeriodicalId":45721,"journal":{"name":"Health SA Gesondheid","volume":"29 ","pages":"2656"},"PeriodicalIF":1.1,"publicationDate":"2024-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11304179/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141903190","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":"Lived experiences of radiology caregivers during a health crisis: A COVID-19 case analysis.","authors":"Shillah N Hundah, Maureen N Sibiya, Thandokuhle E Khoza","doi":"10.4102/hsag.v29i0.2532","DOIUrl":"10.4102/hsag.v29i0.2532","url":null,"abstract":"<p><strong>Background: </strong>Health crises have been linked with the exacerbation of pre-existing difficulties and the emergence of unique challenges, as evidenced by the impact of coronavirus disease 2019 (COVID-19) on health caregivers worldwide. Baseline data allow for reflection and preparation for any future health emergencies therefore giving impetus to phenomenological enquiries among the experiencers.</p><p><strong>Aim: </strong>This study aimed to explore the lived experiences of the eThekwini district frontline radiology caregivers during the COVID-19 pandemic.</p><p><strong>Setting: </strong>The study was conducted in public and private radiology departments in the eThekwini district of KwaZulu-Natal, South Africa.</p><p><strong>Methods: </strong>A qualitative, interpretative phenomenological analysis methodology was adopted in a multi-method data-collection context comprising semi-structured interviews and focus group discussions (FGDs) among 24 radiologists, radiographers, and radiology nurses obtained by non-probability sampling. Data were transcribed verbatim and analysed using an interpretative phenomenological approach.</p><p><strong>Results: </strong>Three superordinate themes emerged, namely: (1) duties and roles during the COVID-19 pandemic, (2) work-related challenges, (3) personal challenges.</p><p><strong>Conclusion: </strong>Frontline radiology caregivers experienced increased workload, staff shortages, salary cuts, personal protective equipment (PPE) shortages, non-recognition, poor managerial support, disrupted social relations, and poor work-life balance. This necessitates the need for the radiology departments to address staffing, infection prevention and control deficits, and invest in support interventions to assist frontline radiology caregivers during health crises.</p><p><strong>Contribution: </strong>The findings comprise baseline information that can be used for reflection and guiding radiology departments in preparing for any future health crises.</p>","PeriodicalId":45721,"journal":{"name":"Health SA Gesondheid","volume":"29 ","pages":"2532"},"PeriodicalIF":1.1,"publicationDate":"2024-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11304130/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141903195","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":"Challenges of clinical accompaniment amongst undergraduate nursing students: University of KwaZulu-Natal.","authors":"Seaka Ramoeletsi, Boikhutso Tlou","doi":"10.4102/hsag.v29i0.2535","DOIUrl":"10.4102/hsag.v29i0.2535","url":null,"abstract":"<p><strong>Background: </strong>Clinical accompaniment is an activity predominantly supervised by the clinical facilitator to develop the skills of the students. In South Africa, clinical accompaniment aims to develop the skills of the students to equip them in delivering efficient health services to the patients. Previous studies revealed that students experienced challenges and were negatively affected due to inadequate clinical accompaniment in the learning practice.</p><p><strong>Aim: </strong>The aim was to determine the challenges faced by University of KwaZulu-Natal (UKZN) undergraduate nursing students during their clinical accompaniment.</p><p><strong>Methods: </strong>An observational cross-sectional study design, with an analytic component was implemented. Questionnaires were used to collect data. Of the 400 registered nursing students, 245 were undergraduates; of these, 241 consented to participate in this study. Data captured into SPSS Statistics Package V28. ANOVA were used in comparing challenges amongst participants. A <i>p</i>-value less than 0.05 was considered significant.</p><p><strong>Results: </strong>A total of 241 participants responded to the questionnaires, which yielded a response rate of 98.4%. This study comprised first-year (32.4%), second-year (32.8%) and third-year (34.9%) students. There was no remarkable difference in terms of challenges amongst study participants (1st; 2nd; 3rd), <i>p</i>=0.592.</p><p><strong>Conclusion: </strong>This study revealed the challenges faced by undergraduate nursing students during their clinical accompaniment.</p><p><strong>Contribution: </strong>Study results might assist in developing effective guidelines to resolve the challenges encountered by students.</p>","PeriodicalId":45721,"journal":{"name":"Health SA Gesondheid","volume":"29 ","pages":"2535"},"PeriodicalIF":1.1,"publicationDate":"2024-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11304205/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141903191","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":"Conceptualising the experiences of continuing professional development of young private sector audiologists as an attribute of andragogy.","authors":"Suvishka Barath, Andrew J Ross","doi":"10.4102/hsag.v29i0.2683","DOIUrl":"10.4102/hsag.v29i0.2683","url":null,"abstract":"<p><strong>Background: </strong>Continuing professional development (CPD) is an ongoing learning process that builds on initial training and education to improve competency. Low compliance rates of audiologists adhering to CPD have been reported by the Health Professions Council of South Africa. However, there is an absence of research on the uptake of CPD from the perspective of young audiologists working in the private sector.</p><p><strong>Aim: </strong>This study aimed to explore the experiences and views of young audiologists working in the private sector on continuing professional development.</p><p><strong>Setting: </strong>The study was conducted in KwaZulu-Natal province, South Africa.</p><p><strong>Methods: </strong>The descriptive, qualitative approach entailed conducting 11 online, semi-structured interviews with audiologists working in the private sector. Semi-structured interviews consisted of open-ended questions, and the qualitative data were thematically analysed. The adult learning theory, andragogy, was used as both the conceptual and analytical framework.</p><p><strong>Results: </strong>Five andragogy concepts were used to analyse the data, with eight sub-themes emerging related to: self-concept, adult learning experiences, readiness to learn, orientation to learning and internal motivation.</p><p><strong>Conclusion: </strong>The experiences of audiologists in the private sector on CPD aligned with the concepts of andragogy. Audiologists' experiences need to be taken into consideration during the planning and implementation of CPD for it to be relevant, effective and purposeful.</p><p><strong>Contribution: </strong>This study highlighted the experiences of audiologists on CPD working in the private sector with continuing professional development.</p>","PeriodicalId":45721,"journal":{"name":"Health SA Gesondheid","volume":"29 ","pages":"2683"},"PeriodicalIF":1.1,"publicationDate":"2024-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11305055/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141903192","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}