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Resuscitation outcomes for adult patients with in-hospital cardiac arrest: are we successful? an audit of resuscitation outcomes for the period January 2015 to December 2017 at Universitas Academic Hospital, Bloemfontein, using the Utstein Model
Get PDFBackground: The Utstein Model consensus definitions and template allows for the reliable and reproducible recording of data during cardiopulmonary resuscitation (CPR). Enabling inter-institutional comparison of resuscitation outcomes to ensure comparable standards of care. Objectives: To assess resuscitation outcomes for adult patients with in-hospital cardiac arrest at Universitas Academic Hospital (UAH), Bloemfontein, using the Utstein Model and compare them to similar institutional outcomes in South Africa as well as internationally. Methods: This study is a retrospective audit of resuscitation reports of adult in-patients for the period January 2015 to December 2017. Results: 194 institutional resuscitation reports were collected for adult in-patients for this study period with 189 reports meeting inclusion criteria. 28,0% of patients survived the cardiac arrest event, 32,8% of patients displayed return of spontaneous circulation (ROSC) with a survival to hospital discharge rate of 12,3%. Of the shockable first rhythms, 2,9% were not defibrillated. Median time to defibrillation was 10 minutes (2-38min range), a large deviation from the acceptable norm at comparable institutions. Advanced airway management strategies made no impact on ROSC (p-value 0.77) or survival to hospital discharge (p-value 0.53). Mechanical ventilation was superior to a bag-mask ventilation strategy for ROSC (p-value <0,001) and survival to hospital discharge (p-value 0.0012). Adherence to ACLS protocols for inotropic support was associated with ROSC (p-value < 0.001) and survival to hospital discharge (p-value <0.001). Conclusion: Resuscitation outcomes at UAH are comparable to similar institutions. UAH should focus on improving defibrillation practice. Adherence to ACLS principles of adrenaline administration is paramount in the survival of cardiac arrest
Improving reading comprehension in English first additional language speakers
No full textThis study develops an approach to improve reading comprehension in English First Additional Language. Learners in Grade 7 are challenged with limited vocabulary, mispronunciation of words and word recognition in their pursuit to comprehend written texts. This study will assist teachers in improving vocabulary skills, word recognition and pronunciation of words by using various teaching strategies. It developed an approach as an improvement plan to diagnose learners to improve reading comprehension and apply appropriate corrective strategies. It aimed to find an approach that would improve reading comprehension that is practical and reflective in the challenges identified, adopting participatory action research as design. This design gave all the co-researchers an equal chance in practical participation in its cyclical process with an aim of constructive learning. The critical epistemology theory requires the users to co-participate actively in the construction of knowledge, so that they would be socially transformed. Data generated was analysed using three levels of Van Dijk’s critical discourse analysis. Findings were that learners were limited in vocabulary skills and word recognition. It was recommended placing focus on principle intensive skills to improve vocabulary and word recognition and so assist reading comprehension. This method stimulates learners to think actively and critically about speculation of title and pictures
Understanding the food insecurity of vulnerable households residing in Kalanga, Swaziland
No full textFood security is a worldwide concern, especially in developing countries. A substantial number of researchers have investigated the causes, consequences, and possible solutions to this challenge. Well eluded in most studies is the vulnerability of developing countries in sub-Saharan Africa. As part of the Southern Africa region, Swaziland is not exempt from the challenges facing most countries in sub-Saharan Africa. Roughly 80% of the Swazi population is rural based, and their livelihoods depend on subsistence farming and livestock rearing. Climate change has affected crop production, in addition to the severe droughts of the past three decades. As a result, the people experienced severe food shortages. The biggest concern in these countries is to ensure that all people are food secure to prevent negative consequences for the health and well-being of the citizens. Food security is essential at all levels, particularly to ensure good nutrition at household level. Although there are food security policies in place in Swaziland, many households are still food insecure. Food aid is a short-term remedy, which does not improve long-term food security, especially in rural areas. Therefore permanent, self-sustaining strategies should be researched to ensure accessibility to food by all households at all times in Swaziland. One possible way to ensure sustainability could be to focus on the sufficient production of food by households. The scarcity of food has resulted in the deterioration of the nutritional status of vulnerable households, affecting their productivity. Hence, the