Bachelor of Audiology

Purpose

The qualification provides a well-rounded, broad education that equips leaners with the knowledge base, theory, principles and skills of and principles and theory that equips learners with the basis for entry into postgraduate studies and research, or professional practice in Audiology. Learners will train practitioners who fulfil the requirement for a license to practice as Audiologists and who can operate in a range of different contexts such as primary, district, regional and tertiary hospitals and clinics, schools, community care centres, industries, private practice and academia. To toad on, the will also demonstrate initiative and responsibility in a professional, national and international context. The qualification further provides audiological services, which include hearing screening, prevention and promotion, identification, assessment and diagnosis of hearing, auditory and vestibular dysfunction across the age span.

Rationale

The aim of this qualifications is to provide South Africa with skilled Audiologists, to ensure effective, efficient and accessible hearing health care service delivery in the public and private sectors, e.g., in hospitals, special schools and private practice. It also aims to produce Audiologists who are critical and independent thinkers, engaging in life-long learning and practicing within ethical and professional boundaries. To develop research capacity in the methodology and research techniques in Audiology in preparation for Masters level research. The service delivery includes hearing assessments (from infants to the elderly), specialised diagnostic testing, the fitting of hearing aids, hearing conservation programmes in industry, and therapy with hearing impaired children and adults. The learning outcomes of this programme are aligned to the regulations defining the Scope of the profession of Audiology, as stipulated by the Health Professions Act (1974) (Government Gazette, 2012). The Scope of Practice falls within the broad framework of promotion, prevention, advocacy, identification, assessment, habilitation/rehabilitation as well as education and training within different contexts.

Recognition of Prior Learning (RPL)

The institution accepts the principle underlying outcomes-based, source-based and life-long learning, in which considerations of articulation and mobility play a significant role, and subscribes to the view that Recognition of Prior Learning, whether acquired by formal education curricula at this or another institution or informally (by experience) is an indispensable element in deciding on admission to and awarding credits in an explicitly selected teaching-learning qualification of the institution.

An applicant who falls outside of the formal qualifications system, but who can demonstrate (through the production of substantial and satisfactory evidence) experiential or work-based learning or a non-formal qualification (or a combination), may be considered for admission and/or for the Recognition of Prior Learning for the achievement of the qualification in part or in full. An applicant who after such assessment, is deemed to have sufficient potential, but is in need of further academic development, must be directed to other suitable learning qualifications prior to admission or to parallel qualifications after admission.

Entry Requirements

The minimum entry requirement for this qualification is

• National Senior Certificate National Qualifications Framework (NQF) Level 4 with English and Life Orientation; Level 3 Mathematics and Life Sciences/Physical Science.

This qualification consists of the following compulsory and elective modules at National Qualifications Framework (NQF) Level 8 totalling 512 Credits.

Compulsory Modules, Level 7, 184 Credits

• Introduction to Audiology and Assessment, 16 Credits.
• Introduction to Human Communication Sciences, 16 Credits.
• Clinical Phonetics and Linguistics, 16 Credits.
• Introduction to Development Comm. Disorders, 16 Credits.
• Basic Human Physiology, 16 Credits.
• Introduction to Psychology B, 16 Credits.
• Introduction to Anatomy and Neuroanatomy,16 Credits.
• Community Studies, 16 Credits.
• Health and Illness Behaviour, 16 Credits.
• Head and Neck, 8 Credits.
• Clinical Management of Communication R D, 16 Credits.
• Applied Research Methods, 16 Credits.

Compulsory Modules, Level 8, 288 Credits

• Developmental Language Disorders, 16 Credits.
• Augmentative and Alternative Communication and Deaf culture, 16 Credits.
• Clinical Practice: Audiological Assessment, 16 Credits.
• Clinical Practice: Speech Sound Disorders for Audiologists, 16 Credits.
• Paediatric Audiological Assessment, 16 Credits.
• Clinical Practice: Rehabilitation Technology, 16 Credits.
• Electrophysiology: Early and late responses, 16 Credits.
• Auditory Processing Disorders, 16 Credits.
• Clinical Practice: Paediatric Audiological Assessment, 16 Credits.
• Aural Rehabilitation, 16 Credits.
• Clinical Practice: Aural Rehabilitation (children),16 Credits.
• Clinical Practice: Aural rehabilitation (Adults), 16 Credits.
• Vestibular assessment and management, 16 Credits.
• Clinical Practice: General and Advanced Audiological Assessment: 1, 16 Credits.
• Clinical Practice: General and Advanced Audiological Assessment: 2, 16 Credits.
• Occupational Audiology, 16 Credits.
• Research Practice 32 Credits.

Elective Modules, Level 7, 32 Credits (Choose one)

• Basic IsiZulu Language Studies A, 16 Credits.
• Academic Writing, 16 Credits.

1. Provide audiological services, which include hearing screening, prevention and promotion, identification, assessment and diagnosis of hearing, auditory and vestibular dysfunction across the age span.
2. Correctly select and effectively administer assessment and management protocols and interpret audiometric results as well as auditory, hearing, vestibular and communication assessment protocols, and thereafter providing appropriate consultation, management and counselling to the patient while making appropriate referrals by collaborating with other health care professionals.
3. Plan, implement and record relevant and appropriate intervention programmes for individuals, families, groups and communities at all levels of health care provision.
4. Evaluate, select, dispense, and fit hearing aid devices, as well as provide orientation and counselling to the hearing impaired individual and/or caregiver.
5. Critically monitor and evaluate the effectiveness of interventions against specific outcomes in order to modify, grade, continue or terminate such interventions.
6. Perform basic and applied research in aspects of audiology in response to local, regional and national needs under controlled supervision.
7. Demonstrate a professional attitude, embodying principles of confidentiality, ethical practice, and respect for the dignity of all clients as well as a recognition of the temporary relevance of current knowledge.

• Distinguishing, estimating and explaining hearing pathologies.
• Extension and generalisation of information learnt to the broader health context.
• Interpret, predict and integrate audiological data and summarising findings whilst developing report writing skills.
• Apply basic and specialised audiological procedures in diverse multicultural and clinical contexts.
• Construct own knowledge and meaning from their clinical experiences.
• Demonstrate professional and ethical clinical practices.
• Analyse audiometric and other clinical data through comparison and contrasting, differentiating, distinguishing, identifying, relating and separating of clinical findings, synthesis of audiometric data by categorising, combining, modifying, and summarising clinical findings.
• Appraise and critical analyse published scientific literature.
• Interpret, evaluate and justify clinical and research data.

Integrated Assessment

Throughout the qualification the learner is exposed to a variety of assessment strategies for theoretical and clinical components of the qualification. The assessment strategies include: a) Tests, assignments, seminar presentations b) Case discussions, case reports, case presentations, evaluation of clinical practicum, and presentation of theoretical rationale for clinical applications. The complexity of the tasks and outcomes required, increase as the leaner progresses through the different levels of study.