Mentor Update 14/15

University Campus SuffolkUniversity Campus Suffolk

Mentor Update:

Focus on supporting students with additional needs

Legal requirements

Reasonable Adjustments

Scenario

Group Feedback

So what makes you – you?

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’

Models of Disability

Medical Model Social Model

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

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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: n.rooke@ucs.ac.ukPlacement Lead: r.heathershaw2@ucs.ac.uk