From Student to 'Patient Whisperer': Mental Health Education Bridging Awareness

Sarin, Beverly 2008. From Student to 'Patient Whisperer': Mental Health Education Bridging Awareness. Presented at: The 2nd International Conference of Physiotherapists in Psychiatry and Mental Health, Bergen, Norway, 27-29 February 2008.

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Abstract

Purpose To provide educational support aligned to Physiotherapy students’ learning needs to develop appropriate skills for patient-centred Mental Health (MH) practice. To shape a course that stimulates students to explore the increasing complexity of their skills, and inspire them to actively engage with people with Mental Health Disorders (MHD). Relevance Traditional ‘information-transfer’, lecture-based teaching of the Level 2 MH teaching block (MHTB) provided standard textbook knowledge and superficial understanding of MHD and treatments, but failed to address students’ concerns and apathy towards engaging in MH healthcare. The Department of Health (UK) and Chartered Society of Physiotherapy advocate the need to develop a flexible, capable MH workforce, based on relevant competencies and evidence-base. The introduction and development of ‘Patient Whisperer’ skills, the complex, transferable skills that allow for effective engagement in therapeutic relationships and treatments, would address some of these issues. A review of how and what students were learning was needed to inform the development of appropriate educational support. Description An ongoing review of the MHTB was undertaken by the MH lecturer (unfunded), Department of Physiotherapy, Cardiff University between 2003 and 2007. Traditional methods previously used lacked impact, as product-driven, teacher-focused teaching limited students’ engagement with the subject. A change of teaching delivery was introduced providing a ‘process-led’, student-centred learning environment. Sessions became more interactive; using workshops, case scenarios, tutorials, small group discussion and self study. This facilitated the students to develop understanding of concepts underpinning their skills through shared experiences and application in different contexts. Using facilitatory text, patient stories and experienced clinicians’ support, students were empowered to learn more deeply, motivating them to explore and apply their ‘Patient Whisperer’ skills in the realistic contexts provided. Evaluation The ‘Approaches to Teaching Inventory’ was used to indicate the balance of ‘conceptual change/student-focused’ versus ‘information transfer/teacher-focused’ elements of teaching content. 2003 scores of (60+37) v (80+80) indicate the strong focus on information transfer. 2007 scores, (88+76) v (64+53), present the substantial shift towards the intended student-centred approach for deeper learning. Successive student feedback has shown a positive shift of understanding and enthusiasm for the subject; this was further supported by a number of students’ requests for MH placements after the MHTB. Several students have also engaged with MH topics for research projects, adding to evaluation and evidence-base for future work. Conclusions and Implications Student-centred, process-driven education provides an environment which is conducive to active, deep student learning. Use of such a delivery for the MHTB has been shown to effectively engage students in the development of their knowledge and ‘Patient Whisperer’ skills, ready for clinical practice. By increasing their confidence in working with people with MHD, physiotherapy graduates entering clinical practice can act as role models for others and provide inspiration for change where stigma is evident. This promotes a more flexible workforce, more willing and able to engage with people with MHD whenever they are encountered, within generic as well as MH services.

Item Type:	Conference or Workshop Item (Paper)
Date Type:	Completion
Status:	Unpublished
Schools:	Healthcare Sciences
Subjects:	L Education > L Education (General) R Medicine > RM Therapeutics. Pharmacology
Uncontrolled Keywords:	Pedagogy, transferable skills
Last Modified:	08 Jan 2020 04:53
URI:	https://orca.cardiff.ac.uk/id/eprint/15339

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