1 / 11

Student Placements in CAMHS: A ‘Hub and Spoke’ Approach to Understanding Children & Young Peoples’ Mental Health

Student Placements in CAMHS: A ‘Hub and Spoke’ Approach to Understanding Children & Young Peoples’ Mental Health. For today’s consideration. What was done? Why was it done? How was it evaluated? What were the findings? Questions for future curriculum implementation. Rationale and Context.

gusty
Download Presentation

Student Placements in CAMHS: A ‘Hub and Spoke’ Approach to Understanding Children & Young Peoples’ Mental Health

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Student Placements in CAMHS: A ‘Hub and Spoke’ Approach to Understanding Children & Young Peoples’ Mental Health

  2. For today’s consideration • What was done? • Why was it done? • How was it evaluated? • What were the findings? • Questions for future curriculum implementation

  3. Rationale and Context • Arose as a result of previous NES research • (Campbell 2008) • Based on the theory of belongingness • (Levett-Jones 2009,2008) • Aims to articulate core NMC aims • Compared and contrasted with two other demonstration projects • Stirling University • Robert Gordon University

  4. Contrasting but Complimentary Placements Cohort One Cohort Two

  5. Impact on Student learning • Client journey becomes evident ‘Hub and Spoke gives you an idea of the kids life before services and where they go afterwards’ • Connection with and between organisations visible ‘I’ve been to a wee man’s school – it helps you where he’s coming from and where he’s going to • Deeper level of person centeredness achieved ‘You totally forget that family is so important when you are in the adult wards- people just become a label’ • Enhanced use of skills – accelerated and deeper learning ‘Having two placements together means you really feel part of the team’

  6. Impact on Placements • ‘Specialist’ teams accessible to students initially through Spokes • Increase in numbers of mentors • Higher level of mentor involvement • Greater awareness of CAMHs among voluntary and non health service led organisations • Greater osmosis between CAMHs teams

  7. Project Findings • Learning extended and deepened • Pilot group reported a 47% increase in belongingness in comparison to control group • Placements and mentors increased • Increase take up of mentorship module • Greater student access to voluntary; education and social service organisations

  8. Challenges • Partnership working • Mentor engagement and involvement with project • Placement booklets not designed for Hub and Spoke Project • Issue of validation of Spokes • Specialisation issues in last placement. Some concerns raised by students about lack of management skills gained within CAMHS placement • Spokes require preparation and management

  9. Methods of integration (see handout) • Hubs and Spokes can be from different fields of nursing? • Logistical issues? • Replicable across fields? • Integration requires further scoping? • Mentor development? • Spoke resource pack? • Project worker?

More Related