Experiences of health sciences students residing on campus during university recess: A photovoice study

Abstract

In South Africa, health sciences students who live in university residence must often remain on campus during university recess to fulfil work-integrated learning obligations. Some of the observed challenges during this time are relocating to a temporary residence, having limited access to supplies and services as well as concerns about safety. These challenges were further aggravated by the Covid-19 pandemic. Yet, literature on factors and dynamics that affect student well-being and learning during these periods is sparse. The purpose of this study was therefore to explore the experiences of health sciences students residing on campus during recess at a specific university. Participatory research utilising the photovoice method was conducted. Four health sciences students volunteered to participate in three workshops to complete the research process. Captioned photographs and narratives were used to document their on-campus experiences during university recess. During a public photo exhibit, which concluded the project, essential stakeholders wrote anonymous reviews in the visitors’ book. Collaborative thematic data analysis was performed, leading to the identification of four themes: (1) sharing personal space, (2) support services and structures, (3) security, and (4) personal development. The findings revealed a sense of lost belonging due to inadequate support during recess, which could affect student learning and well-being. Remaining on campus during recess can have adverse effects on students’ learning and well-being, due to experiences of extreme loneliness and feelings of being out of place. At the same time, this period can create opportunities for quiet self-reflection and personal growth. Using methods such as photovoice to document these experiences can empower students to advocate for necessary institutional changes. Future research should include more participants from various disciplines and extended recess periods to better inform policies and guidelines.