The purpose of this study was to explore nurse educators‟ perception of Objective Structured Clinical Evaluation (OSCE) as summative assessment for students‟ clinical competence ,with the aim of recommending alternatives to the current situation. The rationale behind the study is that the researcher became aware of concerns raised by nurse educators regarding the appropriateness of OSCE as summative assessment of students clinical competence and differences of opinion on the matter. An explorative, descriptive, contextual, qualitative research design was chosen. The sample included nurse educators actively involved in OSCE as summative assessment of nursing students in the provincial nursing college for at least 5 years or more. Data was collected by means of two (2) focus group interview sessions with fourteen (14) participants. During data analysis it became clear that data saturation had not been reached and a third focus group interview was conducted with seven (7) participants from the original sample who were available. The focus of the interviews was to explore participants‟ perception of Objective Structured Clinical Evaluation as summative assessment for students‟ clinical competence. The data was independently analyzed by the researcher as well as an independent co-coder according to the principles for content analysis as described by Creswell (2008:251). Three (3) themes and nine (9) sub-themes emerged from the data collected from participants. The first theme described the value of OSCE as summative assessment method for students‟ clinical competence. Theme two described the obstacles in using OSCE as summative assessment for students‟ clinical competence. Theme three described the suggested alternatives. The collected data was discussed and integrated with relevant national and international literature to culminate in three (3) conclusive statements. The conclusive statements served as basis for recommending alternatives to the nursing educators and managers in order to enhance the value of OSCE as summative assessment forstudents‟ clinical competence. / Thesis (MCur)--North-West University, Potchefstroom Campus, 2013

The purpose of this study was to explore nurse educators‟ perception of Objective Structured Clinical Evaluation (OSCE) as summative assessment for students‟ clinical competence ,with the aim of recommending alternatives to the current situation. The rationale behind the study is that the researcher became aware of concerns raised by nurse educators regarding the appropriateness of OSCE as summative assessment of students clinical competence and differences of opinion on the matter. An explorative, descriptive, contextual, qualitative research design was chosen. The sample included nurse educators actively involved in OSCE as summative assessment of nursing students in the provincial nursing college for at least 5 years or more. Data was collected by means of two (2) focus group interview sessions with fourteen (14) participants. During data analysis it became clear that data saturation had not been reached and a third focus group interview was conducted with seven (7) participants from the original sample who were available. The focus of the interviews was to explore participants‟ perception of Objective Structured Clinical Evaluation as summative assessment for students‟ clinical competence. The data was independently analyzed by the researcher as well as an independent co-coder according to the principles for content analysis as described by Creswell (2008:251). Three (3) themes and nine (9) sub-themes emerged from the data collected from participants. The first theme described the value of OSCE as summative assessment method for students‟ clinical competence. Theme two described the obstacles in using OSCE as summative assessment for students‟ clinical competence. Theme three described the suggested alternatives. The collected data was discussed and integrated with relevant national and international literature to culminate in three (3) conclusive statements. The conclusive statements served as basis for recommending alternatives to the nursing educators and managers in order to enhance the value of OSCE as summative assessment forstudents‟ clinical competence. / Thesis (MCur)--North-West University, Potchefstroom Campus, 2013

Nursing students in South Africa are exposed to various clinical environments as part of the prescribed curriculum (SANC, 2008). These clinical environments not only positively or negatively influence nursing students but also greatly influence their decisions regarding future specialization. This relationship between the influence of the clinical environment and the decision to apply at a specific hospital was established by Andrews et al. (2005:147), but little is known about how it affects the decision of nursing students to specialize in a specific area. According to the South African Nursing Council‟s statistical data, an additional qualification in operational theatre is one of the least qualifications applied for (SANC, 2012b). This indicates that not many nursing students choose, for example, the theatre as a specialization area when their studies are completed. In light of this evidence, this study aimed to explore the influence that the clinical environment has on the decision of nursing students to specialize in a specific area. An explorative and descriptive design, which is qualitative in nature, was followed to conduct this study. The data collection was conducted in two phases. Phase one: Nursing students‟ experiences after exposure to theatre as a clinical environment were explored by means of reflective essays. Data was analysed according to the principles of Tesch as described in Creswell (1994:154). Meetings between the researcher and an experienced co-coder resulted in consensus regarding the findings. Three main themes and eleven sub themes were identified and provided clarity on the influence of the clinical environment on nursing students. Phase two, consisting of two focus group discussions facilitated by an expert in focus group facilitation, was completed to validate the findings from the reflective essay. This data was transcribed, analysed and the findings validated by the existing data from phase one. Conclusions drawn from this study were that the clinical environment does influence the students‟ decision to specialize in operating theatre, but many choose not to specialize in theatre due to personal preferences. / MCur, North-West University, Potchefstroom Campus, 2014

