Bachelor of Audiology

Purpose

The purpose of this qualification is to provide learners with the most updated, contextually relevant, and scientifically accurate knowledge to develop their clinical skills and inherent attitudes consistent with best practices in the profession of Audiology. Learners will have an opportunity to acquire knowledge and development of skills that are consistent with the best practices in the profession of Audiology that will enable graduates to provide appropriate assessment and intervention services in a range of contexts, to persons of all ages, who are at risk for, or present with hearing and/ or vestibular disorders. Newly qualified graduates are required to enter community service where there may be no other Audiologist to provide supervision and mentorship, there may be a need to collaborate, plan, set-up, and deliver services at all levels of the health care system, and there will be a need to communicate effectively and to address the communication needs professionally and ethically of a multi-cultural and multilingual population.

Upon the completion of the qualification, learners will be able to

• Promote, prevent, assess, restore, maintain, and enhance the communicative functioning of individuals, families, groups, and communities through appropriate interventions that facilitate or develop the skills that are required to reach their optimal potential and realize a meaningful quality of life.
• Apply the principles of human rights and social justice while interacting with and assisting the range of human diversity in their professional practice.
• Deliver services in health and education, public and private sectors, to persons with communication delays or disorders and their significant others within an eco-systemic approach.
• Develop knowledge and understanding of both the South African and the global context in which human communication sciences are developed and practiced.
• Explore the major health, education and rehabilitation needs, issues, policies and legislation in the South African health and education contexts and the Audiologist's role and contribution in developing socially responsive practices.
• Analyse sources of poverty, inequality, oppression, discrimination, and exclusion wherever this may affect the needs of persons with communication disorders and the communities in which they live with sensitivity to linguistic diversity.
• Apply ethical and professional practice and research.
• Develop research capacity in the methodology and research techniques in Audiology in preparation for master's level research.

Overall, the qualification outcome is to train competent Audiologists who can independently identify/assess and treat patients of all ages across the disability spectrum in an ethical and culturally responsive manner in lieu of HPCSA Professional Board exit level outcomes. The listing of specific areas within these regulations does not exclude emerging areas of practice in this dynamic and continuously developing profession.

The broad aims of the qualification include

• To provide comprehensive audiological services, including hearing screening, prevention of ear and hearing disorders and promotion of ear and hearing health, identification, assessment, and diagnosis of hearing, auditory and vestibular dysfunction across the age groups in multiple contexts.
• To select, apply and if necessary, appropriately adapt audiological test protocols as well as to apply the correct normative data to interpret the results obtained from the basic, site of lesion, electrophysiological, paediatric, Central Auditory Processing Disorders (CAPD), vestibular and ototoxicity testing accurately and confidently.
• To select, design and apply appropriate management plans for a patient and their significant others including counselling, selecting, and monitoring of assistive listening devices, and aural (rehabilitation programmes and school- and home-based programmes).
• To make appropriate and realistic, cost-effective referrals by collaborating with other health care professionals.
• To monitor the in/effectiveness of different intervention strategies and to provide reasonable alternatives/modifications.
• Conduct research in diverse areas within the field of Audiology in an ethically and methodically sound manner.
• Develop and demonstrate key attributes of professionalism, accountability, responsibility, social responsiveness, cultural and linguistic tolerance, empathy, and health education.
• Demonstrate abilities to adapt to, research and apply for new developments and advances within the field including the development of new technology within the field.

The overall purpose of the qualification is to train competent Audiologists who can independently identify/assess and treat patients of all ages across the disability spectrum in an ethical and culturally responsive manner in lieu of HPCSA Professional Board exit level outcomes. The listing of specific areas within these regulations does not exclude emerging areas of practice in this dynamic and continuously developing profession.

Rationale

The field of Audiology is part of communication sciences. This field requires professionals to respond to patients with communication disorders. Audiology has faced challenges in the provision of clinical services because of historic exclusions of black-and African-language speaking candidates in higher education and training programmes. However, over the past two decades, the diversity in learner intake has increased, allowing the training of a diverse group of learners, conversant in African languages as well as those that are cognizant of the cultural and linguistic diversity within our population.