overall aim of this research was to determine the eating patterns of vulnerable households in KaLanga in the rural Lubombo region of Swaziland. In addition, the researcher aimed to identify factors contributing to malnutrition and understand coping strategies used by the households when there was a shortage of food. This research was quantitative, explorative, and descriptive in nature with a cross-sectional approach. The researcher used a purposive method of sampling to sample households with specific characteristics of vulnerability to obtain the required information. A total number of 292 respondents were given questionnaires to complete, signing a consent form before participating in the survey. Two hundred usable questionnaires were used for descriptive and frequency statistics. The results showed that the majority of the respondents consumed three meals a day. However, the food consumed was not stated, so it was challenging to determine whether the food was nutritious enough to sustain a healthy life. If meals were to be skipped, it was most likely lunch, and the main reason would be to save food, or there was no food to eat. Snacking in between meals was not popular with the majority of the respondents, although traditional snacking patterns was popular in Swaziland, especially in summer. The factors contributing to the vulnerability and food insecurity of households included the limited growing of crops and keeping of livestock as sources of income to the vulnerable households. Shortage of rainfall has forced households in the Lubombo region not to grow crops, which intensified the lack of food in vulnerable households. This has resulted in them incorporating coping strategies to improve food security. In addition, adequate supply of water can improve the state of food insecurity in the region. The results of the study confirmed that household food security in rural households was compromised because most households employed various coping strategies when food was insufficient. However, many of the respondents were not relying on general coping strategies; instead, they were relying heavily on food aid from different organisations. Food aid is a short-term remedy, as most respondents indicated that it did not last for the whole month. Moreover, food aid is not always consistently available. The food aid parcels consist of cooking oil, beans, maize meal, and some include rice and mealie rice. Food production should be improved in the drought stricken community of Kalanga in order to increase food production that will improve the community member’s health. Food production can reduce food aid donated to the households because it does not sustain them. In addition, it can enable the most vulnerable to produce their own food. Construction of dams will enable the households to produce their own food through irrigation of crops. Moreover, supply of farming inputs to vulnerable households, fencing of fields and adhering to food security policies can solve the problem of food insecurity
Victims of intimate partner violence: an occupational justice perspective
No full textBackground: One in three women in South Africa report being affected by IPV. Every eight hours, a woman dies at the hands of her intimate partner, making South Africa the country with the highest rate of intimate partner homicide. Experiencing IPV affects all aspects of health including physical, intellectual, social, emotional, and spiritual well-being. IPV should therefore be considered a public health priority in South Africa. Occupational therapists are likely to encounter people affected by IPV and are equipped to provide interventions for people affected by IPV. However, literature on this topic from an occupational therapy perspective is scarce. In South African occupational therapy literature specifically, there are no publications relating to IPV. The silence in literature indicates that occupational therapists may not be aware of the holistic needs of their clients, who, if they are female, have a 33% chance of being affected by IPV. This topic should be explored in order for occupational therapists in South Africa to respond appropriately to clients affected by IPV. Accordingly, the researcher conducted a study that purposed to explain how women affected by IPV experience and adapt to occupational risk factors. The study describes IPV from an occupational justice perspective to advocate for an improved response among occupational therapists toward the plight of people affected by IPV. Methods: The study is positioned in the constructivist and feminist paradigms, utilising aspects of a phenomenological design. Data was collected from eleven participants who had been affected by IPV and were residing at women’s shelters in Gauteng using a collage technique with in-depth, unstructured interviews. The interviews were manually analysed using inductive content analysis. The coded data were grouped into categories and synthesised into three emerging themes. Rigour was enhanced during this process by utilising investigator triangulation. Discussion: The first theme “perpetrators of occupational rights violations”, illuminates how coercive control, family attitudes, community institutions, and cultural attitudes contributed to an environment that allows for IPV to be perpetrated continuously. The second theme, “experience