An exciting new way of thinking Kathy Martyn Principal lecturer/Disability Liaison Tutor University of Brighton March 2011 Dublin

 This presentation will explore the journey three student are making from service user to registered MH nurse - using their words and reflections.  Charting the highs and lows  Reflecting on what worked and what didn’t  Celebrating their success

The interview process Insight into Mental Health Articulate Enthusiastic Disclosure – ‘coming out’ Opportunities and barriers Reality and unreality

Being a student Being in control Becoming one of ‘them Who am I ? Can I be myself ? Is there a new way that I can be ? What will I lose ?

Super woman Knowing how to be Must remember everything Fear of being discovered Faced with the enormity of the course – full time Hearing the views of others Holding on to why they had started

Support network – friends, lovers, therapist, lecturers, MH team at University, Occupational Health Didn’t know where to turn Her reality and the reality of the course became overwhelming And then there was practice…

Client Seek refuge in the familiar Easier to make tea Empathy and understanding Hospital experience – section, restraint, Formative years had been seeing health care professionals –self harm, suicidal ideation, I know how to be a client

Nurse Going through the door Handover felt like it was me, my case review, my need to prove I was OK and then I could get out. Becoming out of control My reality blurring with reality – whose reality Anger, frustration and tears I know what you think of people like me

Exhaustion Time out Re group and re focus Had we failed – resilience had crumbled Up the medication Reflection and going out on a limb What journey had we started Is this therapeutic? Sceptics – this is not the place to be when you are unwell You can not use the course as a means of therapy – she must be able to nurse

What do we mean by inclusion? Surely insight counts for something? Can we support a student with complex needs? Does the NMC have a view? DDA Act 1995,205,2006. Equality Act 2010 NMC fitness to practice DH – service that is representative of society DRC 2007– Nurses are intolerant of disabled practitioners

Who will be harmed The student The staff Or the clients What worked What are the risks – a team approach Reasonable adjustment I have a cunning plan!

What I need is someone who is not part of the course structure (not one of us); not part of the work force (not one of them) and yet is familiar with mental health services - can access the work place and can be there for the student Job role and job description – fluid Boundaries – clear Student services – involved Colleagues - bemused

Had to meet the standards for registration and to pass this course – taking ownership Key targets – exam boards Flexible practice hours – build in ‘time out’ Identify stressors Setting boundaries Building in flexibility Working to strengths Maintain resilience Choosing which battle to fight

Skills demonstrate a level of insight and competence - reflective of her journey Transition from service user to health care professional – self remains intact and whole Completion of all skills and academic requirements for registration Changing roles Client- student – RMN A new journey has begun – Do we have a role in supporting the transition from student to employee

When we first meet the students often define themself by their illness; the label given by the professionals What do I see – I see people with promise, a desire to do something, a need to prove they are capable of more Now they are becoming people with a role and a future. They no longer define themself by their illness but by their achievements My role is to believe in what students can achieve and remove barriers – to give them the opportunity to succeed. It comes with no guarantees, they may fail