We were trusted to lead a real project. That trust made all the difference. I left the placement feeling like I could make a difference.”
We were trusted to lead a real project. That trust made all the difference. I left the placement feeling like I could make a difference.”
One student admitted they initially felt like they’ d been handed the‘ last prize’. The idea of a virtualheavy, project-based placement felt unfamiliar and uncertain, but that perception quickly changed.
As the placement progressed, students began to see the value in what they were experiencing. They were given real responsibility, trusted to lead a project and supported by a team that encouraged deep reflection and growth.
They learned how to make mistakes in a safe environment and how to truly reflect to understand not just what happened, but how they would approach things differently next time. A strong scaffolding of support was in place, enabling them to take risks, test ideas and grow in confidence as emerging professionals.
By the end of the placement students had not only met their learning outcomes, but they had also redefined what leadership meant to them. It was no longer an abstract concept, but a lived experience that shaped their confidence, communication, and professional identity.
One person commented:‘ I didn’ t expect to enjoy it, but I ended up learning more about leadership and myself than I ever thought I would.’ While another said:‘ We were trusted to lead a real project. That trust made all the difference. I left the placement feeling like I could make a difference.’
Students consistently highlighted how the placement helped them connect leadership learning to clinical practice. One said:‘ I feel this was a fantastic experience that linked the leadership learning to clinical practice.’
While another reflected:‘ It’ s rare to have this type of learning experience. Much of what I learned was in reflection on how I could have handled situations better.’
Outcomes and reflections
The occupational therapy students not only met their learning objectives, but they helped shape the placement experience for everyone involved. Their confidence in areas such as time management, communication and leading a project grew significantly over the course of the placement. But what stood out most was the depth of their personal and professional development.
Having an OT in a senior leadership role as their supervisor gave students a strong foundation to reflect meaningfully on their experiences. They moved beyond surface-level reflections to explore how their behaviours influenced outcomes, how they responded to challenge and how they could grow as future professionals. This reflective depth became a defining feature of the placement.
We also encouraged students to develop a clear sense of their own strengths and how these could be applied within a team setting, particularly when working alongside peers with different skill sets.
This allowed them to experience leadership as a fluid and shared responsibility, adapting to the needs of the group and the task at hand.
Their presence also had a noticeable impact on their physiotherapy peers. The OT students brought a holistic, person-centred lens to the group’ s work which encouraged inclusive thinking and grounded the project in real-world relevance. Their approach to reflection and systems thinking helped elevate the learning for the whole cohort.
We’ ve since seen some of these students return to our organisation, while others are preparing to apply for their first roles as occupational therapists. They leave the placement not only with enhanced skills, but with a strong sense of identity, curiosity and readiness to make an impact.
Leadership as a core OT competency
By embedding leadership development into student placements, we’ re not just preparing future occupational therapists to deliver excellent clinical care. We are preparing them to shape services, influence policy and advocate for inclusive, effective systems.
This matters because it shows what’ s possible when we trust occupational therapy students with responsibility, support them to reflect deeply, and give them space to lead. They don’ t just meet their learning outcomes, they grow into confident, courageous, curious professionals who understand the bigger picture and are ready to contribute from day one.
Leadership isn’ t an add-on to occupational therapy, it’ s embedded in how we think, how we work and how we advocate. These placements prove that when we nurture it early, we strengthen not just individual students, but the future of the profession.
Words CAROLINE STACKHOUSE, Deputy Chief AHP; WENDY HALL, Head of AHPs; LAUREN HRYNIEWIECKA, Practice Development Lead; AMANDA ALLEN and SARAH HOWARD, AHP Practice Education Leads, Cambridgeshire and Peterborough NHS Foundation Trust
44 OTnews September 2025