occupational rights violations” describes how the participants experienced restricted activity participation, feeling unsatisfied in activities, lost/changed identity, feeling dehumanised, and had challenges in areas of occupation. The last theme “changes and adaptations within the women affected by IPV” describe how the participants responded to IPV through mental changes, emotional adaptations, behavioural adjustments, spiritual changes, and leaving the relationship. Conclusion: This study firstly illustrates that IPV is perpetrated on a relational, community, and societal level. These are largely attributed to societal stigmas, patriarchal beliefs, and ignorance surrounding IPV. Occupational therapists in all settings can influence all these contexts. However, their first responsibility is to be cognisant of the prevalence of IPV and reflect on how their own beliefs may contribute to the perpetration of IPV. Secondly, the study describes the adversaries women affected by IPV face from an occupational perspective, as well as the resilience they displayed by adapting to these adversaries. This allows therapists who are confronted with IPV to be aware of the holistic needs of their clients and respond in ways that support the occupational well-being of their clients
Supply chain management for service delivery in the Lejweleputswa municipal district
No full textThe South African government has introduced a number of legislative measures in support of procurement reform with the aim to make procurement more efficient and effective. In order to provide quality basic services, local government needs to procure goods and services. The Policy on the Strategy to Guide Uniformity in Procurement Reform Processes in Government (RSA, 2003) stipulates that supply chain management forms the basis of sound financial management. However, the state of local government finances and financial management in many of South Africa’s municipalities is poor and municipalities find it difficult to deliver basic services to their communities. Local government should therefore prioritise the improvement of service delivery to provide for the growing demands of communities. The aim of this study was to establish an improved framework for supply chain management practices that will enhance service delivery within local and district municipalities. The study used a qualitative research method. A literature study was done on supply chain management, service delivery, and the regulatory framework based on service delivery and supply chain management. Based on the literature review, a questionnaire with open ended questions was developed. Semi-structured interviews were conducted by the researcher in three local municipalities (Matjhabeng, Masilonyana and Tswelopele) and in the Lejweleputswa district municipality. The researcher interviewed supply chain management practitioners, SCM managers, Chief Financial Officers and Municipal Managers. An electronic coding system using Computer Assisted Qualitative Data Analysis Software Atlas.ti was applied to code and analyse all the information provided by the interviewees. The study revealed that barriers impeding SCM performance can be classified into four categories. The first category is those barriers which municipalities face from the activities of the community, such as non-payment for municipal services, theft of municipal property, and the vandalism of infrastructure. The second category is non-compliance and non-adherence to SCM policies. With regards to this category, the study revealed that SCM practitioners deviate from laid down SCM policies and procedures as a result of undue political interference and acceptance of bribery. The interference of political office bearers shows that there is a violation of the Code of Conduct for Councillors, as stipulated in Schedule 1 of the Municipal Systems Act, 2000 (Act 32 of 2000) and Section 46 (1) of the same Act, which prohibit service providers from providing gifts, favours or hospitality to any role player involved in the SCM process. The third category is deficiencies in human resource capacity. The study revealed that lack of human resource capacity is caused by vacant posts being unfilled and those which have been filled being filled by personnel who lack the suitable qualifications, skills and experience needed to perform their functions. The fourth category is the organizational structure, which the study revealed to be a barrier that impedes the effective implementation of SCM. The contributing factors within the organization relate to the ethical conduct of SCM practitioners, senior management, and political office bearers. SCM practitioners do not display the required ethical behaviour when dealing with suppliers – their acceptance of bribes indicates that there is a lack of discipline, consequence management and unethical behaviour within SCM units. Senior management is further unresponsive to the requests and recommendations of SCM units and there is a lack of proper financial management. The research study provided practical recommendations to be taken by municipalities to overcome the identified challenges. If the recommendations were implemented correctly, a positive contribution in the improvement of SCM implementation and the effective provisioning of service delivery would be realised