Nursing students in South Africa are exposed to various clinical environments as part of the prescribed curriculum (SANC, 2008). These clinical environments not only positively or negatively influence nursing students but also greatly influence their decisions regarding future specialization. This relationship between the influence of the clinical environment and the decision to apply at a specific hospital was established by Andrews et al. (2005:147), but little is known about how it affects the decision of nursing students to specialize in a specific area. According to the South African Nursing Council‟s statistical data, an additional qualification in operational theatre is one of the least qualifications applied for (SANC, 2012b). This indicates that not many nursing students choose, for example, the theatre as a specialization area when their studies are completed. In light of this evidence, this study aimed to explore the influence that the clinical environment has on the decision of nursing students to specialize in a specific area. An explorative and descriptive design, which is qualitative in nature, was followed to conduct this study. The data collection was conducted in two phases. Phase one: Nursing students‟ experiences after exposure to theatre as a clinical environment were explored by means of reflective essays. Data was analysed according to the principles of Tesch as described in Creswell (1994:154). Meetings between the researcher and an experienced co-coder resulted in consensus regarding the findings. Three main themes and eleven sub themes were identified and provided clarity on the influence of the clinical environment on nursing students. Phase two, consisting of two focus group discussions facilitated by an expert in focus group facilitation, was completed to validate the findings from the reflective essay. This data was transcribed, analysed and the findings validated by the existing data from phase one. Conclusions drawn from this study were that the clinical environment does influence the students‟ decision to specialize in operating theatre, but many choose not to specialize in theatre due to personal preferences. / MCur, North-West University, Potchefstroom Campus, 2014

Professional growth and development in nursing is essential for public welfare and safety. The public expects competent and safe nursing care. Student nurses spend a large number of hours in the clinical practice as part of their professional and clinical development. A clinical environment that is supportive to the improvement of student teaching and learning is imperative to the development of competency of student nurses. One strategy that has been identified to facilitate professional growth and development in student nurses is mentoring in the clinical practice. This is where student nurses are socialized into the nursing profession by experienced professional nurses. Mentoring is regarded as the deliberate pairing of student nurses with an experienced and knowledgeable person. The primary purpose of this research was to explore and describe the experiences of student nurses regarding mentoring in the clinical practice at the Eastern Campus of the Free State School of Nursing (ECFSSON). The secondary purpose was to recommend to the nursing college and clinical service areas to jointly formulate guidelines for mentoring student nurses in the clinical practice. A qualitative, exploratory, descriptive and contextual research design was chosen in order to describe the experiences of mentoring of student nurses in the clinical practice. Purposive sampling was utilized to identify participants who complied with the set selection criteria. The sample comprised student nurses who were in their final year of the four year programme. Data collection took place by means of four focus group interviews with a total of twenty four student nurses (7:6:6:5), which was followed by a confirmatory focus group interview with ten participants. Trustworthiness was ensured in accordance with the principles of credibility, transferability, dependability and confirmability. Data was captured on an audiotape and transcribed verbatim. Field notes were taken during each focus group. Content analysis of the data was analyzed by the researcher and an independent co–coder. After consensus and data saturation, four major themes and twenty–one sub–themes were identified. The first theme described the student nurses' experiences of being mentored in the clinical practice and has five sub–themes. The second theme described the student nurses' experiences regarding mentoring by personnel and has eight sub–themes. The third theme described the student nurses' experiences regarding mentoring in different disciplines. The fourth theme described the student nurses' experiences regarding mentoring in different institutions. Each of these themes was discussed together with relevant data obtained from literature and reduced to a conclusive statement which serves as a basis for recommendation to formulate guidelines for mentoring student nurses in the clinical practice. Several conclusions were reached. Student nurses have positive as well as negative experiences about their mentoring in clinical practice. The personnel in clinical practice have different roles in the mentoring of students and the responsibility of mentoring is not clear. The mentoring of lecturers from the educational institution was also experienced as not enough. The research report concluded with the researcher's evaluation of the research and recommendations for nursing service, nursing education and nursing research to improve mentoring of student nurses in clinical practice. / Thesis (M.Cur. (Nursing Education))--North-West University, Potchefstroom Campus, 2012.

