A Model for Supporting Nursing and
Midwifery Students with a Disability
on Placement
Frances Howlin, Julie Tonge &
Phil Halligan
UCD School of Nursing,
Midwifery and Health Systems
Scoil Na hAtrachta, an
Ireland
Cnaimhseachais
UCD Access & Lifelong Learning
agus na gCoras Slainte UCD
Aim
• Describe the UCD model for supporting nursing
and midwifery students with a disability in
clinical practice.
Introduction
• Background & context.
• Clinical Assessment Subcommittee (CASC).
• Disability Liaison Team (DLT).
• AHEAD & UCD Access & Life Long Learning.
Disability Profile – SNMHS
2012/13
• Specific Learning Disabilities (SpLD) – 31
• Significant On-going Illness (SOI) – 6
• Mental Health – 3
• ADD/ADHD – 3
• Hearing Impairment – 1
• Visual Impairment – 1
• Physical Disability - 1
Developing model of support
Student Support
• Phase One
• Phase Two
• Phase Three
• Phase Four
Phase 1: Review Literature & Current
Supports
Literature
Current supports
• Legislation.
• Academic.
• Disability.
• Personal.
• Reasonable
accommodations.
• Exam
accommodations.
• Disclosure.
• Assistive technology.
• Competence & fitness
to Practise.
Phase 2: Partnership &
Collaboration
• UCD Access & Life Long Learning.
• Students.
• AHEAD.
• Clinical staff.
• Academic staff.
Phase 3: Clinical Needs
Assessment (CNA)
• Development
• Implementation
• Evaluation
Development Clinical Needs
Assessment
Part 1
◦ Background.
Part 2
◦ Detailed history.
◦ Reasonable accommodations.
Part 3 (Clinical site)
◦ Reasonable accommodations.
◦ Consent.
Part 4 (Std & Clinical site)
◦ Review of reasonable accommodations.
Implementation & Support Pathway:
Main clinical partner sites
1. Student registers with UCD Access & Lifelong
Learning, Conduct Needs Assessment.
2. Reviewed by Occupational Health.
3. Disability Liaison Team conduct clinical needs
assessment.
4. Clinical contact person received CNA.
5.Student contacts CCP (Clinical Contact Person to
discuss disclosure & CNA (Clinical Needs
Assessment).
Implementation & Support Pathway:
Main clinical partner sites (cont.)
6. Student identifies staff who receive list
accommodations & brings list to clinical
placement.
7. Student discusses accommodations with
identified staff.
8. Accommodations implemented.
9. Review of accommodations completed end
placement.
Evaluation of CNA
 Sample (student profile).
Key Findings
 Data collection: e-mail,
interviews- semistructured, open ended,
individual, & audio taped.
– Process of
Disclosure.
 Ethics – confidentiality and
anonymity.
 Thematic analysis.
– Receiving
Support.
Process of Disclosure: Excerpts
• ‘there is so much to take in and you don't want
to single yourself out’ (Int 1)
• ‘...you didn't want to, in front of everyone, say,
well actually I have dyslexia, it might take me a
couple of minutes to catch up’ (Int 5)
• ‘you are not ever going to be by yourself with
her’ (Int 1)
Process of Disclosure: Excerpts
• ‘I decided to tell them just ... not to watch my
back ... but say if something did happen at least I
would know that I have told them I have
dyslexia’ (Int 4)
• ‘I found that the forms …[CNA] were helpful the
pressure was taken off me, we didn't have to
verbally disclose, I just handed the sheets and
then they could ask me questions if they needed
to...’ (Int 5)
Receiving Support: Excerpts
• ‘...they are all so busy and not everyone
remembers or whatever...I found in some
situations the nurses just didn’t have the time’
(Int 2)
• ‘I had a different preceptor almost every day
which I found really difficult’ (Int 3)
• ‘...she'd [nurse] say a big long word and I'd try
and keep repeating it and then someone else
might say, oh can you grab this when you are in
there as well’ (Int 4)
Receiving Support: Excerpts
• ‘... Definitely the CPCs coming down ... and going
through things with me … it was absolutely
fantastic (Int 3)
• ‘I found the support of the other
students...really helpful...they can understand
what you are saying to them (Int 5)
• Student self support strategies
Phase 4: Educational resources
and other supports
• Consultation & disability awareness training.
• WAM (AHEAD).
• Student workshop, Resource Guide & Student
guide.
Resource Guide
• Launched Mar 2011
• Two formats
• Clinically focused
• Evaluation
• Revision?
• Available free to
download from: UCD
School of Nursing,
Midwifery & Health
Systems Website
Educational Resources:
UCD & AHEAD
UCD:
The Clinical Placement: Student’s essential guide to frequently
used terminology and abbreviations.
Available to download free from:
UCD School of Nursing, Midwifery & Health Systems Website
AHEAD:
National Guidelines for Working with Nursing and Midwifery
Students with a Disability or Specific Learning Difficulty in Clinical
Practice
Available to download free from:
AHEAD Website
Final Model
• Clinical Needs Assessment.
• Partnership, Collaboration & Consultation.
• Disability Awareness Raising and Education.
• Evaluation and Research.
…more to do
• Address environmental impact.
• Address student ownership & responsibility.
• Promote shift in culture, attitudes & practices.
• Increase expertise, knowledge & skills.
• Lobby for regulatory guidance.
• Dissemination - evaluation & research.
• Other professional courses in UCD.
Acknowledgements
Thanks to all our contributors, clinical partners,
colleagues and students.
Special thanks to AHEAD and UCD Access &
Lifelong Learning for their support.
Any Questions?
Disability Liaison Team:
Frances Howlin
01 7166563
Frances.howlin@ucd.ie
Phil Halligan
01 7166420
phil.halligan@ucd.ie
Disability Advisor:
Julie Tonge
01-7167179
Julie.tonge@ucd.ie