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Optimising service user and carer involvement in teaching and learning

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... in Social Work Education In the Northern Ireland Context: A Good Practice Guide. ... Telephone interviews - 12 service users/carers, 6 educationalists and 6 ... – PowerPoint PPT presentation

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Title: Optimising service user and carer involvement in teaching and learning


1
Optimising service user and carer involvement in
teaching and learning
  • Dr Elizabeth Boath, Sara Buckley Helen Burrell

2
Aim of the workshop
  • Explore models of involving service users and
    carers in health and social care education
  • Share practical tips, advice and protocols
  • Identify barriers, levers and drivers to service
    user and carer involvement

3
(No Transcript)
4
Landmarks in Involvement in Education
  • 1993 Tomorrows Doctors Recommendations on
    undergraduate medical education. GMC
  • 1994 Changing the Culture Involving service
    users in social work education. CCETSW
  • 1996 Learning from each other. ENB
  • 1999 Patient and Public Involvement in the New
    NHS. DH
  • 2001 Involving patients and the public in
    healthcare. DH
  • 2002 Requirements for Social Work Training DH
  • 2004 Learning from experience involving service
    users and carers in mental health education and
    training. Mental Health in Higher Education.
  • 2004 Review of the literature on user and carer
    involvement in the training and education of
    health professionals. University of Sheffield.
  • 2005 Principles for Practice involving service
    users and carers in health care education and
    training. Trent Strategic Health authority.
  • 2006 Participating and Learning Citizen
    Involvement in Social Work Education In the
    Northern Ireland Context A Good Practice Guide.
    SCIE

5
Whats in it for staff?
  • Job satisfaction
  • Professional development
  • Injects new life into jaded courses
  • Efficiency
  • Keeps non-practitioners in touch with clinical
    issues
  • Constructive challenge to their value base
  • Learn new skills knowledge
  • Personal support
  • More open about own experiences as service
    users/carers

6
Whats in it for staff?
  • It has brought a new dimension to my own
    teaching, greatly enhanced the students learning
    experience and I myself have learnt more from
    working with user and carer trainers than I can
    easily express It makes it feel more like it is
    not just them and us, and that we are trying to
    work together.
  • (Tew et al 2004)
  • A valuable resource, good for networking and
    incorporating service users and carers
    participation within  multi-agency and
    multi-disciplinary health education. Service
    user and carer involvement benefits university
    staff, students and thus the holistic and ongoing
    care given to clients
  • (Principal Lecturer, 2006)

7
Whats in it for students
  • Experience of real people real life
  • Puts theory into practice
  • Develop communication consultation skills
  • More open about own experiences as service
    users/carers
  • Gets students in touch with clinical issues
  • Constructive challenge to the students own value
    base
  • Enrich student learning
  • Shaping the attitudes and capabilities of
    students
  • Instilling the value base of mutual respect and
    partnership
  • Challenge existing professional beliefs and
    attitudes

8
Whats in it for students
  • service users and carers perspective on things
    are going to be potentially different than an
    academicits getting their point of view and
    generating that understanding. It is really
    awareness and subsequent empathy.
  • (Adult nursing student, 2006)
  • It is good to have the challenge that the users
    perspective puts on the theoretical knowledge
    that you gain. It does make you think
    differently. It challenges what you have
    learned.
  • (Social Work Student, 2006)

9
Whats in it for service users and carers?
  • Give something back
  • Tell their story
  • Bring about change in professional practice
    quality of services
  • Better relationships with health social care
    professionals
  • Therapeutic benefits e.g. self esteem,
    confidence, assertiveness
  • Develop transferable skills
  • A measure of professionalism
  • Mutual support, social network and encouragement
  • Step towards employment / qualification

10
Whats in it for service users and carers?
  • Very therapeutic for me to feel valued. I have
    learned a lot. and great for students to see us
    when we are well.
  • (Service user, 2006)
  • I cannot express enough the benefits I gained
    by attending this course. By far the greatest
    personal benefit was to restore my confidence and
    feeling of self worth.
  • (Service user, 2006)

11
Impact on Me
  • My involvement with the service users group is
    rather selfish I can now have an input into the
    way services are provided and the type of
    services that really benefit me. I have become a
    stakeholder.
  • My moans have been made into constructive
    comments. I have found my comments being noted at
    various consultation meetings and discussions.
  • As I lay in bed one day, someone said It
    doesnt matter, what you do, what have you got to
    get up for? Well my involvement with the team
    means I have lots of reasons to get up for -
    work, meeting people, making friends, being part
    of a team. Learning new skills, having a laugh,
    chatting about life in general. I feel like I did
    before I became disabled and its wonderful. I
    cannot thank University enough for giving me a
    new life post retirement

12
Patient cohort in health professional training
sessions
  • Advertised for patients / carers with detailed
    job description to construct patient cohort
  • Practicalities and welcome crucial to success
    e.g. venue, parking, timing, payment, expenses

13
Patient cohort in health professional training
sessions
  • Focus groups
  • Role play scenarios, trio work
  • Patient literature critiques
  • Patient led sessions-Expert Patient Programme
    readability issues

14
Patient cohort health professional feedback
(2004)
  • This will be a really positive experience and I
    hope that it will develop in the future.
  • Patient session very informative. Valuable
    information and new insights.

