Student Education Induction Pack

Student Education Induction Pack

This induction pack is to help you as a learner to familiarise yourself with the team. It provides you with the basics about the team and should help you to plan to meet your learning needs.

We recommend that all learners contact the team in good time prior to placement to identify who will be supervising your learning and confirm start times/hours.

During your placement you should have a minimum of a preliminary, midpoint and final meeting with whoever is supervising your learning. You should also undertake some form of leaning analysis then produce a learning contract and or action plan that provide structure and direction to the time you are with us. Your supervisor will be able to help draw this together but you must take a lead in negotiating your plan. Some examples of these tools are provided but you may wish to use those produced by your education provider.

Please ensure that you present any documents regarding your placement with our staff on the first day of your placement. This should include any assessment document, learning outcomes you hope to achieve and any type of ongoing record of achievement.

On completion of your placement you will be asked to provide an evaluation. Please take time to complete this openly and honestly as it is only with your feedback can we improved the quality of these valuable learning experiences.

We hope you find the time on your placement enjoyable and productive.

Date of production or last review and update / 18/05/16
Author or reviewer / Terri Greenhalgh
Placement Induction and Details
Team/service name: /

South West Shropshire CMHT

Address: / 25, Corve Street
Ludlow
Shropshire
SY8 1DA / Team telephone number/s: / 01584 878167
Team/service webpage:
Team email
Other contact details:
Service Description: / South West Shropshire Community Mental Health Team provides secondary level mental health Assessment, Care and Treatment to Adults age 18 and above. We also have a team of nurses who work sessions in GP surgeries providing primary mental health care to people requiring everyday help to cope with life stressors. The team is multi displinary in nature utilising the skills of a range of professionals including Nurses, Psychologist, Occupational Therapy, Social Work, Star Workers, Psychiatrists.
Team philosophy: / All people have a right to equal opportunities for adequate health care, regardless of gender, race, culture, religion or status. Further to this we believe that health is a right not a privilege, and that mental health is a vital and necessary component of a comprehensive health care service.
We believe that each person has their own intrinsic worth and is therefore worthy of dignity and respect, The service user remains at the heart of our service delivery, model of practice and service development plans.
Team welcome: / We are a very welcoming team for students and always strive to create a good learning environment. All disciplines within the team are happy to provide the opportunity for students to shadow and experience the multi disciplinary nature of our work. The Student is expected to see themselves as a professional and to be responsible for their own learning. And should see education as a life long process.
Hours of the service / 9-5 Mon to Fri / Hours of work / 9-5
Directorate: / Adult Mental Health / Student capacity (all disciplines combined): / 1
Service manager: / Kevin Mansell / Contact number
Team Education Lead / Terri Greenhalgh / Contact number / 01584 878167
Team members / Discipline / Specialist interest/skills and expertise / Particular learning opportunities: / Education supervisor status:
Names / Psychologist, Nurse, OT, secretary… / Sexual Abuse Specialist, Infection Control Champion, Dual Diagnosis link, medical correspondence… / e.g. Assessments, Therapy, Engagement, diary management / status i.e. practices teacher/ mentor/ signoff mentor, NVQ Assessor
Rob Fry / Clinical Lead / Acute Care Pathways
Role of Crisis Teams
Care Clusters / Mentor
Caroline Edge / Senior S/W / Care Act
Duty
Terri Greenhalgh / CMHN / AOT
Student Lead / Mentor + sign off mentor
Mary Bunting / CMHN / Psychotherapy
Primary Care Lead / Mentor + sign off mentor
Carol Mitchell / CMHN / Post Natal Depression
Women’s Groups
Integrative Psychotherapy
Clozaril Lead / Mentor
Alexander Russell / CMHN / CBT
EMDR
Sharon Carter / CMHN / Substance Misuse / Currently on Maternity Leave
Julie Philpot / Business support Officer / Key Performance Indicators
RIO Clinical Systems
Jenny Edwards / SW / Stigma and Labelling
Domestic Abuse
Housing
Claire Schofield / O.T. / Personality Disorder
Functional Assessments and Interventions
Penny Priest / Psychologist
Kevin Morris / S/W / Duty
Crisis Work
AMP
Robert Milton / Star Worker / Mindfulness
Group Work
Recovery Focused Community Engagement
Rebecca Duffy / Community Support Worker / Substance Misuse
Homelessness.
Kevin Barratt / Star Worker / AOT
Ruth White / Psychiatrist / Peri Natal
Nick Swift / Assoc. Spec.
Emma Carter / Senior Administrator
Laura Jones / Administrator
Carrie Spafforth / Operation Lead / Performance Management
Occupational Therapy
Lynn Mowan / Med. Secretary
Learning opportunities/experiences across the team: / The responsibility for identifying and achieving your learning needs lies mainly with you. Your mentor/team will support you with this.
We suggest that together with your mentor you highlight appropriate learning opportunities as soon as possible to maximise your learning opportunities within this team.
