Transcript THE BUDDY SCHEME - Canterbury Christ Church University

The Buddy Scheme
Belinda Garnett, Geoff Turner,
Warwick Owen, John Sherlock,
Sonia Leonard
Dedication
• To all the service users that I have had the
privilege to work with, who have taught me
and continue to teach me, so much about the
experience of mental illness
• To Julia,especially, who said that
“Dying is a doddle compared to having
schizophrenia”
INTRODUCTION
• Service user involvement in health care
service planning and delivery, including
education of mental health care
professionals is acknowledged as important
• However - research indicates this has been
tokenistic (Basset T, 1999)
INTRODUCTION
• Buddy Scheme developed to give value to
service user input in mental health
professional’s education
• True stakeholder position
• Shifting the balance of power to that of
equality
• Collaborative relationship
AIMS
• To enable students to develop a greater
understanding of mental illness and related
issues from a service user perspective
• Students to have a service user mentor in
addition to a professional mentor
• For students to develop practice which
reflects learning from the Buddy Scheme
AIMS
• To reflect wishes of service users to be involved in
student education
• To involve all stakeholders in student education –
nurse educators, social work practice teachers,
occupational therapy educators, service users and
service providers
• Buddy Scheme to reflect the Trust’s student
education Strategy
EVIDENCE BASE
• Concept of mentorship already validated in nurse
education
• Service user input shown to have value in nurse
education (Wood J, Wilson-Barnett J 1999),
(McAndrew S, Samochiuk G 2003),(Felton A,
Stickley T 2004),
• 12 step Minnesota Programme used in addiction
work uses concept of having a recovering addict
as a mentor or “Buddy”
EVIDENCE BASE
• Service user conference in East and West
Kent identified that service users wanted to
be involved in nurse education to improve
mental health nursing care (May 2004)
• Local service user feedback identified
difficulty felt by majority in classroom
environment whereas a 1:1 relationship with
a student would be comfortable
METHODOLOGY
• During practice placements in Gillingham CMHT
students were allocated both a professional mentor
and a service user mentor known as their “Buddy”
• Through 1h weekly sessions the student and
Buddy work through a framework of topics
developed by service users, reflecting the
individual professional’s training curriculum
TOPICS
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Communication and listening skills
Experience of mental illness
Experience of psychosis
Psychoeducation
How psychosocial issues impact on mental health
Relationships between service users,carers and
mental health professionals
• Service users strengths, beliefs and choices
TOPICS
• Recognising the importance of the therapeutic
relationship, mutual respect
• Importance of holistic care in mental health
• Experience of medication and side effects
• Stigma
• Self awareness
• How students will use knowledge gained from the
Buddy Scheme, carrying forward knowledge into
practice
EVALUATION
• Buddy and student initially identify learning needs
and work through framework of topics using
discussion
• At end of the sessions, both student and Buddy
provide a written evaluation of their time spent
together
• Student and scheme leader discuss how
knowledge gained will be carried forward to
clinical practice and evaluate its value in
improving care in mental health services
BENEFITS FOR STUDENTS
• Students see a service user as a person
rather than a “disorder”- prevents
medicalisation
• Awareness and insight into mental illness
from a service user’s perspective
• Humanistic view which cannot be gained
from textbooks
BENEFITS FOR STUDENTS
• Appreciation of the importance of the
therapeutic relationship
• Protected time with service user
• Professional development
• Met identified learning outcomes
• Greater confidence in interpersonal and
communication skills
BENEFITS FOR STUDENTS
• Realisation of the impact of psychosocial issues to
mental health, understanding of stigma attached to
mental health
• Appreciation of importance of holistic care
• Able to carry forward knowledge gained to other
clinical placements e.g into midwifery, paediatrics
