occupational therapy personal statement uk

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Occupational Therapy Personal Statement

Read our real example of Occupational Therapy personal statement to be able to work on your application for university.

Occupational Therapy Personal Statement Example

To me, occupational therapy’s guiding principles – above all, equipping individuals with the skills and confidence to lead full, rewarding lives – strike a chord as the best way to restore health. It would be a privilege and an enriching experience to be part of a profession based on these ideals that could improve the lives of others.

As a result of my diverse upbringing, I have excellent communication and empathy skills. After living in various countries throughout my childhood, my family and I finally settled in the United Kingdom. Living temporarily in several different places, often overcoming language barriers, has helped me to appreciate communication and to strive to improve it. I have also encountered people from a wide range of cultures and backgrounds by living in such a diverse range of places.

My experience completing the first year of a BSc in Biomedical Sciences, which I believed did not suit my career goals or academic interests, demonstrated my aptitude for higher education and suitability to work as an occupational therapist. I left the course after feeling that course did not suit my interests or career goals. The position I held as a course representative required me to communicate effectively with fellow students and assist in formulating proposals that would improve the quality of the course for them. These skills are relevant to the work of occupational therapists, in my opinion. In addition, the experience of taking an unsuitable course has taught me not to make big decisions lightly and to pursue a career I am genuinely interested in. I feel confident that occupational therapy is the right course for me, and I look forward to completing it with full enthusiasm.

As a result of shadowing an occupational therapist, I have gained a deeper understanding of this fascinating field. The experience of eyeing the work of the therapist and seeing how the central goal of everything that they did was orchestrated at helping people to lead fulfilling lives, whether through coaching people on techniques to control problems such as anxiety or assisting individuals to develop plans for themselves, was inspirational. I was positively impressed with the therapist’s ability to understand people’s conditions through a combination of talking to them and keeping an eye on them as they went about their business, not to mention the importance that the therapist attached to assessing each individual thoroughly to ensure that the help that they offered would benefit the individual and their circumstances.

I recently spent four weeks volunteering at a local school, where I worked daily with the children. I spent a considerable amount of the time on the placement working with a disabled girl, in the form of helping her and keeping her company during breaks and lunchtimes. Being able to help children in this way was a great pleasure, and working with kids from a variety of backgrounds made me realise the significance of the role that occupational therapists can play in helping children who come from troubled families. Indeed, the rewarding experience of working with children has made me develop an interest in working as a paediatric occupational therapist one day. I was inspired to carry out this work experience through the sense of accomplishment I derived from helping to organise a Christmas party for a group of disabled children whilst I was at college. The experience made me realise that helping people was something that drives me to make the most of my skills and abilities. I believe that qualifying as an occupational therapist would be an ideal profession for me to be able to do this.

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Occupational Therapy Personal Statement

Excellent interpersonal skills, self-management and capacity to work with a variety of people and challenges, are qualities which I believe make me an ideal candidate to study BSc (Hons) Occupational Therapy.  I have education, training and work experience alongside my motivation and ambition to succeed on this course, to become a fully qualified and practicing Occupational Therapist. From a young age, I have been involved in caring for adults with various occupational stresses.  Through work experience and training, I have become adept at solving problems with practicality and understanding.  I find it very rewarding helping people optimise their quality of life.  This experience has fuelled my desire to further my knowledge of occupational therapy techniques and skills.

I am currently studying Access to Occupational Therapy, where I have increased my knowledge in mental health, stress management, communication and diversity.  I have learnt and used various techniques to help people overcome or manage their health issues.

This personal statement shows that I believe this course is my next step to becoming a fully qualified Occupational Therapist.  I understand the course involves theoretical and scientific modules, research and clinical placements, applying prior knowledge and experience to develop core and graduate occupational therapy methods.  Understanding psychological and physiological aspects of the human body, I will be able to treat and prevent disability and promote independent function.

I enjoy maintaining a good level of fitness by running and playing table tennis.  Keeping my mind and body in shape gives me a personal sense of wellbeing, so I can focus my efforts on providing quality care and attention at work.

With over three years experience in working within residential care environments, I have developed my communication and organisational skills, and gained a greater understanding and hands-on experience in occupational therapy.

As a Care Assistant, my key responsibilities include ensuring residents receive a high level of daily physical, mental and social support.  By helping to develop and manage limitations or disabilities patients may have, requires commitment, patience and respect to help them fulfil their daily lives with greater satisfaction.

Assisting with activities such as country walks and games involved a high level of organisation to ensure all patients and staff were aware of where the activity was taking place.  It also commanded excellent interpersonal skills such as listening, teaching and breaking down activities into achievable components.  I have developed a great appreciation of safeguarding, diversity and protection of vulnerable adults gained through work experience and education.

Working in residential care homes allowed me the privilege of assisting and observing day-to-day duties of Occupational Therapists.  I have developed an understanding of the assessment process, how equipment can assist elderly patients to become as independent as possible, and learnt different approaches to solving real problems faced by patients.

I have undertaken various training courses such as Manual Handling, Protection of Vulnerable Adults, Diversity and First Aid which have been invaluable to my daily working life.  I regularly read various books and articles relating to occupational therapy, which expand my understanding of issues and useful techniques.

Through this personal statement, Studying BSc (Hons) Occupational Therapy, I hope to further my knowledge, clinical experience, values and professional strategies to be able to function effectively and autonomously in all spheres of occupational therapy.

On completing this course, I hope to practice in a health centre or care environments, where I can enable people to lead a full and satisfying life as independently as possible.  I believe I have the patience, ingenuity, determination, common sense and enthusiasm to become a successful practicing Occupational Therapist.

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Occupational Therapy Personal Statement Example

Sample statement.

Occupational Therapy is a highly rewarding career that allows you to meet a range of people from different backgrounds and get real job satisfaction. If you’re planning on applying to study Occupational Therapy at university, and you’re struggling with your personal statement, here is an example to help you out:

I have been interested in a career within the care industry for a long time and after completing various work experience placements I have decided that Occupational Therapy is the correct career path for me.

At school I spent time at a paediatric ward as part of my work experience placement and was able to shadow various members of staff, including the paediatric occupational therapists.

I got to see first-hand how different therapy techniques, such as art therapy, can be combined with an individual’s care plan to give them as normal a life as possible. This placement gave me a valuable insight into the daily life of an occupational therapist and convinced me that I was making the right career choice.

During my time at college I was employed part time in a care home for the elderly as a kitchen assistant. This allowed me to become familiar with one of the environments that an occupational therapist could find themself in. My time at the care home also allowed me to see how different kinds of specialist equipment and therapy can be used to make a real difference to a patient’s life.

My time at school and college, as well as my part time work, has helped me to develop my communication and teamwork skills. I enjoy interacting with other people and meeting new people. I also enjoy learning about how the human brain works, which is why I studied Psychology and Sociology at A Level.

I hope that my time at university will enable to me to further understand how people interact with each other and develop the vital skills I need to become a good occupational therapist. I look forward to the new challenges life at university will bring.

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How to apply for occupational therapy university courses

Applying for an occupational therapy programme is an exciting time as you are taking the first steps towards becoming a qualified occupational therapist.

Before submitting your application to become an occupational therapy student:

Selecting where you would like to study occupational therapy

Take some time to consider which occupational therapy programme is right for you. Things to consider include the location of the university, the campus facilities and the learning structure of the programme, for example,

• Does the university deliver some of the programme online? 
• Is there a part-time route available to facilitate those who have child-care, other caring roles or other needs?
• Does the university offer the apprenticeship route to occupational therapy (available in England only at present)?
• Is there an accelerated Masters programme available for people who already have an undergraduate degree in a related subject?
• Is the campus easy to reach by public transport and to assist you when on placements?
• What accommodation is available for students?
• Are there opportunities to undertake placement or some of the learning overseas?
• Where might the practice placement elements take place?
• What equality, diversity and inclusion policies does the university have in place?
• What resources staffing and support does the occupational therapy programme offer?

Think about how you like to learn, and research which occupational therapy programme accommodates that the most. The admissions team at your selected university will be able to give you much more information when you make contact with them, and it’s a good idea to check out the university campus websites too.

Attending open days are also a great opportunity to meet the teaching team and talk to current occupational therapy students at the university.  Nowadays as a result of the COVID pandemic, some of these open days will have been held as online events but should still allow you to ‘meet’ the teaching teams and some fellow student applicants, as well as take a virtual tour of the university.

Also, it is important to check to see if the occupational therapy programme is accredited by the Royal College of Occupational Therapists.  This means that the programme meets the educational quality standards set by the UK professional body as well as (via delegated authority) the World Federation of Occupational Therapists   and that you could work abroad in most countries of the world with the degree that you attain in the UK.

Obtaining work experience

Most universities also request that for you to be eligible to apply onto an occupational therapy programme, you need to have obtained work experience shadowing an occupational therapist in practice.  It’s the start of a lifelong journey into good practice if you appear to be well prepared at the time of your application, and have a good understanding of what occupational therapy is about. You might consider contacting local hospitals, trusts, charities and your local council where an occupational therapist is based to seek more about their experiences.  

During the aftermath of COVID-19, we realise that it will be difficult to gain access to hospitals and other organisations as a result of the restrictions, however, arranging a telephone or a video call with an occupational therapist and having a list of questions to ask them is a very good alternative.  You might also have been taking part in some sort of volunteering to help out with vulnerable groups or societies (or even befriending an individual) which would be an excellent way of demonstrating your interest in the allied health professions and supporting people to have a better life-quality.

Remember that occupational therapists will be extra- busy just now, so do plan contacts in advance if you can.

Completing your university application

Now that you have selected the university you want to apply to, the next step is completing the application. When applying for an occupational therapy programme, either through UCAS or directly to the universities you have chosen, you will be asked to write a personal statement. Make sure that you spend time on constructing this, a good idea is to brainstorm ideas first so that as you start writing the application you have a clear direction and focus.

Your personal statement is an opportunity to:

• Show your understanding of the role of an occupational therapist
• Explain how you have set out to gain a depth of experience, by examples of volunteering work and/or speaking to a range of people who work in different settings
• Demonstrate how the experience you have gained in preparation would help you to become engaged with your studies from the very start of your course

To help inform your understanding also consider taking a look at the videos we have produced, as these offer useful examples of practice. Have a really good think about why you want to be an occupational therapist and what attracts you to this career.

Demonstrate you have the skills of an occupational therapist

Take the opportunity to highlight to the admissions tutors that you already are beginning to show the skills, attributes and qualities of an occupational therapist. Think about occasions when you have used effective team working skills, empathy and good interpersonal skills and consider how you can draw upon these whilst you are a student occupational therapist. Consider how your own life experience and past studies, if you have already been a student, will support you in a career in occupational therapy.

Finally – the very best of good luck in your application.  If you choose to study occupational therapy, you will never regret it!

Occupational Therapy Personal Statement

Sample Occupational Therapy Personal Statement

The guiding principles behind occupational therapy – above all the idea that the best way to help individuals to restore their health is through equipping them with the skills and the confidence to lead full, rewarding lives – strike a chord with me. Being part of a profession that was based around these ideals would be both a privilege and an exceptionally rewarding experience that would satisfy my wish to help improve the lives of other people.

I have an excellent capacity to communicate and empathize with others, in my opinion as a result of the diversity of my upbringing. Having been born in Afghanistan, I finally settled in the United Kingdom after my family and I spent time living in various other countries. The process of living temporarily in several different places, often having to overcome language barriers, has helped me to understand the importance of communication, and has caused me to value this skill and strive to develop it. Living in such a diverse range of places has also brought me into contact with people from a wide range of cultures and backgrounds.

I believe that my aptitude for both higher education and suitability to work as an occupational therapist is demonstrated by my experience of completing a first year of a BSc in in Biomedical Sciences, ultimately leaving the course because I did not feel it suited my career goals or academic interests. I was a course representative for first-year students, a position that required me to communicate effectively with fellow students and help to formulate proposals that would help to improve their experience of the course; I see these skills as being a relevant part of an occupational therapist’s work. Furthermore, the experience of being enrolled in an unsuitable course has helped me to not make big decisions lightly and to ensure that I pursue a career in which I am genuinely interested. As a result, I feel certain that occupational therapy is the correct course for me, and I look forward to completing it with my fullest enthusiasm.

Shadowing an occupational therapist has been a rewarding experience that has helped me to better understand the nature of this fascinating profession. The experience of observing the work of the therapist and seeing how the central goal of everything that they did was directed at helping people to lead fulfilling lives, whether through coaching people on techniques to control issues such as anxiety or helping individuals develop goals for themselves, was inspirational. I was highly impressed with the therapist’s ability to understand people’s conditions through a combination of talking to them and keeping an eye on them as they went about their business, not to mention the importance that the therapist attached to assessing each individual thoroughly to ensure that the help that they offered would benefit the individual and their circumstances.

Recently I spent four weeks volunteering in a local school, where I worked with the children every day. I spent a significant amount of the time on the placement working with a disabled girl, in the form of helping her and keeping her company during breaks and lunchtimes. Being able to help children in this way was a great pleasure, and working with kids from a variety of backgrounds made me realise the importance of the role that occupational therapists can play in helping children who come from troubled families. Indeed, the rewarding experience of working with children has made me develop an interest in working as a paediatric occupational therapist one day. I was inspired to carry out this work experience through the sense of accomplishment I derived from helping to organise a Christmas party for a group of disabled children whilst I was at college. The experience made me realise that helping people was something that drives me to make the most of my skills and abilities. I believe that qualifying as an occupational therapist would be an ideal profession for me to be able to do this.

