An exciting new way of thinkingKathy Martyn

Principal lecturer/Disability Liaison TutorUniversity of Brighton

March 2011 Dublin

This presentation will explore the journey three student are making from service user to registered MH nurse - using their words and reflections.

Charting the highs and lows Reflecting on what worked and what didn’t Celebrating their success

The interview processInsight into Mental HealthArticulateEnthusiastic

Disclosure – ‘coming out’Opportunities and barriersReality and unreality

Being a studentBeing in controlBecoming one of ‘them

Who am I ?Can I be myself ?Is there a new way that I can be ?What will I lose ?

Super womanKnowing how to beMust remember everythingFear of being discovered

Faced with the enormity of the course – full timeHearing the views of othersHolding on to why they had started

Support network – friends, lovers, therapist, lecturers, MH team at University, Occupational Health

Didn’t know where to turnHer reality and the reality of the course became overwhelmingAnd then there was practice…

ClientSeek refuge in the familiarEasier to make teaEmpathy and understanding

Hospital experience – section, restraint, Formative years had been seeing health care professionals –self harm, suicidal ideation, I know how to be a client

Nurse

Going through the doorHandover felt like it was me, my case review, my need to prove I was OK and then I could get out.Becoming out of controlMy reality blurring with reality – whose realityAnger, frustration and tearsI know what you think of people like me

ExhaustionTime outRe group and re focus

Had we failed – resilience had crumbledUp the medicationReflection and going out on a limbWhat journey had we startedIs this therapeutic?Sceptics – this is not the place to be when you are unwellYou can not use the course as a means of therapy – she must be able to nurse

What do we mean by inclusion?Surely insight counts for something?Can we support a student with complex needs?Does the NMC have a view?

DDA Act 1995,205,2006. Equality Act 2010NMC fitness to practiceDH – service that is representative of societyDRC 2007– Nurses are intolerant of disabled practitioners

Who will be harmedThe studentThe staffOr the clientsWhat workedWhat are the risks – a team approach Reasonable adjustment

I have a cunning plan!

What I need is someone who is not part of the course structure (not one of us); not part of the work force (not one of them) and yet is familiar with mental health services - can access the work place and can be there for the student

Job role and job description – fluid Boundaries – clearStudent services – involvedColleagues - bemused

Had to meet the standards for registration and to pass this course – taking ownershipKey targets – exam boardsFlexible practice hours – build in ‘time out’Identify stressors

Setting boundariesBuilding in flexibilityWorking to strengthsMaintain resilience Choosing which battle to fight

Skills demonstrate a level of insight and competence - reflective of her journeyTransition from service user to health care professional – self remains intact and wholeCompletion of all skills and academic requirements for registration

Changing rolesClient- student – RMNA new journey has begun – Do we have a role in supporting the transition from student to employee

When we first meet the students often define themself by their illness; the label given by the professionals

What do I see – I see people with promise, a desire to do something, a need to prove they are capable of moreNow they are becoming people with a role and a future. They no longer define themself by their illness but by their achievementsMy role is to believe in what students can achieve and remove barriers – to give them the opportunity to succeed. It comes with no guarantees, they may fail