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