Active involvement of learning disabilities service users in the development and delivery of a teaching session to pre-registration nurses: Students’ perspectives

Smith, Penny, Ooms, Ann and Marks-Maran, Di (2016) Active involvement of learning disabilities service users in the development and delivery of a teaching session to pre-registration nurses: Students’ perspectives. Nurse Education in Practice, 16(1), pp. 111-118. ISSN (print) 1471-5953

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Abstract

A teaching session about service users' experiences of accessing and receiving health and social care was designed and delivered by service users to first year BSc Nursing students. The aim was to enhance students' knowledge, skills and confidence in caring for people with a learning disability. An evaluation research study was undertaking at one university in London into the perceived effectiveness of the teaching session, including students' perceptions of the extent to which the service users' teaching session was useful, the impact of the session, its benefits and challenges and the sustainability of teaching sessions delivered by service users. Data were collected through an online questionnaire. Quantitative analysis was undertaken of Likert-style questions and qualitative analysis was undertaken using the Framework Method. The session impacted on students' knowledge and understanding of people with a learning disability. Students reported that they felt more comfortable and confident interacting with people with a learning disability. In addition, they reflected on their feelings about caring for people with a learning disability.

Item Type: Article
Additional Information: service users, learning disability, teaching and learning, pre-registration
Research Area: Education
Nursing and midwifery
Faculty, School or Research Centre: Faculty of Health, Social Care and Education
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Depositing User: Clive Allnutt
Date Deposited: 05 Jan 2016 09:39
Last Modified: 01 Feb 2017 03:31
URI: http://eprints.kingston.ac.uk/id/eprint/32845

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