The experiences of community partners on working with occupational therapy students during work-integrated learning in Gauteng, South Africa
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Abstract
Background. Work-integrated learning (WIL) is an essential part of the occupational therapy (OT) degree; it expands students’ knowledge and skills, and adds value to the community through the provision of primary healthcare (PHC) services. It has been noted that there is a lack of feedback from community partners working with students in the communities. Feedback from community partners is integral as it serves as a guide for training institutions and students.
Objectives. To explore the experiences, and opportunities for change and growth from the community partners in Gauteng, South Africa, regarding OT final-year students during their WIL in PHC settings.
Method. A descriptive qualitative study was conducted with participants (n=14) recruited through the purposive sampling method. Open-ended interviews were used for data collection conducted with community partners who had worked with final-year OT students. Data were analysed using a hybrid approach. Trustworthiness and rigour of the study were ensured through reflexivity, credibility, confirmability and transferability.
Results. The study revealed three themes as per the Kawa model representing experiences of community partners when working with OT students: (i) barriers (rocks); (ii) facilitators (driftwood); and (iii) opportunities for change and growth (spaces).
Conclusion. This study provided insight into aspects that may be built on for further curriculum development for OT students’ WIL. Consultation with community partners is essential to ensure optimal service provision for the population with whom students work. Further studies are recommended to enhance the experiential learning paradigm in PHC settings.
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