2. Thursday 30 th November 2006 Teaching & Learning Workshop Group C Prac Placements/Workplace Learning

3. PRAC PLACEMENTS / WORKPLACE LEARNING Are real world learning environments and students with disability mutually exclusive? Are real world learning environments and students with disability mutually exclusive? The complexities of arranging effective practicum placements or work place training are something that all providers struggle with to varying degrees. This Workshop will explore: Occupational Health And Safety and Duty of Care issues Occupational Health And Safety and Duty of Care issues defining the responsibilities of the stakeholders defining the responsibilities of the stakeholders providing inclusive learning environments in the workplace providing inclusive learning environments in the workplace concerns relating to impacts on productivity in the workplace concerns relating to impacts on productivity in the workplace

4. “The impact of mental health disabilities on field education in a University setting: contemporary issues and future directions” Nikki Kenney

5. Impact of Mental Health Disabilities on Field Education

6. Facts Field Education Legislative context Implications of student registration ‘Medically unfit to practice’ Case study Concerns & dilemmas Approaches to practice Limitations of approaches In conclusion Questions? References Outline

7. Facts One in five Australians over 18 will experience a mental illness at some stage in their lives (National Mental Health Strategy, 2000) Age of onset is often simultaneous with entry into tertiary education Number of students with a mental health disability will at least be as great as the national average (ADCET, 2006)

8. Field Education University of South Australia offers a high proportion of vocational degrees that include a significant field education component It is an essential requirement Successful completion is necessary for professional registration It is renowned for causing significant stress to students perse It presents specific challenges to students and universities alike (Andre & Manson, 2004)

9. Legislative context Internal and external legal constraints: - Policies for Students with Disabilities - Disability Discrimination Act 1992 - Disability Standards for Education 2005 - Professional Registration Acts

10. Implications of Student Registration Will be applicable to all health science degrees, plus psychology Some new and continuing students in 2007 will be required to register with their professional Boards before commencing their studies for the year Universities will be obligated to notify Boards if they have reason to suspect a student is unfit to practice

11. ‘Medically unfit to practice’ Described as giving thought to whether a practitioner (student or otherwise) is able to provide treatment without jeopardizing a patient’s health or safety (Minter Ellison Lawyers, 2005) It includes those students who pose a risk to self or to others Examples include highly communicable illnesses, violent behavioural tendencies and physical or mental impairments

12. Case study 27 year old final year Nursing student Successfully passed all the theoretical components of his program, but has not been able to pass any of the clinical placements First indication of something being wrong was when his peers alleged inappropriate communication and behaviour in class Shortly after he was then removed from placement for inappropriate communication and behaviour with colleagues and patients

13. He self diagnosed himself with an obsessive compulsive disorder Another placement was organized by the school, which was also terminated after he was reported to be behaving erratically and unusually Became evident that he had not met with a psychiatrist and was not being treated for his condition He was informed that before he would be able to attend placement again, he would need to provide a letter from a suitably qualified specialist in support of his fitness to practice

14. Concerns and dilemmas Psychiatric conditions can take several years before they are correctly diagnosed or treated, providing professional help is sought (Kitchener & Jorm, 2002) Students who do not disclose or do not fully disclose Accommodating students who may never be considered as ‘medically fit to practice’ by the University due to the nature of their disability Students who have managed to graduate not being able to register with their professional Boards

15. Students’ right to confidentiality Students may not have ability or insight to understand the impact of their disability or realize the effects of their illness (Centrelink, 2001) Duty of care Difficulties of finding a suitable placement Structure of degrees Equity and fairness

16. Approaches to practice Consistent themes are flexibility and creativity Recommendation that course objectives are reviewed and changed depending on the student’s disability (Cooley & Salvaggio, 2002) Academics to take a position of ambiguity (Birnie & Grant, 2001) and develop a plan for the student within the context of the situation Case management approach with on-going intensive assistance

17. Limitations of approaches Little room for creativity and flexibility within the scope of mental health disabilities Do not address fitness to practice and professional registration requirement Do not take into account external regulations imposed on universities (BAF, Commonwealth of Australia, 2005)

18. In conclusion… Rethinking Field Education Extensive marketing campaign for all promotional materials Offer similar programs, without the field education component i.e. research administration management

19. Questions?

20. References Andre, K. and Manson, S. (2004). “Students with disabilities undertaking clinical education experience”. Collegian, 11 (4), 26-30. Attorney General’s Department (2005a). Disability Standards for Education. Commonwealth of Australia, Barton, ACT. http://www.ag.gov.au/agd/WWW/agdHome.nsf/AllDocs/1821B1CD1293253DCA2570610014D867?OpenDocument Birnie, J. and Grant, A. (2001). Providing Learning Support for Students with Mental Health Difficulties Undertaking Fieldwork and Related Activities. Geography Discipline Network, University of Gloucestershire, Gloucestershire, UK. Centrelink (2001). Investing in Ability: A Guide to Understanding, Evaluating and reducing the Impact of Injury, Illness and Disability in the Workplace. Commonwealth of Australia, Tuggeranong, ACT. Commonwealth of Australia (2005a). Our Universities: Backing Australia’s Future. Commonwealth of Australia, Barton, ACT. http://www.backingaustraliasfuture.gov.au/reforms.htm http://www.backingaustraliasfuture.gov.au/reforms.htm Commonwealth of Australia (2005b). Disability Discrimination Act 1992. Commonwealth of Australia, Barton, ACT. http://scaleplus.law.gov.au/html/pasteact/0/311/top.htm http://scaleplus.law.gov.au/html/pasteact/0/311/top.htm Cooley, B. and Salvaggio, R. (2002). “Ditching the ‘dis’ in disability: Supervising students who have a disability”. Australian Social Work, 55 (1),50-59. Kitchener, B. and Jorm, A. (2002). Mental Health First Aid Manual. Centre for Mental Health Research, The Australian National University, Canberra, ACT. Minter Ellison Lawyers (2005). New legislation incorporating student registration requirement. Adelaide, SA. National Mental Health Strategy. (2000, March). Mental Illness – The Facts. Mental Health Branch of the Department of Health and Aged Care, Canberra. The Australian Disability Clearing House on Education and Training (2006). Creating Accessible Teaching and Support: For Students with Mental Health Conditions. University of Tasmania, Tasmania.