Browsing by Author "Van Rensburg, Viki"

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    Individuals with traumatic brain injuries perceptions and experiences of returning to work in South Africa
    (IOS Press, 2012) Soeker, Mogammad Shaheed; Van Rensburg, Viki; Travill, Andre L.
    Objective: The aim of this study was to identify the central concepts of a model that would facilitate the return to work process of individuals with brain injury. However for the purpose of this paper there will be a focus only on the barriers and facilitators that influence the return to work process. Participants: Ten individuals who were diagnosed with a mild to moderate brain injury participated in this study. Methods: Qualitative research methods were used in order to explore the research question. The participants were selected by means of purposive sampling and the data was collected by means of in depth interviews. Results: The results of the study revealed that the participants experienced a sense of loss of function after the brain injury, a fear of the future and loss of confidence in their worker roles. The participants also indicated that by means of adapting occupational routines and actively engaging in rehabilitation they developed confidence in their worker roles. Conclusion: Occupational therapists have to use a client centred holistic work integrative approach in order to successfully rehabilitate as well as facilitate the return to work process with people who have suffered a traumatic brain injury.
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    The practical in theory and the theoretical in practice: Facilitating integration in teaching and learning
    (University of the Western Cape, 2006) Van Rensburg, Viki
    INTRODUCTION: The integration of theory and practice in student learning is a challenge faced by teachers in health science education, where the curriculum contains large sections of learning in clinical or fieldwork settings. Theoretical modules traditionally precede fieldwork modules with the assumption that theory prepares students for fieldwork. However, students report lack of confidence and struggle to integrate theory and practice. The findings of an action research study of the facilitation of theory-practice integration in health sciences education is reported in this paper. OBJECTIVES: The objective of the study was to investigate the creation of learning opportunities that would result in improved confidence in clinical decision-making in fieldwork. METHODS: A qualitative approach with an action research strategy was used to execute the research. RESULTS: Using reflective diaries and real life problems can enhance the integration of theory and practice. PARTICIPANTS: Third year occupational therapy students. SETTING: University of the Western Cape, community and school based facilities. INTERVENTION: Implementation of additional learning opportunities to integrate theory and practice. CONCLUSION: Introducing alternative learning strategies to integrate theory and practice can improve the learning outcomes of students who follow professional degrees.