We hope this sample Occupational Therapy personal statement has been helpful

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Write an Awesome Personal Statement for OT School

So you want to be an occupational therapist, but you still have to jump through the many hoops of applying for grad programs. One mandatory part of the process is writing a great personal statement specifically for occupational therapy school, which can be pretty intimidating when it’s time to put pen to paper.

Well, I’m here to help!

I personally spent quite a bit of time crafting the best possible personal statement I could for OT school, and have since read and edited many, many personal statements from pre-OT applicants. (Want me to edit yours? Sign up here !)

These are my top tips for you to craft a great occupational therapy personal statement that will help you stand out from the large crowd of pre-OT applicants. 

First, the Do’s and Dont’s of Statement Writing

• Do start early: Give yourself enough time to brainstorm, write, and revise your personal statement well before the deadline. This will really reduce your feelings of stress and being rushed.
• Do show sincerity in your writing. It’s encouraged to let your positive emotions and enthusiasm shine through. 
• Do talk about why you want to be an occupational therapist. You want the programs to see that you are serious about this decision. You are not just applying because you can’t think of anything else to do for a career.
• Do in one way or another demonstrate through your writing that you know what OT is and why it’s important.
• Do showcase why you’ll make a great addition to their program, adding unique qualities that will differentiate you from the other applicants. 
• Do talk about your shadowing experience, volunteering and work experience that is relevant to the field of OT. Make sure you keep patient information confidential if you discuss certain cases you observed.
• Do feel free to use the language of OT if you know it and are familiar with it (i.e. interventions, treatments, occupations, goals, evidence-based, functional treatments, etc.)
• Do tie your personal statement together. If you make several different points, try to piece them together for the reader to show that you’ve really thought through the big picture.
• Do have at least two people (but the more the better) read and proofread the final draft of your statement. Ask friends, family members, and someone at your school’s writing center. This can help spark ideas and ensure your application is completely free of typos or grammatical errors. The last thing you want is admissions to immediately notice any glaring spelling mistakes that you may have missed.
• Do keep the length to 1-2 pages max. You want it to be short and sweet. If any sentence or paragraph looks unnecessary after you do a final read-through, get rid of it. As a general rule, personal statements run on average 600-800 words.

Don’t…

• Don’t start your essay with clichés. In fact, leave them out of your statement altogether. An example of this is “I’ve always wanted to help people” (they see this all the time).
• Don’t plagiarize. There are a lot of personal statement examples on the internet that you can absolutely use to guide your writing process. Do not use them word for word. Programs can find out and will exclude your application.  U se the examples as templates of what kind of content you’ll cover in your statement.
• Don’t try to be humorous in your personal statement. Even if you’re hilarious, this is not the time to show this. 
• Don’t just talk about your childhood. Focus on college and post college achievements unless something in your childhood or adolescence is what drove you to a career in occupational therapy. Remember that this isn’t an autobiography, it’s a statement on why you’ll be a great OT.
• Don’t guess what you think the reader wants you to say. Be honest and don’t write in a way that is out of line with who you really are. Don’t just write something to try to impress people.
• Don’t be a downer. Avoid going into detail about your dislikes, negative views, or problems in your life. If you have a low GPA or lack of experience, don’t mention it unless you can put a positive spin on it. Listing excuses for your low GPA or GRE score isn’t a good idea either, unless you really feel the need to tie in why your GPA is lower but how you’ll be an awesome therapist despite this.
• Don’t mention specific programs in your statement if you’re using OTCAS . It will be sent to every school you apply to and therefore won’t make sense. If you apply to an individual school (not on OTCAS) then absolutely mention the school and why you’re passionate about their program.

Check out the How Get Into OT School Guide! It’s the most comprehensive resource that covers everything you need to know.

Ask yourself this question:.

A bonus tip I found while perusing the Student Doctor Network Forums while researching this topic, which is to ask yourself this question:

“Can you replace your personal statement with a degree other than OT?  If not, it’s solid. If you can, then try to revise to make it only relevant to OT.”

And that’s a wrap!

If you have any other tips or tricks you’ve discovered while writing your personal statement for OT school, please feel free to add them in the comments section. I wish you the best of luck with your statement writing and your overall OT school application process!

Be sure to check out these other helpful resources:

Writing the Personal Statement (Purdue OWL)

Start Your Grad School Personal Statement in Just 1 Hour! (The Muse)

Writing a Personal Statement (Emory Pre-Health Advising)

5 Big Mistakes I Made When Applying to OT School (My OT Spot)

This post was last updated on May 12, 2023.

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As I’m working on my application essay this week, your article is very helpful! Thank you.

I’m so glad it was helpful for you 🙂 Best of luck with your applications!

Thank you for this article! I just wanted to know, do you offer services proof reading other people’s personal statements? That would be really helpful for me!

Hi May, I do offer personal statement reviewing that you can set up here . Instead of the traditional coaching call that’s linked, it will instead entail personal statement edits and feedback via email 🙂

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Personal Statement:Occupational Therapy

Occupational Therapy Personal Statement

Occupational Therapy is a profession where creative and practical solutions are required to enable individuals to achieve “everyday activities”. I have completed work experience on the Pre University Clinical Experience at the Derbyshire Royal Infirmary in Occupational Therapy; I was impressed by the incredible amount of knowledge and skills the OT’s were required to possess. This experience has confirmed my determination to train within Occupational Therapy.

My work experience has included Surgery and Oncology, Heavy Workshops, Integrated Medicine and Rehabilitation. Here I learnt about the valuable key skills which are used in everyday working in each part of OT and the significant “behind the scenes” activities undertaken to support the individual and their family.

In Surgery and Oncology I witnessed an OT communicate using empathy and caring skills when talking to an elderly patient who was rather anxious and wanting to get home to his wife. The OT calmly spoke to him and asked him about his living conditions and if he felt the needed to have any extra help around the home. They discussed adaptive equipment and possible modifications to his home.

In the Heavy Workshop I witnessed the different strategies to re-build strength in weakened areas of the human body and also to enhance dexterity. A patient who had a full knee operation was suffering with a lack of confidence believing she had limited mobility. The OT reassured her that she could regain the mobility in her knee and talked about the range of equipment available.

In Rehabilitation I shadowed an OT who was working on a ward with a woman who was recovering from alcoholism; she was re-learning the everyday tasks such as using a washing machine, how to work in a kitchen, as well as improving her mobility and motor skills. I also observed an OT working with an MS sufferer who was experiencing muscle degeneration. The OT outlined how they could use a working kitchen, adjusting the workshops to replicate that of the patient’s own house, to help them learn strategies and techniques to retain independence.

In Integrated Medicine, I witnessed an OT discussing discharge from hospital, the patient wanted to leave, but the OT and family were concerned about the post-discharge care. Finally I was interested to observe a woman who had a memory retaining difficulties. The OT’s records and notes did not match the patient’s recollections and so the OT sought clarification from family members.

In April I shall be attending an Occupational Therapy awareness morning at the Queen’s Medical Centre. I am hoping to gain a greater insight into how OTs work with difficult or challenging patients they are required to work with.

I also volunteered in the summer of 2005 at a local horse riding centre. I learnt the value of team work when I worked in teams on pony days with children of various ages and also working closely with members of staff. My communication skills were valuable when working in large groups. Working with live animals also required an awareness of health and safety issues. When working independently I often worked to a strict timetable when completing routine duties relating to the stables and equine care needs. Working in teams has taught me to listen to other people’s needs and wants.

By observing OTs I have become aware of the importance of good communication skills including the tone of voice used, body language and the need for good communication between family members. Empathy and understanding was evident throughout my placement as was effective communication and working within a multi disciplinary team. This is important in ensuring effective collaborative working practices, to aid the recovery of the patient after the patient is discharged from the hospital and to work within the limitations of resources available.

I am completing an Access Course at the University of Derby studying Health Studies which has introduced holism and ethical dilemmas and Biology which has given me a clearer understanding of how the body functions. My studies have taught me how to work to tight deadlines and to think in a logical and structured way.

In my spare time, I listen to various types of music and watch films, I also horse ride which I have been doing since the age of eight.

Universities Applied to:

• Derby - Was Rejected.

General Comments:

Comments on the statement:.

What a shame you were rejected, I thought this was good ! The only thing I can think of is the list of the OT's you had seen and observed, maybe they wanted more about YOU rather than OT's you had seen. I do think the rejection was very harsh, given the rest of your statement.

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Complete Personal Statement Guide for Pre-OT Occupational Therapy School Programs

Introduction.

This detailed guide will provide you with tips, do’s, don’ts, examples, and other helpful things along the way to write your personal statement for OT school.

You may be thinking:

• Where do I even start with writing a personal statement?
• Maybe I can look for some more examples online.
• My story does not seem as exciting as these examples.
• These examples don’t really relate to me.
• I don’t like the writing style or “feeling” that these examples give me.
• How do I even go about this?

Or maybe you didn’t have any of these thoughts and you are just looking for some extra tips to polish up your personal statement before you send it to the world. This guide will still help!

While this guide was written with Pre-OT’s for occupational therapy personal statements in mind, it of course can apply to other professions such as physical therapy, speech therapy, PA, RN, even undergraduate programs.

I am not part of any admissions committee or affiliated with them in any way. However, as a graduate of an occupational therapy program, I also read and edited many other personal statements for friends and family. This guide is not a guarantee that you will get accepted or a guarantee that you will produce the best personal statement. This is just my opinion and unfortunately, the writing is all up to you!

Fortunately, you already have the hard part done – building your education, experiences, personal character, and goals!

Not quite there yet, that’s okay too – this guide will give you a preview of how to prepare to write your personal statement.

The Process

The process of writing a personal statement may involve something like:

Reflecting, getting something typed on the screen, getting writer’s block, getting distracted, taking a break, editing it, reflecting, typing some ideas, deleting those ideas, repeat, have it proofread, reading it out loud, reflecting, make more edits, and you’re done! While this sounds like a lot, it’s doable.

Set-up and Preparation

Start Early

When you feel like you are ready to write your personal statement, start writing! Don’t wait until the last minute to write. Personal statements require editing, giving it some time for your mind to clear to re-read, having it proofread by someone else, and making more edits.

Install Grammarly

We use Grammarly as a browser extension for its spellcheck and grammar check. It is really good at catching mistakes as you go and the free version is all you really need to get some basic editing done. This allows you to focus on the writing and not the spelling. Software like Grammarly also helps if you especially have a hard time with writing in general. While it can suggest edits for errors, it is up to you to write the content.  AI is not quite there yet, but we are close!

Cheating & plagiarizing

I just have to say it. Don’t cheat or plagiarize. Don’t hire someone to write for you. I hear stories of students cheating here or there, so it must still be happening. Grad school is not the time to jeopardize all the hard work you put in.

Have a back-up system for your document

It would be a huge set-back to lose all your hard work. These days, you can easily use the cloud such as Dropbox or Google Drive/Docs for storing your files. This goes for your personal statement document as well as your graduate school application files such as notes, deadlines, resumes, etc. All it takes is a coffee spilled on your laptop for you to lose all your hard work (it happened to my classmate in OT school). Better yet, back up all your data that is important to you. Lectures, recordings, assignments.

Write in a place you feel productive

It doesn’t have to be a quiet library. It just has to be what works. If it’s a coffee shop, then go there. Write in a place you associate with positive work (but also don’t get distracted too easily, e.g. a cat cafe) – like to your favorite study area.

It’s okay if it doesn’t seem perfect or even good at first

After all, you are writing something like this probably for the first time, with a unique set of experiences for a specific intention of impressing the OT’s admissions panel. It can be difficult for artists to create art or music, or write a book in one session. So don’t stress it!

