Service user and carer participation in an endoscopy nursing programme

Abstract

This article reports an initiative to improve students' insight into service user and carer experience of endoscopy, particularly those with severe disability, such as spinal cord injury. This insight has the potential to improve the information provided and level of person-centred care in an endoscopy service. It was evident in the feedback from the classroom encounter that the teaching and learning strategy had a positive outcome, which will allow us to integrate the approach into future curriculum development and delivery, bringing the lived experience from the service user and carer perspective into the classroom. Students engaged in discussion and used their reflective skills to develop sensitivity to those with physical disability and complex needs requiring endoscopy procedures.

Active Involvement of People with Disabilities in Education: A Literature Review

“…Finally, eleven initiatives consisted of brief interventions (e.g., workshops) within a larger educational or professional setting. Of these, seven involved a single, interactive on-campus session within an undergraduate, (Maestri-Banks, 2013;McClimens & Scott, 2007;Tracy & Iacono, 2008;Zirkle et al, 2008) graduate (Terry, 2012) or postgraduate professional development program (Heneage, Morris, & Dhanjal, 2010;Martin & Hoy, 2013;Terry, 2012). Four other initiatives were spread out over two or more sessions on campus (Kroll, Groah, Gilmore, & Neri, 2008) or off-campus (Novak et al, 2009;Siebens et al, 2004;Smith, Anderson, & Thorpe, 2006).…”

“…Ten single discipline designs were aimed at nursing (Bollard et al, 2012;Kroll et al, 2008;Maestri-Banks, 2013;Martin & Hoy, 2013;Mathieson, 2002;McClimens & Scott, 2007;Terry, 2012) or medical (Siebens et al, 2004;Tracy et al, 2008;Zirkle et al, 2008) students or professionals. Most of these were conducted in the United Kingdom.…”

“…Sixteen initiatives referred to person-or community-focused learning and/or practice. The most prevalent person-focused teaching strategies include collaborative teaching (an educator and a person with disabilities teach conjointly) (Heneage et al, 2010;Jorgensen et al, 2011;Kroll et al, 2008;Martin & Hoy, 2013), mentoring (pairing of students with a person with disabilities) (Doucet et al, 2012;Siebens et al, 2004;Smith et al, 2006;TSPRCBC, 2011), and inviting guest speakers to share their experiences and knowledge (Terry, 2012;TSPRCBC, 2011;Zirkle et al, 2008).…”

“…Lastly, while only two initiatives wove reflective practice theory into their framework (Doucet et al, 2012;McClimens & Scott, 2007), a total of five incorporated an explicit self-reflection component (e.g., journaling), which encourages students to examine their experiences, attitudes, and behaviours (Doucet et al, 2012;Muwana & Gaffney, 2010;Novak et al, 2009;Sadao & Robinson, 2002;Towle et al, 2014). Similarly, implicit self-reflection opportunities (e.g., oral debrief ing sessions or ongoing post-intervention online conversation) were built into two other initiatives (Martin & Hoy, 2013;Terry, 2012).…”

“…Of the five initiatives that sought the involvement of individuals with knowledge of specific disabilities, three referred to family members (Jorgensen et al, 2011;Muwana & Gaffney, 2010;Sadao & Robinson, 2002) and two to informal caregivers (Martin & Hoy, 2013;Smith et al, 2006). The initiative of Muwana and Gaffney (2010) tions, including two with disabilities, as well as that of professionals and family members.…”