1. Mentor Update 14/15 University Campus Suffolk

2. Mentor Update:  Focus on supporting students with additional needs  Legal requirements  Reasonable Adjustments  Scenario  Group Feedback

3. So what makes you – you?

4. Definition of disability Disability Discrimination Act (1995) ‘any condition which has a significant, adverse and long term effect on the person’s ability to carry out everyday tasks’ ‘All organisations must promote equality of opportunity and positive attitudes: eliminate unlawful discrimination and encourage disabled people’s participation’

5. Equality Act (2010) October 2010 the Equality Act came into force bringing together all disability, equality and diversity legislation Organisations must make reasonable adjustments to help overcome individual difficulties But healthcare professions need to ensure fitness to practice, so all learners must be able to meet the required professional standards and proficiencies

6. Equality Act (2010) Definition: The Equality Act (GEO 2010) defines a person as disabled: ‘...if he or she has a physical or mental impairment and the impairment has a substantial and long-term adverse effect on his or her ability to carry out normal day-to-day activities’

7. Models of Disability Medical Model Social Model

8. Discussion Point Look at the people in these pictures and select one– what would you need to consider when supporting them in practice?

9. Discussion Point Moving on from the previous slide what type of reasonable adjustments could be made for the following students? –A colleague who has Chronic Fatigue Syndrome finds it difficult to concentrate for long periods –A student with depression is struggling to attend practice –A post reg learner with dyslexia is staying late at work to complete paperwork

10. Impact on Assessment Should be judged against the same criteria as other students However: Disclosure of a disability has been found to negative impact on mentors perceptions unrelated to the actual impairment (Tee and Cowen, 2012) Often deemed a ‘unsafe’ due to disability rather than inability to perform competently in practice (Hargreaves et al, 2013)

11. Discussion points When is it acceptable to declare (or not) an impairment or disability in practice? What is a reasonable adjustments? When is assessment of competence comprised?

12. The Vicious Circle of Prejudiced Beliefs DISABILITY Prejudiced Beliefs (de-values person) Low Expectations Opportunity Deprivation Negative or Diminished Experiences More Severe Performance Delay O’Brien & Tyne (1981), Cited in Gates (2003)

13. Final thought http://www.youtube.com/watch?v=nwBzb 7m2n64&feature=relmfuhttp://www.youtube.com/watch?v=nwBzb 7m2n64&feature=relmfu Awareness: Am I aware of my personal biases and prejudices towards groups different than mine? Skill: Do I have the skill to support all learners in a sensitive manner? Knowledge: Do I have knowledge of the student's world view and their bio-cultural views and beliefs? Encounters: How many face-to-face encounters have I had with students from diverse backgrounds? Desire: What is my genuine desire to "want to be" competent in supporting a diverse range of learners in practice? Adapted from Campinha-Bacote (2002)

14. UCS website http://www.ucs.ac.uk/practicelearning Type this into the web address space This goes straight to

15. Useful Resources Evans W (2014) ‘I am not a dyslexic person, I’m a person with dyslexia’: identity constructions of dyslexia among students in nurse education. Journal of Advanced Nursing, 70(2), 360–372. doi: 10.1111/jan.12199 Hargreaves J, Walker L (2014) Preparing disabled students for professional practice: managing risk through a principle-based assessment. Journal of Advanced Nursing, 00(0) doi: 10.1111/jan.12368 RCN (2007) Guidance for Mentors of Nursing & Midwifery students. RCN, London RCN (2010): Dyslexia, Dyscalculia and Dyspraxia: a guide for managers and practitioners. RCN, London CODP (2009) Standards and Guidance for Mentors. CODP, London NMC (2008) Standards to support learning & assessment in practice 2 nd Edition. NMC, London NMC (2011 ) Guidance on professional conduct for nursing and midwifery students. 3 rd Edition. NMC, London Mentorship Lead: n.rooke@ucs.ac.ukn.rooke@ucs.ac.uk Placement Lead: r.heathershaw2@ucs.ac.ukr.heathershaw2@ucs.ac.uk