• Re-research the profession, job description, duties, etc. BLS.gov is my favorite go-to for profession research. We have a video on it here .
• Follow the personal statement prompt and instructions. Read it several times to make sure. If there is a word limit, don’t go over. Double-check before you submit.
• Pay attention to the file format that is requested from the programs. Word doc? PDF? Make sure your file actually opens after you upload it and is not corrupt, if possible. If you are uploading to a central application like OTCAS, make sure you meet those guidelines.
• Write in the same tense and person throughout (“I”, first-person is fine).
• Write in an order that makes sense and flows to the reader, e.g. chronologically.
• Write with a purpose. Each sentence should be there for a reason and not be filler. Exclude extra information or too specific of information that doesn’t contribute to your story.
• Example: Nowadays, I want to be an occupational therapist first and foremost because I want to help people and really make a difference in each of their lives.
• Better example: My goal is to become an occupational therapist who makes a difference in people’s lives.
• Warning : I wouldn’t you use this specific example in your personal statement because it’s probably been overused. Try to be creative by saying how you want to “help” people in  other ways .
• Be honest, try to copy an example’s voice, do not write over-the-top or fabricate the story.
• Be politically correct and culturally sensitive.
• My personal statement didn’t have big GRE words or fancy syntax. It told a great story that was (in my opinion) to the point, compelling, persuasive, and driven.
• Describe your values and goals while highlighting your strengths.
• In my opinion, it is best to talk about college, work, and other achievements and experiences in your “adulthood”.
• Even traveling experience (shows cultural awareness) as an adult is more noteworthy than say winning a basketball game in high school (less relevant to OT)
• Tip: think about when you first were motivated to become an OT and start from there, not earlier.
• Don’t use cliches or minimize them as much you can. Readers see this a lot and it does not make a big impact on their impression of you.
• Don’t use slang/informal speech, e.g. “sticking with it” -> perseverance.
• Don’t make jokes and be careful if you decide to use humor (what may be funny to you may not be to the reader). It’s safe to leave humor out and just get to the point.
• Avoid being sarcastic.
• Pay attention to your use of OT – it can be occupational therapy or occupational therapist, but personally, I get confused when people use “OT” interchangeably.
• In my final submitted personal statement, I only abbreviated “MSOT” and “EMT” and did not “OT” once.
• Example: I got accepted to shadow at [facility] and was observing observed patients do their rehab exercises.
• Pay attention to these verbs in sentences that run longer. Consider shortening them to make it less tiring to read, avoiding avoid run-on sentences. (see what I did there?)
• Don’t abbreviate or hyphenate too often or incorrectly . If you do it one way, be sure you are at least consistent throughout. e.g. evidence-based, not evidenced based.
• O ccupational therapist is capitalized like this correctly.
• However, an Occupational Therapist is not correct if capitalized like this.
• This is the correct capitalization for an occupational therapist.
• The same goes for the field of occupational therapy.
• O ccupational therapy is capitalized correctly in this sentence.
• Abbreviations are always capitalized, e.g. OT.
• Don’t write anything negative about anyone, organization, place, etc .
• Don’t write in a negative tone, be a “Debbie Downer”
• “OTs make a lot of money.”
• “I will be the best occupational therapist because…”
• “I am the best candidate because”
• “Since I am… , therefore”
• “Unlike others”, or
• “Other professions” talking down, avoid talking about other professions in general. No one profession is better than another, the same applies to OT. Think about why OT over other professions leading to your decision to become one).
• Think about how someone in another profession, say a PT would feel after reading your personal statement. They should not feel offended after reading your personal statement, but instead think, “wow, such and such would make a great OT.” Not that OT is better than PT, that kind of thing.
• When I become an occupational therapist. If I become an occupational therapist.
• Don’t repeat yourself, you only need to say something once in its context. Of course, the bigger message can be repeated, e.g. intro and conclusion. Just don’t sound repetitive.
• Don’t use the same phrases (especially close to each other), try using different words. That doesn’t mean you should just look up words in a thesaurus. Really think about what’s the point you are trying to make.
• Don’t use profanity.
• In everyday speech we say things like, “that’s crazy”. Someone with a mental illness who really is crazy could be offended. I had a teacher whose pet-peeve was people who said things were crazy . Remove crazy from your personal statement.
• “He probably was abused since he was in a recovery program/”
• I would avoid using “ normal” too. “Occupational therapists help patients get back to their normal.” This implies the patient was abnormal before. Better words: recover, improve, rehabilitate, strengthen, adapt, overcome, etc.
• Other labels: retarded, slow, crippled, mental, insane
• You can include a facility name, e.g. Standford hospital – as long as you don’t talk about it in a negative context.
• “Standford hospital treats a lot of poor patients.” Standford hospital is a valuable asset to the community for the underserved.
• Don’t include anything that can be seen as a weakness, e.g. low GPA, took a semester off, DUI, unexplained career changes.
• This is your chance to “say” what you want to say and include your story that is not apparent in the other pre-requisites. All the other candidates likely have high GPAs and had to take the same pre-requisite courses, but they did not shadow at your facility with your patient , so here’s your chance to distinguish yourself.
• What experience may be unique to you ?
• For example, I included my experience of being an EMT to make myself stand out.
• This could backfire and show your lack of research into how broad OT can be. Don’t forget about mental health too! OT’s study to be  generalists , not specialists.
• While it’s okay to want to work with a specific population as a goal, don’t accidentally make it sound like you think OT’s only do one thing. Hope this one makes sense.

Question’s to address or reflect on

Reflect. Write. Take a break. Repeat.

• What is your experience with other backgrounds and cultures in your pre-OT journey?
• How did you realize that OT was for you? Why not PT? (Reflect, but don’t answer this directly.)
• What or who were the influence(s) or influencers?
• This is a rich opportunity to mention your specific OT shadowing experience at the stage in which you want to be an OT.
• I would include at least 1 example from this, 2 is better, but not too much either.
• Not just becoming an OT (graduating) but afterwards. e.g. 1 year post-grad, 5 years, where you see yourself 10 years out.
• What challenges did you overcome in your pre-requisite pre-OT journey?
• What sets you apart from other applicants? Why should I not pick person A or person B over you?
• Tip: research the school’s website for their mission statement, OT program background, etc. to get familiar with the specifics. If you can include and relate to some of this, even better!
• “My motivation to help others and my passion for occupational therapy will guide me to be successful in the [program].” or

Since [school] strives to “[OT program mission statement]”, I firmly believe that [school] will help me reach my goals of becoming a successful occupational therapist.

Recommendations

• Talk about why you want to be an OT, but not just to “help” people. How? Which population/community/background? Conditions? Why? Tip: three major categories of OT are: mental health, pediatrics, and adults/older adults. Nurses help people too. How is OT different for you?
• Hint: occupations ! meaningful, client-centered.
• Check out the OTDUDE Podcast and other podcasts for ideas; Episode 1: What is OT
• Reflection tip: other professions may be based on the medical model or helping people become healthy, but OT is different because…
• Check out AOTA.org for some phrasing of the profession to inspire you.
• If you are comfortable, use OT related terminology or phrases, but don’t go overboard, e.g. occupation, intervention, treatment, activities of daily living, evidence-based, collaborative, interdisciplinary, client-centered, holistic, functional. Plain English is fine, you don’t have to sound like a journal article.
• As mentioned, highlight why you would be a valuable candidate (fit) to their program. Think about not only your experience but your character and quality traits . Examples: creativity, leadership, patient, resourceful, reliability? Teamwork and communication?
• Show indirectly through your stories or experiences why you will be successful in the program and not “drop-out”. Perseverance.
• Psychologically, readers tend to remember the beginnings and end more than the middle.
• How will being an OT help you achieve your goals, career? Not just short-term, but think bigger. While this sounds cliche – OT is not just a job, it will become your life. A person’s job (and career) is a large part of their identity.
• The reader should feel like they read about a person they would want to meet in the program and in real life, someone who can contribute something to the cohort, school, faculty, alumni – long term relationship. You will not only graduate as a student but a colleague in the field of occupational therapy to the faculty.

Here is a template I created to get you started. This is of course not a magic template that works for everyone or neither was it created by any OT entity for students. Copy & paste this into your favorite word processing program and write away.

Paragraph 1

Sentence 1: Attention-grabbing sentence. Hook into your story.

Supporting sentences: Support the above story with specifics.

Concluding sentence: “Thesis statement” stating why you chose (or) may be a successful OT.

Body Paragraphs (2, 3, 4, 5, etc.)

Opening sentence: As a , I [did this, and that] at [place or company or school]

Supporting sentences: strengthen your narrative in the opening sentence. These sentences should not deviate from the opening sentence topic or story, otherwise start a new paragraph. Should answer a [ Question’s to address or reflect on] section (see above).

Concluding sentence(s): wrap everything in this story up, optionally include a transition sentence.

Concluding Paragraph

Opening sentence: restate why you will be a successful OT.

Supporting sentences: start wrapping things up. Big picture. If applying to a specific program, consider answering why this program (e.g. does its mission statement appeal to you?).

Final sentence: end strong stating that you want to be an OT. Mention because it is in your long-term goals.  Consider ending everything with the words “occupational therapist” (identity), e.g. “…be a successful occupational therapist” OR “occupational therapy”, e.g. “… to pursue a career in occupational therapy”.

Here are some examples. All identifying information and some facts were fabricated for example sake.

After graduation, I did a lot of soul searching in terms of the career I wanted to pursue. Did I want to appease my parents and pursue [career]? Should we expand [business name] and take it to the next level? I knew I wanted a career that could help people in my day-to-day, but none of those paths fulfilled that desire. After my [family member] injured her arm and was unable to return to work or help out around the house, I saw her frustration and loss of dignity. Our family took a significant financial toll. When my [family member] finally saw an occupational therapist, I motivated her to do the exercises from her care plan and she eventually regained upper arm function. My [family member’s] perseverance inspired me to become an occupational therapist to help people develop, recover, and improve the skills needed for daily living, working, and leading active lifestyles .

• This excerpt, although really did happen, sounds cliche with phrases like soul searching, take it to the next level.
• While the reflection part and figuring out what to do may seem important, it can be shortened to and still get the message across.
• Using the family member is a good example especially since it related to a story with an occupational therapist.
• The last two sentences highlight that I know what OT is (and why I want to become one) but can be cleaned up.

I was inspired by a personal experience with an occupational therapist when my [family member] suffered a rotator cuff tear and was unable to perform her activities of daily living . My [family member] became discouraged and did not do the recommended home exercises , but I saw the value in them and helped my [family member] complete them daily to recover. I learned the value of occupational therapy and how important it is to take a holistic approach by involving caregivers .

• Mentioning ADL’s shows I know what OT’s do.
• Shows my direct involvement with OT intervention.
• Shows my understanding of OT’s holistic approach.
• Words like “value” are strong. The word caregiver is often used in OT documentation.

I was hired as a EMT at [employer] in [city] for a small business that reminded me of our own [business name]. My role as a EMT at [employer] involved caring and treating for the sick and injured that involved tasks such as CPR or patient comfort and advocacy. As an EMT I again found that I was a valuable asset to the company having known how to speak some Spanish. Patients and staff members challenged me and tested my patience. My contact with patients out in the field was a unique experience that exposed me to the reality of what a healthcare profession involved. Due to the physical demands of the job and the high stress environment, many EMTs “burned out” and quit. I admit that I have thought about quitting, but I found the interactions with my patients far more rewarding and continued to work close to two years as an EMT. Working closely with these patients taught me to be sensitive to each person and their unique experiences. As an EMT, I developed my critical thinking skills to adapt the environment to my patients in order to safely transfer care, as well as educate patients on how to minimize hazards and prevent further injuries. Hearing my patients personally thank me for my care and education reassured me that I was pursuing the right career in helping patients resume their activities of daily living and accomplish their own goals.

• How would you improve this example?
• Lots of specifics can be taken out like employer name, city.
• Role as EMT is well-known, better to include more significant things such as experience, outcome, or relevance to OT.
• Being bilingual is nice, but more for a resume than a personal statement as it does not add to the story.
• Leave out specific thought process of thinking about quitting (weaknesses). Perseverance was also already shared in a previous example – talk about another quality instead, e.g. stress management, working with diverse population, fast-paced environment, patient education as an EMT and how it translates to OT.
• Reflect on how one story can share multiple strengths you have not mentioned so far in previous examples.
• The example does not translate or relate back to OT in a clear manner, but alludes to the qualities of one. This can be written to be more obvious because EMT and OT have very similar qualities that are needed to be good practitioners.

As an EMT, I developed my critical thinking skills with my patients in order to safely transfer care and educate patients on how to prevent further injuries. Hearing my patients personally thank me for my care and education reassures me that I am pursuing the right career by helping patients resume their activities of daily living and accomplish their own goals .

Much shorter, to the point, and use of effective words that highlight what OT’s also do – educate, doing it safely, prevention of disease and injury, and meeting client’s goals.

FAQ and Self-Doubt

Addressing negative self-talk and negative beliefs about yourself.

“This is my 100th time applying…”

Maybe it will be your 101st that you get in. You see this all the time with graduates taking the board exam who fail X number of times. Don’t give up!

“I was never good at writing.”

Writing takes practice. I never liked writing in grade school. Now I enjoy writing about OT. So use your resources, e.g. spell-check, someone to proof-read, reading other examples. You CAN do it.

“My experience is not that special.”

Not everyone did CPR on their patient, observed a miraculous rehab recovery, etc. It’s what you make of the moments, how you interpret it, become inspired by it, how it changes you, and make you want to be an OT. It’s all from YOUR perspective. You can take 2 people who watch the same movie. One person could be moved by it and the other not be interested, right?

“The more I read this, the more I feel like it is not good enough.”

Take a break, put it down, and come back to it. Have someone else read it and get their opinion. Sometimes, we get stuck in our own thoughts and they can trick us and lead us down a negative path of thinking.

“I have the opposite problem, I have too much to write about and not enough room.”

You can probably take our your younger experiences. Leave the “resume” stuff out. Try to pick the most “OT” related or healthcare moments. If you do not have these examples to draw from, choose ones that fit the characteristics of a good OT. Each example should not be a repeated theme of another and highlight something profound.

“Now I am not so sure what OT’s do anymore, after writing all this.”

Go on BLS.gov for OT’s, listen to OT podcasts (to become inspired), watch some YouTubers on OT.

“I am having doubts about OT vs. (other profession)”

Avoid reading forums, facebook groups, Reddit for OT. These are often skewed towards OTs who may be burned out (which could happen for any other profession on social media). Dig deep into why you wanted to be an OT in the first place! If still in doubt, maybe you should observe some more, talk to some more OT’s and listen to some OT podcasts (because they are positive about the profession usually). I would avoid YouTube as many who are burned out could make videos.

