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Enhancing the Student Learning Experience through Service-User Involvement Report of a project to involve children as service users. Sheila Roberts 2014
Background - NHS Government directives advocate the involvement of service users: - NHS Plan 2000 - NHS Improvement Plan 2004 - NHS Constitution 2012 - Beyond Consultation 2012
Background – Children’s Voices UN Convention on the Rights of the Child (1989) Young Children’s Voices Network National Children’s Bureau (2012) - on the whole children and young people’s contribution remains unrecorded and therefore impossible to measure. Most of all, they wanted to: • Be listened to • Have their recommendations acted on
Background - Education Approved Educational Institutes (AEI) should ensure that, where possible and appropriate, the selection process also includes nurses in current practice, service users, carers, nursing students and people with disabilities. (NMC 2010)
Service User Involvement – Recruitment Children as service users not parents Contacted local primary schools Initial visits Workshops with children Parental / child permission Risk Assessments / Ethical Approval
Question Development Have you got any experience with first aid? What would you do if a parent was upset? What would you do if a child told you a secret? How would you cope if a child you were looking after died? How would you make a day in hospital fun?
Interview Day Three children accompanied by member of school staff Children form their own interview panel Ask candidates questions Lecturer in attendance taking notes.
Valuing the children AEIs should take account of the views of those directly involved in selection when making final decisions to accept or reject an applicant. (NMC 2010) Children are asked to score and comment on each applicant. These scores are looked at along with all other aspects of the selection day.
Evaluations - Candidates ‘Really good experience, as you were able to show off your personality, and show your interaction with children. An experience I would recommend for other candidates’ ‘It was a new experience which I enjoyed and the interview by the children got me relaxed’ ‘It was a great way of showing how we interacted with children and how they were responding to us. It was definitely a test in itself.’
Involvement in the Curriculum 2nd years - Health Promotion aspect of a module Students make Health Promotion tools which are presented at a forum at a local school – formative in 2012 Summative component in 2013 from staff Children provide feedback – verbal and written Summative assessment is an essay focussing on health promotion and child development
Evaluations - Children “Learnt how to keep ourselves healthy.” “I liked the competition ones…you could pick up questions and then answer them.” “I liked all the games and I liked the leaflets…and the prizes.” “if you sneeze it can go across the room”. “I liked the fitness games……you opened a flap and I had to do 10 leg-ups”; “I learnt that germs go at a 100miles/hour.” “I liked the sugar one so you could see how much sugar is in things like 7up”
Evaluations - Students “If writing an essay is not your strength, it gives an opportunity to show different strengths.” “It was completely different; it gave an opportunity to develop teamwork”. “We had to work really hard, thinking of ideas and working together”. “Yes, run it again because it’s about interacting with children and that’s really important”.
OSCEs – Practical exams for third years Learning outcomes: Assessment, Clinical monitoring and Appropriate therapeutic interventions for children. Assessed through practical exam Manikins versus children Practicalities of having children included awareness of safety / harm / absence from school / keeping them entertained etc. Children assessed students communication skills
Evaluations - Student “I think it was good to have a real child as it enabled me to feel like I was in placement”. “The use of children was much better than using manikins and made the experience much more interactive. I also preferred this as I find role play quite difficult, especially when I know a manikin isn’t going to respond, having a child there relieved some of that stress enabling me to focus on the exam rather then negative feelings associated with previous role play”. “We had the opportunity to show our clinical skills through a practical method, as opposed to writing things down. We also had a child instead of a plastic doll, allowing us to feel more comfortable”.
Evaluation - Children “Really really good thank you” “This was an amazing experience and to me it was great” “It was really fun”
Next Steps 1st years to present posters to secondary school students Involve secondary school student in interviews Summative component from children at health promotion forum ?