Professional growth and development in nursing is essential for public welfare and safety. The public expects competent and safe nursing care. Student nurses spend a large number of hours in the clinical practice as part of their professional and clinical development. A clinical environment that is supportive to the improvement of student teaching and learning is imperative to the development of competency of student nurses. One strategy that has been identified to facilitate professional growth and development in student nurses is mentoring in the clinical practice. This is where student nurses are socialized into the nursing profession by experienced professional nurses. Mentoring is regarded as the deliberate pairing of student nurses with an experienced and knowledgeable person. The primary purpose of this research was to explore and describe the experiences of student nurses regarding mentoring in the clinical practice at the Eastern Campus of the Free State School of Nursing (ECFSSON). The secondary purpose was to recommend to the nursing college and clinical service areas to jointly formulate guidelines for mentoring student nurses in the clinical practice. A qualitative, exploratory, descriptive and contextual research design was chosen in order to describe the experiences of mentoring of student nurses in the clinical practice. Purposive sampling was utilized to identify participants who complied with the set selection criteria. The sample comprised student nurses who were in their final year of the four year programme. Data collection took place by means of four focus group interviews with a total of twenty four student nurses (7:6:6:5), which was followed by a confirmatory focus group interview with ten participants. Trustworthiness was ensured in accordance with the principles of credibility, transferability, dependability and confirmability. Data was captured on an audiotape and transcribed verbatim. Field notes were taken during each focus group. Content analysis of the data was analyzed by the researcher and an independent co–coder. After consensus and data saturation, four major themes and twenty–one sub–themes were identified. The first theme described the student nurses' experiences of being mentored in the clinical practice and has five sub–themes. The second theme described the student nurses' experiences regarding mentoring by personnel and has eight sub–themes. The third theme described the student nurses' experiences regarding mentoring in different disciplines. The fourth theme described the student nurses' experiences regarding mentoring in different institutions. Each of these themes was discussed together with relevant data obtained from literature and reduced to a conclusive statement which serves as a basis for recommendation to formulate guidelines for mentoring student nurses in the clinical practice. Several conclusions were reached. Student nurses have positive as well as negative experiences about their mentoring in clinical practice. The personnel in clinical practice have different roles in the mentoring of students and the responsibility of mentoring is not clear. The mentoring of lecturers from the educational institution was also experienced as not enough. The research report concluded with the researcher's evaluation of the research and recommendations for nursing service, nursing education and nursing research to improve mentoring of student nurses in clinical practice. / Thesis (M.Cur. (Nursing Education))--North-West University, Potchefstroom Campus, 2012.

This study investigated the clinical accompaniment of nursing students in a rural hospital. Nursing students are allocated to clinical facilities for clinical exposure and learning opportunities; to integrate theoretical knowledge with practical skills and professional socialization under guidance and support from professional practitioners. Although the rural hospital, as context for this study, provides unique and challenging learning opportunities for clinical teaching and learning, the environment as such and the relationship between the stakeholders (nursing students and professional nurses) seem to be questionable and not conducive for learning. A qualitative, explorative, descriptive and contextual design served as framework for this study. Data was collected by means of semi–structured focus–group interviews with samples selected from two (2) populations of stakeholders with first hand experience of the clinical accompaniment of nursing students allocated to the rural hospital for clinical exposure and learning. The first sample consisted of thirteen (n=13) nursing students and the second sample consisted of professional nurses (n=6) directly involved in the clinical accompaniment of the nursing students. The focus of the interviews was the participants' experience of the clinical accompaniment in a specific rural hospital. Data was analyzed by means of the process of content analysis as described by Graneheim and Lundman (2004). Three (3) themes and eight (8) subthemes emerged from the data collected from the nursing students. The data collected from the professional nurses resulted in five (5) themes and eleven (11) subthemes. The collected data was integrated with relevant national and international literature to culminate in eight (8) conclusive statements. The conclusive statements served as basis for the proposal of guidelines to improve the clinical accompaniment of nursing students in a rural hospital and to enhance learning in the clinical practice area. / Thesis (M.Cur.)--North-West University, Potchefstroom Campus, 2011.

