Preparedness of the University of KwaZulu-Natal Occupational Therapy Students and Novice Occupational Therapists for Acute Mental Health Practice: A Qualitative Exploration of Lived Experiences.
Occupational therapy students and novice occupational therapists often face considerable challenges when entering acute mental health settings, particularly within South Africa's culturally diverse and resource-constrained contexts. This study explored the preparedness of University of KwaZulu-Natal (UKZN) occupational therapy students and novice practitioners for acute mental health practice within KwaZulu-Natal's complex healthcare landscape.
A qualitative, exploratory design was used with purposive sampling to recruit 15 participants. Ten fourth-year students and five novice occupational therapists participated in focus group discussions and individual interviews. Data were analysed thematically to identify key patterns related to preparedness, challenges and experiential learning.
Three overarching themes emerged: (1) educational preparation gaps, (2) practice readiness challenges and (3) systemic and transition constraints. Participants demonstrated strong theoretical knowledge but reported limited practical readiness, particularly regarding culturally responsive care, emotional regulation and evidence-based intervention in acute settings.
The findings emphasise the need to strengthen occupational therapy education through earlier and more intensive acute mental health exposure, enhanced clinical supervision and greater emphasis on cultural competence and acute care interventions. Grounded in experiential learning theory (ELT), improved experiential learning opportunities may better prepare graduates for effective, contextually relevant practice in South Africa's acute mental health environments.
A qualitative, exploratory design was used with purposive sampling to recruit 15 participants. Ten fourth-year students and five novice occupational therapists participated in focus group discussions and individual interviews. Data were analysed thematically to identify key patterns related to preparedness, challenges and experiential learning.
Three overarching themes emerged: (1) educational preparation gaps, (2) practice readiness challenges and (3) systemic and transition constraints. Participants demonstrated strong theoretical knowledge but reported limited practical readiness, particularly regarding culturally responsive care, emotional regulation and evidence-based intervention in acute settings.
The findings emphasise the need to strengthen occupational therapy education through earlier and more intensive acute mental health exposure, enhanced clinical supervision and greater emphasis on cultural competence and acute care interventions. Grounded in experiential learning theory (ELT), improved experiential learning opportunities may better prepare graduates for effective, contextually relevant practice in South Africa's acute mental health environments.