As a final-year occupational therapy student, I spent my last placement at Alzheimer Scotland, and it’s been one of the most valuable learning experiences of my degree. It offered a mix of structured projects, co-production work, direct engagement with people living with dementia and their carers, and insight into the wider systems that support dementia care across Scotland.
One of the most rewarding parts of this placement was being treated like a professional-in-training rather than just a student. I was trusted to contribute to meaningful work—like updating the “Travelling and Dementia” resource in partnership with the Scottish Dementia Working Group (SDWG) and the National Dementia Carers Action Network (NDCAN). I also supported Alzheimer Scotland’s post-diagnostic support services, helped run AHP student workshops, attended strategy meetings, and took part in developing social media content.
Each of these opportunities helped me understand the wide scope of occupational therapy in third sector and dementia care. Whether it was using the PEO (Person-Environment-Occupation) model to guide a home visit or collaborating on a campaign post, I was constantly applying theory to practice. I also developed transferable skills in communication, documentation, leadership, and critical thinking.
The emphasis on partnership and lived experience made this placement stand out. People with dementia and their carers weren’t just participants—they were leaders in shaping content, guiding direction, and making decisions. That approach really reinforced for me what person-centred practice looks like when it’s done well.
This experience has helped me build confidence, deepen my knowledge, and prepare for practice. I now feel ready to take the next step as a band 5 occupational therapist, knowing that I’ve had the chance to apply everything I’ve learned in a supportive and forward-thinking setting.
What I have learned about people living with dementia:
Before this placement, I understood dementia in terms of symptoms, diagnoses, and challenges. However, working closely with people who live with it every day showed me a completely different perspective. I’ve learned that people living with dementia have a huge amount of knowledge, agency, and insight into their own needs.
Working with members of the Scottish Dementia Working Group (SDWG) was one of the most eye-opening parts of this experience. While creating the “Travelling and Dementia” resource, the active voice members facilitated meaningful conversations, brought attention to real-world accessibility challenges, and helped shift our focus from a purely clinical perspective to a more practical, person-centred approach.
Another important lesson was around identity. Many individuals spoke openly about how dementia had changed aspects of their life, but also how it hadn’t. They still wanted to travel, connect with others, contribute to society, and be heard. I saw how Occupational Therapy can support those goals by adapting environments and acknowledging the person behind the diagnosis.
This understanding will stay with me in the future. In future roles, I will continue to focus on strengths, enable participation, and create opportunities for people with dementia to be active partners in their own care. Listening, involving, and respecting lived experience isn’t just good practice—it’s essential.
What I have learned about people who support someone living with dementia:
My understanding of carers has changed significantly during this placement. Before, I mostly thought about carers in terms of the practical support they provide—helping with routines, managing appointments, offering supervision. But over the past few months, I’ve come to appreciate just how complex, skilled, and resilient that role is.
During a meeting with a member of the National Dementia Carers Action Network (NDCAN), we discussed their experiences navigating services, advocating for their loved one, and contributing to wider policy conversations. It was clear that carers are often the key link between services and the person with dementia, yet their needs are frequently overlooked. They often juggle employment, other family responsibilities, and their own wellbeing—all while supporting someone through a life with dementia.
This insight changed how I think about occupational therapy. We often focus on the individual receiving care, but this placement reinforced the need to take a broader, systems-based view. Supporting the carer is also an intervention. It might involve offering strategies to manage stress, connecting them with peer support, or simply acknowledging their role during assessments and interventions.
One moment that stood out was when we drafted a blog highlighting the role of carers in dementia care. Based on direct conversations with carers, we wrote about their lived experience and the importance of being heard. That process—collecting feedback, writing reflectively, and shaping it into something public—really highlighted the importance of advocacy in our profession.
In my future work, I’ll be more proactive about including carers in conversations and care planning. Their perspectives are essential, and the support we offer should extend to them as much as to the person living with dementia.
What I have learned about the role of Occupational Therapy in dementia care:
This placement has shown me that occupational therapy has a much bigger role in dementia care than I previously realised. It’s not just about recommending memory aids or assessing risks in the home—it’s about enabling people to stay engaged in their daily lives in ways that are meaningful to them.
I’ve seen occupational therapy applied in community support groups, policy discussions, and post-diagnostic services. One standout example was observing a home visit with a woman newly diagnosed with dementia. We used the PEO model to explore her routines, strengths, and challenges, and helped her make small changes to maintain her independence. What struck me was the holistic and collaborative process—it wasn’t about “fixing problems” but supporting her to continue doing what mattered to her.
The same principles carried over into group work. When supporting the “Travelling and Dementia” project, I saw how Occupational Therapy principles informed our facilitation—asking open questions, enabling choice, and valuing participation. Even our use of social media followed these ideas, using accessible communication and feedback tools to ensure messages were clear and inclusive.
Through these varied experiences, I’ve learned that the occupational therapy role in dementia care involves creativity, adaptability, and a strong commitment to person-centred practice. It also means being aware of the systems people interact with and the barriers they face.
As I move into practice, I’ll take this broader view of practice with me. Whether I’m working in a hospital, community, or specialist setting, I’ll remember that our role is to support people to live their lives, not just manage their conditions.
Final reflections: Advice for students and moving forward
If you’re starting a placement with Alzheimer Scotland, my advice would be to approach it with initiative and a willingness to get involved. It’s a supportive environment, and there are many opportunities to work on real projects that make a difference. The more you engage, the more you’ll get out of it.
You’ll be trusted to take on responsibility, so it’s a good chance to develop skills in communication, teamwork, and project work—alongside applying occupational therapy theory in a practical context. Be clear about your learning goals, but also stay open to new experiences. There’s a lot to learn here, both about dementia care and about yourself as a future practitioner.
This placement also taught me that you don’t need to have all the answers. Sometimes just being present, listening, and reflecting on what you’re hearing is enough to move your learning forward. I’ve had moments where I wasn’t sure what my role was, but by staying curious and asking for support, I gained a lot of insight.
I’m leaving this placement feeling ready to begin work as a band 5 occupational therapist. I’ve developed practical skills, grown more confident in my clinical judgement, and seen first-hand how our profession can support people in meaningful and effective ways.
Contributor:
Emma Wall, Occupational Therapy Student, Queen Margaret University, Edinburgh.
