‘The real risk is doing nothing’: Innovative practices developed to support nursing and midwifery students with a disability in clinical practice P. Halligan.

‘The real risk is doing nothing’: Innovative practices developed to support nursing and midwifery students with a disability in clinical practice

P. Halligan & F. Howlin (UCD)

M. Quirke & A. Heelan (AHEAD)

Introduction

UCD School of Nursing, Midwifery & Health Systems

Nursing & Midwifery programmes

Clinical partners sites

90 clinical sites

Clinical Assessment Subcommittee (CASC)

Students with Disabilities

• 1: 18 students have registered • Students may have more than 1 disability • Dyslexia is most common registered disability

• 2009 = 39 registered students

• 2010 = increased by 10

Development of Innovative Practices

Aim

To extend supports to encompass clinical placements, using a collaborative and partnership approach, with key stakeholders, who support the students while on clinical placements

Objectives

To explore the literature and identify international best practice

To identify the needs of key support staff

To develop appropriate, effective, and practical support systems

To identify pathways for future development

The Process

Literature Review &

Consultation • Irish context

• Disclosure

• Competence & Fitness to Practise

• Legislation

• Reasonable accommodations or supports

• Regulatory requirements and disability legislation

• Further research

• Consultation

Phase One

Identifying and Assessing Needs

Scoping workshop & collaboration – Clinical staff – Academic staff – Administration – Occupation health – Human Resource

management – Access Centre/AHEAD– HSE

Outcomes • Written guidelines • All disabilities • Access to

registered students

• Patient safety & fitness to practise

• Resources• Symposium

Phase Two

Establish Support Systems & Processes

Support systems/processes

• Information Letter • Consent form • Symposium

– Legislation – Equality – Draft of guidelines

• Consultation • Student focus group• Conference

Outcomes

• Consent form • Increased awareness

– legislation – disclosure – disabilities – competence & fitness

to practice – reasonable

accommodations• Guidelines →Resource

Guide• Clinical needs

assessment • Student support group

Phase Three

To Identify pathways future development

• Clinical Needs Assessment • Guidelines

• Disability Liaison Officer (DLO)

• Staff training and awareness

• Willing Able Mentoring (WAM) project

• Student national support group

• Support, monitor, evaluate student and staff experiences

• Establish International links

• Publications

Phase Four

‘The real risk is doing nothing’

Thanks to our contributors, colleagues and students

Organisations – AHEAD and Access Centre

Further information:

Phil Halligan 01 7166420 [email protected]

Frances Howlin 01 [email protected]