Supporting students in difficulty: using established helping models in a new context

53^rd World Congress on Nursing and Health Care

June 21-22, 2019 Brisbane, Australia

Jo Lidster,Susan Wakefield

Sheffield Hallam University, UK

Keynote: Adv Practice Nurs

Abstract :

Statement of the Problem: Occasionally a student might work in a way that is professionally undesirable or that constitutes unacceptable professional conduct. When this impacts upon practice assessment and the student is clearly failing, there is usually an established process to help manage this. However sometimes the student might have behaviour that is professionally difficult yet are still able to progress through their assessments. This sort of behaviour usually accounts for a student who is â??in difficultyâ??. Both students in difficulty and students who are failing present a complex and challenging situation for those in supervisory roles. Traditional approaches to mentoring, coaching and supervision position the 'helper' as the expert who identifies what the 'problem' is and any subsequent solutions. The student then receives instruction about what to do, with the underpinning philosophy being that knowledge will lead to a change in behaviour. However, this locates the student in a passive position, does not consider other factors that influence behaviour and rarely results in change. Models are used in other types of helping relationships to support an individual to a positive outcome. However, the use of these to support students in difficulty has not been well researched. The study will describe the experience of participants following completion of an educational module which includes the application of several helping models. These include Egan's Skilled Helper, Motivational Interviewing, and Cognitive Behavioural Coaching.

Method: The study is a mixed methods design using quantitative analysis of confidence pre and post module, qualitative analysis of practice reflections and focus group data. Study findings will be reported in May 2019.

Conclusion: The results will help inform future application of helping modules in this context.

Biography :

Jo Lidster is the Deputy Head of Nursing and Midwifery, at Sheffield Hallam University. She is responsible for the Department’s post graduate and international portfolio. This includes working closely with stakeholders and practice partners to develop a quality learning experience. Jo leads on learning, teaching and assessment developments for the Department as well as supporting placement learning initiatives. Susan Wakefield is the Head of Nursing and Midwifery, at Sheffield Hallam University, one of the largest Nursing and Midwifery Departments in England. She is responsible for the educational and practice provision for all for the Under Graduate and Post Graduate nurses and midwives who study within the Faculty. She is a mental health nurse and had a range of roles in clinical practice including research nurse, care pathways co-ordinator and community mental health nurse.

E-mail: j.lidster@shu.ac.uk

s.wakefield@shu.ac.uk