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Learning to make a difference

Learning to make a difference. Developing a community of practice. What supports service users and carers to get involved? Building on good practice in our local area Framework to develop consistent approach and share learning and resources across Universities

derek-lloyd
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Learning to make a difference

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  1. Learning to make a difference

  2. Developing a community of practice • What supports service users and carers to get involved? • Building on good practice in our local area • Framework to develop consistent approach and share learning and resources across Universities • More rational interface for service users and partner organisations • Funding from SHA (July 06 – June 07) • Foundation Programme delivered across 4 sites as an entry to involvement in professional learning • Opportunity for mutual learning, part of cultural change within higher education

  3. (6 Involvement ‘Red Herrings’)

  4. Axes to grind?

  5. “They’ll be wanting the moon on a stick!”

  6. “These people are just too vulnerable!”

  7. NOT REPRESENTATIVE!

  8. Too professionalized?

  9. “But, we’re all service users…”

  10. Patient Learning Journey – Key Learning Points: • Permission to tell their story in a safe, confidential environment • Identify common themes • Acknowledging expertise • Facilitated by patients and carers – the group own the workshops • Time, space and respect are core to success • Workshop can be part of the grieving process • This is not about sympathy (the usual response when illness is talked about). It is about moving on and turning a negative experience into a positive learning opportunity for both patient/carer and students • Move towards autonomy and empowerment • Crucial step toward working in partnership

  11. WYSUCIIT Workshop 3: What Next?University of Huddersfield

  12. Learning so far • Making a difference …we could be actually talking to our future doctors and nurses…we go out and come across all these walls and we thought if we could actually voice our opinions and our thoughts right at the beginning hopefully we should see a change (Learning journeys participant)

  13. Learning so far • Change I had such a bad experience with my consultants and my wife it traumatised her for the rest of her life…and I don’t want to bang the table but show people there is a different way (Learning journey participant)

  14. Learning so far • Networks and support I thought it was good to hear other people’s stories and you hear others and you think I am not the only one. You do get isolated and getting involved in groups it does open you up there are others in the same type of boats as you (Learning journey participant)

  15. Working from the patient voice • Kay Henderson • Has RA • Gave up her career as a primary school teacher due to illness • Works as a simulated patient and teaches her own first year seminar group • Co-facilitated Bradford training • Simulated patient and facilitator • Part of Vancouver and Cambridge conference team

  16. Year 2 Communication Skills • Win Stocks • Laryngectomy • Recent Leeds Training • Husband and Wife team • Simulated Patient

  17. The Future • Funding • Development (systems awareness, communication skills) • Accreditation • Continuing support and opportunities • Identity (inside or outside social enterprise) • Practice and assessment………

  18. Contact details • Jools Symons Supporting and Developing Patient and Public Voices in Health Professional Education Medical Education Unit Rm 7.06 Worsley Building University of Leeds, LS2 9NL Tel: 0113 3437602; j.e.symons@leeds.ac.uk

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