Factors Influencing the Access to Activity Resources of Occupational Therapy Students during Work-Integrated Learning: A South African Perspective

Document Type (Journals)

Original Research

Abstract

Activities are the backbone of occupational therapy intervention. In order to effectively use activities during Work-Integrated Learning (WIL) placements, occupational therapy students require access to appropriate activity resources. This study explored the factors influencing the access to activity resources of South African occupational therapy students from the University of Pretoria during their undergraduate education and how this potentially affected student learning. A qualitative descriptive design was used. Fourteen participants with WIL experience were selected through purposive and quota sampling to ensure diversity in living situations and WIL experience. Data were collected through one-on-one semi-structured interviews and were analyzed thematically. Six themes were identified: “my placement,” “my support,” “my money,” “my life,” “my perceived preparedness,” and “my solutions.” Most students used personal finances to access resources needed for activities used during intervention, despite the tuition fees already being high. Support from family, peers, the occupational therapy department, and placement resources also influenced access to activity resources. Participants reported feeling more confident and prepared for WIL when activity resources were readily available. Students used their creativity and strategies, such as collecting activity resources over time, to overcome barriers. This study highlights that access to activity resources during WIL is influenced by personal finances, support systems, and placements of occupational therapy students. Findings emphasize the financial burden students face, potentially affecting their learning and readiness for practice. The authors recommend that universities and placements implement strategies ensuring equitable access to resources, enhancing the preparation of students for their future role as occupational therapists.

Biography

Karin van Niekerk, PhD, MECI, BOccTher, is an Associate Professor at the Occupational Therapy Department of the University of Pretoria. Her fields of interest include early intervention, assistive technology and occupational therapy education. ORCID profile: https://orcid.org/0000-0003-2952-1064

Mischa Viviers, BSport Science, B Occ Ther, University of Pretoria, was an undergraduate Occupational Therapy student at the same institution at the time of this study. She was part of a research group focused on enhancing students’ learning experiences. She is passionate about showing others that they are seen and cared for and about improving independence and quality of life.

Sunike Nel, B Occ Ther, was an undergraduate Occupational Therapy student at the University of Pretoria at the time of this study, and a member of a final-year research group focused on enhancing occupational therapy education. She is passionate about advancing the profession, promoting equitable access to services, and supporting inclusive, occupation-centered interventions that positively impact diverse communities.

Thandi Takalo, B Occ Ther, was an undergraduate Occupational Therapy student at the University of Pretoria at the time of this study, and a member of a final-year research group focused on enhancing occupational therapy education. She enjoys making a difference in people’s lives through meaningful occupation. Thandi aims to empower individuals and communities to overcome their barriers.

Reitumetse Mofutsana, B Occ Ther, was a final-year Occupational Therapy student at the University of Pretoria at the time of this study. Passionate about helping others and making a difference, she brings energy, empathy, and creativity to every challenge. Reitumetse has a heart for healing and a love for learning.

Yi-Fang Chen, B Occ Ther, was a final-year Occupational Therapy student at the University of Pretoria at the time of this study. She is passionate about contributing to research that enhances occupational justice and promotes equitable access to learning opportunities for future healthcare professionals.

Carla Faber, BEd (Early Childhood Education), B Occ Ther, University of Pretoria, was a final-year Occupational Therapy student at the same institution at the time of this study. She was part of a research group exploring resource access during WIL. A wife and mother of two, she is passionate about rehabilitation, hand therapy, and future international practice.

Declaration of Interest

The authors report no declarations of interest.

Recommended Citation

van Niekerk, K., Viviers, M., Nel, S., Takalo, T. P., Mofutsana, R. G., Chen, Y., & Faber, C. (2026). Factors Influencing the Access to Activity Resources of Occupational Therapy Students during Work-Integrated Learning: A South African Perspective. Journal of Occupational Therapy Education, 10 (3). Retrieved from https://encompass.eku.edu/jote/vol10/iss3/11