“No one can proofread my personal statement.”

Try writing workshops, a school or public library, or similar resources. A simple google search could help and you won’t necessarily need to pay. Avoid suspicious websites and  uploading  your work to avoid others from plagiarizing you. Use people or resources that you trust.

“This is my 100th draft, it’s not perfect yet”

Deadlines will often help with this. Don’t let them catch you off guard. Consider going back and making an outline and seeing if you covered everything you want to talk about. A timer may help. Get the approval of at least 2 readers to give you support for how awesome your personal statement is.

“I don’t know where to start in writing”

That’s okay, start writing about a story or experience you have in mind and build around it. Start in the middle as intros and conclusions can be very difficult to begin writing.

• Read some other examples online, but don’t stress about it. If possible, have someone who may have been accepted to a graduate program send you theirs. You can use it as a template or for inspiration to the types of stores, tone, conclusion paragraph used, etc.
• Set a timer (e.g. Pomodoro method) so you won’t stress out and remind yourself to take breaks, move-on, just get something out and fix it later. Exact grammar, spelling, and other “writing” can be fixed later – focus on content.
• Get into a habit of writing, set a schedule …or do it randomly, no-schedule (whatever works for you ). Maybe it’s writing every other day in the morning, after a nap, after playing video games, after a meal, after walking your dog, or whatever sets you up for success.
• Have at least 2 people read (and edit) your personal statement. Don’t take it personally and not all suggestions are necessarily correct.
• In the earlier stages of writing, if deciding between two stories or segments in your writing, consider having two drafts and see which one your proof-readers prefer.
• Read your personal statement out loud, spaced out, e.g. 1 week later (when it is no longer fresh and you forgot some of what you wrote). Make edits as needed.
• Candidates come from all walks of life, have different personalities (e.g. type-A vs. B), extroverted vs. introverted, outspoken vs. quiet – so some of these tips (or your editor suggestions) may not appeal to you or seem unnatural, etc. This can be your strength. Follow your gut. It’s not like OT schools are only looking for outspoken, extroverted candidates. It’s how you use those qualities to better the world with OT. This is what makes you unique, special, and distinguished. Highlight those features!
• Take care of yourself – eat well, exercise, manage your stress, breathe.

Thank you for reading this long guide. I wish you the best in your journey to becoming an occupational therapist (or whatever career). See you all in the field!

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Guide to a Better Personal Statement for Occupational Therapy

Table of Contents

Writing a personal statement is integral to the occupational therapy application process. This is your chance to introduce yourself to the admissions board and explain why you want to study occupational therapy. A strong personal statement will highlight what makes you unique and set you apart from other applicants.

With careful preparation, thoughtful writing, and self-reflection, you can create a compelling personal statement for occupational therapy . Keep reading to learn more!

Understanding Occupational Therapy

Before getting started with your statement, it is vital to understand what occupational therapy involves. Occupational therapists deal with people of all ages with physical, developmental, social, or emotional difficulties that limit their ability to lead active, independent lives.

They provide assessment, treatment, and consultation services to help people increase their skills and knowledge to manage daily tasks.

Reflect on Why You Are Pursuing This Career Path

Think about what motivates you to pursue a career in occupational therapy.

Ask yourself the following questions: What experiences have led me to this path? How has my background prepared me for the challenging work of an occupational therapist? What values or qualities do I have that will be beneficial when working with clients?

As you reflect on these questions, take note of any stories or unique insights that could be included in your personal statement .

Write Your Statement

When writing your personal statement, begin by introducing yourself. Provide an overview of why you are interested in pursuing a career in occupational therapy . Use this section to explain what you have learned about the field and why you are passionate about it.

Then, discuss your skills, experiences, qualities, and values that make you a good fit for this profession. Remember to keep the focus on how your background has prepared you to become an excellent occupational therapist. Finally, wrap up your statement by illustrating how becoming an occupational therapist will help you fulfill your professional goals and contribute positively to society.

Get Feedback

Solicit the opinions of those close to you before sending in your personal statement. Ask them if there is anything else they would add or take away from the statement. Additionally, consider asking someone in the field of occupational therapy to review your essay and provide feedback. This will help ensure that your statement is professional and conveys the message you want to present to admissions committee members.

Example of a Personal Statement for Occupational Therapy

I can’t wait to start my Occupational Therapy profession. I believe it is the perfect blend of my interpersonal skills, scientific knowledge, and passion for helping others. Having an autistic older brother gave me firsthand experience with the life-changing effects of occupational therapy. This experience inspired me to discover more about this field. I have a thirst to develop my own thoughts on what makes a good therapist.

I have worked with patients with physical disabilities at a local hospital and completing research projects related to child development. This makes me confident that I possess the necessary skills and qualities needed to become an excellent occupational therapist. My capacity for empathy and patience allows me to understand the unique needs of each individual patient. My problem-solving abilities help me find creative solutions to their challenges. In addition, I have developed excellent communication skills and an unwavering commitment to advocating for my clients.

Becoming an occupational therapist would enable me to fulfill my dream of improving the lives of those with physical, developmental, social or emotional difficulties. With thoughtful writing, self-reflection and dedication to the field, I am committed to creating a professional portfolio. One that reflects my qualifications and passion for this career path.

By taking the time to fully prepare for your personal statement, you can create a compelling narrative. Ensure it shows why occupational therapy is the right career path for you. Keep in mind that this document is an opportunity to showcase your unique qualities and experiences that set you apart from other applicants.

With careful planning and thoughtful writing, you can create a powerful personal statement that demonstrates your commitment to becoming an excellent occupational therapist . Good luck!

Abir Ghenaiet

Abir is a data analyst and researcher. Among her interests are artificial intelligence, machine learning, and natural language processing. As a humanitarian and educator, she actively supports women in tech and promotes diversity.

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Personal Statement

I am applying for the masters in Occupational therapy. I am in my final year at York St John University, studying Drama: Education and Community and in my three years of studying this course, what I have enjoyed most is working with community groups and noticing the impact that drama and theatre can have on people’s lives. I have worked with various community groups, including but not limited to, people who have experienced mental health problems, children from ages ten to eighteen and women in prison. I currently hold three volunteering jobs and have also been a student ambassador for eighteen months. Having worked with these community groups, I have realised the importance of occupations as therapy.                  

This course is well suited to my style of working as it geared towards the ‘person-centred’ approach, of which I am very much in favour of. Having already seen the relationship between health, well-being, participation and occupation, more specifically in the field of drama and theatre, I am well attuned to the possibilities of occupational therapy. I am aware of the ever-changing systems put in place to facilitate those in care and am more than prepared to adapt and cater to whatever challenges may arise. At the end of this course, I wish to take up a career as an occupational therapist.

In the second year of my studies, myself and seven of my course colleagues carried out an eight-week drama club project at Park Grove Primary School for key stage two pupils. Our objectives were to encourage pupils to consider the challenges but also benefits of growing up and becoming independent. Drama was an effective tool to achieve these objectives as it created an osmosis between myself, my co-facilitators and the participants. The pupils became active in their learning and this created a dialogue between themselves and the facilitators. This project also became a turning point in my capability to adapt workshops according to ability, for example, one of the pupils in the group was not fully mobile. Therefore, we adapted games such as ‘stuck in the mud’, as instead of travelling between people’s legs to ‘free’ other participants, they passed under people’s arms. This is turn was no major alteration and it enabled full participation, which as a facilitator is crucial as it ensures that no one is targeted and the whole group can be involved.

I am currently a volunteer for two theatre companies based in York, named ‘In the Moment’ and ‘Out of Character’, which comprise of mental health service users. Having worked with Out of Character for two years and In the Moment for almost a year, I have heard of many negative experiences with the current mental health services. The main point being that in review meetings based on the patients, there has been situations where neither the patient nor their family have had an active role in helping to decide the best treatment, as matters had already been decided before they even entered the meetings. There has also been points where they have not been allowed in at all and this is turn has caused a negative view of those in health care. This is one of the most prominent reasons why I would like to pursue a career in occupational therapy, as a large part of its execution is participation and in doing that, the individual in question is involved in their care. To me, it makes sense that the person-centred approach is most appropriate, unless there are extreme circumstances that prevent that individual from being able to make rational decisions that are safe.

Finally, I have been a student ambassador for eighteen months and we have many different schools come to the university to learn more about higher education. Recently we had what we call an ‘aspirations day’, which is centred on getting younger people to think about university and we had a group of twenty-one year eight students who were visiting us for the day. At lunch time, there was one student who got upset because she had been told not to bring a packed lunch, despite the school knowing that she is not keen on certain foods. In this situation, there was an issue with the teacher who ended up treating this student like she was a problem, in addition to this, none of the students had met this teacher before so they were not comfortable interacting with her. This in turn meant that the student was refusing to speak and did not co-operate and some of the staff became concerned that she was not going to stay on task. However, as a student with a shorter age gap, I waited for an opportune moment to calmly interact with her and look for something else to talk about that might interest her, in this case, it was the fact that she was a twin. Within twenty-five minutes, I had her talking to me about her interests and she started to become more engaged with the day. For me, the most crucial aspects to this situation, was patience and understanding, there is no point in trying to fight a losing battle. In a person-centred setting, it is the individual in question who is the most important as at the end of the day, it is them whom we are caring for. As long as they are safe, we should cater to their interests and needs in order to help them progress. In addition to this, the more you know, the more able you are to prepare and plan for new situations because you already have an idea of what that individuals needs and wants are.

Having had experience in facilitating drama workshops, two of the most crucial elements are reflection and feedback. At NHS Peppermill Court, an acute mental health facility, myself and my colleague conduct half-hour workshops on Mondays called ‘games and movement’, intended to help improve basic tool handling, social interaction and self-esteem. Each week we are required to write up a reflection on the session, thinking about what went well, what could be improved and what we could do next time. These prove useful for both myself and my colleague and the occupational therapy staff at the facility as we are always looking to improve and adapt future workshops. Sometimes this proves a challenge as we have different participants each week with different abilities, but it allows us to consider how we may deliver those workshops. This has also strengthened my recording skills as each week we are required to keep a record of how effective these workshops are. As an occupational therapist, it is crucial to keep record of individual’s progress and my own progress, as it then allows me to critically analyse the quality of my work and how that can be developed.

I am also confident in communicating with others as in both my job as a student ambassador and as a retail assistant at Primark, I meet numerous amounts of people every day. I am confident in approaching people who need help or may just want to chat, and this can often create a more comfortable and positive atmosphere, therefore improving their experience. In occupational therapy this is vital as you really need to have the drive to speak to people and be confident in communicating with anyone who may walk through the door. The more confident and friendly you are, the more likely patients will feel they able to trust you with their care.

I am applying for the occupational therapy masters as I already some of the crucial skills that are required of an occupation therapist: the adaptability to work with the changing system, the understanding of the importance of participation and the ability to reflect and critically analyse crucial information. In this course, I hope to strengthen these skills even further and get a better academic understanding of occupational therapy and discover more about the scientific aspect of occupational therapy. After the two-year course, I hope to pursue a career in occupational therapy and help to improve many individuals’ quality of life.

Thank you for taking the time to read this personal statement, I hope to hear from you soon.

Chlöe Timson

• BSc (Hons) Occupational Therapy

Occupational Therapy BSc (Hons)

• Level(s) of Study: Undergraduate
• Typical Offer: 104 - 112 UCAS tariff points
• Start Date(s): September 2025
• Duration: Three years full-time
• Study Mode(s): Full-time
• Campus: Clifton Campus

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Introduction:

Please note:  this course, which is new for 2025, is currently awaiting approval from the health and care professions council (hcpc), and accreditation from the royal college of occupational therapists (rcot). while this process is taking place, you can contact  [email protected] to find out more and express an interest in the course. you can also still book to come and see us at an open day ..

Occupational Therapy helps people to live meaningful and independent lives, supporting people to do what is important to them. Present in hospitals, communities, schools, workplaces, prisons, care homes and many other settings, Occupational Therapists provide help to individuals to support them to overcome barriers and carry out activities that are meaningful to them.

The course is wide-ranging, holistic, focused and will enable you to explore many different opportunities in the UK and abroad.  At NTU we offer learning experiences and environments that will prepare you for the varied career that you are about to embark upon, including a range of simulation teaching spaces such as our therapeutic kitchen, a domestic suite, hospital wards, consulting rooms, a virtual reality (VR) suite, and access to green space for outdoor teaching.

Why you should choose Occupational Therapy at NTU:

What you’ll study, foundations of occupational therapy.

You will examine the philosophical and theoretical concepts that underpin Occupational Therapy. These core principles will be learnt alongside content around the Human Sciences that will take place in the Understanding and Impact of Occupational Therapy module. This module will introduce you to Occupational Science and how this is the foundation to understanding professional Occupational Therapy practice.

Professional Skills and Knowledge in Occupational Therapy

This module will help you to understand your role as a professional through learning about key areas of safe practice, legal and ethical boundaries as well as practice skills. Different style of communication skills will be learnt and applied to experiential learning opportunities, and there will be a focus on gaining key practical skills within Occupational Therapy Practice to prepare for Practice-Based Learning 1.

Introduction to Evidence-Based Practice

This module enables you to recognise the importance of Evidence Based Practice in Occupational Therapy practice. It will form one of three modules focused on building skills and knowledge of Evidence based practice and research to enable you to be competent in application to practice.