15
Patient cohort patient feedback (2004)
  • Practitioners very welcoming and friendly.
    Value our views already!
  • It was a very relaxed atmosphere and I felt
    comfortable. I look forward to further meetings.

16
Running a conference with patient presenters
  • How to do it?
  • Establish if willing
  • Discuss options
  • Agree preferred format PowerPoint presentation,
    Q As, panel, informal talk
  • Practice, practice, practice
  • Supportive team
  • Good chair
  • Practice, Practice, practice

17
Delphi study Joint training for staff and
service users and carers
  • Aim
  • To determine the knowledge, skills and
    competencies required by service users, carers
    and educators to facilitate meaningful service
    user and carer involvement in education

18
Delphi Process
  • Telephone interviews - 12 service users/carers,
    6 educationalists and 6 leaders in the field of
    service user/carer involvement.
  • Generated 271 statements
  • Collapsed into a 55 item questionnaire covering 4
    topic areas
  • training for service users and carers (16
    statements)
  • joint training for educationalists and service
    users and carers (24 statements)
  • format and organisation of the course (13
    statements)
  • assessment of the course (2 statements)

19
Delphi Process Round 1
  • 55 item questionnaire was posted/emailed to
  • 24 service users and carers
  • 28 educationalists
  • 13 leaders in service user and carer involvement.
  • Respondents
  • 51 responded (response rate 78).
  • 14 (27) service users, 2 (4) carers, 24 (47)
    educationalists
  • 13 (25) male, 38 (75) female.
  • 50 (98) white UK, 1 (2) Asian.
  • Age range 26-73 years (Mean 48 years).
  • 16 (31) disabled.
  • Consensus was determined prior to Round 1 as 67

20
Mismatch of opinions
  • PowerPoint
  • do not want mini lecturerscloud the message if
    presented in a professional way
    (educationalist)
  • puts us on a level playing field with
    lecturers (service user)
  • Accreditation
  • becomes too inflexible if mandatory, may put
    some people off. (educationalist)
  • Important for your portfolio and future
    opportunities. (service user)
  • To be person-centred you need to ask the
    individuals concernedbased on individual need
  • (Involvement expert)

21
The course content
  • Training for service users and carers alone
  • principles of teaching learning, presentation
    skills, confidence building, jargon busting,
    university procedures, giving and receiving
    feedback, skills on attending meetings
  • Joint training for educationalists and service
    users/carers
  • paying service users/carers, engaging,
    facilitating sustaining involvement, websites
    references, user led materials e.g. poetry, art,
    plays, introduction to the NHS, developing
    sharing networks, links resources and literature,
    representativeness, identifying barriers to
    involvement and overcoming them, disability
    diversity awareness, group dynamics, literacy
    awareness

22
Award Winning Course
  • Structured, but flexible training course
  • 10 x 4 hour sessions
  • 2 cohorts completed
  • Won Diversity Award

23
The spectrum of involvement
  • Teaching learning
  • Recruiting selecting students
  • Curriculum module design and planning
  • Assessing students
  • Role play
  • Evaluating courses and quality assurance
  • Programme management
  • Providing placements
  • Practice learning

24
Establishing the infrastructure
  • Payment policy
  • Role description
  • Protocol for involvement
  • Honorary contracts
  • Jargon buster
  • Database of service users and carers
  • Changing University culture
  • Promoting diversity
  • Support from the top down and the bottom up
  • Revising University policies e.g. external
    examiners
  • Service user and carer advisory committee
  • Service user and carer team

25
Service User Carer Team
  • Meet monthly
  • Training
  • Support each other
  • Share information
  • Developments

26
Ladder of involvement where are you?
  • Partnership
  • Collaboration
  • Growing involvement
  • Limited involvement
  • No involvement

27
Exercise
  • Introduce yourself to your group
  • Who are you?
  • Where are you from?
  • In what ways do you involve service users and
    carers?
  • Where are you now on the ladder of involvement?

28
How can you climb the ladder of involvement?
  • There is meaningful involvement by a diverse
    range of service users and carers
  • There is no service user and carer involvement

29
Barriers, Drivers and Levers
  • There is meaningful involvement by a diverse
    range of service users and carers
  • There is no service user and carer involvement
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