Occupational Therapy
Welcome to Stellenbosch University

​​​Division of Occupational Therap​y 


Dr Lee-Ann Jacobs-Nzuzi Khuabi 
BSc OT (UCT), MPhil - Health Economics (UCT), PhD OT (SU)
Tel: (021) 938 9054
Email: leeann@sun.ac.za

Lee-Ann Jacobs-Nzuzi Khuabi is a senior lecturer in the Division of Occupational Therapy at Stellenbosch University. She currently fulfils the role of Doctoral Programme Coordinator in the Division of Occupational Therapy.  Her teaching focuses on adult neurology and general physical rehabilitation.  Her research foci include the use of service user perspectives to improve upon the rehabilitation and participatory outcomes of clients with acquired and progressive neurological conditions. This includes the mapping of access to care and the identification of the enablers and barriers to service provision. A further research interest includes developing innovative ways in teaching to improve upon the competencies of graduates to optimise the relevancy and responsiveness of service delivery.


  1. Jacobs-Nzuzi Khuabi LA Cloete GB, and Soeker M (2022) The Quality of Life of Individuals with Chronic Lower Back Pain after the Completion of a Work Hardening Programme in Cape Town, South Africa: A Pilot Study. Occup Med Health 10: 405.

  2. Owolabi EO, Nyamathe S, Joseph C, Jacobs-Nzuzi Khuabi L, English RG, Vlok A, Erasmus E, Geduld HI, Lategan HJ, Chu KM. Mapping access to care and identification of barriers for traumatic brain injury in a South African township. J Eval Clin Pract. 2022 Nov 22. doi: 10.1111/jep.13793. Epub ahead of print. PMID: 36415056.

  3. Jacobs-Nzuzi Khuabi L, Swart E, Soeker MS. Towards occupational resilience: A model to facilitate high school participation post traumatic brain injury. Work. 2022;72(2):463-482. doi: 10.3233/WOR-205200. PMID: 35527590

  4. Jacobs Nzuzi-Khuabi L, L-A., Ally, K., Khan, S., Moolman, M., Mustapha, A.B., Parker, M. Primary to secondary school transition of learners with traumatic brain injuries in the Cape metropolitan area: A learner perspective. South African Journal of Occupational Therapy, Vol. 52 No.2. August 2022.   DOI: http:/dx.doi. org/10.17159/2310-3833/2022/vol52n2a5

  5. Jacobs-Nzuzi Khuabi LA., Bester, J., Kloppers, M., Crous, B., Crous, K., Petersen, R., & Kumalo, S. (2021). The well-being of family members as informal caregivers of persons with stroke in an African context: Understanding their lived experience. In book: Collaborative capacity development to complement stroke rehabilitation in Africa (pp.171-202). DOI:10.4102/aosis.2020.BK85.05

  6. Jacobs-Nzuzi Khuabi L., De Klerk S & Tampfuma M. (2021)..Occupational Therapy Intervention for Hemiplegic Shoulder Pain in Adults Post-Stroke: A Zimbabwean Perspective. South African Journal of Occupational Therapy. 2021; 51(3): 54-6. https://sajot.co.za/index.php/sajot/article/view/643

  7. Opoku EN, Jacobs-Nzuzi Khaubi L & Van Niekerk L. (2021) Exploring the factors that affect the transition from student to health professional: an Integrative review. BMC Med Educ. 2021 Nov 2;21(1):558. doi: 10.1186/s12909-021-02978-0. PMID: 34727905; PMCID: PMC8561904.

  8. Marume M, De Klerk S, Jacobs-Nzuzi Khuabi L (2021). Rehabilitation following flexor tendon injury to the hand in African countries: a study protocol for a scoping review. BMJ Open. 2021 Apr 15;11(4):e045260. doi: 10.1136/bmjopen-2020-045260. PMID: 33858872; PMCID: PMC8055119

  9. Opoku EN, Van Niekerk L, Jacobs-Nzuzi Khuabi L. (2021).Exploring the transition from student to health professional by the first cohort of locally trained occupational therapists in Ghana. Scand J Occup Ther. 2021 Jan 21:1-12. doi: 10.1080/11038128.2020.1865448. Epub ahead of print. PMID: 33476527.

  10. Visser E, De Klerk S, Jacobs-Nzuzi Khuabi L & Joubert M. (2021).Occupation-based intervention in therapy for upper limb musculoskeletal conditions: A systematic review. Hand Therapy. 26 (4(. ttps://doi.org/10.1177/17589983211054643

  11. Opoku EN, Van Niekerk L, Jacobs- Nzuzi Khuabi L- A. (2020). Exploring the factors that affect new graduates' transition from students to health professionals: a systematic integrative review protocol. BMJ Open 2020;10:e033734. doi:10.1136/ bmjopen-2019-03373

  12. Jacobs-Nzuzi Khuabi, L; Bester, J. (2020). Occupational therapists' views on core competencies that graduates need to work in the field of neurology in a South African context. African Journal of Health Professions Education, [S.l.], v. 12, n. 1, p. 36-40, mar. 2020. ISSN 2078-5127. Available at: <http://www.ajhpe.org.za/index.php/ajhpe/article/view/1060>. Date accessed: 10 Jan. 2022. doi:10.7196/AJHPE.2020.v12i1.1021.

  13. Jacobs-Nzuzi Khuabi LA, Swart E, Soeker MS (2019). A Service User Perspective Informing the Role of Occupational Therapy in School Transition Practice for High School Learners with TBI: An African Perspective. Occup Ther Int. 2019 Aug 1;2019:1201689. doi: 10.1155/2019/1201689. PMID: 31467499; PMCID: PMC6701279.

  14. Cloete, L. G., Jacobs-Nzuzi Khuabi, L. J., & van Niekerk, L. (2018). Screens or MP4s: Acquiring Clinical Competencies Through the Use of e-OSPEs in Occupational Therapy. The Open Journal of Occupational Therapy, 6(2).

  15. Jacobs-Nzuzi Khuabi, L.J, Bester, J., Gatley-Dewing,K., Holmes, S., Jacobs ,C., Sadler , B.& van der Walt, I. (2017).  Occupational therapy students' perspectives on the core competencies of graduates to practice in the field of neurology. African Journal of Health Professions Education. Vol 9 (1): 39-43.​

  16. Arowoiya, A., Elloker,T., Karachi,F. Mlenzana,N., Jacobs-Nzuzi Khuabi.L &Rhoda,A.(2017). Using the World Health Organization's Disability Assessment Schedule (2) to assess disability in community-dwelling stroke patients. South African Journal of Physiotherapy. Vol 73 (1):1-7.


  1. Co-editor of E-Book: Transformation of health and rehabilitation teaching and learning ​DOI: https://doi.org/10.4102/aosis.2022.BK357
  2. ​Chapter in E Book: Kloppers M,  Bester J, Jacobs-Nzuzi Khuabi,L, Baxter A, , Denton E, Koegelenberg, A, Naudé H, Simpson ,T& van Wyk M. The constructive learning elements of online clinical rotations that fostered practical learning.