1. The Triangle of Care in Education Building on Partnerships Presented by: Liz Holland- Senior Lecturer, Kingston University elizabeth.holland@sgul.kingston.ac.uk elizabeth.holland@sgul.kingston.ac.uk Louise Howard- Senior Lecturer and PGDiP Course Director, Kingston University, l.e.howard@sgul.kingston.ac.ull.e.howard@sgul.kingston.ac.ul Kelly Newman- Support Service Manager, Sutton Carers Centre kelly@suttoncarerscentre.org kelly@suttoncarerscentre.org

2. Our Partnership with SCC How do we know each other?! -A two way partnership, acknowledging the skills, support and expertise each service can provide for the other -Based on an existing relationship from clinical practice (Nursing Times Award Finalist Dec 2014). -An exciting new beginning in the early stages!

3. Guidelines, Policy and Research -Brown and Young (2008)- Service user and carer involvement in universities is now an accepted part of nurse education. -The UK Government advocates for the involvement of service users and carers in the education of health professionals, and in the development of health and social care services (DH 2005)… “A patient led NHS”. -The NMC (2010) provide clear guidance that service users and carers should be involved in the selection of nursing students, educational assessment, design of educational programmes, teaching and learning, quality assurance processes and preparation for practice learning.

4. 4 Who we are www.healthcare.ac.uk A civic university with a progressive and inclusive approach to learning, innovation and research. An outward facing entrepreneurial culture, “led by learning and discovery” A specialist health and medical sciences institution with an emphasis on diversity, distinctiveness and dedication; drawing on strength and breadth of research Faculty of Health, Social Care and Education Drawing on the best from both institutions Specialise in person-centred, interprofessional approaches; developing and delivering high calibre professional education, blending research excellence with enterprise School of Nursing Early adopters and innovators; Partnership working with practice and service users; Student nurse academic partnerships

5. 5 Programme Model

6. 6 Modular Structure www.healthcare.ac.uk Part One Nursing Practice Part 1 Generic Module Field Specific Module Part Two Nursing Practice Part 2 Field Specific Module Generic Module Part Three Nursing Practice Part 3 Field Specific Module Generic Module All modules 30 credits PGDip modules

7. Post Registration Training/ CPD - THORN accredited BSc and MSc programme in Psychosocial Interventions -Includes Family Work Training -Service users and carers involved in selection days as equals to academic staff; role plays and interviews -Service users and carers teach throughout the module, and are involved with assessment processes. -Ever expanding group of carers and service users with specialist lived experience. -Service users and carers teach on the recovery module and working with families.

8. Centre for Public Engagement -Based at St Georges Hospital -National and International beacon of good practice and innovation -Responsive to changes in health and social care agendas -Ensures that patient and public engagement is integral to all aspects of research and education within the Faculty Georgina & Paul Wakefield, Carers speaking at the CPE seminar ‘Loving Christian: A journey of discovery’ The PEER Group, Service user researchers speaking at the CPE Annual Conference 2015 ‘Patient & Public Involvement in Research: The Art of Engagement

9. The Recovery College "The delivery of the subject was at a good pace and I benefitted from shared experiences." “Courses are co-facilitated by a practitioner trainer, eg nurse, social worker or OT, and a peer trainer, ie someone with lived experience of mental health difficulties.” Equality of experience and expertise. “The Recovery College provides a range of educational courses for people with lived mental health experience, their carers and Trust staff. We use a recovery based approach to help people recognise and develop their personal resourcefulness and awareness in order to become experts in their self-care, make informed choices and do the things they want to do in life. We aim to develop carers and staff to better understand mental health so that they can support people in their recovery journey.” Multiple venues across Wandsworth, Merton, Sutton, Kingston & Richmond and in the Recovery College at Springfield hospital. Close links to Kingston University, involvement in teaching and in research. University students encouraged to attend Recovery College courses.

