Hi,

We have used a CCTV camera attached to a microscope which then displays
on a monitor. We found this was not only useful for the visually
impaired student, but also allowed groups of students to view the
microscopic display when the tutor was demonstrating.

The system we purchased was called an EduCam from Brunel Microscopes
Ltd. http://www.brunelmicroscopes.co.uk/

The company were helpful in assisting us to get the right solution.

http://www.brunelmicroscopes.co.uk/acatalog/CCTV_cameras.html

Hope this is useful,

Carol

Carol Murphy
Assistive Technology Adviser
University of Strathclyde
Email: [log in to unmask]
Tel: 0141 548 3402

-----Original Message-----
From: Discussion list for disabled students and their support staff.
[mailto:[log in to unmask]] On Behalf Of enable
Sent: 01 March 2007 13:00
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]