Understanding and Impact of Occupational Performance

You will be introduced to the human sciences that enable and facilitate occupational performance. You will develop knowledge and understanding about a wide range of different pathologies and understand their impact on occupational performance alongside the environmental and social barriers.

Assessment of Occupation and the Environment

You will build your knowledge and skills in the Occupational Therapy Process. Content from all earlier modules supports growing ability in carrying out a variety of assessments for individuals across the lifespan, focusing around self care, leisure and  productivity/play. This module will outline the need for Occupational Therapists to work collaboratively with service users and continue to develop Professional Reasoning skills to support independent decision making

Practice-Based Learning 1

This is your first placement on the course, and will last 7 weeks.

Evaluating the Occupational Therapy Evidence Base

This module is building on the content of the first year module, Introduction to  Evidence Based Practice. You will focus more deeply on skills of enquiry and interpretation of more varied types of research and ensuring quality practice within Occupational Therapy.

Maximising Occupational Performance

This module will build on the level four module, Assessing Occupation and the Environment and is covering the goal planning,  intervention and discharge stage of the Occupational Therapy Process. The module will look at approaches and interventions through the lens of Activities of Daily Living, Leisure and Productivity, across the life span. Building on previously learnt modes of professional reasoning, further learning in this area will enhance your skills in the transparency of your decision making.

Innovation in Occupational Therapy Practice

This module will equip your to look at contemporary and future focused Occupational Therapy. Taking a global to local perspective to identify and provide rationale to role emerging areas of practice, maintaining occupation at its core. You will explore your creativity, innovative and entrepreneurial skills across a range of issues including, amongst others, sustainability. This module will build on the knowledge and understanding of how policy can impact diverse areas of society.

Promotion of Occupation for Wellbeing and Health

You will gain knowledge and understanding around public health issues from an Occupational Science perspective. The module will look at how Occupational Therapists can utilise their core occupation-focused skills to support local populations through health and wellbeing promotion and health and wellbeing protection. The module will focus on working within communities and groups as well as the environmental factors of working within a community setting.

Practice-Based Learning 2 and 3

These are your second and third placements on the course. Each placement will last 7 weeks, for a total of 14 weeks in Year Two.

Transitions to Practice

This module will draw on learning from both academic modules and Practice Based Learning to enable you to assess your current knowledge and skill level against required standards of HCPC and through the use of the Career Development Framework (Royal College of Occupational Therapy, 2022). You will critically evaluate the role of Leadership within Occupational Therapy and in the wider Health and Social Care context, recognising your own skills and knowledge within this.

Research for Occupational Therapy Practice

This module builds on both Year One and Year Two modules, and enables you to select a topic of interest to conduct a critical review, using the skills and knowledge gained in previous modules. You will be allocated an individual supervisor to guide you, however the module will develop skills of independent inquiry and autonomous learning.

Focus on Practice

You will focus in depth on one aspect of Occupational Therapy Practice, allowing for a development of more complex skills and knowledge. Consolidating learning from across the course, the module will develop your specialist skills, assessments, interventions and will further enhance your readiness for practice. Occupational Therapists in the field and people with lived experience will contribute to learners knowledge. Issues pertaining to occupational marginalisation, sustainability and use of digital technologies will also be explored, giving you the ability to transfer knowledge to other settings as well.

Practice-Based Learning 4

This is your fourth and final placement on the course, and will last 10 weeks.

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How you’re taught

The nature of the teaching is collaborative, with sharing of ideas. You will be encouraged to have an enquiring mind, be creative, resourceful, take on new opportunities and to discuss your learning with your peers. You will be part of a larger department with students from Nursing, Paramedicine and Public Health, enabling interprofessional opportunities to give you a wider perspective. The course has been created alongside people with lived experience, Occupational Therapists in practice and students from other programmes within the department.

There is also an MSc Occupational Therapy course, creating a community of learners, preparing you for the exciting opportunities ahead.

Learners will be allocated an individual personal tutor from the Occupational Therapy academic team. Learners will be placed within an Personal Tutor Group and be offered group personal tutor sessions throughout the course at key points in the academic year, for example, soon after the course starting, during placement. Learners will be able to also contact their personal tutor for an individual meeting.

The course has strong links with local organisations meaning our BSc students can really make a difference within the community, listening and providing opportunity to work with people to fulfil their potential. The philosophy of Occupational Therapy is to work with individuals and community to enable people to live fulfilling lives. This will be an empowering experience for you as a student, developing your own confidence in this field and looking beyond at where it can take you. We recognise that our learners will have taken many different journeys to starting this course and we provide support to enable each student to fulfil their potential.

NTU has a strong focus on sustainability and the profession of Occupational Therapy is embracing this focus. The BSc course enables students to debate, discuss and be creative around the issues of the environment and how it impacts on people and their community and it features throughout the course.

The Institute of Allied and Health Professions, in which the Occupational Therapy course is situated has international links and the BSc course takes a global focus to enrich our learning and thus provide a more inclusive experience to students and to the people you will work with. Our aim is that you feel empowered through the journey of becoming an Occupational Therapist and that you take that experience to empower the people you will have the privilege to work with both within placement and as a registered Occupational Therapist.

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How you’re assessed

Assessment types include:

• Reflective accounts
• Objective structured clinical examination (OSCE)
• Presentations
• Academic posters
• Multiple choice and short answer question exams
• Professional discussion
• Group exercises

Assessment is also included in all the Practice Based Learning modules and passing the four placements is required for registration to the Health and Care Professions Council, thus enabling learners to register as Occupational Therapists.

Careers and employability

Successful completion of this course will provide eligibility to register with the Health and Care Professions Council under the protected title of Occupational Therapist.

Occupational Therapy is a career that can provide many exciting opportunities, working with individuals, groups and communities across public, private and third sector organisations. Our course will prepare you through the development of strong links to East Midlands NHS Trusts, Schools and private sector organisations.

As a student you will experience practice based learning across a number of settings, meaning you gain real life experience to ensure you have the confidence, knowledge and skills within Occupational Therapy to embark on a successful career. The provision of four placements enables the opportunity for role emerging placements, which promote the value of Occupational Therapy in new areas of health and social care. These placements enable learners to develop a strong professional identity as an Occupational Therapists.

Employability team

Our expert Employability team will work closely with you at every stage of your career planning, providing personal support and advice. You can benefit from this service at any time during your studies, and for up to three years after completing your course.  Find out more about the service .

Campus and facilities

You’ll be taught at our self-contained Clifton Campus which provides an ideal learning environment to complement your studies.

Our purpose-built  Health & Allied Professions (HAP) Centre on our Clifton Campus is home to our world-class teaching, practice, research and scholarship in the Institute of Health and Allied Professions (IHAP).

Entry requirements

• International

What are we looking for?

• Standard offer:  112 UCAS Tariff points from up to four qualifications
• Contextual offer:  104 UCAS Tariff points from up to four qualifications
• GCSE English and Maths at grade C / 4.

Personal statement

You will be expected to detail evidence of transferable skills that may include academic study, voluntary or work experience, and should detail this in your personal statement along with how this makes you a suitable candidate for the BSc Occupational Therapy course.

You should also consider including the following information in your personal statement:

• Evidence of professional knowledge, attitudes and behaviours
• Evidence of communication and interpersonal skills
• Evidence of transferable skills and practice
• Understand the role of Occupational Therapy
• Insight into the professional, regulatory and statutory aspects of Occupational Therapy.

Candidates who have been shortlisted will be invited to attend a selection activity involving an interview with academics, occupational therapy practitioners, or service users. This will explore candidates' values in line with the HCPC Code of Ethics, and Royal College of Occupational Therapists (RCOT) professional standards, alongside your knowledge and commitment to the profession.

Other requirements

• You will also need to be at least 18 years of age at the start of the course. This is the minimum age requirement set by our placement providers. If you will be under 18 at the start of the course, your application may be declined, or you may be offered the opportunity to defer your application until next year.
• If you have been offered a place, you will also be expected to complete a good-health check through health screening and attend a follow-up occupational health review as required.
• Successful candidates will also be required to complete an Enhanced-Level Disclosure and Barring Service (DBS) check.

Vaccinations

As a healthcare student, you have a duty of care towards patients and other staff, including taking reasonable precautions to protect yourself and others from communicable diseases. We therefore require you to be vaccinated for some infectious diseases if you do not already have immunity to them. Whilst we cannot force you to have a vaccination, the University and our practice partners strongly recommend you do.

Failure to undertake the required immunisations and blood screening may lead to you not being able to be placed in certain clinical areas which may adversely impact your ability to complete the required practice hours and clinical competencies.

Interview dates

Interview dates may be subject to change and will be confirmed to successful applicants when they are invited to interview.

Contextual offers

A lower offer may be made based on a range of factors, including your background (such as where you live and the school or college you attended), your experiences and individual circumstances (you may have been in care, for example). This is called a contextual offer and we get data from UCAS to make these decisions. NTU offers a student experience like no other and this approach helps us to find students who have the potential to succeed here but who may have faced barriers that make it more difficult to access university.  Find out how we assess your application .

Other qualifications and experience

Recognition of Prior Learning (RPL) is a process for assessing and, as appropriate, recognising prior experiential learning or prior certificated learning for academic purposes. Each application for RPL is taken on a case by case basis and will be considered by the programme admissions tutor.

We may also consider credits achieved at other universities and your work/life experience through an assessment of prior learning. This may be for year one entry, or beyond the beginning of a course where applicable, for example, into year 2. Our  Recognition of Prior Learning and Credit Transfer Policy outlines the process and options available for this route.

Meeting our entry requirements

Hundreds of qualifications in the UK have UCAS tariff points attached to specific grades, including A levels, BTECs, T Levels and many more. You can use your grades and points from up to four different qualifications to meet our criteria. Enter your predicted or achieved grades into our tariff calculator to find out how many points your qualifications are worth.

Getting in touch

If you need more help or information, get in touch through our enquiry form

• 112 UCAS Tariff points from up to four qualifications

Please note:  Due to the mandatory teaching and placement requirements of this course, we are unable to accept applications from individuals with a Tier 2 Skilled Worker Visa.

International qualifications

We accept qualifications from all over the world – check yours here:

• Entry requirements by country

English language entry requirements

Students whose first language is not English will be required to meet the English language requirements of the Health and Care Professions Council. In anticipation of development towards the requirements of the HCPC on completion, applicants whose first language is not English will be required to produce evidence of proficiency in written and spoken English to level 7 (with no component less than 6.5) using IELTS scale.

• English language requirements
• Pre-sessional English for Academic Purposes (PEAP)

Undergraduate preparation courses (Foundation)

If you don’t yet meet our entry requirements, we offer Foundation courses through our partner Nottingham Trent International College (NTIC), based on our City Campus:

• Foundation courses leading to undergraduate study at NTU

Advanced standing (starting your undergraduate degree in year 2 or 3)

You may be able to start your undergraduate course in year 2 or 3 based on what you have studied before. This decision would be made in accordance with our  Recognition of Prior Learning and Credit Transfer Policy.

Would you like some advice on your study plans?

Our international teams are highly experienced in answering queries from students all over the world. We also have members of staff based in Vietnam, China, India and Nigeria and work with a worldwide network of education counsellors.

• Complete this simple form to keep in touch with the International Office.

Fees and funding

Preparing for the financial side of student life is important, but there’s no need to feel anxious and confused about it. We hope that our  fees and funding pages will answer all your questions.

NHS Learning Support Fund

As an NTU student you would be eligible to apply for the  NHS Learning Support Fund (NHS LSF) which offers eligible students additional support while studying for their degree.

The new package includes:

• training grant of £5,000 per year
• parental support payment of £2,000 per student per year to help with childcare costs
• specialist subject payment of £1,000 per year for students on degrees that struggle to recruit, including mental health and learning disability nursing
• help towards additional travel and accommodation costs to clinical placements over your normal daily travel costs
• an exceptional hardship fund of up to £3,000 per student per academic year.

You can also find out more about other  funding available from the government for healthcare students .

Additional Costs

Your course fees cover the cost of studies, and include loads of great benefits, such as the use of our library, support from our expert Employability team, and free use of the  IT equipment across our campuses .

Library books

Most study modules will recommend one or more core text books, which most students choose to purchase. Book costs vary and further information is available in the University’s bookshop. Our libraries provide a good supply of essential text books, journals and materials (many of which you can access online) – meaning you may not need to purchase as many books as you might think! There may also be a supply of second-hand books available for purchase from previous year students.

We know that placement travel will incur costs as you must get to the placement and pay to park or pay for accommodation in some cases. We recognise this is a significant financial demand for students on healthcare programmes and strongly recommend where possible you have a personal £500 placement expenses fund to cover your outgoings, until you can be reimbursed.

We know, however, this is not possible for everyone. If you are a direct entry home student and eligible, these costs can be claimed for travel and dual accommodation expenses (TDAE). From September 2023 the rates have been increased because of national student feedback. Find out more on the  NHS website .

Print and copy costs

The University allocates an annual printing and copying allowance of £20 depending on the course you are studying. For more details about costs for additional print and copying required over and above the annual allowance please see the  Printing, photocopying and scanning information on the Library website .

For more advice and guidance, you can contact our Student Financial Support Service.

Tel: +44 (0)115 848 2494

Please note the fees shown are for 2024 entry.