Describing the performance of five-year-old children on 11 subtests of the revised clinical observations by the South African Institute for Sensory Integration
No full textIntroduction: The Clinical Observations (COs) are a battery of 30 observations developed according to the constructs of Ayres Sensory Integration® (ASI®). The observations measure how children can do different body movements and see whether these movements are completed appropriately for their age. The COs are often used together with standardised assessments, to help occupational therapists determine whether or not children present with Sensory Integration Dysfunction (SID). The COs were developed more than a decade ago, and remain popular due to its time efficiency and being inexpensive. It is a nonstandardised assessment, and often the only assessment instrument at the disposal of occupational therapists working in resource-constrained settings. Purpose: In the current version of the COs interpretation is done by comparing performance to norms from the United States of America (USA). Some efforts have been made to describe performance of South African (SAn) children on certain subtests of the COs, however, not all the subtests have been investigated. The South African Institute for Sensory Integration (SAISI) is aware of the significance of the COs in South Africa (SA) for the identification of SID. They are also aware of the limitations of the assessment and the need for it to remain relevant. In 2016, SAISI set out to revise the COs so that they could maintain its clinical relevance. The Revision of the Clinical Observations (RCOs) is still under development and to the researcher’s knowledge none of the newly added subtests have been piloted. It is necessary to describe the performance of SAn children on subtests of the COs, not already investigated, in order to establish what the performance of typically developing South African children on these subtests look like. The purpose of the study was to describe the performance of five-year-old children from the Buffalo City Metro on 11 subtests of the RCOs by SAISI. Methodology: This is a quantitative, descriptive and analytical, cross sectional study. The participants consisted of 104, five-year-old children in the Buffalo City Metro, situated in the Eastern Cape, South Africa. Participants were selected in proportion with the gender and socioeconomic background of the area. Data was collected by means of data collection form based on the RCOs by SAISI (2016). The data collection form was used to record the performance of participants in 11 subtests of the RCOs. Performance characteristics were divided into measurable and observable characteristics. Measurable characteristics referred to observations which were quantifiable such as grade scoring and time taken to perform a task. Observable characteristics were structured observations determined before the data collection period and were divided into Should Have (SH) parameters and Should Not Have (SNH) parameters. SH parameters are characteristics which are favourable and indicate that a participant is performing well. SNH parameters are unfavourable characteristics and indicate that a participant experiences difficulty. The results were analysed by the Department of Biostatistics at the University of the Free State (UFS). Results: Results demonstrate that for most subtests’ children performed in accordance to available development norms. Children did however perform below the expected norms in some of the subtests. Few gender differences were identified in the performance of the investigated subtests. This indicates that boys and girls perform similarly in most of these subtests. Conclusion: The performance of SAn children in 11 subtests of the RCOs has been investigated. More research should however be completed to determine how SAn children perform in the remainder of the subtests. A collective picture of how SAn children perform in all the subtests of the RCOs will better equip therapists to test children more accurately with this tool.University of the Free StateSouth African Institute for Sensory Integration (SAISI
Developing a strategy to facilitate multigenerational collaboration of teachers to improve their communication skills for teaching
No full textIn this study, a strategy to facilitate the multigenerational collaboration of teachers in order to improve their respective communication skills for teaching is developed. I act as the principal investigator, working together with the participants in the research as co-researchers. To achieve the above, the research team used David Parker’s principles of knowledge as the research design. Accordingly, it first identified the challenges inhibiting effective multigenerational collaboration of these teachers, resulting in poor communication skills for teaching. Second, the team explored how effective multigenerational collaboration among teachers was facilitated in other settings, thereby leading to improved communication skills for teaching. Third, significant conditions that ensured that effective multigenerational collaboration among teachers did lead to their improved communication skills for teaching were identified. In the fourth place, the team highlighted threats and risks that have to be anticipated, resolved and circumvented when facilitating effective multigenerational collaboration among teachers that would lead