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Hilary Ford, CLAHRC Fellow 2012-2013 Anglia Ruskin University

Designing A Toolbox for the Teaching and Learning of a Life Course Approach for Undergraduate Pre-registration Mental Health Nurses. Hilary Ford, CLAHRC Fellow 2012-2013 Anglia Ruskin University. Aims of the Project. To design a Toolbox that will contain:

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Hilary Ford, CLAHRC Fellow 2012-2013 Anglia Ruskin University

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  1. Designing A Toolbox for the Teaching and Learning of a Life Course Approach for Undergraduate Pre-registration Mental Health Nurses Hilary Ford, CLAHRC Fellow 2012-2013 Anglia Ruskin University

  2. Aims of the Project To design a Toolbox that will contain: • An evidenced based theoretical Framework to demonstrate how multiple risk factors influence the development of mental health problems across the life course • A set of interactive Tools relating to the framework

  3. Objectives of the Toolbox • To identify and explore risk factors and how these influence mental health across the life course • To understand how factors that influence an individual at one phase of life can influence that individual at subsequent phases of their life • How interventions at the different phases of life help to promote mental health adaptation, promote recovery and build resilience and well being through the life course

  4. Design Approach • Developed a research protocol • Ethics – Application to Anglia Ruskin University Research Ethics Panel (FREP) • Focus group- evaluate a potential tool • Expert review workshops-test and evaluate Evidence based framework • Design approach-explored www.inclusivedesigntoolkit.com

  5. Research Protocol: stages and activities

  6. A Life Course Tool (example) • Example tool • Timeline persona (Inclusive Design Toolkit) • Later called a Life Story • Life Story-a fictional account of a person, and a range of bio psycho-social risk factors that influence mental health at different stages of life

  7. Test and Evaluate the Tool Implemented work on two Life Stories with a group of student nurses • Focus group- ten participants to evaluate the Life Stories • Did this Tool meet the project objectives?

  8. Evaluating the Life Stories • Desirability • Accessibility • Utility • Overall  www.inclusivedesigntoolkit.com SN6” I felt flat when we looked at risk factors on their own. The next time we looked at how we could help, it gave us hope and a way of moving forward” SN3 “It is a respectful way of working, everyone has a past and a potential future”

  9. Refining the Life Stories • Redeveloped the Life Stories • Focus on depression Becky, Michael Sharon Len & Dorothy • Revised structure to the tool • Part 1- Risk and protective factors • Part 2- Adaptation, recovery, and building resilience • Part 3- Nursing Values (Francis Report, 2013, NHS constitution 2012) • Part 4 –Cohort analysis and effects

  10. Life Course Framework • A framework which contains bio psycho-social factors (risk/protective) • Mental health and physical health

  11. Designing the Framework • The Life Course Prism • Life Course Resource box Ageing Biological Social Psychological

  12. Evaluate the Framework • Two expert review workshops – Stakeholders from mental health – adult, elderly, learning disability, children's nursing, GP

  13. Life course Toolbox (assembly) • Assembly of the Framework and the Life Stories • To create the Toolbox

  14. Creating the Toolbox • Summary documents for different topic areas and influencing factors • Text teaching-risk factors • Reflections relating to the life stories • Reading lists • Web resources • Self awareness exercises • YouTube clips • Navigation around the resource box and the life story being worked on

  15. The Working Toolbox • All files up-loaded to the ARU Virtual Learning Environment • Went ‘live’ in late September 2013 • In active use by 2nd year student nurses • Initial feedback is positive

  16. What have I learnt? • Importance of having a detailed research protocol • Importance of design to education • FREP-over ambitious • Value of collaborative research • Life course theory- longitudinal approach • Promoting evidence based research along side a personalised care approach (promoting a culture of compassionate care)

  17. What Next ? • Present the project at a conference • Write a paper(collaborative) • Tool box to be used by other fields of practice • The Undergraduate Psychiatry Speciality Director at the University of Cambridge - implement the toolbox with medical students in 2014

  18. Author Hilary Ford Faculty of Health, Social Care and Education Anglia Ruskin University Location- FulbournCambridge CB21 5XA UNITED KINGDOM Phone: +44 (0) 0845 196 5314 Email: hilary.ford@anglia.ac.uk

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