You need to complete learning contract and prior to your formative/mid-placement review, you should undertake SWOT analysis.
Should need arise an action plan can be completed with your mentor to help you address your learning needs.
Opportunities for clinical learning opportunities are:-
·  Multi-disciplinary clinical/review meetings
·  Shadowing team members to gain an understanding of roles
·  Role of care coordinator
·  Mental health assessments, care plans and reviews
·  Liaison with wards and other Specialist Teams
·  Risk assessment and management
·  User involvement
·  Knowledge and practical experience of the Mental Health Act (2007)
·  Medication management
·  Depot administration
·  Opportunities to gain knowledge of therapies on offer at time of placement and attendance to group work
·  Vulnerable Adult protection policy
·  Carers assessment
·  Awareness of mental health symptomotology.
·  Carers assessments
·  Vulnerable adult protection policy meetings.
·  Funding process and pro forma
·  Knowledge of local resources
·  Link into both statutory and non statutory agencies working within the area
Discipline specific learning opportunities: / Different disciplines within the team are very amenable to working with students, preferably if planned in advance.
Badge: As per Trust Policy, your ID badge is to be worn and be visible at all times whilst on placement.
Dress Code: As per Trust Policy
Local links and networks: / Enable - come into the team to support service users into accessing work.
Benefits – have a monthly clinic at the CMHT to offer service users benefit advice.
Path – 3 bedded support house run by Trident
MIND – low key support in area, main hub in Shrewsbury
Types of treatments interventions offered within the service / Psychological
CBT
Brief interventions
Primary Care Liaison
Mental Health Act Assessments
Group Work
The frameworks and models of care used / Care Programme Approach
NICE Guidelines
Site specific Health, Safety & Security / Lone working Policy
Use of White board in administration room, onto which workers whereabouts are written.
Safe and well checks at end of day.
Up to date personal staff details – car registration, contact numbers, next of kin.
Expectations of students / Contact team in 2 week period prior to commencement of placement.
To have card to enable access to Rio.
Punctual attendance and adherence to clinical placement strategy
Informing team and university of any absences.
Exchange of contact details
Providing Mentor with all necessary paperwork pertinent to the assessed placement
To identify and achieve your own learning needs with the support of your mentor.
Supply and undertake learning contract, SWOT analysis and action plans.
Facilitate own reflective practice.
Demonstrate an awareness and have an ability to recognise signs of mental illness and emotional distress.
Show skills at responding to and supporting clients during periods of psychological distress.
Be skilled at communication and establishing therapeutic realtionships with patients and their carers
Have knowledge of adverse side effects from different therapies, including medication
Participate in Drug Administration(Clozaril and Depot medication) and monitor side effects.
Complete placement evaluation.
Housekeeping / Reporting Sick: Clinical lead and university to be informed by the student. All periods of unexplained absence will be reported to the University.
Induction: To be completed within your first week of placement
Personal Disclosure: Be mindful of disclosing personal information to patients
Health and Safety: Be aware of fire policy and procedures. Be mindful of the policy on Drug Administration and Safe Carriage of Medication. Lone Working Policy and use of white board in administrative office.
Emergency Procedures: Mobile phone use and problems in Rural Areas
Useful student contact details / Clinical Placement Facilitator Sue Kent 07977987570 (Shropshire)
Clinical Placement Facilitator Stuart Moyle 07971978096 (Staffordshire)
Clinical Education and Development Lead Helen Allen 07791501278
Staffordshire University 01785 353766
Keele University 01782732000
Wolverhampton University 01902321000
Coventry University 02476887688
Derby University 01332590500
Trust Library Services
Lichfield 01543 414555
The Redwoods 01743 210000
Stafford 01785 221584
Please add other useful numbers
Please use subsequent pages to provide students with information and resources relevant the speciality, or client group.
You may also want to provide examples of paper work assessments or other documents used by your teams. This will help learners to familiarise themselves with your working practices and expectations.

Education induction document

Page 6 of 16

Examples of SWOT tool, Learning Contract and Action Plans
SWOT

Relates to Learning Outcome: ______

Strengths / Weaknesses/Limitations
Opportunities / Threats/Barriers

Signed (Learner): Date:

Learning Contract

Relates to Learning Outcome: ______Date: ______

Desired Learning Experience / Actions / Evidence / Timescale
Review of Learning Contract- Learner / Review of Learning Contract - Supervisor

Signed Learner: Date: Signed Supervisor: Date:

Action Plan

Relates to Learning Outcome: ______Date: ______

Areas for Improvement / Specific Actions / Timescale / Evidence
Review of Action Plan - Learner / Review of Action Plan - Supervisor

Signed Learner: Date: Signed Supervisor: Date:

Education induction document

Page 6 of 16