USA-South African Partnership for Lymphedema Education

Abstract

Background: Curricula for providing lymphedema education varies internationally The Lymphology Association of North America (LANA) has established curriculum criteria (135 hours), accepted as the standard model across the United States (US) This educational mode was successfully introduced in the Western Cape, South Africa (SA) in an inaugural course in 2008.Purpose: This report outlines the necessary resources and preparation, the cultural experiences and challenges, and the mechanisms for training and ongoing support central to the success of this program.Methodology: A collaboration between the University of Missouri and the University of Western Cape (UWC) was developed in 2008 to provide for the exchange of nursing expertise, skill-training and education for lymphedema best practices. This collaboration evaluated the current state of lymphedema management, leading to the development of an inaugural lymphedema training class in Western Cape. US lymphedema instructors donated their time, UWC partners allocated space for the program, and curricular materials were shared. Students were required to be licensed healthcare professionals (physical, occupational, or massage therapists, nurses or physicians).Findings: In 2008, the first lymphedema education class in South Africa took place in Cape Town at UWC. Twenty-two therapists were certified according to the 135-hour curriculum standard. The program followed the LANA criteria of dedicating two-thirds of the curriculum to practical learning and one-third to didactic teaching. Competency testing was conducted using pre- and post-class written examinations, practical laboratory skills testing and case study presentations.Summary Concluding Statement: Education for healthcare professionals in the specialized techniques required to treat lymphedema is disparate world-wide. The authors' experience in South Africa presents an optimal construct for planning, implementing, and sustaining a lymphedema education program across international boundaries. Extrapolation of the US model requires a proactive team approach that includes academic, clinical, and community support. Background: Curricula for providing lymphedema education varies internationally The Lymphology Association of North America (LANA) has established curriculum criteria (135 hours), accepted as the standard model across the United States (US) This educational mode was successfully introduced in the Western Cape, South Africa (SA) in an inaugural course in 2008. Purpose: This report outlines the necessary resources and preparation, the cultural experiences and challenges, and the mechanisms for training and ongoing support central to the success of this program. Methodology: A collaboration between the University of Missouri and the University of Western Cape (UWC) was developed in 2008 to provide for the exchange of nursing expertise, skill-training and education for lymphedema best practices. This collaboration evaluated the current state of lymphedema management, leading to the development of an inaugural lymphedema training class in Western Cape. US lymphedema instructors donated their time, UWC partners allocated space for the program, and curricular materials were shared. Students were required to be licensed healthcare professionals (physical, occupational, or massage therapists, nurses or physicians). Findings: In 2008, the first lymphedema education class in South Africa took place in Cape Town at UWC. Twenty-two therapists were certified according to the 135-hour curriculum standard. The program followed the LANA criteria of dedicating two-thirds of the curriculum to practical learning and one-third to didactic teaching. Competency testing was conducted using pre- and post-class written examinations, practical laboratory skills testing and case study presentations. Summary Concluding Statement: Education for healthcare professionals in the specialized techniques required to treat lymphedema is disparate world-wide. The authors' experience in South Africa presents an optimal construct for planning, implementing, and sustaining a lymphedema education program across international boundaries. Extrapolation of the US model requires a proactive team approach that includes academic, clinical, and community support.