- Title
- Assessment of the role of continuing professional development on the transformation of practice: a case study of the Advanced Diploma in District Health Management and Leadership curriculum
- Creator
- Ndawule, Luvuyo
- Subject
- Continuing education
- Subject
- Teachers -- Training of -- South Africa
- Subject
- Active learning
- Date Issued
- 2018-06
- Date
- 2018-06
- Type
- Doctoral theses
- Type
- text
- Identifier
- http://hdl.handle.net/10353/26672
- Identifier
- vital:65848
- Description
- This study is located in the field of education, within the domain of Continuing Professional Development CPD and curriculum. The study sought to assess the role of CPD in the transformation of health practice. The media’s complaints about poor service delivery within spheres of government, from local up to national level, triggered interest in a study of this nature. Since the Department of Health falls amongst the essential services, research on current public healthcare with the intention of transforming its practice was seen as imperative. An Advanced Diploma in District Health Management and Leadership ADDHM & L offered by Health Sciences at the University of Fort was used as a case. The healthcare practitioners who attended the stated programme were studied as a second case. The setting is in the public health care centres in the Department of Health within the Amathole region and Nelson Mandela Bay Metropolitan Municipality. An interpretive paradigm was used to ordain the study, the three sets of data were collected from various categories of participants such as graduates of the ADDHM & L programme, their workplace supervisors, as well as the facilitators of the programme. The last set of data was collected from the ADDHM & L documents. Interviews and questionnaires were used as data collection tools and thematic analysis was used for data analysis. The findings revealed that curriculum development and design has a strong bearing on formal continuing professional development programmes. For such programmes to be able to transform practice, the curriculum pedagogies should be designed and developed in such a way that the learning taking place is authentic in nature. It is this type of learning that will influence reflective practice and translation of knowledge. The findings also revealed that institutions of higher learning do play a crucial role in closing the gap that exists between theory and practice through designing programmes that are pedagogically aligned towards authentic learning. The learning instructions, the experiences, the expectations of the learner, the assessment forms that influence the nature of tasks and activities given by facilitators can either enable or hinder the ability to transform practice.
- Description
- Thesis (PhD) -- Faculty of Education, 2018
- Format
- computer
- Format
- online resource
- Format
- application/pdf
- Format
- 1 online resource (253 leaves)
- Format
- Publisher
- University of Fort Hare
- Publisher
- Faculty of Education
- Language
- English
- Rights
- University of Fort Hare
- Rights
- All Rights Reserved
- Rights
- Open Access
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UFH School of Education
| Thumbnail | File | Description | Size | Format | |||
|---|---|---|---|---|---|---|---|
| View Details Download | SOURCE1 | PhD thesis september 12.pdf | 2 MB | Adobe Acrobat PDF | View Details Download |