In terms of the needs of the country, educational programmes for Audiologists should develop professionals who are able to adapt to the unique circumstances of a constantly changing world. There is a dire need for more Audiologists to provide services in the various official languages of the country. The current demographics in the profession of Audiology consist of 90% of professionals who are White and therefore do not comply with the Constitution of SA as all people have a right to receive services in one of the official languages of the country. The Department of Audiology supports the transformation of education and training to rectify the incongruity between the audiology profession and the client population by providing education and training of high quality.

Qualifying learners will be able to provide services that respond to linguistic and cultural needs. The current intake of learners shows a rich linguistic profile with ten different African languages being spoken amongst learners. This allows for training learners to respond to the national and local communication needs of South Africa. However, the current qualification faces challenges with respect to the evolving scope of practice. The scope of practice for Audiologists and Speech-Language Pathologists respectively has led to a need for specialization in the fields. There is an urgency to split the qualification to allow learners to acquire the requisite competencies and skills for the individual programmes. The Health Profession's Council of South Africa (HPCSA) has recognized the urgency of the split and has given the department two years to split the programme. The qualifying learner will be able to register with the Health Professions Council of South Africa (HPCSA) as an Audiologist which includes the accumulation of the requisite hours that illustrate the learners' ability to provide appropriate professional services competently and independently within the scope of practice.

The intended learning outcomes of this qualification are set in accordance with the scope of practice of the profession of Audiology outlined by the HPCSA, as well as by the Health Professions Act (1974) (Government Gazette, 2012). The Scope of Practice falls within the primary domains of promotion, prevention, advocacy, identification, assessment, habilitation/rehabilitation as well as education and training within different contexts.

The overall rationale for the qualification is as follows

• To train competent, highly skilled, professional, accountable, conscientious, culturally competent, and contextually relevant health care professionals in the field of Audiology.
• To ensure that our learners are trained to provide audiological services to patients from both a rural and urban context with specific emphasis on primary healthcare and redress.
• To produce Audiologists who present with sound theoretical knowledge and the subsequent clinical expertise to provide assessment and management to all sectors and facets of society. They should have the adaptability to various contexts and situations and be able to confidently work within a team.
• To ensure that our graduates positively impact the healthcare system of SA and Africa by addressing issues of transformation, responding to disease burden as well as responding to the needs of the marginalised, young, and aging population.
• To produce health care professionals who can engage with technology and respond to its advancements.
• To produce professionals that are research passionate, and research-driven with a sharp focus on evidence-based practice and practice-based evidence.
• To provide a curriculum that focuses on the principles of problem-based learning, andragogy, and critical reflection and which promotes an awareness of social responsibility centred on ethical practice.
• Given the rights of civil society and the ethical requirements of the profession, heavy weighting is given in this qualification to the development of practitioners who are critically reflective and able to practice within the changing/transforming value perspective of the Audiology profession.
• The overarching values that guide education in the professions are equity, social justice, and respect for all (beneficence, autonomy, and justice). The qualification is designed to enable learners to pursue further personal and professional development and to promote life-long learning and the integrity to critically evaluate and appraise current and future developments within the field.
• Develop research capacity in the methodology and research techniques in Audiology in preparation for master's level research.
• Provide learners with opportunities to meet all the necessary requirements to register with the HPCSA as Audiologists which include the accumulation of the requisite hours that illustrate the learner's ability to provide appropriate professional services competently and independently within the scope of practice.

Audiologists are much-needed professionals within the health field at large as they contribute to the prevention of hearing and balance disorders within the context, contribute to the promotion of health and wellness of the community and finally contribute to the rehabilitation of hearing and balance disorders which overall contributes to an improvement in quality of life.