10. The Mental Health Programme -Whole team is very ‘carer aware’ and service user/carer engagement strategies are discussed regularly in team meetings -Majority of team members are trained in family work and deliver family work training to others -One team member runs a family support group for complex needs -One team member supports the recovery college with communication training for families -Mental health modules and generic modules throughout training- carers and service users are on both. Students meet service users and carers across fields. -Carers attend seminar sessions and student assessments, across both pre and post reg teaching -Particularly strong involvement in Psychosocial Interventions

11. Triangle of Care A foundation for great partnerships Kelly Newman Adult Carers Support Service Manager Sutton Carers Centre

12. Who we are…  One of the 116 Carers Trust Network Partners  Over 1000 registered carers, 750+ of which are mental health carers  Specialist Mental Health workers for both Adults & Young Carers  Pioneers of Triangle of Care – recognised as experts in our field Where we started…  2003 – Small but expanding specialist MH service  2010 – Specifically commissioned to implement ToC within South West London & St Georges Mental Health NHS Trust  2012 – Involved in the National Launch of Triangle of Care at Houses of Parliament  Present Day – Building our reputation, finding our allies, nurturing relationships and capitalizing on partnerships. Sutton Carers Centre

13. Finding Allies… Finding those individuals with a personal passion for Families & Carers Identifying what you want and those that can help you to get it! Developing rapport with individuals and respect within the Trust Capitalizing on Partnerships… Building on the foundations of Triangle of Care Expanding Triangle of Care beyond the Mental Heath Trust Co-Production at the core Sutton Carers Centre

14. Partnerships are vital to the Triangle of Care; but equally Triangle of Care has been vital to our Partnerships…

15. Sutton Carers Centre Benhill House 12-14 Benhill Avenue Sutton, Surrey SM1 4DA Tel: 020 8296 5611 Fax: 020 8296 5616 www.carers.org/sutton http://www.youngcarers.net/ enquiries@suttoncarerscentre.org Sutton Carers Centre Sutton Carers Centre is a company Limited by Guarantee with Charitable Status. Registered Company Number 3353573, Registered Charity Number 1062302

16. Why is it important? Feedback from PSI group- “ Having Angie come in to our sessions has been fantastic. Her perspective on things has been invaluable, and it has changed the way that I think about things. When I make decisions in clinical practice, I can hear her narrative in my head, which makes me stop and think about the carer perspective. I hope there are service users and carers in the rest of my modules, as it has really enhanced my understanding.” Lathlean et al (2006)- Involving service users and carers in education prepares students to be aware of involvement of service users in the care they will go on to give, and care decisions they will need to make.

17. Developments so far… -Student placement now available at Sutton Carers Centre -Carer Narratives in all modules (as well as service users) -Lecturers are starting to work with carers to design and develop teaching sessions, as well as having them involved in delivery. -Focus group with carers, led by lecturers, to look at what carers can learn from lecturers and what lecturers can learn from carers- identified further opportunities to work together -Wellbeing clinics at SCC -Member of the team is the link person for CPE -Carers and service users involved in various committees and boards -Carers currently involved in PSI recruitment -Family and carer characters in simulated learning scenarios -Seminars run at SCC by lecturers -Carers and service users with frequent involvement can obtain honorary lectureships

18. Work in Progress -Working towards involving carers in recruitment for all branches (MMI’s, Goleman’s Emotional Intelligence Model) -Working towards having carers as members of disciplinary committees and boards -Considering the use of a more formal academic/teaching role for carers -Develop partnership with other local carers centres -Invite carers into simulated learning scenarios and skills sessions to give feedback from the carer perspective -Continue to develop current work

19. Linking all of this back to the Triangle of Care… In summary… -Carer and Service User expertise is equally as important as academic and professional knowledge in education, and needs to be valued -Input needs to be at every stage of education, and needs to be acknowledged and valued, rather than a ‘tokenistic’ approach -Supported by policy and research, and demanded by students… however financial and organisational hurdles remain -Recognise that although equal in importance, carer and service user involvement is from a different perspective, and inclusion processes need to consider this -Carers and service users need to be representative of a huge group… how is this ensured? -Demonstrating carer and service user involvement as an essential component of nurse education will lead to a generation of carer aware nurses! Think carer!