Navigating Challenges and Cultivating Compassion
Community block, a challenging yet pivotal way to begin the second semester. As a module introduced at the final stage of my degree, it has proven to be one of the most complex and demanding to navigate. The days have felt longer, weekends shorter, and at times, my motivation has wavered. However, I recognize that this training is crucial in shaping the path of a successful occupational therapist, one who is prepared to tackle challenges head-on and achieve meaningful outcomes. With just two weeks remaining until its conclusion, here are the key insights I've gained, ones I will carry over to community service.
Reflecting on my first day, I realize that my lack of preparation set the tone for the entire week. Failing to look at the handover, I found myself overwhelmed and unprepared, a consequence of my own oversight. It was a reminder that I am now only months away from becoming a qualified occupational therapist with my supervisors and lecturers soon to be my professional colleagues, a reality that once seemed distant but is now rapidly approaching. The impact of my initial unpreparedness was evident, not only in my performance but also in the lasting impression it left on my supervisor, an impression that still resonates in this fourth week. Beginning the block without the necessary equipment only added to the challenges, and I was deeply aware of the expectations placed upon me. Despite this rocky start, the first client I encountered was a male with nerve injuries to his hand, a case I had never managed before. It had been over a year since I last worked directly with a physical client, and the unfamiliarity of the situation only heightened my anxiety. This initial experience set the stage for the entire block, where I found myself navigating patient care with limited confidence, yet always committed to upholding ethical practice. As I continued to deal with the demands of the block, I began to see my unpreparedness not just as a setback but as an opportunity for growth. This journey has led me to reflect on the nature of learning itself. True learning is not confined to the classroom, it occurs in the unpredictable and often uncomfortable moments where theory meets practice.
Kenville Sea Cow Lake has been a unique and enriching community to engage with. The diversity within this community, a blend of cultures, religions, and nationalities, has provided a rare opportunity for a truly holistic approach to OT. Unlike previous experiences, this block has highlighted the importance of cultural humility in practice. Cultural humility, which involves entering into relationships with others in a way that honours their beliefs, customs, and values, has been crucial in my work there (Stubbe,2020). Interacting with individuals from Islamic, Zulu, and Hindi backgrounds required me to be mindful of how my advice and interventions might intersect with their cultural and religious beliefs. This awareness informed my practice, ensuring that the intervention I provided was respectful and supportive of their values, fostering more effective and meaningful therapeutic relationships. This conceptual understanding of cultural humility will continue to shape my approach to community service, where respecting and honouring the diverse backgrounds of those I serve will be paramount.
During my earlier years of study, I developed a strong interest in becoming a paediatric occupational therapist. This block has offered me a unique perspective on paediatric care, one that differs significantly from my previous experience during the Paediatric block at Inkosi Albert Luthuli Regional Hospital. The children we encountered at the hospital and on campus, who were primarily from middle-class backgrounds, presented challenges that were distinct from those faced by the children in the Kenville community. In this community, I’ve had the opportunity to work with a wide range of paediatric clients, from newborns to Grade 1 children, and even teenagers participating in expressive groups. With the infants, I provided much-needed stimulation that they were not receiving at home, while educating their mothers on developmental milestones such as sitting, head control, and techniques to encourage crawling. The high influx of children at the clinic allowed me to impact many families, equipping mothers with crucial information they might not have otherwise received. This preventive approach was particularly important after observing a significant number of children displaying delays in basic concept development by the time they reached primary school (Case-Smith et al., 2014). Recognizing that these children often lack access to toys and educational materials, which leaves them at a disadvantage when they start school, I aimed to bridge that gap through my interventions. Additionally, working with pre-teens and teenagers on Fridays provided a creative outlet for them to express the challenges they face within their community. These sessions focused on enhancing their self-awareness, self-esteem, and consciousness through role play and other forms of artistic expression. This experience has underscored the importance of shaping the younger generation, who in turn have the potential to uplift and transform their community.
Although this block has presented challenges that have often made me feel inadequate in certain areas, the support of the group of colleagues I've spent the past two blocks with has made these difficulties more manageable. We've made a positive community that, despite our cultural differences, encourages hard work and mutual support. This friendship has been particularly beneficial for me in managing my anxiety, which has previously caused panic when reporting on clients, responding to academic questions from supervisors, or speaking in front of a crowd. This growing confidence has also empowered me to advocate and collaborate more effectively for my clients as taught in the community module. I've found the courage to collaborate with nurses when necessary, overcoming my fear of speaking up due to past experiences of feeling dismissed. This was used when following up on resources required for my client with CVA who is bedbound and also following up with her disability grant which finally got approved. Additionally, this newfound confidence has helped me to stand firm in my beliefs during non-academic discussions with my supervisor. While I deeply value her wisdom and passion for philosophy, which has greatly enriched my understanding of many topics, I’ve learned to maintain my own beliefs and values, ensuring that they remain intact during these insightful conversations.
This block also showed me how individuals' social, economic, and political situations affect their engagement in rehabilitation. Many people in the community were unfamiliar with what we do and were hesitant to talk with us, which often led to missed appointments. Working from a mobile clinic van and a gazebo in poor condition made our services seem less important to some. This experience taught me to work with the resources we have and be creative to ensure we provide effective interventions. Furthermore, the high crime rate in the area, compounded by the lack of a nearby police station, affects clients' safety and well-being, leading to trauma that influences their occupational engagement. I would also like to acknowledge our driver, Mr. Ngidi, who demonstrated exceptional selflessness. His dedication, willingness to go beyond his responsibilities, and ability to create a joyful atmosphere greatly enhanced our experience.
As I move forward into community service, I carry with me the lessons learned from this block—the importance of preparedness, cultural humility, adaptability, and resilience. I am reminded that true learning occurs in moments of discomfort and challenge, where we are forced to confront our limitations and grow
Stubbe, D. E. (2020). Practicing cultural competence and cultural humility in the care of diverse patients. Focus, 18(1), 49-51.
Tervalon, M., & Murray-García, J. (1998). Cultural humility versus cultural competence: A critical distinction in defining physician training outcomes in multicultural education. Journal of Health Care for the Poor and Underserved, 9(2), 117-125. https://doi.org/10.1353/hpu.2010.0233
Case-Smith, J., & O'Brien, J. C. (2014). Occupational therapy for children and adolescents (7th ed.). Elsevier Health Sciences.
