Download presentation
Presentation is loading. Please wait.
Published byCarol Watson Modified over 8 years ago
1
Making the invisible visible Supporting Nursing Students with Hidden Disabilities in Clinical Practice A Presentation by Daniela Blumlein MA, Cert Ed, RGN
2
Background According to the Equality Act (2010) it would be illegal to automatically refuse a student admission to a nursing or midwifery programme. Mentors supporting students with disabilities in a placement must be aware of their duties under this act to ensure they comply with this legislation.
3
Definition The Equality Act (2010) defines a disability as a physical or mental impairment that has a significant, long term, adverse effect on an individual’s ability to carry out day to day activities. Reasonable adjustments must be made
4
This may include( but is not restricted to ) conditions such as: Specific Learning Difficulties (such as dyslexia, dyspraxia, ADHD) Mental Health Issues (such as depression, bi-polar disorder) Long-term medical conditions (such as HIV, cancer, multiple sclerosis) Unseen disabilities (such as diabetes, asthma, epilepsy) Sensory impairments (such as visual impairment, hearing impairment) Mobility or physical impairments (such as paralysis, arthritis).
5
Hidden Disabilties Conditions/ impairments that are not visible Mentor may not know about these unless the student chooses to disclose Disclosure is personal to the student and not mandatory
6
Barriers Some students may be reluctant to disclose their disability because of barriers such as negative attitudes towards disability or previous discriminatory experiences. Student Nurses who have one or more disabilities reported that they have faced discriminatory attitudes from mentors whilst on placement. Tees& Cowen ( 2012)
7
Discriminatory Experiences Mentor voicing doubt about the student’s ability to perform tasks without evidence to the contrary Calling a student 'brave’ Lack of knowledge on how to support a student with a specific need and making reasonable adjustments Expecting the student to work without reasonable adjustments
8
Research Project for Professional Doctorate Early Stages Plan Do Study Act (PDSA) cycle 1 completed 4 Student nurses took part ( Bsc and PG Dip) Variety of hidden disabilities ( Dyslexia, Anxiety, Depression) Semi structured interviews were conducted after first placement
9
Findings All students chose to disclose their disability to their mentors 1 student reported good support and no discriminatory experience, although they felt the mentor was unsure of how to support them properly. 2 students with MH issues reported they felt unsupported and that mentors had voiced concerns about their suitability for the role of a RGN based on their condition alone. 1 student with MH problems felt well supported by mentor and team
10
Mentor Support Having a non-judgemental and positive attitude Maintaining confidentiality Helping students to discuss reasonable adjustment that could be made. Flexibility Allowing students to attend support sessions( e.g. skills tuition) during placement Having patience and repeat instructions or write them down if required Providing the student with access to a computer if necessary Allowing additional time to take notes or complete documentation Providing the student with a calculator if needed Scheduling regular breaks and rest periods Make use of the Link Lecturer
11
References Great Britain. Parliament. Equality Act 2010: Elizabeth II. Chapter 15. (2010) London: Stationery Office. Morris, D. Turnbull, A. (2006) The disclosure of dyslexia in clinical practice: Experiences of student nurses in The United Kingdom. Nurse Education Today,27(1), p.35-42 Tee,S.,Cowen,M.(2012)Supporting students with disabilities-Promoting understanding amongst mentors in practice, Nurse Education in Practice 12, p6-10
Similar presentations
© 2025 SlidePlayer.com. Inc.
All rights reserved.