This study investigated the clinical accompaniment of nursing students in a rural hospital. Nursing students are allocated to clinical facilities for clinical exposure and learning opportunities; to integrate theoretical knowledge with practical skills and professional socialization under guidance and support from professional practitioners. Although the rural hospital, as context for this study, provides unique and challenging learning opportunities for clinical teaching and learning, the environment as such and the relationship between the stakeholders (nursing students and professional nurses) seem to be questionable and not conducive for learning. A qualitative, explorative, descriptive and contextual design served as framework for this study. Data was collected by means of semi–structured focus–group interviews with samples selected from two (2) populations of stakeholders with first hand experience of the clinical accompaniment of nursing students allocated to the rural hospital for clinical exposure and learning. The first sample consisted of thirteen (n=13) nursing students and the second sample consisted of professional nurses (n=6) directly involved in the clinical accompaniment of the nursing students. The focus of the interviews was the participants' experience of the clinical accompaniment in a specific rural hospital. Data was analyzed by means of the process of content analysis as described by Graneheim and Lundman (2004). Three (3) themes and eight (8) subthemes emerged from the data collected from the nursing students. The data collected from the professional nurses resulted in five (5) themes and eleven (11) subthemes. The collected data was integrated with relevant national and international literature to culminate in eight (8) conclusive statements. The conclusive statements served as basis for the proposal of guidelines to improve the clinical accompaniment of nursing students in a rural hospital and to enhance learning in the clinical practice area. / Thesis (M.Cur.)--North-West University, Potchefstroom Campus, 2011.

AFRIKAANS: Die navorsing handel oor die effek van SHIP® (Spontaneheling Intrasistemiese Proses) by adolessente tennisspelers en die waarde daarvan ten opsigte van die ontwikkeling van sielkundige potensiaal van spelers. Tradisioneel word Sportsielkunde vanaf ‘n kliniese konteks gevoed. Dit is ‘n dinamiese veld wat voordurend op soek is na nog verdere tegnologiese ontwikkeling. Die waarde van die studie is dat dit die eerste keer is dat ‘n hele kliniese intervensieprogram suiwer in ‘n sportkonteks toegepas word. Die doel van die studie is om te bepaal wat die moontlike sielkundige bydrae van SHIP® op die sielkunde van die tennisspeler is. Die intervensie SHIP® het tussen vier tot ses maande geduur met ‘n gemiddeld van tien sessies per speler waar ‘n sessie een uur lank duur. ‘n Totaal van tien adolessente tennisspelers wat verbonde is aan ‘n tennisskool is vir die studie gebruik. Die spelers wat aan die studie deelgeneem het bestaan uit vier manlike en ses vroulike tennisspelers. Die eksperimentele groep bestaan uit ses tennisspelers (twee manlik en vier vroulik) wat ‘n reeks psigometriese toetse afgelê het en deur SHIP® behandel is. Die kontrole groep bestaan uit vier tennisspelers (twee manlik en twee vroulik) wat nie deur SHIP® behandel is nie, maar wel die psigometriese toetse afgelê het. Die studie maak gebruik van ‘n tradisionele eksperimentele ontwerp wat van ‘n eksperimentele en kontrole groep gebruik maak. Verder leen die studie aspekte van Pieterse (2004) se enkelproefpersoonnavorsingsontwerp. Die ontwerp behels onderhoude wat met al die spelers gevoer is, voor die intervensie. Die onderhoude handel oor die spelers se sterkpunte, swakpunte en belewenis van angs en stres tydens tenniswedstryde. Na die intervensie is daar onderhoude met die afrigters en drie spelers gevoer om te bepaal of daar enige verandering by die spelers plaasgevind het. Die resultate van die studie toon ‘n afname in kognitiewe en liggaamlike angs van die eksperimentele groep met geen beduidende veranderinge by die kontrole groep nie. Al hierdie veranderinge is beduidend op die 5% peil van betekenis. Ten opsigte van selfvertroue het beide groepe ‘n statisties beduidende verandering getoon op die 10% peil van betekenis. Die eksperimentele groep het egter ‘n beduidende toename getoon terwyl die kontrole groep se tellings op die subskaal beduidend afgeneem het. Die spanning-angs toetstellings van die kontrole groepe was beduidend hoër as die eksperimentele groep. Hierdie verskil was beduidend op die 10% peil van betekenis. Die depressie en woede-vyandigheid toetstellings van die kontrole groep was ook statisties hoër as die eksperimentele groep na die intervensie. Hierdie verskille was beduidend op die 5% peil van betekenis. Die resultate van die analise binne groepe, toon dat die vigortellings van die eksperimentele groep beduidend toegeneem het, terwyl die afname in die kontrole groep se tellings nie beduidend was nie. Hierdie statisties beduidende veranderinge in die eksperimentele groep was beduidend op die 5% peil van betekenis. Die afgematheid telling van die eksperimentele groep het beduidend afgeneem oor die tyd met geen beduidende verandering in die kontrole groep nie. Hierdie verandering was beduidend op die 10% peil van betekenis. Die verwarringtellings van die eksperimentele groep het