to improved communication skills for teaching. Lastly, and based on all of the above, a total strategy that had been tested in the field to facilitate multigenerational collaboration among teachers leading to improved communication skills for teaching was presented. Conducting this study was necessary for a number of reasons, among other things, because of the increased age diversity among the teaching workforce, comprising of at least four distinct generations of teachers in the same school who use different communication skills. In the previous study, these differences were shown to be confusing, not only among teachers themselves but also from the perspective of the learners. For example, in some cases, information and communication technology is used and shared virtually, while in other cases, teachers prefer in-person, face-to-face interaction and the use of the chalkboard as a teaching aid. Older generations of teachers prefer the latter strategies, while younger teachers tend to use the former. In this study, it is demonstrated how effective (deliberate and structured) collaboration among teachers from diverse backgrounds leads to improved communication for teaching among various age groups. Another reason why conducting the study was necessary is because it shows how the effective facilitation of multigenerational collaboration among teachers leads to the improvement of their communication skills for teaching. This interaction was ignored in the previous research. The research team used bricolage as the theoretical framework to couch the study and to define the position of where researchers come from theoretically, as required by a mainly qualitative study concentrated in the eight moments thereof. This framing is relevant because of the complexity of the subject matter that this study is handling. The subject matter requires the multimodal, multi-layered and multi- perspectival lenses the team has used in the theorisation, unpacking and understanding of the operational concepts “multigenerational collaboration” and “communication skills for teaching”. Bricolage enabled the research team to understand the challenges faced by a multigenerational teaching corps in improving its communication skills for teaching from various perspectives. It further enabled the research team to adopt a myriad of methodologies informed by a wide spectrum of theoretical perspectives as it generated and collected data informed by these individually and collectively. Even while reviewing the literature, this tapestry of theoretical positions was applied to unearth insights that were not easily discernible when using one lens or perspective or theoretical framework. Conceptually, the research team interrogated the operational concepts of intergenerational collaboration and communication skills in order to enhance the meaning thereof and contribute to a fresh and new understanding brought about by the study. The research was conducted in Botshabelo, east of Bloemfontein, using three schools as research sites. Eight teachers teaching one of the following subjects were paired: English, business studies, mathematics and physical science. In each pair, one represented an older generation of teachers, while the second was a teacher of a younger generation. Pairing them encouraged networking and enabled them to share problems. A multiple case study was used to generate data. In order to make inferences about the process, the team relied on the effectiveness of interactions. To analyse the interactions, critical discourse analysis was used to analyse the data at the textual, discursive and social levels. From this analysis, the data were coded and revealed five patterns that were the main causes of poor communication among the different generations. The findings brought about the development of the strategy. A team was established to design a strategy and set goals from different perspectives. Thereby teachers were to be encouraged to share their learning and pool their resources together. Through the use of intra-organisational resources, awareness training on communication competency was applied. Team teaching should be used because it is critical for the success of a school
Case studies of inquiry-based instruction in life sciences classrooms of selected high schools in Standerton
No full textDissertation (M.Ed.(School for Mathematics, Natural Sciences and Technology Education), 2020Amidst calls for teachers to incorporate inquiry-based instruction in the teaching of science subjects, this study sought to explore how inquiry-based science education is practiced in life sciences classrooms, since there is uncertainty about the efficacy of the professional development of life sciences teachers to practice inquiry-based instruction. Utilising a social constructivist lens, a case study research design and a qualitative research approach, the study explored inquiry-based learning (IBL) practices in life sciences classes. Purposive sampling was utilised to select participants, to ensure that only life sciences teachers who practice inquiry-based instruction participated. Data collection was done with semi-structured interviews that were audio-recorded, and non-participant lesson observations. Data that were generated were analysed with thematic data analysis. Findings were categorised into three themes that had been predetermined