• Greater self awareness and sensitivity
• Ability to develop practice which reflects this
learning
BENEFITS TO SERVICE
USERS
• Feel respected, valued and empowered to
speak openly and freely about their
experiences of mental illness
• Appreciate being able to participate in a
learning situation, as they may not be able
to participate in group educational sessions
e.g in a lecture hall
BENEFITS TO SERVICE
USERS
• Empowered by being able to contribute
positively to the education of future mental
health practitioners
• Greater confidence and trust in building and
sustaining relationships with Mental Health
Services
• Self esteem, confidence and self worth has
grown exponentially throughout the scheme
SUMMARY
• “AS THE
STUDENT LEARNS,
THE SERVICE USER GROWS”
• SHIFT OF POWER BALANCE
TO THAT OF EQUALITY IN
THE RELATIONSHIP
CHALLENGES
• Identifying Buddies- matching to
professional specialities e.g Nursing, O/T,
Social Work, Midwifery, Paediatrics
• Students may be at different stages in
training- facilitating sessions if necessary
• Relapse, medication changes
• Boundaries and ground rules
CHALLENGES
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Confidentiality
Dependency
Disengagement
Managing risk in a 1:1 situation
PAYING SERVICE USERS FOR THEIR
TIME AND TRAVEL EXPENSES
FURTHER DEVELOPMENTS
• Buddy Scheme has helped Gillingham
CMHT to win Kent and Medway SHA
“Team Mentor of the Year Award” and
£1500-00 to equip a resource room for
students and service users
• Presented at the RCN Mental Health
Conference 2006 in Belfast
FURTHER DEVELOPMENTS
• Buddy Scheme won the “Community Care 2005
Award”, Mental Health Category, sponsored by
NIMHE - £5000-00 to cascade the scheme across
the Medway locality and PAY SERVICE USERS!
• Tafi Mushunje, nursing student, won the RCN
Bursary Award to attend RCN conference with his
submission about the Buddy Scheme
FURTHER DEVELOPMENTS
• Excellence & Innovation Award
Medway Council
Team Award 2006
• NESTA Grant of £40,000-00 to produce
Buddy Scheme Training Manual & DVD,
and to PAY participating services
RECOVERY
• Wendy Austin was Joint Runner Up in the
Lilly Outstanding Achievement in Mental
Health Awards 2006
• Moving Life Forward Category
“An inspiration to others”
So, Where Next?
FURTHER DEVELOPMENTS
• Buddy Scheme now used with students
from other professions – social work and
occupational therapy
• Social work students now including the
Buddy Scheme as part of syllabus at
University of Kent at Medway
• Junior Doctors now taking part in scheme
FURTHER DEVELOPMENTS
• Cascade the scheme to the other CMHTs in
the Medway area.
• Cascade the scheme to other CMHTs in
Kent & Medway NHS Partnership & Social
Care Trust
• Cascade to other Trusts & educational
establishments
FINALLY!
WHY DOES IT WORK?
• Because it is so simple – just two people sitting
down and talking to each other as equals!
• Both parties benefit greatly from the scheme!
• The scheme has been recognised nationally as an
outstanding example of good person centred
practice!
• It is highly cost effective! Both in implementation
and the reduced need for services by participating
services users as their recovery is enhanced!
ACKNOWLEDGEMENTS
• Gerry Bennison and Dawn Talbot for their
encouragement, time and enthusiasm
• Colin, Warwick, Glen, Ann, Wendy, John,
Jo for their time and support
• Canterbury Christchurch University, in
particular Graeme Hardy, Practice
Placement Facilitator
• All the students who have taken part
REFERENCES
• Basset T. Involving service users in training
• CARE: The Journal of Practice and Development
7, 5-11 (1999)
• Wood J., Wilson-Barnett J. The Influence of User
Involvement on the Learning of Mental Health
Nursing Students. NT Research vol 4 no 4 (1999)
REFERENCES
• McAndrew S., Samochiuk G. Reflecting Together:
Developing a new Strategy of Continuous User
Involvement in Mental Health Nurse Education
Journal of Psychiatric and Mental Health Nursing
10, 616-621 (2003)
• Felton A., Stickley T. Pedagogy, Power and
Service User Involvement Journal of Psychiatric
and Mental Health Nursing 11, 89-98 (2004)
CONTACT
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Geoff Turner
01634 331999
Belinda Garnett 01634 331914
[email protected]
Kent and Medway NHS Social Care and
Partnership Trust
• www.thebuddyscheme.co.uk