Upload
april-phillips
View
217
Download
0
Tags:
Embed Size (px)
Citation preview
Mentor Update:
Focus on supporting students with additional needs
Legal requirements
Reasonable Adjustments
Scenario
Group Feedback
Definition of disability
• Disability Discrimination Act (1995)
‘any condition which has a significant, adverse and long term effect on the person’s ability to carry out everyday tasks’
‘All organisations must promote equality of opportunity and positive attitudes: eliminate unlawful discrimination and encourage disabled people’s participation’
Equality Act (2010)
• October 2010 the Equality Act came into force bringing together all disability, equality and diversity legislation
• Organisations must make reasonable adjustments to help overcome individual difficulties
• But healthcare professions need to ensure fitness to practice, so all learners must be able to meet the required professional standards and proficiencies
Equality Act (2010) Definition:
• The Equality Act (GEO 2010) defines a person as disabled:
‘. . .if he or she has a physical or mental impairment and the impairment has a substantial and long-term adverse effect on his or her ability to carry out normal day-to-day activities’
Discussion Point
• Look at the people in these pictures and select one– what would you need to consider when supporting them in practice?
Discussion Point
• Moving on from the previous slide what type of reasonable adjustments could be made for the following students?
– A colleague who has Chronic Fatigue Syndrome finds it difficult to concentrate for long periods
– A student with depression is struggling to attend practice
– A post reg learner with dyslexia is staying late at work to complete paperwork
Impact on Assessment• Should be judged against the same criteria as
other students
However:
• Disclosure of a disability has been found to negative impact on mentors perceptions unrelated to the actual impairment (Tee and Cowen, 2012)
• Often deemed a ‘unsafe’ due to disability rather than inability to perform competently in practice (Hargreaves et al, 2013)
Discussion points
• When is it acceptable to declare (or not) an impairment or disability in practice?
• What is a reasonable adjustments?
• When is assessment of competence comprised?
The Vicious Circle of Prejudiced Beliefs DISABILITY
Prejudiced Beliefs
(de-values person)Low Expectations
Opportunity DeprivationNegative or Diminished Experiences
More Severe Performance Delay
O’Brien & Tyne (1981), Cited in Gates (2003)
Final thought
• http://www.youtube.com/watch?v=nwBzb7m2n64&feature=relmfu
• Awareness: Am I aware of my personal biases and prejudices towards groups different than mine?
• Skill: Do I have the skill to support all learners in a sensitive manner?
• Knowledge: Do I have knowledge of the student's world view and their bio-cultural views and beliefs?
• Encounters: How many face-to-face encounters have I had with students from diverse backgrounds?
• Desire: What is my genuine desire to "want to be" competent in supporting a diverse range of learners in practice?
Adapted from Campinha-Bacote (2002)
UCS website
• http://www.ucs.ac.uk/practicelearning
Type this into the web
address space
This goes straight to
Useful Resources• Evans W (2014) ‘I am not a dyslexic person, I’m a person with dyslexia’:
identity constructions of dyslexia among students in nurse education. Journal of Advanced Nursing, 70(2), 360–372. doi: 10.1111/jan.12199
• Hargreaves J, Walker L (2014) Preparing disabled students for professional practice: managing risk through a principle-based assessment. Journal of Advanced Nursing, 00(0) doi: 10.1111/jan.12368
• RCN (2007) Guidance for Mentors of Nursing & Midwifery students. RCN, London
• RCN (2010): Dyslexia, Dyscalculia and Dyspraxia: a guide for managers and practitioners. RCN, London
• CODP (2009) Standards and Guidance for Mentors. CODP, London
• NMC (2008) Standards to support learning & assessment in practice 2nd Edition. NMC, London
• NMC (2011 ) Guidance on professional conduct for nursing and midwifery students. 3rd Edition. NMC, London
Mentorship Lead: [email protected] Lead: [email protected]