according to the three secondary research questions of the study. The themes are teacher perceptions of IBL, strands of IBL used by teachers, and contextual factors that influence the implementation of IBL in life sciences classrooms. Though life sciences teachers have different perceptions of IBL, four overarching perceptions were identified: IBL allows for creative thinking; generates interest in life sciences; ensures active involvement by learners in lessons and promotes interactive learning. Furthermore, findings reveal that the participant teachers practised IBL according to the principles of structured inquiry. Lastly, various contextual factors were identified as having an impact on the participant teachers‟ practices of IBL in their life sciences lessons. During data generation, the factors were classified as school settings, policies and professional development.University of the Free State Postgraduate SchoolSANRAL Chair in Science, Mathematics and Technology EducationNational Research Foundation (NRF
Theorising institutional change through a historical analysis of higher education in South Africa and a case study of the University of the Free State
No full textThis study sought to understand higher education change by drawing from the theoretical premises of institutional change. The study relied on an exploration of the bounded context of South African Higher Education. Therein, the case example of the University of the Free State was used to demonstrate the intricacies of higher education institutional processes that significantly cut across various contextual bounds. The design of the study was located within the pragmatic paradigm and drew from its corresponding abductive form of reasoning. This chosen design explored a blend between a historical and case study approach. It also relied on documentary sources for historical analyses. It emerged from the study that higher education institutional change ought to be cognizant of the often conflated institutional/organisational overlap in higher education studies. This recognition was in line with the advancement of a layered institutional change proposition in which the analyses of this study considered three institutional layers. Firstly, the evolutionary perspective was applied to the analysis of the changing socio-political premise of the South African polity and represented the meta-institutional layer of this study. Secondly, the design perspective was applied to the study of the changing policy framework of South African higher education and represented the macro institutional layer. Lastly, the equilibrium perspective was applied to the analysis of the changing institutional processes at the University of the Free State. The University’s context represented the micro-institutional layer of this study. This study analysed the historical institutional change trajectories that linked the evolving socio-political context of the South African polity to the design of South Africa’s higher education policies and to the varying equilibrium positions at the University of the Free State. The study determined that studies in Higher education and change ought to consider a layered institutional approach in which the transitions within higher education establishments are analysed across a network of institutional relationships. Also, the study recommends that historical trajectories are more significant in the analyses of change when considered as departure points, rather than as path-dependent determinants of institutional change processes
Critical-thinking skills of undergraduate allied health professions students in the clinical rotation years at the University of the Free State
No full textIn the health professional’s world, decisions have to be made in an instant, and because these decisions influence the lives of the patients that health care professionals treat – wrong decisions can be fatal. These decisions need to be based on solid knowledge and have to be adapted to the patients or the situations and, in order to make unique, knowledge-based decisions, the health care professional must apply critical reasoning. Decision-making is dependent on inductive and deductive reasoning processes, and critical thinking (CT) has been found to be one part of the clinical reasoning process (Vendrely 2005:55). Watson and Glaser (2011:3) define CT as “the ability to identify and analyse problems, as well as seek and evaluate relevant information in order to reach the appropriate conclusion”. By entrusting allied health professions (AHP) students with higher-order thinking skills and the ability to make sound clinical decisions, students are provided with the tools they need to be successful in their careers. CT forms part of the exit-level requirements for AHP, for example, physiotherapists need to work autonomously and in interdisciplinary teams, and have to demonstrate accountability. In turn, occupational therapists should be able to use basic science, social science and arts, as well as information technology, effectively and critically (Velde, Wittman & Vos 2006:49). A curriculum usually combines didactic learning and clinical placements, to ensure a competent practitioner that applies CT skills (Reed 2014:1). However, no CT skills tests are currently administered at the University of the Free State (UFS) to test the actual level of critical thinking of