The Speech, Language and Hearing (SLH) Board of the HPCSA was consulted at every step of the process for the past three years. Experts within the field, who also sit on various committees for the board were also consulted. The HPCSA and the department met to have a round table discussion on the programme. In addition to this, the following SLH Board documents were consulted:

• Scope of practice for Audiologists.
• Practice guidelines for Audiologists.
• Regulations on ethical guidelines.
• Minimum requirements for the degree.
• Accumulation of clinical hours.

The qualification aims to develop Audiologists and health care professionals who are competent in the promotion of health, and communication, as well as the prevention, identification, assessment, diagnosis, treatment, and management of auditory disorders in a variety of settings. The attributes of the graduate include a high level of competency and professionalism, high ethical standards, adaptability in providing patient care within a trans- and multidisciplinary environment; possess good communication skills and a lifelong learner with an interest in research and scientific advancement. This graduate must focus on patient-centred care and/or family-centred care by applying the International Classification of Functioning, Disability and Health (ICF) framework and Batho Pele principles. The graduate will have the necessary theoretical knowledge and clinical expertise as well as technical skill to function within a technologically advancing healthcare system. They will also be agents of social good as well as devoted to health advocacy.

Graduates can pursue the following occupations

• Audiologists within the public or private sector.
• Educational Audiologist within the school sector.
• Occupations/industrial Audiologist within the manufacturing industry.
• Audiologist/sales consultant within a hearing aid company.
• Lecturing after obtaining a masters/PhD.
• Entrepreneurship opportunities: Open private practice, open a hearing aid company.
• Work within cochlear implant institutes/teams.
• Work within vestibular rehab centres/teams.

Learning pathway within which the qualification resides from private practices, private hospitals, government hospitals, primary health care clinics/facilities, tertiary institutions, schools, early development centres, industries, communities, and home environments. Graduates of this degree will be able to proceed toward a master's degree in Audiology or public health. They can also proceed towards an Honours degree in various fields such as Psychology.

This qualification consists of the following compulsory modules at National Qualifications Framework Levels 5, 6, 7 and 8, totalling 518 Credits.

Compulsory Modules Level 5, 128 Credits

• Anatomy, 8 Credits.
• English, 12 Credits.
• Psychology I, 8 Credits.
• Introduction to Health and the South African Healthcare System, 12 Credits.
• Human Communication Development across the Lifespan, 12 Credits.
• Introduction to linguistics for the Speech-Language Therapist and Audiologist, 12 Credits.
• Physiology, 8 Credits.
• Psychology II, 8 Credits.
• Professionalism and Communication as a Healthcare Professional, 12 Credits.
• Introduction to Speech, Language and Auditory Disorders, 12 Credits.
• Promotion, prevention and identification of health and communication disorders, 12 Credits.
• Audiological Assessment I, 12 Credits.

Compulsory Modules, Level 6, 128 Credits.

• Clinical Audiology I, 24 Credits.
• Psychology III, 12 Credits.
• Auditory pathology and audiometric findings, 12 Credits.
• Occupational Audiology, 12 Credits.
• Pediatric Audiology, 12 Credits.
• Neuroanatomy, 8 Credits.
• Audiological Assessment II, 8 Credits.
• Auditory Processing Disorders, 8 Credits.
• Assistive listening devices I, 12 Credits.
• Deaf Culture AND South African Sign Language, 12 Credits.
• Psychology IV,12 Credits.

Compulsory Modules, Level 7, 128 Credits.

• Research and Statistics, 16 Credits.
• Clinical Audiology II, 60 Credits.
• Aural rehabilitation and educational audiology, 12 Credits.
• Assistive listening devices II, 12 Credits.
• Vestibular Audiology, 24 Credits.

Compulsory Modules, Level 8, 134 Credits

• Applied research, 30 Credits.
• Clinical Audiology III, 80 Credits.
• Practice Management, 12 Credits.
• Advances in Audiology, 12 Credits.

