rose by 10 points, while disagreement dropped by 7 points. These shifts suggest that the workshops not only delivered information but actively shaped attitudes and increased awareness. The combination of structured content, wide-reaching delivery, collaborative facilitation, and measurable impact demonstrates that the project was well-executed and successful in achieving its intended goals. The high number of sessions delivered and the positive changes in student responses indicate that this was an effective intervention with meaningful outcomes.
What wasn’ t so successful?
Pre 16- It was discussed by the delivery team that getting students to complete pre and post surveys within the delivery time was challenging and at times meant that some content from the workshop had to be missed. These surveys were important in evaluating the sessions but ensuring they were complete was a challenge for both the staff delivering and the students attending the session at times. This was raised when catching up with the delivery team, but we were unable to find a more effective solution.
On occasion, the post survey did have to be completed after the session by students independently and handed back in to the school contact. This meant at times there were missing post surveys which made it hard to effectively evaluate whether the session was valuable for those students. This was a less successful part of the project that could have been investigated further to make the collation of survey data more efficient in the future. For example, we could have looked at using online surveys that might have been more accessible to students needing to complete them after the session and extended to the pre survey as well so the whole session time could have been used for the workshop. This would have avoided missing some of the content when delivering the sessions.
Post 16: While the project overall was a success, there were several areas that proved challenging and could have been more effective. One of the main difficulties was in showing concrete examples of Degree Apprenticeships within the healthcare sector. At the time of delivery, many of the details for healthcare-specific DAs were still unconfirmed, which meant I had to keep the content broad and general rather than tailored. This lack of clarity limited the depth and specificity of the healthcare workshop and may have made it harder for students to connect with the material in a meaningful way. Additionally, in the early stages of the project, the workshops were heavily reliant on printed resources. This not only created logistical challenges but also raised concerns about sustainability and practicality, especially when delivering at scale. To address this, I had to adapt the resources and streamline the materials to reduce printing, which added another layer of revision to the project.
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