Tuition fees are payable for each year that you are at the University. The level of tuition fees for the second and subsequent years of your undergraduate course may increase in line with inflation and as specified by the UK government.

Scholarships

We offer scholarships of up to 50% of your tuition fee. You can apply for your scholarship when you have an offer to study at NTU.

• International Scholarships

Living costs

Get advice on the cost of living as an international student in Nottingham and how to budget:

• Managing your money

Paying fees

Find out about advanced payments, instalment plan options and how to make payments securely to the University:

• How and when to pay your fees

How to apply

Please note:  this course, which is new for 2025, is currently awaiting approval from the health and care professions council (hcpc), and accreditation from the royal college of occupational therapists (rcot). while this process is taking place, you can contact  [email protected] to find out more and express an interest in the course..

Ready to join us? Then apply as soon as you can. Just click the Apply  button at the top of the page and follow the instructions for applying. Make sure you check the entry requirements above carefully before you do.

Writing your application and personal statement

This is your opportunity to sell yourself by telling us who you are today and who you want to be in the future. Write about why you want to be a nurse and why your knowledge, skills and previous experiences are important to this profession. What subjects have you studied that are important to you and to nursing; what work experience have you had that has made an impact on you and may help you in nursing; what hobbies and interest do you have. For more hints and tips, take a look at our page on  how to write a good personal statement

Keeping up to date

After you’ve applied, we’ll be sending you important emails throughout the application process – so check your emails regularly, including your junk mail folder

You can get more information and advice about applying to NTU on our  Your Application page. Good luck with your application!

Please read our notes on the  University's commitment to delivering the educational services advertised .

You can apply for this course through  UCAS .

If you are not applying to any other UK universities, you can apply directly to us on our  NTU applicant portal .

Application advice

Apply early so that you have enough time to prepare – processing times for Student visas can vary, for example.  After you've applied, we'll be sending you important emails throughout the application process – so check your emails regularly, including your junk mail folder.

• Follow our guide to the application process

Writing your personal statement

Be honest, thorough, and persuasive – we can only make a decision about your application based on what you tell us:

• Advice on writing a good personal statement

The University's commitment to delivering the educational services advertised .

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Why choose NTU for postgraduate study?

Find out what studying for a postgraduate degree at NTU can do for you and your career.

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Occupational Therapy (BSc)

Occupational Therapy (BSc) starting September 2023 for 3 years

About this course

Occupational Therapy at Southampton is ranked fourth in the UK (Counselling, Psychotherapy and Occupational Therapy, Complete University Guide 2025).

This BSc Occupational Therapy degree will give you the knowledge and skills to treat people with psychological, physical or social disabilities. You’ll learn how to work effectively with patients, their families and carers, as well as with other healthcare professionals.

You’ll develop a strong professional identity as an occupational therapist and gain a clear understanding of how the role contributes to multi-disciplinary teams.

Occupational therapy combines a range of areas including human anatomy and physiology, psychology, sociology, pathology, learning disabilities and mental health. You’ll explore the impact of health conditions and life events on people’s sense of self, relationships and occupations.

The course uses creative, experiential and reflective learning approaches supported by practice placements. Learning is reinforced by internationally recognised researchers into occupational therapy.

Our purpose-built facilities include a multisensory environment, a biomechanics laboratory and an adapted flat. You’ll complete 1,000 hours on placements in the community, social care and hospitals.

When you graduate you’ll be eligible to register as an occupational therapist with the Health and Care Professions Council (HCPC).

Funding to support your learning

Subject to eligibility, UK and Irish students joining this degree can apply for a Tuition Fee Loan to cover the full cost of tuition fees. UK students may also be eligible to apply for an additional maintenance loan to help with living costs.

Additionally, UK students studying this course at University of Southampton may well be able to receive a training grant of £5,000 per academic year from the NHS and entitled to have some of the additional costs of attending a practice placement reimbursed. Students with parental responsibility for one or more children may receive a £2,000 Parental Support payment per student, per academic year. Find out more on the  NHS Learning Support Fund website

If you are normally resident in Ireland, you are encouraged to apply for financial support from SUSI.  

Support for students with a disability/health condition

We are fully committed to supporting students with disabilities who wish to join programmes of study which require the acquisition and practise of professional competencies.

We offer students personal, informal advice by telephone, email or face to face, and we are happy to discuss your specific needs prior to you applying. This could include how your specific needs may impact on your ability to meet the clinical competencies. This will not affect your application in any way, but may help you to select the right programme for you.

Please contact the admissions team for further details.

Foundation year

If you have not studied the required Science subjects for this course, you may be eligible to apply for and enter through our Science Foundation Year .

We regularly review our courses to ensure and improve quality. This course may be revised as a result of this. Any revision will be balanced against the requirement that the student should receive the educational service expected. Find out why, when, and how we might make changes .

Our courses are regulated in England by the Office for Students (OfS).

Accreditations

Health and Care Professions Council (HCPC)

British Association of Occupational Therapists and Royal College of Occupational Therapists (RCOT)

World Federation of Occupational Therapists (WFOT)

Learn more about this subject area.

Nursing, midwifery and healthcare

Course location.

This course is based at Highfield .

Awarding body

This qualification is awarded by the University of Southampton.

Download the Course Description Document

The Course Description Document details your course overview, your course structure and how your course is taught and assessed.

Entry requirements

For academic year 202526.

BBB including one science or social science subject

A-levels additional information

Offers typically exclude General Studies and Critical Thinking. Acceptable science or social sciences are Biology, Chemistry, Physics, Sociology and Psychology.

A-levels contextual offer

We are committed to ensuring that all applicants with the potential to succeed, regardless of their background, are encouraged to apply to study with us. The additional information gained through contextual data allows us to recognise an applicant's potential to succeed in the context of their background and experience. Applicants who are highlighted in this way will be made an offer which is lower than the typical offer for that programme.

International Baccalaureate Diploma

Pass with 30 points overall with 15 points at Higher Level including a science or social science subject.

International Baccalaureate Diploma additional information

Acceptable science or social sciences are Biology, Chemistry, Physics, Sociology and Psychology.

International Baccalaureate contextual offer

We are committed to ensuring that all learners with the potential to succeed, regardless of their background, are encouraged to apply to study with us. The additional information gained through contextual data allows us to recognise a learner’s potential to succeed in the context of their background and experience. Applicants who are highlighted in this way will be made an offer which is lower than the typical offer for that programme.

International Baccalaureate Career Programme (IBCP) statement

Offers will be made on the individual Diploma Course subject(s) and the career-related study qualification. The CP core will not form part of the offer. Where there is a subject pre-requisite(s), applicants will be required to study the subject(s) at Higher Level in the Diploma course subject and/or take a specified unit in the career-related study qualification. Applicants may also be asked to achieve a specific grade in those elements. Please see the University of Southampton International Baccalaureate Career-Related Programme (IBCP) Statement for further information. Applicants are advised to contact their Faculty Admissions Office for more information.

DDM in the BTEC National Extended Diploma DD in BTEC National Diploma plus B in A-Level subject or D in the BTEC Extended Certificate plus BB in two A-level subjects.

Additional information

We accept Health Studies or Science. If an Science A-Level is studied alongside the BTEC the following BTEC subjects would be considered: Creative Arts, Engineering, Music, Performing Arts and Childcare

DDM in the BTEC Extended Diploma DD in BTEC Diploma plus B in A-Level subject D in the BTEC Subsidiary Diploma plus BB in two A-level subjects.

Access to HE Diploma

60 credits with a minimum of 45 credits at Level 3, of which 27 must be at Distinction and 12 credits at Merit

Access to HE additional information

Must be Science Based

Irish Leaving Certificate

Irish leaving certificate (first awarded 2017).

H2 H2 H3 H3 H3 H3 including a science or social science

Irish Leaving Certificate (first awarded 2016)

AABBBB including a science or social science

Irish certificate additional information

Plus English and Maths Ordinary Level O4 or higher

Scottish Qualification

Offers will be based on exams being taken at the end of S6. Subjects taken and qualifications achieved in S5 will be reviewed. Careful consideration will be given to an individual’s academic achievement, taking in to account the context and circumstances of their pre-university education.

Please see the  University of Southampton’s Curriculum for Excellence Scotland Statement (PDF)  for further information. Applicants are advised to contact their Faculty Admissions Office for more information.

Cambridge Pre-U

M2 M2 M2 in three Principal subjects including a science or social science subject. Acceptable science or social sciences are Biology, Chemistry, Physics, Sociology and Psychology.

Cambridge Pre-U additional information

Cambridge Pre-U's can be used in combination with other qualifications such as A Levels to achieve the equivalent of the typical offer, where D3 can be used in lieu of A Level grade A or grade M2 can be used in lieu of grade B.

Welsh Baccalaureate

BBB from 3 A levels including a science or social science subject or BB from two A levels including a science or social science subject and B from the Advanced Welsh Baccalaureate Skills Challenge Certificate

Welsh Baccalaureate additional information

Welsh baccalaureate contextual offer.

An overall Merit with grade B in the core element in the Health T-Level with Supporting the Therapy Team Specialism.

Other requirements

• UK students
• Other ways to qualify

GCSE requirements

Applicants must hold GCSE English language (or GCSE English) (minimum grade 4/C), Mathematics (minimum grade 4/C) and Science (minimum grade 4/C) if not offered at a level 3 qualification.

Find the  equivalent international qualifications  for our entry requirements.

English language requirements

If English isn't your first language, you'll need to complete an International English Language Testing System (IELTS) to demonstrate your competence in English. You'll need all of the following scores as a minimum:

IELTS score requirements

We accept other English language tests. Find out which English language tests we accept.

You might meet our criteria in other ways if you do not have the qualifications we need. Find out more about:

• our Ignite your Journey scheme for students living permanently in the UK (including residential summer school, application support and scholarship)
• skills you might have gained through work or other life experiences (otherwise known as recognition of prior learning )

Find out more about our Admissions Policy .

Non-academic entry requirements

You must have completed recent, relevant study within 3 years Occupational Health and Vaccinations Completion and confirmation of a satisfactory health screening including confirmation of appropriate vaccinations will be a condition of your offer. All students must comply with the vaccination requirements of the programme which must be met in order to undertake placements. The list of vaccinations required is updated by the NHS and may change over the course of your programme. Declaration of Good Character and Disclosure and Barring Service (DBS) You will be required to complete a satisfactory, University of Southampton Self-Declaration of Good Character form. You will be subject to an enhanced Disclosure and Barring Service Check (DBS) as this is a legal requirement for those involved in contact with children or vulnerable adults. The DBS certificate will be reviewed by the School of Health Science in conjunction with your Declaration of Good Character, the University’s Fitness to Practice Policy and Nursing and Midwifery Council guidance or Health and Care Professions Council guidance. At the start of each subsequent year of study you will also be asked to complete a Self-Disclosure form. Applicants who have been resident outside of the UK within the last 5 years will normally be required to provide information of criminal record checks from the appropriate organisation in your country of current/previous residency. All documentation must be officially stamped and translated into English, proving authenticity of the documents. See GOV.UK website

For Academic year 202425

We are committed to ensuring that all applicants with the potential to succeed, regardless of their background, are encouraged to apply to study with us. The additional information gained through contextual data allows us to recognise an applicant's potential to succeed in the context of their background and experience. Applicants who are highlighted in this way will be made an offer which is lower than the typical offer for that programme, as follows: BBC including one science or social science subject.

DDM in the BTEC National Extended Diploma DD in BTEC National Diploma plus B in A-Level subject o D in the BTEC Extended Certificate plus BB in two A-level subjects.

We accept Health studies or science. If an Science A-Level is studied alongside the BTEC the following BTEC subjects would be considered Creative Arts, Engineering, Music, Performing Arts and Childcare

Got a question?

Please contact our enquiries team if you're not sure that you have the right experience or qualifications to get onto this course.

Email:  [email protected] Tel:  +44(0)23 8059 5000

Course structure

You’ll take a number of core modules each year, and they must all be passed.

Around half of your time will be spent learning on campus.

The remainder will be on practice-based learning , amounting to 1,000 hours over the course of the 3 years. These placements could be anywhere in the UK in an organisation we have a relationship with, but they are mainly in the Hampshire and Isle of Wight region.

There's also the opportunity to undertake a third-year role-emerging or diverse occupational therapy placement.

We have strong international links, so there are opportunities to get involved in global projects.

Year 1 overview

You'll undertake a practice-based learning with an experienced therapist. You'll be in contact with patients and learn in real-world settings from the start.

You’ll also:

• build a solid understanding of the principles of occupational therapy
• learn how to use a variety of tools to help increase occupational engagement and performance
• explore the ethics of therapeutic care, including the importance of safeguarding vulnerable people
• look at the meaning and impact of occupation on individuals and within society
• learn to understand physiology and anatomy, pain theory and learning disabilities as well as musculoskeletal, neuromuscular and mental health

Year 2 overview

This year you’ll:

• undertake 2 practice placements
• learn more about the physical and psychosocial aspects of applied occupational therapy practice
• explore research methods and how they apply to occupational therapy practice
• take part in group projects with community organisations
• learn how the design of systems, environments and objects can be used to improve occupational performance and wellbeing

Year 3 overview

You’ll do a final clinical placement and focus on being prepared for professional practice. You’ll study:

• therapeutic engagements and charity partnerships
• research into occupational therapy
• complex occupational therapy practice
• assessment, diagnostic and management strategies
• innovation, leadership, influencing change and business development
• skills in complex clinical case management
• the legal, political and cultural context of professional practice

Want more detail?  See all the modules in the course.

