Roles and Responsibilities of the Medical Director in the Nursing Home: Position Statement A03

I am the medical director and sole physician at a 35-bed nursing home in Western Galilee in Israel. At the end of December 2020, the nursing home experienced a COVID outbreak in which nineteen residents were infected. Four of them were symptomatic, and two died. Ten staff members, including our administrator, likewise caught the disease, and five of them were symptomatic. All recovered. The first part of this paper will examine why, despite all our precautions, the outbreak occurred when it did, and why it spread extensively within the home. The second part will describe how the nursing home functioned after the outbreak, until its residents recovered.

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Revisiting the roles and responsibilities of speech-language therapists in South African schools

South African Journal of Communication Disorders ◽

10.4102/sajcd.v60i1.8 ◽

2013 ◽

Vol 60 (1) ◽

Cited By ~ 5

Author(s):

Anna Maria Wium ◽

Brenda Louw

Keyword(s):

South African ◽

Position Statement ◽

Policy Changes ◽

Roles And Responsibilities ◽

Level 3 ◽

Level 1 ◽

Four Levels ◽

Support Programmes ◽

Level 2

The role of speech-language therapists (SLTs) in schools in South Africa needs to be revisited based on the changing educational needs in the country. Th is article builds on a paper by Kathard et al. (2011), which discussed the changing needs of the country with regard to the role of SLTs working in schools. South African policy changes indicated a shift from supporting the child to supporting the teacher, but also place more emphasis on the support of all learners in literacy in an eff ort to address past inequities. Th is paper addresses several of the questions that emerged from Kathard et al. and explores the collaborative roles played by SLTs on four levels in the education context. Collaboration at the learner level (level 1) focuses on prevention and support, whereas collaboration at the teacher level (level 2) is described in terms of training, mentoring, monitoring and consultation. Collaboration can also occur at the district level (level 3), where the focus is mainly on the development and implementation of support programmes for teachers in areas of literacy and numeracy. Collaboration at the level of national and provincial education (level 4) is key to all other roles, as it impacts on policy. Th is last level is the platform to advocate for the employment of SLTs in schools. Such new roles and responsibilities have important implications for the preparation of future SLTs. Suggestions for curricular review and professional development are discussed. It is proposed that SASLHA responds to the changes by developing a position statement on the roles and responsibilities of SLTs in schools.

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