Transcript Clinical Skills Assessment

Sarah Traylor
Keele University
School of Nursing & Midwifery
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Diagnosed disabled students in our School on
08/03/11 = 56
This is 7.1% of total students
SpLD 67%
MH 9%
Deaf 6%
LTC 18%
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All disabled students have their support
needs identified by their Needs Assessment.
However this is focussed mainly on needs
associated with academic study.
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100% of our current students with dyspraxia
are experiencing difficulties in practice
85.7% of current students with dyslexia are
reported as performing well in practice with
no additional support
Given the difficulties in the diagnosis of
dyslexia (Kerr 2001), doing nothing may be
an appropriate response in some cases.
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A decision needs to be made with the student
regarding:
Anticipatory support – organised before the
student starts their practice placement
Reactive support – support is only put in
place once difficulties in practice have been
identified
For
Mentors
Against
are prepared and can Presumption that student will
anticipate difficulties
have difficulty in practice
Support in place early
Stigma affecting performance
Shared responsibility and
All problems automatically
collaboration established early associated with disability
Reduced risk of student
Students fear of discrimination
failure due to lack of
appropriate support.
For
 Student goes into placement
with no preconceived expectations
from the mentor.
The risk of stigma is reduced
If no difficulties arise no support
is needed which can enhance the
students confidence and self
esteem.
Support is tailored to specific
identified difficulties.
Against
Before support is called for the
student will experience difficulties
which may damage their
confidence and self esteem.
The relationship between the
student and mentor may be
damaged by the mentors
identification of difficulties.
Collaboration between clinical
and university staff is delayed.
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Anticipatory support is usually well accepted
by students in theoretical assessment and
helps them to achieve success and hopefully
avoid the experience of failure.
Reactive support is much more common in
practice but if focussed action is taken as
early as possible it can be very effective.
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5 of the 35 students with dyslexia and both
of the students with dyspraxia are currently
identified as needing some support in
practice and have had a clinical needs
assessment.
This support has been reactive as all of the
students preferred to ‘wait and see’ if support
would be needed.
It’s a process by which:
 a students specific support needs in
relation to their clinical practice
performance are identified
 strategies to support the student and/or
reasonable adjustments to the environment
or to the way in which the student performs
a practice element are discussed
 An appropriate course of action is agreed
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The Student and their Clinical Mentor are the
main participants. The Link Lecturer and /or
the Personal Tutor and Student Support
Lecturer can also offer useful advice and
support.
This can happen in a number of ways for example:
 The student may find a particular element of
clinical practice challenging and may raise this with
their mentor or a member of University staff
 The mentor may have concerns about the students
performance in practice and may raise this with the
student and a member of University staff
 The student may have had a Clinical Needs
Assessment in a previous placement and the
Personal Tutor / Student Support Lecturer may
recommend that a new assessment is carried out at
the start of subsequent placements.
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Yes, though some groups of students may be
more vulnerable in clinical practice for
example:
Students with a disability that makes some
elements of practice more challenging.
Students for whom English is not a first
language and who may be less familiar with
British culture.
Discussion should take place between the
mentor, student and lecturer and:
 The element of practice that the student
needs to perform competently should be
clearly defined and recorded as the clinical
need.
e.g. Completion of accurate and timely care
plans for the patients in her care.
Clinical need
Completion of accurate
and timely care plans for
the patients in her care.
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Ways in which the student can be supported
to achieve competence should be clearly
defined and recorded as support
strategies/reasonable adjustments.
Clinical need
Completion of accurate and timely
care plans for the patients in her care.
Support Strategy/Reasonable
Adjustment
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Keep a list of most used words /
phrases in a notebook and use this in
practice.
 Use handheld spell checker in
practice
Allow extra time for the completion of
care plans
Use green overlay to aid reading in
practice
Mentor to help with proof reading
documentation
Work with specialist tutor to develop
spelling and proof reading strategies
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Details of who is responsible for actions to
ensure that the support/ reasonable
adjustments are put in place should be
identified and recorded
Support Strategy/Reasonable
Adjustment
Keep
a list of most used
words/phrases in a notebook and use
this in practice.
Use handheld spell checker in
practice
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Extra time for care planning
Use green overlay to aid reading in
practice
Mentor to help with proof reading
documentation
Work with specialist tutor to develop
spelling and proof reading strategies
Actions
Student
Student/CLASS
Student/Mentor
Student
Mentor
Student/CLASS
Students name:
Cohort:
Mentors name:
Clinical need
Completion of accurate
and timely care plans for
the patients in her care.
Keele University
School of Nursing and Midwifery
Clinical Needs Assessment
Placement Area:
Date of Assessment:
Date of Evaluation:
Support Strategy/Reasonable
Adjustment
 Keep a list of most used
words/phrases in a notebook
and use this in practice.
 Use handheld spell checker in
practice
 Allow extra time for the
completion of care plans
 Use green overlay to aid
reading in practice
 Mentor to help with proof
reading documentation
 Work with specialist tutor to
develop spelling and proof
reading strategies
Actions
 Student
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Student/CLASS
Student/Mentor
Student
Mentor
Student/CLASS
Take and deliver accurate
telephone messages
 Assess telephone skills with a
role play exercise
 Use notebook to record detail
of messages
 Design a message template
and use this to ensure that all
details are recorded
STUDENTS SIGNATURE……………………………………….
DATE…………………………………
MENTORS SIGNATURE………………………………………..
DATE…………………………………
LECTURER ROLE / NAME…………………………………….
SIGNATURE……………………………… DATE…………………
 Student/Lecturer
 Student
 Student /Mentor/
Lecturer
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It is student focussed and enables student
participation in the process of designing
support.
It enables individualisation of support
based on the growing amount of guidance
available.
It provides a written record of the support
agreed, evaluation of the support and
details of the individuals responsible for
taking action
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Between 31st January and 31st May 2011 we
are piloting the Clinical Needs Assessment
with 7 disabled students.
1 Student is in the 3rd year and 6 in the 1st
year.
None of the 7 students agreed to an
anticipatory approach to support so the
support is in reaction to identified
difficulties.
5 of the 7 have however agreed to a clinical
needs assessment at the start of their next
placement.
Any Questions?