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Updated: May 27, 2026

Functional Near-Infrared Spectroscopy Hyperscanning Study in Psychological Counseling
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Exploring Competencies That Prepare Occupational Therapy Students for Acute Mental Health Practice: A Document

Phakeme Z Mkhize1, December M Mpanza1, Deshini Naidoo1

  • 1Discipline of Occupational Therapy, School of Health Sciences, College of Health Sciences, University of KwaZulu-Natal, Durban, South Africa, ukzn.ac.za.

Occupational Therapy International
|May 26, 2026
PubMed
Summary

South African occupational therapy curricula show gaps in preparing graduates for acute mental health practice. Urgent curriculum reform and strengthened accreditation are needed to ensure essential competencies like crisis intervention and trauma-informed care are taught.

Keywords:
South Africaacute mental healthcompetency frameworkcurriculum developmentdocument analysisoccupational therapy

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Area of Science:

  • Occupational therapy education
  • Mental health practice
  • Curriculum development

Background:

  • South African occupational therapy graduates face increasing demands in acute mental health settings.
  • Current curricula's adequacy for this specialized practice remains insufficiently explored.
  • This study addresses the gap by evaluating preparedness for acute mental health occupational therapy.

Purpose of the Study:

  • To examine the competencies essential for acute mental health occupational therapy practice.
  • To compare national and international frameworks with South African occupational therapy exit-level outcomes.
  • To identify specific curriculum gaps in preparing graduates for this practice area.

Main Methods:

  • Comparative document analysis of key occupational therapy frameworks.
  • Inclusion of WFOT Minimum Standards (2016), HPCSA Minimum Standards (2024), WHO Recommendations (2024), and WHO mhGAP (2016).
  • Mapping these frameworks against the University of KwaZulu-Natal (UKZN) exit-level outcomes (2024).

Main Results:

  • Seven core competency domains were identified across reviewed frameworks.
  • UKZN outcomes showed strong alignment in cultural competence and interdisciplinary collaboration.
  • Partial alignment was found in recovery-oriented practice, assessment, therapeutic use of self, and resilience, with significant gaps in condition-specific knowledge, risk assessment, trauma-informed care, crisis intervention, and transition planning.

Conclusions:

  • No single regulatory document, including the HPCSA framework, fully prepares graduates for acute mental health practice.
  • Significant curriculum reform is urgently required for South African occupational therapy programs.
  • Strengthening accreditation standards is crucial to ensure graduates meet the demands of acute mental health settings.