Has the student or anyone on their behalf discussed the issues with the
course tutor(s)? The exercise may be difficult because it is difficult
for everyone when starting off. Viewing the materials on a CCTV will
also present a 2 dimensional image, as indeed will example photos of
what can be seen under the microscope that may well be the text book.
It may well be harder with monocular vision (probably is to an extent),
in which case the tutors can also be asked to consider how vital this
aspect aspect of the unit is and can the student's learning /
understanding be evaluated in another way. Are students expected to
graduate with these specific practical skills? Seeing for yourself is a
good way of learning, but perhaps there are other ways of getting there.
What do they want students to get out of the exercise and what
specifically is the outcome they want to see (e.g. abilty identify
colour variation, different shapes, or whatever)? Which perhaps the
student could be reasonably expected to be able to do with the remaining
vision he/she has. Which may include ability to draw a (2 dimensional)
sketch of what they seeing under the microscope. You might end up back
where you started, but worth a go before you think about spending lots
of money on new kit, which might well arrive too late anyway.
Bryan Jones,
Manager, Disability Support Services
& North London Regional Access Centre,
Middlesex University
Tel: 020 8411 5366
-----Original Message-----
From: Discussion list for disabled students and their support staff.
[mailto:[log in to unmask]] On Behalf Of enable
Sent: Thursday, March 01, 2007 1:00 PM
To: [log in to unmask]
Subject: Equipment to support visually impaired students in practical
sessions
Good afternoon
We've recently seen a student who has lost the sight in their right eye.
As part of their course, they are sitting a compulsory unit which
requires the use of microscopes to identify materials and the features
of materials, which are sometimes three-dimensional. The student is
finding it difficult to do this. I wondered if anyone has come across
this before and what strategies or equipment they've used to support
students with this type of activity.
Any suggestions would be appreciated
Thanks
Disability Team
Disability Service
George Thomas Building 37
Highfield Campus
Southampton
SO17 1BJ
Tel: 02380 597726
Web: www.enable.soton.ac.uk <http://www.enable.soton.ac.uk/>
If the content of this email concerns one or more disabled students,
please bear in mind that the information it contains may be confidential
to those individuals, and that medical history information in particular
may be very sensitive. It is disclosed for one purpose: to facilitate
the University's support of that student. If you need to pass the
information to colleagues within the University, please check with the
Disability Service first. Recommendations made for the support of a
student are unlikely to be confidential, but the reasons for these
recommendations may be so.
________________________________
From: Discussion list for disabled students and their support staff. on
behalf of Felicity Burgess
Sent: Wed 28/02/2007 16:26
To: [log in to unmask]
Subject: Re: Nursing student - placement difficulties
Dear Louise,
I'm a 3rd year Occupational Therapy student (which means that I have to
write in nursing notes whilst on placement...)
I have used various strategies depending on the placement environment (I
don't know about the nursing fitness standards, but for those of us
under the Health Professions Order, the HPC (governing body) has made it
clear that it is the outcome rather than the method which is important).
http://www.hpc-uk.org/publications/index.asp?id=111 and http://www.hpc-
<http://www.hpc-/>
uk.org/publications/index.asp?id=109 may prove useful as general reading
(although you'd need to find out whether nursing has similar views).
With regard to drug names, there should be no issue with the student
either referring to the BNF in paper format, or having the electronic
form on a PDA (I know of a medical student who uses the latter - then
you are more likely to get the spelling right due to being able to read
what the drug is for. If there are certain drugs commonly used on
placement, the student may find it helpful to compile a list on computer
and print it).
Confidentiality is an interesting point. I have dictated notes/used a
scribe in open ward areas (not ideal - but the noise level is usually
such that if you speak quietly, you can't be heard anyway).
The other thing that I've done is type on my laptop whilst my PA scribes
into the nursing notes (which deals with the 'being overheard' issue.
This usually improves as the PA gets used to it as well. Your student
may be able to use a PDA or even a mobile phone(?) for this if they have
good motor control.
Another low-tech method of getting round the confidentiality issues with
PAs that I've found is openly dictating parts that do not contain
patient identifiable data (e.g.) time, date, my
designation/bleep/extension, 'OT initial assessment plan carried out
with...', and then when it comes to confidential information finding
(e.g.) the name/address/age/diagnosis of the patient/relatives already
written in the nursing notes, and pointing at it (not my strong point as
I have multiple disabilities, but your student may be able to manage
that).
PAs can be expected to sign a similar honorary contract with the Trust
as the student/whatever else the student has to do to agree
confidentiality.
Independently shouldn't come into the equation - in that (at least
insofar as the HPC are concerned - don't know about the nursing
governing body), independently can mean with the assistance of a PA -
I'd be unfit to practice without one. Independently means without the
supervision of a qualified member of staff as far as I know.
Functioning in a timely manner may be more difficult for your student.
I have a full-time PA on placement because I have multiple needs (also
have vision issues and am a wheelchair user).
I know other students who've had a PA part time, and that has caused
timeliness issues (e.g. only writing up notes in the afternoon).
However, that also depends on the environment - if the student is
somewhere such that notes generally only need to be written at end of
shift, then having a designated time with a PA each day may be possible.
It's much harder to accomplish with a part-time PA on an acute ward (I
am very glad that I have completed my one acute placement).
I have become more bold about asking if I can use an appropriate place
for note-writing as I've progressed through the course - whilst making
it quite clear that I'm not trying to monopolise the space. For
example, on my current placement I note-write in the handover room like
everyone else. However, I shut the door when I'm dictating, so that the
words don't filter through the second door (if open) to the public area
where clients could here. I've disclosed to all nursing, pysch and OT
staff what I'm doing, why, and that the door is not closed to keep them
out, but to keep the sound in (as that can cause bad feelings).
It may be helpful for you to ask the Nursing School to quantify their
objections more, so that you can determine which parts of
confidentiality they're worried about etc.
Felicity
PS Hope that's helpful - I seem to have rambled a little.
Dear all
I wondered if anyone has experience of a nursing student successfully
using alternative means of written communication on placement other than
handwriting information. If anyone is aware of students who have
continued to use alternative methods once they have started working as a
nurse, this information would also be extremely useful.
A student is studying at present who has difficulty recording anything
in handwriting due to extremely slow (8 words per minute) handwriting.
In addition, placement staff are having difficulties with the legibility
of his notes. The student also struggles with spelling and this is
causing concerns about misspelling of drug names which are similar.
I met with members of the Nursing School to discuss use of a recording
device/transcription or the possibility/feasibility of an amanuensis
being present with the student during placement hours, and they have
raised concerns about confidentiality and the student being able to
function independently and in a timely fashion as a nurse.
I would be grateful for any replies either on or off list
([log in to unmask])
Many thanks for your time
Louise
Louise Thompson
Disability Adviser
Disability Support Office
University of Manchester
LG020 John Owens Building
Oxford Road
Manchester
M13 9PL
Tel 0161 275 8524
Fax0161 275 7018
Email [log in to unmask]
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