beduidend afgeneem, met geen beduidende veranderings in die kontrole groep nie. Die verandering was beduidend op die 5% peil van betekenis. Die outonomiteitssubskaaltelling van die eksperimentele groep het statisties beduidend toegeneem. Die verandering was beduidend op die 10% peil van betekenis. Geen beduidende verandering het ten opsigte van hierdie subskaal by die kontrole groep plaasgevind nie. Die kontrole groepe het ‘n statisties beduidende afname in die positiewe verhoudingssubskaal getoon. Ten opsigte van entiteitsingesteldheid het die kontrole groep ‘n beduidende toename in die tellings getoon. Hierdie toename was beduidend op die 10% peil van betekenis alhoewel die eksperimentele groep se tellings ook toegeneem het, was dit nie statisties beduidend nie. Uit die onderhoude met die spelers en afrigters na die intervensie is dit duidelik dat die eksperimentele groep gegroei het ten opsigte van aandag en konsentrasiebeheer, die hantering van stres en angs en genot tydens tenniswedstryde. ENGLISH: This study examines the effect of SHIP® (Spontaneous Healing Intrasystemic Process) on adolescent tennis players and its advantages in accordance with the development of the players’ potential. Traditionally Sport Psychology has evolved from a clinical context. It is a dynamic field that is always open to further technological development. The value of the study lies in the fact that it is the first time that an entire clinical intervention programme is applied in a purely sports context. The goal of the study is to determine the possible psychological effects that SHIP® might have on the psychology of tennis players. The SHIP® intervention lasted between four to six months, with an average of ten sessions per player, and each session lasting one hour. A total of ten adolescent tennis players who attend a tennis school participated in the study. Of these players, four were male and six female. The experimental group consisted of six tennis players (two male and four female) who completed a battery of psychometric tests and went through SHIP®. The control group consisted of four tennis players (two male and two female) who completed the psychometric tests, but were not put through SHIP® . The study made use of a traditional experimental design, consisting of an experimental and a control group. In addition, the study also employed aspects of Pieterse’s (2004) single subject design. Specific aspects of this design that were applied, include interviews conducted with all the players prior to the intervention. The interviews focused on the players’ strong points, weak points and their experience of anxiety and stress during tennis matches. Follow-up interviews were conducted with three players and their coaches after the intervention, to determine if the players had experienced any change. The results of the study point toward a decrease in the cognitive and physical anxiety of the experimental group, with no significant changes manifesting in the control group. All these changes are significant on the 5%-level of significance. With regard to self-confidence, both groups showed a statistically meaningful change on the 10%-level of significance. The experimental group scores showed a significant increase, while the control group scores on this subscale decreased significantly. The stress-anxiety test scores of the control group were significantly higher than those of the experimental group. This difference was meaningful on the 10%-level of significance. The depression and anger test scores of the control group were statistically higher than those of the experimental group after the intervention. These changes were meaningful on the 5%-level of significance. The results of the analysis within groups, showed that the vigor scores of the experimental group had increased significantly, while the decrease in the control group scores was of no significance. These statistical changes in the experimental group were meaningful on the 5%-level of significance. The fatigue scores of the experimental group decreased significantly over time, with no significant changes in the control group. These changes were meaningful on the 10%-level of significance. The confusion scores of the experimental group decreased significantly, with no significant changes in the control group. This change was meaningful on the 5%-level of significance. The autonomy subscale scores of the experimental group increased statistically significantly. This change was meaningful on the 10%-level of significance. No significant change occurred in the control group with regard to this subscale. The control group showed a statistically significant decrease in the positive relationship subscale. This change was meaningful on the 10%-level of significance. The experimental group showed no significant change with regard to this scale. With regard to the entity mindset, the control group showed a significant increase in scores. This increase was meaningful on the 10%-level of significance. Although the experimental group scores also increased, the scores were not statistically significant. From the interviews with the players and coaches after the intervention, it became clear that the experimental group had grown in terms of attention and concentration control, coping with stress and anxiety, and pleasure experienced during tennis matches. / Thesis (DPhil)--University of Pretoria, 2009. / Biokinetics, Sport and Leisure Sciences / unrestricted

