#studentreflections

The first day at Kenville hit me like a ton of bricks. There I was, bright-eyed and bushy-tailed, when my supervisor, Chantal, suddenly whipped out a notebook and started scribbling something down. I swear my heart dropped into my shoes. What did she write? Was it, "Phumi has potential"? Or maybe, "Needs serious help"? Either way, it scared the living daylights out of me.

Fast forward three weeks, and my head’s still spinning, but for different reasons. The workload is nuts, seriously, if I had a rand for every time I felt overwhelmed, I'd have enough to buy the whole team a much-needed coffee. But here's the kicker: I'm having the best time ever. Who knew that feeling part of something greater could coexist with academic chaos?

This block has been nothing short of a rollercoaster, one that twists your insides but leaves you exhilarated. I arrived unprepared, scared out of my wits by a mere notebook, but I’m walking out with something stronger. The days at Kenville have pushed me to explore more, think more, and above all, stand up for what I believe in. No more lukewarm Phumi—I’m a woman with opinions now, whether political, personal, or otherwise.

Speaking of growth, let’s talk about Chantal. She’s the supervisor you didn’t know you needed. Equal parts sarcastic and feminist, she’s the kind of person who would tell you to email the minister if you dared complain about the state of things. Her no-nonsense attitude is something I hope to channel as I move forward in this career. She’ll chirp you if you don’t know your stuff, but you’ll learn—oh, you’ll learn. And you’ll laugh too, because she’s funny like that (Thompson, 2012).

The OT side of me has been stretched, challenged, and occasionally bruised. Every Monday, we submit write-ups, and every Wednesday, we present. Between health promotions, screening, and all the various projects, my professional self is growing roots, deep ones that I know will anchor me in the future (Benner, 2001).

Now, onto the bigger picture. This block has done more than just teach me how to manage patients or coordinate a study skills project. It’s opened my eyes to the power dynamics within communities, and the glaring injustices that exist within our healthcare system. Being in Kenville, seeing the struggles of refugees at RSS, has stirred something in me. I’ve started questioning everything—from how we approach health promotion to the broader political structures that govern our work (Freire, 1970; Bandura, 1997).

Chantal’s nonchalant “email the minister” attitude may have started as a joke, but it’s made me realize the importance of speaking up. Whether it's challenging patriarchy in healthcare or advocating for better resources in our fractured system, I've begun to find my voice. And that’s something I didn’t expect from a block that started with me shaking in my boots (Levett-Jones & Lathlean, 2009).

The best part? The people. We’re a group of four ladies, each navigating this academic storm together, and it’s honestly the best time. We’ve laughed, we’ve cried (mostly me), and we’ve become a team. And then there’s Mr. Ngidi, our transport uncle, honestly, the funniest human alive. His jokes and stories keep us going, especially on those long drives around the community. He’s not just our driver; he’s our comic relief and a reminder that joy can be found in the most unexpected places.

As I reflect on these past three weeks, I realize that Kenville has given me more than I expected. It's been a place of growth, challenge, and surprising joy. With two weeks left, I’m ready to see where this journey takes me next. I’m no longer the unprepared student from Day 1—I’m part of something bigger, and I’m ready to make my mark.

"Education is not the filling of a pail, but the lighting of a fire." — William Butler Yeats

References:

Benner, P. (2001). From novice to expert: Excellence and power in clinical nursing practice. Prentice Hall.

Freire, P. (1970). Pedagogy of the oppressed. Continuum.

Thompson, N. (2012). Anti-discriminatory practice: Equality, diversity, and social justice (5th ed.). Palgrave Macmillan.

Bandura, A. (1997). Self-efficacy: The exercise of control. W.H. Freeman.

Levett-Jones, T., & Lathlean, J. (2009). Don’t rock the boat: Nursing students’ experiences of conformity and compliance. Nurse Education Today, 29(3), 342-349. https://doi.org/10.1016/j.nedt.2008.10.009

Suggested Readings:

Dewey, J. (1938). Experience and education. Macmillan.

Mezirow, J. (1991). Transformative dimensions of adult learning. Jossey-Bass.

Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice Hall.

Schön, D. A. (1983). The reflective practitioner: How professionals think in action. Basic Books.

Brookfield, S. D. (1987). Developing critical thinkers: Challenging adults to explore alternative ways of thinking and acting. Jossey-Bass.