Student education
Student education
Lisa Pullen, an OT within CABIS, shared that this was also a challenge for her in her role as practice educator. Partly influenced by her desire to support with increased structure, and wanting to be responsive to student wellbeing needs, Lisa made adjustments to how she was facilitating supervision, offering individual time alongside joint meetings and increasing her own and wider team availability outside of scheduled supervision time.
This was valued by the students, but had an impact on time-management and workload for Lisa during the placement.
Suggestions for future placements
As part of the concluding stages of the placement, Chloe and Elicia worked alongside CABIS and Abbeymoor staff to produce resources and recommendations for future placements.
These resources include‘ handover crib sheets’, which contain suggestions and ideas for student involvement. The team has also developed a fourweek induction plan to include specific training in health and safety, information governance and IT systems, and opportunities to shadow staff across CABIS and the Abbeymoor team.
Simple yet impactful resources such as staff names, roles and uniforms have also been included in induction information to help with settling in.
During the induction period, students will be asked to prepare a presentation on the benefits of occupational therapy in a care home setting to help give structure in the early stages, and to facilitate communication with staff about the potential of the occupational therapy.
The requirement to carry out reading and research for the presentation will also have the added benefit of emphasising the importance of evidence-based reasoning as students work through some of the early feelings of not being sure where to start.
Chloe and Elicia have now completed their occupational therapy programme and are working in their first roles as registered occupational therapists. However, they have also offered informal peer support and mentoring to the next students, further evidencing their leadership and facilitation of learning skills. We hope that this offer of peer-support becomes a rolling part of the placement plan.
And finally, when asked‘ What would you say to students preparing for diverse placements?’ Elicia said:‘ Learn to be comfortable with being uncomfortable. Focus on learning where you are right now, and reflect on how this connects to occupational therapy.
‘ Seek out support that can help you grow, and use this time to build self-awareness, connect with your values, and trust that each experience is shaping your development as a thoughtful, effective occupational therapist and person.’
While Chloe added:‘ Don’ t put too much pressure on yourself and make sure you look after your own wellbeing. Know it’ s okay not to know everything and focus on the core skills you are developing. It’ s a privilege … I feel lucky to have had this opportunity.’
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Royal College of Occupational Therapists( 2023) Living well in care homes. Available at https:// bit. ly / 3JAtRPf [ accessed 2 May 2025 ].
Royal College of Occupational Therapists( 2022) Career Development Framework: Guiding Principles for Occupational Therapy( 2nd edition). Available at https:// bit. ly / 461gpv4 [ accessed 2 May 2025 ].
The All-Party Parliamentary Group for Acquired Brain Injury and The United Kingdom Acquired Brain Injury Forum( 2025) The cost of acquired brain injury to the UK economy. Available at https:// bit. ly / 4m0o9n7 [ accessed 21 May 2025 ].
Words LISA PULLEN, JANE WALKER, Occupational Therapists from Cumbria, Northumberland, Tyne and Wear Community Acquired Brain Injury Service, LOUISE WATSON, Registered Manager, Abbeymoor Care Home, ELICIA BORDOLEY, CHLOE STOCKDALE, BSc Occupational Therapy Students, Northumbria University, and GEMMA BRADLEY, Assistant Professor in Occupational Therapy, Northumbria University
September 2025 OTnews 41