The modules outlined provide examples of what you can expect to learn on this degree course based on recent academic teaching. As a research-led University, we undertake a continuous review of our course to ensure quality enhancement and to manage our resources. The precise modules available to you in future years may vary depending on staff availability and research interests, new topics of study, timetabling and student demand. Find out why, when and how we might make changes .

Year 1 modules

You must study the following modules in year 1:

An Introduction to Professional Practice (Level 4)

At the heart of this interprofessional module is the belief that all health care students should not only share the same core values and skills that underpin their professional practice, but they should also have learning opportunities that enable them t...

Design for Occupation 1

In this introductory module, you will discover how to investigate design features that impact upon occupation, health and wellbeing for individuals and populations. You will have the opportunity to develop and apply existing skills from other level 4 ...

Foundations of Health Sciences for Occupational Therapists

Using the biopsychosocial model, you will gain an understanding of the health sciences that underpin occupational therapy practice. You will learn about the relevant anatomy and physiology, and how it is integrated from the cellular level to the organ sys...

Practice Placement 1 OT

This module provides an opportunity to experience current practice in a variety of locations across Hampshire, the Isle of Wight and surrounding counties. Principle providers of placements will be in health or social care settings. You will be assigned o...

Principles of Health Sciences for Occupational Therapy

This module builds upon the preceding 'Foundations of Health Sciences' module. You will advance your understanding in key aspects of musculoskeletal, neuromuscular, physiology and anatomy. You will also be introduced to fundamental aspects of pharmacology...

Principles of Occupational Therapy Practice

This module introduces the profession of occupational therapy within the current contexts and scope of practice. It considers the meaning and impact of occupation on individuals and within society. It explores the consequences of disrupted occupations an...

Therapeutic Engagements/Partnerships in Occupational Therapy Practice 1

This module will use an experiential approach to allow you to develop a range of communication skills that are required for effective therapeutic dialogue, which is a fundamental skill for occupational therapy practice. You will: - have the opportun...

Using Evidence in Occupational Therapy Practice

This module introduces you to evidence in practice and begins to equip you with skills to search for, understand, critique and use different types of evidence in practice. You will: - undertake literature searches and explore the range of literature ...

YR1 Generic Timetabling

Year 2 modules.

You must study the following modules in year 2:

Applied Occupational Therapy Practice - Mental Health

This taught module develops your ability to apply and link theoretical concepts that underpin occupational therapy with those who have mental health difficulties and mental illness. The module will enable you to justify and implement clinical reasoning wi...

Applied Occupational Therapy Practice - Physical

This largely practical module will develop your ability to apply, link and appraise the theoretical and practical concepts that underpin occupational therapy for physical conditions. These will reflect the diversity of OT within physical health and socia...

Design for Occupation 2

In this level 5 module, you will build on your understanding of design as an art and a science at level 4 and its effects on occupational performance. You will apply this to your understanding of OT practice, to support occupational engagement for health ...

Practice Placement 2 OT

This module provides an opportunity to experience current practice in a variety of locations across Hampshire, the Isle of Wight and surrounding counties. Principle providers of placement will be in health or social care settings. You will be assigned one...

Practice Placement 3 OT

Research methods for allied health professions.

Healthcare professionals should be able to engage with different forms of inquiry (such as research, audit and service evaluation) and understand how these can help inform practice. This module begins by focusing on the reasons we carry out research and o...

Therapeutic Engagements/Partnerships in Occupational Therapy Practice 2

This module combines academic study with a practical and experiential approach to learning. You will continue to work with the charity you established links with during level 4 and during level 5 you will implement a planned activity group with the servic...

Yr2 Generic Timetabling

Year 3 modules.

You must study the following modules in year 3:

Complex Therapeutic Engagements

This module offers you the opportunity to further develop and refine your understanding and use of more complex therapeutic approaches and skills. It brings together the themes from many of the modules previously studied together with your experience from...

Influencing Innovation and Change (Level 6)

Tomorrow’s healthcare professionals will work in a context characterised by continual change, challenging environments, rapidly evolving technologies and the need for innovation. To operate successfully in this context, these professionals must be able to...

Practice Placement 4 OT

This module provides an opportunity to experience current practice in a variety of locations across Hampshire, the Isle of Wight and surrounding counties. Principle providers of placement will be in health or social care settings (with some additional pla...

Research Project for AHPs

This module follows on from the project plan you developed in the Research Methods module, allowing you to carry out a project that is relevant to your professional programme (Occupational Therapy, Physiotherapy or Podiatry) with the support of your super...

Therapeutic Engagements/Partnerships in Occupational Therapy Practice 3

This practical module explores the theory and practice of commonly used components of therapeutic dialogue through the use of role play and video recordings. You will: - examine the verbal and non-verbal components of therapeutic dialogue which enhan...

YR3 Generic Timetabling

Learning and assessment.

The learning activities for this course include the following:

• classes and tutorials
• individual and group projects
• independent learning (studying on your own)

Course time

How you'll spend your course time:

Your scheduled learning, teaching and independent study for year 1:

How we'll assess you

• oral presentations
• written and practical exams
• placement assessment

Your assessment breakdown

Your scheduled learning, teaching and independent study for year 2:

Academic support

You’ll be supported by a personal academic tutor and have access to a senior tutor.

Course leader

Rachel Dadswell is the course leader.

This course is accredited by the  Royal College of Occupational Therapists  and the  World Federation of Occupational Therapists , giving you work opportunities both in the UK and abroad.

Our creative and forward-thinking course prepares you to confidently work in the changing UK and international health and social care landscape. Our graduates take on roles in a broad range of contexts including the NHS, local authorities, charities, industry, schools, private practice and government agencies.

You can specialise in working with children, adults or older people across the lifespan, and pursue a career as a practitioner, researcher, manager, lecturer or consultant.

You can expect excellent career prospects in a whole range of healthcare environments where occupational therapy is practiced. Occupational therapy graduates are in high demand in the UK and abroad.

You’ll be able to take part in a week-long employability programme designed specifically for our graduates.

More information about careers in occupational therapy can be found on the NHS Careers website .

Careers services at Southampton

We are a top 20 UK university for employability (QS Graduate Employability Rankings 2022). Our Careers, Employability and Student Enterprise team will support you. This support includes:

• work experience schemes
• CV and interview skills and workshops
• networking events
• careers fairs attended by top employers
• a wealth of volunteering opportunities
• study abroad and summer school opportunities

We have a vibrant entrepreneurship culture and our dedicated start-up supporter, Futureworlds , is open to every student.

Fees, costs and funding

Tuition fees.

Fees for a year's study:

• UK students pay £9,250.
• EU and international students pay £28,900.

Your fees will remain the same each year from when you start studying this course. This includes if you suspend and return.

What your fees pay for

Your tuition fees pay for the full cost of tuition and all examinations. Your fee also covers the cost of your uniform for clinical practice.

Find out how to:

• pay your tuition fees
• calculate your student finances

You'll need to consider extra costs for the following:

• suitable shoes for your practice placements
• your own fob watch
• your enhanced DBS certificate 
• your  professional registration fee (on graduation)

On your placements you can claim travel and accommodation expenses over and above your normal daily travel costs to university. But there are limits on what you can claim.  Learn more about placement costs and expenses . 

There will also be other costs not covered by the tuition fee. These may include:

• personal computer or laptop and data storage devices

Accommodation and living costs, such as travel and food, are not included in your tuition fees. There may also be extra costs for retake and professional exams.

• accommodation costs
• living costs
• budgeting advice
• fees, charges, and expenses regulations  

Bursaries, scholarships and other funding

If you're a UK or EU student and your household income is under £25,000 a year, you may be able to get a University of Southampton bursary to help with your living costs. Find out about bursaries and other funding we offer at Southampton.

If you're a care leaver or estranged from your parents, you may be able to get a specific bursary .

Get in touch for advice about student money matters .

Scholarships and grants

You may be able to get a  scholarship  or grant to help fund your studies.

We award scholarships and grants for travel, academic excellence, or to students from under-represented backgrounds.

Support during your course

The Student Services Centre offers support and advice on money to students. You may be able to access our Student Support fund and other sources of financial support during your course.

Funding for EU and international students

Find out about funding you could get as an international student.

When you apply use:

• UCAS course code: B920
• UCAS institution code: S27

Apply for this course

What happens after you apply?

We will assess your application on the strength of your:

• predicted grades
• academic achievements
• personal statement
• academic reference

We'll also consider how your personal and professional values align with occupational therapy. Ways you can show this include:

• work experience in occupational therapy or health and social care
• life experience
• extracurricular activities

If your UCAS application is successful we'll invite you to an on-line interview. We'll send an invitation e-mail which will include information on how to prepare and what to expect during the interview.

We'll aim to process your application within 2 to 6 weeks, but this will depend on when it is submitted. Applications submitted in January, particularly near to the UCAS equal consideration deadline, might take substantially longer to be processed due to the high volume received at that time.

Equality and diversity

We treat and select everyone in line with our  Equality and Diversity Statement .

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Occupational therapy personal statement example

• Reading time: 3 minutes
• Price: Free download
• Published: 22nd November 2021
• Word count: 730 words
• File format: Text

Have you ever had a moment where you thought to yourself, “This is exactly where I am supposed to be”? This exact thought runs through my mind as I work toward my goal of changing career paths, from healthcare administration to a career as an Occupational therapist. My interest in the profession began in high school while working at a home health and rehabilitation company. Occupational therapy attracted my attention because not only does the discipline address physical needs, but it addresses the psychological and emotional needs of individuals. I have always wanted to work in healthcare , to work and interact with people, and the opportunity to assist others in leading healthy and fulfilling lives; which makes Occupational therapy the perfect fit for me.

Initially, when I began my undergraduate studies at Slippery Rock University, I was an exercise science major with every intention to pursue a career in Occupational therapy. Unfortunately, during my first semester I dealt with difficult personal issues that caused me to struggle to adjust to the college environment and focus on my coursework, therefore negatively impacting my academic performance. Being new to the university, I was unaware of the resources available for emotional support nor the option to withdrawal from the courses in which I fell behind. This experience left me with a lack of confidence and confusion in regards to my capability of succeeding as an exercise science major. Despite the challenges that I was facing, my fervor for helping others persisted and I was lead to my major in Healthcare Administration and Management, where I found my work could still benefit others while working behind the scenes in administration.

While I had once believed that a career in administration was right for me, after graduation I decided to pursue Occupational therapy based on my experiences with my grandfather who has Parkinson’s Disease. While other members of my family are living with Parkinson’s, it was not until my grandfather was diagnosed in 2016 that I fully understood it’s effects. This diagnosis has a rippling effect, radiating onto the individual as well as their loved ones. It has been incredibly difficult to watch as Parkinson’s disease attempts to strip my grandfather of his self-reliance and ability to do the things that give him fulfillment. Occupational therapy allows him to hold onto his independence and to remain living safely in his home. His occupational therapists have provided him with intervention such as the special pencil grips that enable him to complete his nightly crossword puzzles, an exercise plan that allows him to maintain his strength, and education on safety in the home and safety during transfers. The positive impact that occupational therapy has on my grandfather’s quality of life is the reason that I have chosen to pursue this path again. I too, want to be someone who enhances and enables others to participate in the everyday activities that give their lives meaning.

I believe that my undergraduate degree in Healthcare Administration and Management is my strength and makes me a unique applicant. My degree provided me with the knowledge in the principles behind healthcare leadership , healthcare quality improvement processes, motivation, teamwork processes, healthcare information systems, the legal and regulatory environment, as well as managed care and healthcare reimbursement. I have had the opportunity to gain insight and experience by working in a variety of settings such as home health, long-term care, and adult day health care. By working in administration, I have seen firsthand how Occupational therapists work cohesively with different departments in order to ensure that patients receive the best quality of care. I have grown professionally through my experiences in healthcare, by developing a strong work ethic along with key skills such as communication, team work, social perceptiveness, problem solving, and organization – all which are skills that I will carry with me into a career in Occupational therapy. I possess knowledge not only in the science and anatomical requirements necessary to pursue a graduate degree in Occupational therapy, but also in the skills needed to become a leader in the field. As the healthcare industry evolves, Occupational therapists are being asked to take on leadership roles which include a greater understanding of the business of healthcare. My degree in healthcare administration and management has provided me with the assets needed to successfully take on these roles.

2018-6-23-1529723627

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• Undergraduate Courses

Occupational Therapy (pre-registration)

/ Undergraduate /

Start date:

September 2025

Entry tariff: 

Get the specialist knowledge and practical skills you need to help individuals overcome everyday challenges (mentally or physically) and help them regain their independence. As an Occupational Therapist, you will examine the physical, psychological and contextual aspects of patients.  

Did you know.

This programme is pending accreditation by the Health and Care Professions Council (HCPC), enabling graduates to be eligible to apply for registration on successful completion.  

This programme is also pending accreditation by RCOT. This gives graduates a qualification recognised by the World Federation of Occupational Therapists.  

This is a new course for September 2025. More details regarding modules will be added shortly. Please contact us if you have any questions.

