The Student Project: Four students, eight weeks, 118 assessments completed

Here we meet Hasan Ishaq, Advanced Practitioner Occupational Therapist, and Qasim Suleman, Occupational Therapist, at Calderdale Metropolitan Borough Council.  

Hasan and Qasim share how ‘The Student Project' supported four OT students to assess the needs of 118 people over eight weeks, significantly reducing the waiting list. This collaborative approach, centred on peer support and joint supervision, demonstrates the potential of team-based placements to enhance OT education and service delivery.

The concept 

Initially, supervising two students simultaneously felt routine, but the University of Huddersfield considered it exemplary, inviting me (Hasan) to present on the experience. Inspired by this success, I aimed to scale the approach by collaborating with four students and another occupational therapist to create a collaborative, team-based placement model. Rather than traditional one-on-one placements, this project aimed to foster a team environment where students could learn not only from educators but also from one another. I partnered with Qasim Suleman (OT) and received approval from management. Thus, we began planning 'The Student Project'. 

The goal was to explore whether a proportionate assessment pathway could reduce waiting times, accelerate equipment provision, and prevent ongoing care needs. We also wanted to test the benefits of a collaborative placement approach in modern social care, focusing on group reflection, peer support, and joint supervision to enrich the students' learning. 

Induction week 

Before the project began, we introduced students to the project via phone calls, highlighting two key focus areas: bathing and access, as it was not feasible to cover the entire scope of Social Services OT practice within an 8-week placement. We completed practical tasks, like setting up IT access and ID badges, in advance. Week 1 served as an induction, covering the OT process, relevant policies, an equipment training session lead by practice educators at the University of Huddersfield, and a role-play session for the students to practise their assessment skills. This week prepared the students to handle OT cases related to equipment provision, minor and major adaptations, and making appropriate referrals. 

Supervision structure 

We established a robust supervision system to support students. In the first two weeks, we conducted group supervisions involving all four students and both educators. This encouraged shared learning and team cohesion. We then shifted to individual supervision to provide tailored support as students managed their own cases. This allowed us to address their unique development needs and clinical reasoning. 

Challenges and solutions 

Meeting the learning needs of a group of students with varying knowledge levels and personalities was a challenge. We adapted by incorporating Q&A sessions and reflective discussions during supervision. Balancing the workload was also tricky, as both OTs conducted up to four visits per day with two students each. To maintain pace, we dedicated Fridays to group supervision and self-study. This structure allowed us to meet our targets while managing our regular OT and management responsibilities. 

Lessons learned 

• Capturing the experience of people using the service: Future iterations should gather service user feedback to evaluate student performance and people's level of comfort during assessments. 
• Supervision structure: While group supervision worked initially, students preferred individual supervision as they gained responsibility. In the future, we will limit group supervision to the first week. 
• Project leadership: Managing both the project and Advanced Practitioner duties was challenging. In the future we will have two experienced practice educators to better balance oversight and day-to-day responsibilities. 

Results and impact 

The project yielded impressive results. Over eight weeks, students completed 118 assessments, averaging four cases per week per student. None of the people required further OT intervention after student input. The outcomes included: 

• 51 referrals for major adaptations 
• 46 people requiring equipment or minor adaptations 
• 4 people requiring rehousing
• 12 people receiving advice or onward referral 
• 5 cases resolved with people buying their own equipment 

Remarkably, students managed 50% of our OT waiting list, demonstrating the effectiveness of both the team-based placement model and the proportionate assessment pathway. 

Management skills for project leadership 

• Leading this project required several key management skills: 
• Project planning and coordination: Meticulous planning was essential, from securing approvals to arranging IT access and developing a structured induction. These logistical details ensured a smooth project start. 
• Team leadership: Leading students of different abilities and fostering teamwork required strong leadership. The project succeeded by balancing team cohesion with individual growth. 
• Time management: With two OTs balancing clinical and managerial responsibilities, efficient time management was critical. Structured schedules, including dedicated supervision days, ensured that both educational and clinical roles were fulfilled. 
• Reflective practice: Encouraging students to engage in reflective practice fostered critical thinking and problem-solving skills, crucial for their future careers. 
• Adaptability: Flexibility in managing the diverse needs and learning styles of the students was key to ensuring their development. 

Conclusion 

The 'Student Project' not only enriched the learning of the students but also significantly improved department efficiency. By reducing waiting times and showcasing the potential of collaborative placements, the project highlighted the benefits of innovative practice in OT education. This success has garnered interest from two local councils considering implementing a similar approach. 

Interested in a career in occupational therapy?

Hasan and Qasim's story highlights the diversity and fulfilment a career in OT can offer - whether you’re drawn to social care, mental health, or justice services. If you’re thinking about OT, now is the time to explore how you can make a real difference. 

Discover more inspiring student and practitioner stories in our ‘OT in action: real stories, real impact’ blog series and explore our resources for students and aspiring OTs.

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