Supporting Staff who Support Students Wendy Hu1, Eleanor Flynn2, Robyn Woodward-Kron2 School of Medicine, Western Sydney University 2Melbourne Medical School, University of Melbourne 1 Acknowledgements: ANZAHPE & ACEN Research Grants
Aims To provide opportunities to: Reflect on experiences in supporting students and/or in supporting the staff who support students, Discuss the personal and procedural issues which can arise when dealing with student concerns, and Identify appropriate staff responses.
Overview Background Workshop activities tailored to practical strategies for your setting Video discussion triggers A critical incident response flowchart Please Note Scenarios based on many real life stories Feel free to share experiences, but keep
discussions private within this group Why is supporting students important? Why is supporting staff important? Expectations to provide academic & pastoral support Professional staff are often the first point of contact On-campus services may not be accessible
Little research on training and support needs of staff What is the impact on staff from supporting students? Background Review of student support showed significant impact on staff Aims To investigate the student support experiences of professional and academic staff To develop evidence based training resources
Method 11 sites (urban + rural) Participatory action research Interviews and workshops Flynn EF, Woodward-Kron R, Hu W. Training for staff who support students. Clin Teach, 2015. 12:1-6 Hu W, Mann R, Flynn E, Woodward-Kron R. From Paperwork to Parenting: Experiences of professional staff in student support. Med Educ, Published online: 5 DEC 2016 | DOI: 10.1111/medu.13143 Participants Interviews (n=40)
PROFESSIONAL No. of Participants No. Years in Role Female Clinical Background Previous Experience Formal training No. of Participants
ACADEMIC/CLINICAL 23 17 1 to 17 years 1 to 10 years 95% 29% 13% Clinical
> 80% Clinical > 75% HP Students > 50% HP Students Mental Health Counselling Workshops (n=102) URBAN RURAL 75
27 Scheduling, procedures, paperwork Study: progress and assessments Clerkships: learning issues, isolation Relationships: peers, staff and family Financial and employment pressures Physical illness and impairments Mental health and substance abuse
Acute life-threatening events, deaths From Routine to Emergency From Rare to Frequent Range of Student Concerns What student concerns do you see?
What is the impact on you, and on staff, from managing student concerns? Discussion Activity 7 minutes Think-Pair-Share Findings Impact on Staff Formal work Position description Boundaries
Professional approach Reporting & VS documentation Feeling responsible Doctors of the future Career advice (A) Informal work Personal orientation
Accessibility Emotional labour Privacy & confidentiality Feeling ineffectual Professionalism (A) Training & Support Recommendations PROCESSES Orientation to and
clarification of role Management of workload, formal recognition Clearer communication: when to refer and to whom, what to document Peer support: informal debriefings Self care, boundary setting
RESOURCES Skills training e.g. Mental Health Information about local referral and support services Information about policies and procedures Critical incident flowchart and checklist
Training resource with video simulations When students disclose: How should I respond? Discussion Activity 15 minutes each Video scenarios A Scenario A student comes to your office for help
Questions to consider: What happens in the video scenario? What issues does the scenario raise about staff roles and responsibilities? How should the staff member respond? James Preeti
The Missing Sarah Summing up When the unexpected happens: Developing a response flowchart Discussion Activity 20 minutes
Types of student concerns Usual Staff-Student interactions Student request Staff response (check policy) Referral Documentation Follow-up Critical incident a definition5,6 Traumatic and serious event Extreme physical and/or emotional distress Outside normal range of experience
Imbalance between usual staff capacity and resources, and the needs of affected person(s) A NOWRA medical student killed last week in a motorcycle crash near Goulburn has been described as an exceptional young man who had an insatiable thirst for life. Chris Zweerman, 26, was killed on November 14 when he crashed his motorcycle on the Hume Highway about 5pm.
He was riding his motorcycle north on the highway when it left the road and travelled along the unsealed surface of a break down lane before he hit the ground. Police saidhttp://www.southcoastregister.com.au/story/1010369/medical-student-killed-ne Mr Zweerman suffered severe internal ar-goulburn/ http://www.conversationsmatter.com.au/
Developing a flowchart Critical, Urgent or Non-Urgent? When to refer on? To whom? Who needs to know? When? STUDENT
CONCERN What are the relevant policies? What follow-up is needed? What resources are available?
What to document, and how? Summing up Circulate information about support services Where to from here?
Develop a standard referral pathway Disseminate an incident response pathway Further staff orientation and training Further information Eleanor Flynn [email protected]
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