Bachelor of Science in Audiology

This course aims to provide the graduate with a wide range of specialised knowledge and skills which allow the individual, either independently or in teams, to manage and research a full range of hearing disorders. Also, the graduate will be able to perform screening, and basic assessment and rehabilitation approach to common speech and language disorders. The qualification will be registerable with HPCSA and will enable the individual to be self-employed or employed in the fields of health and education including higher education, research centres and in specialised units in the state or private sector.

The graduate will be able to plan resource and manage all aspects of hearing assessment and rehabilitation with individual clients, groups of clients, families, communities and professionals in an acceptable manner. This process will involve the prevention, assessment, diagnosis, treatment, rehabilitation and the promotion of awareness of hearing disorders and hearing conservation using a critical problem-solving approach with an orientation to life-long learning.

The graduate will be able to selectively use a range of standard, non-standard and specialised equipment, procedures and programmes in the clinical and research contexts in audiology. The graduate will be able to work with diverse, multilingual, multicultural populations at the primary, secondary and tertiary health care levels.

Recognition of Prior Learning (RPL)

The institution conducts RPL in terms of the policy and guidelines of the institution to recognise other forms of formal, informal and non-formal learning and experience. In cases where learners do not comply with the formal admission requirements, the institution applies its RPL policy.

Entry requirements

The minimum entry requirement for this qualification is

• National Senior Certificate, NQF Level 4, granting access to Bachelor studies.

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. On the basis of assessments plan and execute, together with clients 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 monitoring clients' compliance and progress.
7. Critically and continuously monitor the effectiveness of own and other interventions against expected outcomes in order 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 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.
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.
12. Demonstrate the ability to use a range of specialised equipment, procedures and programmes in providing relevant services.
13. Demonstrate the ability to develop and implement management programmes that are culturally and linguistically appropriate and to empower individuals and communities.
14. 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 Outcomes 1

a).

• Critically and independently evaluates, utilises and integrates material from written, oral and electronic sources.
• Applies academic and theoretical information to practical situations.

b).

• Keeps accurate records of professional activities.
• Writes clear professional reports, referrals and correspondence.
• Contributes to policy statements.
• Contributes, both orally and in written form, on professional matters.
• Effectively uses electronic and visual media and information technology.

c).

• Independently selects and accurately uses, interprets and record both formal and informal screening and assessment tools.
• Has the ability to adapt assessment tools to specific situations.
• In the absence of assessment instruments is able to formulate adequate assessment protocols.
• Analyses and integrates assessment findings.

Associated Assessment Criteria for Exit Level Outcomes 2

• Knows how to use speech and language screening and basic speech and language testing procedures?
• Interpret test results.
• Knows basic procedures of speech and language therapy.

Associated Assessment Criteria for Exit Level Outcomes 3

• Collect, organise, analyses and critically evaluates findings.
• Accurately integrates relevant information into an appropriate and logical diagnosis.
• Uses 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, implements and evaluates efficacy management programmes.
• Modify such programmes in response to continuous monitoring.
• Identifies the need for participation of individual groups, communities or organisation in the management and empowers them through education.
• Identify need for assistive devices and selects them appropriately.

Associated Assessment Criteria for Exit Level Outcomes 4

• Assesses client's counselling needs.
• Plans counselling programmes by acquiring the necessary information and evaluating alternative options for treatment.
• Provide individual and group counselling to client and client support systems.
• Monitors compliance and progress through interviews and measurement.
• Collaborates with other professionals and refers when necessary.

Associated Assessment Criteria for Exit Level Outcomes 5

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

Associated Assessment Criteria for Exit Level Outcomes 6

• Educate clients, communities and public about skills and practices that enhance the development of the normal hearing and listening skills and communication in general.
• Educate the public about philosophy and scope of practice of audiologists.
• Educate other professionals about the importance of early diagnosis of hearing-impairment, rehabilitation and 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 Outcomes 7

• Appropriately formulates and writes research grants for funding.
• Select, plans and implements appropriate research designs.
• Selects and uses appropriate qualitative and quantitative data gathering methods.
• Critically analyses and interprets data.
• Apply research knowledge judiciously.

Associated Assessment Criteria for Exit Level Outcomes 8

• Practise within professional scope.
• Has thorough knowledge of and complies with existing relevant legislation and codes of professional ethics.
• Understands and respects clients' rights and community values.
• Shows respect for and sensitivity to various cultural, ethical, religious and individual values.

Associated Assessment Criteria for Exit Level Outcomes 9

• Defines appropriate outcomes and means of measuring outcomes.
• Deals effectively with administrative tasks and time management.
• Keep accurate records.
• Manage allocated budget.
• Plans and manages functions.
• Plans and implements quality management programmes.

Associated Assessment Criteria for Exit Level Outcomes 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 Outcomes 11

• Has the ability to perform a needs analysis and to determine appropriate interventions.
• Demonstrate insight and knowledge into the linguistic and cultural complexities of the South African population.
• Can function effectively at different levels of care.
• Applies PHC principles to audiological services.

Associated Assessment Criteria for Exit Level Outcomes 12

• Plans and consults on an ongoing basis with other team members throughout the intervention.
• Lease interacts and works effectively with health and education team members.
• Critically evaluates 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 roles of other professionals in it.

Integrated Assessment

1. The learners who succeed in all courses/modules will be eligible to receive the qualification.
2. Each course/module is assessed continuously through tests, assignments, evaluation of reports and presentations, as well as written examinations.
3. Clinical competence is evaluated continuously throughout each year, by using multifaceted measures of clinical evaluation, a minimum of four times a year in each clinic. Also, diagnostic and therapy reports are evaluated.
4. During the final year, both academic and clinical skills are evaluated through two extensive OSCE's (June and November) which include material from all four years of study.
5. Overall pass mark 50%.