Background: Identifying, accessing and integrating current evidence to support consistent occupational therapy practice in specialist clinical areas remains challenging. Clinical collaboratives have emerged as a valuable mechanism for clinicians to engage with specialty-specific education, resources, and peer networks under organisational governance. However, competing demands that limit clinicians’ capacity to maintain current knowledge also affect collaboratives, which are often sustained through voluntary roles within health organisations.

Aim: This project aimed to use a cross-service collaboration, supported by student-led projects, to inform a review and statewide translation of current evidence for assessment and management of cognition in occupational therapy cancer care practice.

Method: Guided by a Quality Improvement framework, the project was led by representatives from two metropolitan Hospital and Health Service under the governance of the Queensland Occupational Therapy Cancer Collaborative. Objectives were structured using Plan-Do-Study-Act model to enable a phased approach over 12-months. Benchmarking and stakeholder consultation identified existing resources and gaps, with progressive student project placements supporting discrete project phases.

Outcomes: A comprehensive evidence review of occupational therapy practices for cognition in cancer care was successfully completed. Findings were categorised by purpose (assessment or management) and cognitive domain (attention, executive function, information processing, language, memory). Developed resources will be described and include: an evidence summary; screening and assessment tool overview; clinical quick-reference guides; and a consumer-informed education resource. Dissemination occurred through targeted education and an on-demand digital platform.

Impact: The implemented resource suite supports consistent, evidence-informed occupational therapy cognition cancer care statewide through the Queensland Occupational Therapy Cancer Collaborative.