Service users as health care professionals
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Transcript of Service users as health care professionals
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An exciting new way of thinkingKathy Martyn
Principal lecturer/Disability Liaison TutorUniversity of Brighton
March 2011 Dublin
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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
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The interview processInsight into Mental HealthArticulateEnthusiastic
Disclosure – ‘coming out’Opportunities and barriersReality and unreality
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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 ?
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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
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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…
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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
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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
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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
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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
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Who will be harmedThe studentThe staffOr the clientsWhat workedWhat are the risks – a team approach Reasonable adjustment
I have a cunning plan!
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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
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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
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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
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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