1. Demonstrate a holistic problem-solving approach to all learning and tasks relating to the management of audiological disorders in a manner that acts as a springboard to lifelong learning.
2. Communicate effectively using all forms of oral and written communication including information technology.
3. Demonstrate the required levels of competency to independently select and apply a wide range of screening and specialised audiological assessment approaches and material and to record and interpret the findings.
4. Demonstrate the ability to utilise screening and basic assessment and rehabilitation approaches to common speech and language disorders.
5. Demonstrate the ability to plan and execute assessments together with the client's family, community and other professionals, appropriate prevention, promotion and intervention programmes in hearing and hearing disorders for individuals, groups, and communities.
6. Plan and provide individual and group counselling regarding hearing disorders and their effects, as well as monitor clients' compliance and progress.
7. Critically and continuously monitor the effectiveness of own and other interventions against expected outcomes to modify, continue or terminate interventions.
8. Impart specific professional knowledge to stakeholders and plan and implement education programmes about the profession for individuals, groups, caregivers, organisations, and the public in general.
9. Demonstrate the ability to identify local, regional, and national research needs, develop and execute suitable strategies to research these needs and practically apply the knowledge gained.
10. Act professionally, empathetically, and ethnically in all professional interactions and can use a range of specialised equipment, procedures, and programmes in providing relevant services.
11. Demonstrate the ability to independently manage all aspects of practice in the public or private sector in a manner based on outcomes measurement and continuous quality management and the ability to develop and implement management programmes that are culturally and linguistically appropriate and to empower individuals and communities.
12. Demonstrate the ability to work effectively with others as a member of a team group organisation or community and to make appropriate referrals for those needing them.

Associated Assessment Criteria for Exit Level Outcome 1

• Critically and independently evaluate, utilise, and integrate material from written, oral, and electronic sources.
• Apply academic and theoretical information to practical situations.
• Keep accurate records of professional activities.
• Write clear professional reports, referrals, and correspondence.
• Contribute to policy statements.
• Contribute, both orally and in written form, on professional matters.
• Effectively use electronic and visual media and information technology.
• Independently select and accurately use, interpret, and record both formal and informal screening and assessment tools.
• Adapt assessment tools to specific situations.
• In the absence of assessment instruments formulate adequate assessment protocols.
• Analyse and integrate assessment findings.

Associated Assessment Criteria for Exit Level Outcome 2

• Use speech and language screening and basic speech and language testing procedures.
• Interpret test results.
• Apply basic procedures of speech and language therapy.

Associated Assessment Criteria for Exit Level Outcome 3

• Collect, organise, analyse, and critically evaluate findings.
• Accurately integrate relevant information into an appropriate and logical diagnosis.
• Use the diagnosis, relevant theoretical knowledge, therapeutic practice, and consultation with other professionals, clients, and caregivers to select appropriate goals principles and methods for intervention.
• Show awareness of and sensitivity to individual, cultural and social aspects.
• Plan, implement and evaluate efficacy management programmes.
• Modify such programmes in response to continuous monitoring.
• Identify the need for participation of individual groups, communities or organisation in the management and empowers them through education.
• Identify the need for assistive devices and selects them appropriately.

Associated Assessment Criteria for Exit Level Outcome 4

• Assess the client's counselling needs.
• Plan counselling programmes by acquiring the necessary information and evaluating alternative options for treatment.
• Provide individual and group counselling to clients and client support systems.
• Monitor compliance and progress through interviews and measurement.
• Collaborate with other professionals and refers when necessary.

Associated Assessment Criteria for Exit Level Outcome 5

• Critically and continuously monitor own intervention and management by testing progress against expected outcomes.
• Critically and continuously monitor other professional staff.
• Participate in private and organisation quality appraisal.
• Monitor departmental and available referral sources.

Associated Assessment Criteria for Exit Level Outcome 6

• Educate clients, communities and the public about skills and practices that enhance the development of normal hearing and listening skills and communication in general.
• Educate the public about the philosophy and scope of practice of audiologists.
• Educate other professionals about the importance of early diagnosis of hearing impairment, rehabilitation, hearing conservation and the slogan, "the earlier the diagnosis the better the prognosis".
• Disseminate professional knowledge at conferences, meetings, workshops and in professional journals.
• Engage in continuing professional development.

