A Partnership Enterprise -Scenario Based Learning in Divers - PowerPoint Presentation

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A Partnership Enterprise -Scenario Based Learning in Diverse Communities

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Judith Francois

Jane Dundas

Sharma

Ramkisoon

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Areas for discussionBackground to the setting Rationale for the approachContributing factors Configuration of the sessionsOutcomes Slide3

Ethnicity Borough Slide4

Ethnicity

–

University and Placement

Nursing Students 57% of students from backgrounds, other than white British Ethnicity of Staff in Placement area

1515 staff from white backgrounds 1878 staff from other ethnic groups Slide5

Rationale for approach Student bringing issues to university versus Practice Encourage independent learning The range of issues broughtThe range of issues not brought Bridge between practice and university located in practice Slide6

Possible contributing factors

Generational

factors

Reluctance - students don

’t speak outSocialization /SupportSlide7

Mind the Gap Slide8
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Generational Perspectives Slide11

Freedom to Speak Up (Francis 2015)3.3.7 In addition, after supporting a colleague who had raised a concern, BME staff were: more likely to report having suffered detriment than staff from a white background

more likely to report having been victimised by management compared to staff from a white background more likely to report having been victimised by co-workers compared to staff from a white backgroundSlide12

Number of concerns raised across Nursing 2013-2016Slide13

Concerns raised in relation to ethnicity of the studentSlide14

Socialisation, ethnicity and a diverse communityChallenging experience re: delivery of care, mentoring and learningReception: negative/positive behaviour in clinical practice, e.g. feeling exploited, ignored, unwelcome (Hoel H et al, 2007) Comfortable or Vulnerable positionSlide15

Reaction and Protection Comfortable position: progression/good experienceVulnerable position: coping mechanism/strategy – socialisation process and subcultures formation (Harper Simpson, 2007)Survival in a diverse environmentSlide16

Self- identificationValues, norms, symbols, language, goals etcInternalisation process Developing own identity within the learning environment – subculture formation Impact on Self as an individual within an organisation – professional socialisation by Trusts, University etc. (Denise du Toit, 2008)Slide17

Group Process Student learning sets based on Action Learning principles held in placement.Group numbers 7-30 per session Total number 95 studentsJointly facilitated by Practice Educator and Link Lecturers Slide18

Content Session content Peer Action learning Small groups Year group learning sets

Peer facilitated Group and single reflection student opportunities

Individual out of session

End of session problem shooting Themes shared with Mentors in Mentor Enhancement Slide19

Managing difficult situations & recommending session.Slide20

Giving Feedback& use of Scenarios Slide21

Confidence and Leadership Slide22

Common Themes The Health Care Assistant is telling me what to do and I am supposed to be taking the leadI cant get my placement book signed.

A member of staff thought I had done something….. But it was not me and she did not believe me.

Some staff were talking in their own language and stopped when I came into the staff room, this keeps happening They don’t do it like this in university how do I

manage? I felt the patient should have an interpreter not their family member – I didn’t trust the family member that was there.The staff feel I should know more than I do – how should I deal with this ?Slide23

Scenario based learning: Student perspectives “Felt good to suggest ways for others to combat their

problems”

“Has

informed me how to react in critical situations and who to contact”

“Brought

clarity into very important

issues”

“Learned

that if I have something I am worried about, think how to solve it rather than let the problem

continue

”

“Listening

to peers opened my

mind”Slide24

Scenario based learning: student Perspectives

“Real life situations made me feel a bit angry and

scared”“Made me aware that I do not have to accept unreasonable behavior”

“It’s a good way to get various points and experiences

across”

“It

was important to have discussions with peers and have their

support”Slide25

Speak up

To be more proactive

To

be more assertive and raise concerns

To

know that learning is my own responsibility

To be more confident in discussing my concerns with members of

staff

To reflect on what I have learned and how to improve

Question

the way things are done

Student ReflectionsSlide26

Facilitator ReflectionsSlide27
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ReferencingDenise du Toit (2008). A Sociological analysis of the extent and influence of professional socialisation on the development of a nursing identity among student nurses at two universities in Brisbane, Australia. Version of Record on line 28th

June 2008. Journal of Advanced Nursing Vol 21, Issue 1 pp 64-71, 1995

Francis, R (2015) Freedom to Speak Up – A review of Whistleblowing in the NHS’. Available at: https://www.gov.uk/government/publications/sir-robert-francis-freedom-to-speak-up-reviewHealth Education England (2015) Mind the Gap. Available at:

https://www.hee.nhs.uk/sites/default/files/documents/Mind%20the%20Gap%20Report_0.pdf Hoel H, Giga S I & Davidson M J (2007). Expectations and realities of student nurses’ experiences of negative behaviour and bullying in clinical placement and the influences of socialisation processes. Health Services Management Research Nov 1, 2007, 20 pp 220-228 Harper Simpson I (2007). Patterns of Socialisation into Professions: ‘The case of Student Nurses ‘. Version of Record on line 9th Jan 2007. Social inquiry Volume 37, issue 1 pp 47-54, 1967