1. Valuing our students in Practice: Is there more we can do? Fiona Fowler - Placement Lead (SLT) Lindsey Keefe – Placement Lead (OT) Faculty of Health & Wellbeing

2. Background NSS/USS data asks if students feel valued in practice: ‘My contribution during placement(s) as part of the clinical team was valued’ Student placement evaluations ask a similar question Anecdotal information is also gathered at post placement sessions with students

3. Practice is an integral component to our programmes Wanted to explore and consider ways to enhance students feelings of being valued in practice Wanted to understand more about the contributing factors

4. What the literature tells us ‘Belongingness’ is a fundamental human need (Levett-Jones et al, 2009) Mentors are instrumental in supporting students’ placement learning (Williamson et al, 2010) Supportive and unsupportive behaviours are evident to students (Williamson et al, 2010)

5. Students need to fit in and be accepted as a precursor to effective learning (Nolan, 1998) Excellent mentors work collaboratively with students and make an effort to get to know them (Rodger et al, 2013) Students express a need to feel safe and comfortable in placements (McKenna, 2013) Feeling a legitimate part of a team is empowering and fosters learning for students (Bradbury-Jones, 2011)

6. What we decided to do Focus groups with students Open to any student in the faculty who had experienced a practice placement Research Ethics and Governance approval Invitations sent out via Blackboard for all pathways Thematic analysis of data

7. What we asked students How have you been made to feel valued when in practice? Were there specific things your mentor did to facilitate/enhance you feeling valued? What contributed to you not feeling valued in practice? Did you see this idea of being valued being modelled in relation to client/patient care? If so how? Did you see this idea of being valued being modelled within the organisation overall? If so how?

8. The emerging themes First Impressions I’m not just a student Team working The hidden message Communication Supervision Power Stage of training

9. First Impressions Welcome letter Practice area and mentor are aware that student is expected Knowing something about the student in advance Having an email address Preparation and plans (timetables activities, projects) Not stereotyping Knowing who is the named mentor

10. I’m not just a student…… Shared responsibility of student and mentor to establish background and other life experiences Understand who the student is as an individual Treat as an individual Ask their views and opinions Acknowledge their anxieties Draw on strengths Acknowledge they bring something different to the setting

11. Team working Involved and included in the team Give a rationale if not including for any reason Teams which value themselves more likely to value a student Knowing each other as individuals not just professionals Whole team approach in facilitating learning Involvement with all aspects of team work professionally and socially

12. The Hidden Message Perception of willingness (or not) of mentor to take on that role Perceptions by students that they are a hindrance and will be in the way Inferences regarding level of students knowledge Work load takes priority over students learning Students take longer to do the job – quicker for mentor to do Conveying trust and confidence in the students abilities

13. Communication Being introduced to others Service users are made aware of student Need to feel listened to with opinions being valued even if not correct Clearly articulated feedback is necessary Small words of recognition are important Don’t undermine by ‘off hand’ comments Utilise opportunities for ‘social’ communication Check the student is clear about what is being asked of them Provide opportunity to see relevant resources (eg. Documentation)

14. Supervision Where, when and how matters Continuous constructive feedback is valued Allow sufficient time even if organisational culture suggests otherwise Should be student focussed Is a dynamic relationship Students should have choice and some control over own learning

15. Power Acknowledge potential hierarchy and imbalance between student/mentor Recognise tension between teacher and clinician roles Respect the knowledge students bring and engage with it Share the ground rules and develop an awareness of the unwritten rules Be explicit with service users, carers and other team members when student taking the lead

16. Stage of training Help the student work with increasing autonomy and independence Ensure they are involved in all aspect of the workload Encourage the use of initiative Promote decision making relevant to stage of training

17. References Bradbury-Jones C., Sambrook S., Irvine F. (2011) Empowerment and being valued: A phenomenological study of nursing students’ experiences of clinical practice. Nurse Education Today (2011) 31: 368 – 372 Levett-Jones T., Lathlean J., Higgins I., McMillan M. (2009) Staff- student relationships and their impact on nursing students’ belongingness and learning. Journal of Advanced Nursing (2009) 316 – 324 McKenna L., Gilmour C., Biro M., McIntyre M., Bailey C., Jones J., Miles M., Hall H., McLelland G. (2013) Undergraduate midwifery students’ sense of belongingness Nurse Education Today (2013) 33: 880 -883 Nolan C. (1998) Learning on clinical placement: the experience of six Australian student nurses. Nurse Education Today (1998) 18: 622 – 629 Rodger S., Thomas Y., Greber C., Broadbridge J., Edwards A., Newton J., Lyons M. (2014) Attributes of excellence in practice educators: the perspectives of Australian occupational therapy students. Australian Occupational Therapy Journal (2014) 61: 159-167 Williamson G., Callaghan L., Whittlesea E., Heath V. (2010) Improving student support using Placement Development teams: staff and student perceptions. Journal of Clinical Nursing (2010) 20: 828-836