Associated Assessment Criteria for Exit Level Outcome 7

• Appropriately formulate and write research grants for funding.
• Select, plan, and implement appropriate research designs.
• Select and use appropriate qualitative and quantitative data gathering methods.
• Critically analyse and interpret data.
• Apply research knowledge judiciously.

Associated Assessment Criteria for Exit Level Outcome 8

• Practise within a professional scope.
• Comply with existing relevant legislation and codes of professional ethics.
• Understand and respect clients' rights and community values.
• Show respect for and sensitivity to various cultural, ethical, religious, and individual values.

Associated Assessment Criteria for Exit Level Outcome 9

• Define appropriate outcomes and means of measuring outcomes.
• Deal effectively with administrative tasks and time management.
• Keep accurate records.
• Manage allocated budget.
• Plan and manage functions.
• Plan and implement quality management programmes.

Associated Assessment Criteria for Exit Level Outcome 10

• Demonstrate familiarity with common formal and informal audiological assessment tools and their calibration references.
• Use and maintain equipment in audiological assessment, amplification devices, and hearing conservation programmes.
• Use basic equipment used in speech-language therapy.

Associated Assessment Criteria for Exit Level Outcome 11

• Perform a needs analysis to determine appropriate interventions.
• Demonstrate insight and knowledge into the linguistic and cultural complexities of the South African population.
• Work effectively at different levels of care.
• Apply primary healthcare (PHC) principles to audiological services.

Associated Assessment Criteria for Exit Level Outcome 12

• Plan and consult on an ongoing basis with other team members throughout the intervention.
• Interact and work effectively with health and education team members.
• Critically evaluate the role of audiologists in various health and educational settings.
• Behave according to rules and codes of professional conduct.
• Negotiate effectively within a professional context.
• Demonstrate thorough knowledge of referral systems and the roles of other professionals in them.

INTEGRATED ASSESSMENT

Integrated assessment permits the learner to demonstrate applied competence and use a wide range of formative and summative methods set according to specific guidelines for developing assessment tasks and allowing assessors to develop formative and summative methods related to credentialing purposes appropriate to contextual and situational readings of candidates presenting themselves for the recognition of learning achievements. A learner should sit for both continuous (formative) and summative assessments. No exemption for summative assessment will be given.

Formative Assessment

Continuous assessment with feedback to learners takes place through class tests, group discussions, tasks, writing of reports on clients, oral tests in groups and individually, observation by the tutor of all forms of clinical practicum and scheduled feedback both orally and in writing. Peer assessment is incorporated where possible. The number of formative assessments is based on the length and credit allocation of the module as well as the content.

Summative Assessment.

• All modules will have a 3-hour summative examination.
• All papers (standard and re-examination papers) are internally moderated by a subject expert within the department or a senior member of staff.
• All level 3 and level 4 papers are externally moderated.

Learners must complete the required research project during the academic year and will be allowed to finish the project within a maximum period of eight weeks at the beginning of the following year. Summative assessment will consist of the following:

• Portfolios.
• Simulations.
• Work-place assessments through practical application.
• Written examinations.
• Oral examinations.

Supplementary examinations

A learner qualifies for supplementary assessment provided s/he has a final mark between 45%-49% where the final mark consists of the continuous assessment mark (60%) and the summative assessment mark (40%).

If the final mark achieved is 50% or more, but the summative assessment mark is below 40%, the learner will qualify for a supplementary assessment.

Contribution of continuous and summative assessment to the final mark

A minimum pass mark for all modules is 50%. To pass a module, the learner must obtain no less than 40% for each part/division of the theoretical component of that module. A distinction will be awarded for subjects passed with 75% and above.

When calculating the final mark following a summative assessment, the different contributions of the continuous and the summative marks are 60% and 40% respectively. A minimum of 40% must be obtained in all parts/divisions/papers of summative assessment opportunities (Clinical +Theory) to pass a course. The qualification with distinction is awarded to a learner who obtains a minimum of 75% in all modules of the final year of study.