‘The real risk is doing nothing’: Innovative practices developed to support nursing and midwifery students with a disability in clinical practice P. Halligan & F. Howlin (UCD) M. Quirke & A. Heelan (AHEAD)

Introduction UCD School of Nursing, Midwifery & Health Systems Nursing & Midwifery programmes Clinical partners sites 90 clinical sites Clinical Assessment Subcommittee (CASC)

Students with Disabilities 1: 18 students have registered Students may have more than 1 disability Dyslexia is most common registered disability 2009 = 39 registered students 2010 = increased by 10

Development of Innovative Practices Aim To extend supports to encompass clinical placements, using a collaborative and partnership approach, with key stakeholders, who support the students while on clinical placements Objectives To explore the literature and identify international best practice To identify the needs of key support staff To develop appropriate, effective, and practical support systems To identify pathways for future development

The Process Student Support Phase One Phase Two Phase Three Phase Four

Literature Review & Consultation Irish context Disclosure Competence & Fitness to Practise Legislation Reasonable accommodations or supports Regulatory requirements and disability legislation Further research Consultation Phase One

Identifying and Assessing Needs Scoping workshop & collaboration – Clinical staff – Academic staff – Administration – Occupation health – Human Resource management – Access Centre/AHEAD – HSE Outcomes Written guidelines All disabilities Access to registered students Patient safety & fitness to practise Resources Symposium Phase Two

Establish Support Systems & Processes Support systems/processes Information Letter Consent form Symposium – Legislation – Equality – Draft of guidelines Consultation Student focus group Conference Outcomes Consent form Increased awareness – legislation – disclosure – disabilities – competence & fitness to practice – reasonable accommodations Guidelines → Resource Guide Clinical needs assessment Student support group Phase Three

To Identify pathways future development Clinical Needs Assessment Guidelines Disability Liaison Officer (DLO) Staff training and awareness Willing Able Mentoring (WAM) project Student national support group Support, monitor, evaluate student and staff experiences Establish International links Publications Phase Four

‘The real risk is doing nothing’ Thanks to our contributors, colleagues and students Organisations – AHEAD and Access Centre Further information: Phil Halligan Frances Howlin