Allied health students in geriatric neuropsychology: a scoping review of service models and outcomes

Background A growing body of evidence supports the effectiveness of student-led clinics in patient outcomes. However, there is a paucity of research on allied health student-integrated service models and outcomes in geriatric neuropsychology. Objectives To map the extent, characteristics, and reported outcomes of allied health student-integrated service models for older adults with mental health conditions, neurological conditions, or both. Methods A scoping review was conducted following Joanna Briggs Institute methodology and PRISMA-ScR reporting guidance, focusing on six geriatric neuropsychological conditions (depression, anxiety, Alzheimer’s, dementia, Parkinson’s, and Multiple Sclerosis). Five databases (MEDLINE via Ovid, PubMed, Cumulative Index to Nursing and Allied Health Literature, APA Psycinfo, and Scopus) were searched in March 2026 and eligible studies were screened. Data were charted into structured templates and synthesised thematically. Results Twenty-six studies met the inclusion criteria across eight countries. Student-integrated service settings were: residential aged care homes, home-based, community, university clinics, telehealth, and rehabilitation clinics. Most services focused on older adults, although some interventions included broader adult neurological or rehabilitation populations or mixed interprofessional student cohorts. Student roles included screening, assessment, care planning, and therapy support (e.g., counselling, psychosocial support, health promotion, rehabilitation, exercise, referral, and service coordination). Older adults’ engagement and satisfaction were generally positive where reported, including significant improvements in loneliness, depressive symptoms, and functional independence. Conclusions Our findings suggest that student-integration in aged care models may contribute to positive patient experiences and selected neuropsychological outcomes. Aged care providers may learn from this review where and how to integrate allied health students in neuropsychological care, considering the putative links between intervention areas and stages and patient outcomes. Addressing heterogeneity in populations and service models in future studies may improve the effectiveness of student-integrated care models.