Occupational Therapy News OTnews May 2020 | Page 44

FEATURE COVID-19
two a week at home. This is something I would never have had the
confidence to try on my own without our session.’
Caroline went on to reflect that ‘it was of huge benefit to my own
wellbeing still being a valued team member able to contribute in
these isolating and distancing times’.
Feedback from students suggested that they valued the content
of the session and that the opportunity to engage with service users
had been maintained.
However, the rapid move to online learning has been challenging
for some, with students reflecting that distractions and motivation at
home can be a barrier to effective working, and that students have
different technology, affecting elements such as quality of sound
and connectivity.
Although not specific to this session, or to service user
involvement, these reflections serve as important reminders that
online learning is a challenging adjustment to many and that this
needs time and support.
Moving forwards, no one can predict the timing, speed and
scale for the lifting of social distancing measures and we are keen
to facilitate service user involvement opportunities in online learning
both in the short and longer term.
The support and informal practice opportunities for anyone new
to the software was a key part of building confidence, and this was
common for staff, students and service users alike.
Students suggested that ‘ice-breaker’ activities within sessions
may help further with this and help with their engagement in online
activities where distance is a reality for all.
Facilitators also suggested that nominating staff or student
members to take notes or to monitor text chat can also help to
create written records of conversations.
We have undoubtedly learnt lessons about what worked well
and what we might do differently.
In the longer term, as we look forward to a future return to
classrooms and campuses, we are also excited about the potential
for further developing online delivery to support service user
involvement in occupational therapy education.
First, this has encouraged us to think about how similar
principles could be translated to simulation, interviews, student
assessments, and more. We are also keen to explore opportunities
44 OTnews May 2020
for involvement for those who may find face-to-face delivery difficult
or inaccessible.
Despite staff, students and service users all experiencing doubts
and vulnerability, we have been inspired by the experience of
creating an environment where we can all still exercise choice, learn
something new and support each other.
Values of co-production and occupational justice have energised
us as we work together through challenging times.
References
Hatton K (2016) A critical examination of the knowledge contribution
service user and carer involvement brings to social work education.
Social Work Education. 36(2): 154-171.
Health and Care Professions Council (2017) Standards of education and
training guidance. Available at: www.hcpc-uk.org/globalassets/
resources/guidance/standards-of-education-and-training-guidance.pdf
[accessed 16 April 2020]
Nursing and Midwifery Council (2018) Standards framework for nursing
and midwifery education. Available at: www.nmc.org.uk/globalassets/
sitedocuments/education-standards/education-framework.pdf
[accessed on 16 April 2020]
Dr Gemma Bradley, Senior Lecturer/Practice Placement
Liaison Tutor, Occupational Therapy, and Dr Helen Atkin, Senior
Lecturer, Occupational Therapy, Northumbria University. With
thanks to Caroline, Louise and Oliver for their support of the
session, the programme and for their contribution to this article.
Thanks also to Rebecca Harrison and Izzie Hutchinson, MSc
Occupational Therapy students, for their feedback
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