undergraduate AHP students. Worldwide, a few tests exist that test CT skills at different levels of education, from school to postgraduate level. The only research articles that could be found in relation to testing CT skills in AHP used the California Critical-thinking skills Test (CCTST), the California Critical Thinking Disposition Inventory (CCTDI), the Health Sciences Reasoning Test (HSRT) and the Watson-Glaser™ Critical Thinking Appraisal (W-GCTA). Most of these tests only test the CT skills of Master’s and PhD-level students, with a select few including undergraduate students. The research that was found did not indicate that one test was superior, but suggests that a test of which the questions could be adjusted to a particular health profession would give a better indication of CT skills (Ennis 1996:174; Velde et al. 2006:58). These CT skills tests are all quite costly to apply, and this led the researcher to search for alternative CT tests, and to investigate whether any other universities, in South Africa and beyond, use CT skills tests. The University of Cambridge developed the Thinking Skills Assessment (TSA) test for admission testing of CT and problem-solving skills, to assess the applicants’ suitability for their chosen course (Admission Testing Services 2016:2). Other universities that use the same test for admission are Oxford University and University College London. A free online TSA specimen test is available, for applicants to complete to prepare for the TSA test. The TSA tests the following abilities: Summarising the main conclusion, drawing a conclusion, identifying an assumption, assessing the impact of additional evidence, detecting reasoning errors, matching arguments and applying principles. The aim of this study was to determine the CT skills that undergraduate AHP students at the UFS, possess in their clinical rotation years, and to determine if these skills change over a period of one clinical rotation year of study. Secondly, the type of activities that lecturers in the different departments in the School for Allied Health Professions (SAHP), excluding the Department of Exercise and Sport Science, use to develop CT skills in their undergraduate students was investigated in this study. This study was conducted in the field of health professions education. The study is interdisciplinary, as it forms a bridge between health professions education and allied health education. This study consisted of two parts. Part 1 was a quantitative research study that was experimental in nature, with a one-group pretest-posttest design. A literature study was done to conceptualise and contextualise CT skills and determine the CT skills in undergraduate AHP students. A CT skills test (TSA-Modified) was used to test the CT skills of undergraduate AHP students who were at the point of completing their third and fourth years of study in 2018. The TSA-Modified was completed at the beginning and end of one year, to determine if changes had taken place in CT skills over this period. Part 2 was a descriptive study, using a self-constructed questionnaire to investigate the types of teaching activities lecturers in the different departments of the SAHP employed to develop CT skills in their students. The data gathered in this study can be used for further research by the researcher to determine the need for and feasibility of a CT skills test for undergraduate AHP students at the UFS. Part 1 included a target population of 227 undergraduate allied health professions students at the University of the Free State, of whom 136 completed the pretest, but only 106 completed the pretest and posttest, and who were consequently included in the study (55,5% and 43,3% response rates respectively). This study found no statistically significant development ofoverall CT skills over the study period. Interestingly, occupational therapy students showed a statistically significant difference in median test scores compared to the other groups, though this finding needs further investigation. This study highlights the need for more extensive research on the CT skills of different health care professionals, to build a stronger foundation regarding thinking, and to improve clinical reasoning skills, which could lead to better patient care Part 2 of this study include lecturers in four of the departments (Physiotherapy, Occupational Therapy, Nutrition and Dietetics, and Optometry) of the SAHP at the UFS completed a self-designed questionnaire, to determine which strategies they used to develop students’ CT skills. A response rate of 60% of the target population was achieved. Lecturers indicated problem-based learning and experiential learning as the teaching strategies applied most often to develop CT skills. This study identified how these strategies were scaffolded in 2018 in the four curricula of the different allied health professions disciplines to develop well-rounded graduates who engage in CT. This research study will provide feedback to the SAHP about the CT skills of its undergraduate AHP students in their clinical rotation years, and make recommendations, if necessary, about incorporating CT skills in the different departments’ teaching methods, to improve the level of CT skills in undergraduate students. This dissertation contains information about the research study, including the research design and methodology