• Occupation Focused Theory and Practice 
• Occupational Therapy for Older People 
• Human Sciences for Occupational Participation 
• *Professional Skills for Health 
• *Research for Health and Social Care 1 
• Enabling Occupational Participation 
• Occupational Therapy for Health and Wellbeing 
• Global Occupational Therapy Practice 
• *Research Methods for Health and Social Care 2 
• *Transforming Health and Social Care 
• Advanced Professional Reasoning in Occupational Therapy 
• *Leadership and Innovation 
• *Reseach Methods for Health and Social Care 3 
• *Education in Practice 
• *Employment in Health and Social care 
• * Students are required to pass all modules on the programme to be eligible for registration with the RCOT and the HCPC.  

Make a difference to human lives with a degree in Occupational therapy

Pending accreditation by the World Federation of Occupational Therapists, this course gives you the knowledge and skills to carve out a successful career in the health sector.  

You’ll gain a strong foundation by integrating theory with practice. You’ll learn to assess not only the physical and psychological aspects of a patient but also their environment, from early intervention to ongoing community rehabilitation. You’ll be encouraged to think creatively and develop personalised solutions. 

Experience dynamic, contemporary curriculum in state-of-the-art facilities.

You will undertake activities to develop your ability to critically appraise and apply theory through case-based learning, simulation and on practice placements. 

You will use simulation to prepare for the realities of practice placement experiences.  

Simulation will provide you with the opportunity to explore occupational therapy practice skills in an authentic, safe and supportive environment. This will help to improve your confidence, develop preparation for practice and enhance patient safety. 

Roehampton is committed to shared/interprofessional learning, which is based on the belief that by learning together, you will better understand each other’s practice and work more effectively within a multidisciplinary team. This leads to a coherent and person-centred approach to care.  

You will:  

Attend key events that utilise and explore relationships and application of knowledge across the disciplines. This leads in turn to a strong professional identity and a greater awareness of the roles and responsibilities of all partners in health and social care. And aids communication and understanding across professions. 

You may be eligible for an NHS Learning Support fund (LSF) of £5,000 each academic year of study. More information can be found here.  

Push yourself further with real- world assignments

Throughout your course, you’ll experience a wide range of assessments that enhance your understanding and practical skills, while giving you a taste of industry practices. These include: 

• creating an academic poster 
• practical assessments 
• case-study based assessments 
• oral presentations 
• self-reflections 
• peer assessment 
• in class tests 

You’ll leave Roehampton with an in-depth understanding of both the theory and hand-on applications of occupational therapy, ready to take the next step.  

Shape the future of public health.

Our graduates go on to work in different sectors including:  

• the National Health Service 
• social services and care 
• private practice 
• primary care 
• education 
• the prison services 
• research 
• working overseas  
• in the 3rd Sector.  

Our Careers team is on hand to help from the start of your studies until after you graduate. Under their guidance you’ll benefit from a wide range of support, including:  

CV building  

Interview preparation  

Mentoring  

Industry connections  

Work experience  

Volunteering opportunities  

Job fairs  

Introductions to future employers.  

Get a real taste of our campus, community and what it’s like to study at Roehampton

Full-time UK undergraduate students apply through UCAS.

Course subject to curriculum review and validation.

Specific entry requirements: 

UK: Normally five GCSEs at grade C or above, including mathematics, English language or literature and a science subject or equivalent. A Levels BBB/BBC, BTEC or equivalent All students will complete a values-based interview. Evidence of interest and work experience in a relevant field. Satisfactory enhanced DBS check (adults and children)  

If English is not the first language, all applicants must be able to communicate in English to level 7 of the International English Language Testing System, with no element below 6.5. Students must undergo health screening to assess fitness to begin the course. Students must also complete an approved programme of immunisation , as recommended by the Department of Health. They must have full disclosure and the barring service screen prior to enrolment. Students must declare any criminal convictions, cautions, and bindings over when requested during the application and interview process.  

We welcome applications from students studying  T Levels .

For all courses we also accept a wide range of other qualifications and experience. Contact us to find out more .

When we consider applications to study with us, we form a complete view of your achievements to date, and future potential, and can offer flexibility in entry requirements. Find out more about our Contextual Offer scheme .

General entry requirements

UK students

September 2024 entry tuition fees

Year one fees

UK: £9,250

We offer a wide range of scholarships and bursaries. See our 2024 financial support pages for UK students .

We also provide other ways to support the cost of living, including free buses and on-campus car parking, hardship support and some of the most affordable student accommodation and catering in London. Find out more about how we can support you .

International undergraduate students apply through our direct application system.

Specific entry requirements

Normally five GCSEs at grade C or above, including mathematics, English language or literature and a science subject or equivalent. A Levels BBB/BBC, BTEC or equivalent All students will complete a values-based interview. Evidence of interest and work experience in a relevant field. Satisfactory enhanced DBS check (adults and children). 

If English is not the first language, all applicants must be able to communicate in English to level 7 of the International English Language Testing System, with no element below 6.5. Students must undergo health screening to assess fitness to begin the course. Students must also complete an approved programme of immunisation, as recommended by the Department of Health. They must have full disclosure and the barring service screen prior to enrolment. Students must declare any criminal convictions, cautions, and bindings over when requested during the application and interview process. 

International students

EU and International:  £18,900

We offer a wide range of scholarships and bursaries. See our 2024 financial support pages for international students .

Need help or advice before applying?

Life and health sciences, join our diverse life and health sciences community, whose leading academics are dedicated to understanding and improving the living world through ground-breaking advances in scientific research. .

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Physiotherapy (pre-registration)

Next entry: Sept 2025 • 3 years (full-time)

Digital Media

Next entry: Sept 2024 • 3 years (full-time), 4 years (full-time) with placement

Psychology (Clinical and Mental Health)

Next entry: Sept: 2024 • 3 years (full-time), 4 years (full-time) with Foundation Year

Personal Statements Bank

Want some help from successful applicants.

Writing your personal statement can be daunting – for many university applicants it might be their first time preparing a formal summary of their academic achievements, and that can often feel boastful or uncomfortable – where should you even begin!?

Our current students have very kindly given us permission to publish some of their unammended personal statements to help give you some suggestions as to how to structure your personal statement. Most importantly, these personal statements are by no means perfect, but they earned these students their places at the University of Oxford, and therefore your personal statement doesn't have to be perfect either. 

If you haven't already, check out our Personal Statements Overview video where we explain the basics of personal statements, and watch our Personal Statements Tips video, where students give some of the advice they found most useful when writing their own personal statements. Even if the subject you are applying for isn't contained in the list below, seeing how the students structured their personal statements and the kinds of language & sentences they used can be really useful in writing your own – but always make sure to be original and not plagiarise! UCAS does use anti-plagiarism software to verify each personal statement's originality.

This page is being regularly updated as more St Anne's students kindly submit their personal statements, so watch this space for developments. If there isn't yet an example personal statement here for the subject you're applying for, then please get in touch and we may still have one on-file that we can send to you.

Academic year application was made:  2022-23

My interest in biochemistry began while I read an article on the dynamics of ssDNA hybridisation. The scientists achieved an extraordinary amount of detail when using TIRF imaging. They revealed the kinetics of independent strands and explained how these were affected by extrinsic factors with the Eyring equation. Their precision inspired me – chemical principles can be applied to produce a dynamic view of biological systems. The overlap between biology and chemistry highlighted the intricacies of the molecules which allow for life – all of which contain carbon. This special atom has the perfect number of electrons to have sp3 hybridised orbitals, lending it the ability to form 4 equal sigma bonds and long chains – a phenomenon known as catenation. When a lecture and supervision by Stewart Sage of Selwyn College, Cambridge presented the delicate subcellular pathways of osmoregulation, I was fixed on learning more about the chemistry of life. Having taken part in the Cambridge Chemistry Challenge, I enjoy being exposed to problems which at first seem challenging but can be solved by applying prior knowledge in elegant ways. I have been especially interested in methods with which enzymes carry out their functions. By gaining a detailed understanding of these mechanisms, we can seek to use the biological machinery to our advantage, as I saw when at the Royal Institution. I was tasked with using gel electrophoresis to compare DNA fragments from different group A Streptococci strains. After running the gel successfully, I understood that palindromic mutations in the fragments had acted as markers for the restriction enzymes, producing DNA bands which were identifiable with the ladder. When analysing the results, we were able to predict the severity of the infection, ranging from mild strep throat to necrotising fasciitis. The first section of MITx’s Molecular Biology MOOC, discussing DNA replication and repair, drew me more towards enzyme mechanics. I enjoyed learning about the structure of DNA polymerase and how its ‘fingers’ hold dNTPs in place using pi-stacking, interactions with other charged amino acids in the O-helix, and Mg2+ ions. Nucleotide tautomerisation also poses a threat to the accuracy of replication; therefore, the dienzyme contains a proofreading exonuclease, making the process 100 times more accurate. The overlap between mutation and apoptosis interested me; changes in the fine balance between bcl2 and Bax expressions could escalate to cell death, with bh3 mimetic drugs being used to combat this. I saw how problems in the biological field could be solved using chemistry. Articles on the pathophysiology of Parkinson’s and ARMD led me to read about iPSCs and their use in deriving specialised tissues in vitro – tissues which were used as organoids to study potential therapies for the diseases. After listening to Shinya Yamanaka’s lecture on the future of iPSCs, I was inspired to undertake an EPQ dissertation on the viability of iPSCs in precision medicine. During the research phase, I shadowed researchers in the UCL Institute of Ophthalmology, where I was trained in primer design, protein BLAST, western blots, genotyping murine lines, and PBMC isolation. Above all, I was able to speak to researchers in Prof. Pete Coffey’s lab about their work using a patient-derived iPSC organoid model. This led me closer to understanding how research was approaching to their use in medicine – the team had already developed a strong stem cell replacement therapy. I found an importance in self-study early as I taught myself the drums and guitar to a high level. This gave me a sense of accomplishment as I sought to imitate this in other impersonal interests. In college, I found it fulfilling to study ancient world literature, via a MOOC; stretching my interests in the arts, I read classical plays and joined a college poetry society. On my DofE Bronze expedition, I developed an interest in adventure sports, camping frequently since.

Academic year application was made: 2021-22

Used to also apply for: Medical Biosciences; Biochemistry

Used to also apply for: Geology

Used to also apply for: Mechanical Engineering

Academic year application was made:  2021-22

Academic year application was made: 2019-20

Used to also apply for: Liberal arts; Languages and cultures; Sociology

Academic year application was made: 2022-23

Academic year application was made: 2020-21

Used to also apply for: Theoretical Physics; Mathematics and Physics

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Want to add yours to help out.

If you are a current St Anne’s student and want to share your personal statement as a way to guide prospective applicants toward a more successful application, please submit your personal statement (anonymously) here .

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Occupational therapy personal statement example 8.

My own difficult and challenging journey has cultivated a desire to become an Occupational Therapist. As I was preparing to graduate from Murray State University in 2016, I sustained a spinal stroke which was life changing. I could no longer walk or take care of myself. I found through this personal tragedy that my heart’s desire was to help others regain a purposeful and meaningful life after experiencing such a loss, just like my Occupational Therapist did for me.

I have personally encountered what it means to be “the patient,” to place my future in the hands of another person. I know what it is like to become dependent on others and seeing your whole life change. I was truly inspired by the knowledge, care, and determination my O.T. had for my recovery. My aspiration is in being able to give that same encouragement and knowledge to promote recovery in the lives of others. This would not be just an occupation for me, but a passion that produces a rewarding life’s work.

Becoming an Occupational Therapist will take a great deal of hard work and determination. I have exhibited these qualities by completing my B.S. degree in Chemistry while also participating in 3 chemistry publications, being a research chemist, holding a summer intern position at Westlake Chemical, and serving as the Chemistry Department Student President and Secretary at MSU; as well as other numerous academic awards and activities listed on my resume.

My proficiency in mathematical and analytical disciplines will aid in researching innovative topics that would bolster Murray’s efforts to build this new program. Due to my academic capability and the struggle I overcame in my recovery, I am both disciplined and self-motivated to accomplish the challenge that OT school would be. This background experience will serve me to become an accomplished Occupational Therapist.

While academic and personal achievements are important, I feel they are not the most important aspect to becoming a proficient Occupational Therapist. I am a unique candidate because I’ve lived the life of the patient. I have discovered that having empathy for others placed in your care is the foundation of rehabilitation therapies. This, coupled with knowledge and professionalism, as well as being able to educate your patient, are all driving forces toward helping patients.

Building a rapport and earning their trust is also a necessary part of their recovery, as it is essential to gain their cooperation and inspire their motivation to put forth their best effort. I have learned these skills during my care, as well as during my Occupational Therapy observation and volunteer experiences.

It is my desire to attend the Occupational Therapy program at Murray State University and become part of your department’s legacy. I was born and raised in Paducah, Ky. I want to remain in this area and practice within my community. My goals are treating patients, participating in the research and development of treatment techniques, and earning my doctorate in the future.

My life’s story was interrupted briefly with a life-changing experience of disability. Now it is resolved, and through becoming an OT, it can be used in a positive way. I have regained full function because of my skilled and caring Occupational Therapist. Without this experience I would not have known the significance this profession has on the lives of others. This journey of self-discovery has led me to your program and I am excited that I have found my life’s ambition and meaning.

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Personal statement geared toward the prompt of "what experiences have brought you to becoming an occupational therapy, which ones would help you to becoming a good therapist?"

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