The progression of skin ageing in individuals is multifaceted and provoked by various aspects, including hereditary and a variety of environmental causes, for instance UV (ultra violet) radiation, resulting in the morphological modifications in the dermal layer of the skin (Makrantonaki & Zouboulis, 2007:40) Transformations caused by ageing skin, in which degenerative alterations exceed regenerative alterations are recognised by the thinning and wrinkling of the epidermis in conjunction with the appearance of lines, creases, crevices and furrows, particularly emphasised in lines of facial expressions (Aburjai & Natsheh, 2003:990). For human beings to continue to exist in a terrestrial atmosphere, the loss of water from the skin must be cautiously synchronised by the epidermis, a task dependent on the multifaceted character of the stratum corneum (Rawlings & Harding, 2004:43). The stratum corneum (SC) is responsible for the main resistance to the penetration of most compounds; nevertheless the skin represents as an appropriate target for delivery. The target site for anti-ageing treatment includes the epidermal and dermal layers of the skin. Therefore, the need to apply fatty materials to the skin is practically intuitive and may perhaps be as old as man’s existence itself (Lodén, 2005:672). Natural therapies have been used for several decades for taking care of skin illnesses and a wide variety of dermatological disorders, such as inflammation, phototoxicity, atopic dermatitis and alopecia areata (Aburjai & Natsheh, 2003:988). Using the skin as an alternative route for the administration of honeybush extracts for the treatment of ageing skin may be beneficial. Tea contains more than 500 chemical compounds, including, tannins, flavonoids, amino acids, vitamins, caffeine and polysaccharides. Tea polyphenols (flavonoids) have proven anti-inflammatory, antioxidant, antiallergic, antibacterial and antiviral effects (Aburjai & Natsheh, 2003:990). Unfortunately using the skin as an alternative route for administering drugs (transdermal drug delivery) has numerous limitations. One of these limitations is the barrier function of the skin (Naik et al., 2000:319). Because of the skin’s outstanding ability to protect the body against unwanted substances from its surroundings, it is necessary to use methods to enhance drug penetration through the skin. The aim of this study was to formulate two 2% semisolid formulations containing two different honeybush extracts as the active ingredient, and to determine which of the formulations deliver mangiferin and hesperidin best to the target site (dermis). Cosmetic formulations of a natural origin, is designed to protect the skin against exogenous or endogenous harmful agents, as well as to balance the dermal homeostatis lipids altered by dermatosis and ageing (Aburjai & Natsheh, 2003:988). Stability tests over a three month period were also performed on the different formulations. To determine the stability of the different semi-solid formulations, the formulated products were stored at 25 °C/60% RH (relative humidity), 30 °C/60% RH and 40 °C/75% RH. HPLC analysis was used to determine the concentrations of the ingredients in all the formulated products. Other stability tests included appearance, pH, viscosity, mass loss, zeta potential and particle size determination. Unfortunately a change in colour, viscosity, zeta potential, mass loss, particle size and concentration of the ingredients in both the formulations, indicated that the products were unstable from the first month of stability testing. A 2% Cyclopia maculata cream as well as a 2% Cyclopia genistoides cream was formulated. Franz cell diffusion studies as well as membrane release studies were performed over a 12 h period, followed by tape stripping experiments to determine which semi-solid formulation delivered mangiferin and hesperidin the best to the dermal layer of the skin. The results of the different formulations were compared. Unfortunately there was no significant penetration by any of the honeybush extracts. Results were inconclusive and unquantifiable due to unconvincing penetration results. The antioxidant properties of both the extracts and the active ingredients were calculated. Antioxidant studies by the use of the TBA-assay method were done to determine whether the honeybush extracts, mangiferin and hesperidin as well as their semisolid formulations had any antioxidant activities. Both the honeybush extracts and the semisolid formulations showed promising results. Mangiferin and hesperidin did not show any antioxidant activity on their own, therefore the assumption can be confirmed that plants do function synergistically. A clinical study was also conducted to see whether honeybush extracts have the potential to hydrate the skin, counteracting the symptoms and signs of skin ageing. Clinical efficacy studies were done to determine whether the honeybush formulations had any skin hydrating effects in the treatment against skin ageing. The results were statistically inconclusive and variations between the subjects were very high due to skin variations at different skin sites. There was however a trend that Cyclopia genistoides performed the best. / Thesis (MSc (Pharmaceutics))--North-West University, Potchefstroom Campus, 2013.